SPRING 2015
VOLUME XXX NUMBER 2
Wells THE MAGAZINE
OF WELLS COLLEGE ALUMNAE/I AND FRIENDS
The Modern Liberal Arts & Sciences Welcoming New Leadership A Presidential Farewell
IN THIS ISSUE • Faculty Notes • News from Campus • President's Circle Update • Alumnae/i Voices www.wells.edu
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BOARD OF TRUSTEES Karen Frankel Blum ’67 Carrie A. Bolton ’92, Chair Lisa Mazzola Cania ’79 Marie Chapman Carroll ’75, Vice-Chair Sarah C. Chase ’69, Secretary Thomas E.J. de Witt Fiona Morgan Fein ’65 Pamela Edgerton Ferguson ’69 Daniel J. Fessenden Sarah J. Jankowski ’92 Judith Lavelle ’14 Amy Cerand McNaughton ’86 Renée Forgensi Minarik ’80 Brenna Toomey ’13 Betty Rodriguez Vislosky ’78 Nancy Wenner Witmer ’61 Stephen L. Zabriskie HONORARY TRUSTEES Ann Harden Babcock ’45 Anne Wilson Baker ’46 Nancy Burton Barclay ’56 David Barclay Sara Clark Brummer ’56 Gordon Brummer Gail Fletcher Edwards ’57 George D. Edwards Jane Demarest Engel ’42 Lueza Thirkield Gelb ’52 Margery Leinroth Gotshall ’45 Suzanne N. Grey ’72 Joanne Lowell Johnson ’70 Shirley Cox Kearns ’54 Stanley J. Kott David M. Lascell Alan L. Marchisotto Edward E. Matthews Marcia Goetze Nappi ’56 Janet Taylor Reiche ’52 Frank P. Reiche Elizabeth Bowman Rothermel ’66 Shirley Schou Bacot Shamel ’58 George S. Slocum Priscilla H. Slocum Virginia Grace Small ’50 Susan Wray Sullivan ’51 Gail Zabriskie Wilson ’60 Henry F. Wood, Jr. ADMINISTRATIVE OFFICERS President Thomas E.J. de Witt Provost and Dean of the College Cindy J. Speaker Vice President for Advancement Michael R. McGreevey Dean of Students Jennifer Michael Chief Operating Officer Terry Newcomb Director of Communications and Marketing Ann S. Rollo 2Director of Admissions and Financial Aid Susan Raith Sloan ’86
Wells
Managing Editor Editors Design Contributing Writers
Photography
Ann Rollo David Foote ’11 Laura E. Sanders Office of Communications & Marketing Emily Ambrose ’11 Hallet Burrall Marian Brown President Thomas de Witt Atiya Jordan ’16 Mikayla Kravetz ’15 Michael R. McGreevey Laura McClusky Milene Morfei ’89 Niamh O’Leary Daniel Rosenburg Alex Schloop ’12 Jaclyn Schnurr Pamela Sheradin ’86 Chandler Smith ’18 Griffin Spencer Katie Waugh Katrina La Douce Wilson ’93 Tim Frazier ’16 Mauricio Romero ’18 Alex Torea ’15 Wells College Archives Express Athletics Archives
On The Cover The cover photo for this issue of the Express was taken by our student intern Alex Torea ’15 (Visual Arts major, Graphic Design minor). In fact, most of the photos in the issue were taken by Alex or by our work-study student photographer Mauricio Romero ’18, while Chandler Smith ’18 and Taylor Babb ’16 contributed their own expertise in writing and design. We’re proud to integrate the work of students into our publication and to collaborate with them on projects that complement classroom learning and benefit Wells.
The Wells Express is produced by the College’s Office of Communications and Marketing. Article submissions from the extended Wells community are welcome. Send manuscripts to: Editors, the Wells Express, Office of Communications and Marketing, Aurora, N.Y. 13026. Postmaster: Send address changes to the Wells Express, Pettibone House, Aurora, N.Y. 13026. Telephone: 315.364.3200; FAX: 315.364.3362; e-mail: communications@wells.edu; Web site: www.wells.edu
Contents
Spring 2015
The Modern Liberal Arts & Sciences To d ay ' s We l l s te a c h i n g p e d a g o g y a n d l e a r n i n g ex p e r i e n c e re f l e c t t h e u n i q u e e m b e d d i n g o f a p p l i e d st u d i e s w i t h i n t h e t ra d i t i o n a l l i b e ra l a r t s a n d s c i e n c e s
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New Leadership: A Conversation with Jonathan Gibralter
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The Modern Liberal Arts & Sciences
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Aurora Express
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News from Advancement
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Athletic Updates
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Literati
40
Faculty Notes
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Arrive Curious∴Graduate Prepared
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150 Years: 150 Voices
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End Note: Farewell from President Thomas de Witt
www.wells.edu
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DISCERNING WELLS’ FUTURE Jonathan Gibralter named 19th President By unanimous vote, and based on the recommendation of a broadly representative search committee, the Board of Trustees invited Jonathan Gibralter to serve as Wells’ next President. A courageous and outspoken leader, Jonathan Gibralter is at once a deep thinker, profoundly cognizant of his—and our collective—“enormous responsibility to the next generation,” and a man of deliberate and effective action. Soft-spoken and thoughtful, his demeanor belies his determination to seize every opportunity and move to action. He is resolute in his determination to make a college education really matter and to hold colleges accountable to live up to their promise. “Dr. Gibralter brings strong leadership that includes a deep understanding of the current climate for higher education and the undergraduate experience, a demonstrated commitment to environmental sustainability, the creativity and courage to pursue innovative solutions, and financial acumen. As we look at the opportunities and challenges that lie ahead, Wells College will benefit tremendously from his leadership,” said Board Chair Carrie Bolton ’92 upon his appointment. As Dr. Gibralter visits campus regularly in preparation for his presidency, we sat down with him in midMarch and began what is bound to be a series of “Express conversations.” He framed our discussion with this central thought, “I believe a key to our continued success is going to be focus. We simply must have the vision and discipline to focus on what matters most and how we will accomplish it.”
WHAT IS IT ABOUT WELLS THAT YOU FIND COMPELLING? WHY IS THIS “YOUR” CHALLENGE RIGHT NOW? “Throughout my career, I have always been compelled by a sense of ‘place’ and ‘history.’ What compelled the founders of the colleges and universities I have led to decide to create educational institutions where they were located? Farmingdale State, which I led from 2001 to 2006, was created in the middle of the agrarian community of Long Island, N.Y., to educate farmers. Frostburg State University, which I have led for most of the past nine years, was conceived as a State Normal School so that coal miners could assure their children a better quality of life as teachers. In 1868, Henry Wells wanted to create ‘the dream of his life,’ which he defined as ‘a higher standard of moral and intellectual culture,’ even rejecting an offer to merge with Cornell University. He placed Wells College in a pristine and beautiful location, on the shores of Cayuga Lake, a great place for people to live and to learn. “What I find compelling is the challenge of discerning what Wells College will be in the 21st century, holding onto those cultural imperatives that have made it such a great institution while crafting a future that assures its place in American higher education. I have led mid-sized comprehensive universities that had lost their way in redefining their present and future. In both cases, I left them as strong and vibrant institutions. Over the next decade, one of the 4
“When I visited the campus, I remember feeling I had fallen upon a very special place that deeply valued the education of her students—and was fortunate enough to be located in such a pristine environment.”
greatest privileges of my career will be to define what that future will look like for Wells College. Higher education has become an incredibly competitive enterprise, and we need to define the ‘value’ in our ‘value proposition’ and assure that our students are graduating with 21st century skills that prepare them for graduate school and the world of work.”
WHY ARE YOU THE RIGHT LEADER FOR WELLS RIGHT NOW? TELL US ABOUT YOUR EXPERIENCES AND YOUR EXPERTISE. “I believe that I am the right leader for Wells College at this time. The issues that Wells College faces, in my opinion, are issues I have faced before and with which I have had enormous success. These issues are all about resources—including increasing enrollment while maintaining or even improving academic selectivity; raising private funds; increasing federal, state and corporate grants; and having the ability to think strategically through a process of planning and resource allocation.
“It is important for us to decide what is most important, and to determine a process of strategic planning that will guide us down the right path. I have successfully developed strategic plans both at Farmingdale State and at Frostburg State. These plans led to the largest growth in enrollment in the history of both institutions along with a dramatic improvement in academic selectivity, retention and graduation rates. In addition, these plans led to developing advancement operations that led to the most significant fund-raising campaigns in the history of either institution. I see these issues as being first and foremost critical to the present and future of Wells College in the next decade, and I feel I am ideally suited for this opportunity.” Dr. Gibralter currently serves as president of Frostburg State University in western Maryland. He began his career in higher education with the State University of New York system. Following appointments as a faculty member, academic program director and associate dean for the school of liberal arts at Morrisville, he served as dean of academic affairs, campus dean, and interim president in the community college ranks, ultimately assuming the presidency of Farmingdale State College.
“What I find compelling is the challenge of discerning what Wells College will be in the 21st century, holding onto those cultural imperatives that have made it such a great institution while crafting a future that assures its place in American higher education.”
An experienced president and accomplished scholar who has “turned around” two colleges facing serious enrollment and financial challenges, his efforts led Frostburg State University to new heights, including: improved retention and graduation rates; greater success in private fundraising; effective collaboration with community colleges; and physical www.wells.edu
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“Jonathan Gibralter is well suited to the task of fully restoring Wells’ greatness. His education and wide-ranging experience make him an ideal president to complete the transformation of this wonderful College.” Thomas E. J. de Witt Interim President
Jonathan Gibralter: a quick snapshot
million), athletic stadium improvements ($5 million) and residence hall
Education: 2013 1996 1982 1978
M.B.A. Ph.D. M.A. B.A.
plant improvements to the campus including a business incubator ($2.5 renovations ($7 million).
University of Maryland, University College Syracuse University, Human Development New York University, Counseling Psychology SUNY Binghamton, Psychology
Previous positions:
Under his leadership, Frostburg became a competitive regional comprehensive university. With a focus on economic development, global education, enrollment growth, campus improvements, community relations, fundraising and philanthropy, and sustainability, the university experienced substantial forward momentum.
2006 – 2015
President, Frostburg State University Tenured Professor of Psychology, 2007-15
2001 – 2006
President, Farmingdale State College
2000 – 2001
Interim President Corning Community College
1998 – 2000
Dean of Academic Affairs Corning Community College
community asked me to reflect upon making the transition from a large,
1993 – 1998
Dean, Mohawk Valley Community College, Rome campus
I don’t think this will be as difficult as many might imagine. In fact,
1990 – 1993
Associate Dean, SUNY Morrisville School of Liberal Arts
unique vantage point from which to build on the best of both—and to
1988 – 1990 Director of Individual Studies, SUNY Morrisville 1986 – 1988
Faculty member, SUNY Morrisville Assistant Professor of Social Science, 1987-88 Instructor in General Psychology, 1986-87
Current appointments, since:
HOW WILL YOU MAKE THE TRANSITION FROM PUBLIC UNIVERSITIES TO A PRIVATE LIBERAL ARTS COLLEGE? “During the interview process, many members of the Wells College public university system to a small, private liberal arts college. Honestly, because I have experience on both the public and private sides, I have a learn from the challenges unique to each.
“First of all, I received my M.A. from New York University and my Ph.D. from Syracuse University, both private universities. At Syracuse University, I taught as a Graduate Assistant and conducted research for my doctoral advisor. In addition, I received my B.A. degree from Binghamton University, which at that time was referred to as Harpur College, whose roots were in the liberal arts. So I have a long-held and deep appreciation for the liberal arts and sciences.
2012
Board of Directors, Maryland/DC Campus Compact
2010
College and University Presidents’ Task Force on National Transportation Policy
“And secondly, I have a first-hand window into the benefits of manag-
2008
Co-Chair, Sub-Group on Education and Outreach for the Maryland Climate Change Commission
that the ‘grass is greener’ on the other side of the fence, or perhaps a
2007
Leadership Circle for the American College and University Presidents’ Climate Commitment (Board of Directors, 2011-12)
2007 Greenhouse Gas and Carbon Mitigation Working Group (subgroup of the Maryland Climate Change Commission)
ing in a private college setting. Although some people may have a view sense that public systems have a ready source of funding, in actuality in a large public university system the annual budget is determined by the political system in force. Presidents report to Chancellors who report to Boards who are appointed by the Governor. Budgets are determined based on quarterly tax revenues (not necessarily by the priorities of the academy) and can be modified at any time during the year. In other words, at public universities, while presidents lead their institutions, political realities make that leadership a challenge.
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“At a private college, we have the ability to succeed together. Faculty and staff are part of a team, and when we succeed we reap the rewards of our success. We are all marketers, admissions staff and fundraisers. We all have a stake in our future and in our success. I am very much looking forward to leading Wells College for these reasons. In addition, I feel in my heart that the quality of education students receive at Wells is among the very best in the world. Wells College has been an incredible story just waiting to be told, and I plan on telling that story on a national stage to assure our place for many decades to come.”
AND, AS A COMPANION QUESTION: WHAT DOESN'T CHANGE? WHAT DO WE ALL SHARE IN COMMON? “While I understand the unique enrollment and financial pressures that liberal arts colleges face, I believe in my heart of hearts that the liberal arts and sciences must remain at the core, even as we continue to develop new programmatic offerings to remain appealing and relevant. I see the potential to build on the College’s academic program to generate a strong national reputation while securing sustainable financial well-being.
“What public universities and private colleges share in common are the opportunities we provide to our students. That is our purpose and our reason for existing in the first place. When I entered higher education over 25 years ago, I did so because I saw an opportunity to have an impact on the next generation. This was as true as a faculty member as it is as a college president. Regardless of whether we are public or private, large or small, liberal arts or comprehensive in our missions, we all have an enormous responsibility to the next generation. When we lose sight of that, we lose sight of what drives us. I believe that this one universal truth is what makes all colleges and universities similar.”
“We need a president who understands that colleges and their faculty must continually assess and innovate to improve their curricular offerings to best educate their students for the lives they lead today and in the future and in order to remain competitive and relevant. Fortunately, Dr. Gibralter approaches that from the perspective of an accomplished academic and understands the critical importance of the liberal arts and sciences as the foundation for an education preparing students for personal and professional success in today’s complex environment.” Dr. Cindy J. Speaker Provost and Dean of the College
HOW WILL YOU SPEND YOUR FIRST YEAR? WHAT DO YOU HOPE TO ACCOMPLISH? “There are many priorities in how I believe I will spend my first year on the Wells College campus. First and foremost, I want to get to know our faculty, staff, students and alumni. I want to better understand the culture of Wells College and those cultural imperatives that matter most. With that in mind, I also recognize that there are two strategic priorities that must be addressed immediately. This includes continuing to build enrollment and assuring that our fundraising capabilities are all they need to be. These two areas need to be very quickly understood to assure the strength of Wells College for decades to come.
“In addition, within the first year, I believe we need to have a strategic plan that is focused, with specific and measurable goals to be achieved.
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“As a student, it has been incredibly inspiring to be led first by a Wells College graduate, and now by such an agent of change. Students have always had a strong voice and have accepted serious responsibility at Wells. Serving on the search committee has been a natural extension of that – and I am so glad we found Dr. Gibralter! I expect he will be just as strong an advocate for Wells students as we’ve always had.” Jamyra Young ’15 President, Collegiate Cabinet Member, Presidential Search Committee
I believe a key to our continued success is going to be focus. We simply must have the vision and discipline to focus on what matters most and how we will accomplish it.
“Positive partnerships with Wells College’s Board, faculty, staff, students and alumni must be at the forefront of these efforts because enduring change, I have always believed, requires trust and meaningful relationships. As we plan for such a future, it will be important to listen carefully to those cultural imperatives that cannot be lost while also moving into a future of fiscal strength and viability.”
A PUB ON CAMPUS: GIVEN YOUR EXPERTISE IN PREVENTING DANGEROUS DRINKING BEHAVIORS, DOES THIS MAKE SENSE? Dr. Gibralter currently serves as co-chair of the National Institute for Alcohol Abuse and Alcoholism (NIAAA) Presidents’ Working Group to Address Harmful Student Drinking. One of the institutes that comprise the National Institute of Health (NIH), the NIAAA is the largest funder of alcohol research in the country. Dr. Gibralter appears regularly in the national media, including recent segments on the PBS NewsHour, NPR’s All Things Considered and USA Today, as a leading voice on preventing dangerous college-age drinking and related harms.
“I am sure that with my background and expertise on high-risk drinking, many are wondering about my position with regard to Wells College having a pub on campus. Let me begin by saying that we won’t actually be calling it a pub, which may imply that it’s based primarily on sales of alcohol. Like a traditional ‘public house,’ from which it draws the more common reference as a ‘pub,’ this will be a gathering place for faculty, staff and students to share food, coffee, and even a drink while having conversation. As we consider its broader purpose as a gathering place and come up with its more formal name, we’ll be sure to embrace a greater potential. “Secondly, I have no issue with alcohol. My issue is with the high-risk drinking that some college students engage in. National statistics show us that over 1,800 college students die each year as a result of alcohol consumption and the related harms. Many more are victims of sexual
“Dr. Gibralter recognizes the significant relationship our alumnae and alumni have with their alma mater and the degree to which we serve as a unique resource.” Betty Rodriguez Vislosky ’78 Board of Trustees President, Association of Alumnae and Alumni Member, Presidential Search Committee
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and physical assault. I think with a campus pub at the College, it becomes even more critical to educate students about the dangers associated with high-risk drinking. It is critical to assure that our servers know how to serve responsibly and how to identify phony IDs. Remember, it is primarily only the seniors at Wells who will be of the legal drinking age, and we need to be certain that the facility is abiding by the law.
“More importantly, we have to be sure the ideal of a gathering space for student performances, music, games, good food and just plain fun is borne out in our programming and use of the space. College is an intense time, and students need safe, accessible outlets for relaxing. Arguably as much learning takes place outside the classroom as in, and as a residential campus, we have to be sure all of our facilities and our programs foster a positive student experience and a vibrant campus atmosphere.”
GIVE US A GLIMPSE INTO JONATHAN GIBRALTER. WHAT MAKES YOU TICK? WHO ARE THE IMPORTANT PEOPLE IN YOUR LIFE? WHY DO YOU DO WHAT YOU DO? Ralph Waldo Emerson once said, “To finish the moment, to find the journey’s end in every step of the road, to live the greatest number of good hours, is wisdom.” The question becomes how to live the greatest number of good hours? I have come to believe the best way to live the greatest number of good hours is to prioritize how one spends time. My wife Laurie and my children Mac and Kevin have always given me so much love and support and I truly believe my professional journey has been made far more meaningful by their presence in my life. Our new grandson, Mason (who lives with his parents in Syracuse) will be almost two years old when I begin my tenure as President of Wells College, and I want to be an active part of his life while he grows up. Wisdom is acquired through experience and age—we all gain more wisdom as we get older, and I have learned that this life is not a dress rehearsal for anything.
“In addition, I love spending time with students and knowing the time they spend with me and with us on our campuses makes a difference in their lives. I always have believed that I learn far more from our students than they could even hope to learn from me. I hope this will always be a priority for me in my time at Wells College.”
“Laurie and I very much look forward to joining the Wells community. We raised our children in Syracuse and have long-time connections to upstate New York, so Wells College and the village of Aurora already feel like home. We simply love the area and can’t wait to return.”
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“It was a distinct honor to serve on the Search Committee, and I am extremely pleased that Jonathan Gibralter will shortly take on leadership at this wonderful institution. He impressed the committee with his forthright understanding of the issues facing small colleges and conveyed a strongly intuitive grasp of how Wells can adapt and change to provide the best possible education for our students. I believe Jonathan Gibralter’s track record speaks for itself in this regard, and I look forward to working with him.” Scott Heinekamp Professor of Physics Member, Presidential Search Committee
YOU JOIN QUITE A LEGACY OF LEADERSHIP. HOW DOES THAT INFORM YOUR APPROACH?
150 YEARS OF LEADERSHIP
Dr. Gibralter joins Wells following the interim appointment of President
19 PRESIDENTS 1868-2015
Thomas E. J. de Witt, President Emeritus of Lasell College in Newton, Mass., in 2013. At Wells, Dr. de Witt has laid the groundwork for an 1
Rev. William Washington Howard
1868 – 1869
2
Samuel Irenaeus Prime
1869 – 1873
improvements to student residences, to faculty-student research and on-
3
Thomas Campbell Strong
1873 – 1875
campus practitioner residencies, to the newly-established Center for Sus-
4
Edward S. Frisbee
1875 – 1894
Anne Reese Pugh (acting)
1894
William Everett Waters
1894 – 1900
Jasper Freley (acting)
1900 – 1904
George Morgan Ward
1904 – 1912
2013. Under her leadership, Wells made the successful transition to co-
Thomas J. Preston Jr. (acting)
1912
education, increased enrollment, strengthened the academic program, ex-
Robert Lansing Zabriskie (acting)
1912 – 1913
exciting future. Under his leadership, in less than two years Wells has developed a dozen new academic programs, completed three major capital projects, and developed campus-generated initiatives ranging from
tainability and the Environment, to the creation of a more modern and collegiate feel across campus. His leadership has sparked a renewed sense of campus energy and enthusiasm, impacting both retention and recruitment. Prior to Dr. de Witt, the College was led by the first and long-time alumna president, Lisa Marsh Ryerson ’81, who served from 1995 to
panded opportunities for students, and revitalized College properties in
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the village of Aurora—for which she was recognized as President Emerita.
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Kerr Duncan Macmillan
1913 – 1936
Ms. Marsh Ryerson now serves as president of the AARP Foundation in
8
William Ernest Weld
1936 – 1946
Washington, D.C.
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Richard Leighton Greene
1946 – 1950
“Wells College today is in an advantageous position to once again enjoy
10 Jerome H. Bently
1950 – 1951
the prestige it has held for generations. I am incredibly honored to be-
11 Louis Jefferson Long
1951 – 1969
12 John Delane Wilson
1969 – 1975
come the College’s next president and look forward to extending President Ryerson’s relationships with our alumnae and alumni and building on the capacity for innovation that President de Witt has fostered.”
Ralph H. Poole (acting)
1975
13 Frances Tarleton Farenthold
1976 – 1980
14 Patti McGill Peterson
1980 – 1987
K. Roald Bergethon (acting)
1987 – 1988
15 Irene W. D. Hecht
1988 – 1990
Susan K. Tellier (acting)
1990 – 1991
“As we look at the opportunities and challenges that lie ahead, Wells College will benefit tremendously from Jonathan Gibralter's leadership.”
16 Robert Allen Plane
1991 – 1995
17 Lisa Marsh Ryerson ’81
1995 – 2013
18 Thomas E.J. de Witt (interim)
2013 – 2015
Carrie A. Bolton ’92 Chair, Board of Trustees
19 Jonathan Gibralter
2015 –
When Dr. Gibralter settles into Macmillan Hall on July 1 as Wells’ 19th president, we can all rest assured he’ll be doing more than just drafting the next chapter in Wells history as we begin the celebration of her sesquicentennial.
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BOARD OF TRUSTEES
The Presidential Search
AN INCLUSIVE PROCESS Choosing the next president to lead Wells College was both an exciting undertaking and a daunting responsibility. It was also a profoundly rewarding experience thanks to excellent and collaborative partnerships.
“While clearly Dr. Gibralter’s credentials and accomplishments are impressive, he was among many strong candidates vying for our presidency. Much credit is due the search committee, a collaborative effort of Trustees, faculty, staff and students, as well as alumni. We couldn’t be more delighted that Dr. Gibralter emerged as our top choice—and that we are his.” Marie Chapman Carroll ’75 Vice Chair, Board of Trustees Chair, Presidential Search Committee
The search process was led by a 12-person committee comprised of key stakeholders across the community, including Trustees, faculty, staff, students and alumni. One of our first assignments was the selection of AGB Search to serve as our professional search guides. Founded in 2010 by the Association of Governing Boards of Colleges and Universities, ABG Search focuses exclusively on leadership placement for higher education clients. AGB Search principals Thomas B. Courtice and Veryl Miles ’77 led the Wells team. Dr. Courtice’s forty years of higher education experience include faculty and administrative positions prior to serving as president of three independent colleges. In her twenty-five year career in legal education, Ms. Miles has served as law school dean and deputy director of the Association of American Law Schools; she also served two terms on the College’s Board of Trustees. With experience across the spectrum of higher education, and familiarity with Wells College, AGB Search proved a strong partner at this critical juncture. Together we embarked on a broad national search and generated nearly 100 qualified prospects, whom we vetted and narrowed to the top 20 before inviting a diverse group of nine compelling, talented, qualified nominees to a series of off-campus interviews. From there our top three candidates traveled to Aurora and visited with the campus community—in small interview settings as well as campus-wide forums. At the February meeting, the search committee wholeheartedly recommended Dr. Jonathan Gibralter to the Board. The rest, as they say, is history.
PRESIDENTIAL SEARCH COMMITTEE The 12-member Presidential Search Committee is representative of Wells’ varied constituencies.
Trustees: Marie Chapman Carroll ’75, Committee Chair Betty Rodriguez Vislosky ’78, President, Wells College Association of Alumnae and Alumni Lisa Mazzola Cania ’79 Daniel J. Fessenden Renée Forgensi Minarik ’80 Stephen L. Zabriskie Carrie Bolton ’92, Board Chair, ex officio Faculty: Deborah Gagnon, Associate Professor of Psychology Scott Heinekamp, Professor of Physics Katie Waugh, Assistant Professor of Studio Art Student: Jamyra Young ’15, Collegiate Cabinet President Staff: Kevin Miles, Director of the Sullivan Center for Business and Entrepreneurship
Before history takes its course, however, most of the search committee members will remain together as part of a larger transition effort. Joined by additional members, including alumnae and village residents, and with AGB Search still on board, we will help assure that Wells and the extended community are introduced to Dr. Gibralter—and he to them—as we prepare for a more formal spring inauguration. On behalf of the Wells College Board of Trustees and Chair Carrie Bolton ’92, we extend deep appreciation to the hundreds who participated in the search process. ~ Marie Chapman Carroll ’75
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the
MODERN
LIBERAL ARTS and SCIENCES
In theory application FROM CURIOSITY TO CRITICAL THINKING
Students deserve the tools that they need to start with an idea, give in to curiosity, take the responsibility to challenge their own way of thinking, and learn to express what they’ve learned in an effective way. We hope that they are able to use their expanded knowledge base, as it says in our mission, to think critically, reason wisely, and act humanely as they cultivate meaningful lives.
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Those who have spent time at Wells, even for a few hours, often come away with an appreciation of our scenic location and a sense of the closeness of our community. For those who are here longer—the students earning their undergraduate degrees, faculty members providing instruction and advice, and staff supporting the learning process—there are countless opportunities not just to build an education, but to expand critical intelligence and awareness and develop a sense of agency in building a framework for understanding the world. A liberal arts approach necessarily results in the interaction, both symbolic and literal, of many spheres of knowledge. These bonds of shared experience and knowledge strengthen not just the academic community, but the individuals who come to Wells and open themselves up to new experiences, new information, and new ways of thinking. Indeed, novel ideas are practically everywhere your turn at Wells: in programs that teach the newest classroom strategies for our education students; laboratories that familiarize students with topics such as forensics, “green” chemistry, and theoretical physics; history courses that approach the study of the past as a framework for understanding the present; and arts courses blending historical aesthetic techniques with modern technology, to name just a few. At Wells, we believe in an education that ensures our students the ability to reach a deeper understanding and experience than they expected. Those who are pursuing their educations deserve the tools that they need to start with an idea, give in to curiosity, take the responsibility to challenge their own way of thinking, and learn to express what they’ve learned in an effective way. We hope that they are able to use their expanded knowledge base, as it says in our mission, to think critically, reason wisely, and act humanely as they cultivate meaningful lives. The foundation for this knowledge, as you might imagine, consists of teaching students how to learn. In our country’s current education climate, much has been written and said about the measurable results of teaching. No matter what background a student has, though, or what resources are available to them, the Wells community should be prepared to give our students the ability to build their basic strengths into useful skills by the time of graduation.
THE MODERN LIBERAL ARTS & SCIENCES
The purposeful liberal arts curriculum, paired with our attention to crafting a compelling education through the expertise of faculty who understand modern learning needs, gives each scholar a set of skills that is valuable in any workplace.
A PURPOSEFUL CURRICULUM A specific effort that we’ve been undertaking at Wells is to give our curriculum additional adaptability and nuance by making our minors more intentional. Rather than seeing a minor as an “extra”—something to dabble in on the side while you work on your major—we’re looking at ways that they strengthen and focus the specific expertise of any individual student. In the same way as a few candles might turn an ordinary dessert into a once-a-year celebration of someone’s life, a minor can give a degree in one discipline a flexible, compelling quality and result in a more varied skill set, a more prepared graduate, and an unforgettable student experience along the way. In fact, our professors make “practicality” a part of their own method, based on an understanding of the needs of today’s students in today’s world. It’s a matter of necessity that students become familiar not just with the theory or “rules” associated with a major, but that they’ve developed an understanding of what it means to bring these ideas into real-world scenarios. Teaching is more than just lecturing and notetaking; it becomes a series of opportunities to engage with the skills and insights of professionals and practitioners, visiting guest speakers and artists, and experts who share a student’s own interests. Our newlydeveloped programs play a strategic role in equipping students with depth of knowledge, translating to an expanded range of opportunities after graduation. These connections result in a holistic education and allow students to become much more than just a “______ major.”
learning, growing and expanding their understanding of whatever topic they find intriguing. This journey may in fact begin with the discoveries and connections they make between disciplines as an undergrad. Our curriculum is designed to give students the ability to “cross-pollinate” their education—to deliberate, combine methods from traditional liberal arts and modern practical theory, and seek out the right kinds of answers or find multiple solutions through diverse pathways. This type of graduate—this type of person—will engage with the world in a way that inevitably extends to those they come in contact with. It can’t help but spill out into the community. So in the following pages, we gave some of our teachers and scholars the chance to describe in their own words their contributions to one corner (or more!) of the curriculum and the interactions that have resulted. As you read them, keep in mind the strategic links between what constitutes major and minor fields of study—whether long-established or brand new—and how these specific disciplines are linked to the geographic location of Wells, the position of the College within higher education, the nature of learning in today’s society, and the ways that students themselves are enabled to drive their experience, both before and after graduation.
PREPARATION FOR A LIFETIME The purposeful liberal arts curriculum, paired with our attention to crafting a compelling education through the expertise of faculty who understand modern learning needs, gives each scholar a set of skills that is valuable in any workplace: namely the ability to work in a team, speak and write effectively, discuss solutions to complicated problems, and apply different types of expertise to their work. However, an education should also—perhaps more so—prepare a student for a lifetime of adaptable, thoughtful learning. The curious person who finds themselves encouraged to follow that drive to know more will, throughout their lives, find themselves
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Everyone is born with a sense of curiosity—what we refer to as scientific inquiry is that curiosity focused on a particular project—so our job is to guide students’ curiosity to answer more relevant questions.
Making Connections and
TA K I N G A D VA N TA G E O F P L A C E OUR SCIENTIFIC SURROUNDINGS: Biology, chemistry and other natural sciences are taking a closer
than ever look at climate, environment and atmosphere—words that can also refer to the “feeling” of the place where we live. At Wells, we’re constantly aware of the special suitability of our own surroundings to these types of studies. In fact, this reality was built into the recent reengineering of the Environmental Science program. Professor of Environmental Science NIAMH O’ LEARY and Associate Professor of Biology and Environmental Science JACKIE SCHNURR shared some of the ways their courses take advantage of Wells’ geographical and cultural location, encouraging students to explore the world in which they live and to make connections between natural conditions, theoretical models, and societal needs. And while we expect that students also make deliberate connections between disciplines, the newly refocused programs in Environmental Science are, in fact, just that—science programs; and they were designed that way deliberately. As Professor Emeritus of Biology TOM VAWTER explains, “The sciences are not bodies of facts to be memorized; they are ways of understanding the world and of communicating that knowledge. They should be a critical part of every liberally educated person’s intellectual tool kit.” Thus our insistence on the liberal arts and sciences.
LOCATION, LOCATION, LOCATION! Everyone is born with a sense of curiosity—what we refer to as scientific inquiry is that curiosity focused on a particular project—so our job is to guide students’ curiosity to answer more relevant questions. Inevitably, both these questions and their answers are uncovered through attentive interactions with natural systems. Aurora’s spectacular natural setting provides a wealth of practical applications for scientific inquiry in the Environmental Science major and minor. Much of this is purposefully integrated into our courses, which make extensive use of the natural laboratory that the Wells College campus and our upstate environs provide. Professors O’Leary and Schnurr shared some of the ways that the College’s location becomes an inevitable, foundational element of their teaching: Ecology and Evolution is a field-based course in which students learn about ecological concerns around invasive species and investigate the distribution of these species on campus. The spotted knapweed infests part of our campus, which allows for a perfect hands-on opportunity. Other explorations include delving into the mystery of why no seedlings grow under eastern hemlock 14
trees and using mark-recapture to estimate the abundance of pill bugs on campus. These experiences help students develop an appreciation for their environment through applied learning by allowing them to identify common species throughout the northeastern United States. As a result, they are fully aware of the conversations around conservation that affect present practices and future developments in the natural sciences. Cayuga Lake and its tributaries are one focus of practical skillbuilding in Introduction to Environmental Science, another course with considerable outdoor and local components. We use the Floating Classroom to go out on Cayuga Lake to learn lake water sampling and analysis techniques used by professionals and experts in monitoring waterway health. Several labs focus on Salmon Creek, a nearby tributary of Cayuga Lake that we use to help “connect the dots” between conceptual models of relatively pristine waterways and the realities and challenges of a dynamic “living” stream. Everyone agrees that renewable energy is great in theory, but what are the actual possibilities and payoffs of green energy specifically within the Finger Lakes region? This is another area that students dig into in Introduction to Environmental Science— often taken early in their undergraduate education—through a class visit to a functioning solar panel installation, and also in the upper level course Environmental Impact Assessment, where we communicate with local environmental consultants in our study of the environmental impact statement for Cornell’s Lake Source Cooling facility, complemented by a tour of the facility itself. Cayuga County’s farming focus is well-represented in our classes as well. At the introductory level students always enjoy a trip to
THE MODERN LIBERAL ARTS & SCIENCES
The combination of the intimate education Wells offers and our integration of the local environment into many aspects of the student experience enhances career readiness and helps our students be attractive applicants for jobs and graduate schools.
CONTRIBUTING TO PLACE: STUDENTS HELP FOUND LOCAL GARLIC FARM This past fall, Assistant Professor of Business GEHAN SHANMUGANATHAN recognized a unique teaching opportunity when he met Dale Mangan, a local resident hoping to revive her inherited King Ferry farmland. “Ever since I graduated from my doctoral education,” says Professor Shanmuganathan, “I felt that there was something I had to do to give back to society.” Following this drive, he is a certified business mentor through SCORE (Service Corps of Retired Executives), a non-profit organization designed to help small business owners develop their enterprises. Professor Shanmuganathan realized that he could use this connection to benefit both Wells and the community: his business students could develop a lasting business plan as case study for their course work—while providing a tangible community service.
a local corn field to study the rather academic concept of net primary productivity. At the upper level our course in Sustainable Agriculture highlights our farmers and neighbors. Practices like integrated pest management, which may sound abstract in a textbook, are put into real life context as we talk with farmers in the orchards, vineyards, and dairies of Cayuga County. Conservation of Biodiversity is an introductory level course that gives students an opportunity to focus on very real concerns related to restoration of local species under threat. This semester finds us at the Montezuma National Wildlife Refuge studying the protection of migrating birds, at the Cornell Plantations learning about conservation of some of our local wildflowers, and meeting with leaders in N.Y. State Parks’ efforts to involve communities in local environmental stewardship. In fact our relationship with the state parks extends outside our coursework into the student club FORCES, whose members organize opportunities to explore local state parks and contribute to their protection. Other courses including Environmental Impact Assessment and Limnology use the nearby Onondaga Lake cleanup as
He called on two students in the business program, Ryan Hood ’15 (Ohio) and Cassandra Smyth ’15 (New York), who walked their new client through the analysis of her prospective business and helped clarify the objectives she was trying to establish. Both are pursuing individualized majors in business and entrepreneurship; Ryan is adding a sport management minor and Cassandra has minors in management and criminal justice. Their process included an analysis of prospective market, market size, potential competitors and suppliers and possible product pricing. They assisted Dale through the process of starting and registering her business; receiving gain and tax components; completing a cost analysis and calculating the break-even point, selling prices and margins based upon cost structure. The students stayed with the project through the actual cultivating and seeding for crops. The students, Professor Shanmuganathan and his family, and the Mangan family all pitched in to sow the garlic seeds and establish a garlic patch that will be ready for harvest by this summer. In the meantime, Ryan and Casandra will continue to work through sales management strategies with Dale while the garlic cultivates. Working across the curriculum, on a project that aligns with their values, and involving themselves in the surrounding community has been a “growth” experience for the students and our neighbors in King Ferry have a brand-new, promising organic garlic farm. www.wells.edu
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Students in Environmental Science courses—and the newly redesigned major and minor—take advantage of Wells’ geographical and cultural location to explore the world in which they live, making connections between natural conditions, theoretical models, and cultural needs.
a local case study that demonstrates how the field of remediation science can be applied to an environmental problem. As a result, Wells students learn to generate positive outcomes for local natural resources and communities. “Research has shown that people care more about what they know, so by introducing our students to the names and specific characteristics of species in our region, they are more likely to care for and value the environment in which they live—no matter their major or eventual career path. And our students are likely to be exposed to and learn about a wide range of issues given that so many of our students put together multi-disciplinary academic experiences. The array of majors and minors at Wells helps to increase the different perspectives found in our classes, making our discussions more vibrant and more applicable to everyone,”Professor Schnurr explains.
PLACE-BASED LEARNING: STRENGTHENING INDEPENDENT STUDENT RESEARCH Faculty take advantage of opportunities to extend classroom instruction into professional settings. Our great relationships with local groups and businesses, including the Cayuga Lake Watershed Network, the Finger Lakes Land Trust, King Ferry Winery, N.Y. State Parks, and the Cayuga Lake Floating Classroom have allowed us to use them as learning laboratories and to place interns with them on a regular basis.
The payoffs for students are tangible as they complement their scholarly expertise with professional experience, and in more than one case these opportunities have resulted in job offers for after graduation. Wells’ size allows faculty members to support each student’s interests, skill set and background by placing them in the right opportunity at the right time. The net result is a customized, purposeful education and a career track that helps get our alumnae and alumni where they want to go. Place-based learning provides opportunities for and strengthens independent student research. Current thesis projects for environmental seniors include one focusing on environmental education in Fillmore Glen State Park to cement the relationship between the park and a local elementary school, and one examining the effects of agriculture on water quality in the Tioughnioga River in nearby Cortland County. This summer for example, Environmental Science majors (pictured below) Niaome Hickman ’16 and Katie Sweeney ’15 (who also has a Sustainability minor) worked on campus to document the abundance and reproduction of herbaceous vegetation. Both of these students have been able to present their work at academic conferences—both for the Rochester Academy of Sciences in November, and Katie for the National Conference on Undergraduate Research this spring—another great venue for extending learning beyond the classroom. As Professor O’Leary summarizes so well, “The combination of the intimate education Wells offers and our integration of the local environment into many aspects of the student experience enhances career readiness and helps our students be attractive applicants for jobs and graduate schools. In fact one of our seniors is in the happy position of having not one but two job offers in hand for after graduation, and this only in January of her senior year! Growth in the environmental field is strong, and Wells is well-positioned, literally, to make the most of it.”
People care more about what they know, so by introducing our students to the names and specifics of species in our region they are more likely to care for and value the environment in which they live—no matter their major or eventual career path.
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We have a moral obligation to help our students understand and address the critical environmental issues they will face in their lives and to provide them with tools that they can use to make positive change in their own lives and in the wider world.
CONNECTING CLASSES TO PERSONAL PASSIONS: THE PSYCHOLOGY OF ENVIRONMENTAL SUSTAINABILITY Professor of Psychology MILENE MORFEI ’89 teaches a course on the Psychology of Environmental Sustainability that crosses disciplines to help students apply psychological concepts and theory—such as group dynamics, organizational issues, habit-forming and more—to problems of environmentally-unsustainable behavior. Students work in teams on far-reaching service projects that they present to the community at the end of the semester. For many students, a limited knowledge of the environmental issues that our society faces means that the course can really be a life-changing experience. This course has, for example, opened new avenues of scholarship within the major field as well as prompting unique and compelling career trajectories in emerging fields. “A couple of years ago,” Professor Morfei shared, “I was fortunate to have Rachel Partington ’14 in my class. Rachel was a history major with a deep commitment to social justice that was evident in her work with student organizations. I helped her connect with Joe Heath, the General Counsel for the Onondaga Nation, and she pursued a summer-long internship with him in his law office. Rachel is now studying environmental law at Pace University. “I believe we have a moral obligation to help our students understand and address the critical environmental issues they will face in their lives,” she said. “My goal is to provide my students with psychological tools that they can use to make positive change in their own lives and in the wider world.”
Sustainable Food Systems Minor
R E T H I N K I N G T H E WAY W E E AT PROGRAMS IN ALIGNMENT WITH CURRENT ISSUES: The new minor in Sustainable
Food Systems investigates the challenges of the current global food system with a focus on the cultural meanings of food and the social and physical conditions under which we grow and consume foods. Taking advantage of our excellent location within an agricultural region, students at Wells study the effects and rewards of a system of small-scale food production and the conditions that promote local consumption. The minor was designed by Professor of Sociology and Anthropology LAURA MCCLUSKY, who discussed the thinking behind making this program a part of our curriculum: “Over the past two years and with the support of President Tom de Witt, the faculty have developed new academic programs that align with prominent social issues, significant new fields of scholarship and essential professional skills. One of these, the new minor in Sustainable Food Systems, is a program that has the potential to help not just the future of Wells, but the future of us all. “Popular writings such as Frances Moore Lappe’s “Diet for a Small Planet,” published in 1971, have helped people in the U.S. become aware that there are problems with our food system. Eric Schlosser’s “Fast Food Nation” has also influenced a present day understanding that things have to change. We’ve known for a while that the global food system we are a part of isn’t healthy for anyone, except for a few large corporations. It is only recently, however, that people are taking action—such as creating academic programs that help students themselves tackle the issue and contribute solutions.”
Frankly, the Sustainable Food Systems minor didn’t take much to design. These classes were already on the books, so it’s based in what we teach. Students learn that culture is flexible and dynamic, and at the heart of what we eat, how we interact with the planet, and each other. They learn about the science of growing our food in ways that make sense for our future. It’s a re-figuration of what we already have into something new; a sort of curricular recycling.
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The minor is also a nice side dish to the “protein side of the plate.” Students combine it with business courses, environmental science or women’s and gender studies—any major, really—and apply what they learn to help create a more just and sustainable world. And let’s face it, creating a more sustainable world is not just a possible future; it’s the only future. A NEW PROGRAM BUILT ON EXISTING EXPERTISE The establishment of a new program at any college or university can be a complicated matter. However, as Professor McClusky explains, this particular one was a natural fit. “Frankly, the Sustainable Food Systems minor didn’t take much to design. These classes were already on the books, so it’s based in what we teach.” Students in the program take classes like: ■■ ■■ ■■ ■■ ■■ ■■ ■■
ANTH 270 The Social Science of Food: Prof. Laura McClusky PSY 335 Psychology of Environmental Sustainability: Prof. Milene Morfei ’89 ANTH 230 Culture and Gardens: Prof. Ernie Olson SOC 200 Human and Animal Interaction: Prof. Dan Renfrow ENVR 340 Sustainable Agriculture: Prof. Niamh O’Leary BIOL 305 Plant Diversity and Evolution: Prof. Jackie Schnurr ECON 220 Environmental Economics: Prof. Kent Klitgaard
As Professor McClusky describes it, “In these classes, students become familiar with critiques of globalization, immigration, and other global inequalities. They learn that culture is flexible and dynamic, and at the heart of what we eat and how we interact with the planet and each other. They learn about the science of growing our food in ways that make sense for our future. It’s a re-figuration of what we already have into something new; a sort of curricular recycling. “The minor is also a nice side dish to the ‘protein side of the plate,’ if you will. Students can combine it with business courses and go on to create a viable organic farm or locavore restaurant; environmental science to understand the ecological systems of growing food in a specific environment; or women’s and gender studies to critique food and privilege in efforts to create a more equitable world. The minor therefore allows student to make a difference in the world in myriad ways. Essentially, they can apply the skills and ideas they learn in this minor to help create a more sustainable world. Let’s face it, creating a more sustainable world is not just a possible future; it’s the only future.” The existence of this minor also creates opportunities to bring local sites into our teaching. For example, Early Morning Farm, a King Ferry-based organic Community Supported Agriculture project, offers students the chance to interact with professional organizations and apply knowledge to practice and practice to knowledge. “Within this specific minor, ” Professor McClusky says, “this helps students learn the hard work of running a sustainable business by literally getting their hands dirty. And in turn, the minor promises to grow into something big, nutritious…and sustainable. ”
COMPLETING THE FARM-TO-TABLE CHAIN As Director MARIAN BROWN explains, the Center for Sustainability and the Environment provides a “hub” for connecting ideas with opportunities to promote sustainable eating.“We are working with local farms and food providers to reinforce regional, real-life food connections, underscoring the value and relative ease of 'practicing what we preach' in our Sustainable Food Systems curriculum.” For example: Wells Dining is expanding the network of Finger Lakes growers from whom they purchase food; Kailin Kucewicz ’16, who is pursuing an individualized major in business and entrepreneurship and has a passion for food-related sustainability, is developing a food waste composting system as well as starting a food reclamation effort, where prepared but unserved food is repackaged for donation to area food pantries; Wells interns will help promote and run the new Aurora Farmers Market during its first year; and students are expanding the on-campus organic gardening program. Wells students have proven to be capable and unique idea generators, seeing beyond “what is” to “what could be”—and getting involved, through their coursework and beyond. The College’s place within such a vibrant agricultural region, with a bumper crop of farmers, producers, and organizations, as well as in the heart of the Finger Lakes wine country, teeming with growers and vintners, is the ideal medium to grow a more sustainable food system.
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ON CULTURAL SENSITIVITY, COMMUNITY SOVEREIGNTY, AGRICULTURE AND “TOUGHNESS” MIKAYLA KRAVETZ ’15 is one of the first students to add the Sustainable Food Systems minor to her course load. She took a few minutes out of her—busy—day to reflect on how that has changed and augmented her experiences.
“I’m a biology major, so adding the Sustainable Food Systems minor required me to take some additional courses in the social sciences. These classes helped me to deepen my understanding of how food systems and nutrition patterns emerge from social systems like race, class, gender and even national and international politics. This also helped me to begin developing the social and cultural sensitivity needed to pursue food justice activism. “Food is a very sensitive and personal thing. Food activism should never involve shaming individuals or communities for their choices. It is the food system that needs to change; individual and community health will follow when people gain sovereignty over the food that builds their bodies, and over the land that nourishes their food. “The minor requires an internship, which is an instructive experience for learning more about the essential practical work involved with growing food. The Finger Lakes region provides a lot of opportunity to enter the social space of food production, which is often hidden from people that don't work directly in it. It helps you understand the amazing toughness and resilience of the people who farm our food, and to test your own strength and gain some toughness yourself. “I hope that a future Wells student might do an internship at one of the local dairies. That could be an excellent way to learn about the impacts of migration and immigration law on the food system and the people who work in it, and to better understand the racial dynamics that permeate the agricultural industries in this country.” In addition to her aforementioned major and minor, Mikayla is fulfilling a Spanish minor and has earned a GPA over 4.0 and placement on the Dean’s List each semester. She received the Phi Beta Kappa First Year Book Award in 2012-2013, which is presented to the member of the previous year's first-year class who demonstrated high academic achievement and shows great promise in fulfilling Phi Beta Kappa ideals. Mikayla is also a member of the Campus Greens, FORCES, and Umoja; and she’s lived for two years in Wells’ Mandell House—a residence and learning community dedicated to social justice and sustainability. As shown in the photo to the left, at the 14th annual campus-wide activism symposium this spring, she presented a session on “Germinating Justice” which she described as “a story of science and its relationship to people.”
POETRY AND THE ROLE OF WRITING Professor and poet DAN ROSENBERG shared his thoughts on the benefits of learning to write for art and for activism and the place of the writer in the world: “Studying poetry is far more than the examination of traditional forms and other ‘rules-based’ thinking. As an exploration of the expressive and sonic potential of language, poetry (and most other forms of literature as well) is about shaking us out of our normal modes of engagement with both language and the world. This is especially valuable to a liberal arts education, because ‘normal’ so often means ‘uninterrogated’ and ‘thoughtless’ and ‘manipulable.’ I try to help my students develop a deep sensitivity to language not just because I want them to get as annoyed as I do when they see a misused apostrophe, though I enjoy when that happens. And not just because I want them to experience the pleasure of a well-written phrase, though that’s important too. I try to promote that sensitivity to language—as both readers and writers—so that my students can engage with the world empowered to say what they mean, to mean what they say, to see through the smokescreens of obfuscatory rhetoric and understand the world as a more rich, complicated, dynamic place.” Author, environmental activist, and scientist Sandra Steingraber, who spoke on campus this spring as part of the Visiting Writers Series and Sustainability Speaker Series, uses those literary skills to not only understand the world, but to inspire explicit political action in an effort to change it. She uses the tools of a literary writer to reunite scientific facts about environmental issues with the emotional urgency, the human potency, that is so often stripped from them. Steingraber makes statistics matter, illuminates the true costs of inaction, and shifts our perspective on massive catastrophes so that we can actually feel their impact and be moved to act as a result.
I want students to experience the pleasure of a well-written phrase. I try to promote that sensitivity to language— as both readers and writers—so that my students can engage with the world empowered to say what they mean, to mean what they say, to see through the smokescreens of obfuscatory rhetoric and understand the world as a more rich, complicated, dynamic place.
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Activist literary writing is about taking that next step, from understanding complexity to motivating realworld responses to that deeper understanding. And the benefits of being able to do that, of seeing how that works, should be obvious no matter if you’re a poet or a political scientist or a chemist.
Rosenburg,Visiting Assistant Professor of English, follows up, explaining,“as we teach applied writing, it becomes even more critical that we provide students with direct exposure to it—and that we reach well beyond those students who have explicitly chosen to study writing per se. One of the reasons for bringing activist writers, like Steingraber, to campus is because they have cross-curricular appeal, presenting work that is relevant to everyone in our academic community. In Steingraber’s case in particular, her passionate opposition to fracking and the storage of fracked gasses right here in the Finger Lakes (for which she has been jailed twice) made her visit to Wells especially important to our ever-deepening relationships with our local and regional communities. In addition to her formal talk, Steingraber met with several Wells students to discuss the intersection of art, writing, science, and activism. The motivational power of this connection between the political and the personal, between the global and the local, is part of what makes her such an important figure—and what made her visit to Wells such an exciting event. “What is perhaps the most gratifying, however, is seeing those connections manifest in the work of our students. For example, Creative Writing major Atiya Jordan ’16 (New York) is developing as a wonderfully politically engaged Wells student and poet— as she also pursues a minor in Communication The Day Warren Wilson Killed Michael Brown Studies. I particularly recommend her “The Day Darren I kept close behind a huge float, jamming to the bass. For hours Wilson Killed Michael Brown” (at right) because it does a tremendous job of bridging the same divide that Sandra strangers, friends, and I were high off euphoria and pulsating calypso, Steingraber does, though with a different approach: instead carelessly exposing our bare skin. of illuminating how the political is really personal, Atiya’s We didn't care that our bodies were covered work encourages us to think of how the personal is in fact in explosions of color, always political,” Professor Rosenburg explains.
we were just as electrifying as all the fireworks.
“To be a reader and writer of poetry is to resist not just the dominant narratives of our culture, but the very means of production for those narratives. Cultivating informed, thoughtful resistance to how we've been told the world works is a necessary first step to understanding the world—and our own place in it—a little better. Activist literary writing is about taking that next step, from understanding complexity to motivating real-world responses to that deeper understanding. And the benefits of being able to do that, of seeing how that works, should be obvious no matter if you’re a poet or a political scientist or a chemist.”
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We came alive in our roots in masks and beaded costumes, pledging Jamaica, Jamaica, all covered in sweat and unparalleled stamina. I slipped away for a few moments to hear the calypso in my grandmother’s voice. ¡Feliz Cumpleaños mi abuela! My grandmother, on the other end, Gracias mi hija ¡Que Dios te bendiga!
~ Atiya Jordan ’16
THE MODERN LIBERAL ARTS & SCIENCES
Aptitudes developed in the visual arts often directly align with other disciplines; for instance, the close observation techniques honed by drawing can align with skills used in the sciences. Non-art-majors can develop a strong attachment to an art discipline which they then use to support their own major study or thesis work.
THINKING AND MAKING: Assistant Professor of Studio Art KATIE WAUGH walks us through
the visual arts at Wells today. She explains, “art students learn to think and make together, and to see these two activities as inextricably linked. Exposure to an arts education encourages students from all disciplines to better understand and participate in visual and material culture; there is a true empowerment gained from participating in meaningful cultural production.”
Debuting New Minors & Developing Skills
APTITUDES IN THE VISUAL ARTS “As a result,” Professor Waugh continues, “Visual Arts courses benefit students of any major, both in practical skill development and in learning different and valuable ways of thinking and expressing. Any art class will encourage students to develop a sense of craftsmanship, which helps them practice patience, integrity and intrinsic motivation for a job well done. More specifically, there are aptitudes developed in the visual arts that can directly align with other disciplines; for instance, the close observation techniques honed by drawing can align with skills used in the sciences. One thing that excites me about Wells is in fact those non-art-majors who develop a strong attachment to an art discipline which they then use to support their own major study or thesis work.” For those who take it on as a major, our faculty members make a point of preparing students for a career in the arts as well as strengthening their creative and aesthetic senses, making use of local connections, collaborating between majors, and exploring quite literal hands-on work with different types of source materials. IN THE NAME OF ART: THE STRING ROOM GALLERY AS LAB Wells’ String Room Gallery provides students with professional development opportunities on campus through work study, internships, coursework and workshops. They develop experience with exhibition management and improve installation skills while interacting meaningfully with professional artists. Our programming during this season is providing our student gallery staff a range of interesting exhibition challenges to solve. Among other accomplishments, so far this season they’ve proven that they can lay out and hang a clean-looking photography show, respond to the diverse needs of a complex installation show, and repair any damage done to a wall in the name of good art. We are engaging a much broader group of students this year through workshops and residencies with exhibiting artists. In the fall semester, artists Bradly Dever Treadaway and Justin Randolph Thompson held an intensive weeklong residency and a multi-faceted performance and installation. Students assisted at every stage with the creation of installation elements and with performances during the opening reception. They even served as videographers for the final event under the tutelage of Treadaway, producing footage that the artist has edited into a video work destined for future exhibitions. This experience demonstrated the enormous pay-off of hard work and the value of collaboration, allowing students to participate in the intense pressure, creative problem-solving and joy that defines a successful exhibition. www.wells.edu
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Students in the arts all execute internships in arts-related fields to reinforce practical, marketable skills while demonstrating the answer to that persistent, if not slightly condescending, question: “What are you going to do with an art degree?” Part of the answer to that, of course, is that to be successful in the arts one must be remarkably self-reliant, motivated and creative. In March, Wells’ new In-Residence program supported a week-long visit from Brooklyn-based artist Rita Leduc. Leduc had been visiting campus periodically for several months, creating site-responsive artworks around our community. In March she returned to finish several large-scale pieces and installed her exhibition with the help of the student gallery staff. During workshops she shared her techniques and thought processes, helping students understand the complicated links between studio practices and professional exhibition decisions; read more on page 44. CRAFTING AN ARTIST'S CAREER All Studio Art and Book Arts majors must also execute their own Senior Thesis Exhibition, which provides every graduate of our program experience in planning, executing and promoting an exhibition that will open for public viewing before graduation. When the students take charge of their own exhibitions they by necessity develop valuable skills in event planning, time management and professional communication. This experience serves as a culmination of our students’ training in professional practices, following VART215, a preliminary course that introduces skills related to self-promotion specifically within the arts. Our students all execute internships in arts-related fields to reinforce practical, marketable skills while demonstrating the answer to that persistent, if not slightly condescending, question: “What are you going to do with an art degree?” Part of the answer to that, of course, is that to be successful in the arts one must be remarkably self-reliant, motivated and creative. For instance, Abena Poku ’16 (Ghana) who is working toward an Art History major and a Museum Studies minor, worked during the summer with the Community Arts Partnership in Ithaca, becoming involved with allocating arts grants and planning public exhibition events. Studio Art major Regina Agoruah ’15 (Georgia), who also has a minor in Spanish, worked as a photography intern with Atlanta’s “Beyond the Braves” program, which sought to document and mobilize community development in the face of dramatic economic changes. New programs in Graphic Design and Museum Studies have increased student participation in internships such as Mariaelena Garcia ’15’s summer internship providing docent services for the American Museum of Natural History in New York City. It was a natural way to bring together her History major with minors in both Art History and Museum Studies. The Visual Arts Department debuted these minors last year and is further developing graphic design as an area of study. There’s considerable student interest in the area, as it offers a hybrid approach to visual creativity, communication, and technological skills and is in high demand professionally. Given the strength and history of our Book Arts program, Wells has a unique perspective on this discipline: a blending of timeless design styles and strategies with polished, modern 22
In the Museum Studies minor, for example, students come to more deeply understanding the way museums tell the stories of their individual disciplines, thereby developing a more comprehensive view of historical and social narratives.
THE MODERN LIBERAL ARTS & SCIENCES
Wells’ faculty are building a curriculum that bonds a modern, practical focus to the traditional methods of the liberal arts and sciences as we develop not the definitive systemic answer to higher education’s questions, but our answer: a uniquely blended approach which embeds the practical arts within the liberal arts and sciences: in theory and in application. contexts. Also, recent investments in our facilities set the stage for continued development in this area. By more deeply understanding the way museums tell the stories of their individual disciplines, students can get a more comprehensive view of historical and social narratives. For instance, art students pursuing Museum Studies can gain knowledge and experience that is useful for any exhibiting artist, but is often something beginning artists have to try to figure out along the way. By studying this more carefully, art students can gain an advantage. Given that exhibitions serve as a primary focus for those participating in the visual arts world, it’s critical for art students specifically to understand that context more thoroughly. NEW FACILITIES FOR NEW MEDIA “The recent investment in creative technologies in Zabriskie Hall has been instrumental in helping re-energize courses in video art, digital photography and graphic design. This has redefined the way these courses are taught and has immediately enhanced the sophistication of the work students are capable of producing at Wells. Wells students are now learning to use equipment and software that makes it easier for them to manifest their ideas, while also learning up-to-date, marketable techniques,” Professor Waugh notes. “One of the more touching outcomes of this development is the change I see in the way that students understand the value of their own work.Their creativity, education and professional futures are worth investing in; and they now see that potential reflected in the resources available to them.”
AN AMALGAM OF CURRICULUM AND PEDAGOGY Our aim is to demonstrate that Wells’ faculty build a curriculum that bonds a modern, practical focus to the traditional methods of the liberal arts and sciences—methods that Wells is by practice continually conscious of and attentive to. While these follow a longestablished educational strategy, it is essential to note that this approach is by definition relative to context and time. That is, the liberal arts approach, as it has always done, teaches today’s students and prepares those students for their futures, for their lives and citizenship. As part of this process, courses related to more modern interests or those that are somewhat fluid in relation to culture, such as graphic design or criminal justice or sport management or sustainable food systems, are subject to the same inquiry and academic rigor as disciplines long-recognized as the purview of serious academic pursuit. A student who can apply this view of education in practical ways—through, for example, collaborative laboratory projects, demonstrative presentations of sociological research, or independent study experiences that match advanced academic practices with faculty guidance—is prepared to enter the professional world or undertake an advanced degree with the confidence that they’ve already encountered and overcome similarly-challenging conditions. At Wells, we are developing perhaps not the definitive systemic answer to higher education’s questions, but our answer, with our methods and approach. Our preferred styles of teaching and learning synthesize—at each end of the process—an amalgam of curriculum and pedagogy, a uniquely blended approach which embeds practical studies within the liberal arts and sciences: in theory and in application. www.wells.edu
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Aurora Express Campus life is multi-dimensional and varied, with events throughout the semester reflecting the many forms that learning can take. We’d like to share just a few examples of the news and events that our faculty, staff and students have organized and put their time into lately.
Fall Theatre Production: Winner of Seven TANYS Awards The Theatre and Dance Department’s fall production, “Sherlock Holmes and the Adventure of the Suicide Club,” written by Jeffrey Hatcher and directed by Associate Professor of Theatre Siouxsie Easter, won several Theatre Association of New York State (TANYS) awards for meritorious achievement, outstanding accomplishments and overall excellence which were presented at the annual TANYS festival banquet last fall. Written in 2011, Hatcher combined Arthur Conan Doyle’s classic pair of detectives with Robert Louis Stevenson’s 3-part series, “The Suicide Club.” Set in 1914, the complex mystery follows Sherlock Holmes and John Watson in a brand new adventure that takes place in the center of London amid the tensions prior to World War I. “You are constantly trying to figure out what the real mystery is,” said Director Siouxsie Easter, who received an award for Outstanding Direction. “I see it as several mysteries wrapped up together in one big show. It’s been really fun to work on ‘Sherlock Holmes.’ And continuing to pursue my research has been great as I've learned more about Arthur Conan Doyle. This is set in a slightly later time period than the Sherlock Holmes stories, but it does serve as a great backdrop for the things that are happening in London during that time. The more Sherlock Holmes mysteries I read, the more wonderful I think this adaption is.” The intricate set and lighting were designed by Technical Director Joe DeForest, who was presented with an Outstanding Scenic and Lighting and Execution award. The period costumes were designed by Barbara Murphy, who also received an award for Excellence in Costume Design. The cast, which earned an award for Excellence in Ensemble Acting, featured approximately twenty student actors from all disciplines and classes. Wells students Casey Jamieson ‘15 (Vt.), Gloria Franco ’15 (Cali.) and Reuben Bryan ’17 (Vt.) earned individual awards for Meritorious Achievement in Acting. Casey and Gloria are both majoring in Theatre and Dance while Reuben hasn't yet declared his major.
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Phi Beta Kappa Residency: Prof. Bambi Schieffelin The Wells College chapter of Phi Beta Kappa, Xi of New York, hosted a residency by 2014 Visiting Scholar Bambi Schieffelin. A linguistic anthropologist, Schieffelin visited Wells for two days, during which she took part in class discussions and held a public lecture entitled “Language and Intentionality: Whose Mind Are You Speaking?” “The ability to imagine privately what might be in or on someone else’s mind is a capacity that we assume is panhuman,” Schieffelin said of her lecture topic. “The ideologies and practices associated with theories of mind, however, are culturally variable across speech communities, may be socially variable within them, and are always tied to ideas about language and persons.” She continues, “the introduction of new media technologies offers an especially productive and dynamic opportunity to see what speakers do when challenged to use their own language in new ways and confront the difficult and complicated task of expressing their own intentions as well as the intentions of others. Ethnographic and linguistic research on new media from two very different contexts and communities— instant messaging by media-saturated New York college students, and newly introduced literacy activities in a smallscale monolingual community in Papua New Guinea—provides the examples. [This research] generates unexpected insights … that shape how speakers report their own speech and the speech of others, and in so doing highlights different cultural notions of self and other.” The author of “The Give and Take of Everyday Life: Language Socialization of Kaluli Children,” Schieffelin is Collegiate Professor and Professor of Anthropology at New York University.
Visiting Writers Series: Poets Andy Stallings & Dan Rosenberg The first Visiting Writers Series event of the spring semester was a reading by two poets: Andy Stallings and Visiting Assistant Professor of English Dan Rosenberg. Andy Stallings, who teaches English in Massachusetts, read from his newly-published first book, “To the Heart of the World” (Rescue Press, 2014). A graduate of the Iowa Writers' Workshop and an editor of THERMOS magazine, he is married to poet Melissa Dickey. “Deeply sincere in an increasingly ironized world, these rangy, passionate poems are chock full of human beauty, human frailty, human complexity,” said Professor Rosenberg, who coordinates the Visiting Writers Series. “Stallings is an astounding contemporary flaneur, and the poems wander in and out of boredom and lust and rage and wonder and addiction and forgiveness and awe.” Dan Rosenberg read from his own newly-published second collection, “cadabra" (Carnegie Mellon University Press, 2015). Of this collection, poet Zach Savich said, “[These] poems—swift, judicious, perpetually alert—chart the marvelous vantages within daily particulars, cusps, close listening. A master of quickened lulls (‘in pursuit / of paradise I’m still,’ he writes, and I feel the wild, stunned presence of eternity-in-an-afternoon), Rosenberg is among poetry’s most attentive naturalists of the instant.”
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Arts and Lecture Series: Cashore Marionettes “Life in Motion”
Employee Awards for Excellence Faculty and staff gathered over winter break for the 7th annual Employee Recognition Breakfast.“This is a time to celebrate,” said President Thomas de Witt at the ceremony, “to acknowledge what has been accomplished and contributed, and to look ahead at what is possible. We hope these tokens of appreciation will be a meaningful reminder of our gratitude for all you do at Wells.” Faculty and staff celebrating milestone service anniversaries received gifts from the College; those honored included seven employees celebrating five years at Wells, five celebrating ten years, two each celebrating 15 and 20 years, and one celebrating 35 years. Special recognition was given to two faculty members who have taught at Wells for 25 years— Associate Professor of English and Film and Media Studies Linda Lohn and Professor of Economics Muin Uddin—and to Elsie Torres, Circulation and Reserves Librarian, who has served the College for a remarkable 50 years. Four employees earned awards for excellent service: Terri Culver, office manager for admissions; Gerardo Cummings, assistant professor of Spanish; David Foote ’11, assistant director of communications; and Dan Kane, head men’s soccer coach and former interim athletic director. Each was nominated by their colleagues and selected by Wells’ senior staff.
Wells’ Arts and Lecture Series presented an impressive performance of craftsman and puppeteer Joseph Cashore’s handmade Cashore Marionettes. The production, “Life in Motion,” portrays a series of comic and poignant scenes taken from everyday life set to music by composers such as Beethoven, Vivaldi, Strauss and Copland. Through a combination of virtuoso manipulation, humor, pathos and poetic insight, the Cashore Marionettes take the audience on a journey that celebrates the richness of life. While on campus, Cashore also offered a workshop dealing with all aspects of marionette development. It allowed students to meet the artist and his “cast” and get a first-hand glimpse into the magic behind the puppet master’s performance. Students had the chance to manipulate the puppets themselves as they learned about puppeteering, including the design of marionette controls, the proper stringing of a marionette, puppet anatomy, balance and distribution of weight, and construction of the joints. Joseph Cashore has performed across North America, Europe and Asia since 1990. He has received numerous awards including a Pew Charitable Trusts' Fellowship for Performance Art, a Henson Foundation Grant, and a UNIMA Citation of Excellence, the highest honor an American puppeteer can receive.
Town/Gown Partnership: Aurora Farmer’s Market on Campus In partnership with the College and with thanks to a grant from the Cayuga Health Association Fund, a component of the Cayuga Community Fund (an affiliate fund of the Central New York Community Foundation), the village of Aurora has a new farmer’s market. A collaborative effort all around, Marian Brown, director for the Center for Sustainability and the Environment, Michelle Landers, coordinator of corporate and foundation relations, and village mayor Bonnie Bennett were instrumental in procuring the grant. “Aurora has a number of ways to purchase prepared foods,” says Marian Brown, “but hadn’t always offered easy access to locally-grown fresh fruits and vegetables for most of the year.” Located near the Wells Boat House, the market will provide students and residents with access to locally-grown produce at least once a week. It also opens up multiple opportunities for students to become involved in the village community—and supports local farmers. In areas ranging from the sciences to business, students interested in sustainability, farming, and the economics of agriculture, will participate in recruiting vendors, contributing to a marketing plan, and actually supervising on market days. No doubt, as Brown envisions, the market will become a social hub for the Wells and Aurora communities to get together.
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Black History Month Celebrations Faculty, staff and student organizations sponsored and supported a number of events throughout Black History Month as part of Wells’ commitment to diversity of campus experience and to promoting the voices of underrepresented communities. These events offered our campus an opportunity to celebrate and engage in discussion around Black history in America and to learn about the heritage of Black intellectuals, artists, professionals and others who have contributed greatly to modern scholarship—often without recognition. The celebrations started with a dance hosted by the student group Umoja. The festivities continued with the Black History Month Film Series, a weekly screening and discussion which featured the films “Dear White People,” hosted by Umoja and Student Activities; “No! The Rape Documentary,” hosted by the Women’s Resource Center; “Cracking the Code,” part of the Spring Social Justice Events Series sponsored by the Provost’s office and co-sponsored by the Spanish Program and the Spanish Club; and “Bamboozled,” hosted by POWER. Other events included the My Black is Beautiful Gala, designed to recognize the power of African-American women through poetry and music. A march from Macmillan Hall to the Dining Hall concluded with a die-in to honor and call attention to the Black Lives Matter movement. Students also traveled to the Harriet Tubman home in Auburn, N.Y., to learn about the contributions of Tubman in the development of the Underground Railroad. The Dean of Students co-sponsored a “Fireside Chat” in the new Grind café, giving students the opportunity to engage in a discussion over the issues of race and diversity. To conclude the month’s events, the student step team Prodigy hosted a Harlem Renaissance Program, empowering students to convey a positive message of unity across races. Informative posters about famous African-Americans were also posted in various buildings throughout campus, displaying the achievements of African-Americans across a wide range of achievements and professions. Display cases in the Long Library and Cleveland Hall were filled with representative objects and artifacts about Afro-Hispanic and African-American culture. Following this theme, each Monday in Cleveland Hall our faculty made available a documentary for watching throughout the day. Each film displayed the accomplishments of Black Americans such as the life of the first African-American baseball player in the major leagues, Jackie Robinson; Thurgood Marshall, the first AfricanAmerican to serve on the United States Supreme Court; Shirley Chisholm, the first woman to run for President of the United States; and minister, activist, humanitarian and civil rights leader Martin Luther King, Jr. www.wells.edu
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The String Room Gallery: “Primer for Well Water” During the fall semester, the String Room Gallery presented “Primer for Well Water,” a collaborative exhibition by artists Justin Randolph Thompson and Bradly Dever Treadaway. The two artists have worked together over the past 15 years through photography, installation, video and performance. Their collaboration revolves around ideas of cultural clash, generational divide, social hierarchies, the resonance of collective and personal identity, and a legacy of spiritual ascension. “Primer for Well Water” combined installation and performance to examine the social cleansing and eroding powers of water. Drawing its title from allusions to former Wells professor Robert P. T. Coffin’s celebration of American culture in his “Primer for America” and from Gwendolyn Brooks’ poem “Primer for Blacks,” the piece takes an interdisciplinary approach to collective and specifically documented identities from Afro-American and Euro-American inheritance. The exhibit featured work from throughout their careers, as well as works completed on site in collaboration with Wells students. Thompson, a sculptor and new media artist living between Italy and the U.S., has exhibited and participated in numerous residencies in the U.S. and in Europe. His work explores the historic implications of triumph, victory and ascension by recontextualizing references from Roman antiquity and melding these with aspects of African-American culture both past and present. Treadaway is a Brooklyn-based artist and teacher utilizing photography, video, film and installation to emphasize socially conscious themes and self-awareness. He works as both a faculty member and the Digital Media Coordinator at the International Center of Photography in New York City. His work revolves around fleeting family histories visualized through domestic rituals and the loss of cultural tradition, aspiring to reunite present and past through visual metaphor. Thompson and Treadaway’s shared accolades include a Fulbright Fellowship and a Jerome Fellowship to Franconia Sculpture Park. The artists’ work can be found in the collections of the Brooklyn Public Library, the Mobile Museum of Art and the Center for Photography at Woodstock.
Social Sciences Residency: Rev. Louis Mitchell Rev. Louis Mitchell of South Congregational Church in Springfield, Mass., spent two days in residency at Wells, meeting with students, faculty and staff to discuss topics such as Trans 101, queerness and faith, intersection of race and LGBT identities, and feminism in faith. The visit included a keynote public lecture titled “The Samaritan Parable Reloaded,” in which Rev. Mitchell discussed the ways in which religion fails those most on the margins of society. Rev. Mitchell’s residency also featured a screening of selections from the documentary “Still Black: Portraits of Black Transmen,” which provided insight into the stories of six diverse, black transmen, followed by a discussion of the issues raised. The events were sponsored by student groups POWER and SAGA; the Women’s Resource Center; Student Committee for Inclusion and Intercultural Excellence; the women’s and gender studies, political science and psychology departments; and the Division of Social Sciences. Rev. Mitchell believes that community building and community service are important spiritual values, and seeks to share his vision of intersectional thinking and bear a commitment to inclusion and mutuality in each setting that he is invited to be a part of. He serves as the Minister of Family and Congregational Life at South Congregational Church in Springfield, Mass., and is the Community Engagement Coordinator for TransFaith. He is also a member of the National Black Justice Coalition’s Leadership Advisory Council, a founding member of The Fellowship of Affirming Ministries’ Trans-Saints, a member of the Religious Leaders Roundtable and a founding member of the Transgender Religious Leaders Roundtable. 28
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Activism Symposium: Community Solutions to Complex Problems The 14th Activism Symposium, themed “Stand Up, Speak Up, Show Up,” brought together over 20 presentations on topics including race, disability awareness, gender, health, DIY horticulture and farming, divestment and more. Students, faculty and staff spent the day engaging with colleagues and friends from nearby communities, nonprofits and schools— resulting in conversations and collaborations that continue long after the final speaker of the day. Keynote lectures highlighted the experience and efforts of the worker-based human rights organization Coalition of Immokalee Workers (“Farmworker Justice in the Fields and Fair Food”) and writer and activist Kenyon Farrow (“A Future Beyond Equality: Queer Activism and Racial Justice in the 21st Century”). Students asked meaningful questions and left each session energized and inspired. Since 2002, Activism Symposium has been an opportunity for the Wells community to gather and learn more about the difference we can make individually and collectively in this world. The student-centered symposium promotes civic engagement, encourages critical thinking, and finds links between the academy and the world at large.
Seed Exchange Program: Raising Awareness of Campus Sustainability Efforts
The (Daily) Grind There's a new cafe on campus: with a twist. The Grind, as it's called, is run entirely by students. A team of interns is responsible for virtually all aspects of a typical small business—from developing a marketing plan, to managing staff, to assuring its financial viability. They've been involved in the planning since before it opened this fall and took charge completely at the start of the spring semester. The management internships include a president and vice president, a human resource manager, a finance manager, and an operations manager. The student administrators meet regularly to seek each other’s input and advice for the progression of the business. “As a team of mangers we all work really close together on just about everything. The members bring their own specialties into the company,” says student CEO of The Grind, Chris Flood ’16 (New York), an individualized major in business and entrepreneurship. “These students are learning firsthand what it takes to lead a successful business,” explains Sullivan Center Director Kevin Miles. “It takes more than insight and leadership, but an attention to all the fine details and a real, intelligent understanding of what’s expected from you—two things that Wells already emphasizes for all student work.” The Grind’s current management team is developing their ideas to increase visibility and stir interest on campus. For example, they hope to accommodate ever-increasing interest in organic, vegan and vegetarian offerings. They are also looking for unique opportunities to engage with local vendors and sell locally-made products. The café itself provides a relaxing atmosphere for students to hang out and study, and to host poetry readings, acoustic performances and the like, as the walls exhibit student art work curated by students in the Museum Studies minor.
The Center for Sustainability and the Environment and the Long Library have developed a brand-new Seed Exchange program on campus. Located in the library, the exchange cabinet is stocked with several hundred packets containing different varieties of vegetable, herb and flower seeds. In the spirit of the College’s motto, “to have and to share,” all of the seeds are available for free. To kick-off the program, more than sixty participants stopped by for a “Get Planting!” seed planting party and filled a pot with organic seed mix and the grower's choice of seed. The seeds were donated by several seed companies: Renee's Garden, High Mowing Organic Seeds, Seed Savers Exchange, Botanical Interests, Southern Exposure Seed Exchange and Turtle Tree Seeds. The Center also organized a seed saving workshop with Cornell Cooperative Extension. www.wells.edu
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Entrepreneurship Week: 4th Annual Student Competition & Guest Speakers This April, the Susan Wray Sullivan ’51 and Pike H. Sullivan Center for Business and Entrepreneurship hosted the fourth annual “Be Your Own Boss” competition in Stratton and the newly-renovated Zabriskie Hall as a part of Entrepreneurship Week activities. This year, 41 student teams competed for $7,000 in prizes with their original and innovative business ideas in for-profit, non-profit and social impact arenas. The grand prize went to “Jaunt,” the brainchild of Matthew Getch ’15 (a Computer Science major from Cali. with a minor in Mathematics), Valerie Schweigert ’16 (a Sociology and Anthropolgy major, minoring in Business, from Texas), Jake Smith ’16 (a New Yorker majoring in Film and Media Studies) and Chazz Noble ’17 (from N.J. and an undeclared major). The students’ service would allow customers to input a date, budget and a few keywords and result in a pre-planned but entirely spontaneous—and even secret—vacation. Other winners included a fitness-focused food truck and a drive-through restaurant offering health food. Throughout the week, faculty and alumnae guest speakers and judges served as advisors and mentors to the aspiring entrepreneurs, offering creative critique and valuable feedback or suggestions. The mentoring focused on the presentation of the business idea itself, as judges deliberated over the student’s creative concepts and met with student teams individually to review their written business plans in addition to judging their presentations. One of the guest speakers for the week, Jennifer Pelton ’92, gave a talk titled “Insider Secrets about the Non-Profit Job Market.” Pelton, who is director of development at The Public Justice Center in Baltimore, Md., shared information about the professional path that brought her to her current role, a typical day in her career, the importance of mentors, and how to generate opportunities and explore interests through internships. This year’s keynote speaker, Miki Agrawal, is the founder of several businesses in areas including New York City, Las Vegas and Sri Lanka, including the farm-to-table, alternative pizza concept WILD, for which she partnered with the CEO of Zappos.com. In her talk,“Do Cool Sh*t,” also the title of her best-selling book, Agrawal mentioned that she regularly corresponds with former President Bill Clinton to address social impact and women’s issues. That’s cool!
String Room Gallery: Annual Student Art Show The Visual Arts Department presented the Annual Exhibition of Student Work in the String Room Gallery, featuring pieces from introductory to advanced courses in a range of disciplines including book arts, ceramics, sculpture, painting, drawing and photography. Jennifer VanWormer ’17, a Visual Arts major from N.Y., challenged herself creatively in the production of her ceramic pieces for the student exhibition. “One of my main goals,” she said, “is to create pieces that are challenging, to help me develop a larger and more refined set of skills.” VanWormer admits that creating a beautiful aesthetic is important in her work, and enjoys incorporating a fantasy element into her ceramic design. Her piece that was selected for the exhibition, “Fairy Forest,” displays her complex craftwork in integrating surreal motifs into her ceramics. A piece titled “The Dezaree Collection” by Racquel Case ’17—a Biology major also from N.Y.—was a testament to her sister Dezaree’s love for music. A display of Case’s book arts and print artistry, the work consisted of an accordion-style booklet that strung together Dezaree’s multiple-page piano music into a single sheet. “To make it easier for her to play her music, I made it so that the songs were connected,” she said. Senior Studio Art major Regina Agoruah ’15, also a Spanish minor and from Ga., displayed her photography at the exhibit as well. Her portfolio focuses on a stream of affairs that promote balance and movement through her own lens. The situations and experiences Regina captures tend to be social or political occasions that have a significant impact on artistic and cultural communities. “I mainly want to clarify our daily existence by capturing these events in their natural environments,” she said. One of her exhibition pieces, an image of Miya Bailey, expresses this idea in the image of another artist working on their own craft. For more information about exhibits in the String Room Gallery, visit www.wells.edu/stringroomgallery. 30
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Sustainability Perspectives Series: Exploring Issues of Sustainability The Center for Sustainability and the Environment inaugurated the Sustainability Perspectives Series last fall to explore the concept from a variety of viewpoints. This spring, the series continues to invite experts in different fields—all working towards a more sustainable world—for informative and critically necessary talks. In March, Jay Goodman, associate counsel with Couch White LLP, presented a talk titled “From Lab to Regulation: How Should Science Inform Policy?” Goodman specializes in energy and environmental matters for a legal firm with nationally-recognized leadership in the practice of energy law, representing clients with matters before federal and state regulatory agencies. Specifically, he has advised and assisted clients in project siting, regulatory compliance, utility rate issues and the implementation of self-generation and gas bypass alternatives.
Students Attend Public Leadership Education Network Seminars Wells students continue to attend the Public Leadership Education Network (PLEN) seminars regularly. PLEN was founded in 1978 by Frances Tarlton (Sissy) Farenthold, then-President of Wells, with the support of a consortium of women’s colleges.
Goodman shared information related to New York State’s energy policy and the ways that government organizations may be helping or hindering the development of alternative energy sources across the state. Though much of this policy is still evolving and improvements are slow, New York proves to be one of the more progressive and consistent states in this regard due to efforts such as recent Regional Greenhouse Gas Emissions Initiative.
"PLEN is an amazing program where Wells women gain a sense of how their unique talents can make our world a better place,” said Associate Professor of Political Science Susan Tabrizi who coordinates Wells’ involvement. “Students always come back from the seminars with positive impressions and a sense of energy and possibility. No matter the major, it’s a good opportunity to expand experiences and make connections with other student leaders from across the nation.”
The series also paired with Wells’ long-running weekly Science Colloquium to host Tomasz Falkowski, Ph.D. candidate with the SUNY College of Environmental Science and Forestry. Falkowski's talk,“Learning from Hach Winik: Tales of Naturalized Knowledge and Scientific Research,” described his master's research and ongoing doctoral work evaluating the sustainability of traditional ecological knowledge-based labor and agroforestry system of the Lacandon Maya of Chiapas Mexico. This research aims to assess the potential role of Lacandon Maya agroforestry in ecosystem restoration and management for ecosystem services.
In January, Psychology major and Management minor Rachel Ristau ’15 and English major Laura Allard ’16 attended the seminar “Women’s Leadership in Public Policy.” Allard, who is also pursuing a sociology minor and attended the conference at Professor Tabrizi’s recommendation, said the seminars helped her to decide to pursue a career in civil leadership and advocacy. Alicin Welsh, director of experiential learning and career services, also connected the students with alumna Sarah Bryce ’05, who works with the U.S. Department of Health and Human Services. For a first person account of the experience, listen to Emily Middlebrook ’14 talk about her recent experiences in the program on our YouTube channel at www.youtube.com/WellsCollegeNY.
Falkowski practices a tradition of ecological knowledge (TEK), passed down by indigenous communities, to provide sustainable connections with the earth’s ecosystems as well as maintaining a positive impact on the environment. The practice of restoring ecosystems through the indigenous methods of TEK also emphasizes the importance of indigenous cultures in solving modern ecological issues, as these approaches play an active role in shaping contemporary fields of ecological management and engineering. By combining complex theory with his extensive field work, Falkowski hopes to solve pending environmental issues such habitat restoration, species conservation and ecological management. www.wells.edu
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Advancing Wells As Wells seeks to secure its future, the Advancement Office serves as a conduit among and between the College and her alumnae, alumni and friends. Both on campus and across the country, in ways formal and serendipitous, Wells' extended community remains connected, supportive and very much a part of the life of the College. Over the next several pages, we take a moment to honor and share the ways that philanthropy—in the broadest sense—is expressed.
THINKING DIFFERENTLY BY DESIGN Advancement serving as living lab for innovation project This semester, the Office of Advancement is a “client,” while the students in BUS 250 are serving as “innovation consultants” for a unique collaboration. Students are using the design thinking process they are studying in class to address the challenge of how to re-imagine connections between students, faculty, staff and recent alumni to strengthen a sustainable culture of philanthropy at Wells. The added benefit may be that a deeper understanding of philanthropy will encourage students to pursue their own charitable interests. Lecturer in Business Erinn Ryen notes, “My students are excited to use the design thinking process to observe and gain empathy for different ‘users’ and offer recommendations.” After gathering information from different perspectives, the class will determine various Point of View (POV) statements to frame the challenge, and then brainstorm solutions to address the needs and insights they uncover. Teams will prototype and test solutions and then refine prototypes based on their solutions. At the end of the semester, they’ll present their prototyped solutions to the Advancement Office. Students are thrilled that their ideas may be considered as the College prepares for our upcoming 150th anniversary. “Applying the creative problem-solving skills they learn in class to a ‘real life’ challenge, especially related to Wells College, is motivating for the students and their teachers,” adds Ms. Ryen. The Advancement staff couldn’t agree more!
NEW ON-LINE GIVING TOOLS
YOU GET TO CHOOSE
Whether you want to make an immediate gift or are thinking about your long-term philanthropy, we have new tools to help. Simply go to www.wells.edu, look for the “giving” tab and we’ll take you to our simple-to-use new tools!
The principal strength of the Wells Fund is its flexibility and immediacy. On one hand, you can direct your gift to improve student scholarships, enhance academic programs or fund one of the initiatives that make Wells distinctive. Still vital, still flexible, still available immediately—you have a say in where your generosity is applied. On the other hand, donations can be directed to allow the College to choose where they are needed most—to attend to student life essentials, enhancements to the campus, strategic investments in the College’s future, or pressing needs for Wells. It’s your choice. Rest assured your gifts will be used wisely and put to expedient—and excellent—use. Please consider a gift to Wells by June 30. Check out our new on-line donation site at www.wells.edu and click the red button that says “Make a Gift.”
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ADVANCING WELLS
LEAVING ONE'S MARK Naming opportunities are still available For nearly 150 years, the generosity of Wells’ family of donors has left an indelible mark on the College. This benevolence has been offered in numerous ways—supporting everything at Wells from everyday operations, to new programs and buildings, to scholarships for our students. Each year we recognize this support in our yearly Honor Roll of Donors. But sometimes more is needed or desired. Rosemary Dugan Stevens ’81 and her husband Ken recently recognized an opportunity to support Wells with a special gift that names a classroom in newly-renovated Zabriskie Hall. “Ken and I are thrilled that we can support the College in this meaningful way,” Rosemary shares. “My Wells experience set the stage for me to enter a professional field where I could make a difference. We desire that future generations of students will continue to benefit from a Wells education.” While naming opportunities aren’t for everyone, sometimes it is a clear choice for an individual or a group. Recently the Wells Classes of 1964 and 1965, celebrating their 50th Reunion, each raised a significant class gift and are recognized with their name on a classroom in Zabriskie. If you are interested in learning more about naming opportunities in Zabriskie or other spaces on campus, please contact Michael McGreevey, vice president for advancement, at mmcgreevey@wells.edu or 315.364.3200.
PRESIDENTS GATHER WITH FLORIDA ALUMNAE When alumnae and friends of the College gathered for the annual “West Coast” luncheon in Bonita Springs, Fla., this spring, they had the pleasure of a visit from not just one, but two presidents. Hosted by Jean Wahl Heuer ’63 and Alan Heuer, the forty-or-so guests enjoyed each others’ company, an update on campus initiatives and finances from President Tom de Witt, and an introduction to incoming President Jonathan Gibralter.
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ADVANCING WELLS
PRESIDENT'S CIRCLE HONOR ROLL Transformational philanthropy is not about the capacity to give, but the choice to give. The individuals and organizations listed below have made current or planned gifts of $5,000 or more ($500 or more for the classes of 2005–2014) between July 1, 2014, and April 15, 2015. We are grateful for the time, leadership, friendship and resources contributed by these alumnae and friends. Their generosity ensures that the College remains a healthy and dynamic institution that is responsive to the educational needs of the students of the future.
* = 5+ years of continuous giving ^ = deceased
President’s Circle gifts lay the foundation for a strong and healthy College. Before our recognition year ends on June 30, 2015, please consider whether your name might be added to this list.
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Anonymous 3 Joan Horsburgh Ainsworth ’65* Jean Ashby ’73* Deborah Nelson Aylesworth ’65* Ann Harden Babcock ’45* Patricia Robinson Benson ’47* Kristina Wheaton Berg ’71* Berkshire Charitable Foundation* Karen Frankel Blum ’67* Carrie Ann Bolton ’92 and Christopher J. Williams* Elizabeth Boveroux ’57* Elizabeth Reeve Brandon ’38^ and John Brandon^ Sara Clark Brummer ’56 and Gordon Brummer* Patricia Wenzel Callahan ’79 and John Callahan* Lisa Mazzola Cania ’79 and Salvatore Cania* Carnahan-Jackson Foundation Marie Chapman Carroll ’75* The Cayuga Foundation Sarah C. Chase ’69* William Chester* Linda Glick Conway ’61* Ann Mueller Coughlin ’51* Thomas de Witt and Margaret Ward Gail Fletcher Edwards ’57 and George D. Edwards Jr.* Jane Demarest Engel ’42* Pamela Hotine Espenshade ’65* Barbara Faust ’71* Anne Langfitt Fawcett ’54 and Dwight Fawcett Fiona Morgan Fein ’65* Helen Holler Fultz ’75 and Dan Fultz* Janet Couperthwait Goodyear ’53* Estate of Ethel Harkness Grace ’09* Hagedorn Fund* Ellen MacMillan Hand ’69 and Scott M. Hand* Robert Hanger^ William Helene Roberta Henderson ’80* Ernest Henderson III* Susan Hotine ’70 and John B. Dubeck* The Alexander and Marjorie Hover Foundation* Joan Farnham Howe ’48* Jeanne Bahn Hutchins ’43* Ellen Mentzer Ironside ’48^ Sarah J. Jankowski ’92* Estate of Mary Dean Johnstone ’42 Joan Shepherd Jones ’48* Marcia Lindquist Keehn ’51 and Silas Keehn* Sara Keller ’78* Charlyn Floyd Kerr ’50 Frances Trubilla Kissell ’78 and Randy Kissell* Donna Hopf Lascell ’64 and David M. Lascell* Pamela Lewis ’80
Susan Rice Lewis ’65* Leila Jones Linen ’65 and Jonathan S. Linen* Lark Ludlow ’73* Frances Ford Luellen ’56* Sandra Maceyka ’62 Helen Preus Mairs ’51 Mary Jane Spellane Marchisotto ’75 and Alan L. Marchisotto* J.M. McDonald Foundation, Inc. Virginia A. McGuire Foundation* Robin Hogan McIntyre ’81 and Scott McIntyre* Amy Cerand McNaughton ’86* Sally Small Merrick ’47^* Renée Forgensi Minarik ’80* Bradley Mitchell Kristine Swanson Munden ’90 and Robert Munden* Marcia Goetze Nappi ’56* Mary McAllister Nijhout ’70* David Norton A. Lindsay and Olive B. O'Connor Foundation, Inc. Ann Greener Ottaviano ’55* Vicki Keller Panhuise ’74 and John Panhuise Gail Reid ’88* Janet Poole Reinhardt ’51 and William Reinhardt* Ryder System Charitable Foundation* Lisa Marsh Ryerson ’81 and George Farenthold Jr.* Dorothea Smith Sawicki ’66* Barbara Getschel Sawyer ’62* Shirley Schou Bacot Shamel ’58* Helene Shumate George S. and Priscilla H. Slocum* Alice Margaret Woodson Smith ’70 and Joseph Smith Lynn Perrott Smith ’70* The John Ben Snow Foundation Scott and Karen Sommer* Susan Stamberger ’65 The Starr Foundation* RoseMary Dugan Stevens ’81 and Kenneth Stevens* Estate of Ann Stratton ’46* Patricia Kauffman Strickland ’71* Susan Wray Sullivan ’51* Maxine Bridgman Summerfield ’47^ Ellen McFarland Sutton ’45^* Gail Slocum Thornton ’67* Elizabeth Winslow Wagner ’65* Patricia Parnie Wahlen ’66* Rena Cavataio Warren ’63* Nancy Wenner Witmer ’61 and G. Robert Witmer Jr.* Janet Lauster Witzeman ’52* Henry F. Wood Jr.* Estate of Martha Zalles ’29*
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FARGO News FARGO (Friends and Recent Graduates Organization) encompasses all alumnae and alumni of the past ten years. Their leadership Board, an engaged group of active alums, serves as an organizational bridge between recent students and their alma mater. In addition to sponsoring events on campus each year, the FARGO Board often organizes local meetups for young alums, supports fundraising campaigns among the newest generation of Wellsians, and keeps ties with the greater alumni community through a member of their Board who also sits on the Board of the Wells College Association of Alumnae and Alumni (WCA).
GET INVOLVED!
An invitation from FARGO Board chair This winter, I had the pleasure of sitting down to dinner with three alumnae from the 90’s, and, more recently, with a mix of 2014 graduates and current students. Wells, despite its small size, always seems to represent a kaleidoscope of human experience, and each person had her or his own story to tell. But one thing remained constant: Wells meant a great deal to each of the individuals with whom I spoke. I encourage you to get involved. We are looking for new members for the FARGO board and we invite you to continue your Wells experience and join our team. We’re looking for alums who want to connect with students and other alums. Please go to www.wells.edu under the alumnae/i tab and fill out the FARGO Board new member form. ~ Emily Ambrose ’11 FARGO Board chair
OUTSTANDING YOUNG ALUMNI AWARD Wells College and the Association for Alumnae and Alumni (WCA) established the Young Alumni Outstanding Achievement Award in 2014. The inaugural award honored President Emerita Lisa Marsh Ryerson ’81 upon her retirement. This award will be given annually during Alumni Weekend each fall. This year’s award will be given in recognition and memory of E. Margie Matthews Filter Hostetter ’62. Margie was a pioneer in the business world when she served as vice president, secretary and treasurer of Xerox, making her one of the highest-ranking women in corporate America. Margie was also an 11-year member of the Wells’ Board of Trustees and a former Board Chair. It was under her able leadership that Wells began its campaign for a new science building in 2004. Ultimately, the campaign was successful and Ann Wilder Stratton ’46 Hall opened in the fall of 2007. Please visit the alumnae/i webpages at www.wells.edu for the award criteria and nomination guidelines. For full consideration, all materials should be received by July 10.
THE WELLS NETWORK Whether considering Wells for the first time, looking for just the right connection to land a coveted internship, or networking with fellow graduates, Wellsians gravitate toward one another and are always willing to help pave the way. Held this year in Rochester, New York City, and Syracuse, networking nights with alumnae and alumni, current students, prospective students and parents continue to be opportunities to foster lifetime connections. Scheduled to take advantage of the January break, more than 125 people gathered across the state. “Attending the networking night allowed me to make a number of unexpected connections with alumni who were so friendly and helpful! Speaking with alums with experience in my prospective career field sparked my enthusiasm to pursue a Master’s degree in Public Affairs. I appreciate having these new connections to reach out to for guidance in the future!” enthused psychology major Rachael Ristau ’15 (second from the left) after attending the event in Syracuse, her first—though surely not last—Wells gathering.
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News from Athletics More than 170 student-athletes participate on one or more of the College’s 14 NCAA Division III varsity sports. We’re very proud of the achievements of our Wells Express athletic teams—listed below are some program highlights provided by Assistant Athletic Director for Sports Information and Game Day Operations Griffin Spencer.
ATHLETIC FACILITY IMPROVEMENTS The College recently announced plans to renovate the Frances Tarlton Farenthold Athletic Wing, the primary extension of the Schwartz Athletic Center that serves as the current hub of intercollegiate athletics on campus. Extensive renovations are expected to be completed in time for the 2015-16 academic year. Planned improvements include a new, larger wall-to-wall gymnasium floor, increased seating capacity for spectators, lighting upgrades, additional support spaces for athletic training and other functional and aesthetic improvements. In addition to its immediate impact on student-athletes across the College’s 14 NCAA Division III varsity programs, the new facility will better support the Wells educational experience including physical education courses and student life activities. Opened to the public in May of 1980, the facility was named to honor Frances Tarlton Farenthold, who served as the College’s president from 1976 to 1980. The first female president in Wells’ history, Ms. Farenthold was a strong advocate for women’s athletics and construction of the new wing was the first of many improvements to the College’s athletics facilities.
WOMEN’S VOLLEYBALL Since the return of women’s volleyball in 2012 after a 30-plus year hiatus, the Express have posted a whopping 23 wins in only 34 matches en route to their first conference playoff appearance. Freshman Anuhea Leite-Ah Yo (Hilo, Hawaii) was selected as the conference’s Rookie of the Year while Head Coach Richard Gary was named North Eastern Athletic Conference Coach of the Year. Sophomore Biology major Meredith Kadjeski (Mechanicsburg, Pa.) joined freshman Psychology major Vashti Nettles (Long Beach, Calif.) as First Team All-Conference selections while Leite-Ah Yo also earned Second Team AllConference. Academically, senior Taryn Heath (Truxton, N.Y.), a double major in Sociology/Anthropology and Psychology, picked up Capital One Academic All-District® First Team honors for her strong academic and athletic performances. Heath is only the second Wells student-athlete to earn this prestigious award.
The renovations are made possible by a generous lead gift from long-time Wells supporters, the J.M. McDonald Foundation of Evergreen, Colo. The College will continue to raise additional funds throughout the spring and summer.
MEN’S BASKETBALL Head Coach Joe Wojtylko posted his 100th career victory on January 22 against Wilson College. Wojtylko, in his seventh season at Wells, earns both his 100th overall head coaching victory along with his 90th with the Express. While at Hobart College in 2006, Wojtylko accumulated 10 victories in 17 games. In Wells athletics history, Wojtylko has coached the fifthmost games (178), and his 90 wins in one sport are the most since the 1975 season, the dawn of intercollegiate athletics in Aurora. Wojtylko is also the only coach in the NCAA Division III era of Wells athletics to boast a .500-or-better winning percentage with over 100 games coached. 36
WOMEN’S SOCCER For the second year in a row, senior captain and Biology major Shannon Blanford (Fayetteville, N.Y.) earned Capital One Academic All-District® First Team honors. Blanford was the first recipient from Wells College to earn the honor. In her career, Blanford tied the program record for games played (72) and has tallied the second-most career points since 1986. Additionally, she scored 30 goals and tallied 21 assists for 81 points. In her first year in 2011, she scored 14 goals and tallied 10 assists for 38 points and finished the season ranked in the top 50 in points per game (2.11) and single season points (38) among Division III athletes. Head Coach Mara Primmer’s squad picked up five wins against a very tough schedule.
MEN’S SOCCER Sophomore Michael Sciotti (North Syracuse, N.Y.), an Economics major who is minoring in Sport management, junior Tyler Morris (Maryland, N.Y.), a Physics major with an Adolescence Education minor, and classmate Wyatt Buerkle (Cincinnatus, N.Y.), an Economics major, earned NSCAA Men's College Division Scholar All-East Region Honorable Mention for their academic and athletic prowess in 2014, the National Soccer Coaches Association of America announced in December. The Express concluded their most successful season in team history this fall, posting an 11-6-1 overall record while qualifying for the conference playoffs for the first time since 2009.
FIELD HOCKEY In their first season under the direction of Head Coach Kat Heterbring, the Express scored 21 goals this past fall, the fourth-most since joining the NCAA in 1986. Additionally, the team was competitive in the vast majority of games, playing in eight one-goal contests. Entering its 40th season as a varsity program, Wells will compete against three other North Eastern Athletic Conference schools in 2015 in conference play. Wells will compete against teams from Morrisville State College and a brand-new team fielded by the Wolfpack of Keuka College. The Express will also renew a conference rivalry with the Phoenix of Wilson College, former members of the Atlantic Women's Colleges Conference where the Express last competed in a field hockey conference from 1996 to 2006.
CROSS COUNTRY Dr. Jack Daniels, Head Men’s and Women’s Cross Country Coach, was inducted into the Road Runners Club of America Distance Running Hall of Fame. The ceremony took place during the RRCA National Running Awards Banquet and Ceremony this April in Des Moines, Iowa. #EXPRESSNATION Visit us at www.wells.edu/athletics for everything you need to know about following the Express.
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Literati A Wells education emphasizes critical reading and writing skills at every level. We like Wellsians to express themselves! In the spirit of lifelong learning, we showcase below some of our alumnae and alumni community’s published work as we learn about it, as well as asking our faculty members to tell us what they’ve been reading lately.
Writers write... ■■ ROSALY SWANN BASS ’58 “ORGANIC! A GARDNER'S HANDBOOK” As founder of Rosaly’s Garden, the oldest and largest certified organic farm in New Hampshire, Rosaly still works the farm with the same enthusiasm as when she planted the first seeds 41 years ago. In “ORGANIC!” she offers practical advice for backyard gardeners as well as farmers who are looking for guidance on organic growing. “Organic is important (and) I want people to understand that they can grow organic. I’ve learned so much, I want to share that with others. It’s a magical thing to plant a seed and watch it grow. It still excites me.” Rosaly spoke on campus as part of the Sustainability Perspectives Series this year.
■■ WENDY TODD BIDSTRUP ’62 “CECIL CLARK DAVIS – SELF PORTRAIT BIOGRAPHY (1877-1955)” Fascinated with painter Cecil Clark Davis for over forty years, when Wendy—recipient of the 2012 WCA award—learned Davis was local to her community, she set to work on what become a “labor of love” to celebrate Davis’s work. The puzzle took years to put together and provides a “reflection of a time and place in American history through the eyes of Cecil and her peers in letters, diaries, and commentaries of the day,” as Wendy describes it. The book “is full of marvelous photographs and original Gibson Girl illustrations which depict the life that many women of high social standing lived. But Cecil was not just a beautiful socialite, she was a portrait painter of significance. Her circle of friends included Ethel Barrymore, John Singer Sargent, Booker T. Washington and Teddy Roosevelt. It is a story of the self-actualization of a woman living through times of great change for women,” shared Pleasant Thiele Rowland ’62, a friend and classmate of Wendy’s.
■■ KT! EATON ’99 “FATHER UNKNOWN” Co-screen written, produced and edited by KT! Eaton, “Father Unknown” had its world premiere at the 37th Starz Denver Film Festival. The film is a true story recorded in real time about a man’s struggle with his life as he seeks connection while traveling with his estranged father. The full trailer can be seen at http://www.fatherunknown.com/trailer.
■■ JUDITH LAVELLE ’14 “IN HUMAN WASTE, SCIENTISTS SEEK NEW TREATMENTS” Pursuing her Master’s in Science Journalism at Boston University, Collegiate Trustee Judith Lavalle is a correspondent for The Boston Globe and works as an Educational Resource Center Writing Fellow. She recently had a piece published which highlights organizations developing environmental and scientific applications for human waste. As she reports, the Rich Earth Institute provides Southern Vermont’s farmers with a fertilizer that its director quips is made from “liquid gold”—a cheeky reference to the urine that several hundred Brattleboro-area residents collected in five-gallon buckets and donated in the name of “pee-cycling.”
■■ SUZANNE ONDRUS ’97 “PASSION SEEDS” A poet whose work explores cultural identity and the human dramas that shape and transcend it, Suzanne Ondrus’ debut poetry book “Passion Seeds,” won the 2013 Vernice Quebodeaux “Pathways” Poetry Prize for Women from Little Red Tree Publishing, New London, Connecticut. “Passion Seeds” is a love story of an American woman and a Burkinabe man that traces a history of transcontinental desire from Burkina Faso, to Benin, to Russia, to Ohio, dispelling the notion that we live in a post-racial world. After Wells, Suzanne earned an M.A. in English from SUNY Binghamton, an M.F.A. in Poetry from Bowling Green State University, and presently is completing her doctoral dissertation on African women’s epistolaries through the University of Connecticut. She teaches at Lakeland Community College and Kent State University (Twinsburg).
■■ LELETA NAUGLE SERAFIM ’71 “THE DEVIL TAKES HALF: SUDDEN VIOLENCE ROUSES A SLEEPY GREEK ISLAND” A police officer with domestic problems and no experience with homicide sets out to find the killer of a beautiful archeologist in “The Devil Takes Half,” Book 1 in the Greek Island Mystery series. “[An] impressive debut …. Serafim has a good eye for people and places, and sheds light on the centuries of violent passion that have created an oppressive atmosphere hanging over the sunny Greek landscape.” —Publishers Weekly, June 23, 2014.
■■ MARY ELIZABETH SMITH SUMMER ’99 “TRUST ME, I'M LYING” Mary Elizabeth’s first book, a young adult suspense novel, was published in October, and is described as “a teen mystery/ thriller with sarcastic wit and a touch of romance and good action sequences.” This spring, she visited campus for a reading at the invitation of English and Creative Writing faculty. 38
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...and the rest of us read. ► ► J O E D E FO R ES T I’m reading “The Shadow of the Wind” by Carlos Ruiz Zafon. It was a gift from my daughter and it
is for book lovers who not only appreciate content, but also love the ephemeral qualities a book can evoke via weight, the color of the binding, the texture of the cover, the smell and feel of the paper, and the sharing and care of all its readers. It’s set in post WWII Spain and follows the adventures of a young man’s (the son of a book dealer) quest to find out as much as he can about the author of a rare book and the characters he has written about. It is presumed that all copies of the book have been destroyed in a book burning purge, except for the young man’s copy. It is a beautifully told story with interesting characters and many twists and turns.
► ► B R A D F R A Z I E R I was inspired and awed a bit by Jennifer Michael Hecht’s “Doubt: A History.” Having grown up in a fundamentalist context where doubters are considered immoral by default, it’s quite a revelation to read about the courageous doubters of the past, and the widly different contexts and set of life experiences in which they came to have doubt, instead of faith. Hecht is a poet, philosopher, and historian of science, and very good as all three. I highly recommend her poetry, too—especially “Funny,” which I had students read in a metaphilosophy course.
“The Ego Trick: What Does it Mean to Be You?” by Julian Baggini, a British philosopher who is very informed about the latest brain research and the longstanding philosophical debates about the basis and nature of personal identity. He argues that our sense of self is rooted in the constructive activity of the brain in human social environments (of course). This view has several provocative implications. For starters, our sense of self is not derived from an immaterial soul, which can exist apart from the body. Second, the odds for life after death for us are very slim (truly requiring a miracle). Third, we have to rethink altogether the concepts of free will and moral responsibility, and ask what place, if any, they continue to have in a scientifically informed view of human beings. Susan Neiman’s “Evil in Modern Thought: An Alternative History of Philosophy” is a fascinating book on the problem of evil and theodicy in modern philosophy. Neiman argues that underneath the somewhat sterile debates and controversies about the nature and foundations of human knowledge—instigated by Descartes—is a much deeper and more compelling concern with how pointless suffering threatens the very intelligibility of the world.
► ► L I N DA LO H N As I prepare to move, I have been sorting through my library to decide which books to leave
behind and which books to take with me to Michigan. So my thoughts about books have really been more about what I want to always have with me. Among those titles are Jay Ingram’s “The Velocity of Honey and More Science of Everyday Life.” I love the chapter explaining the physics of why toast tends to fall on the side with the jam. I am also taking with me Richard Dawkins’ “The Ancestor’s Tale: A Pilgrimage to the Dawn of Evolution.” When I was about ten, I was sure I was going to be a paleontologist, and I love reading about human evolution. Finally, I am taking “Wheelock’s Latin Reader” to accompany my reading of the late Colleen McCullough’s series about late Republican Rome.
► ► DA N R E N F ROW I recently started reading “Lynched: The Victims of Southern Mob Violence” by my friends and
colleagues Amy Bailey and Stewart Tolnay. Thousands of individuals were lynched in the American South during the late nineteenth and early twentieth centuries; yet, we know very little about who these people were. Amy and Stew honor these individuals by providing a portrait of these lives, critically analyzing the conditions that lead to these brutal killings, and connecting historical patterns to contemporary acts of racialized violence. Based on a colleague’s recommendation, I read Amy Wilkins’ “Wannabes, Goths, and Christians: The Boundaries of Sex, Style, and Status.” Wilkins explores the complexities of whiteness in three youth subcultures. The narratives she offers suggest that gender, race, and social class not only produce invisible competencies and a naturalized way of seeing and operating in the social world, but each is also a strategic performance—an act of positioning—teens use to either claim or disavow group memberships. Moreover, white teens engage in border work that reproduces their long-term advantage while permitting small acts of resistance by moving in and out of marginality in the present.
The faculty chosen for this issue include those recently back from sabbatical and those retiring at the end of the semester. And, as always, each represents a unique point of view.
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Faculty Notes While it goes without saying that Wells faculty are accomplished and dedicated teachers and advisors, in addition to their work with our students, our faculty are recognized scholars in their fields. Below is just a sampling of their many contributions on campus and beyond. The full list of faculty accomplishments is posted monthly to the website and can be seen at www.wells.edu/academics/faculty/accomplishments.
Faculty accomplishments SIOUX SIE E A STER Associate Professor of Theater, presented a paper in early November entitled “Interdisciplinary Performance Installation: Encouraging Artistic Collaboration in Academia” at the Women in the Arts Conference in St. Louis, Mo.
MICHAEL GROTH Professor of History, chaired a panel on Professor Myra Armstead’s book “Freedom’s Gardener: James F. Brown, Horticulture, and the Hudson Valley in Antebellum America” at this summer’s Conference on New York State History held at Marist College in Poughkeepsie, N.Y. He is a member of the editorial board of the Hudson Valley Regional Review and is currently serving as an outside evaluator for an evaluation committee at another institution.
C ARL JOHENGEN Director of the Wells College Concert Choir, was one of seven singers who performed new works for voice and piano by New York composer David Sisco at Carnegie Hall’s Weill Recital Hall last fall. Dr. Johengen gave the premiere performance of “Songs from an Old Mill Town” composed by Sisco to poetry by West Coast poet Jeff Walt.
RICHARD KEGLER Director of Wells Book Arts Center, is featured in a solo exhibition of posters and prints at the Western New York Book Arts Center in Buffalo, N.Y. The exhibit features work completed by Kegler during the span of time that he founded and ran the WNY Book Arts Center (2005-2012) and the years after where work was produced as a member of the Buffalo-based non-profit arts center.
TUKUMBI LUMUMBA-K A SONGO Professor of Political Science, attended the National Conference of Model United Nations in New York City along with 12 students from Wells. Also, as the Coordinator of the Advanced Research Project on “Security,Violence and Post-Conflict Reconstruction in the Great Lakes Region of Africa,” he attended the Peace Conference on the Great Lakes, which was organized on by CODESRIA in Kinshasa, Democratic Republic of Congo. Professor Lumumba-Kasongo was also invited by the Institute for Peace and Security Studies at University of Addis Ababa in Ethiopia to serve as a human resource person in its Executive Master Program in Managing Peace and Security in Africa on Module 2 on “Causes, Dynamics and Consequences of Violent Conflict: The Case of the Democratic Republic of Congo.” He gave five lectures and intervened in every topic or subtopic related to this module. He presented a paper titled “Education for Peace and Security in Great Lakes Region of Africa Within the Context of Ubuntu: A Critic of Unipolarity” for the Annual Conference of Comparative and International Education Society and gave the presentation “Ali A. Mazrui’s Intellectual Legacy in Social Sciences” at the Ali A. Mazrui Memorial Roundtable General Pool. 40
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MAT THEW C. MCC ABE Lecturer in Business and Management, attended the National Association of Forensic Economics section meetings at the Eastern Economic Association meeting in New York City in February, presenting his paper entitled “The Loss of Inheritance Claim, Revisited.”
MIL ENE MORFEI ’89 Professor of Psychology, and Director of the Center for Sustainability and the Environment MARIAN BROWN were interviewed on the December 15th edition of The Forecast, a monthly radio program on WRFI 88.1FM that focuses on climate change action efforts. The duo spoke about the work of the Center to enhance the community’s capacity to embrace of more sustainable thinking and practice.
NIAMH O’LE ARY Professor of Environmental Studies, submitted a paper to the peer-reviewed Journal of Plant Registrations. Coauthored with Margaret Smith and colleagues at Cornell University, the paper is titled “Registration of NY195, NY212, NY215, and NY266 Anthracnose Stalk Rot Resistant Inbred Lines of Maize.” An article authored by Professor O’Leary also appeared in the latest issue of Network News, the newsletter of the Cayuga Lake Watershed Network. The article, titled “Cayuga Lake Studied in Cayuga County,” reviewed a conference held at Wells on issues related to research and management of the Cayuga Lake Watershed. Professor O’Leary also attended the 41st Annual Fall Scientific Paper Session of the Rochester Academy of Science. Environmental studies major Katie Sweeney ’15 presented a poster entitled “Bioassessment of the Water Quality of the Tioughnioga River in Relation to Surrounding Land Use” that described the findings of research done under O’Leary’s supervision.
DANIEL RENFROW Associate Professor of Sociology, was quoted in Seth Thomas’ article “Let’s End the Bad Blood Policy” published at The Good Men Project. The article critically examines current policies prohibiting sexually active gay and bisexual men from donating blood.
ERINN RYEN Lecturer in Business, and students in her Innovation and Creative Problem Solving Class (BUS 250) collaborated with a manufacturing company in Auburn, N.Y., and used the design thinking process to develop innovative product designs. In January, the company videotaped brief presentations of the students’ prototypes.
JACLYN SCHNURR Associate Professor of Biology, and the two students who worked with her as part of the Faculty/Student Summer Program, Niaome Hickman ’16 and Katie Sweeney ’15, presented a poster titled “Abundance and Reproduction of Herbaceous Vegetation of Wells College, Aurora, N.Y.” at the Rochester Academy of Sciences meeting. Along with co-author Charles D. Canham, she also had her manuscript “Linkages among canopy tree neighborhoods, small mammal herbivores, and herbaceous communities in temperate forests” accepted for publication in the Journal of Vegetation Science. www.wells.edu
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GEHAN D. SHANMUGANATHAN Assistant Professor of Business, has been awarded with a “Certificate of Appreciation” from SCORE (Service Corps of Retired Executives), Auburn Chapter, N.Y., for his contribution to small and medium size businesses in the community as a business mentor. He also attended a seminar on case method teaching conducted by Harvard University at Pittsburgh University, Pa., in March.
ANDRÉ SIAMUNDELE Associate Professor of Humanities, presented a paper entitled “Decolonizing Images…From Thiaroye to Katanga: African Cinema as Decolonial Practice” at the 20th annual meeting of Mid-America Alliance for African Studies, University of Kansas, Lawrence, Kan.
WINNIE TSANG Lecturer in Art History, presented at the conference of International Society for Religion, Literature and Culture at University of Leuven in Belgium in September. The title of her talk was “Embracing the Occult: Religious Hybridity in Paul Gauguin’s Tahitian Paintings.” She also presented her research at the College Art Association annual conference in New York City in February. Her paper was entitled “Setting China Apart: Collectivity in Propaganda Art during the Cultural Revolution.”
Accomplishments, cont’d. BRUCE BENNE T T Professor Emeritus of English, has been named winner of the first annual Writing the Rockies Lifetime Achievement Award for Excellence in the Teaching of Creative Writing for his dedication to teaching in the “particularly perilous and strange” discipline of creative writing. The award was designed, according to Writing the Rockies, to encourage professors to focus on interactions with their students. Bennett’s own profound commitment to teaching his students resonated throughout his 41 years at Wells. “The great thing about Wells—maybe the greatest—is the direct interaction between faculty and students,” said Bennett. “That was certainly essential to my teaching. I knew them and they knew me, and we liked and respected one another. And we (almost) always had fun! The best of the best [courses] were writing workshops when everyone was on. They really were incomparable experiences for me, and I believe also for students.” This award celebrates Professor Bennett’s knack for this pedagogy of creativity and the ease with which he passed on to his students a love for the art of writing. Creative writing courses present a teacher with the challenge of combining literary curriculum; an understanding of criticism, theory, form and genre; and the freedom of creativity and artistic license. As the Writing the Rockies announcement notes, “The job quarrels with itself, requiring the teacher not only to offer some rational structure of knowledge, but also to inculcate the difficult disciplines of artistic practice, all with the delicate touch that cultivates talent…It is a bit like leading a class in how to waltz, in which each couple is standing on the back of an irritated tiger.” Professor Bennett handled this challenge, in part, by holding one-on-one conferences with students at the end of certain classes. “In those conferences, when we looked together through each student’s portfolio, I had the opportunity to really follow through with students about their entire semester’s work, as well as learn much more about them personally in ways that could be helpful to me in the future as a teacher,” he said. “It’s a remarkable process, the talking through things together outside of class, and it just about always works!” “One further observation: Shilo McGiff ’04, who was a student at Wells and taught with us for a year afterward, remarked that what made writing at Wells such a strong program is that students in one’s courses got to repeat courses with the same instructors as they advanced through the major,” Bennett notes. “The growing together part of it was crucial.” The announcement from Writing the Rockies notes an apt quote from writer Henry Adams—one which Professor Bennett’s own former students could identify with: “A teacher affects eternity; he can never tell where his influence stops.” 42
Published C ATHERINE BURROUGHS Professor of English, wrote the chapter on drama published in the Cambridge Companion to Women’s Writing in the Romantic Period (1780- 1830). “Since I've made my scholarly reputation doing research on women in British Romantic theatre (specifically Joanna Baillie, considered the female Shakespeare of her era), the editors invited me to cover the topic,” Professor Burroughs said. “I wanted to give the next generation of scholars an overview of the contributions of British women writers to drama as far back as the late sixteenth century—something I wish I'd had when starting out in this field and as a context for appreciating more fully the specific contributions of women writers to playwriting, acting, theatre management, and theatre ‘theory’ in the late eighteenth and early nineteenth centuries.”
BR AD FR A ZIER Associate Professor of Philosophy & Religion, published a review of “Supersurvivors: The Surprising Link between Suffering and Success” by David B. Feldman and Lee Daniel Kravetz in Metapsychology Online Volume 19, Issue 14. Two articles by Wells Book Arts Center director RICHARD KEGLER have recently been published. “Aurora Uncial, by Victor Hammer” describes a typeface named in honor of Aurora, N.Y., while Hammer was in residence at Wells (circa 1939), in the Fall/Winter 2014 issue 75 of DA Journal of the Printing Arts in Canada. Print magazine’s February 2015 issue, “Type Today,” features Kegler's contribution among a collection of essays “from eight of the top minds” in the typography field. In addition to directing the Book Arts Center at Wells College, Richard Kegler is working on new titles to be published by the Wells College Press which was originally founded in by Victor Hammer circa 1941 and revived in 1991 shortly before the Book Arts Center was established.
TUKUMBI LUMUMBA-K A SONGO Professor of Political Science, published two book chapters: “The Origin of African Constitutions, Elusive Constitutionalism and the Crisis of Liberal Democracy,” in “Democratic Renewal in Africa Trends and Discourses” and “Reflection on Capitalism and Liberal Globalization: Lessons for a Proposed Union Government,” in “Imagining the United States of Africa: Discourses on the Way Forward.” Visiting Assistant Professor of English DAN ROSENBERG won the 2014 Omnidawn Poetry Chapbook Contest for his original chapbook, “Thigh’s Hollow.” The chapbook, culled from a larger manuscript written for his doctoral dissertation, features a collection of poems written in an identical voice and in a form that Rosenberg invented—one made up of the exact same number of lines and syllables. The narrative voice that unifies these works is based on the biblical character of Esau, who is tricked into selling his birthright to his twin brother, Jacob. Thigh’s Hollow was named as the contest winner in September and will be published by Omnidawn next year. The well-known organization seeks to promote “lively, culturally pertinent, emotionally and intellectually engaging literature” and has published a broad range of titles that have been reviewed in publications such as Publishers Weekly, Boston Review, Chicago Review, and The Village Voice.
ERINN RYEN Lecturer in the Sullivan Center for Business and Entrepreneurship, published an article entitled “Consumption-Weighted Life Cycle Assessment of a Consumer Electronic Product Community,” in the January issue of Environmental Science and Technology. In December, Assistant Professor of Business GEHAN D. SHANMUGANATHAN published his research paper on “Influence of Cultural Factors for Global Brand Management” in the Journal of Business and Management. In January, the research paper he co-authored with Erich Kaempffe ’14, “Leadership and Team Performance Relationship: Case Analysis,” was published in Scholars Journal of Economics, Business, and Management. www.wells.edu
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FA C U LT Y N OT E S
In-Residence program In the fall of 2013, President de Witt called on the community to submit proposals that would strengthen our offerings or integrate innovative additions to our programs. One of the resulting projects, an In-Residence Program, unites on-campus scholarship and broader professional expertise through residencies with visiting experts. The program was funded through gifts designated for the President's new initiatives, including special funding from longtime friends of the College at the Hagedorn Fund. Proposals for the first round of residencies were reviewed by the division chairs, and the following were approved and took place this spring—as sponsored by the faculty as noted:
SIOUX SIE E A STER Associate Professor of Theatre A workshop by Christopher Beaulieu, co-founder of Creatively Independent, in “The Art of Now: Creativity and Public Speaking” introduced theatre and dance students to a physical and mindful method of theatre training. Students learned skills to overcome qualms about speaking in front of a crowd or giving presentations—including their own thesis performance or demonstration. The welcoming environment allowed those of all levels to enjoy exciting ways to enhance public speaking skills. Beaulieu held visits with several classes, tailoring his topics to the purpose of the course as he spoke about directing a performance of Henry V in Germany with Methods of Directing, worked with students to intensify text through physical sculptures in Acting Shakespeare, taught a high-intensity physical workshop on character objectives and obstacles in Acting Two, and held a question and answer session about forming his not-for-profit company in arts management.
K ATIE WAUGH Assistant Professor of Studio Art Artist Rita Leduc created “integrated painting” pieces for a solo exhibition in the String Room Gallery and held a number of workshops with students. The exhibition “To the Waters and the Wild” showcased work that was created during Leduc’s frequent visits to the Wells College campus during the fall of 2014 and finalized during her residency. Leduc works on-site to create gestural brushstrokes on translucent substrates, producing a visual collaboration between paint, landscape and vantage point—then records this encounter through photography and video. The resulting hybrid images draw on the tradition of plein air landscape painting while underscoring the confluence of space and perception in encountering the natural world. Leduc’s photographic depiction of painted gestures and slick reflections invites viewers to identify both with her process and her exploration of new environments. See some of the work at www.wells.edu/stringroomgallery.
RICHARD KEGLER Director of the Book Arts Center Visiting Artist Practitioner/Designer/Printer Jennifer Farrell came to Wells to discuss printing and her work as owner and operator of Starshaped Press in Chicago. Farrell held a general lecture of her book arts techniques and business and design practice, and she gave several hands-on workshops addressing basic contemporary design considerations alongside the technical implementation of 500-year-old technology. Farrell’s work ethic and unique design style result in some truly remarkable prints and posters. During the residency, she and the Wells Book Arts Center released their co-published book “An Alphabet of Sorts,” which contains beautifully-crafted depictions of letter forms, each made of dozens if not hundreds of hand-set ornaments. More information and photographs from this residency, as well as ordering information for “An Alphabet of Sorts,” can be found at www.wellsbookartscenter.org.
LISA K AHALEOLE HALL Associate Professor of Women’s Studies SAR A LE V Y Assistant Professor of Education The Spring Social Justice Series took the form of a semester-long film series with connected mini-residences intended to facilitate important discussions. Each helped students understand the complex and multi-faceted nature of oppression, develop understandings of how they may be complicit in the maintenance of the status quo, and learn how they can act in opposition to oppressive forces. A residency by Gloria Yamato, teacher, writer and dancer in African diasporic traditions, allowed students and faculty to take part in writing and movement workshops held in an open, supportive context.Yamato was assisted by students in related classes and student organizations as she lent her knowledge and experience equally to those who consider themselves writers or dancers and those who just wanted to try something new. A dinner at the end of the residency allowed all participants—including Yamato herself—to share the work they produced. 44
FA C U LT Y N OT E S
Returning from sabbatical... Wells’ faculty members, as many higher education professionals, take sabbatical leaves during their career in order to take a break from classroom teaching. Each uses this brief period as an opportunity for professional development: to travel, research, experiment, write, read, present, or study and finally to bring back to the classroom a renewed sense of scholarly purpose or an expanded understanding of their own teaching goals. This past fall, Associate Professor of Philosophy and Religion Brad Frazier and Associate Professor of Sociology Daniel Renfrow were granted sabbatical leave.
BR AD FR A ZIER “I’m very interested both in the philosophy
of mind and religion. Some research about the brain and its evolutionary history suggests that religion may be an artifact of the human tendency to read mind and purpose into nearly everything. ‘We lost the battle. God must be punishing us.’ “During my sabbatical, and now as I continue to work on this project, I’ve been researching from evolutionary and psychological angles the human tendency to justify apparently pointless suffering, to try to give it a point. I’m interested in whether this is an expression and outworking of the same human tendency to over extend the concept of mind. “In that case, our evolutionary inheritance sets us up to expect to find purpose in all our suffering and that of other animals. When we don’t—when we realize that life is suffering, as the Buddha puts it—many get busy defending the local deity (or deities). It turns out: it’s quite a natural thing to do. But what does this imply about the rational grounds for the practice of justifying evil and suffering, for the practice of theodicy? And for the morality of this practice, once we are aware why we are compelled to do it? “I’m currently working on a chapter for a book of philosophical essays on evil. In it, I explore these issues and others that are raised by reflecting on theodicy from evolutionary and psychological perspectives.You could say it boils down to this: Darwin explains the Devil much better than the Devil explains Darwin.”
DAN RENFROW “While on sabbatical leave, I divided my time among several campus and community projects. Collaborating with students on original research, however, was the most fulfilling for me.
“TJ Wissick ’15, Chris Guard ’12, and I completed our paper “‘Harmless Celebration’ or ‘Dangerous Situation’? (Re)Defining the Situation When Fans Rush the Field” and submitted it for review at a professional journal. This study examines an act of celebratory deviance where University of Wisconsin Badger football fans rushed the field to celebrate a victory over the University of Michigan Wolverines despite pleas from university officials and the police. Sixty-nine individuals received serious injuries during this rush. Analyzing 251 incident reports, we explore the symbolic interactions through which students defined this situation and decided to either participate or abstain. The paper concludes with recommendations to help officials prevent and manage future tragedies. “Alissa Toner ’15, Leslie Green ’17, Valerie Provenza ’14, and I continued our study of the role that bodily practices, such as working out and grooming, play in men’s identity projects. We conducted initial and follow-up interviews with additional men and began drafting our first paper out of these data. ‘Lifters, Regular Guys, and Gym Bros: Managing Masculinities through Discursive and Behavioral Distancing’ examines the way that lifters and regular guys use the category “gym bro” as a foil against which to make claims about the type of men they are and the type of men they are not. While our analysis reveals some evidence of hybrid masculinities among men in our sample, a central finding is that homophobia and sexism persist albeit in ‘softer’ forms. We intend to submit this paper for publication in a professional journal. A Summer Research Grant awarded by the College provided support for the larger research project from which this paper comes.”
www.wells.edu
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FA C U LT Y N OT E S
Moving on... LINDA LOHN Associate Professor of English and Film and Media Studies, National Endowment for the Humanities Preceptor in Writing, coordinator and designer of the Film and Media Studies major, former coordinator of the American Studies major. Professor Lohn is well known to students for her ability to synthesize critical, interpretive writing and thinking with an acute interest in the many forms that media take: whether classic novels, minority literatures, historical texts, early radio serials or popular fiction. Taking a course with Professor Lohn—whether in screenwriting or news writing, literature or film analysis—means learning to ask and answer complicated but necessary questions about culture, class, race, gender and language itself. Professor Lohn has also contributed a great amount of time and expertise over her 25 years at Wells to many essential structural functions of the College, serving on the Admissions Committee, Advisory Committee, and Academic Standing and Advising. She spent five years as Humanities Division Chair, is currently chair of the Educational Planning Committee, and was on the committee with Lisa Hobbs and Katie Waugh for the ACE media initiative approved last year by President de Witt. Professor Lohn played a significant role in establishing Wells’ original core curriculum, “Wells 101,” and contributing informative and critical courses over the many years the course has served as a first-year introduction to Wells and to higher education. She has been advisor to many of these first-year students as they selected courses and determined their major; faculty advisor to the studentrun newspaper The Onyx; and mentor to majors in English, Film and Media Studies, and Cultural Studies as they crafted senior thesis projects tailored to their interests. Asked what she’s planning to do next, Linda concisely responded, “Whatever I want!”—adding that she intends to spend a lot of time in her wood shop and start a small web design business when she settles in Portage, Mich.
JOE DEFOREST Technical Director, Facilities Manager, and Lecturer in Performing Arts. DeForest is a long-standing expert in the elements of stage productions—such as lighting, sound, prop and set construction, and electrical work—that support both professional visiting and undergraduate actors and directors. He has spent many years designing and directing backstage for Wells’ productions in Phipps Auditorium, working with students to manage theatre and dance performances and pass on his knowledge to those in the program. It’s this work with students that has defined DeForest’s career at Wells, and his ability to inspire a love of the behind-the-scenes details in the theatre department’s work-study students and performing arts majors have helped define many of our students’ college experience. DeForest is also noted for providing near-constant assistance to other departments and Wells events: during Reunion, Convocation, Commencement, and any other high-profile event in Phipps, he is present to make sure that the proper equipment is set up, working and put away safely. He collaborated with fellow faculty members in the interdisciplinary art and performance installations “Wide Angle” in 2012, “Sub rosa” in 2011, and “Personal Mythology” in 2010. Last fall, the Theatre Association of New York State awarded DeForest an award for Outstanding Scenic and Lighting Design and Execution for the faculty theatre production “Sherlock Holmes and the Adventure of the Suicide Club.” He’s also been recognized with Excellence in Technical Design in 2012 (for “Elephant’s Graveyard”), Excellence in Lighting Design in 2009 (for “The Maids” and “Escurial”), and more. Joe and his wife Kathy are also nationally recognized and award winning quilt artists. Their work has been published in various quilting periodicals. As he looks towards his retirement, Joe “hopes to devote more time to gardening, quilting, travel, and friends and family.”
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Arrive Curious∴Graduate Prepared Students who arrive at Wells with an innate sense of curiosity will inevitably leave Wells prepared for all the world has to offer. You might consider curiosity to be a “prerequisite” for a Wells education. Add a proactive, inquisitive spirit to this openness to new ideas, and the result is graduates who are prepared for the opportunities and challenges of their careers and will find themselves taking paths in life they may never have expected.
A student of the liberal arts On a Friday afternoon this past February, I had the opportunity to join an alumni panel and speak to 100 prospective students on life after graduating from Wells College. On the drive down the hill to Aurora—a drive I take to work every morning—I attempted to distill all of my experiences at Wells into one key takeaway. What a challenge! The common thread through all of my thoughts, though, was that Wells College taught me how to learn, how to grow, and how to adapt in an ever-changing world. Wells College is small. My time at Wells challenged me to be a student, an engaged citizen, and a social creature all at once within one tightly knit community, moving from a class on British romantic poetry, to an educational policy committee meeting, to having a glass of local wine with a friend within the same afternoon. Living on campus taught me that life usually isn’t broken down into easy, convenient categories—almost all areas of study overlap, as do personal and professional lives. This lesson, I’ve found, also rings true in a small business setting. After graduating from Wells in 2012 with a major in English literature and a minor in book arts, I joined the team at the Inns of Aurora—a collection of historically significant inns and restaurants down the street from the college, all recently restored to four-diamond luxury. What could an English major possibly contribute to a fast-paced hospitality company? A lot, it turns out, because I was not just an English major—I was a student of the liberal arts. After starting at the front desk of the Aurora Inn, I joined our company’s marketing team, writing press releases, designing advertisements, and maintaining our website. After a summer of innkeeping at E.B. Morgan House, I returned to the Aurora Inn to
Wells College took my natural tendency for curiosity and developed it into the ability to learn on the job, regardless of field. What an incredibly powerful gift, and an incredibly valuable tool.
both grow my marketing role and serve as front desk manager. The ability to learn from new experiences and hunger for greater knowledge—both nurtured in me at my time at Wells—have become essential assets in my professional life.Yes, my English degree taught me how to use semicolons, organize my thoughts, and craft a persuasive argument. My book arts minor taught me the nitty-gritty nature of letterspacing, developed my eye for design, and solidified my sense of aesthetics. But what got me to position in which I weekly calculate RevPARs, ADRs, and ROIs, track the browsing habits of a viewer of our website, and manage a team of hardworking professionals is the curiosity cultivated within the liberal arts nature of my Wells education. Wells College took my natural tendency for curiosity and developed it into the ability to learn on the job, regardless of field. What an incredibly powerful gift, and an incredibly valuable tool.
Alex Schloop ’12
www.wells.edu
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150 Years, 150 Voices Throughout the history of Wells, countless stories touching so many lives illustrate how a small community can have such a wide reach. As we look to those who make up this community—professors, students, supporters, presidents and administrators, alumnae and alumni, and so many more—it becomes obvious that Wells is remarkable because her people are remarkable. What, then, do these stories look like? Who are the Wellsians that have contributed so much to our nearly 150 years of education? We hope to explore this through a series called “150 Years, 150 Voices.” Through as many connections as we can make, we’re asking members of the community to share a part of their own unique Wells experience, and to tell in their own words what the campus and the community have meant to them. You can expect to see quite a number of these accounts (150, if you’re counting) spread across our various platforms, including the website and social media, publications and mailings, and spanning video, photography, text, and more as we draw closer to celebrating Wells College’s Sesquicentennial Anniversary. In this issue, we present the first installment of 150 Years, 150 Voices.
In a Shared Voice
In December, Isabel Sullivan Sefton ’41 (on the left) and Jane Demarest Engel ’42 (on the right) sat down to talk about their special relationship with each other and with Wells College.
Jan e a n d I s a b e l f i r s t m e t i n g r a m m a r s c h o o l . L i t t l e did t he y k n o w it w a s t h e be g in n in g o f a f r ie n d ship t ha t wo u l d l as t a lifeti me . A n d t h e y c e r t a i n l y c o u l d n ’t h a v e i m a g i ne d t ha t b o t h w ould f ind t he ir w a y t o a r u r a l, upst a t e Ne w Yo r k c ollege a n d t h i s f o r m a t i v e e x p e r i e n c e w o u l d c o n t i nue t o b e a common t hre a d. W h e n a sk e d w h y t he y ca me to Wel l s College t h e re s p o n s e w a s b o t h q u i c k a n d p re c i s e ,“t o ch a nge t h e w o r ld !”An d w he n a sk e d w hy We lls re ma in s i m p o rtan t to t h e m a f t e r s o m a n y y e a r s , t h e y e n t h u s i a s t ica lly a gre e d t ha t it w a s We lls t h a t pre p a re d t h e m t o t a k e on t h e c hallen g e s a n d o p p o r t u n i t i e s t h a t w o u l d c o n f ro n t t h e m o ve r t h e e n suing de ca d e s. Ind eed , t h ro u g h t i me s o f c e l e b r a t i o n a n d c h a l l e n ge , t hrough unpre dica t a b le globa l e ve nt s, a nd w it h a co lle ge ex p er ienc e in co mmo n , t h e s e w o m e n w o u l d m a k e t h e i r c o n t r ib u t io n s— big a n d sma ll— t o a n e ve r- ch a nging w o r ld .
from childhood to college
Isabel “Our fathers, both of whom were doctors, were associates. That’s where our friendship started—I was six and Jane was five.Years later, when Jane’s family moved into a bigger apartment to accommodate a new sibling, my family moved into their old apartment—we’ve been following each other one way or another ever since!”
Jane “Life was so different back then. We walked to everything. When we had an appointment, our parents would give us bus fare to get back home. But we’d walk instead and save the money to go to Schrafft's to get a chocolate soda. We walked around the reservoir at Central Park a lot—we were in very good shape back then.”
Jane “We went to St. Lawrence Academy for young ladies. Then Isabel went to Wells and persuaded me to 48
follow her there—it was an easy decision.”
Isabel “That’s right. St. Lawrence Academy wouldn’t write us a recommendation unless it was for a Catholic College – but our parents wanted us to see the world, so they encouraged us to go wherever we wanted. We visited Wells and fell in love with it.”
Jane “We had all these rules and regulations in those days. We had to be in at by midnight. No men were allowed above the first floor [of the residence halls]. With that curfew, it’s remarkable that there weren’t more car accidents on the roads between Wells and Cornell or Hobart! We had an honor system where we were supposed to report [to the Dean] if we were late getting in.”
Jane “Wells was so small, but my husband
and wanted to work in personnel. So one summer I worked in a department store and had to deal with practically everybody who came in. Oh, what an experience! Then I was with the Red Cross during World War II. I wanted to go overseas but stayed locally because my parents didn’t want me to go—and in those days you listened to your parents.”
Isabel “I went into Sociology because I wanted to change the world. But in those days you had to be a good typist. Since I was terrible at it, my father sent me to Columbia University to improve my typing. Then I took a few courses in personnel, and I thought this is what I would like to get in to. I made $21/week typing in a personnel office—and I was such a lousy typist that they promoted me!”
Isabel “It was Miss Davis in one of my Sociology classes who really
Both continue to audit courses and embrace lifelong learning, and advise, “have an open mind, take a course, and be daring! It could change your life.”
ninety years in retrospect
Jane “We’re very lucky to have had each other and to have gone to
Wells. To have been such good friends all these years and be able to talk about it is really special. It’s fun to listen to the grandchildren and to see how things are so different than when we were kids.”
Isabel “Our fathers worked together, and our husbands—unbeknownst to each other—had been neighbors at Yale University. We’ve Fonts in Seal: En celebrated each other’s weddings and godparented extraordinary children.” gravers' Rom an
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In unison, they finish that thought, “we started out together and we're ending up together.” S CO L L Lu i c e n t e L n
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opened up my mind, and I am eternally grateful to her. She was very broad-minded and pointed out the conditions that other people had to live in—which was eye-opening. Frankly, I had a completely different view from when I first arrived on campus, it really changed my thinking. We went to Bedford’s Women’s prison, which completely broadened our exposure to what other women experienced. I am forever grateful.”
learn what people have done with their lives and to hear about their experiences. Get to know people that aren’t just like you.”
W
Jane “I studied Sociology because I like to be involved with people
Jane “Enjoy people. Talk to people because it is very interesting to
l
from college to the real world
you are unsure, then try a variety of things until you find something. If you’re doing what you enjoy, then you will enjoy your life.”
S
that was the primary entertainment. Occasionally an alumna would sponsor a professional entertainer to come to campus. The competition between the odds and the evens was so fierce in those days it was almost violent at times!”
Isabel “Don’t just think of a career—find what you enjoy and do it. If
i a
Isabel “They had a movie every Saturday night at Macmillan—and
advice for today's students
Jane and Isabel share their concerns for the youth of today, deeply aware of “the choices and distractions they have, the challenges they embrace.”
CE
lowed to leave campus three weekends a month. I used to take the train to Princeton, but it would take all day to get there and all day to get back. It was a different world back then and truly a different way of life. It was fun, and we loved it.”
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Jane “Being isolated was great back in those days. We were only al-
e
rora—that was not necessarily always obeyed, but that was the rule.”
s
Isabel “There was no drinking within an eight mile radius of Au-
was continually amazed at how close knit it was and how throughout our lives whenever we went somewhere, I always knew people from Wells.”
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END NOTES
f
Un urling New Sails
President Thomas E.J. de Witt
As you eagerly await the arrival of your new president, I am grateful for the opportunity to use these End Notes (how appropriately titled in this case) to reflect on my brief time with you. First, I wish to express my sincere thanks for all you have done and for the many kindnesses you have shown me during these past twenty months. Wells College is a remarkable and resilient community of talented and hard-working students; innovative, scholarly faculty; dedicated staff; and, as I have come to appreciate, outstanding and devoted graduates.
THE MODERN LIBERAL ARTS Colleges like Wells, committed to a modern liberal arts education that engages students in both experiential and indepth learning in an academic field of study, still need to find ways to thrive in the increasingly homogenized, joboriented landscape of American education. I believe that there will always be a need for institutions like this one that continue to offer small classes steeped in the Socratic method, instilling values, encouraging rigorous debate among students and with faculty, and promoting engaged citizenship. It was the Wells’ mission statement—to educate students to think critically, reason wisely, and act humanely as they cultivate meaningful lives—that initially attracted me to the position as its interim president. My charge from the Board of Trustees was to preserve the essence of Wells while preparing it to face an uncertain and increasingly competitive future. Years of myriad financial setbacks that produced fear and stagnation endangered its existence, but these factors could not suppress its spirit. The College only needed a nudge in the form of financial discipline along with some changes in management practices, leading to greater transparency and overall accountability. It also needed to believe in itself and the possibility of transformations that would create a brighter future for the institution. My greatest challenge and ultimately my most significant contribution to Wells’ emerging renaissance has been to confront and slowly transform a culture of passivity bordering on resignation in the face of an education market driven by forces largely beyond our control. I have tried to instill a belief that Wells could succeed by being open to change without losing its bedrock values, alluded to above. Today, we can see the first fruits of this shift to a culture of engagement and innovation manifested in the optimism I find all around campus.
P R E PA R I N G F O R T H E L O N G T E R M Austerity is an appropriate response to an immediate fiscal crisis, but it is not an effective strategy for long-term survival, for it demoralizes all who live and work here. Instead of cutting staff, eliminating academic programs and neglecting our beautiful campus, we have done just the opposite. The simple act of beginning repairs on the stairs leading up to Macmillan on my first day in office sent a message. A bold, courageous Board, by agreeing to borrow $3 million to transform Zabriskie into a high50
tech center of learning, put an end to rumors that we would close. We have been able to introduce an array of professional minors that now enrich our liberal arts curriculum without compromising it. A major educational foundation has recently put out a call for proposals to develop paradigms of exactly this kind, thus affirming the direction we have already
AN ACCOMPLISHED TENURE Under the leadership of President Thomas E.J. de Witt, Wells has seen tremendous progress, including the following highlights:
taken. Faculty are more engaged than ever in the life of the campus, students are happier; the new “pub” and a modern
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Zabriskie Hall has been modernized and continues to serve today’s students across the disciplines—while showcasing our commitment to business, entrepreneurship and sustainability.
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Campus improvements including rebuilding the Macmillan steps and plaza area, the installation of campus-wide Wi-Fi, and the addition of an outdoor gathering space as part of Ryerson Commons in front of the dining hall.
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Nearing the completion of a 2nd year on budget, with stabilized finances, well on the way to reaching our fundraising target and recruiting a larger entering class for the fall.
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Exciting new initiatives, ranging from academic offerings to comfy new furnishings in residence hall lounges, from gymnasium improvements to putting the College Store on-line.
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Development of a dozen new academic programs, including career-oriented minors, and the Center for Sustainability and the Environment.
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Launch of a practitioners-in-residence program and a student/ faculty summer research program.
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New academic programs being well received, encouraging more students to stay (retention is up!) and more to enroll as they encounter happy, enthusiastic students on campus visits.
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And soon to be unveiled—redesign of the bookstore space in Sommer Center into a rathskeller (a pub to students!) offering entertainment, a tucked-away café, wine and beer for those of age and lots of ambiance.
gymnasium will instill greater pride, which visiting prospective students notice immediately.
CHARTING A COURSE While I am not inclined to nautical imagery as I am prone to seasickness, our location on Lake Cayuga does evoke for me the image of a boat. What I found here was a somewhat outdated, leaky one. But in short order we have plugged the holes that threatened to sink our little ship, and we have unfurled some new sails. Nevertheless, we must continue to navigate on the troubled waters of American higher education in the 21st century. By calling on Jonathan Gibralter as your new captain, you have someone well suited to the task of fully restoring Wells’ greatness. His education and wide-ranging experience make him an ideal president to complete the transformation of this wonderful College. I look forward to helping ensure a smooth transition in leadership and offering him my insights into your current strengths and the opportunities that you will have in the future. Thank you for the privilege of serving Wells College.
“Tom de Witt ushered in a new era. In less than two years his leadership has sparked a renewed sense of campus energy and enthusiasm, impacting both retention and recruitment.” Carrie A. Bolton '92 Chair, Board of Trustees
www.wells.edu
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Note to parents/relatives: If addressee has moved, please forward this issue and contact the Alumnae/i Office at 315.364.3200 or alumoffice@wells.edu so we can update our records. Visit us on our website at www.wells.edu. Thank you.
AS THE 2014-15 FUND YEAR draws to a close, please consider making your annual gift—or a second gift—today. The Wells Fund provides opportunities and expands possibilities for every student. EVERY DAY. Faculty scholarship, curriculum development and teaching are all supported by gifts to The Wells Fund. Wells’ future depends on The Wells Fund. And The Wells Fund depends on you. EACH ONE OF YOU. EVERY ONE OF US. www.Wells.edu/giving 315.364.3200 Office of Advancement • Pettibone House 170 Main Street • Aurora, New York 13026
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