Investigating the Brain: Current Neuroscience Research at Skidmore College

By Nick Toker '15, Mayumi Kohiyama '15, and Sarah Birdsall '15

Everyone has heard the “why go to a liberal arts college” spiel by this time in their careers. But why go to a liberal arts college for Neuroscience? Two major aspects stand out: the interdisciplinary nature of the field and the exciting opportunities for research with faculty. Firstly, the neuroscience major at Skidmore draws from the biology, psychology, chemistry, and computer science majors, allowing students the freedom to choose and focus in on their own specialized interests. Secondly, Skidmore provides the opportunity for hands-on, cutting-edge research with professors. Below is a description of the current projects of six core neuroscience faculty, who study a wide range of neuroscience hot topics—from the therapeutic effects of synthetic cannabinoids to Alzheimer’s disease pathways—and have contributed a tremendous amount of exciting, new research over the past several years.

Dr. Sarita Lagalwar

Dr. Lagalwar’s primary research interests involve understanding the cellular and molecular mechanisms that underlie the vulnerability of specific cell types and brain regions to neurodegenerative disease. Her research is currently focused on Spinocerebellar Ataxia Type-1, a fatal neurodegenerative disease similar to Huntington’s disease. Her laboratory incorporates many cutting-edge techniques, including advanced microscopic analysis and genetic manipulation. Her research has recently revealed novel information about disease propagation and mitochondrial dynamics in disease states in model systems.

Dr. Jennifer Bonner

Dr. Jennifer Bonner is interested in how our genes control the development of our nervous system. To do so, she utilizes the common fish species Danio rerio, or the zebrafish. This small transparent fish possesses a complex nervous system similar to our own, and makes an excellent model for studying development. Dr. Bonner primarily uses confocal laser scanning microscopy to visualize fluorescently tagged proteins that can indicate the path of nervous system development. She has also recently been investigating the effects of fluoxetine (Prozac) and cannabinoid use in early life on nervous system development using this model system. Her work has great potential to inform us not only about the normal course of our brain’s development but about how and why this course can be altered in early life.

Dr. Rebecca Howard

Dr. Howard focuses primarily on ethanol modulation and the mechanism of action of general anesthetics with respect to the central nervous system. To do this, she utilizes the bacterial version of nicotinic acetylcholine receptors known as the Gloebacter Ligand-gated Ion Channel (GLIC). This cation-selective channel has been crystallized with different general anesthetics and allows for insight into how ethanol impacts the structure of ligand-gated ion channels. Through neurophysiological studies, the specific location where general anesthetics and ethanol bind can be found and investigated, which further allow us to isolate which ion channels are responsible for the physiological effects of ethanol and general anesthetics.

Dr. Bernard Possidente

Dr. Possidente, Professor of Biology, conducts research on the biological clock mechanisms that control daily endogenous rhythms, or circadian rhythms, in mouse and fruit fly models. Generally speaking, Dr. Possidente’s research involves the pharmacological, photoperiod, and genetic manipulation of research. Perhaps one of Dr. Possidente’s most intriguing model organisms is the Alzheimer’s fly, which expresses the amyloid beta peptide known to be involved in AD progression. Recently, in a collaboration with University College London and the Cambridge Institute for Medical Research, Dr. Possidente and colleagues found that the Alzheimer’s fruit flies showed a disruption of circadian behavioral activity with age, despite fully functional molecular behavior in central clock neurons.

Dr. Flip Phillips

Dr. Phillips, a professor of psychology and neuroscience studies human perception and action, a subset of which focuses on visual and haptic (touch) perception. Professor Phillips has researched in depth the superiority of either haptic or visual shape discrimination, and which is superior to the other in active perception. In a recent study, participants were asked to judge whether a pair of artificial stimuli, (inanimate star-like shapes) or natural stimuli, plastic bell peppers, had the same or different shape using only vision, only touch, or both senses to discriminate the shape of the object. Although the study showed that neither vision nor touch were more important in shape perception, participants were better at figuring out natural shapes than the artificial shapes. A current senior thesis further investigates visual object discrimination, using eye-tracking experiments to figure out which aspects of objects are used for shape perception.

Dr. Hassan Lopez

Dr. Hassan Lopez is a professor of psychology and neuroscience, and the current chair of the neuroscience department at Skidmore College. He teaches physiological psychology, giving undergraduate students practical laboratory experience handling rodent subjects and administering behavioral tests. He has previously investigated the physiological basis of sexual attraction and motivation in females, and is currently interested in the anticonvulsive properties of cannabidiol in epilepsy. A pilot study being conducted now at Skidmore is trying to determine whether cannabidiol treatment can prevent or lessen the effects of epileptic-type seizures. These investigations are particularly relevant given the current national debate about the legalization of marijuana, of which cannabidiol is a constituent, for both medical and recreational purposes. Hassan Lopez’s research is yet another example of the provocative, exciting, and relevant research being conducted in neuroscience at Skidmore College.

Harnessing Grassroots Movement, Students Affect Direct Change

By Janine Kritschgau, '18, Features Editor

Seeds for Peace, a grassroots movement providing donated seeds to grow food for hungry families began almost two decades ago and, has undergone radical organizational change within the last ten months, largely due to Ana Lordkipanidze, ‘15, and Mustafa Chaudry, ‘14. Lordkipanidze and Chaudy created and submitted a business plan, that offered solutions to formalize the organization, to the Freirich Business Plan Competition, and took third place in the social entrepreneurship category.

Lordkipanidze and Chaudry developed the plan after about six months with the organization, and received a $2500 prize after the original prize of $1,500 was revised. “Mostly why we did it was for publicity,” Chaudry explains. The group hopes to raise awareness and gain recognition to attract more volunteers. With more people, “we can really, really make miracles happen.”

The organization relies on two types of donations, seeds that will not be used from farms, and monetary donations used to distribute seeds and pay for the organization’s other costs. Chaudry estimates that just $1 dollar buys 100 seeds, and will feed two to four families for a few months.

Today, Seeds for Peace has established 120 peace gardens, and countless partnerships with other gardens worldwide, including Skid Row in Los Angeles and the Capital District Community Garden in Troy, New York.

Although they now hold formal titles, Lordkipanidze as Director of Public Relations and Communications, and Chaudry as Director of Marketing, the two remember humbler beginnings. Seeds for Peace had only two employees when Lordkipanidze and Chaudry learned about the organization and were inspired to jump in. “It’s really a nice family atmosphere,” Chaudry says.

“You have to go out of your way…college is a bubble but you have to think of the real world,” Lordkipanidze reflects on the importance of ambition in entrepreneurship, not to mention networking. Lordkipanidze and Chaudry are currently working with Nino Tsintsadze, ‘14, to promote Seeds for Peace within the United Nations, where Tsintsadze is an intern . Because of this relationship, Seeds for Peace will soon be developing a short video that will be shown on UNTV.

Seeds for Peace is expanding on all fronts, including developing a stronger online presence to reach out to the public. The organization hopes to get involved in new areas, and develop Seed Libraries—institutions that provide seeds for local residents to grow food, and collect 10 percent of seeds from the subsequent harvest. Lordkipanidze will travel to her home country of Georgia this July to work towards the establishment of a library in the Pirosmani village. Efforts will specifically support single mothers and refugees of war in the area.

Visit Seeds for Peace’s website or Facebook page to learn more about volunteer and internship opportunities or to make a donation.

Skidmore Hosted Business Battle, Quest Continues for Top Finisher

By Janine Kritschgau, '18, Features Editor

Helen Filene Ladd Concert Hall hosts a myriad of musical events each week, but what many students don’t know is that a lot more than music has taken place within the walls of Zankel. In February, the space hosted the Freirich Business Plan Competition, where students presented ideas for businesses in the hopes of winning the ultimate prize: $25,000 in investments and legal services. This year, the top honors in the for-profit category were awarded to Stella Langat, ‘16.

Langat, an international student from Kenya, was struck by inspiration for her company, Double Dees, two years ago. After buying second hand shoes, her mother contracted a fungal infection that quickly spread across her body. Across Kenya, 75 percent of women turn to second hand markets. Bras made in larger sizes are particularly difficult to find, driving women to shop consignment. These bras are missing labels and sizes, making finding an appropriate fit nearly impossible. Additionally, in all markets it is difficult to find bras to match darker complexions, making finding an ideal undergarment even more difficult.

After recognizing this problem, Langat and three partners, two of whom live in Kenya, the other attending the University of Pennsylvania, got to work. “It took time, but it’s worth it,” Langat reflects on an incredibly long process that included an 18 month search for a Chinese manufacturer. Ultimately it was a connection with Sam Shulles, ‘14, who lives and works in China, who found a manufacturer that would agree to smaller quantity orders.

The development of the business included a handful of drafts of the business plan and consultation with four mentors, culminating in the win at the Freirich Business Plan Competition in February. The title was accompanied by a $10,000 investment, and Langat was approached by judges individually regarding additional investments.

Langat overcame the unique challenges that presenting a business plan concerning bras surfaces, namely the demographic of judges. The fact that they were predominantly male meant that they did not know the importance of a comfortable, well-fitted bra. As she moves on to the New York Business Competition at University of Albany, this Friday in Albany, Langat worries that a judge’s panel made up almost entirely of men will take away from the salience of her business.

Langat is an inspirational, eloquent speaker with a charismatic smile. Her devotion to her business is undeniable, and her energy infectious. “I’m passionate about Double Dees…and I’m not tired!”

Summer at Skidmore

By Janine Kritschgau,'18, Features Editor

As students begin studying for finals, finishing term papers, organizing their belongings for storage units, and reviewing travel plans, everyone seems to be focusing on the next 14 days. But even after most students pack up and head off on their summer adventures, Saratoga Springs welcomes another 60,000 tourists, summer residents, and students for the coming season. What was once a stressful finals-crazed campus becomes a fun and sunny sanctuary for those who decide to stay.

Skidmore offers between 30 and 40 courses in each of three sessions. Students often take between one and three courses a session, giving them the opportunity to devote more time to a specific subject or try out something new. Jillian Shapiro, ‘17, a Sociology and Management and Business double major enrolled in Introduction to Computer Science and benefited from taking a course not included in either major. “Admittedly I do not have much of a Computer Science mind, but having some experience in the material is an extraordinarily useful skill,” she reflects.

Although taking classes is often what first draws students to staying, students opting to live in Saratoga May through August are in for a whole lot more than just a few credits worth of courses. Rachel Dyckman, ‘17, who stayed on campus summer 2014, participated in an internship in the dining hall and Real Food Challenge to increase sustainability efforts.

Although students at Skidmore are fortunate enough to be surrounded by a welcoming, thriving area, it can be hard to find time to stroll and enjoy the downtown. “You have more time to just explore Saratoga,” Dyckman reflects on her time last summer.

As for the other summer residents of the area, they add lively flavor to the town. “The big hats on women and pastel button downs on men are out of a movie. Saratoga in the summer is what I can only describe as the Hamptons of upstate,” says Shapiro.

For those students who worried about an empty campus, fear not. “I was surprised at how many students stayed at Skidmore over the summer. There were definitely a lot of familiar faces around town and campus,” Dyckman adds.

A common misconception about Saratoga Springs is that the main events revolve around the race tracks. Although they are popular, there are many other things to do, like going to the farmer’s market, taking yoga classes, enjoying great food. “Outdoor activities are plentiful. During the summer in Saratoga I spent a lot of time hiking. I explored Northwoods and drove out to Schuylerville where the area has more hills and open land,” Shapiro recounts.

“Everyone should [stay in Saratoga] at least once, otherwise you’re missing out on a seriously fun opportunity. I myself have stayed three [times] and am staying again this summer,” says Amy Munro, ‘15.

Night of Listening Event, April 29

On Wednesday, April 29, the Storytelling with Radio class is hosting a showcase of audio projects made by students this semester. Come to Wilson Chapel to experience a wide array of topics explored in these pieces!

Facing and Acing Tough Decisions after College

By Michael Mandelkern, a member of New York University’s Class of 2014, and a former Skidmore College Student.

Five years ago, back when Skidmore News still had a print version, I was the News Editor. Watching students read our issues in the dining hall put a smile on my face. I spent a day in Albany job shadowing the Editorial Editor of the Times Union. Even though Skidmore College didn’t have a Journalism program, I aspired to be a reporter after graduation.

Now I am soon to be the Program Center Manager of Tufts University’s student fundraiser.

I haven’t published an article in nearly one year. I transferred from Skidmore College to New York University and graduated with a double major in Journalism and English. I interned for several newspapers and online magazines in New York City and enrolled in a writing program with the Bleacher Report during my Spring 2014 semester. With a diverse portfolio of clips ranging from local politics to professional sports, I thought that I was on the verge of becoming a reporter. Instead, I am a mid-level manager in the higher education fundraising management industry.

Graduating without a full-time job shifted me towards my current profession. My mom was determined to move out of New York City and retire as I entered my fourth year as a part-time student fundraiser (no longer as an active student) for New York University. I still contributed to the Bleacher Report without pay. Print journalism was my passion ever since I published my first article for my high school paper, but I ignored the fact that this industry is dying. Many writers spend the early part of their careers freelancing and barely getting by.

I ascended from student fundraiser to supervisor over time at a company that fundraises for NYU and other programs worldwide. My responsibilities were to coach representatives on their phone calls, motivate the calling team and monitor the fundraising performance of NYU’s various institutions. My favorite part of the job was cultivating new hires into extraordinary callers, just as past supervisors had done with me.

Two months after graduation I was still working for a modest hourly wage. I completed an apprenticeship to become a manager at one of the company’s many universities across the nation, but I started applying to dozens of jobs in case the apprenticeship didn’t come to fruition. I had resumes and variations of cover letters handy. I scheduled interviews and still couldn’t land jobs. Many places didn’t even reply to my applications. Sometimes I gave up on the process for days. Then I emerged from the haze and realized I still didn’t have a full-time job and was only further behind.

My stomach was always bloated from stress. What if the next school year starts and I’m working at NYU with the incoming freshman class? Would I be able to swallow my pride? Then I landed a job in August 2014 as a door-to-door salesman in Brooklyn persuading local businesses to switch their electric contracts to a fixed rate with our company. It was hot in a suit. My feet were blistered and sweat dripped down my face. I earned $70 commission for every sale I made without any base salary. Days passed when I didn’t make any sales. I earned more working for NYU part-time.

There were a few times last summer when I thought my management apprenticeship would pay off. I had a few potential offers on the East Coast to be a manager that didn’t pan out. Then I was offered a Senior Supervisor position at the corporate headquarters in Cedar Rapids, Iowa just two weeks after becoming a salesman. The ranking was lower than the Program Center Manager position I was an apprentice for and I didn’t even know where Iowa was on the map, but I finally had a full-time job.

I knew that if I worked hard and hit the goals of my numerous campaigns programs I could eventually become a Program Center Manager. As a New Yorker born and raised, I didn’t want to live around cornfields and farm animals for the long term. The cost of living is dirt cheap in Iowa and I finally learned how to drive. Still, all I wanted to do was get back to the East Coast. Living in a two-story townhouse across the road from a golf course is spacious, but I don’t have a wife and kids.

Now I have been promoted to Program Center Manager of Tufts University and will be moving this summer. My commute will be a short drive from the heart of downtown Boston. I had to move to Iowa in order to get back to the East Coast, enduring a brutal winter 30 degrees below zero. One night it was so cold that my car wouldn’t start after work. The temperature warmed up to five degrees the next day and I had ignition.

If you asked me where I would be in five years back in 2010 I would say interviewing politicians and editing articles. Now my writing consists of several e-mails per day and analyzing my programs’ metrics at the end of the night. I thought that my mom would continue to pay for rent and utilities until I establish myself. Now I pay for all of my own bills (well, not the cell phone, but that’s coming).

You probably don’t know where you will be one year after graduation. I went the corporate route as I prioritized financial security over my love for words. I might not ever become a New York Times correspondent reporting on North Korea’s nuclear weapons and tensions with South Korean, or get another press pass to Citi Field and meet the team in the locker room.

Hopefully your passion is in a lucrative field so that you don’t have to make that tough decision. But trust that whatever choice you make is in your best interest. Only you know how to create the best possible world for yourself.

Tips on Life after College

By Emily Falcigno, Class of 2000, Studio Art Major (Concentration in Photography and Painting) Skidmore News Photographer 1996 / Photo Editor 1997-2000

Last summer, I left my cushy corporate IT job of 12 years, and traded it in for life as a freelance photographer, filmmaker, and art festival organizer. Creative thought really does matter! So does business savvy.

Tips on Life after College:

The real world is like college. There are freshmen, sophomores, juniors and seniors. The whole way through, you’re perpetually learning. So keep an open mind at all times. And focus on your goals. (I mean, not all the time. Fun is allowed. Some workplaces even allow spontaneous dance parties! You just have to show people how it’s done, stretch, and then get back to work.)

Speaking of seniors. Keep your ears open for the 401k-retirement package HR will push on you. Find a finance friend to explain it to you and sign up right away.

Surround yourself with a multi-generational group of people whom you admire, and listen to their experiences.

Make a Plan. Think about something you’re good at and love to do. Listen to people’s needs, and then shape your skill set into something people can’t live without. How can you solve their problems? Remember to work through obstacles; employers like to see you’re not afraid of challenges and can present solutions.

Studio Art Majors: Did you take a business class? If not, hang out with some business savvy friends because you’re going to need to know how to sell your work. Write about your work, and find out what it is that makes your work unique. Then, find a market for your art. Show it early and often.

Keep in mind that your time spent on your art is not free. Your work has a market value. Look up some industry specific societies who offer continuing education. Find out how the pros are doing it, and always be networking. It really is about who you know out here and the sooner you realize it, the better.

Create a story for yourself. Everything you set out to accomplish will be a paragraph in your story. That big video you’re making isn’t the end of the story. It may lead you down a new trail. Change is expected. See where your project leads and don’t be afraid to fail. What story is complete without an epic fail or two?

Take “no” for an answer and ask yourself why you got a “no.” Judge your actions before you judge the actions of others. Ask, “How can I improve myself?”

Ok, I know there are people at work who will drive you crazy! Take a breath. Learn how to deal with your feelings when you’re around them. There will always be someone in your life who drives you crazy so it’s best to figure out how to control your emotions.

When you go back to your five year reunion, hang out with people you always wanted to hang out with in school. You may find out one of them cheated off of you in Italian class. (That happened.)

Remember, when you turn 30, you’re in your “earlies” again. It’s fabulous, and it happens every decade. Woot!

Eventually, it’s ok to stop partying. Some day you’ll feel like *gasp* not going out, and ask “what happened? ” right before you doze off at nine o’clock p.m. on a Saturday. Then you’ll shrug it off because you know you can get up and go to your favorite exercise class in the morning.

Which brings me to my last bit of life advice: Exercise. It keeps you strong, young, and helps you pursue your dreams of surfing the Argentinean coast. Or living your dream as a professional photographer.

Good luck out there class of 2015! Find me at your five year (my 20 year) reunion. I’ll be the first one on the dance floor!

A Push for Sustainability Curriculum for Next Year's Freshmen

By Sean van der Heijden, '16, Copy Editor

Last week, sustainability education and activist group Turning Green visited campus and, among other events, held a meeting in which students were able ideas for helping Skidmore become even more sustainable. One of the most intriguing ideas came from Maya Cohn ’17—a sustainability representative and peer mentor who wants to educate incoming freshmen on how to live more sustainably.

The idea is very recent and still in the works, but Maya hopes to get some sort of program running for next year that would “focus on having more education so that people know how to live a more environmentally-friendly life while they’re here at Skidmore.”

One option is to go through the FYE. “Currently, our orientation doesn’t really have any aspects of sustainability in it,” she said, adding how “there are so many student’s on Skidmore’s campus who either don’t know about all our cool sustainability initiatives, or… don’t know how to utilize [them].” She wants to add education on how to compost, what is recyclable and what isn’t, and possibly provide students with reusable water bottles.

Professor Janet Casey, head of the FYE, said, “Peer Mentors are already trained in sustainability issues,” but that implementing that education into the seminars would be difficult. “We are constantly being asked to ‘add’ new requirements to both the Seminars themselves and the PM training,” she continued. “Keep in mind, however, that no single program—not even the FYE—can accommodate everything and be all things to all individuals.”

Casey acknowledged the importance of an education in sustainability—it is part of the core curriculum that she teaches—but said, “Nothing can be imposed on all Scribner seminars without the vote of the faculty,” which Maya thinks would be “extremely difficult.” Maya went on to say that the FYE already has a jam-packed orientation for its peer mentors, and she would love more opportunities to pass this knowledge onto freshmen.

Another option is Skidmore’s First Six Weeks Program, led by Dean of Student Affairs Rochelle Calhoun. Maya claims this program has “more leeway in terms of… the amount of time they have and how much flexibility there is.” Through this program, Maya hopes to educate freshmen on the work S-Reps do here at Skidmore, as well as “going on trips to the solar field or our new micro-hydro energy sources.” Additionally, she wants to add workshops such as how to make homemade cleaners without using toxic chemicals and how to eat sustainably in the dining hall. Dean Calhoun did not respond immediately for comments.

When asked about how to be more sustainable while at college, Maya said that one of the easiest things is to get a reusable water bottle, something that saves a lot of plastic and is cost-effective in the long run. Also, using Skidmore’s Bikemore program or taking public transport, buying produce at the farmer’s market in town, or even investing in a CSA program through farms such as 9 Miles East are great ways to be environmentally friendly and support local businesses at the same time.

If you are interested in helping Maya with this initiative, you can email me at svanderh@skidmore.edu or the sustainability office at sustainability@skidmore.edu.

What’s the Best Predictor of Skidmore Population’s Probability of Having the Seasonal Flu?

By Mohammed Almashhadani, '15

Despite efforts on behalf of the Skidmore Health Services, which provides flu shots as well as information on prevention, Skidmore community members inevitably get the flu each year, usually between January and February. This observation could be associated with the high number of people who do not perhaps take the flu shot, do not exercise often, do not wash their hands regularly every day, or engage in other unhealthy habits. Those left unaffected by the virus are left wondering to which factors they can attribute their success.

A study has been conducted on campus this semester to track flu cases. The survey, created with Survey Monkey, was shared on Facebook, emailed, and posted on Skidmore all-class announcements. It asked the members their gender, age, hours of weekly exercise, hours of weekly socialization, number of times they washed their hands daily, whether they got the flu shot in 2014, and whether they had a chronic disease. All of these factors became the explanatory variables. The response variable was whether they got the seasonal flu in 2015 or not. Ninety Skidmore community members responded to the survey.

Prior to using statistical methods to determine the best predictor of the response variable, certain groups of respondents were assumed to be at a higher risk for the flu: those who had not gotten the flu shot in 2014, did not wash their hands regularly, and those who spent many hours socializing with others.

According to the statistics program Rstudio, those who have chronic diseases are more likely to report having the seasonal flu in 2015. These results suggest that although the presence of a chronic disease does not guarantee the contraction of the flu, it increases the likelihood of getting the virus. The results are considered statistically significant.

This study does not provide enough evidence that hand washing and lack of vaccination increase the likelihood of actually getting the flu. A greater response pool could potentially have altered the findings.

Because the survey was open to all Skidmore community members, sample bias was avoided. However, because the survey was distributed heavily on Facebook, the demographic of respondents may not be completely random.

The results of this data study conclude that those with the highest probability of getting the flu in 2015 were those suffering from chronic disease. Other factors cannot be linked to the flu given the data collected; a greater number of responses would be necessary to support them. If more people took the survey or answers to the questions were different, other factors could have been statistically significant.

Liberty & Justice for All?: The Politic$ of Prison

 

By Don Reed, '17

On Feb. 23, 2015, Skidmore College hosted a panel titled “Liberty & Justice for All?: The Politic$ of Prison” in Emerson Auditorium. The event was presented by Democracy Matters and Co-Sponsored by SUPE, Raices, and Ujima. The student turnout was impressive given that it was hosted on a Monday and just a week away from the beginning of midterms for many classes. The panel consisted of two Skidmore staffers Carolyn Chernoff, Professor of Sociology, and David Karp, Associate Dean of Student Affairs. The event also featured Joan Mandle, a Professor of Sociology and Anthropology at Colgate University and Executive Director of Democracy Matters. Each of the presenters was given about ten to fifteen minutes to speak before the floor was opened to students’ questions and comments.

Professor Chernoff, who among other roles teaches a sociology class that is focused on identifying racial biases in the American justice system, opened the lecture portion of the event. Chernoff gave a brief recount of John Legend’s comparison of the current state of the criminal justice system and slavery during his acceptance speech for best original song “Glory” from the film Selma. Chernoff posed a rhetorical question to the audience “don’t raise your hand…who likes to get high? Who likes to j-walk? Who likes to get drunk and start fights?” The reminder of one Skidmore’s more publicized stereotypes illustrated the point that drug use among the other crimes mentioned on average is not characteristic of a single group or race. Still people of color are arrested and prosecuted exponentially more than their white counterparts for what are often seemingly minor crimes. Visibility of crimes plays a large role in who gets arrested. People with more privilege are given more privacy and less fortunate people are more exposed for a number of reasons. Prison is not the only problem identified, many people are in correctional control, parole, probation, etc. which also is problematic. Chernoff also mentioned that many members of the LGBQ+ community are disproportionally present in prison.

Much of Chernoff’s argument was driven by insight from Michelle Alexander’s book The New Jim Crow. Alexander was a guest speaker at Skidmore last year and her work is greatly influential in today’s civil rights community. The book focuses on the “racial caste system” that continues to exist in this country despite colorblind laws. Alexander focuses her analysis on the disenfranchisement of black men in the Untied States. This is done through politically structured forces that use police and prisons to keep many black men on a lower class level while elevating other, mostly white, people. The “War on Drugs,” which was started in the 1970s, is one of the main policies that targets black men unfairly. Although not always overtly racist, police rely on training and techniques that, because of vague criminal profiles, often give way to bias and stereotypes. Alexander illustrates her concept as a “bird cage” with many different bars that through psychological, historical, and political forces perpetuate an archaic system of control. Most of the general public is not privy to this unfortunate series of forces because racially colorblind language often prevents political figures and social commentators from bringing it to the public’s attention.

Dean Karp made a few different points that focused mostly on reform in discipline itself. Karp discussed how mass incarceration is not an effective way to solve issues relating to crime. He noted, “77 percent of inmates are rearrested within five years of their release from prison." This suggests that prison as a form of rehabilitation or crime prevention is fundamentally ineffective. Despite these findings state and federal governments spend inordinate amounts of money to keep them in what has now become the prison business. Many believe that prisons provide retribution and are appropriate for unacceptable, heinous acts. It can be comforting for some knowing that criminals are kept away from the general public and behind bars. It provides a sense of safety.

The philosophical appeal of prison often distracts from the fact that it does not accomplish actual rehabilitation because it does not respond to the issues that lead to the marginalization of people. Karp warns that suspensions and expulsions, especially in public secondary schools, have very dangerous effects. Karp stated that, “68 percent of prisoners do not have a high school diploma." This “school to prison pipeline” is a system of exclusion from education that often puts disadvantaged people at risk for incarceration. Parents more than schools should be responsible for child discipline in order to keep children on the right track for a productive life.

Karp places the system’s solution to most crimes on two extremes of the corrective spectrum. On one end there is mass incarceration that often over punishes people for their offenses, while the alternative occurs when people get punishments like probation for serious crimes and are thus under punished. Karp’s solution is a punishment alternative called “restorative justice." This justice reform concept has been used in different places around the world and functions in many different ways. Karp introduced restorative justice with an interesting analogy. "It’s a bummer when your laptop is stolen by a heroin addict," he begins. The first response of a victim in this situation is anger and a need to ensure that there is retribution of some kind. The other feeling is sympathy because the perpetrator is the victim of an addition and needs treatment. In restorative justice the idea is to find a middle ground between these responses. How to restore what was lost to the victim and rehabilitate the perpetrator to keep him or her from repeating an action. Restorative justice is one of many possible responses. This technique has been implemented in a wide range of crimes, ages of perpetrators, and is significantly less costly then our current system. Karp also oversees the use of restorative justice as a response to student misconduct at Skidmore.

Professor Mandle’s points were significantly broader that the previous two speakers but equally valid. Mandle’s appeal was for more voter involvement. Mandle suggested that college age people should be more involved with understanding the plans and opinions of the people they elect to be our representatives and leaders. Mandle’s opinions are that the government’s military spending is too high and there are too many people with guns. As a result, the police are becoming more militarized (through overflow of military capital) and are targeting more distinct groups. Elected officials that citizens of the United States choose directed these policies. Mandle points out, “seventy billion of our tax dollars each year are going toward mass incarceration." This diversion of tax money should not be an acceptable use of the government budget. There is a great deal of disagreement on this matter. Many of these elections are decided by the amount of money a candidate has in campaign funds. That means through donations many powerful lobby groups can put their monetary interests ahead of the wishes of the public. Mandle notes that these capital providers are only “one quarter of one percent of the entire population." Her solution is a social movement that not only focuses on civil rights but on how we elect our leaders. Mandle’s hope is that with policies aimed at creating election equality the American Government will hear voices that have been oppressed in the past.

The issue of mass incarceration and police brutality is one of the most serious internal social problems facing the United States today. The inequality of the situation has been brought more into public focus recently with controversial shootings and abuses by police, and inequality of felony convictions across racial lines. There are a number of public protest organizations dedicated to eradicating bias from the American criminal justice system like #BlackLivesMatter on the national front. The victims of racial injustice are receiving more support and sympathy throughout the country but the best thing we can do here at Skidmore is to bring inequalities that are often not discussed into the open in-order to prevent this generation from perpetuating the mistakes of the last. The heartbreaking images of Ferguson and New York are a reminder of our country's judicial system—and its much needed reform.

Megan Turnbull: Guest Lecturer on Nigeria and Boko Haram

By Janine Kritschgau, '18, Features Editor

Megan Turnbull, a PhD candidate at Brown University, spoke to students about Nigeria and Boko Haram on Wednesday, April 1 in Emerson Auditorium. Her fieldwork has taken her to the southern and middle belt regions of Nigeria, where she has studied orderly militant activity on various occasions.

Turnbull explained the origins and evolution of Boko Haram, which was named a “terrorist group” by the United States in 2010. What was perhaps most surprising was her emphasis on more temperate beginnings, in which politicians actually supported the group financially between 2003 and 2008. She focused on the events that turned this quasi-private military contractor group into a full-fledged, uncontrollable, outwardly violent entity—namely the arrest and execution of Boko Haram leader Mohammed Yusuf by the Nigerian army. The capital punishment was enforced without any prosecution. Although Turnbull believes the group’s mounting disapproval of the government would have led to more violent outbursts eventually, Yusuf's death expedited this result.

The international community recently became flooded with the news that Boko Haram had pledged allegiance to ISIS, another terrorist group. Turnbull emphasized that this relationship is not cause for fear, because the geographic distance between Nigeria and the Middle East will make collaboration difficult. Additionally, the lecture pointed out that a great deal of Boko Haram’s anger is directed at the Nigerian government.

The frustration with the federal government stems from its inability to provide services, as well as a corrupt and ineffective army. The militia, which frequently violates human rights, is fearful in the face of Boko Haram. In some cases, Chadian armies have reclaimed territory from Boko Haram, but the Nigerian army has not actually gone to those places to take them back. Turnbull explained how the fear of the terrorist group has in some cases completely stopped the Nigerian army from confronting them, even responding with violence towards Nigerian army leaders rather than the enemy.

Essentially, what Boko Haram wants is Sharia law in the northern region of Nigeria, formal prosecution of police members responsible for the execution of Yusuf, and more action in terms of services for the public on behalf of the government. This is a similar motivator for ISIS, which arguably provides more services than the Syrian government does in some places, such as the ISIS capital of Al Raqqah. Perhaps if there is one thing to learn from these groups, it is that in this day and age of arms technology and trafficking, if people feel their government is not providing for them, they will likely—and sometimes violently—take matters into their own hands. “Local contexts and dynamics give rise to these groups,” Turnbull stated.

Striking a Balance: Maintaining Physical and Mental Health in the Midst of Chaos

By Brittany Dingler, '15

The temptation to give up healthy habits in times of stress and chaos is tempting and dangerously easy. Swapping sit-down meals for Clif bars and coffee on-the-go? Substituting your Tuesday/Thursday workout routine for longer hours at the library? You may be in need of some balance.

Difficult as it may be to maintain balance during weeks overloaded with exams, projects, or rehearsals, we are likely hurting ourselves by skipping out on those aspects of our lives that we suddenly find optional such as meals, workouts, and adequate sleep. Yet, to be fair, some of us may feel guilty if we’re able to walk straight and see clearly at the end of the week—as though we didn’t try hard enough. So how do we keep our balance while working hard?

There are some obvious adjustments that can be made. Eat well (and sit down while doing it), stay active, sleep six to eight hours a night (more if you can get away with it), stay connected to friends and family, and of course stay on top of work. Everyone knows these tangible components of balance for a typical college student, but what I offer are a few ways to strengthen the balance. I believe that the following tips will enable you to maintain core activities while also fully experiencing and enjoying them. Incorporate small positive boosts throughout your day through mindfulness, gratitude, and purpose. To wit, be present with what you’re doing, cognizant of why you’re doing it, and thankful for the opportunity to do it.

These positivity boosts help increase energy levels and feelings of well-being, which help invigorate all other aspects of life that you want to keep. For example, UC Berkeley’s Greater Good Science Center asserts that 40 percent of our happiness derives from our daily activities—we can therefore infer that if we go through each day resenting classes, assignments, and meetings, we won’t gain too much from our hard work. Furthermore, UC Berkeley found that gratitude improves our sleep and immune system while mindfulness molds our brain for a more positive, focused presence throughout each day. Purpose motivates us even in the more difficult aspects of our day, and can be strengthened by taking a few moments each day to remind ourselves why we’re at Skidmore, why we’re in our chosen classes and clubs, and what we ultimately hope to accomplish as a result of our hard work.

The invigoration provided by mindfulness, gratitude, and purpose then enables us to thrive during lighter weeks and stay healthy and successful during weeks where we may start to feel stretched. Here are some examples of some positive self-talk that could be used to foster these positive boosts: Each test? A challenge. Each assignment? Opportunity for growth. Presentation or recital? Your chance to show your class or community what you’ve learned. Reshaping thoughts helps to reshape performance and, in return, feelings about that performance. These skills, if developed now, will continue to reward us throughout life as our daily schedules become increasingly busy and unpredictable, especially in the eventual absence of Skidmore’s structure. If we can master this balance we can match rising challenges without sacrificing our wellbeing and as a result achieve higher success.

Living the Liberal Arts in Theater, Janet Kinghorn Bernhard Theater

Ever think of majoring or minoring in Theater?

Saturday, April 18, 4pm – 5:30 pm

Please join us for a fun and informative event to learn more about career options for Theater majors.

 Six Skidmore alumni will be on hand to speak about their Skidmore education and its relevance to their career pursuits post-Skidmore.

 Q & A to follow along with an informal mingling with panelists at the end of the program

 Pizza & Refreshments will be served.

Brought to you by The Career Development Center & Theater Department

Inside the Show Your Sport Campaign

By Billie Kanfer '16, Co-Editor-in-Chief

Covering walls and bulletin boards across campus, “Show Your Sport” posters reflect a campaign initiated by Clare Kenny ’15. A member of the volleyball team, Clare came up with the idea after taking a sociology class in the Fall. As a class assignment she was asked to write a paper or create a project that was a “call to action.” She chose the latter. Clare has wanted to do this project for four years and felt that this was the perfect way to “interact with the athletic community and an identity based issue.” Clare notes that “athletics deals with a lot of stigma. I wanted to work on a campaign that showed how athletes are positive, well-rounded, solid people in our community.” Although there are movements across campus for a conscious effort to increase LGBTQ awareness—Clare felt that there were no support groups for queer athletes. Clare came up with the concept of a poster campaign. She asked Aria Goodman ’15 for her help in cultivating a poster that showcased various athletes and highlighted a call to action for queer athletes and allies. They played around with the idea of the word “support”. Finding the word “sport” within the word they went forth with the title, “Show Your Sport.” In a matter of three days during finals week last semester, Clare and Aria photographed volunteer athletes from their volleyball team and created the posters. As members of the Student Athlete Advisory Committee, they approached fellow student athletes with the campaign idea. They received a lot of positive feedback and after announcing their idea they gathered 22 athletes from five different Skidmore teams to participate in the next round of posters. Aria applauded student athletes saying that being on a team “requires so much commitment and dedication to what you’re involved with.” The volunteer-based campaign gained a lot of attention as fellow students on sports teams were featured on these posters around campus. The campaign doesn’t solely involve getting your picture taken. Clare decided that along with being photographed the students would have hour-long educational info sessions in which they will discuss LGBTQ issues, ally-ship, and the overall importance of abolishing homophobia. Clare and Aria said that one cannot just assume that a sports team is an anti-homophobic environment, “it’s important to create strong and visible ally-ship on teams.” Clare proceeded to say that one of the biggest factors in pursuing this campaign is “just knowing that we have athletes that are willing to come out and athletes that say they are allies.” Aria followed up by agreeing and adding that they want student athletes who “foster a welcoming community of everyone in their sexuality. [The campaign] visually represents a community of welcoming athletes.” Clare and Aria are so grateful to the athletes who have volunteered their time to attend the info session and become a part of this campaign. SAAC has officially adopted “Show Your Sport” as an annual campaign. Aria and Clare have realized how many passionate, reliable student athletes are at Skidmore who do care about more causes past athletics. Clare went on to say that “we wouldn’t be doing this if we didn’t think it was necessary. We wouldn’t have an anti-homophobia campaign if we didn't think that a homophobic environment existed. We couldn’t do it without the athletic community.” Aria nodded along and then concluded, “this is the time to push forward.” Both Clare and Aria have worked tirelessly this entire year to watch their campaign come to fruition. They are currently working on the last round of posters. Most of the sports teams on campus have reached out to participate and help be allies in this fight against homophobia. Stay alert for these eye-catching posters, and make sure to check out their Facebook page in the meantime.

Autism Awareness & Acceptance Schedule of Events

Monday, April 13th at 6:30 p.m.

Susan Parrillo, Philosophy & Religion, Skidmore College

Philosophical Perspectives on Autism Spectrum Disorder

Susan Parrillo will discuss various philosophical perspectives of ASD from the perspective of the philosophy of disability.

Tisch 301

Tuesday, April 14th at 6:30 p.m.

Valerie Bolivar, Ph.D., Wadsworth Center

Using Mouse Models to Test Hypotheses about the Etiology of Autism Spectrum Disorder

Dr. Bolivar will discuss the current research on her laboratory examining autism-relevant behaviors in a variety of inbred strains of mice (e.g., BTBR T+ Itpr3^tf/J, C57BL/6J, FVB/NJ).

Tisch 202

Wednesday, April 15th at 6:30 p.m.

Beth McLaughlin, MSE, LCAT, MT-BC & Karli Powers, MAT, Wildwood School

Infusing the Arts in Learning with Students on the Autism Spectrum

Attendees will learn how music & the visual arts are used collaboratively at the Wildwood School to engage students in experiences that enrich their learning while reinforcing academic, social, motor, & management skills.

Tisch 202

Thursday, April 16th at 6:15 p.m.

Julie Marks, Tara Ham, Loretta Longo, Laureen Faulkner, Sue Reiter

Panel Discussion with Parents

A panel presentation of parents sharing their stories of raising and loving children with ASD.

Palamountain 301

Sunday April, 19th from 12:00 –3:00 p.m.

4th Annual Autism Informational Fair & Carnival

Saratoga Bridges, Inc. & The Parent Network of the Capital Region With The Skidmore College Psychology Department

Presented by: The Law Office of Wilcenski & Pleat, PLLC

Saratoga Springs City Center

Monday April 20th at 6:15 p.m.

Eric Olefson, Therase Faulkner, Melanie Hecker, Marcie Reiter

What is it Like to Have ASD?

Individuals with ASD will speak frankly about their experiences regarding all facets of life and their perspectives

Palamountain 301

Tuesday April 21st at 7:00 p.m.

Wretches & Jabberers

Growing up, two men with ASD, Tracy Thresher & Larry Bissonnette were presumed “retarded” & excluded from normal school. Now able to communicate by typing, Thresher & Bissonnette put a new face of autism as they travel and meet others with autism in Sri Lanka, Japan, & Finland.

Emerson Auditorium

Brought to you by PS 212B: Developmental Disabilities and Autism

Events are free and open to the public

William and Mary scholar to present Skidmore’s April 7 Porter Lecture

 

SARATOGA SPRINGS, N.Y. — A noted scholar of classics literature will visit Skidmore College to deliver the inaugural David H. Porter Classical World Lecture on Tuesday, April 7.

Vassiliki Panoussi of the College of William and Mary will lecture on “Isis at a Roman Wedding: Gender and Ethnicity in Ovid’s Metamorphoses” at 5:30 p.m. Tuesday, April 7, in Gannett Auditorium, Palamountain Hall. The public is welcome.

According to her web site, Panoussi’s research focuses on Latin literature of the late Republic and early Empire, and on Vergil in particular. She is also interested in the study of women and gender in antiquity and in Greco-Roman religion. She has taught a range of courses on Greek and Roman literature and culture and all levels of Greek and Latin. She is the author of Greek Tragedy in Vergil’s Aeneid: Ritual, Empire, and Intertext (2009, Cambridge University Press). Currently she is working on a book project on women’s religious experiences in Roman literature.

Panoussi is a graduate of the University of Athens, Greece, where she earned a bachelor’s degree, and Brown University, where she obtained a doctoral degree. She is the recipient of several research awards from the College of William and Mary.

She is the most recent scholar to participate in Skidmore’s classics lecture tradition. For nearly two decades the college’s Classics Department has hosted the annual Classical World lecture, which has featured some of the field’s luminaries during the spring semester, when the department also offers the Classical World gateway course. In honor of his tremendous contributions to the college as former president, to the department as emeritus professor, and to his continuing work in the discipline, Skidmore’s Classics Department this year renamed the annual departmental lecture to the David H. Porter Classical World Lecture.

Michael Arnush, department chair and associate professor of classics, explained, “Twenty-six years ago, when David Porter was the college’s president and Classics was “rebooted,” we asked David if he would give an occasional lecture in our courses. He did so with pleasure and brio, despite his hectic schedule, lecturing on Greek tragedy with the kind of energy, enthusiasm, and scholarship that only David can proffer. When we developed the Classical World course – the gateway to the Classics major – David continued to participate, lecturing on the issues that tragedy confronted – sex, violence, revenge, and justice, and he was one of the first to offer the annual Classical World lecture. During his tenure as the Tisch Professor (2009-2013), David was a mainstay in the course, and as well taught Greek and Latin literature to a generation of Skidmore students. So it seemed only natural, and proper, that we codify his contributions to Classics at Skidmore by honoring him with a renaming of the lecture, which we now proudly call the David Porter Classical World lecture.”

Making Changes That Last: From Self-Help Kicks to Habits

By Brittany Dingler, '15, Peer Health Educator Corespondent

The changing of seasons often accompanies the rise of self-help kicks - perhaps there’s just something about the looming warmth and summer freedom that makes us want to eat differently, exercise differently, wake up earlier, or start flossing...again. Whatever we choose to do, we likely do it because we get a “rush” from starting over or starting new, even in small aspects of our lives. “This will change everything” we often tell ourselves, when emerging from a rut (such as this long, hard winter) or when simply yearning for a fresh change of pace. It certainly feels good to think that everything will be different but, unfortunately, our reinvented selves hardly ever last - and that’s not our fault.

Why don’t self-help kicks stick? Usually because, as we’ve all seen and experienced around New Years, our self-improvement goals are too big and multifaceted. For example, USA.gov states that “quitting smoking” is the third most popular resolution in the US. However, to quit smoking for good involves addressing a physical addiction, changing or removing oneself from triggering environments, and creating substitute behaviors in response to stressful situations. Dan Diamond from Forbes, however, suggests that self-improvement goals like these are largely unsuccessful because they are complicated, intangible, full of loop-holes, and are so ambitious that we often lack the confidence in our ability and the patience to achieve them.

The key, therefore, seems to be to throw out our lofty, convoluted resolutions in favor of a few simple, small, surmountable habits that can be integrated into our daily life over time. Once it becomes a habit, it joins a cohort of approximately 40% of our actions that we repeat every day, according to the self-help guru, Gretchen Rubin, (2015). This integration is particularly rewarding if the new, positive habit replaces a pre-existing, negative habit - a flip, which is more easily said than done.

So why are habits so powerful? Let’s turn to neuroscience for some insight. In Charles Duhigg’s book The Power of Habit, he indicts the basal ganglia and the brain stem as the hubs of a dopamine-driven loop that forms and maintains certain repeated behaviors. This loop works as a result of the slight boost of pleasure we feel from the dopamine released in response to a perceived positive behavior. One of the best examples of this from daily life is the compulsive nature many of us have to check texts and facebook notifications. In these instances, whether or not we’re aware of it, we give ourselves a miniature shot of dopamine telling our brain “Hey, that felt good. You should do that again.” It should therefore be no surprise that you hardly ever find anyone looking up in this smartphone era - the boredom of doing nothing, even for one minute, just doesn’t feel as good. Similarly, many of our negative habits overpower our new, positive ones because the latter likely haven’t formed that powerful dopamine-powered circuit that the former have. This internal battle is also helped by the fact that solid, formed habits tend to be somewhat automatic whereas newer efforts tend to be hindered by all the conscious thought processes we go through before we actually carry out the behavior (e.g., “I could get up now to eat breakfast before class but pressing the snooze button to give myself an extra twenty minutes of sleep will make all the difference.”). So how long do we have to wait to make these new habits stick? How long do we have to wait until getting up early without a snooze button no longer feels so painful? A recent study conducted by the European Journal of Social Psychology shows that, on average, participants took 66 days to incorporate a new habit. So, in conclusion, science seems to suggest that to turn a resolution into a long-lasting habit we must break our goals down into small chunks, be disciplined on a daily basis, and - as painful as it might be - wait.

Ta-Nehisi Coates Urges Students to Take Action

By Tara Lerman, '15

When I walked into Gannett Auditorium, just about every seat was filled with students, professors, and members of the Saratoga community eagerly awaiting Ta-Nehisi Coates’ keynote address. Coates is a national correspondent for The Atlantic. He won the George Polk Award for commentary for his 2014 feature “The Case for Reparations,” which was the subject of Thursday’s talk. The evening began with an introduction from Hope Spector, chair of the SGA Speakers Bureau and Dr. Jenny Mueller, Assistant Director of the Intergroup Relations program at Skidmore.

Coates began the lecture by discussing one of the most relevant instances of racism in America today: the shooting of Michael Brown in Ferguson, Missouri. Coates explained that citizens see the police force in Ferguson as a gang as opposed to an authority, due to their fining of citizens for financial gain. This corrupt relationship breaks the unwritten contract that exists between the government and its people.

Coates claimed that in order to truly change the state of race relations in America today, it is important to understand its origins. “People say that slavery is a bump in the road,” Coates said. “But slavery is not a bump in the road, slavery is the road.” He went on to explain that during the 19^th century, slaves were human property worth 3.5 million dollars, more than the production of banks, ships, and railroads combined. The period of American enslavement lasted longer than the period of freedom in America has thus far.

And while blacks in America are of course freer than they were during the Civil War era, there is certainly much more work to be done. Coates explained that the dialogue about race that we have initiated is based on manners. The real problems are found in the discussions we aren’t having.

“We have a choice,” Coates tells us. “We can continue to pretend that everything is okay, or we can start doing the hard work.” Coates compared the love of our country to the love of a family. “Love demands hard conversations and even harder actions.”

But how can we turn these actions into a reality? Coates urges America to stop making jokes about racism and discrimination. He tells us to start informing others about the issues surrounding race in the United States. The sooner we know what exactly is wrong with our nation, the sooner we will be able to fix it.

However, Coates recognizes that what he is proposing is not an easy task. He has accepted that we are several generations away from a society free of racism. He knows that he will probably never live to experience a free America, and he is okay with that. The reality, he tells us, is that “very few people live to see the fruits of their struggles.” But he continues to fight for freedom today so that future generations might one day know the liberty and equality that America was supposedly founded on.

Ta-Nehisi Coates has challenged us to begin to initiate these difficult conversations, and we must rise to the occasion. In our society, we are often more inclined to fight for our own rights than to protect the rights of others. But whether we choose to realize it or not, racial discrimination in America is something that impacts us all. It has injured the way we view our country and our relationships with one another. It has divided America rather than united it. With every racist action, with every racist word uttered, with every racist thought, the citizens of this country continue to distance themselves from true unity. The issue of racism in America is not just something we should talk about; it is something we must talk about.

Club Profile: Raíces

By Janine Kritschgau, '18, Features Editor

Diversity is often a subject that people subconsciously shy away from out of fear of unintentionally offending others. But by not taking part in conversations about race and culture, we as a community are overlooking one of the greatest opportunities we have here at Skidmore; to learn and to teach one another about what makes us who we are. Raíces, one of the diversity clubs on campus, confronts these opportunities head-on, and hopes to make others feel more comfortable—and competent—when talking about race and diversity.

The club, whose primary focus is educating others about latino culture and heritage, is far from exclusive. In fact, “one of our biggest accomplishments is how we’ve managed to create a larger audience this year,” says club member of Public Relations Wilson Espinal, ’17. “Everyone’s opinion counts,” elaborates Angela Paulino, ’17, another member of the Public Relations team. Espinal offers words of encouragement to students who may feel uncomfortable or ambivalent about joining the conversation: “A lot of people tell us that they don’t have roots worth exploring. We like to emphasize that your roots are what shape you into who you are today.”

What students may not realize is that even by attending a meeting, they are making a sizable impact towards the goals of the club. This year, a specific focus has been educating students about micro-aggressions, which are essentially unintentional racist comments that may seem appropriate to the speaker. By fostering conversations about what micro-aggressions look like and how they affect others, the club hopes to stop the behavior.

Recently, the club hosted a week of events called Mis Raíces Son Week. There were film screenings, as well as hands-on art projects like painting the windows in the dining hall and constructing a tree out of paper in Case Center. The most successful event was the dining hall painting, because the location made it possible to reach out to a great number of students, and gave people ways to express their identities in a creative and fun way. “Many students and staff members were excited to take advantage of such an opportunity,” reflects club President Keldwin Taveras, ’17.

The campus community can look forward to an array of exciting Raíces events in the future. Currently, the club is planning a talent show where students can perform. In addition, Raíces will host a parade-themed party before Fun Day called Vivir Mi Vida. Collaborations with the dining hall regarding a themed dinner are also a possibility. In any case, the club will continue to strive according to its mission, “primarily to act as a resource to students of Latino backgrounds, and secondarily to promote awareness of Latino culture, history, philosophies, people and other facets.”