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Kaylah Simmons ’17

Kaylah has been named to the White House Internship Program for Fall 2015. The program seeks “to make the White House accessible to future leaders around the nation and to prepare those devoted to public service for future leadership opportunities.” Interns work in one of several White House departments. Their responsibilities and tasks vary by department, but all interns are united through weekly events, including a weekly speaker series with senior staff members and small group meetings that explore different policy aspects of the Executive Office of the President through speakers, discussion and off-site field trips. Most importantly, the internship experience includes an emphasis on service, and interns participate in regularly scheduled service projects at schools and non-profit organizations in Washington, D.C. Kaylah is a junior at K majoring in theatre arts. She also is earning a minor in business and working on a concentration in media studies.

Jack Flynn ’17

Jack died on June 29, 2016, following an automobile accident. Jack matriculated to K from Lakeland High School (White Lake, Michigan) where he was an outstanding athlete (football and baseball) and honor student. At K he was part of the 3/2 engineering program. He completed the requirements for his major in physics in his first three years, and he intended to complete the engineering portion of his degree at Michigan Technological University (Houghton). Jack also played baseball for the Hornets. He loved the outdoors–fishing, golfing and camping–and he loved music. Most of all he loved his family and friends. He is survived by his parents and his sister, three grandparents and many cousins, aunts and uncles.

Sarah Smith ’17

Sarah at work in Hamburg, Germany.

Sarah at work in Hamburg, Germany.

The German Academic Exchange Service (DAAD) announced in October 2015 that Sarah had been accepted into the Research Internships in Science and Engineering (RISE Germany) for the summer of 2016. RISE Germany offers summer research internships in Germany (about 300 a year) for undergraduate students from the United States, Canada, and the United Kingdom. Students are matched with doctoral students, whom they assist and who serve as their mentors. Interns receive a monthly stipend. Sarah returned to Europe this past summer (she had studied abroad in Spain during the fall and winter terms of her junior year) to spend 12 weeks in Hamburg working on her Senior Individualized Project, the scientific focus of which is Plasmodium falciparum, the parasite that causes malaria. In Hamburg, the senior biology major maintained her own malaria cell cultures, no small feat given the difficulty of working with the parasites, which require about an hour or more of daily care and monitoring. Much of the time Sarah spent imaging the parasites, which is the basis of her project.

“I learned how to use two different types of microscopes, fluorescence and confocal, and the software to edit the images from them,” she wrote in her wonderful blog, “Sarah Goes to Hamburg.” “Typically, I could only image the parasites for about an hour before they become too unhealthy. I also had to wait for the parasites to be at the right stage to image them, which made collecting data a tricky and lengthy process.” However, the summer experience was not all work. Sarah learned to played Bubble Soccer and participated in a wattwanderung (mud walk), a fascinating three-hour trek across North Sea mud flats exposed at low tide. These adventures, including visits to Heidelberg and Copenhagen and other northern European sites of interest, are memorably described in her blog.

Sarah continued work on her SIP during her senior fall term. Its working title is “Myosin II localization in Plasmodium falciparum trophozoites suggests role in hemoglobin uptake,” and she will present her research at spring term’s Diebold Symposium. Sarah noted that she received two fellowships from Kalamazoo College–the Beeler Fellowship (through the Center for International Programs) and the Crittenden Fellowship (through the biology department). “They were very important in funding my experience, especially the flight to Germany,” said Sarah.

Finneas Johnson ’20

Finneas Johnson ’20 died on December 4, 2016, shortly after his first full term at Kalamazoo College. At K he focused his considerable academic acumen in science and his athletic prowess on playing soccer for the men’s Hornet team (he started every game in his first year). Finn was passionate about soccer, science, family and friends.  Finn delighted in the mental and physical aspects of soccer and thrived on its competitive nature. Most of all he loved being part of a team and treasured the relationships he formed with teammates and coaches. Finn had an intense work ethic, set high expectations for himself, and was driven to succeed in all of his undertakings. A 2016 graduate of Kalamazoo Central High School and the Kalamazoo Area Mathematics and Science Center (KAMSC), Finn earned many academic honors. He completed his first semester at K with a 4.0 GPA. He had hoped to eventually earn a doctorate in microbiology and pursue a career as a research scientist. Finn had a bright, inquisitive and quirky mind. He asked questions others might not and was often reluctant to settle for answers he found incomplete. His not-so-secret ambition was to become the first person to achieve photosynthesis, hence his nickname, “Photo Finn”. In every pursuit, Finn’s greatest achievement was his ability to connect with people. Only 18 years old when he died, Finn nevertheless knew that life was best lived in community. He is remembered for his sly wit, charming smile, and budding sartorial style. Above all, he was loved for his generous spirit, humility and kindness. Finn struck an imposing physical presence and yet had a tender inner spirit that was evident to all who knew him. His mom, Jennifer Hall (an alumna of the class of 1993), often compared Finn to the classic children’s literature character, Ferdinand the Bull: a gentle giant who often wanted to sit just quietly and smell the flowers. Finn’s father is Bruce “Frisbee” Johnson, an alumnus of the class of 1976.

Earth Words

“. . . 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

Gabriella Donofrio and Alice Bowe sort and plant lettuces

Gabriella Donofrio ’13 (left) and Alice Bowe ’13 sort and plant lettuces at Harvest of Joy Farm in Shelbyville, MI.

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.”

Poetry can help us imagine possibilities … possible solutions to ecological crises.

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.”

Harvest of Joy farmer John Edgerton discusses with students Chandler Smith, Caroline Michniak and Alicia Pettys different techniques for organic and sustainable planting

Harvest of Joy farmer John Edgerton (left) discusses with students (l-r) Chandler Smith ’13, Caroline Michniak ’13, and Alicia Pettys ’13 different techniques for organic and sustainable planting.

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.

Uncommon Reading

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.

Summer Common Reading author Vaddey Ratner at Stetson Chapel

The 2013 Summer Common Reading author Vaddey Ratner greets a Stetson Chapel audience with the namaskara, a Buddhist hand gesture that evokes utmost respect and adoration for the divine in everyone.

“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.”

2014 Summer Common Reading author NoViolet Bulawayo signs books

The 2014 Summer Common Reading author NoViolet Bulawayo signs books after her Thursday evening reading. More than 300 students waited in line to speak with Bulawayo, and she signed everyone’s book.

“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.

“Success is [the] struggling to make connections, to approach and understand differences.”

“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.”

SIDEBAR

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