Scott is one of only 158 nominees nationwide for the 2015 Allstate/National Association of Basketball Coaches Good Works Team. The award recognizes men’s college basketball players for their charitable achievements and community involvement. Scott is a senior captain of the Hornet men’s basketball team. He carries a 3.9 grade point average and is majoring in economics and mathematics. He does significant volunteer work for Kalamazoo Loaves and Fishes, an organization dedicated to food security and food justice. He also helps coach Special Olympics teams and serves as a recess assistant at Woodward Elementary School. The 10 award winners will be announced this month. If Scott is in that group he will be flown to the Final Four tournament in April, recognized for his service, and he will participate in a community service project in the host city of Indianapolis.
“. . . we go to poetry … so that we might more fully inhabit our lives and the world in which we live them, and that if we more fully inhabit these things, we might be less apt to destroy both.” – Christian Wiman, poet
Amy Newday plants seeds in soil (she runs her own farm), and she plants seeds in students (she directs K’s Writing Center and teaches classes in the English department). Some seeds grow green crops. Others grow green poetry.
Newday recently completed a winter term course called “Ecopoetry,” and is currently teaching a spring term senior Capstone class called “CSA (community-supported agriculture) and Sustainability.” The two courses are an integral part of Kalamazoo College’s ongoing creation of a Center for Environmental Stewardship, teaching students about the impact of human life on their world.
“I feel a strong call to be of service to the earth and the non-human beings we share it with,” says Newday. “As I get older and get to know myself better and as our ecological crises worsen, this call becomes stronger. What I was curious to explore with my students in the ecopoetry course was—what does poetry have to do with ecological crises? Can poetry be a vehicle for transforming our relationships with the ecosystems in which we dwell?”
A farmer and a poet, Newday grew up on dairy farm in Shelbyville, Michigan. Her “Ecopoetry” course drew thirteen students, all of whom participated in a reading on campus to draw their class to a close. Each student read a poem from the textbook that had especially moved or inspired them.
Emily Sklar ’15 was one of those students, a biology major with an interest in ecological issues. “I love biology, although I’m not quite sure yet what I will do with it,” Sklar says. “I also love being outdoors, and I’m concerned about the environment, so I’ve been wondering how to combine all that. Science comes short on the ethical and moral aspect of ecological issues, so that’s why I took the poetry course. Poetry gives me another way to understand what’s around me, and the course has given me a blend of language that builds collaboration between scientists and poets.”
“Ecopoetry” is a relatively new term, if not quite a genre in its own right, Newday explains. “Writing about daffodils is no longer enough. Critics beat up poets like Mary Oliver for being what they call a ‘nature poet,’ writing about birds and trees. Writing about birds and trees is important, but ecopoetry includes the bulldozer that knocks the tree down and destroys the bird.”
Three main groupings of poetry compose the new genre, Newday says. As defined by Ann Fisher-Wirth and Laura Gray-Street, the editors Newday’s class textbook, The Ecopoetry Anthology, poetry that explores nature and the meaning of life falls into the first group. A second group includes environmental poetry with a more political slant that may address social justice issues and is often related to specific events. The third group includes poetry about ecology, often in more experimental forms.
“In this course we explored how the language of poetry has shaped and reflected changing perceptions of nature, ecology, and humanity over the past two centuries,” Newday says. “We looked at what poetry can contribute to current cultural and cross-cultural conversations about environmental justice and sustainability.”
Students at the reading in March read favorite poets they had studied, such as, yes, Mary Oliver, and also Alicia Suskin Ostriker, Ralph Black, G. E. Patterson, Deborah Miranda, Tony Hoagland, Robert Duncan, Lucille Clifton, Lola Haskins, Sandra Beasley, and Linda Hogan. Some students also read their own work.
“I’m not a big reader,” Sklar admits. “But I fell in love with this poetry. What I had hoped would happen, happened. The facts in science are great, but poetry gives us a way to connect to people who aren’t scientists.”
The ecopoetry course, Sklar adds, helped her to solidify an idea for her Senior Individualized Project that she’d been mulling over for about a year. Her interest in nature, biology, ecology, and human responses to all three came together in a plan to hike the entire Appalachian Trail. Along with a K alumna, Margaux Reckard ‘13, Sklar began 2,200-mile adventure a few days after the poetry course concluded (see “Where the TinyTent AT?” in this issue of BeLight).
“Poetry can help us question,” Newday says. “We are losing all kinds of diversity in our world, and cultures and languages are being lost along with biodiversity. Languages each give us a unique way to see the world and add perspective. Poetry can help us imagine possibilities … possible solutions to ecological crises.”
In her senior Capstone course, “CSA and Sustainability,” Newday digs even deeper into building connections between students and the earth. Along with textbooks, she hands them trowels, hoes, shovels and watering cans. She takes her students to her own CSA operation, Harvest of Joy Farm, where she and partner John Edgerton practice sustainable and organic methods of farming.
The Capstone course, Newday says, offers students the opportunity to explore and experience food systems, agriculture, community building, education, economics, business, and food justice as an alternative to the mainstream food economy. If that sounds like it’s dealing with a great many topics—it is, and that’s the everyday life of a farmer.
Part of the course will take place in the traditional campus classroom, and for at least three hours each week students will work on the farm. They will help plan the CSA business, prepare the soil for planting and then plant a wide assortment of seeds and plants, maintain compost and learn about permaculture, and maintain and harvest the garden. Students will also experience the business aspects of running a CSA, the marketing and selling of vegetables to community members, and the relationships built between farmer and community members.
The course will also involve an ongoing blog of farm activities, and a student-generated on-campus collaborative project. Students will participate in discussions about their experiences and observations working on the farm.
In informational sessions held prior to the beginning of the course, Newday and Edgerton met with students interested in learning more information before making a decision to enroll.
“I was surprised how much I loved running a CSA,” Newday says to the students gathered to hear about the course. “The relationships we developed through the CSA were very rewarding. There’s an instant gratification when you give good food to people, and you see how excited they are to receive it, taste it, and share it.”
The concept of a CSA, Newday tells the students, is not the traditional business model of trading cash for product. “A CSA offers people the opportunity to invest in the kind of world they want to live in.”
The Harvest of Joy Farm is in its fourth year. At the beginning of last summer’s (2013) growing season, 45 members paid for 28 shares and half-shares in the operation, which provided the funds to cover the costs of farming. In return, shareholders receive vegetables and fruits each week during harvest.
“The course will help students to better understand the economics of farming, especially on a small scale, and to consider how small farms fit into the larger agricultural economy, in the United States and across the world,” says Newday. “Along with learning about sustainable agricultural practices, students will learn how to critically consider what it means to make environmentally, socially, and ethically sound food choices.”
To learn more about the Kalamazoo College Capstone CSA experience, read student blog entries, and view photos, visit kzoocsa.blogspot.com. To learn more about Harvest of Joy Farm, LLC, visit harvestofjoyfarm.wordpress.com.
Before first-year students even arrive at Kalamazoo College they are shaping their class into a cohesive educational community. By way of K’s Summer Common Reading program, now in its 15th year, incoming first-years read the same book at the same time, connecting not only with their classmates through this common-but-uncommon experience but also with the many faculty and staff and the significant number of current students who also read the book and together share their insights afterwards.
“It gives the students something to talk about, something besides ‘where are you from?’” says Dean of the First Year and Advising Zaide Pixley. “It’s all part of the teaching moment.”
Pixley helped launch and expand the Summer Common Reading program in 1999 and subsequent years. “I love to read,” Pixley says. “And I wanted to give students a way to enter the world of ideas.” In 2000, with the support of the Provost’s office and Student Development, the program became official.
“The first book we chose was Animal Dreams by Barbara Kingsolver,” says Pixley. “But we didn’t ask the author to come to campus. We soon decided that should be one of the criteria—that the author be here for orientation, meet with the students, and later, if possible, return for that class’s commencement.”
The book of choice in 2000 was Independence Day by Richard Ford, an author whom then-Provost Greg Mahler knew personally and had invited to attend. Writer-in-residence Diane Seuss, Professor of English Andy Mozina, Mahler, and Pixley were the original members of the committee that chose the books and organized the events. Membership on the committee has changed over time. Associate Professor of English Marin Heinritz was a member for many years and was responsible for bringing to campus journalist David Finkel, the program’s first nonfiction writer. Neither she, Seuss, nor Mozina are active members of the committee today, but Pixley’s presence has been a constant.
Is the reading experience relevant, even (or especially) when a book’s protagonist differs significantly from the predominantly 18-year-old readers?
“Oh my,” Seuss chortles, recalling the first-year students meeting the Ford. “A student asked Richard Ford how he expected young people to relate to his middle-aged, white male real estate agent protagonist. His answer: ‘Are you a Danish prince? If not, then don’t read Hamlet!’”
Mozina nods. “I’ve seen great discussions happen. I often see the energy grow during the course of the author’s time on campus, with students saying that now they understand and like the book a lot better than they thought they would, or did initially. By the time some authors left, the students seemed ready to adopt them.”
As the criteria for the book choice developed, Pixley made one point immoveable.
“The author must come to campus,” she says. “We look for someone who makes a good guest, who is an engaging speaker and enjoys interacting with students. That’s what makes our summer reading program different than the programs at many other schools—the presence of the author.”
Committee members meet to discuss new and upcoming authors that fit the bill.
“New book and author choices are challenging,” Pixley admits. “We have no flexibility on dates. They have to be here when the first-year students come in. We look for books that have been nominated for prizes, books that are being talked about. Although she isn’t on the committee this year, Di [Seuss] is very plugged in, she has 2,000 Facebook friends and they are almost all writers. An A list and a B list begins to take shape, and we get student peer leaders involved, too.”
Committee members read lots of books and talk about authors who might be an appropriate and feasible guest. Criteria include the content of the book, of course, the way in which it can represent a boundary-crossing for the students, and an author who is willing to be here and participate in person. “We all keep our eyes out for ‘the next big one,’” said former committee member Seuss, “often finding the perfect fit with a younger author on the rise, like Chimamanda Adichie, who visited us with her first novel, Purple Hibiscus, and has since won the Orange Prize, the National Book Critics Circle Award for Fiction, and a MacArthur Fellowship.”
Gail Griffin, professor emeritus of English, has been involved with the program since its inception. She adds: “We’ve often joked about it: either the day before or the day after an author visits, she or he will get a MacArthur award/Pulitzer Prize/National Book Award nomination. The track record is quite amazing; it defies logic.”
“It has to be good literature,” Pixley states. “We look for something that is engaging to young people and doesn’t come with 400 pages of footnotes. Coming of age themes are good, and we want a book that is intercultural in some way, and that doesn’t have to mean that the book has to be about different countries. Detroit can have a different culture from Kalamazoo, too. We look for books that can foster intercultural understanding.”
The book choice of summer 2014 covers that cultural boundary, in fact. Incoming members of the class of 2018 read We Need New Names by NoViolet Bulawayo. The 2013 debut novel depicts the impossible situation of the person in exile, in this case a child leaving a beloved homeland beset with political turmoil and violence, poverty, starvation, and illness. As she grows to adulthood in a new place she realizes that she is caught between two cultures without being home in either. Bulawayo won the 2014 PEN-Hemingway Award, the 2011 Caine Prize for African Writing, and the inaugural Etisalat Prize for Literature in 2014. The novel was a finalist for the Man Booker Prize.
Anna Gough ’15 is a first-year experience coordinator along with Bryan Olert ’15. Both experienced the value of bonding over a book that often pushed their comfort zones.
“I still think about the book we read when I was a freshman,” Gough says. “In 2011, it was The Good Soldiers by David Finkel. I would never have picked it up on my own.”
“It’s really the whole idea of liberal arts,” Olert, a history major, adds. “The Summer Common Reading program challenges you to read outside of your field, all over the field.”
Now seniors, Gough and Olert helped plan all of this year’s first-year events, and both consider the reading program their favorite.
“As an English major, it was fun to organize something I enjoyed so much in earlier years,” says Gough. “I felt like I was a part of creating the future for the new students.”
“And it’s great job experience in event planning, networking, organizing,” Olert adds.
Beginning to end, the Summer Common Reading program has drawn together not only freshmen, but the entire campus, as older students find themselves picking up the chosen book as well, wanting in on the hot topic of the campus. Faculty and staff are involved, too, teaching to the book or participating as discussion group leaders.
“The program asks a lot of faculty,” Pixley admits. “Yet K faculty members are always game. I’ve been asked—how do I get people to read the book and lead discussion groups? People here are willing to step out, willing to try new things.”
“We prepare the peer leaders and discussion leaders, write a lesson plan, host the guest, and do all of the often complex negotiations with agents and publishers to bring the next writer to campus,” Seuss says.
“I can tell you that very few people comprehend the work involved,” says Griffin. “In choosing the book, in negotiating with the writer to come to Kalamazoo, in organizing the visit and the sub-components of the visit, in turning around the students’ submitted questions and consolidating them for the author, in shepherding the author around. That detailed, thoughtful, exhausting work is what has made the program go.”
While the committee does prepare a lesson plan and suggested questions for the discussion group leaders, Pixley says that “everyone is free to improvise as they see fit.”
Reading contemporary books rather than classics, Pixley says, is another aspect of the program that differentiates Kalamazoo College from other institutions that have started similar programs.
“The National Association of Scholars singled us out as being subversive in our book choices,” Pixley smiles. Challenging students to think and question, however, is part of the program’s goal.
Says Seuss: “Each book lands differently, and each entering class receives it in its own way. What I love is that the reverberations continue long after the writer has left campus; students live with the book, in one way or another, for the rest of their lives. Students in my first year seminar often refer back to the book or something the author said, and I hear seniors doing the same thing. Maybe the best sign of the program’s success is when we witness students struggling to make connections, to approach and understand differences.”
“Our student body is more diverse than ever,” says Stacy Nowicki, library director at Kalamazoo College’s Upjohn Library and a member of this year’s committee. “We have students from many different areas in the United States and the world and from different socio-economic backgrounds. The Summer Common Reading book helps students learn to interact with someone different than themselves. It gives them entry to each other. This summer’s book is about the immigrant experience, and any student coming to Kalamazoo College may feel like they are immigrating to a new community. Through discussing the book, they can bring up their own issues.”
Nowicki joined the committee this year because of her involvement with the Reading Together program. Reading Together is administered by the Kalamazoo Public Library and has much in common with Kalamazoo College’s program. In both, an entire community reads the same book, joins in discussion, and meets the author.
“The important thing is for students to feel connected,” Nowicki says. “It’s a good way for professors and staff to get introduced to the incoming students, too. I’m guessing in that way it helps retention. And the discussion groups help students learn how to express their viewpoints and defend them while listening to the viewpoints of others.”
Griffin adds: “If you lined up all the books that have been chosen, they cover an amazing array of contemporary writers and a mighty inclusive list of perspectives and issues of the sort that we want our newest students to begin thinking about: race, economics, global politics, gender, sexuality, nationality, international issues, American issues, immigration, ‘home’ and leaving home, you name it.”
Bonnie Jo Campbell, author of the 2012 Summer Common Reading book, Once Upon a River, offers her perspective as a participating author. “It was a great honor and a thrill to have all the freshmen and many of the upper class folks read Once Upon a River. Kalamazoo College students are conscientious scholars and careful readers, and they had a lot of smart questions to ask. The world I presented in the book was very different from the world of the students, so it was interesting to see how they grappled to understand the choices my protagonist made, which were often so different from what they would have chosen. As an author it is always great fun to be surrounded by smart people who have read your book.”
Pixley smiles to recall some of the discussion around Campbell’s book. “Oh, I’m still hearing complaints about Margo, Bonnie’s character in the novel. Why did Margo do this, why did Margo choose that. But Margo had different circumstances in her life, and it was a different time. It’s wonderful how invested students can get.”
The interaction between author and students, all agree, can be one of the most rewarding parts of the experience.
“So often their first reactions to the texts have been resistant, defiant, because the committee has rightly selected challenging texts at the forefront of current fiction, and that material is often difficult, not easy reads,” says Griffin. “And then you watch them come to terms with it, chew on it, hear the author, stand in line for hours to meet the author, and suddenly—the book is theirs. I have seen an incoming class become a class over three days because of this program.”
Seuss lists favorite memories of students interacting with authors: “Chang-Rae Lee flying out of New York City and joining us just a few days after September 11, 2001. The students starting a Chimamanda Adichie Adoration Facebook page. Junot Diaz’s sass. Vaddey Ratner talking about her childhood as a captive of the Khmer Rouge in Cambodia, the way she greeted people with the namaskara, her beauty.”
Heinritz most strongly recalls the moments “students got turned on by what they’d read or something the authors said. Often, years later they would bring up something Junot Diaz or David Finkel had said about writing when they were on campus, and it would become part of the fabric of that day’s class discussions.”
She also cites the generosity of the authors. “So many of them agree to offer a craft talk for student writers while they are on campus,” Heinritz says. “David Finkel got real with journalism students about what the profession requires and where it is headed. Bonnie Jo Campbell gave practical advice to aspiring fiction writers.” Finkel even offered to read and critique Heinritz’ writing, “which he did and was very helpful,” she says. “I consider him a friend. I know Di has also developed this kind of relationship with a couple of the authors, especially Chimamanda.”
Pixley nods. She remembers many of those moments, and more. The Summer Common Reading program is her labor of love.
“It’s a thrill,” she says. “To hear an author reading to the students, and the students are so quiet, listening so carefully, that you can hear the pages turn.”
Summer Common Reading Program Books
(1999 Barbara Kingsolver, Animal Dreams)
2000 Richard Ford, Independence Day
2001 Chang-rae Lee, A Gesture Life
2002 Ha Jin, Waiting
2003 Ann Patchett, Bel Canto
2004 Aleksandar Hemon, Nowhere Man
2005 Chimamanda Ngozi Adichie, Purple Hibiscus
2006 Jonathan Safran Foer, Everything Is Illuminated
2007 Edward P. Jones, The Known World
2008 Junot Diaz, The Brief Wondrous Life of Oscar Wao
2009 Rachel Kushner, Telex From Cuba
2010 Colson Whitehead, Sag Harbor
2011 David Finkel, The Good Soldiers
2012 Bonnie Jo Campbell, Once Upon a River
2013 Vaddey Ratner, In the Shadow of the Banyan
2014 NoViolet Bulawayo, We Need New Names
Scores of Kalamazoo College students do not usually gather outside Mandelle Hall’s Olmsted Room to await word on the fate of a faculty meeting agenda item. But gather they did late last fall, and they greeted one particular vote with applause and celebration.
The matter? At its meeting of November 14, 2014, Kalamazoo College faculty unanimously approved a new major at the school: Critical Ethnic Studies. It is the second major approved in the past two years. In 2013 the faculty voted to create a new major in Women, Gender, and Sexuality. Prior to that, the major in Business was approved in 2008.
After the vote for Critical Ethnic Studies, faculty and staff arose in a spontaneous standing ovation, which sparked the applause and cheers of the students quietly waiting in the Olmsted Room’s foyer. When the meeting adjourned high fives were shared among all.
“One reason I came to K was because of its commitment to diversity,” said Assistant Professor of Political Science Justin Berry at the meeting. “I have many students who are looking forward to this opportunity.”
Assistant Professor of Music Beau Bothell added, “I’m very excited to have new critical ethnic studies majors coming into my courses and challenging our assumptions of what and how we will teach.”
“Not only does this help K catch up to where other institutions have been for years,” said Assistant Professor of English Ryan Fong, “it places K at the forefront of where the discipline is going.”
Calls for ethnic studies at K go back more than 40 years, to the late 1960s when the discipline was first born and institutionalized as academic programs at San Francisco State University and the University of California-Berkeley. Periodically, since those early days, the call for ethnic studies at K has been sounded by various faculty, students, and groups, including, among others, the Black Student Organization (1968), the Asian and Pacific Islander Student Association (2007), and the K chapter of the the national Chican@ student organization M.E.Ch.A (2012).
From the field’s origin its founding principles were (and remain) four: self-determination, solidarity among American racial minorities, educational relevance, and an interdisciplinary approach. The ethnic studies field provided early models to examine relationships between racism, colonialism, immigration, and slavery in a U.S. context. Its rigorously intellectual approach sought to create curriculum that reflected (and exercised) multiple voices and worldviews derived from knowledges and ways of knowing that have been silenced or made invisible.
At K, the culmination of the field’s disciplinary development and the calls for campus movement on the matter began in earnest in late 2013, when K appointed Reid Goméz the College’s first professor in ethnic studies. Her position was financed by a grant from the Andrew W. Mellon Foundation. In addition to her teaching duties, Goméz worked as part of a Core Curriculum Working Group to write a “Critical Ethnic Studies Major” proposal for faculty consideration. With the approval of the proposal the group will administer the program and serve as the major’s core faculty. They are Goméz, the Mellon Visiting Assistant Professor in Ethnic Studies; Espelencia Baptiste, Associate Professor of Anthropology; Shreena Gandhi, Assistant Professor of Religion; Amelia Katanski, Associate Professor of English; Shanna Salinas, Assistant Professor of English; and Babli Sinha, Associate Professor of English.
Ethnic studies questions how knowledge is defined and who gets identified as a thinker. It’s less about the study of a specific area, ethnicity, or culture and more about disrupting singular notions of knowledge by ending the suppression and control of multiple knowledges. It’s somewhat akin to the fable of the five “scholars” trying to define an elephant based on their singular limited engagement with one portion of the whole. In this tale about blindness, multiple knowledges are excluded; as a result, the elephant is misperceived as a tree, fan, rope, wall, and hose when each “scholar” insists on the hegemony of his “knowledge” of the leg, ear, tail, body, and trunk, respectively.
“The ethnic studies field has always been counterhegemonic,” said Goméz. During the four decades of the field’s development the intellectual inquiry of one branch (called critical ethnic studies) has focused on “the logics of racism, colonialism, white supremacy, capitalism, and hetero-patriarchy” and moved away from the notion that people are oppressed because they are not known or understood.
At K, the Working Group wrote, “Critical ethnic studies [will] interrogate the production of knowledge. The primary project is to theorize from multiple, and simultaneous, narratives of silenced peoples and epistemologies.” The major will be an interdisciplinary, intellectual, and collaborative inquiry.
Eight units are required, including three core courses, four electives, and a senior colloquium. The core courses—“Argument With the Given,” “Language: The Colonial and Imperial Difference,” and “Insurgency, Solidarity, and Coloniality of Power”—define the field’s scope and approach to scholarship and provide the necessary practice with key language and theory.
The electives currently number 17 courses in the departments of anthropology and sociology, English, and religion. More courses from other departments will be added to the electives list as professors reshape them to fit the criteria for critical ethnic studies cross-listing, a process that involves the review and assistance of CES core faculty. According to the Working Group, “The core faculty aspires to serve as a campus resource. They intend to engage the campus community in questions of power, epistemology, and discipline, and to participate in a learning community shaped by the intellectual goal of substantive engagement with each other, within and across individual faculty disciplines and areas.”
The senior colloquium involves the entire cohort of each year’s majors. The majors will meet together in the fall term to decide the form and content of that year’s colloquium including assessment guidelines and procedures. “The purpose of the colloquium is to determine an intellectual social-political project that can be carried out over the year and that contributes to the field,” wrote the Working Group.
The new major is lauded not only by faculty and students. “We recently received funding for a campaign gift of an endowed professorship,” said President Eileen B. Wilson-Oyelaran. “And the donors would be very pleased to have this endowed chair support a professor in critical ethnic studies.”
The College will extend Goméz’s appointment through the 2015-16 academic year and also will conduct a tenure track search that year. In academic year 2016-17 the funding for the position will transition from the Mellon Foundation grant to the endowed chair support.
“Critical ethnic studies is a process of engagement and shapes the ability to engage content in a variety of fields of study,” concluded the Working Group in its report. “The field requires the logic governing the academy to change [and] this change is realized through the relentless pursuit of other ways to engage and through ongoing discussions of additional means of engagement. These processes invert, rethink, and displace universalities. Central to the field is a refusal to consume the other. Critical ethnic studies scholars must go beyond themselves and devise conversations that move past voyeurism and consumption.”
Word of the decision spread quickly and far. One academic advisor heard within a day from an advisee on study abroad in Tokyo who expressed his delight and wondered if he’d have time to change his major.
Attending your Kalamazoo College class reunion is a nourishing experience: it means a feast of friends and reconnections, and the cornucopia reminds us that we did more in four years so that all of us could do (and are doing) more in a lifetime! As I listened to the class of ’74 compare notes last Homecoming, I was inspired to learn how many members do substantial amounts of volunteer work.
Different ages and life circumstances often predict the amount of time we are able to devote to volunteering. A study titled “The Value of Giving a Little Time,” (published in 2013 by the Institute for Volunteering Research) noted that organizations that use volunteers are moving to restructure ongoing volunteer assignments. This restructuring encourages “micro-volunteering,” inviting new volunteers to take on specific assignments that align well with their lives at the time. Many busy would-be volunteers appreciated the opportunity to give their time for specific, finite events without taking on a long term commitment.
In April 2014, the Alumni Association Executive Board (AAEB), comprised of alumni members spanning four decades of K history, discussed ways to grow and enhance alumni connections to K. We recognized that any amount of time spent connecting with K can be valuable to the College as well as rewarding to the volunteer. Yet it was clear even among ourselves that life circumstances—including age and geography—play a role in our commitment to serve on AAEB.
So the group brainstormed ways to volunteer for K that are both flexible and varied in terms of duration. From the “kitchen” of our ideas emerged Alumni Bites—a one-page “menu” that lists small, medium, and large volunteer “bites,” or opportunities, waiting to be “tasted” by K graduates.
Smaller bites may involve only an hour of time (during lunch or nap time for one’s children?) and in many cases involve no transportation. From a computer you can conduct a mock interview with a student, or respond to a student on LinkedIn. Going to a SWARM event gives you the chance to talk to admitted students about the pivotal experiences that transform students at K—both on campus and on study abroad. Attending a Hornet Happy Hour to meet fellow alumni in your area could become the start of a new network right around the corner.
Larger bites include, but are not limited to, attending a networking event, becoming an Alumni Blogger, or providing an internship or externship. Sharing your K story can benefit students and lead you to new opportunities!
To view the entire menu, see www.kzoo.edu/alumni/association/alumni-bites.
Deciding which “bite” works for your life right now may even remind you of what it felt like to choose courses at K. Every bite helps the College provide students with the opportunities to accomplish more in four. And, by taking a bite, not only will you be doing more in a lifetime, you also will savor a lifelong connection with this institution. TAKE A BITE!
Hundreds of miles in, with thousands more to go—one would think these two women would be nicknamed Blisters and Wails. Instead, Emily Sklar ’15 and Margaux Reckard ’13 are known along the trail as Giggles and Chuckles, respectively.
The two laughing hikers are at this very moment somewhere along the 2,200-mile Appalachian Trail, hiking from Amicalola Falls State Park in Georgia to Mount Katahdin in Maine on an adventure that began on March 24. The adventures of Giggles and Chuckles are being recorded, step by step and with vivid photography, on their blog, Where the tinytent AT?
“My SIP [senior individualized project] is an exploration of the relationship between humans and their natural environment on the Appalachian Trail,” wrote Emily, a.k.a. Giggles, in early April, from a point near Springer Mountain, about 164 miles into the hike. She is a biology major with an interest in ecological issues, and she started thinking about hiking the Trail while on her LandSea expedition at the beginning of her freshman year. Her interest in nature, biology, and ecology came together in her SIP plan.
“I am conducting interviews along our hike to discuss individuals’ experiences, and what people gain from their experience on the trail,” Emily said. “The trip thus far has been really interesting. I’ve met a lot of people. Everyone has a different story and comes from a different place. Folks come from different geographic regions, levels of fitness, and experience levels.”
New friends (and SIP subjects) include hikers with such trail names as The Captain, Grandpa Chops, Roadrunner, Hearsay, LAF and Slim.
Emily added: “I’ve really enjoyed a lot of the company that we’ve found at the camps, although the sites very over crowded our first week. There were around 20 tents a night at each campsite. The groups are beginning to thin now because folks either leave the trail or move at different speeds.”
The two hikers have at this point hiked through the state of Georgia, and yes, there have been blisters, and rain, and frustrations along with the laughter.
“The biggest frustration that we’ve met so far has not been the rain,” said Emily. “We’ve felt like we have something to prove, being women out here. A lot of folks in camp haven’t taken us too seriously, but as soon as they learn that we’re some of the most experienced hikers out here, that changes a bit. All in all, we’re happy. We’re a little bit sore from the recent increase in mileage, but we’re having a lot of fun, making a lot of friends, staying dry (for the most part), and laughing frequently. “
As the weeks go on, the miles accumulate, and the blisters heal into calluses, the two write on their blog that they are feeling stronger. The goal of reaching Katahdin in Maine, wrote Margaux, “feels more and more possible.”
Follow their adventures and view the photos of Giggles and Chuckles at Where the tinytent AT?
It’s late afternoon, and De’Angelo Glaze mills about the Richardson Room Café in the Hicks Center, slapping high fives, giving hugs, laughing so hard his eyes close. A faux rabbit fur bomber cap frames a boyish face that can’t stop smiling. He seems to know everyone, and everyone seems very happy to know him.
In a way, he’s been wrapped up warmly here, swaddled in the comforting ebb and flow of college life—playing football for the Hornets, focusing on academics, surrounded by caring friends, professors, coaches, teammates.
It’s a far cry from the life in which Glaze, age 21, was steeped in the years growing up in a tough neighborhood just north of 8 Mile Road, a neighborhood where there is a predetermined path for many young men, one that doesn’t include study abroad and late night study groups.
In 2009, his cousin was shot dead over a dice game. Sometimes, while hanging out on porches in his Royal Oak Township neighborhood, De’Angelo would hear the crackle of gunfire break apart the night. Many of his peers—the ones with talent, potential, intelligence – would choose a life bound to the streets, he says, a future concerned with hustling, dealing drugs, pushing the edges of life, and flirting with an early end to it all.
Glaze blazed his own trail.
“It’s become clearer to me recently that we shouldn’t have to choose between these two paths because it’s a false choice,” he says. “No one really wants to choose a road that leads to crime, to possibly being killed. But for many it’s all they know. I wanted something different.”
Rarely does one get out alone. There’s almost always an encouraging believer, a loyal and loving friend or relative who sees something in us and pushes us to see it, too, to imagine ourselves in a better spot.
For Glaze, a business major, that encouraging believer was his mother. That Glaze would go to college was a foregone conclusion in her eyes, he says. The way out— the way to making a better life—was through education. He will be the first in his family to graduate from college.
“I didn’t see anyone do this. It was trial and error. I didn’t have any one in front of me,” he says. “I had to pave my own way. But people pushed me because they saw something in me. My mom always said, ‘Education is the key.’”
Not everyone was so involved. One afternoon, Glaze was sitting on his front porch with a few friends when his father drove by. He stopped the car, rolled down the window and shouted to his 13-year-old son, a boy with whom he had scarcely been involved.
“He said, ‘They won’t give me a blood (paternity) test for you. You’re not my son,’” Glaze says. “Then he drove away. I don’t remember what I felt at the time. I was in shock. It rattled me.”
Still, he sloughed it off, tried to stay strong, for himself and for his mother and little sister. He’d need to.
A few years later, his mother developed an ovarian cyst, and had to quit her fulltime job at an auto parts manufacturer to focus on her treatment. The loss of income meant that the family lost nearly everything except their house. She found part-time work at Target, but it was barely enough.
For a year, the family fought a monthly battle to keep the gas on. The house routinely had no heat or hot water. To get to sleep that winter, they huddled under mountains of blankets in rooms warmed with space heaters. Pinching pennies, they would store bulk food in a chest freezer in the basement. It was a dark year, the lights turned off whenever they could be. But something burned bright in him, a fire to keep going.
“I had to be the man of the house,” Glaze says. “I had to take care of my mom and sister. I learned a lot at a young age, I guess.”
That Christmas, his mother told her kids that there wouldn’t be many gifts. Times were simply too thin.
“Right then I said, ‘Don’t buy me any gifts.’ I still say that. I’ll take care of my own responsibilities. My motivation in almost everything I do is so my mom doesn’t have to work hard ever again. She sacrificed for me. She gave up a lot so that I could have what I have. Getting a job, making some money for her, that will make me feel like I’m playing my role.”
Glaze was developing a maturity seen in few teens, but he was still a high school kid, still needed the outlets through which the pulse of youth surges. In sports, he found his spark.
At Ferndale High School, he was a multi-letter athlete: an all-state shot-putter, MVP of the boy’s track team, captain of the football team. His talents on the gridiron caught the attention of Jamie Zorbo, head coach of the Hornets football team, who recruited Glaze.
His college choices came down to Michigan State University and K. He saw himself succeeding at either institution, and in the throes of trying to decide talked it over with a calculus teacher.
“She told me, you can have relationships at school anywhere. It’s the ones you develop with other athletes that will last forever,” Glaze says. “The next hour I finished my application to K.”
He toiled in the trenches, on both the offensive and defensive line, for two years. Then he decided football wasn’t for him anymore.
“My time with football had passed,” he says. “It was taxing more than fun. It was time to move on from it.”
And Glaze made the most of the time he gained after leaving the sport. If anything, life might have gotten busier.
He became a resident assistant, became involved in a host of student activity groups, and spent spring term 2013 on study abroad in Bonn, Germany, an experience that taught him “a sense of being adaptable to any situation, of being able to be independent in a different culture with different people.”
“In many ways, De’Angelo represents the liberating power of the liberal arts,” says Sarah B. Westfall, vice president for student development and dean of students “He’s an intelligent, bright, curious, enthusiastic young man who has the freedom to make a range of choices and think broadly about who he is and what his life can be. All of that is exactly what a superb liberal arts education helps a person do. It’s about freedom.”
His K educational experience has also been about friendships based on reciprocal love and a deep desire to serve. For four years, Glaze has been deeply connected to K in part through friendships with students from Los Angeles. Many students from LA attend K as Posse Scholars, a scholarship program that supports public high school students with extraordinary academic and leadership potential often overlooked by traditional college selection processes. Each year during winter quarter the Posse Foundation-Los Angeles convenes a “working retreat” of all the K Posse Scholars and their invited guests. The latter include fellow K students, faculty, staff, and, every year he’s been here, De’Angelo Glaze—a testament to the depth and breadth of his friendships on campus.
Serving others is important to Glaze. “De’Angelo, or any other student from a challenging background, adds unique perspectives to class discussions,” says Amy MacMillan, the L. Lee Stryker Assistant Professor of Business Management, who has had business majors in several classes. “There is a desire in many of these students to give back. I’m moved by how much I see this desire in De’Angelo. He is an excellent example of the social justice spirit that makes K so special.”
Glaze has seen different sides of the education system, from the resource-thin environment of an urban school system to a college like K, where students are free to focus on developing their potential because their needs are consistently met.
“Education is the only way out,” he says. “Supposedly everyone has equal rights, but that’s not so as far as opportunities. Your background has a heavy influence on that.
“I feel like there are an endless amount of opportunities because I went to K. I can talk to different kinds of people, adapt to different situations, learn from others who are not like me. Going to school here awakened me to a lot of hidden abilities. But I know that in a way I’m lucky. And having an opportunity like I did shouldn’t come down to luck. It should be a right for anyone who has talent, ability and a desire to work hard.”
When Glaze graduates this June, his mother and sister will, of course, be in attendance. And when he looks out to see them, in some ways, he says, he will be looking back as much as forward, thinking about challenges met, sacrifices made.
“It will be an emotional day full of tears of joy,” he says. “There will be a sense of accomplishment, I’m sure. But it really will be about knowing that this is the beginning of where my life’s heading. It’ll be a day when I can say that I came a long way, but have a lot further to go.”
What might life after Kalamazoo College look like?
Throughout the summer months, first-year and sophomore students answer that question by living and working with Kalamazoo College alumni and friends. The students seize the opportunity offered through the Discovery Externship Program, a component of the Center for Career and Professional Development. From arts to animals, accounting to agriculture, some 50 Summer 2014 externs have learned first-hand about the professional opportunities open to K graduates.
Kendal Kurzeja ’16 (hosted by Jenn Feuerstein ’93 at Save the Chimps, Inc.) “The experience challenged my preconceived notions of what it meant to be a human being who coexists with other animals, and I think that is the most valuable lesson for anyone to learn.”
Grady Schneider ’16 (hosted by David Leonard ’71 and Jeff Hollenbeck ’11 at Ryzome Investment Advisors)
“Now I know that being an investment advisor is more than knowing price and earnings ratios, returns on equity, and the other numbers that allow you to extrapolate. Although these will always be important, and the skill that is the most important at Ryzome is being able to connect with people. For me this is the skill that makes the job truly meaningful.”
Emily Kowey ’17 (hosted by Karman Kent ’07 at the Morehead-Cain Foundation)
“I learned a great deal about the running of non-profits and the wide variety of jobs that are available in this field. This experience showed me what it was like to work for a foundation that was very collaborative, exactly the type of work environment I would love in the future. I am still inspired by all the work that the Foundation and its scholars are doing.”
Austin Sroczynski ’17 (hosted by Adam Gravley ’84 at Van Ness Feldman, LLP)
“My expectations were very high. It turned out to be a great experience. I thought that lawyers were in court more than what they really are. From the lawyers I talked to, I learned that their goal is to stay out of the courtroom.”
Jessica Hansen ’17 (hosted by Bethany Whitehead ’98 at Banfill-Locke Center for the Arts)
“Before the externship, I was afraid that if I got into the art museum and gallery business I wouldn’t be able to make a difference in the world. I wouldn’t be able to create any change. Not so. It was really helpful for me to talk to my host. Her perspective on K helped me appreciate the school even more. She also helped me figure out what I want to do after college. It made me feel much more relaxed about my future.”
Greta Herrin ’17 (hosted by Stephanie Willette ’08 at Capella Farm)
“My host went out of her way to make sure that I was experiencing every part of an agriculture and food systems career, including the ways in which it can vary through meeting people and businesses.”
Grace Smith ’17 (hosted by Geralyn Doskoch ’84 at Charlevoix Area Hospital)
“For someone looking to be a doctor, this is a cool experience because you are in a hospital setting and you get to observe everything going on there. At the same time, it is a small hospital, so my sponsor had time to talk me through everything she did and teach me a lot.”
Kaylah Simmons ’17 (hosted by Addell Anderson ’78 at University of Michigan-Detroit Center)
“I learned that the theatre arts field has so many different positions, many more than acting, directing, and stage-managing opportunities.”
Hannah Kim ’17 (hosted by Sanford Schulman ’85 at Schulman Law Center)
“Watching my sponsor has encouraged me to try to think out of the box. I’ll strive to be more active in classes, take initiative to speak to professors, and try to think more critically about things, all because of this externship. I’ll also strive to become a more concise, articulate speaker.”
May 2014, the first ever Kalamazoo College Economics and Business Development Senior Individualized Project (SIP) Symposium was underway, and the excitement at Hicks Center was palpable. President Eileen B. Wilson-Oyelaran walked from project to project, leaning in to examine the details, taking time to question the seniors. The economics professors mingled, glowing like proud parents.
“For me, seeing these SIPs is seeing the culmination of a K education,” President Wilson-Oyelaran said, pausing between posters. “We are seeing the power of faculty mentorship. I’m thrilled the department of economics and business is doing this. I hope it will become a tradition.”
“It will be!” assured Ahmed Hussen, the Edward and Virginia van Dalson Professor of Economics. “This is our new tradition. We had workshops with the students and saw great improvements—we had only 14 of our majors participate this year, but we expect the symposium to grow over the years.”
Topics varied greatly: crowdfunding and the lean startup; new growth opportunities in Detroit; economic analysis of property rights in outer space; measuring the effectiveness of a buy-local campaign; economic impact of hosting the Olympics; analysis of produce pricing dynamics in Kalamazoo; effects of patient protection and the Affordable Care Act on the medical cost trend; a marketing plan for a luxury travel planning business in Spain; and more. Something for everyone, yes, even those who might one day prefer to live in outer space.
Among students, faculty and administration, and here and there the proud family members of seniors, wandered Will Dobbie ’04. A decade from his own school years at K, where he majored in economics with a minor in political science, he has made a name for himself as a result of his research on school effectiveness. Dobbie today is an assistant professor himself, teaching economics and public affairs at the Princeton University Woodrow Wilson School of Public Affairs. He was back on campus to deliver the keynote address for this inaugural symposium.
“When I received the invitation to speak at K,” Dobbie said, “I wondered – about what? Then my fiancé reminded me. She said, ‘Everything you do, Will, everything you are today is because of K. Talk about that.’” Dobbie smiled. Obvious. His talk on this evening at K would be about the value of a liberal arts education in business.
“We raised the bar immeasurably this year,” said Timothy Moffit ’80, associate professor of economics and business, in his remarks at the dinner that concluded the symposium. “All in the spirit of learning,” he said. “Friction was natural in this process of making improvements. It was the friction of change.” Then Moffit introduced Hussen, who serves department chair as well as (in Moffit’s words) “the SIP czar.”
“I loooove talking about my former students!” Hussen crowed, and his audience laughed. “It’s a way for me to brag about what I’ve done, to claim that everything this former student has done is because of me,” Hussen smiled. Then he became more serious. Will Dobbie, was special. Will, Hussen explained, earned the highest grade he had ever given a student.
“Will Dobbie’s SIP on the decentralization of government in Kenya is one of the best, still, that I’ve seen,” Hussen said. After K, Dobbie earned his master’s degree in economics at the University of Washington, and his Ph.D. in public policy from Harvard’s Kennedy School of Government. Just a few weeks prior to the economics department SIP symposium, he had been in Kalamazoo to receive the W.E. Upjohn Institute Dissertation Award for best dissertation on employment. In addition to his teaching at Princeton he serves as a research fellow at the Education Innovation Laboratory at Harvard University.
Dobbie’s speech that evening was titled “The value of an (economics) liberal arts education,” and Dobbie illustrated that value by talking about his November 2011 study, “Getting Beneath the Veil of Effective Schools: Evidence from New York City,” in partnership with Roland G. Fryer, Jr.
In their study, published by the National Bureau of Economic Research, Dobbie explained, the two professors compared 39 New York charter schools to find out if the charter schools were any more effective than traditional models of education. Did class size make a difference? Would spending more money per pupil improve quality of education? Did teachers with more credentials and advanced degrees teach better?
Quite simply: no.
Dobbie and Fryer state in their study: “Improving the efficiency of public education in America is of great importance. The United States spends $10,768 per pupil on primary and secondary education, ranking it fourth among OECD (Organization for Economic Co-operation and Development) countries. Yet, among these same countries, American fifteen-year-olds rank 25th in math achievement, 17th in science, and 12th in reading.”
When the two conducted interviews with school principals and teachers, studied lesson plans and conducted student surveys, made video observations, and examined homework assignments, the usual remedies to improve the quality of education made no measurable difference in student outcomes.
“We looked at social outcomes, we looked at health outcomes, we looked at crime outcomes in terms of incarceration,” said Dobbie. “The conventional solutions were ineffective. We seem to be spending a lot of money on education, but not getting a lot out of it. Everything we’ve tried, if it worked at all—it was barely.”
What Dobbie and his research partner did find was that looking at a child’s life in the classroom was not enough. Other influences in that child’s life could have just as much, if not more, effect on how well a child does in and after school, throughout life.
“Community programs also seem to have little to no effect,” Dobbie continued. “Yet they are fantastically expensive. Head Start, for instance, as popular as it is, does show some positive effect, but it’s very small.”
So what does make a difference? What are the magic buttons of quality education? Dobbie smiled as he gave the answer, and more than one audience member reflected that smile. What he described often sounded like a description of a Kalamazoo College education.
“It’s basic stuff,” he said. “The five tenets of effective schools are: extended day, week, and school years; individualized tutoring; rewarding teachers for performance and holding them accountable if they are not adding value; data-driven instruction, with students being assessed frequently, then being retaught the skills they haven’t yet mastered; and students buying into the school’s mission that education will improve their lives.”
No surprised faces lit up in the audience. Preaching to the attentive choir.
“Charter schools educate only about five percent of our kids nationwide,” Dobbie said. “Can we duplicate their success in traditional schools? When similar policies were implemented in 20 of the lowest achieving schools, they worked. They worked everywhere. Having high expectations for kids, expecting them to go to college, was effective. Making them fill out just one college application, that alone increased the number of students going on to college by 10 percent.”
More: in schools where the five tenets were implemented, incarceration rates dropped to zero. Education proved to be the solution to keeping kids away from crime. Teenage pregnancy rates also appeared to take a dip.
Dobbie then flashed the next question on the screen above him. It said: “The value of a K education?”
“Passion,” he began. “Intellectual creativity and flexibility. Critical thinking, or asking the ‘obvious’ question. Professors at K really care about their students. When I was at K as a student, when there were speaking events, we had standing room only—people were that interested. People at K study what excites them, not just what they should be studying. That’s passion.
“We develop critical thinking skills. When we wrote a paper, we didn’t just write the facts, but how they fit together. As it turns out, that is remarkably rare out there in the world. Asking the obvious question seems normal to us at K, but out there,” Dobbie raised a hand and held it out in a gesture that would encompass the world beyond the campus, “out there, asking that obvious question is incredibly rare. Even rarer is what K students learn to do well: ask the next question.”
Dobbie’s words seemed to resonate with the K students in the audience. When he opened the room for questions, the passion to which he’d referred was evident. He was peppered with “obvious’ questions and “next” questions.
Why is education not a priority in the United States the way it is in some other countries? How to get past the political pushback of extending the school year? What about funding? What is corporate responsibility and how does one get corporations involved? What are the incentives? It was a lively interchange of passionate inquirers.
“So many people do things by default,” Dobbie concluded. “People choose their jobs because that’s where Dad worked or what Mom did or wants. I wanted to do what I wanted to do.”
For Dobbie, what he wanted to do and what still drives him as a lifelong learner today is to keep asking the next question.
Seniors Allison Kennedy and Jasmine An found their calling in a one-of-a-kind community in Kalamazoo, a group of persons they were not expecting to encounter during college: inmates in the Michigan Prisoner Reentry Initiative (MPRI).
Their path to that community began their first year, when both started working at Kalamazoo College’s Center for Civic Engagement (CCE). Through CCE the pair revitalized a writing workshop that had been previously created for MPRI clients. As seniors, Kennedy and An serve as Civic Engagement Scholars for the program, a leadership position in the CCE.
Nowadays, on Monday evenings, no matter how fatigued from classes and work, Kennedy and An make their way to their writing workshop. Three hours later, they always emerge with a newfound energy.
When they left Ann Arbor and came to K, both women wanted to connect with a community that was outside of the so-called “K Bubble.” The MPRI provided that, and the women soon discovered that, in this workshop, authenticity was paramount. If they were not “real” with their participants, then the participants were not “real” with them, and the sense of community was false. Their work at MPRI was their main contact with the city of Kalamazoo, and both say the experience helped sustain their writing and made their college lives more impactful.
They’ve molded the program into an entirely new workshop, and they have created and archived a curriculum for review and revision by future CCE leaders of MPRI writing workshops, a hedge against the program going dormant again. The curriculum includes 40 workshop sessions, tailored to the men’s and women’s groups, with certain template poems and subjects. Participants write and then share their own work on an open microphone.
The goal of the workshops is for participants to explore or build an identity through voice and expression. The prison system can be dehumanizing, and Kennedy and An create a secure place where inmates can re-recognize themselves as people, a place to play and a place to know names and not just inmate numbers.
Their biggest challenge has been the system itself, which makes people seem insignificant and moves them from place to place. Kennedy and An seek to build a community that is unrelated to the prison. The new identities that are formed become the foundation of the ‘new’ community.
“Most people always share what they wrote during the session” said Kennedy. “You can feel the powerful sense of community, they really encourage each other to share and show support.”
“We hear more intimate stories from the members of MPRI than we would at K. But MPRI is a place where no one wants to be or stay,” said An.
Kennedy and An not only work in the Center for Civic Engagement, they also serve as student fellows in the Arcus Center for Social Justice Leadership at Kalamazoo College. The opportunities complement one another. Through the social justice center, Kennedy and An attend conferences and rallies relevant to their work at MPRI. They recently went to a workshop in downtown Kalamazoo led by Michigan United, a statewide organization committed to shifting the balance of power and cultivating the leadership of people directly affected by injustice. At the workshop, they were able to speak to a prison abolitionist. They discovered that the challenges they face in their project are shared by others.
The social justice center has created a space for the two to work and play with ideas and has provided very useful tools and knowledge. Kennedy said, “I have to credit my boldness to the social justice center.”
“It expanded our awareness of regional and national efforts similar to that which we are doing locally through the Center for Civic Engagement,” said An. “The social justice center sets high expectations for its student fellows, as high as the CCE’s expectations for its civic engagement scholars.”
The theme of the social justice center this academic year is “Building Justice,” and the theme’s emphasis is on student outreach into the community fits well with the duo’s CCE work.
Kennedy and An are collaborating with Michigan United to apply for a grant that would support their work at MPRI. Through MPRI they became invested in the Kalamazoo community and decided that they should continue to work in the city after graduation. “We recognize that creative writing cannot change the world, but the self-esteem, self-awareness, and empathy it can build in individuals is important if communities are going to come together to advocate for policy changes,” said An. If the women get the grant they would like to create narrative writing and leadership workshops, which would take place over the summer.
During their workshops they came to recognize the humanity of the inmates, and they would like to put the best workshop writers into leadership positions, extending the power of powerful voices.
The mission statement that Kennedy and An created for their workshop reads: “By magnifying voice through creative writing workshops and performances we hope to empower individuals to build identities that transcend the label of ‘formerly incarcerated.’ By bringing our most authentic selves to workshops we hope to provide a space for creative self-expression and build community around honest story telling.”
Said Kennedy: “We are committed to help contribute in Kalamazoo after graduation. When you leave your hometown you can experience your own sense of ‘placelessness,’” she added, “but you can change that feeling when you place yourself into and help your new community.” Kennedy and An are awed by the city and its opportunities.
“A lot of liberal arts students move to a big city after graduation,” said An. “We don’t want to do that. We want to thrive, and we want to thrive here.”
Kennedy and An graduate this June. Kennedy’s majors are English and studio art. An’s degree will be in anthropology and sociology and English.