When scientists perform research, what they discover is often proprietary and kept in close confidence until results are published or patented. Erin Somsel ’24, however, would rather share her research with the world.
Somsel, a biochemistry major at Kalamazoo College, is working on her Senior Integrated Project with Associate Professor of Chemistry Dwight Williams and the Drugs for Neglected Diseases initiative, which engages top students from about 25 global institutions in research through the Open Synthesis Network. Their combined efforts provide shared, open-source information, allowing entire teams to look into the molecules and compounds that present the most promise for developing medicines that fight neglected tropical diseases (NTDs).
NTDs are a diverse group of 20 conditions that disproportionately infect women and children in impoverished communities with devastating health, social and economic consequences. Many are vector-borne with animal reservoirs and complex life cycles that complicate their public-health control. Plus, drug companies often don’t see the benefits of helping impoverished communities that are less profitable.
The open-source initiative, though, is more interested in cooperative work and says its participating researchers have developed 12 treatments for six deadly diseases, potentially saving millions of lives.
“That’s appealing to me because there are scientists from everywhere that work on this project,” Somsel said. “I think that’s a cool way of getting everyone involved in the scientific community to come up with a solution to a big problem.”
Somsel hopes her work will contribute to a treatment for a seventh affliction, Chagas disease. The inflammatory condition is most common in South America, Central America and Mexico with rare cases in the southern United States. It spreads through the feces of a parasite often called the kissing bug, as it damages the heart and other vital organs when the bug bites humans.
“A lot of the work on the drugs for Chagas disease was done in the 1960s, so there’s an urgent need for new ones,” Somsel said. “Chagas has two phases, acute and chronic. The acute phase has common symptoms such as fever, headache and fatigue, but if it turns chronic, it can cause cardiomyopathy and serious gastrointestinal problems. The drugs only work in the acute phase, so if it’s not caught, it’s life-threatening. There’s also no vaccine against Chagas disease.”
In the lab, IC50 values represent the concentrations at which substances inhibit parasites through biological and biochemical processes. The hope is to find IC50 values through molecules and compounds that warrant further research.
“I’ve been working on optimizing our processes and I got the procedure down so that we could start generating some of the compounds that we wanted to,” Somsel said. “The next step is to continue building the library of the chemicals we want to make and send them into the Open Synthesis Network, where it will test them for the activity against the parasites.”
Somsel first was introduced to NTD research when she was on study abroad in Costa Rica. While there she studied Latin American health care systems, including Costa Rica’s, in an environment that challenged her to grow.
“I think K has a unique culture of pushing students beyond their comfort zone,” she said. “I don’t think that I would have had that experience at any other place.”
Now, with that experience—plus a K-Plan that involves student organizations such as the Health Professions Society and the Sisters in Science, athletics through the women’s soccer team, and academics as a teaching assistant for introductory chemistry—Somsel feels like she’s prepared to one day succeed in medical school, where she will continue pursuing lab research. Hopefully, that will involve further research involving NTDs.
“Success for me used to be going to class, getting A’s and stuff like that,” Somsel said. “Then, I started working in the lab. I found that there are many little things that build up to success. When I had a reaction that wasn’t successful, it was easy for me to say, ‘I was unsuccessful today.’ But Dr. Williams helped me put it in a different perspective. He could say, ‘No, you were unsuccessful in generating this compound, but you were successful in realizing this solvent didn’t work, so we can try something else and move forward.’ I think that has really shaped me as a student. It helped me understand that if at first something doesn’t work for me, I’m going to keep trying and persisting to find something that does.”
As an aficionado of science, biochemistry major Jordyn Wilson ’24 is drawn to Kalamazoo College and its student research.
“I’ve always been a ‘Why is this? Why is that?’ kind of person,” she said. “My mom has said that about me, too. I just want to know more about how things work. Science gives me an avenue to do that.”
That means the Parchment (Michigan) High School graduate was thrilled three years ago when she received word that she had earned a Heyl scholarship to attend K.
“It was right before COVID happened,” Wilson said. “I remember we all had our interviews and I was waiting and hoping. Then one day I was walking downstairs to my room when I got a call from an unknown number. I wasn’t sure I should answer it, but I did. They said, ‘Congrats! You’ve received the Heyl scholarship.’ I was very excited, feeling very grateful and very blessed.”
The scholarship’s fund was established in 1971 through the will of Dr. Frederick Heyl and Mrs. Elsie Heyl. Frederick Heyl was the first chemist at The Upjohn Company, later becoming a vice president and the company’s first director of research. Since then, Heyl scholarships have enabled hundreds of high school graduates from Kalamazoo County, including Wilson, to attend Kalamazoo College for STEM-focused majors or Western Michigan University for nursing, with renewable benefits for up to four years that cover tuition, fees, housing and a book allowance.
If there was a downside to her honor, it was the timing. She started college during the pandemic and most of her classes were virtual at the time. One exception, though, was her spring Chemistry 120 lab led by Laboratory Instructor Yit-Yian Lua.
“I remember talking to Dr. Y-Y about how much I missed research,” Wilson said. “I missed being in the lab, which was always a lot of fun for me.”
The very next day, Wilson received an email from Dorothy Heyl Professor of Chemistry and Biochemistry Regina Stevens-Truss, asking Wilson if she wanted join her lab’s research. Three years later, Wilson and Stevens-Truss are still working together, examining antibiotics.
“She’s very supportive of me and the ideas I have,” Wilson said of Stevens-Truss. “If there’s something I want to learn or something I think we can do, she says ‘Yes, we totally could do that.’ She’s letting me explore which is one thing I love about her.”
Today, Wilson is studying molecular hybrids, which are made by hybridizing two different molecules with some antimicrobial activity to create a molecule with elevated activity. She also studies antimicrobial peptides, which are short chains of amino acids found in the immune systems of many living organisms.
Her student activities draw her to intramural volleyball; a TA position in organic chemistry; a leadership role in Sukuma, which provides a fellowship for students of color; and membership in Kalama-Africa, a community to celebrate and engage with African cultures and experiences on campus. She’s also a member of the Kalamazoo College Dance Team and pursues art and the game of billiards in her free time. She has even created a student organization called Art and Soul, which centers on using art to promote self-care and self-expression. The club explores a new art form each week, allowing members to discover art they enjoy while building community.
“I’ve always leaned on art as a way to destress and just express myself as an act of self-care,” Wilson said. “It’s never just one thing that I’m doing. I’m always doing multiple projects. I’ve grown up with art and it’s a big thing for me and my family. I definitely think it balances the science part of me if I need to back off from STEM or I need a break from school.”
One day, she hopes to attend grad school and seek a Ph.D. in biochemistry as research is so much a part of her life. In the meantime, she’ll just celebrate her life at K.
“One of the main reasons I picked K is its size,” she said. “I liked how small it was and that it could help me connect with my professors and other students. I think I get more opportunities here than I would at a big school. It feels like we’re a close-knit community.”
Their goals are to gain a better understanding of religious, cultural and historical contexts related to Star Wars while investigating key concepts in the study of religion such as canonization, myth, invented vs. traditional religions, cultural appropriation, colonization, indigenous cultures, orientalism and racism.
“There are so many themes in the Star Wars universe that are applicable to the study of religion,” Pillai said. “Just in the first week, for example, we’re going to be talking about orientalism and the exoticization of the Eastern world. The world of Tatooine was filmed in Tunisia and the whole planet is essentially based on the Middle East, the Ewoks speak in highspeed Tibetan, and many of the characters have names based on Sanskrit words. I’m really looking forward to it.”
The idea for the course developed not so long ago, in a classroom not so far away, when—in 2021—Pillai began teaching a First-Year Seminar, Epic Epics. The class used The Odyssey of Star Wars: An Epic Poem, along with nine other narratives about a variety of heroic warriors and colossal battles, to examine how such stories have changed over time and influenced cultures.
Revenge of the Sith, a Star Wars prequel released in 2005, took center stage in final presentations that term with two students reflecting on the film through themes found in the epics. One of the students, Paige Anderson ’25, even offered her presentation while wearing Jedi robes and wielding a lightsaber. The conversations from those presentations and throughout the term pleased Pillai, who also is K’s director of film and media studies.
“Those students are hardcore Star Wars fans,” she said. “I was especially surprised by how much they loved the prequel trilogy. The story, if you haven’t seen the original Star Wars movies, is compelling and exciting. It’s a story about Anakin Skywalker turning to the Dark Side to become Darth Vader. But my students would have been in high school and middle school when the sequel trilogy came out. I thought they would’ve liked those more.”
Regardless of their favorite movies in the franchise, it was evident that student interest, not to mention her own fandom, could help Pillai develop Jedi, Sith, and Mandalorians: Religion and Star Wars. Pillai said she remembers first being interested in the Star Wars universe when she was in kindergarten and her parents introduced her to the first three films after she heard about the films from a classmate. When she was 9, The Phantom Menace, the original prequel, was the first Star Wars movie she saw in theaters. Today, her fandom continues with a variety of merchandise in her office, the Disney+ streaming shows, and an Instagram-famous Yorkshire terrier, Leia, named after the princess who is Pillai’s favorite character in the franchise.
“I distinctly remember growing up and seeing movies like The Little Mermaid, Cinderella, and Sleeping Beauty where these princesses are basically sitting there and doing nothing,” she said. “And then in kindergarten, seeing Princess Leia with a blaster and defending herself while also being a diplomat and speaking so eloquently, I was impressed by her. I think she’s one of the most incredible female characters in cinema. I liked the idea of Padmé being a queen at the age of 14, and I enjoyed Rey’s character in the new trilogy as well. And speaking of the new Ahsoka show, I love that three women including two women of color are leading it.”
If you were concerned that some in and around K would question the value of a Star Wars class in the curriculum, Darth Vader—and Pillai, for that matter—might say, “I find your lack of faith disturbing.”
“I remember in the faculty meeting when we were voting on new classes that about 10 people all at once seconded the motion to adopt the course,” Pillai said. “I’ve had a lot of people—like Director of Athletics Becky Hall—say, ‘Send me the syllabus! I want to sit in on the class.’ I think there’s a lot of excitement for this. K has a solid Star Wars community.”
The broader K community, from staff to alumni and beyond, has been equally supportive. One recent Twitter/X post said, “As a @kcollege alum, I am stone cold jealous of the students taking this class.” Another said, “The fact that I graduated from @kcollege 30 years too late to take this class is a big disappointment to me as a #StarWars fanatic!”
Then there are the junior and senior K students who didn’t exactly have to be scruffy-looking nerf-herders to realize that the course would be fun, entertaining, and educational as they filled the last seats in it during the second day of fall registration.
Pillai can’t be certain that Jedi, Sith, and Mandalorians: Religion and Star Wars will be offered again. As Yoda would state, it’s “difficult to say; always in motion is the future.” She hopes, however, that first-year students, sophomores, and students on study abroad this term will have opportunities to register for it, too.
“I’ll probably want to teach it again because I imagine it’s going to be super fun for me,” Pillai said. “In the future, I think I’m going to have to reserve spots for underclassmen because I feel bad that they weren’t able to take it this time around. But it’s great we have so much interest in it. I think that Star Wars can be used as an important teaching tool, especially in the world that we live in.”
The Princeton Review is placing Kalamazoo College among the top 15 percent of U.S. higher-education institutions for degree-seeking undergraduates by featuring K in the 2024 version of its annual guide, The Best 389 Colleges.
In the book, the education services company recommends colleges from the nation’s 2,600 four-year institutions based on data it collects from administrators about their academic offerings, and surveys of students who rate and report on their experiences.
Students lauded K through surveys as a place where they develop personal relationships with their peers and faculty at a campus run by and for the students. In addition, students can quickly find their niche upon arriving thanks to a small-school environment where “everyone is always engaged in some kind of work they truly care about,” the book says.
The Best 389 Colleges doesn’t provide individual rankings for the schools featured. However, K earned an additional mention in the guide as the No. 16 school on a list of the Top 20 Private Colleges for Making an Impact. This means K students said that their student-government opportunities, the College’s sustainability efforts and K’s on-campus engagement are providing them with opportunities to make a difference in their community.
“We salute Kalamazoo College for its outstanding academics and its many other impressive offerings,” said Rob Franek, the Princeton Review’s editor-in-chief and lead author of The Best 389 Colleges. “We’re delighted to recommend it as an ideal choice for students searching for their ‘best-fit’ college.”
With another year of Kalamazoo College football camp beginning, student-athlete Adam Stapleton ’25 is proudly reflecting on a summer that included some international volunteerism through his sport.
Stapleton, a business major in his academic life and a linebacker for the Hornets in athletics, introduced children in Kenya to flag football by visiting a rural, ministry-based school in the town of Nyahururu through the Pan African Christian Exchange (PACE).
The idea was to help the children experience some diversity in their physical education classes in coordination with a two-week service trip he shared with his family, including his dad—who works as a pastor—his mom and his brother.
“Usually, the students would only be playing soccer, and the school wanted them to have a more enriching experience in general,” Stapleton said. “I feel like football as a game teaches a lot of life skills outside of just athleticism. There’s teamwork because you have to be on the same page, and there’s strategy, which helped them learn to think while contributing to their growing experiences in school as a whole.”
The children, he said, were somewhat familiar with rugby, which provided some parallels along with some challenges because of slightly different rules. They had to learn, for example, that football has four downs and varied guidance as to how teams can sub players in and out of a game.
Regardless, the classes embraced the experience, making Stapleton’s job feel less like a Hail Mary and more like an inevitable run to pay dirt.
“I could just see their joy, especially when I told them we would leave all the materials there so they could play on their own,” Stapleton said. “They don’t have a lot of what we do, but they were so much happier than we usually are. The whole experience helped me see that attitude is what makes you happy.”
Stapleton added that he and his brother also taught chess to the students. In fact, some of the children picked it up so quickly that they nearly beat the duo by the time they left. The whole experience leaves Stapleton with no doubt that he would like to return to Kenya one day, in addition to studying abroad in Madrid or Costa Rica before he leaves K.
“This wasn’t so much about my K-Plan, but it definitely fit with the K experience,” Stapleton said. “It was about putting myself out there to try new things. It also fit for me as a business major. I sat in on one of their business classes and tried to contribute some things about my classes. I want to go back again, and in my professional life, I think this experience will help me interact more with diverse people and reach others different from me. I’m glad I went because I didn’t expect it to be anything like it was. Going there and seeing the joy on the kids’ faces while teaching them something new and experiencing a new place was an awesome opportunity.”
When progress is made in the fight against neurological afflictions such as ALS, Alzheimer’s disease and Parkinson’s disease, students such as Vivian Schmidt ’25 often are on the frontlines of research.
Schmidt, a biology and psychology double major with a concentration in neuroscience at Kalamazoo College, is having a cutting-edge experience this summer at the University of Michigan. She is working for 10 weeks in the institution’s Summer Intensive Research Experience in Neuroscience (SIREN) program, a highly desirable opportunity that accepts only about 20 applicants each year out of hundreds. As a bonus, she’s directly working with Michigan faculty such as K alumna Elizabeth Tank ’03, an assistant research scientist in neurology.
The initiative is funded by the National Science Foundation’s Research Experiences for Undergraduates (REU) program, which also provides Schmidt with a stipend and on-campus housing.
“It’s surreal to think that everything I did in high school and my first two years at K led to this opportunity,” Schmidt said. “I’ve met a lot of incredibly witty, smart and established professionals in their field, who have done phenomenal things. It definitely has solidified my desire to come here for graduate school, as well. It’s been amazing to get to know the faculty members and the culture of the program here.”
SIREN research this summer involves a range of topics within neuroscience. Schmidt’s specific project is investigating what goes wrong with a protein that has ties to ALS and dementia to understand the underlying causes of the conditions. The hope is that the science will one day reveal therapeutic options that assist treatment.
“Even the failures are exciting now because I’ve realized they tell me this one thing didn’t work,” Schmidt said. “I ask, ‘Why didn’t this work?’ as opposed to getting down on myself. The daily successes have involved my mental attitude and keeping up my enthusiasm, especially in such a long program, and ultimately, the overall goal is presenting my research.”
In a way, such an opportunity for Schmidt could have been predicted. She’s been interested in studying how people think since high school, and her biology and chemistry classes helped her develop a passion for biological-based research rather than clinical approaches to psychology.
“I wanted to be the one getting my hands dirty in the lab,” she said. “I wanted to be the one who tries to figure out why something failed and then try it again. I’ve known since my first year in high school that I wanted a Ph.D. in neuroscience, and it’s something I’ve been gunning for since.”
Schmidt has received a lot of encouragement from K faculty and staff such as Professor of Biology Blaine Moore, Director of Biology Labs Anne Engh and Assistant Professor of Chemistry Daniela Arias-Rotondo. Moore, however, was the one Schmidt conversed with even before she arrived at K. He, Arias-Rotondo, and Engh have written countless letters of recommendation on her behalf.
“I did my apprenticeship with Dr. Moore in the spring after he was phenomenally supportive throughout my first year, so I made him my official academic advisor,” she said. “He’s been great at guiding me with which classes to take and pushing me to do what he knows I’m capable of. I might not 100% believe in myself all the time, but I know he believes in me. Kalamazoo College is better for him being there.”
Study abroad opportunities and a wide range of subjects within her reach were big reasons why she chose K.
“The fact that I could do a double major and still have room to take classes that had absolutely nothing to do with neuroscience was a huge draw,” she said. “My first year I took jazz explorations and Hindu traditions and they were some of my favorites. I don’t think I would have been able to do that at another school.”
Thanks to a well-rounded K-Plan, Schmidt also plays on the women’s lacrosse team, participates in an astrophotography- and astronomy-focused student organization she co-founded called Konstellation, and plans programming for first-generation students like herself through the Intercultural Center. But research will always be her focus at K, throughout graduate school, and hopefully, in her professional life.
“I’ve been tossing around a few ideas, because with a Ph.D., I could go an industrial route or go into teaching, or I could work somewhere like the Van Andel Institute, where I could just be a research scientist,” she said. “I’ve always had a bit of an interest in teaching, mentorship and explaining things to people, too. At this moment, I’m thinking I would love to be a professor at an institution where I can teach and do research. That would be ideal, but no matter what, as long as research is involved, I’m going to be happy.”
When Jordan Doyle ’26 thinks about what prompted her love for computer science, she remembers a turtle from her childhood. The half-shelled protagonist was the star of a block-coding application that challenged her and children like her to send it across a screen in a number of moves.
“I got into it when I was little because it felt like a puzzle to me,” Doyle said. “I loved puzzles and coding was just a puzzle to solve.”
Since, she has continued seeking puzzles through computer science. Doyle built her interest and knowledge in classes throughout high school, while specialties such as cybersecurity piqued her interest even more. And now, Doyle is anticipating that she will declare a computer science major in the upcoming academic year at Kalamazoo College, where she also plays women’s lacrosse and participates in the Computer Science Society and the Eco Club.
This summer, she is building more technology experience away from Kalamazoo while working alongside a network of cohorts and professionals, thanks to a Women in Sports Technology (WiST) fellowship.
WiST is a non-profit organization that seeks to drive transformative growth opportunities for women in fields ranging from athletics biotechnology to sports gambling. The organization chose 22 fellows this year from 21 schools across the country, such as Duke University, Stanford University and—with Doyle’s fellowship—Kalamazoo College. All of them serve in internships of up to eight weeks with a sports technology enterprise or innovative startup while receiving a grant of up to $5,000, plus travel stipends, if necessary.
As a rising sophomore, Doyle is interning remotely from her home in Troy, Michigan, on a software engineering team with Sports-Reference.com, a group of sites that provides statistics and sabermetrics to sports fans.
“They look to democratize data,” she said. “If you look on any of their websites, you’ll see tables full of data for football, soccer, baseball—it’s a bunch of reference sites that can help you find the stats from almost any game. I focus mostly on finding and resolving bugs on the website, as well as doing some testing work and adding a couple of features on my own.”
WiST places interns like Doyle in positions that touch on both technology and sports because women are drastically underrepresented in sports-related and STEM professions, and in STEM majors in higher education. Women comprise only 28% of the workforce in STEM-related careers and just 19% of computer and information science majors in higher education, according to the American Association for University Women. That makes Doyle’s experience with Sports-Reference.com even more valuable to her.
“It’s empowering to know that I’m getting opportunities to move forward in this career path,” Doyle said. “As women we are one of the underrepresented groups and I love having this opportunity to connect with other women who have similar interests so I can see their successes throughout their careers. I love the idea of having opportunities that create change in the world through technology.”
Her Future is so Bright, She Invented Shades
Jordan Doyle’s experience with technology and innovation doesn’t stop at computers.
Doyle was participating in a lacrosse match on a sunny fall day in seventh grade when she grew frustrated with EyeBlack, a substance that rolls on under an athlete’s eyes to reduce glare. The negative experience led her to research visors for her protective goggle, while only finding products for sports such as football and softball.
With necessity being the mother of invention, Doyle made her own visor, designing it with the plastic of a salad container and a clinging shade shield that is commonly put on cars. She worked more in high school innovation classes that helped her design it further, and a meeting with a patent attorney later yielded sketch drawings and a patent.
Since her high school graduation, she’s finalized her initial prototype for Sun Goggles, a project she continues pursuing. Hear more from Doyle in the video here.
When Claudia Klos left France for Kalamazoo College in fall 2022, she was afraid she would be homesick for her parents.
Now, in summer 2023, she has the opposite problem.
“Life got so busy at K, that this void which is created when we leave our home is immediately filled with new discoveries, new people, new friendships, new places and new activities,” Klos said. “Kalamazoo was a great place for me to fill this void from home, so much that now that I’m back home, I feel this void again—a new kind of void that was created when I left K.”
Klos came to Kalamazoo via Sciences Po Strasbourg, which she chose for the same reasons many students choose K: an emphasis on multidisciplinary studies and spending time abroad—a mandatory experience for Sciences Po Strasbourg students.
Born and raised in the western suburbs of Paris with Polish heritage, Klos had never thought she would study in the U.S. due to the distance and expense. When she learned about the opportunity to study at K and work as a French teaching assistant, however, she immediately wanted to go.
“I’ve always loved languages and I really thought it would be a great experience for me,” Klos said. “I think that giving myself some responsibilities would do me only good. I wanted to challenge myself. The financial benefits of being a TA were obviously part of the decision, too.”
Along with two other students from France who worked as TAs at K over the past academic year, Klos had the opportunity before coming to Kalamazoo to meet with Asia Bennett, assistant director and exchange student advisor with the Center for International Programs (CIP), as well as K students who were studying abroad in Strasbourg.
“It was very nice meeting them and knowing that we would see each other on the other side of the Earth a little bit later,” Klos said. “The CIP does amazing work. I felt very listened to, they have very fast answers to your questions, and every step was made clear.”
Before she arrived in Kalamazoo on her 21st birthday in September 2022, Klos was hoping that the French classes for which she was a TA would go smoothly.
“I was also hoping for a year of discoveries,” she said. “It’s a once-in-a-lifetime adventure so we better not waste it. Those discoveries came with traveling, meeting people and sharing the lives of people we encounter on the other side of the planet, and discovering the life of the student in America to be able to compare it to the life of European students. I was hoping to live this amazing, once-in-a-lifetime experience to the fullest.”
Her first impressions were that K was charming and very green. She loved the beauty, comfort, common spaces and fireplaces in her dorm, Harmon Hall, and in the library.
Klos appreciated the chance to speak English in everyday life and experience American student life, which she found different in many ways. She was surprised by how students were encouraged to participate in sports and the arts. In addition to attending concerts and shows, Klos participated in intramural volleyball.
“This year made me want to engage myself in some team sports,” she said. “The energy it had at K was amazing and that is something I will remember.”
The residential campus offered another difference from Klos’ life as a student in France, where she had attended a rigorous prep school that demanded the majority of her time and energy.
“My social life had never been as rich as at K, where we were always around people,” Klos said. “We were with people in class and out every day, and actually, I didn’t get tired of it. People talk about social batteries lowering down, which I understand, but I was surprised with not having this problem and being happy to always be around people.”
The close relationships engendered by the residential campus helped Klos learn about herself, grow personally, and develop a more balanced approach to school, rest and life.
“Since I knew that my time at K was limited, the fact that the experience was evanescent made it precious,” she said. “I learned to find a balance because I never thought about doing so before in my life. Before, the academic part always dominated, whereas here, the social dimension of the experience dominated, too, so I needed to manage both. We would have study sessions in the DeWaters Hall basement, and nobody would really advance in book work. Everybody would chat and laugh, and we would say, ‘No, we’re not studying, we’re creating memories!’ This is something we would say ironically, but it was still accurate, and that’s something important I learned from this year thanks to friendships.”
When interpersonal conflicts or difficulties arose, Klos reminded herself that they wouldn’t last long.
“I would think about how lucky I am to be finding myself so far away from home with amazing people in an amazing place,” she said. “In January, I was feeling down, so I started making a list of things I am grateful for. Before sleeping, I would write down something nice that happened each day, even if it was something little. It contributed to making me remember how amazing this experience was despite having troubles.”
One of those concerns was the consumption of resources she saw in the U.S.
“I had a problem with the air conditioning,” Klos said. “I thought that it was a waste of energy, of CO2 emissions. Also, the fact that the lights were on all the time stuck with me. I noticed contrasting details of everyday life between the U.S. and Europe; for example, there is so much water in the bowl of the toilets. They still give plastic bags everywhere. I’m trying to understand all the differences and I see how American culture assures abundance and emphasizes comfort rather than resources.”
While Klos enjoyed all her classes, especially political science, she was initially caught off guard by the differences between college courses in France and Kalamazoo.
“In the fall term, I was there with my computer ready to be tapping and tapping and tapping, because that is how we do that in European universities,” Klos said. “That was not the case at all. We had a teacher that asked us questions, we’re doing exercises together; it’s not just the teacher giving us this material and us absorbing it. I wasn’t aware that I was supposed to do all these readings for every class, I didn’t even know that there was a syllabus, it was very confusing. But then in spring, I was prepared, and I knew how things worked. Then I really liked this approach of us doing readings, so accumulating some knowledge, and then being able to reflect over that with the professor making the lecture but also having class discussions with us.”
She particularly appreciated how language classes are taught at K (Klos took German in addition to being a TA for French), and the relationships between students and professors. Associate Professor of French and Francophone Studies Aurélie Chatton provided support, openness and a listening ear for all the French TAs. While she initially did not want to take the economics classes Sciences Po Strasbourg required, Klos found encouragement and positive challenge from Department Co-Chair and Edward and Virginia Van Dalson Professor of Economics Patrik Hultberg and Assistant Professor of Economics Darshana Udayanganie.
“I really liked the concept of office hours and the relationship between students and professors,” Klos said. “In France, we don’t feel close at all to our teachers. I used office hours a lot and I’m grateful to every professor for making them. Thanks to these relationships, I could navigate classes more easily. It feels good when professors are demanding because it brings us up.”
That balance of challenge and support was evident for Klos in her relationship with Political Science Professor and William Weber Chair of Social Science Amy Elman.
“All of the challenge was rewarded since she got to know us and know our center of interest,” Klos said. “The professors were a big part of my experience.”
Knowing Klos’ interests, Elman recommended her for EP-JMN Summer School, a June program at the University of Salamanca in Spain, where Klos met students from different parts of Europe and learned more about the European Union and various cultures.
This fall, her travels will continue with a September program in eastern France that includes educational seminars followed by opportunities to teach the topics to school children.
“I know that I got into that program thanks to my experiences at K, because I told them, ‘Listen, I’ve been teaching French in the U.S. for one year. I know how to present subjects and to deal with a class.’”
Then, in October, Klos will begin a year of study in Krakow, where she looks forward to living for the first time in the country of her family’s heritage.
“It’s going to be another amazing experience away from France that waits for me,” Klos said. “When one is abroad, everything is an amazement—the most boring streets, the most boring cars and houses for a local person—it is an amazement for a foreigner. I liked taking walks in the cemetery near campus, and it looks nothing like a cemetery in Europe. Just walking in Kalamazoo streets, the houses are so American. The most basic thing is so specific to this country I’m in, and so different from home, even though it’s the same thing. I think that we go back to childhood when we study abroad because we discover new things all the time. The most boring things become amazing, and we have stars in our eyes every time we see the most random thing, the most basic thing. That happens when we go abroad, so I would encourage anyone who is thinking about studying abroad to go for it.”
When significant sports moments are celebrated, fans turn to broadcasters for the words that will help make those moments historic. Zach Metz ’25 doesn’t yet have something like “Do you believe in miracles? Yes!” to call his own, but he’s been preparing to be a broadcaster for years.
“I would always be the kid who turned the volume down on a TV sports broadcast to commentate on the game,” he said. “It’s just a passion I’ve had since I was little.”
You might know Metz as a business major; the voice of the Hornets for Kalamazoo College’s baseball, softball, soccer, basketball, volleyball and lacrosse teams; or a quarterback for K’s football team. But this summer, he’s interning as the play-by-play livestream broadcaster with the Grand Lake Mariners in Celina, Ohio, one of 14 cities with a Great Lakes Summer Collegiate Baseball League team.
“I knew about the Great Lakes league through some of our players at K who had played in it, so I went on the league’s website, and I filled out an interest form,” Metz said. “I said, ‘I would like to broadcast,’ and Dave Maurer, our assistant general manager reached out. I sent him my materials and interviewed, and they offered me the job. I was excited to take it.”
His internship began quickly after K’s baseball team earned a 10-5 victory against Adrian in May, a triumph that gave the Hornets their first outright Michigan Intercollegiate Athletic Association regular season title since 1927.
“Calling the final out of that game was a lot of fun for me, especially with it being a game we had to win to get the outright title,” Metz said. “Whenever there’s a crucial RBI at the end of the game and you can really put some excitement into it, it’s fun. But I loved knowing that what I was doing at that moment was a small part of what the players and their families got out of it.”
After that, Metz was off to Ohio, where the Mariners are the second-oldest team in their league and are named for being on the shores of Grand Lake St. Mary’s. He stays with the team’s assistant general manager and applauds the franchise for welcoming interns as well as it does.
“Fortunately, this role in this league is pretty similar to what I do in college, so there hasn’t been a lot new to me aside from the players using wooden bats,” Metz said. “I talked a lot to the players on our team. I learned what their pitchers throw. Other than that, it’s not much different from any other game I’ve ever done. It’s finding the stats, putting them into a format that I like and rolling with it.”
Preparing for a game in the summer league involves putting together a packet for each Mariners opponent with their schedule, record, players’ stats, team stats and potential storylines.
“With baseball being slower, there’s more time to tell a story,” Metz said. “It usually takes about an hour for each side per packet in a format that’s easy to read.”
Taking to the road means additional challenges.
“On road trips, we don’t have video for our broadcasts—only the home team does—so it turns into more of a radio broadcast,” Metz said. “In that case, it requires me to prepare more because I need to talk more. I can’t stop and let things play out for a minute because the person listening doesn’t know what’s going on if I don’t talk. It can get a little tiring if the game isn’t going well for the Mariners, but really, I just need to get more preparation done.”
Yet no matter where he roams or where he broadcasts from, K—along with its community—will always be special to him.
Football Coach Jamie Zorbo “has helped me in learning how to approach academics and time management,” Metz said. “Steve Wideen, our sports information director, was the one who got me into broadcasting at K. I talked to him once and he said, ‘Alright, we’ll get you going.’ I did one game and he said, ‘we’re going to keep you.’ And Tanner White, too, another member of the football team who graduated last year was the broadcaster at K before I came here. We were in the middle of football camp once and I happened to get into the same ice bath with him after practice. He immediately said, ‘Let’s talk broadcasting.’ He told me everywhere to go, everything I need to get there, and we worked together for a year.”
He expects such connections, along with his internship, to be integral to his future.
“When I was deciding between colleges, I didn’t think I wanted to go to K because they didn’t have a set broadcasting or communications program,” Metz said. “But since I’ve been here, the people who helped me get these opportunities to broadcast and propel me forward have been so important. If I had to pick schools again, I’d pick K without a doubt. Aside from the actual education for me as a broadcaster, the connections you make and the people you meet are super important. That’s ultimately why I chose K and I’m thrilled I’m here.”
A record number of 10 recent Kalamazoo College graduates, including six from the class of 2023, are heading overseas this year as Fulbright fellows.
The Fulbright U.S. Student Program offers fellowships to graduating seniors, graduate students, young professionals and artists—chosen for their academic merit and leadership potential—so they may teach English, perform research or study abroad for one academic year. The honor is among the highest the federal government provides in regard to scholarship and international exchange. K consistently has been identified in recent years as one of the country’s Fulbright Top Producing Institutions for U.S. Students.
K’s representatives and their destinations this year are Natalie Call ’23, Denmark; Vincent DeSanto ’23, Austria; Ben Flotemersch ’23, Austria; Sean Gates ’23, Austria; Samuel Kendrick ’23, Uzbekistan; Kanase Matsuzaki ’23, Jordan; Rachel Cornell ’22, Ecuador; Anna Dorniak ’20, Poland; Nat Markech ’21, South Korea; and Garrett Sander ’19, Mexico.
Professor of English Amelia Katanski will also represent K through Fulbright this year as a U.S. Scholar Program selectee in Australia. Katanski will be working with faculty at the University of Wollongong to develop curriculum that will better prepare K students for study abroad there.
Fulbright has provided more than 400,000 participants with opportunities to exchange ideas and contribute to solutions to shared international concerns since its inception in 1946. Fulbright alumni work to make a positive impact on their communities, sectors, and the world and have included 41 heads of state or government, 62 Nobel Laureates, 89 Pulitzer Prize winners, 78 MacArthur Fellows, and countless leaders and changemakers who carry forward the Fulbright mission of enhancing mutual understanding.