Improving FYE

Posted by The Editorial Board

"What seminar are you in?" This omnipresent question is indicative of the impact of Skidmore's First-Year Experience on campus life. According to Skidmore, the FYE is "a combination of offerings and opportunities aimed at the student as a whole person." First-year students are placed in a Scribner seminar that is designed to be the centerpiece of this program. Each seminar is usually paired with both a professor, who also serves as the student's advisor until they declare a major, and a peer mentor, an upper-class student who works to facilitate the student's adjustment to college. The program is designed to both ease the academic and social transition into college and to introduce students to the level of academic rigor demanded by the College. The Editorial Board strongly supports the work of the FYE and suggests several changes to the process of selecting faculty members to teach the seminars in order to better improve the overall experience.

The academic experience is central to the success of the FYE. There are a number of factors that go into making a class successful: the energy and intellect of the students enrolled in the course, the chemistry in the classroom, the content of the course and the level of rigor required. It is obvious, however, that professors play an integral role in this equation. The FYE classes are unlike any other introductory course at the College: the experience extends beyond the basic curriculum into other aspects of students' social, residential and intellectual lives.

Perhaps more than any other experience in the first year, the FYE has the power to influence a student's experience and success at the College. To further improve the first-year seminars, we should do everything in our power to ensure that the professors teaching FYEs are the strongest and the most effective. To do this, we need to change the selection and feedback mechanisms for FYE professors.

Currently, each academic department selects a certain number of its experienced professors to teach first-year seminars each fall. (This number is based on the size of the department and the availability of faculty.) Teaching these seminars is generally regarded as a desirable job: professors are able to teach a topic they are enthusiastic about, which they might not be able to teach within their own department (courses must pass approval from the director of the FYE, English professor Janet Casey, and the Curriculum Committee), and each seminar comes with a spending stipend to enable professors to engage their students outside of class. Despite these incentives, most students will agree that, as with the College in general, professors range in teaching ability. Incoming students are as likely to get a strong, engaging professor as they are to end up with a dull, ineffective one.

To amend this, the Editorial Board suggests instituting a stronger system of student feedback into the process. As with every course, first-year students fill out evaluation forms for their professors. But these evaluations go to the department; their effect on the FYE is more distant. Furthermore, students may positively evaluate their professors on qualities that they liked but undermines the FYE, such as easiness -- thanks for my A, here's yours. The Editorial Board proposes direct student influence on FYE professor selection. Each spring, juniors and seniors within each departmental major would vote for the professors they have found to be the strongest and most engaging. The professors who receive the most votes would be given the first option of teaching a first-year seminar. We reason that upperclassmen in each major have taken a significant number of courses within the department and know the professors intimately. And because these students will not be taking the class, they will not be influenced by factors such as easiness or tendency to get sick. This voting process could become an important part of the selection process for FYE professors, a way of ensuring that the professors who experienced students have benefited and learned the most from have the opportunity to influence future first-year classes.

Student feedback is just one of the many factors that determine whether a professor is effective or not. It would be foolish to assume that one negative course experience means a professor is truly ineffective. Bad classes can be attributed to poor student involvement as often as poor teaching. But direct student feedback should be a greater part of the process, especially for the FYE, which has such a direct and immediate influence on the student experience at Skidmore.

The FYE seminar introduces students to Skidmore; the professor is the student's advisor for almost two years. Guaranteeing that only the best of the best are assigned to these influential roles is imperative to the success of the students.

On Why the Environmental Movement is Failing to "Diversify"

Posted by Sarah Arndt and Eliza Sherpa

In the following editorial, we attempt to apply the study of whiteness to environmental action. We assert first that American society maintains systems of racism and colonization that center and privilege whiteness while oppressing and marginalizing other identities. As a result, the U.S.-based environmental movement is implicated in a racial system. We believe the movement fails to adequately acknowledge or respond to the racialized nature of the politics and processes with which it engages. This failure manifests at multiple levels, including on our own college campus, Skidmore. While the environmental community on campus has attempted to foster an inclusive space and increase diversity, it has failed to do so largely due to misguided approaches. It is necessary for campus environmental activists to identify, examine, and change the ways in which our actions are influenced by racialized and colonizing economic and political systems. This begins with each of us as individuals learning and actively engaging in the constant process of becoming better allies.

We would like to preface that we are speaking based on our own experiences and analyses of racism, whiteness studies, and environmental activism, particularly at Skidmore. We don't wish to generalize to all environmental activists, but to recognize trends we've observed within many environmental communities through our own participation. We recognize that our lens is undoubtedly limited by our own white racial identities and facets of involvement as environmental activists. We do not intend to commend ourselves for doing something "right" nor do we intend to condemn other environmental activists for failures. Instead, we hope to engage in a continued dialogue with the purpose of collectively strengthening the work we are all deeply committed to.

***

At Powershift in October, a conference to bring together youth climate activists, a woman stood up in a workshop on race and the environment and asserted that while white environmentalists have been talking about how to diversify "their movement," that framing is entirely inaccurate. "This isn't about including people of color in the white American movement, this is about including white people in the global movement that indigenous and communities of color have been fighting for over 500 years." (pers. comm., paraphrase). Environmentalists looking to "diversify" the movement need a paradigm shift; rather than pursuing their own agenda, environmentalists must seek to listen, learn from, and join the global movement of indigenous and communities of color.

Environmentalism, especially on a small scale, is often criticized as a "white man's fight" (see for example, Van Jones on why the "green movement" is too white). The goal of diversification is frequently talked about within environmental organizations, and something our own campus environmental community strives for. While commendable, we need to critically analyze the intentions, vision, and methods of diversification to understand why we seem to continuously fail at moving towards this goal.

One aspect of white privilege we often hear discussed is the ability to be treated as an individual in a white dominated society, as opposed to being profiled. While this may seem an obvious point, what this means within an environmental context is that gaining the participation of a few people of color does not mean we've successfully diversified our movement, since those voices can certainly not, nor should they be expected to, represent all communities of color. While it may seem an obvious point to make, many of us, perhaps unconsciously, make this assumption each time we wait for a person of color to raise the issue of race, assume that our own understandings of racial marginalization applies to specific people of color, or call our movement inclusive merely because of who's sitting at the table.

To address these concerns, efforts to create a broader coalition of supporters must be framed not with diversity as the end goal, but equity, because it encompasses active engagement and participation. One organizer stated in reference to marginalized populations, "We inherited this reality, but we can be architects of the future" (pers. comm.). In this sense, it's not only about gearing solutions towards underrepresented populations or even ensuring that organizing groups are diverse...

It is also about shifting the conversation to focus on lived experiences rather than attempting to apply concepts to specific realities we have not all lived out. While our impending environmental and economic crisis will, and in some ways does, affect everyone, we do not all experience its effects equally or even in similar ways.

Embedded within our social system is the centering and normalization of white experiences, and the assumption that those experiences are universal. While this may not be obviously evident, we accredit and validate people and their ideas based on intellectual credentials but not lived experiences, logical reasoning but not introspective analysis, and collected and articulate dialogue but not passionate assertions. These subtle interactions demonstrate the overemphasis on modes of communication certainly not exclusive to white people, but that are more easily developed through institutions more accessible and more populated by white people. In addition, lived experiences are often far more painful than "objective" analyses, triggering far greater emotional responses. On the issue, an organizer kat explained that "By invalidating our emotions, you alienate us" from the conversation.

We must restructure the American environmental movement so that it values a variety of experiences and analyses including those expressed through anger, pain, and other emotional responses.

Below we aim to demonstrate how the "alternative food movement," as a subset of the environmental movement, offers a lens to understand how the embeddedness of whiteness affects environmental activism. Many advocates of alternative foods share the same goal of diversification as the broader environmental movement. Advocates often refer to the value of getting your hands dirty in the soil, the desire to know where your food comes from, and aninterest in bringing people together through spaces like farmers markets. This framing can lack appeal to the very communities that the movement claims interest in reaching out to because these values are not universal. While not exclusive to white communities, these values often coincide with certain cultural backgrounds and access to resources that not all communities share, and assume that certain populations aren't already well-versed in these practices.

The attempt to universalize these values makes larger assumptions and generalizations about why alternative food is important, failing to contextualize historical and cultural factors. Historically, the explicitly racist ways in which labor has been organized (particularly the legacy of slavery), and the way in which American land has been colonized and re-distributed, is often neglected. In other words, not everyone thinks it's so great to go dig up carrots, or sees it as a radical act, versus one born of necessity. The idea that alternative food spaces can fill a "much-needed" niche to foster community isn't always relevant, or even desired, for people who foster community through other forums.

Not only are the alternative food values culturally-specific, but the strategies for change equally so. Activists and individuals draw from the ideas disseminated by public figures like Michael Pollan who popularized ideas like "vote with your fork" and furthered the idea that those who can afford to buy high-quality food in America should do so despite the fact that not everyone is able to. These goals measure commitment to environmental change through a narrow construction of what constitutes engagement that equates good citizenship with good consumption. Not only are these modes of change exclusionary, but they also don't frame diversifying in terms of equity, and fail to challenge our inherently unequal capitalist economy.

Many people of color are faced with daily interactions where their racial identity is assumed to be essential to their thoughts, ideas, and means of communication. In contrast, due to a normalized racial identity, white people are rarely in situations where their race is apparent due to the centering of whiteness within much of our social structures and collective spaces, as exemplified in the values and methods of change-making in both the food and larger environmental movement.

While we often assume that unless one harbors racist ideals or acts in a discriminatory fashion one is in the clear, an anti-racist. In reality, embodying anti-racism necessitates an active process of constant engagement. What we aim to argue is that to be anti-racist, one cannot just recognize the way a minority identity affects one's lived experience, but how a white racial identity affects one's experience just as much (in very different ways).

The environmental movement misinterprets the call for diversity as a matter of "reaching out." The movement must recognize that sustainable diversity depends on reciprocity and is as much a matter of reflexivity - of looking inwards and understanding one's own positionality - as a matter of reaching out.

In other words, positionality matters.

And we argue that to understand your positionality demands identifying, examining, and changing racially charged and colonizing mindsets. While these engrained mindsets may not be our individual faults, we all still partake, sometimes in subtle and unconscious ways. Put yourself in situations that demand you question your opinions, knowledge systems, and values - situations that make you uncomfortable. Situations that are common for everyone who doesn't "look" white. Get involved with conversations and spaces that address social injustices, and don't come with an agenda but rather to listen and learn. This may be uncomfortable, but only through discomfort can a meaningful conversation begin.

So no, "diversifying" the movement is not a matter of merely co-sponsoring an event with an OSDP club or inviting people of color to come to meetings and join "our movement." It also takes more than just going to "their table," partaking in a "cultural" food event, a dance, or watching a performance.

Instead, it is a matter of investing. Investing in the lifelong task of acting in true solidarity with people of color, who are proportionally more affected by the same systematic inequities that exacerbate climate change and other environmental ills. In order to create the mental and emotional space to truly act in solidarity, we must all engage in the process of decolonizing of our own understanding and mindsets.

By engaging in conversation, one that exposes and challenges the inequality in environmental organizing, we can begin to subvert the foundations of environmental and social injustice affecting all of us.

***

We want to accredit those individuals whose ideas we drew from heavily in this editorial including the following authors and blog writers: Linda Alcoff, Margaret Anderson, Hernia Belalia, Woody Doane, Frances Kendall, Richard Dyer, Julie Guthman, Maya Lemon, Tema Okun, Scott Toi, and kat stevens.

Speaking to Our Student Government

Posted by The Editorial Board

Our student government serves primarily to voice the opinions of the student body. They are our representatives, as well as the institution most capable of taking action in response to student concern. However, it appears as if recently there is some major disconnect between the general student population and the SGA, for they do not seem to be effectively adhering to the will of the students.

We might blame this on student apathy: a lack of willingness among students to communicate with the SGA, or attend public Senate meetings, or to propose resolutions. But this claim is an easy out - perhaps the SGA should be more actively reaching out to students so as to make better use of their time, and essentially, enact change aligned with student opinion. It is not the overwhelming sense on campus that the SGA is the most valid means of reaching the administration or of doing work of critical concern.

While the SGA at times expresses the sentiments of the student body, as with the recent decision to bring a resolution addressing minimum wage on campus to the Institutional Policy Planning Committee, these efforts, as exhibited by the IPPC's rejection of the aforementioned proposal to bring the resolution before the President's Cabinet, may not be the most effective way to aid the student body.  

In the most recent senate meeting, a great deal of time was allocated to the "Clothing Optional Campus" resolution.  It seems that the impetus of this resolution was not the student body, but instead, that of SGA members who wanted to codify a rule they personally ascribed importance to. First and foremost, Skidmore cannot legally become clothing optional as New York State ultimately prohibits this behavior. Due to both its motivations, and its implausibility, far more time than necessary was allocated to its discussion. Furthermore, two recent Senate sessions devoted time to the passage of an attendance policy as well as whether or not SGA representatives should purchase clickers for voting. Both are policies that deserved far less consideration than they received.

There are better and more urgent issues that the SGA can address to affect change on campus, such as their budgeting power and the management of club affairs. Where the SGA holds significant power is within the realm of club budgeting. Each year they review and revise every club's budget, cutting or augmenting based on the budget's niceties. This allows students to pay for the events and resources their clubs need to fulfill their roles in the student community.

Still, even once the SGA passes a budget, clubs must request permission to spend their funds on certain projects or items. It is understandable that the SGA would want to preclude students from spending hundreds of dollars on items or trips irrelevant to the purpose of their club, however, this micromanaging of club funds manifests itself in enormous inconvenience for students - for instance insisting that students drive lengthy distances rather than fly, even when the extra money is available in other sections of the budget.

Revisiting how budgeting works and sharing sovereignty over club funds with the clubs themselves is work much more important than the question of whether or not the purchase of clickers is worthwhile.  If the student body is unhappy with something (there's always something), the SGA should be the first to respond, and it seems that the current manner of delegating funds to different clubs is a major complaint across campus. Why, then, does it not seem as if the SGA is looking to make alterations to this system?  Or if these alterations are in the process of coming to be, why are more students not informed?

Another concern that was brought up during the April 1 Senate meeting by both senators and non-SGA members was a lack of communication between the SGA and the student body. While the Senate meetings, as public forums through which students may express their concerns, are an excellent way to keep in touch with the student body, the SGA might benefit from looking into ways to make the information discussed during these meetings even more accessible to students. It currently takes the SGA up to two weeks to publish their minutes from the meetings, and sometimes the agendas are not even put up onto their website.

Each year, many SGA candidates run on the same platform--communication--implying that each year the previous SGA regime failed in this regard. Students should receive more frequent updates, more general emails as to the nature and progress of their work. The SGA needs to remember that they represent the students, and are not there to merely pad their resumes - they serve to organize student interests and pursue them, to connect the student body to the administration and to act as a forum for inter-student communication.

This is not to say the SGA has done no good. Events this year have been executed well (Moorebid has been more successful this past year than in years prior). The divestment and minimum wage resolutions, even if outside the SGA's jurisdiction, exemplified the SGA championing the student cause. Moving forward, the SGA needs to prioritize its goals but also remember why they're there: to serve the students. Communication is a perennial issue. Budgeting and club funding is another, recognized by each club board as well as the students that participate within them.

The SGA has recently suffered a depreciation in their status on campus, due to their pursuit of matters beyond their control, and consequently, their mismanagement of responsibilities that lie within the parameters of their power. The Editorial Board feels that to regain their prestige, the SGA must re-evaluate its role on this campus - they must take a closer look at their prerogatives and responsibilities, and thus take steps to return themselves to being the champion of the students.

Bias within WSPN Election Results

Posted by Julian Rome

One afternoon, approximately two days before the WSPN executive board elections, one of WSPN's music directors requested that I run for bookkeeper on the executive board. I have treasury experience and agreed to run, thinking I would find it to be a valuable experience. Additionally, I was running unopposed so I thought that it would provide huge relief for the group to have someone willing to take up the responsibility.

While my campaign platform was serious, my speech relied on humor. I made a few jokes about how a friend of mine running for a different, unopposed position was underqualified. It was a moment of comic relief and it ended quickly. However, in addition to the jest, I stated my legitimate qualifications and the reasons I wished to hold the position. To reiterate, the position was unopposed, so why not make the speech a bit more inspired? Especially considering there were absolutely no smiles in the crammed, fluorescent light-saturated WSPN office.

Again, the bookkeeper position was unopposed. So, guess what? Huge news! I received the most votes, by default. However, because of my harmless and humorous actions, the board was unwilling to offer me the position. I only learned this after reviewing a general email that WSPN sent out, announcing the executive board for next semester from which both the bookkeeper position and my name were excluded. I never received anything stating that the board thought I was unqualified or any notification about how they were handling the votes or the delegation of the position. I only heard through the grapevine that they would be holding a reelection for bookkeeper.

The choice to not notify me was both conniving and devoid of professional courtesy. On a more substantial note, however, manipulating the outcome of an election damages WSPN's integrity. It is anti-democratic to hold a fraudulent election and this should not be tolerated. Regardless of any prior action or bias, if a person wins an election justly, the executive board should not be able to intervene on the basis of personal preference. Doing so is an act of political abuse on the part of the executive powers. Not allowing me the position discredits the elections and their democratic orchestration as a whole. After hearing about this, two people who had been denied different positions voiced similar concerns pertaining to the potential rigging of the E-board elections. While the delegation of those respective positions may not have been unjust, the fact that these students felt the need to inquire about the legitimacy of the outcome for their individual positions reflects poorly on WSPN's actions.

I hope that the new members of WSPN's E-board will have the capacity to appreciate some jokes as well as knowing the true value of democracy in the election process. I look forward to running for bookkeeper again next semester.

On Our Fear of Commitment

Posted by The Editorial Board

It is a source of pride, among Skidmore students, that we do not participate in Greek Life on campus. For many schools, Fraternities and Sororities serve as a catalyst for the development of communities, of maintaining and perpetuating relationships in otherwise non-cohesive student bodies. The culture that surrounds a football team provides a similar effect - it establishes a major unifying factor for students, manifested in an overwhelming sense of school pride. At Skidmore we would like to think that this aspect of unity exists on campus, without either a football team, or the added structure of Greek organization-that there are fundamental things that tie us together without the need to invoke the Greek alphabet.      

Despite whatever flaws Greek Life may have - hazing, elitist complexes, increased alcohol abuse - it does serve as a source of pride for other campuses. The foundations of Greek organizations lie in legacy, in age-old tradition and the perpetuation of custom and reputation. This is what provides all the benefits of post-college Greek networking-Greek pride lasts. This begs the question, then: what aspects of community are constants on Skidmore's campus?

We seem entirely capable of rallying and unifying when this refers to the short term. Each time the housing lottery begins there is some version of the "Change Res Life" movement on campus. Students acknowledge the flaws in the Residential Life department and quickly congregate and voice their dissatisfaction, however, this dies out once the dust of housing selection settles. There is a major increase in political activity when election season approaches, but these various movements and discussions die out as forums for political expression and activity once the electoral excitement fades.        

The Divestment campaign, enormously prominent on campus a month ago, has already begun to dwindle out of student conversations. While the task force continues to work, the general student collective seems to have lost interest. Prior to the divestment campaign, the Environmental Action Club focused largely on turning student attention towards hydrofracking, an awareness campaign that was immediately overshadowed when Divestment grew more thrilling. Union movements on the campus, prominent earlier this year, seem to have slowly worked their way out of the spotlight. That is not to say that these movements no longer exist, but rather, that active, widespread student support in these areas diminishes all too quickly.

It is evident that we have the power to unite and to rally when we so choose. With the introduction of Cynthia Carroll as commencement speaker last year, we saw a large constituency of students rally together to battle the administration for what they thought to be a disregard of their rights and opinions. The problem is, however, that these movements are fleeting-they do not last. The very things that bring us together, the way many schools affiliate under the titles of Fraternities or Sororities, are temporal. We are inconsistent. Perhaps student apathy is not the problem, but more so, the transience of our devotions.        

The Student Government Association charters numerous clubs each year, many of which do not outlive their founders. Club email lists are exponentially greater than the actual attendance of these club meetings and events. The outing club email list is in the triple digits, but it is merely a fraction of these students who do, in fact, make it to the meetings, or wake up in time for the hikes. The number of students who meet weekly for Students United for Public Education has gone from an enthusiastic twenty-five or thirty students, to a dedicated three or four. It is not that students are not excited, that they don't wish to engage or make change, but rather, that they don't stick around. They do not keep focused, sustained interest or devotion to one club, cause, or aspect of community on campus. It seems that the Skidmore community has a problem not with apathy, but with commitment.        

Greek Life gives students a timeless association - it is an incredibly consistent, cohesive element to student culture. Football teams give entire student bodies a reason to congregate - a common source of pride. We should be proud that we do not need Greek life or winning teams on campus to maintain community, but as a result, we should work on this fear of commitment-we should find reasons to unite that are not time-sensitive. We can only hope that efforts such as the minimum wage movement, the Divestment task force, and the Real Food Challenge will sustain themselves within the student body with the same momentum they enjoyed at their start. If what we seek is a greater sense of pride, of identity, of motivation, it is crucial that we start committing to some brand of lasting change.

The Evolution of the Honors Forum

Posted by The Editorial Board

Skidmore College's Periclean Honors Forum exists to promote the College's goals of "foster[ing] academic inquiry and creative thought and expression." Its stated goal is "to encourage students to take ownership of their academic and co-curricular education and to reflect meaningfully on their personal and professional goals."

In former years, the Honors Forum did not fulfill these goals, being far too inclusive and giving students little motivation to stick around for all four years. For many students, the Honors Forum was not something they needed to work for, but something they, to their pleasant surprise, were invited into and attempt to complete because it could look good on their resume.

However, the Honors Forum has made significant strides in the past few years working to throw off its reputation as an easy add-on to students' resumes that provided little challenge for those who actually bothered to stay in it until the end. Since then, the Honors Forum has become more competitive and desirous for students, a transformation that hopefully it will continue to undergo as the years continue.

The Honors Forum broke from Admissions in 2011, making the Class of 2015 the last class to be invited to Honors Forum based on high school merit. On average, Admissions invited approximately 75 to 80 students per class, which resulted in large numbers of dropouts from students, most commonly when faced with the Citizenship Project each Honors Forum member must undertake.

Now, students must apply to get into the Honors Forum based solely on their Skidmore merit, with the full knowledge of and willingness to complete the minor's requirements. According to Honors Forum Director Dr. Catherine Golden, of the 95 students who applied to the Honors Forum this year, 60 were accepted, 40 in the Class of 2017 and 20 from the Class of 2016.

Now that the Honors Forum members are students who actually want to be there, the disqualification rate is lower than ever, with only three students dropping out this past term and 14 put on probation. In previous terms, as Dr. Golden said, the number typically ranged from 24 to 30 students who were placed on a probationary period.

The Honors Forum has also been steadily increasing the number of honors courses available for students, with 33 courses to be available this fall semester in different departments ranging from Anthropology, Biology, Chemistry, Computer Science, English, Mathematics, Religion, History and Psychology. In addition, students can make any class an honors class with an Honors Forum add-on or independent study.

However, life after Skidmore is just as important, and current Honors Forum students could really benefit from events that involve Honors Forum alumni. Currently, the Honors Forum website (http://www.skidmore.edu/hf/index.php) hosts only five alumni profiles, which in its current form is limited and should be added to. The Forum should also host more events like the Living the Liberal Arts College Honors Forum Induction, which invited alumni to speak about their experiences in the Honors Forums.

While the Honors Forum has made significant improvements over the years, certainly it still has room to grow and can become even better. For example, the requirement for graduation with the lowest level honor of cum laude is a GPA of 3.65. The Honors Forum's requirement is 3.5, which is by no means a low GPA, but is inconsistent with what the College determines to be exceptional. Raising the GPA requirement is in line with those for graduating with honors will not only provide the esteem students want in their honors program but, by becomingeven more exclusive, may build a stronger Honors Forum community.

Other, similar schools offer certain benefits to its Honors members that Skidmore's Honors Forum may want to consider. For example, at Union College, a member of the New York Six with Skidmore College, the honors program is highly competitive (up to 25 students per year accepted) and offers academic and monetary rewards. An international class is built into the honors curriculum and students receive a $2000 scholarship for travel and several other, smaller scholarships during their tenure at Union.

With its offices scattered between Bolton Hall, the Dana Science Center and Ladd Hall, a major concern for the Honors Forum is its ability to create a sense of community--something that many students have felt is lacking. While the Honors Forum has had housing Wiecking Hall for the past four years, it could certainly benefit from a more centralized location detached from a dormitory many upperclassmen tend to abandon in favor of the fancier apartment buildings. The Forum's study location on the third floor of Ladd is removed from the central traffic on campus that flows through Case Center and the Library and as a result it is not frequented as a study location.

The Honors Forum has certainly made strides in improving its reputation and participation rates on campus. However, there is still room to grow. Continuing to increase the number of Honors classes, hosting more events, and raising the average GPA will all contribute to a greater sense of community within the Honors Forum. An increased sense of community will improve the Honors Forum experience for all who are lucky enough to participate.

The Minimum Wage Debate

Posted by The Editorial Board

New York recently voted to raise the minimum wage to $8; the bill puts the state on track to eventually reach a $9 minimum wage by the beginning of 2016. Nonprofit organizations are not required to abide by the new legislation and Skidmore College chose not to update its wages for work-study students on campus. In response, Senate Secretary Amanda Seres '14 and Vice President of Diversity Affairs Britt Dorfman '14 started a change.org petition several weeks ago, seeking 2,000 student signatures to formally request that the Board of Trustees raise the student worker wage.

The Editorial Board hopes that this issue will captivate the student body because of its socioeconomic implications for students. It is a complex and multifaceted issue that deserves consideration and informed discussion. The Editorial Board has put together the beginnings of a comprehensive discussion, with an argument for both sides.

Skidmore's Student Handbook implies that work-study employees cannot work more than 10 hours per week (see page 17). Assuming most student employees abide by that directive, at the current minimum wage, $7.25, a biweekly paycheck comes to $145. With the wage increase, the paycheck would go up to $160, an extra $15 every two weeks that could cover essential groceries (milk, bread, eggs), a night downtown or tickets to the Big Show.

Having to live on what students are suggested to make every week is hard. This newspaper regularly hears stories of students who rely on their paycheck to pay their living costs (groceries, books, gas money) and struggle to make ends meet at the end of each pay period. The College's job is to provide an environment where students can learn and explore; students must be able to meet their basic needs before being expected to devote attention to their studies or extra-curricular activities. New York State raised the minimum wage after determining that $7.25 per hour was not a livable wage. It is the College's responsibility to help set its students up for success; this means increasing the wage scale at Skidmore. Denying student workers the raise to a livable wage especially targets low-income students and students without extra monetary support.

This decision is not in accord with the egalitarian views and actions of the school. In recent years, Skidmore has made strides towards creating a constructive environment for discussions around class. It aims to be a school accessible to everyone regardless of socioeconomic class. The Classless Society exhibit, the relatively strong financial aid program, the unique Opportunity Program, and the number of professors who receive institutional funding to research social class and mobility in the U.S. are all examples of the school's active decisions to support economic diversity on campus. To refuse students this wage improvement is a direct contradiction of the example the school has set in recent years.

The minimum wage was raised because the current wage is not a livable wage. Students deserve the opportunity to work to provide themselves with a comfortable lifestyle while in school. There is an innate contradiction in being an institution that promises excellent financial aid but refuses to pay a solid living wage to its students. To maintain integrity in its community relations, the College must increase its wage scale for work-study students.

If nothing else, it is objectionable that the College did not go out of its way to inform students about its plans with regard to the new legislature. Even if the school were not planning to adopt a new wage scale, a school-wide email providing students with the school's argument for retaining the current wage scale would have been informative and possibly tempered the student reaction. The lack of communication comes off as the administration trying to sweep the concern under the rug, a tactic that has never worked well for the school in the past.

There is, however, a strong argument for the school to retain its current wage scale. The College has no legal, financial or moral obligation to provide students with an opportunity to work for their living expenses. By this argument, Skidmore wages are not designed to be a living wage nor does the school have any obligation to provide them as such. The College primarily enrolls full-time students, so the expectation cannot be for a student to also hold down a full-time job to pay the bills.

The demand for increased wages is problematic from an economic point of view. The money for increased wages has to come from somewhere: either tuition and other price increases or other projects and handouts such as need-based tuition wavers. The money to pay for higher student wages may come from higher coffee prices at Burgess or sandwich prices at the Spa. Or it may mean a delay in the renovation and construction of facilities and housing. The former is undoubtedly unacceptable to students, the latter to the school.

Skidmore, to remain competitive, must completely undertake new projects to attract prospective students, and with an admittedly small endowment, they cannot simply conjure up the funds to pay higher wages. In the end, all costs will fall on the students. What is more, this is not the only cost students are currently demanding of the College. It was just last month that the College conceded to look into divestment from portfolios that include carbon-emitting corporations, an unsavory but profitable investment. The College simply cannot afford to continuously pick up costs at the demand of students and keep up with the projects required to stay in business.  

At Skidmore, 50% of students (about 1200 students) are work-study students and 25% of that 50% (roughly 300) are currently paid the College's minimum wage ($7.25). Raising the wage scale for students means offering more money to a small percentage of the student body. Retaining the current wage scale means keeping the variety of benefits that the student body gets now. It is a question of whether the increase in wages is worth the cost.

Divestment & Disagreement

Posted by Quinn Martin

Skidmore's recent foray into a more serious divestment process and the trials and successes therein has been well documented. A brief review of other college's sustainable efforts helps to put Skidmore's environmental efforts in context. It is from observing the various sustainable efforts that other institutions of higher learning have implemented and the results of those sundry endeavors have that we are best able to learn where we're succeeding and where we could be doing more. Looking at the opposition many colleges and universities face while attempting to divest indicates that there's a substantial rift between undergraduate concern surrounding climate change and administrative action.

While divesting from fossil fuel companies is the largest stride a campus can make in order to reduce their carbon footprints, there are many other factors that determine the impact that a campus makes on the environment. The "College Sustainability Report Card" notes that Skidmore does well in eight out of nine various categories, garnering A's and B's. However, in the "Shareholder Engagement" category, we obviously suffer, earning a D.  

The explanation for Skidmore's poor mark in Shareholder Engagement is a single, scant sentence: "A member of the college administration determines proxy votes". This category judges how colleges go about their shareholder proxy voting process, which allows an institution to vote on shareholder resolutions that could potentially make positive environmental impacts.  Perhaps what's most disturbing is that this problem isn't unique to Skidmore-approximately 51% of all colleges who submitted data to "The College Sustainability Report Card" garnered a grade of D or F in the Shareholder Engagement category.

In order to go about rectifying this problem, perhaps we should take a look at a school that's doing this right. Oberlin earns an A grade, as they've formed a comprehensive committee comprised of five students, one faculty member, one administrator, and one college staff member that makes suggestions to the college's board of trustees. Oberlin values the input of its student body, and its proxy voting process represents the multi-faceted concerns of the entire college community. This kind of collaboration and transparency is what we need as we go forward: students not only bring concerns to the administrations, but work with the administration in order to make a change.

Unfortunately, no matter how much the student body pushes, the ultimate decision lies in the hands of the administration. Hopefully the higher-ups value divestment as much as we do. Recently, Bates' student body saw a very similar student-driven push towards divestment. The Bates Energy Action Movement (BEAM) drafted a petition to the Board of Trustees that called for  " [divestment from] corporations engaged in the extraction and refinement of coal." In January of this year, the president vetoed the movement, stating that divestment would harm the college's endowment, resulting in: "... a reduction in resources [that] would affect critical college priorities, including financial aid, faculty and staff salaries, and support for academic programs. In short, divestment would potentially threaten core aspects of the college's mission". Why are learning and living suddenly mutually exclusive?

At this point in Skidmore's venture towards divestment, we've been relatively lucky. The administration appears to value student input, and be open to working towards a mutually beneficial goal. Perhaps the largest question that I have is why so many "liberal" institutions of higher education rely on fossil fuel companies that are far from socially and environmentally responsible. On October 3rd of last year, Drew Faust, the President of Harvard University argued against divestment, stating that the endowment existed as a tool to ensure that future students were well educated, not as "an instrument to impel social or political change." A similar statement was issue by Christina Paxson, President of Brown University. These chilling sentiments remind us that undergraduate ideals are often met with opposition. Students need to be engaged in every step of the decision making process. For us, this may mean more transparency in the form of a student presence in the making of shareholder decisions. All we can do now is stay vigilant, and hope that we're allowed to practice what we preach. 

On Reclaiming "News"

Posted by The Editorial Board

Last Sunday, the Editorial Board sat down to write an editorial on the identity this newspaper holds on Skidmore's campus -- the niche we occupy -- and we found that we could not do it. We were unable to label anything cohesive about our purpose as a student-run newspaper that made us unique or gave us a particular sense of character.  While admissions will gladly tell you, "there is no typical Skidmore student," we felt as a publication, that it was important to have some sense of identity that made us into a more accurate representation of the Skidmore community. The problem lies, then, in creating a publication that is generally appealing to a collective that refuses to label itself to begin with.

Despite the lacking selection of news sources in print on Skidmore's campus, the student body has an extensive array of potential forums from which to gather their "news." Yes, we have The Skidmore News, but this is just one of a few  of the news sources for students. Skidmore Unofficial, one of the most popular online resources, gives commentary on Skidmore life, but also offers general listings of activities on campus. It is an essential and easy way to stay informed as to what is happening and when in any given part of Skidmore's community.

The Skidmo' Daily, Skidmore's only in-print news source, offers satire born of the Schools' daily life, which tends to be just offensive enough to render it witty and amusing, without making substantial affronts to any particular group of students. Skidmore's so called "Gaping Asshole", definitely mildly more insulting in the jabs it takes at the Skidmore community, is also a satirical news source. There are even widely visited blogs that seem to get a great deal of airtime among students: Everyone Dresses the Same, a collection of photos of students wearing unintentional matching outfits, Skidmore Sleepsmore, students sleeping in various places on campus or, "Shit Skidmore Students Say," giving an account of all the most absurd quotations overheard around campus. For creative writing, art, and photography, students turn to Folio, BARE and Line.          

Despite the evident amusement embodied in all of these forums, they do not seem to give, in the broadest sense, news. So, what is it about The Skidmore News that doesn't seem to be reaching students? Have they simply lost interest in a more neutral, factual news source? Would they rather read Skidmore Unofficial's "weekend updates?" And is this the sort of thing we should be publishing instead? It seems that the inability to identify the Skidmore community in any particular way poses a difficult problem in terms of presenting objective news that does, in fact, reflect the current student body.

We have become the MySpace or the blackberry, of news sources, effectively "one-upped" by more exciting, newer projects. So how do we best access a student body that seems so all over the place in terms of what it seeks in a publication? The Skidmore News is attempting to represent what is essentially unrepresentable, and in doing so; we seem to have lost our prestige on this campus. We are an online newspaper, primarily attempting to communicate objective news, with few more defining characteristics than that. This is our attempt to ask you, seekers of news, what it is that we are lacking. Whether it be more lyrical work, more opinion pieces, more angsty jabs at SGA, we want to know. Perhaps we should focus more on a specific facet of Skidmore, be it clubs or classes. While we do not wish to alter the fundamental characteristics of our publication, we do want to better provide for a collective of students who seem to have a range of interests that is ever evolving. We want input from the students - we want to know how to more accurately cater to the things they care about, without losing our integrity as a journalistic paper. We are, however, at a loss for where to begin.

Suggestions/Commentary Welcome: skidnews@skidmore.edu

In Response to Skidmore's Gaping Asshole

Posted by Katie Peverada

Dear Skidmore Gaping Asshole,

'Sup? Thank you for your ponderings on the Quidditch team. I know we were all very upset about the ridiculousness taking place on the Library Green, so thank goodness you addressed it. There are, though, a few flaws with your insults.

While your suggestion of using recliners instead of brooms was comforting (pun fully intended), it contained highly inaccurate and false information. First and foremost, La-Z-Boy 3000s don't exist. Although if you were slyly hinting that Quidditch players should not even be "flying" on anything and rather just running around, which they would be doing on La-Z-Boy 3000s', then bravo to you for such a witty and intellectual thought.

I also find fault with the fact that you think chairs are way easier to brand. I believe that brooms would, in fact, reach a larger audience than recliners. You see, the world population in 2013 was fairly equal (1.01 man for every woman - hard to believe that when we go to Skidmore, am I right!?!?). I thus argue that a large percentage of those women would be more inclined (once again, pun intended) to purchase a broom as opposed to a recliner. Second, I believe that men located in countries whose cultures don't revolve around reclining in chairs and throwin' back some brews would recognize brooms more than armchairs and thus purchase the broom out of recognition. My point is, you're trying to tell me a Swiffer (which I see as the hybrid of brooms) has less brand recognition across the world than an armchair (and I say world because we all know the best Quidditch players are from England and other parts of Europe). My point is, I think that if you were to send a SurveyMonkey out to the world, more people of both sexes would indicate they want to purchase a broom than some made up armchair, like the La Z Boy 3000.

Also, your insinuation that the game is determined in the clouds is false. Find me one example in a Harry Potter Quidditch match where the game ended in the sky, unbeknownst to the spectators. The game is sometimes won in the trenches, in battles between beaters and bludgers that the normal observer doesn't even notice (kind of like football!).

And on a side note, the governing body of Quidditch is not QUIFA. It's the Department of Magical Games and Sports, of which I postulate the IQA is a subsidiary. Get your facts straight, SGA.

But let's give credit where credit is due. These kids are out there getting their 60 minutes in when they could just be sitting "anonymously" behind a computer screen like yourself. 

Cordless

Posted by Joshua Speers

      For the past week and a half I have been without a cell phone. Most people my age see this as the equivalent to being grounded in middle school, having the N64 taken away, or even as severe as losing a limb. Thinking about going without a phone for even a few hours always prompts, "Oh my God, I couldn't even..." or "I'd sooner die," followed by a quick and impulsive check of the pocket to make sure the most feared is not reality. 

     The other reaction I've gotten from people who find out that I am phone-less is, "That must be so liberating!" Yes, it has been in the sense that it is one less thing to worry about. I can't distract myself with a nifty toy like we are all guilty of when we want to escape where we are; when we want to seem busy if we are walking by our self; when we want to look less alone.  On a simple level, I hate having too many things in my pockets so going without a clunky flip phone was a huge relief. 

     In some ways it brought me back to a simpler time when people were better at committing to plans. If I said I was going to meet someone on campus at a certain time, I had to be there because there was no way of letting them know I was late. This was a satisfying pressure to have. I found myself more conscious of time I was wasting because being late had much larger consequences. 

     For the first week I settled into this new routine very easily and naturally. I don't have an iPhone so I was only missing out on texts and calls. I wasn't worried about the games of Words With Friends I was suddenly sidelined for, or all the naked snap chats shivering in my inbox. For the most part, it was much harder for my friends than it was for me. I got used to not being able to contact people the instant I felt the need to, but those around me had no reason to make this adjustment. I was charged with "wtf!? Where have you been?" multiple times. 

     Of course, this sense of ease would be different if I was a freshman or sophomore. As a senior I am pretty comfortable and after four years and have a relatively large circle of friends. I didn't worry about finding people to eat lunch with because I knew I would run into someone. For an underclassman this might feel like a slow and tortuous social suicide, but I came to love the spontaneity of it all. I found myself eating with people outside my usual crew and only occasionally felt the pangs of the dreaded Fear of Missing Out Syndrome. 

        It did start to get lonely though, especially when it came to staying in touch with family or friends that I couldn't run into on Case walkway. Emails didn't help because sound of another human voice will always trump text on a screen in its ability to convey love and affection. But this lonely feeling seemed warranted because telephones since their conception have always been there to bridge the distance between people miles apart. The way we use them now, unfortunately, is as a quick fix for the fear of being alone. Instead of pushing ourselves to fill that loneliness with human connections we delve deeper into our cell phones. Striking up a conversation with someone you don't know has become "awkward," and a stranger that starts a conversation with you is now "creepy." I won't preach for "mindfulness" or other words pirated from eastern philosophy by yuppies in expensive stretchy pants. Instead, I will only say that we need to get better at being alone. I certainly didn't master this by cutting the instant communication cord for a mere two weeks, but being forced to confront the habit of hiding loneliness behind conveniences is something we all should face. 

Class Dismissed?

Posted by The Editorial Board

Every week, Skidmore plays host to a number of events designed to encourage conversations about race, ethnicity, sex and gender. Whether these forums achieve their goals is a different issue, but the panels, film showings, dialogues and lectures continue to appear on the college calendar every month. Where Skidmore falls short, however, is on the topic of socioeconomic class (SES). The Editorial Board suggests that conversations about class on this campus are lacking and proposes that the student body make a concerted effort to engage in these discussions to broaden perspectives and make the campus climate more supportive for all students.

General perception on this campus is that Skidmore College is a "rich" campus and that the majority of students here do not need to worry about money. One editor recalls a friend's shock upon learning she did not have a car on campus, another speaks of the incredibly high cost of the art supplies required for studio classes (often upwards of $400). The frequency with which students are expected to order take out, partake in wine and cheese nights or take an $80 taxi ride to Albany assumes a certain level of expendable income. While this perception is no doubt rooted in students' experiences here, the narrowness of this statement omits a significant proportion of the student body.

In the 2011-2012 school year, 46% of Skidmore students received financial aid, with 15% receiving Pell Grants (the primary form of government financial aid). As a point of comparison, in the same academic year, 37% of all undergraduate students nationwide (25.2 million students) received Pell Grants. At Union College, a member (with Skidmore) of the New York Six consortium, 72% of students receive some sort of financial aid and 17% receive Pell Grants; at Vassar College, whose applicant pool typically overlaps significantly with Skidmore's, the percentages are 63% and 22%, respectively. Vassar is need-blind (an applicant's financial situation does not factor into the admissions decision and the college completely meets all demonstrated need); Skidmore and Union are not. It is also worth noting that not all students who pay full tuition do so without feeling any financial constraints. The picture of socioeconomic status on our campus (and peer institutions) is more complex and encompasses a wider spectrum than the majority of the campus community believes.

Discussions about class are difficult and often uncomfortable. Students across the socioeconomic spectrum are quick to feel embarrassed or ashamed about their income bracket. Class is an elusive measure. Unlike the more phenotypic race or gender, it is easy to hide class as we walk around campus from day to day. Anonymity of class combined with the rhetoric of the "rich campus" makes SES a difficult topic to broach.

Skidmore has addressed class issues before, but campus events that do address SES rarely bring the issue of class back to how it plays out on this campus. The Classless Society exhibit in the Tang Teaching Museum, for example, encourages us to examine SES in America in light of statistics and photographs. We are distanced from the reality of class diversity on Skidmore's campus when we view class in a museum exhibit but fail to speak to our peers about their experiences with money on this campus.

Skidmore has hosted panel discussions and speakers in recent years to discuss class (the Cornel West lecture in Spring 2011 and the Intersections panel series from the 2010-2011 academic year come to mind), but these forums are largely focused on the theoretical or the stories of a select few, rather than taking the form of a dialogue or discussion. These are informative events and they lay the foundation for the campus community to build on. We as a campus community need to build on this foundation and establish forums where more people's voices and stories can be heard.

Facilitating conversations about the effect that class has on students' experiences on campus can produce concrete results. Researchers from Stanford and Northwestern recently found that a one-hour program for first year students where upperclassmen talk about the effect that their class has on their college experience decreases the class achievement gap for the first-year students by 63% over the course of that academic school year. Reintroducing class into the conversation, perhaps as an FYE workshop or a series of facilitated dialogues, could improve the college experience from the first year on.

It is easy to understand that less than one-fifth of Skidmore's student body receives Pell grants. The challenge lies in humanizing the statistic, in understanding the stories behind these numbers. The current conversation too often resides only in the theoretical. This is a topic that is directly relevant to each and every student on campus. It is crucial that we renew the conversation about perceptions and experiences of class on Skidmore's campus. SES is a personal, difficult topic. Not everyone wants to take part in this conversation. But it is important that there is a space for those who do want to talk and to listen, to come forward and join in, and most importantly, that we as a community are made aware that not every student holds the same financial standing. That a student doesn't have a car to park on campus should not shock anyone.

On The (Prospective) Divestment Plan: The Editorial Board weighs in on the recent development toward divestment

Posted by The Editorial Board

On April 30, 2013, the Student Government Association (SGA) adopted the divestment resolution, Resolution 23-51: A Resolution to Support the Development of a Socially and Environmentally Responsible Investment Policy, as drafted by SGA's Sustainability Committee (SuCo) and the Environmental Action Club. The resolution was supplemented by a petition with over 500 signatures. This represents the Skidmore student body at its finest - students not simply contemplating in a creative manner, but actually mobilizing - actually initiating a call to action.

           

On May 2, 2013, the divestment petition was delivered to President Philip A. Glotzbach, and this past October, the Board of Trustees empowered him to appoint a divestment task force. On February 9th, students received an email from SGA President Sam Harris '13 explaining the nature of the task force, the SuCo resolution, and Glotzbach's general plan for the divestment campaign.

The question remains, however, whether or not this initial plan will ultimately lead to results, or if it will instead be an empty gesture of environmental responsibility used as an impressive advertising ploy for prospective students. The goal is to adopt an environmentally responsible investment policy, where none of our endowment stays invested in fossil fuels. These organizations are defined in SuCo's resolution as "any of the two hundred publicly traded companies with the largest coal, oil, and gas reserves, as listed in the Carbon Tracker Initiative's 'Unburnable Carbon' report".

           

The obvious downsides to this decision stem from the desire to protect the College's endowment. At approximately $280 million, according to U.S. News, it is one that is already fairly small in comparison to other small liberal arts schools of similar caliber (Vassar's endowment, for example, is over $860 million). Swarthmore, Tufts, Harvard and Brown's administrations have all rejected the possibility of divestment campaigns, though they control significantly larger endowments than our own.

A very small percentage of our endowment goes annually to campus operations and programs, while the majority of the funds are reserved for future projects as well as greater investment to increase the school's endowment. The freeze or decrease of this fund could potentially put a hold on several of the College's projects as well as threaten the school's public ranking.

Additionally, there is a direct link between strong academic talent of professors and a College's endowment, in that the account affects both teacher salary and benefits, perhaps ultimately denoting a decline in the value of our professorial staff if we follow the campaign through. Being that this fund is small, it is a fair concern that we are not in a position to be so selective with our investments - we must maintain financial relationships that have already proven to be beneficial.

           

These are, however, risks the student body has expressed an interest in taking. The pros in this scenario stretch far beyond the cry for good sustainable citizenship. Divestment from fossil fuel companies implies a move against climate change at a much more fundamental, holistic angle. It approaches from the source, at an institutional level, rather than merely attempting to alleviate the symptoms of environmental decline.

While there is little information released as to exactly where our endowment is tied up, SuCo's Emily Singer '16 has reported that approximately five to ten percent is invested in fossil fuels. This could represent a fairly significant decline in our endowment if we freeze all assets tied up in fossil fuels, however, there is in fact evidence depicting a hopeful future for more sustainably responsible investments.

"Fossil fuels investments, in next economy terms and indeed in general economic terms, no longer appear to be the attractive source of risk-adjusted returns they have historically been," reported "green economist" Garvin Jabusch to the Green Alpha Advisors with regard to the Green Alpha Fund.

It is predicted that ultimately it will be a much more financially sound decision to invest in environmentally conscious organizations than companies that depend on fossil fuels. Shell Oil company geologist M. King Hubbert in his recent Financial Post article predicts that by 2060, solar power may eclipse oil as we reach a point of "peak oil" - a point where the world oil production plateaus and then inevitably begins to decline.

"About 80 percent of the world's fossil fuels must remain buried in the ground if we have a chance of avoiding catastrophic climate change, according to the International Energy Agency," Hubbert said, meaning that not only is it environmentally responsible to divest but it could potentially be a fiscally-prudent decision. Renewable energy sources are a quickly developing industry and a potentially worthwhile investment.

           

Regardless of the evident pros and cons of the campaign, it still remains to be seen if Glotzbach and the administration will in fact follow the divestment plan through to its completion. The plan calls for extensive research by the task force, culminating in a presentation to the administration and the board of trustees in 2015.

The force will issue a report to the Board of Trustees and the College community,  "understanding that any recommendations would not be binding upon the Trustees or the Administration" according to Gloztbach's plan of action. The rhetoric here makes clear that the College is in no way committed to the act of divestment but rather to engaging in a divestment campaign.

We can publicly claim that we are in the process of divesting from fossil fuel companies, of developing an environmentally responsible endowment, and we can continue to make that claim until 2015. At that point, the Board of Trustees and the administration have full power to put an immediate halt to the plan. It is important to acknowledge that until then, the College reaps the benefits of choosing to divest without actually risking any part of the endowment.

           

The College's history with divestment in South Africa instills very little faith in a new reinvestment plan. During apartheid, many colleges divested from the South African steel industry in the interest of aligning their investments with their mission statements of responsible citizenship. As a result of international pressure, the South African government was compelled to end apartheid so to avoid economic collapse.

Skidmore did not divest. The Tisch Learning Center is, in fact, built of South African steel - the College supported the industry throughout apartheid.

There is a 1985 Schenectady Gazette article entitled "Skidmore Trustees Waffle on Investment in South Africa" despite the implemented plan to freeze all such accounts. Divestment from the fossil fuel industry presents a perfect opportunity for redemption and the Editorial Board commends the student body as well as Glotzbach for mobilizing effectively thus far. There is still reasonable doubt, however, as to whether or not the plan will come to fruition. Ideally, the start of the campaign would guarantee its achievement, but due to the non-committal rhetoric of Glotzbach's plan and in light of our history with divestment, this appears to be a somewhat na??ve expectation.

Why Divestment Matters

Posted by David Katz

This past Sunday, SGA President Sam Harris addressed the entire student body in an email informing the Skidmore community of the school's developing divestment campaign. What is divestment anyway and why is the SGA president blasting out an email to the whole student body about it?

The story began in the fall of 2012 when journalist and activist Bill McKibben authored a seminal piece in Rolling Stone magazine articulating the severity of the climate crisis. McKibben illuminated the two most crucial numbers pertaining to greenhouse gas pollution: 565, the number of gigatons of carbon dioxide that humans can emit in global emissions and still stay below 2

Double Trouble: Senior Moments

Posted by Jake Dolgenos

"If you're like many Skidmore students, you'll graduate with a double major" explains the helpful "What's Special about Skidmore?" section of our slick, new redesigned website. And honestly, it feels like most students do double down on their Skidmore experience, picking up two majors and often a minor or two as well. Skidmore bills itself as a college catering to exactly this kind of behavior, with many students arriving each Fall having been promised the chance to combine two disciplines into an exciting and creative mixture. Ironically, however, the freedom to declare twice is often more limiting than liberating.

The necessary qualification: I will graduate in May with a single major. In this way, I can only speak to the experiences of Skidmore's many second-majored students from second-hand experience. I welcome other perspectives. But here are four reasons not to double major:

1) It will prevent you from taking electives.

Skidmore follows what has been described to me as the traditional liberal arts model of a cumulative coursework breakdown: one third of your classes will be in your major, one third of your classes will be fulfilling general education requirements, and the final third will be made up of electives - cool courses you take because of a professor or a subject (or a convenient time) of your own volition. If you tack on a second major...well, you do the math. Unless your two majors intersect enough to give you extra room, the number of classes you'll be able to take for the heck and/or fun of it will be pretty small. This is especially true for folks who don't come to college with a major in mind, having already devoted some of these credit hours to choosing a track.

2) It will limit your study abroad options.

I didn't study abroad. I had always wanted to study in Spain, but because I also planned to major in English, I had a few options: study in Spain (without any accredited English classes to take) and take 3 English classes every semester until I graduated, study somewhere else where accredited English classes were offered (and spend a good deal of my time abroad studying English) most of which are programs limited to London and Paris, or stay on campus for all four remaining semesters and spread out my requirements more evenly. It should be easy to see how trying to fit in two majors and a semester abroad in an exciting new environment can leave one with even fewer options. (maybe say something about what it is that you got to do in particular - cool classes, best extra curriculars?)

3) It will prevent you from pursuing extracurricular activities.

I have plenty of friends who are both double-majoring and also active in clubs, groups, and sports. I don't see them very often. Many of them have had to take summer classes, or find that their academic or extracurricular activities suffer. Either way, breadth of experience can come at the cost of lesser depth. Without the time to throw yourself into extracurriculars, your chance to become team captain or club president will undoubtedly decrease.

4) You miss the chance to fully devote yourself to a particular major.

Ask yourself: with two majors in mind, how many extra classes will you take in these subjects? Remember: major requirements are minimums, and don't necessarily equate to the full experience offered by an academic department. The English department, for example, offers an array of writing seminars and classes on literature and poetry of dozens of cultures and time periods. With the requirements of two majors, you may miss out on the opportunity to truly immerse yourself in one - audit an especially challenging course, approach a professor for help with your own particular interests, set yourself up for a chance at departmental honors, attend an academic conference, do an independent study in an area of special interest. It's not impossible to dive into two majors, but I bet those who commit fully to one get deeper.

There are reasons to double major  - the appeal is obvious. And I have friends who have never doubted for a second that it was the right choice. But our culture of double-or-nothing can pressure folks into limiting their experience, sometimes in ways, which will hurt them or prevent them from enjoying aspects of the college experience that they may have enjoyed otherwise. If you are pursuing a double major and the shoe fits, then shine on, you crazy diamond. This is a message for the folks who are quietly living out their college lives in a single academic department: that's okay. You'll be okay. Go be all you can be.

Jake Dolgenos is a member of the class of 2014, reads boats and rows books, and obviously wrote this to belittle the efforts of harder working students.

CTM In Action

Posted by The Editorial Board

Skidmore College, like any college or university, is a business. Successful businesses have a strong brand, an aspect of the organization that makes them unique among their competitors. Skidmore chose "Creative Thought Matters" (CTM) as the hallmark of its brand as a liberal arts college. The current incarnation of creative thought has strayed from its intention, to the detriment of the college community.

Skidmore's current Strategic Plan, effective from 2005 until 2015, helps inform how the College views CTM relative to the school's mission. The Plan highlights the "vibrant culture" that the arts bring to Skidmore's campus, concluding that they are a "key dimension of our heritage." It is a logical next step, the Plan maintains, to integrate this feature into the school's motto. The Strategic Plan puts a strong focus on CTM as a statement of innovative and unusual thinking, a concept through which students may gain "the independence of mind required to formulate a new approach to a particular problem or to rethink an entire domain of knowledge." But, perhaps most relevant to this conversation, the College asserts that "merely to value ideas, however, is not enough;" creative thought is truly of use when it is applied in practice. Both the school's Mission Statement and the Strategic Plan make mention of "Skidmore's dual legacy of mind and hand, episteme and praxis" alongside "the college's founding principle of linking theoretical with applied learning." The school's literature establishes and emphasizes that action is fundamental to CTM.

Whether this "dual legacy" of thought and action is played out on this campus on a day-to-day basis is debatable. At its most devalued, the motto is abused by students as an ongoing, campus-wide joke, the unfortunate subject of hashtags and a euphemism for YOLO . But at its most ineffective, CTM is an excuse for apathy, encouraging lofty thoughts without insisting on action.

Perhaps Creative Thought Matters is too safe a concept for students. Other mottos push students to strive for excellence with their focus on achieving distinction in all they do. Amherst College goes by "Let them give light to the world," Hampshire College by "To Know Is Not Enough," New York University by "To Persevere And To Excel." CTM suggests a framework for thought, but those three words put no explicit emphasis on action. In its current interpretation, CTM allows us to slouch down and lean back, to stray away from collective action and energy and remain in our own heads. It is too easy for students to project their own standards onto the idea of CTM (think of the student who declares "CTM!" upon finishing their dorm room photo collage). The motto poses no challenge to those who ascribe to it, offering only a ready-made catchphrase. CTM applies to everyday occurrences as well as a professor's research into fighting cancer with sound: it casts too wide a net, allows too broad a definition of purpose. Without a motto to define the spirit of our school, our education and ourselves, we lose sight of the purpose of our place here and shortchange our school.

Creativity is about imagination and courage, but it becomes truly meaningful when applied in a productive way. As the College intended it, Creative Thought Matters is a motto that inspires thought and action, theory and practice. Skidmore has talented students who bring a rich variety of talents and interests to our campus. It is time to start living CTM as it was intended, as both an inspiration for thought and a call to action.

Alcohol and Other Drugs 2.0

Posted by The Editorial Board

As college students, despite the fact that we attend a private college, we would very much like to believe that we do have rights. We understand that while we reside within housing provided by Skidmore, the institution has full remit to enter, exit, search, withhold and question as they see fit. We still, however, expect to be respected as adults, with our own certain freedoms on this campus. This is a belief we are justified indulging, for the most part, and it follows that when Skidmore exercises its ability to diminish these rights we feel threatened and betrayed.        

As of this semester, the College has amended the Alcohol and Other Drugs Policy to include a new clause pertaining to the usage or presence of marijuana. This new section allows for the distribution of points and fines on the suspicion that a student or group of students is using the drug. Campus Safety does not need to see smoke, find any marijuana, note paraphernalia or observe students smoking. They need only to suspect, with probable cause, that the drug is being used. If there is a reported smell of marijuana and a student's room is searched to reveal a fan near the window, a towel by the door and a bottle of Febreeze in sight, this gives Campus Safety the authority to administer points without the existence of concrete evidence of usage. The presence of items that facilitate the use of an illegal substance now makes students liable.        

 First and foremost, there is an undeniable link here to Skidmore's recent ranking as the number one school on the Princeton Review's "Reefer Madness" list. Additionally, a consultant hired by Skidmore to evaluate their AOD policy this past year gave the College a failing grade. The implementation of this new policy signifies that Skidmore is concerned with improving the College's public reputation, perhaps more so than it is with effectively protecting and benefiting the health and well-being of its student body. The school is evidently aiming to clear its name of this reputation, and is taking what feels like improper steps in order to do so. The ability to incriminate students for marijuana possession on fewer grounds feels not only like an infringement on student rights, but an effort towards stricter enforcement rather than prevention, which, if Skidmore was truly considered about the student's health, would be the proper route. The Editorial Board feels that greater enforcement will not alter the weed culture at Skidmore - students who smoke are inclined to do so regardless of the policy change, one whose implementation will be expectedly porous and half-hearted. Perhaps Skidmore will look better under public scrutiny --which may be all the administration is truly concerned about -- but if the administration is genuinely interested in lowering marijuana use, this policy will not, in fact, benefit or deter the students. 

Further, unintended repercussions may undermine, not bolster, Campus Safety. Residential Life works hard to impress upon its students that Campus Safety is present on campus for the safety of the students - their objective is not to get students in trouble. The belief is that a congenial relationship will allow students to seek Campus Safety when in need, preventing possible injury and protecting the campus as a whole. This new aggressive policy effectively undermines this cultivated image and paints Campus Safety officers as the enemy, a member of the opposite team. This perspective is potentially dangerous for students in terms of situations of crisis - it leads to greater hesitancy in reaching out to the officers even in emergency situations. Furthermore, it strains the relationships between students and their RAs who will be expected to report any and all signs to Campus Safety.        

So yes, this new policy feels like an infringement on student rights and raises questions on the stalled status of the Student Bill of Rights. Yes, we, the students, lose power in that we must now accept consequences without legitimate grounds for accusation, but the school has this power, and we sign it over to them when we commit and pay our tuitions. However, the Editorial Board feels that this addition to the Alcohol and Other Drugs policy displays an effort on the part of the administration solely to improve Skidmore's reputation and ignores the desire to effectively improve the, safety, health, and happiness of the student body

Are we using our resources?

Posted by The Editorial Board

Over winter break, the College will host its second Sophomore January Program. The free program-but only open to a limited number of students-offers leadership sessions, career and personal assessment sessions with the Career Development Center, alumni guest speakers and a mini-course entitled "Presenting the Brand Called Me." Last year 36 sophomore students participated in the program.

Sophomore year at Skidmore is filled with a number of important decisions. Students must declare a major, select an advisor and begin thinking about if, when and where they would like to go abroad.

These are most certainly personal decisions, and ones that for the majority of students should not require intensive hand-holding throughout the process. But The Skidmore News does view the Sophomore January Program as a well-timed optional supplement to a student's sophomore year. The program is offered during the winter break, around the time when sophomore students are required to declare their major. The goal of the program is to develop a deeper understanding of personal and civic responsibility.

This paper recognizes that it is during sophomore year that much of a student's identity at Skidmore is constructed. The first year is a time of academic experimentation, but once sophomore year arrives, students are expected to choose and pursue a specific path and begin to plan for the future.

Creating an optional program personally tailored for sophomores looking to develop their personal presentation skills, as well as work on their resumes and interview strategies, is the most logical plan of action in preparing students for the future and hopefully fending off sophomore slump too. The services are available for those who seek them out, and non-mandatory for students who are not interested. After all, it's not the College's job to force students to actively think and plan for the future-nor should it be. It is, however, the College's job to encourage student planning. As students we have an enormous amount of resources and programming at our disposal-but are we using them?

Enrollment at the College is 2,660 students.

According to Megan Jackson, associate director and Information Technology manager at the College's Career Development Center, in the 2012-2013 academic year, 2,285 appointments were made with the Center.

Seem high?

Actually, 906 individual students and alumni made the appointments. Of that group, 709 were students while 187 were alumni.

That means about 25% of our student body pursues the free services at the Career Development Center.

Jackson recognizes that the Center offers a lot more services than most students are aware of, including free help with interview skills, resumes, cover letters, graduate school applications, networking with alumni and seeking internships. The Center will even assist a student with the specific language to use when reaching out to an alum or employer via e-mail. And here's the kicker-these are unlimited, lifetime services for all Skidmore alum. The Center even provides long-distance appointments via Skype.

As much as Skidmore is about the liberal arts and diversifying student's knowledge and understanding of the world, it's also about preparing students for the world. So don't wait until you've graduated to begin utilizing these resources.

Responsible Activism Matters

Posted by Editorial Board

One of the most difficult aspects of attending Skidmore College is trying to navigate the charming side of the College and its corporate, institutional edge.

This week, a coalition of students formed to lobby faculty members, academic departments and college committees in hopes of convincing Skidmore to allow students to study abroad in Israel. Much like the state of Israel, they were a well-organized group, representing a small but omnipresent population in their society and hoping for formal recognition. 

The group (totaling about ten students) approached the Committee on Academic Standing (CAS), a committee of academic, administrative and student members that formulate and administer policy.

CAS might colloquially be known as the "exceptions committee"-when your GPA is short of the 3.0 necessary for studying abroad, CAS decides whether or not you go.

The aforementioned group of students lobbied CAS hoping that it would be willing to amend the policy, which prohibits students from studying aboard in countries on the State Department Travel Warning list. The students do not what the policy amended wholesale, but, rather, hope that students wishing to study abroad in Israel be permitted to do so,despite the fact that Israel finds itself on the Warning list (with the likes of Kenya, Mexico and Egypt, among others). CAS, though, could not make this change even if it felt that allowing students to study abroad in Israel was a prudent choice, as such a decision is under the purview of Skidmore's Risk Management office. 

Although students cannot study in Israel with a recognized study-abroad program, they can take a personal leave, study in Israel and have their credits transferred back upon return. Two students in the group have followed this route. However, personal leave only affords students 11 transferrable credits. So why not ask CAS to expand personal leaves to allow students to transfer back 18 credits? 

One of the students suggested that Catholic students would be allowed to travel to Rome, even if it was on the State Department Travel Warning list, and that the College's decision to prohibit travel to Israel was rooted in an anti-Semitic sentiment. An anonymous senior involved in the movement wrote in Skidmore Unofficial, "while some might say it is a security issue, this cannot be the sole answer," implying that there was a degree of discrimination toward Israel. 

To continue suggesting that the College's resistance to giving Israel the exception is anti-Semitic is not only erroneous but undermines what could otherwise be a reasonable argument: that students should be able to study in Israel as part of a recognized study abroad program. 

But this abrasive behavior that, often times, is more visceral than anything else seems to run rampant in many student activist movements on campus. 

In trying to actualize their ideals, many students-this Israel coalition, the Skidmore Labor Student Alliance and those who protested Cynthia Carroll-often try to negotiate with the CTM side of Skidmore when they need to reason with the corporate side of Skidmore. In an instance when the school has to weigh values-educational experience in other nations vs. student safety-there is very little wiggle room. 

But there's still some wiggle room.

When their needs aren't instantly met, these groups, instead of looking for alternatives or compromises, students, inhibited by their sense of idealism, resort to unsavory tactics-labeling, storming faculty meetings, trespassing. Activism on campus is completely necessary as there are plenty of examples of the school falling short.

However, sometimes we just need to know how big our "ask" can be. Instead of storming a faculty meeting to express their anger, Carroll protesters should have limited their scope of demands. Why not have Ms. Carroll sponsor a lecture series in business ethics? Concurrent with the Carroll protests, a small group of students were hoping to make an academic innovation: they wanted to add a business ethics course to the core curriculum for business majors. However, there wasn't enough money to hire a new business ethics professor. An ask like that might have ensured that the next miner-exploiting corporate CEO (as protesters framed Carroll) would not be a Skidmore alum.

Much of the circulating criticism of student activism is not heaped on those who participate but those who don't. There is a large quiescent majority. And there's nothing wrong with that. 

People who do not want to participate in social or political activism, or be involved in school events, don't have to. Their tuition is no worse than yours. Although, as those who wish to start a new club or initiative know, this inactive majority is always willing to sign a petition, not really do too much and, yet, feel like they have.

However, when they sign a petition, or they vote for SGA representatives, or they trust others to lobby on their behalf, it's up to campus leaders to do it the right way. Maybe we shouldn't question the large, apathetic majority; maybe we should question the small, organized minority who try to affect change. Because if we sign a petition, it means we're entrusting these students-that's what a petition is-to do it the right way.

Livestrong branders are concerned with making sure everyone has a yellow band on their hand, and we accept that our consumption is our endorsement of their mission statement. It doesn't mean that Livestrong should guilt others, or insinuate that they don't care about cancer.

So when you represent a large group on campus--whether you're SGA, SLSA, J Street U, a Cynthia Carroll protester-consider that students expect you to do the due diligence, not call powerless committees "anti-Semitic."

My Food Stamps Challenge

Posted by Alex Hodor-Lee

Federal funding allocated to The Supplemental Nutrition Assistance Program (SNAP) has now run out.

Money that was distributed to SNAP during the American Recover and Reinvestment Act of 2009, which injected government dollars into the economy with the hope of pulling the American economy out of recession, ran out on Nov. 1.

The stimulus' end means that SNAP benefits-which extend to about 47 million Americans-will be cut by around 5%.

According to The New York Times, a family of four receiving the maximum amount of state benefits will decrease to $632 from $668. Thirty-Six dollars a month may seem trivial to Skidmore students (it sort of does to me, to be honest), but what if that was all you had?

SNAP benefits will drop from $200 to $189 for single SNAP beneficiaries. In more individualized terms, the cuts seem far less trivial.

"At the most basic level, the functionality of [SNAP] takes care of people at an absolute caloric level, but not at a social or cultural level. Because in more generous terms, it portrays what the problem is" said Social Work professor, Pat Oles. "A non-trivial number of working adults are on SNAP, and how do they deal with [the cut]?"

So in the spirit of Thanksgiving, I'll begin a two-week food stamp challenge. Spending no more than $4.33 on food a day, as many individuals in New York State will now have to. The two-week period will begin Sunday, Dec. 2 and, much to my chagrin, I cannot accept food from anyone (friends: cancel your dinner parties!)

Even though I've been warned against conducting this experiment during finals, I imagine the stress of managing a slim food budget during exam week cannot be any worse than the anxiety that manifests from managing said slim budget while employed or worse, out of employment. Worse still, operating on this budget with kids.

"'Can I deliver a nutritional experience?' You'll have an eating experience far outside of the mainstream, normative eating experience," Oles warns me.

While I cannot replicate the authentic, emotional experience that many millions of Americans undergo each day, I will have to contend with a new, minimalist lifestyle and hopefully learn what it feels like to be reliant on the tenuous decisions of policy-makers.

Anyone care to join? Visit Food Stamped. Email me at ahodorle@skidmore.edu and follow me on Twitter: @alexhodorlee and #SkidmoreSNAPChallenge.