German Studies Co-Chair Kathryn Sederberg will be honored in a virtual ceremony November 20 by the American Association of Teachers of German (AATG).
Kathryn Sederberg, the Lucinda Hinsdale Stone Assistant Professor of German and a co-chair of the German Studies Department at Kalamazoo College, will be honored in a virtual ceremony November 20 by the American Association of Teachers of German (AATG).
Sederberg will receive the Goethe‐Institut/AATG Certificate of Merit for her achievements in furthering the teaching of German in the U.S. through creative activities, innovative curriculum, successful course design and significant contributions to the profession. Recipients each year are nominated by their peers.
“This is a great honor and I am glad to be recognized for my work,” she said. “I am grateful to the amazing community of German students here whose energy and enthusiasm motivate me as an educator. Teaching at K has enabled me to be creative, take risks, and try new things, like the ‘Babylon Berlin’ course designed around the hit TV series, or a unit on the forest with a field trip to the arboretum. It’s in part because of the culture at K that I have been able to experiment in my classes and develop interdisciplinary material with connections to gender studies, environmental studies or Jewish Studies. I really enjoy teaching in a small program where I can work with students from 101 to the advanced seminars, see their growth and even stay in touch with them as alumni.”
Sederberg teaches beginning, intermediate and advanced German as well as Contemporary German Culture and the senior seminars on varying topics. She holds a bachelor’s degree from St. Olaf College and a Ph.D. from the University of Michigan, and is one of five educators between high schools and colleges from around the country to earn the honor this year.
“With their dedication to excellence in German language instruction, these award recipients promote the transatlantic friendship between the U.S. and German‐speaking countries and foster the much-needed intercultural awareness so their students lead successful lives in a globalized world,” AATG President Doug Philipp said.
Vice President for Student Development and Dean of Students J. Malcolm Smith
In August, Kalamazoo College welcomed J. Malcolm Smith as its new vice president for student development and dean of students. Smith came to K from Salve Regina University in Newport, Rhode Island, where he also served as the vice president for student affairs and dean of students. Prior to Salve, Smith worked at a variety of institutions, including John Carroll University, Ohio University and University of Illinois at Chicago. He brings extensive experience to K in areas such as student conduct and advocacy; retention efforts; diversity, equity and inclusion; Title IX administration; housing management; budget oversight; and crisis management. Recently, we sat down with Malcolm to talk about his background and goals for student development at K.
Q. Malcolm, how did you become involved in student development and student life as a profession?
A. I always like to say I got into this specific line of work by telling a joke. Let me give you a bit of backstory: As an undergrad, I changed majors a few times. I ended up with an elementary education and music degree, and then after graduation I went into business. I was working for a company and within six months I’d become the number one account manager in the region—yet I was working 60, 70, 80 hours a week and I wasn’t necessarily happy. During undergrad at Ohio University, I had done a research program called STARS (Student Achievement in Research and Scholarship). For completion of that program, I had a fellowship available to me if I wanted to go to graduate school in state of Ohio. So, I’m in this job that wasn’t very fulfilling, and I went to the person who ran the Academic Advancement Center at OU—I had been a tutor for a number of subjects so we knew each other well—and she said, “Malcolm, you really liked helping students, have you thought about higher ed?” She took me down to meet with the faculty of the master’s program and I ended up going into the program.
When I left my job, my regional VP said, we’ll hold your job for you if you decide to come back. And about halfway into my grad program, I walked into the assistant dean’s office and I said, I think I’m going to leave the program and go back to work. She said, “Why don’t you stay here for the summer and work for me, and if you still want to leave in August, I’ll support it.” So, there I was, working in the dean’s office, and one day I overheard the assistant dean talking with another director about how it was the last day of applications for an assistant director of conduct, and he’d gotten great candidates but he wished he had more diversity. So, as I’m walking through the office, I say—as a joke—“I’ll get you my resume.” They call me back and the guy says, “Are you serious?” I say, “No, I’m a grad student in career development, why would I apply for an assistant director of conduct?” Long story short, requests were made and I had my resume ready by five o’clock and I ended up going through the interview process. Later, the director calls me to let me know they had hired someone else who had 15 years of experience. I said, “Outstanding, I really appreciate the opportunity, I learned a lot.” And then they offered me a different assistant director position that they created for me. And that’s how I told a joke and moved from career development to conduct…and the rest is history. As a higher ed professional, I think I’ve been able to do well in the work because I truly care about students and I care about the people I work with. Student affairs and conduct is emotionally heavy work in many instances, so I’ve always tried to support the people on my team.
Q. What attracted you to K?
When we moved to Rhode Island, my wife, Nichole, and I decided we’d stay there for three to five years. We ended up being there for eight. But we always hoped to come back to the Midwest, if the right position at the right school opened up at the right time.
I had talked to consultants about positions at other schools—some of which are as close as 15 minutes to my mother’s house. But when K popped up, I sent an email to Nichole and said, I think we should look at this one. I went through the process and I enjoyed my time with the committee from the very beginning. I liked President Gonzalez immediately. And then I came to the interview—it was during the pandemic and they brought me out to see the school and then I sat in the conference room and talked with people on the computer. But the people I got to meet were really impressive to me. And it was a very difficult decision because I was extremely happy at Salve. I called the president and it was tough telling her I was thinking of leaving. But I think that the ultimate moment when I decided to say yes was after she talked to Jorge. She said, “Malcolm, I hate to say it, but he’s a wonderful man, and if I had to lose you, it’s okay to lose you to someone like Jorge Gonzalez.”
So, we said yes. And we’re very happy we did. It’s a really good place doing a lot of really good work. In my whole career, I’ve been trying to help move institutions toward doing everything it can to prioritize building a transformational educational process. I think K has done a lot of good work in this space—we’re not perfect, but we’re truly working to engage all of our students and our alumni. I thought, well, wouldn’t it be interesting to take my skill set and see what I can do in a place that already has a really strong foundation, and see if I can help maximize that. So professionally, that was the call for me.
Q. What are your goals, short term and long term, for the Office of Student Development?
First and foremost, I think it’s important to integrate myself fully into the team and to build a team atmosphere around a shared vision. So, one of my objectives will be to develop a set of goals that the entire division can buy into and see themselves in, which ties into the strategic plan for the College.
Another goal of mine is to do program reviews of all the offices and departments that are in the division to ensure that we’re using best practices or moving toward best practices. I also want to continue to ensure that our staff in the division understands the values of diversity and inclusion, and are integrating those values into the work they do, the programs we are running and the discussions they’re having. And as we move forward, I want ensure that students are always going to be first. It does not mean we’re always going to agree with students, but student needs will always be primary for me.
The biggest long-term goal that I can see is that we have to improve our residential experience. The residence halls need either a great deal of work or need to be replaced, and probably a combination of the two.
And finally, I want to make sure that the programs that come out of Student Development are aligned with the instructional learning outcomes and the academic mission, and are value-added for the students.
Q. It’s exciting to have everyone back together on campus this year. How do you like to connect with students? What’s your approach?
My approach is to be accessible to students at all times. They’ll see me having lunch in the dining hall every day, I’ll be at events. Last night I was at the SAC picnic. I’ll be at sporting events and I’ll be at performances. I’ll be walking on campus during the day, and I want to spark conversations with people and be present. And then the approach in that presence I think is to be kind, is to lead with love and to recognize that whoever’s in front of you is what’s important at the moment.
Q. On a personal note, what are three things people may be surprised to learn about you?
I would say that to relax, my go-to is either cooking or gardening—I think because it’s one way to show love to my family and to friends.
My game of choice is chess. Although the game has not chosen me—I’ve chosen it.
Regardless of having just come from Rhode Island, I’m not a beach guy. My go-to vacation would be in cities, mostly because of the food. My favorite city is probably Chicago—amazing food, amazing architecture and great culture!
Kalamazoo College is pleased to welcome the following faculty members to campus this fall:
Assistant Professor of Spanish Tris Faulkner
Assistant Professor of Spanish Tris Faulkner
Tris Faulkner, who is originally from Jamaica, lived in Chile for about two years, working as a translator and interpreter at a prominent law firm before earning a Ph.D. in Spanish linguistics from Georgetown University. She also has professional experience as a translator and interpreter at the Embassy of Venezuela, and in similar roles at a legal firm and a business school in North Carolina.
Faulkner has lived in Spain and visited various Spanish-speaking countries, experiences which have helped her to observe the diversity that characterizes the Spanish language. Her research investigates the semantics and pragmatics of variation in verbal mood, tense, and aspect, as related to the Romance language family, English, and Jamaican Creole.
In addition to her Ph.D., Faulkner has master’s degrees from Georgetown (M.Sc. in Spanish linguistics) and Wake Forest University (M.A. in interpreting and translation studies), and a bachelor’s degree from Louisiana State University (B.A. in Spanish language and literature and international studies). She will teach seminars in Spanish linguistics, as well as various other courses in the upcoming academic year.
Assistant Professor of Religion Sohini Pillai
Assistant Professor of Religion Sohini Pillai
Sohini Pillai will teach courses this academic year on religious traditions in South Asia. She is a comparatist of South Asian religious literature and her area of specialization is the Mahabharata and Ramayana epic narrative traditions with a focus on retellings created in Hindi and Tamil.
Pillai is the co-editor of Many Mahabharatas (State University of New York Press, 2021), an introduction to diverse retellings of the Mahabharata tradition in the forms of classical dramas, premodern vernacular poems, regional performance traditions, commentaries, graphic novels, political essays, novels, and contemporary theater productions. She’s also a member of the Steering Committee for the Hinduism Unit at the American Academy of Religion.
Pillai has a Ph.D. in South and Southeast Asian studies from the University of California, Berkeley; a master’s degree in Middle Eastern, South Asian, and African studies from Columbia University; and a bachelor’s degree in South Asia studies and theatre studies from Wellesley College.
Assistant Professor of Theatre Quincy Thomas
Assistant Professor of Theatre Quincy Thomas
Quincy Thomas earned his Ph.D. in theatre and his performance studies certification from Bowling Green State University. His research centers on subjects including counter-storytelling, Black performativity in American culture, representations of the marginalized in popular culture, comedic and solo performance and performative writing. At K, he will teach directing, theatre history and playwriting, with further prior experience teaching theatre, performance studies and film.
His courses are informed on issues of cultural marginalization and misrepresentation in the arts, specifically of racial and ethnic minorities, women and members of the LGBTQ+ community. His work has been published in peer-reviewed academic journals, including the International Review of Qualitative Research and Puppetry International, and presented at national conferences, including the Mid-America Theatre Conference, the International Congress of Qualitative Inquiry, and the Mid-Atlantic Popular and American Culture Association (MAPACA). He currently serves as president of MAPACA. His most recent directorial offering was Robert Patrick’s Play-by-Play: A Spectacle of Ourselves: A Verse Farce in Two Acts. Thomas also has a background in acting. Some of his favorite roles played include Christopher in Joe Penhall’s Blue/Orange, Albert in Bruce Norris’ Clybourne Park, and most recently the role of Actor in Nassim Soleimanpour’s White Rabbit; Red Rabbit.
Assistant Professor of Economics Darshana Udayanganie
Assistant Professor of Economics Darshana Udayanganie
Darshana Udayanganie earned her Ph.D., with specializations in environmental economics and college teaching, and a master’s degree in economics from the University of New Hampshire. She also has a master’s degree in resource economics and policy from the University of Maine and a bachelor’s degree from the University of Peradeniya, Sri Lanka. Before joining K in 2017 as a visiting assistant professor, she taught at Central Michigan University from 2014 to 2017, Merrimack College in 2013 and 2014, and the University of New Hampshire’s global student success program from 2011 to 2014.
Her current research focuses on urban economics and environmental economics. She also has published book chapters on economic growth in relation to military expenditure and international trade.
Assistant Professor of Japanese Brian White
Brian White will teach courses in Japanese language, literature and culture at K. He specializes in contemporary (post-1945) Japanese popular culture and media studies.
He earned his Ph.D. at the University of Chicago, where he wrote a dissertation on 1960s Japanese sci-fi literature and film, asking specifically, “What can a genre do?” He will delve into that history when he teaches a course in the winter term this year on Japanese science fiction and media history.
White earned a bachelor’s degree in East Asian languages and civilizations at the University of Pennsylvania in Philadelphia. Across his undergraduate and graduate careers, he has spent a total of two and a half years living in Japan, primarily in Tokyo, Yokohama and Kyoto.
Assistant Professor of Chinese Yanshuo Zhang
Yanshuo Zhang’s research addresses multiethnic Chinese identities in literary and visual cultures produced in China and the U.S. Her research on multiethnic Chinese cultural productions helps diversify scholarly understanding of and teaching about modern Chinese national culture.
She was a lecturer in Stanford University’s Program in Writing and Rhetoric (PWR) from 2018 through 2020, where she designed classes on cross-cultural explorations of diversity, particularly in Asia and the U.S. She also has been a post-doctoral fellow at the University of Michigan.
She earned a bachelor’s degree from St. Catherine University and a Ph.D. from Stanford University.
Visiting Assistant Professor Vijayan Sundararaj
Vijayan Sundararaj leads a biology course this term in ecology and conservation. He has prior education experience as a lecturer, teaching assistant and topic lecturer between Lakehead University in Thunder Bay, Canada, and Texas A&M University-Kingsville. His teaching interests include evolutionary ecology concepts, animal behavior, foraging behavior, predator-prey interactions, conservation biology, wildlife ecology, waterfowl ecology, mammalogy, spatial ecology, and introductory geographic information systems.
Sundararaj received a bachelor’s degree with a specialty in zoology from Gujarat University in India before earning a master’s degree in ecology from Ben-Gurion University of the Negev, Israel; a geographic information systems applications specialist graduate certificate from Sir Sandford Fleming College in Canada and a doctorate in forest sciences and wildlife ecology from Lakehead University.
Visiting Assistant Professor Eunice Uhm
Eunice Uhm specializes in modern and contemporary art, with a transnational focus on the United States and East Asia. Her work examines the conditions of migration and the diasporic aesthetic subjectivities in the works of contemporary Japanese and South Korean art from the 1960s to the present. She has previously taught courses on modern and contemporary art, East Asian art, and Asian American studies at Ohio State University. She has organized panels and presented her work on Asian American art at national conferences such as CAA. She is an active member of numerous grassroots community organizations for Asian Americans and immigrant rights, and she is involved in immigrant rights campaigns such as Love has no borders: A call for justice in our immigration system. Her essay, “Constructing Asian American Political and Aesthetic Subjectivities: Contradictions in the Works of Ruth Asawa,” is forthcoming (Verge: Studies in Global Asias, University of Minnesota Press).
Uhm received a master’s degree and a doctorate in the history of art from the Ohio State University. At K, she teaches courses on Asian and Asian American art, art and race, and transnationalism.
Visiting Assistant Professor Fungisai Musoni
Fungisai Musoni has joined the history department where she will teach courses in African civilizations, decolonization in West and Southern Africa, and U.S.-Africa relations since World War II.
Musoni has prior teaching experience in African literature, American politics and global issues, and social studies between the Ohio State University, Georgia State University, Gwinnett County Schools in Atlanta and the Zimbabwe Ministry of Education and Culture.
She fluently reads, writes and speaks the African languages of Shona and Manyika. Her education includes a bachelor’s degree in economic history and Shona from the University of Zimbabwe, Harare; master’s degrees in political science and history from Georgia State University and Mercer University respectively; and a doctorate in African American and African Studies from the Ohio State University.
Visiting Assistant Professor Badru-Deen Barry
Badru-Deen Barry teaches Introductory chemistry and biochemistry at K this fall.
His education includes a bachelor’s degree in chemistry from Fourah Bay College in Freetown, Sierra Leone, master’s degrees in chemistry from Northeast Normal University in China and Michigan State University, and a doctorate in chemistry from Michigan State.
He previously served Michigan State and Northeast Normal as a graduate research assistant, Société Générale de Surveillance in Freetown, Sierra Leone, as port supervisor and chemist, and Fourah Bay College as a laboratory and teaching assistant.
Visiting Assistant Professor Mikela Zhezha-Thaumanavar
Mikela Zhezha-Thaumanavar is teaching courses in Spanish this fall as well as a course in foreign language teaching methods. In addition, she serves as the coordinator for the Spanish Teaching Assistants at K. She received her bachelor’s degree, master’s degree and doctorate in Spanish linguistics from Western Michigan University.
She has previously taught courses in Spanish at Western Michigan University, Davenport University, and Kalamazoo Community College. She also served WMU as a guest professor, teaching in the institution’s Summer Translation Program. She previously has worked in translation and speaks Albanian and Italian in addition to English and Spanish.
Visiting Assistant Professor Jennifer Mills
Jennifer Mills is leading courses including seminars in psychology and health psychology this term. Mills holds a bachelor’s degree from the University of Georgia, master’s degrees from Georgia College and State University and Western Michigan University, and a doctorate from WMU.
She is working on an executive master’s in public health at Emory University with an emphasis in prevention science. For the past 10 years, Mills has owned and operated MindBodyWell, a private counseling practice that focuses on science-based approaches to stress, depression and anxiety.
Mills is an active member of the Institute for Public Scholarship, a local, anti-racist organization that works on issues of place and belonging. Her research interests focus on preventing and mitigating the impact of early childhood adversity on health.
Visiting Assistant Professor Robert Mowry
Robert Mowry is teaching two sections of Introduction to Society and Culture offered by the Department of Anthropology and Sociology. His additional teaching interests include quantitative methods, disaster, the intersection of politics and the environment, and ways of seeing and knowing.
Mowry comes to Kalamazoo College from the University of Notre Dame, where he recently earned his Ph.D. in sociology. Previously, he earned master’s degrees from the University of Notre Dame and the University of Sheffield, and a B.A. from Earlham College.
As a teacher-scholar of disaster and politics, Mowry employs multiple methods to study the processes and outcomes of globally diverse, high-stakes political arenas—from post-disaster contentious politics in the U.S. and Japan to the gendered dynamics of protest participation in Europe. A related stream of research looks at how cultural processes of learning, memory, and thinking spur spontaneous laughter outbursts during Supreme Court oral arguments. His work has been published in Sociological Theory.
Visiting Assistant Professor Jennifer Perry
Jennifer Perry leads courses at K including General Psychology, Sensation and Perception, and Psychopharmacology in the Department of Psychology. Her credentials include a Bachelor of Arts from St. Olaf College and a Ph.D. from the University of Minnesota. Perry’s research includes studies on the ethics of laboratory animal research and the role of impulsive behavior in drug abuse.
Pull your honey close and get ready for some facts about the super food and honey bees courtesy of Kalamazoo College Biology Professor Ann Fraser and her entomology class.
September is National Honey Month, which prompted us to ask Fraser’s students some questions about honey. As luck would have it, the students have been preparing to take an annual field trip to the Kalamazoo Nature Center, where they see an active hive of honey bees, courtesy of the Kalamazoo Bee Club. The students learn how honey is made, handle the casts where the honey is harvested from a hive, and occasionally see the queen among the thousands of bees.
“They become fascinated,” Fraser said of the experience. “Some of them are a little scared of bees at first, maybe because they had a bad experience at one point. But over time, as we’re there for the hour, they get closer to the hive. Eventually, they’re actually holding the frames from the hive. It’s surprising how heavy they can be with bare hands because each frame weighs about eight pounds.”
The number of honey bees around the world is dropping because of pesticide use, habitat loss, a drop in their food supply, and Colony Collapse Disorder, a phenomenon that occurs when a combination of these factors and varroa mites, a honey bee pest, combine to kill the worker bees. That potentially could threaten the amount of honey available in the world’s food supply, and cause problems related to pollination and agriculture.
“Every year we see at least 30 percent of hives die off over the winter,” Fraser said. “It’s kind of a new normal in the beekeeping industry.”
The good news is citizens can help protect honey bees and support the creation of honey by planting a variety of native wildflowers.
“Honey bees aren’t native to North America,” Fraser said. “They were brought over in the 1600s from Europe, not for pollination, but to make honey and beeswax products. They’ve been here ever since. By planting wildflowers, we’re providing food resources for bees and other pollinators, so that we can help beekeepers keep them healthy.”
Fraser’s students were busy bees in helping us find more answers to our questions about honey and honey bees. Here’s what they had to say.
How long have humans been harvesting honey from honey bee hives?
The earliest records of humans consuming bee honey and wax are about 10,000 years old as shown in prehistoric drawings in caves. Drawings found in Spain, about 7,000 years old, depict the practice of beekeeping. According to Queen Bee Farms, there is also a 15,000-year-old painting of a woman climbing a rope ladder to collect honey on the side of a cliff. – Joergen and Jack
Why is honey important for the bees themselves and their colonies?
Honey is a great fuel source for bees. Large amounts of it are made and stored to be consumed during the cold months. Bees use stored honey and pollen to feed their larvae. It’s an energy-rich food source that gives the bees the energy they need to vibrate and take flight. – Molly and Camilia
Why is honey vital to the world’s food supply?
If not for honey, honey bees would starve in the winter months. This would be a major issue for world food security, as 71 of the 100 crop varieties that account for 90% of the world’s food are pollinated by bees, according to the Center for Food Safety. From the human perspective, the sweet taste of honey has made it a sought-after treat and sweetener for millennia. It can also be used to make a fermented drink, mead, which is making a comeback in the brewing industry these days. – Noah and Evan
What types of bees are there in a honey bee hive?
Worker bees can account for up to 60,000 individuals in a colony. They’re reproductively-underdeveloped female honey bees, performing all the work for the colony. Young workers stay inside to perform nest cleaning and nurse duties. They move on to become receivers and storers of incoming nectar and pollen. Near the end of their six-week life they leave the hive as foragers to collect nectar and pollen. The queen is a fully-fertile female that specializes in egg production. Typically, there is only one queen per colony and it produces pheromones that regulate the colony’s behavior. Drones are male bees that account for up to 500 individuals in a colony during the spring and summer. The drones fly from the hive and mate midair with the queens from other colonies. – Lia and Penny
Do other types of bees (i.e. non-honey bees) make honey?
Honey is a general term that refers to the nectar processed by insects. Humans generally consume only honey from honey bees because they form very large colonies that store it in abundance. – Zach and Rina
What variables affect the color and flavor of different varieties of honey?
Honey varies in taste depending on the flowers the honey bees visit to collect nectar. Clover honey is light yellow and has a mild and sweet taste. Eucalyptus honey, common in Australia, has a slight menthol aftertaste. Buckwheat honey tastes like molasses and is very dark in color. Dandelion honey has a sweet floral taste and is bright golden yellow. Manuka honey, from New Zealand, is a gold color and is used as a topical ointment for MRSA, stings, infections and burns. Sourwood honey has a buttery or caramel taste. Goldenrod is dark with a sweet, licorice-like aftertaste. Wildflower honey comes from many different flowers and can taste different each time. In general, the darker the honey, the bolder the flavor. – Maci and Gabby
What threats assail honey bees and the world’s supply of honey?
Common threats to honey bees include diseases such as American and European foulbrood, chalkbrood and nosema; some varieties of beetles and mites; wax moths, which can damage a hive’s structure; global warming and droughts; forest fires; and Colony Collapse Disorder, which could be caused by pests, pesticides, habitat changes, stressors, prolonged transportation, malnutrition or a combination of these factors. – Claudia and Kyle
Students in Biology Professor Ann Fraser’s entomology class got an up-close look at honey bees on Tuesday.Students took an annual field trip to the Kalamazoo Nature Center on Tuesday to see a honey bee hive.Students got an up-close look at honey bees Tuesday at the Kalamazoo Nature Center.Entomology students visited honey bee hives Tuesday at Kalamazoo Nature Center.Entomology students took a taste test in learning about honey.
What is significant about the honey bees we find in Michigan?
There are about 450 different types of bees in Michigan, most of them native to this the region. The honey bee is just one type of bee and it was actually imported from Western Europe. Bees are important pollinators of plants worldwide. Honey bees are especially important in agricultural settings because they can be kept in managed hives and have such large colonies. Michigan hosts about 90,000 hives, ranking the state eighth in the U.S. for its number of hives. Honey bees are especially important for fruit crops such as cherries, apples and blueberries, and vegetable or seed production for crops such as peppers, carrots and onions. In 2015, 50% of Michigan’s $2 billion crop industry was attributed to honey bees. – Lydia and Rachel
What can we in Michigan do to ensure we’re supporting the sustainability of bees and honey?
Make your yard or garden a bee-friendly environment. Plant bee-friendly flowering plants such as bee balm, milkweed, asters and sunflowers; and herbs such as mint, oregano, garlic, chives, parsley and lavender. It’s also important to limit pesticides in your garden or yard, especially during blooming periods. – Mikayla and Bella
What is ‘raw’ honey? Do we need to be concerned about the purity or cleanliness of honey we buy?
Raw honey is unprocessed and unpasteurized honey. It might include pollen, wax and a resinous substance called propolis that bees use to seal or repair the hive. While it may contain more vitamins and nutrients than unpasteurized honey, it also might trigger or aggravate allergies in people sensitive to pollen. Some claim raw honey is more nutritious, but consuming it may increase the risk of illness that can cause dizziness, nausea, vomiting and a drop in blood pressure. – Mariah and Zaydee
Kalamazoo College announced September 15 that one faculty member and one staff member have earned two of the highest awards the College bestows on its employees. Anne Haeckl, K’s senior instructor in the Department of Classics, will receive the 2022 Florence J. Lucasse Lectureship for Excellence in Teaching, and Dan Kibby ’91, the enrollment systems manager in the Office of Admission, will receive the W. Haydn Ambrose Prize for Extraordinary Service.
Haeckl has served the College since 1998. In that time, she has taught an array of courses on Greek history, Roman history and archaeology in addition to a sophomore seminar. Alumni have noted that Haeckl’s classes have been life-guiding and her enthusiasm has inspired new generations of archaeologists, academics and educators.
The Florence J. Lucasse Lectureship (for outstanding classroom teaching) and Fellowship (for outstanding achievement in creative work, research or publication) were established in 1979. Haeckl is the 32nd recipient of the lectureship. She also received the Lucasse Fellowship in 2004. Both awards were created to honor Florence J. Lucasse, a 1910 alumna, in recognition of her long and distinguished career and in response to the major unrestricted endowment gift given to the College in her will.
Dan Kibby is the recipient of this year’s Ambrose Prize.
Kibby has worked at K since 2016 and recently shifted from a role as a programmer and analyst for Information Services to his position in Admission. In nominating him, Kibby’s colleagues noted that his kindness and humanity are frequent sources of inspiration as he generously gives of himself to mentor students. He’s also always among the first to engage with the campus through volunteerism with Monte Carlo, Cafsgiving, Green Dot events, COVID testing clinics and vaccination clinics.
The W. Haydn Ambrose Prize was established to recognize a K staff member for outstanding service to the Kalamazoo College community. The award is named after W. Haydn Ambrose, who served K for more than 20 years in a variety of roles, including assistant to the president for church relations, dean of admission and financial aid, and vice president for development. Ambrose was thoughtful in the projects that he took on, committed to the jobs that he agreed to do, and he treated people with respect.
In addition to a financial award, Kibby has earned a crystal award to commemorate the achievement, an engraved brick in a section at the top of the stairs of the athletic fields complex and an invitation to sit on the award’s selection committee for two years.
Sarah Westfall served as Kalamazoo College’s vice president for student development and dean of students for nearly 15 years.
As Vice President and Dean of Students Sarah Westfall retires, Chief Information Officer Greg Diment ’84 reflects on her legacy at K.
Nearly 15 years ago, Kalamazoo College welcomed candidates vying for the position of vice president of student development and dean of students. On one particular afternoon, a candidate stood in the Olmsted room, ready to give her presentation at an open forum to faculty and staff. Previous candidates had arrived with elaborate PowerPoints, standing formally at the podium to present. Yet this candidate came with a simple overhead transparency and a desire to connect. She walked up and down the aisle, approaching each questioner and answering their questions in proximity and with eye contact. She didn’t have a high-tech presentation—in fact, I am pretty sure she commented that she wasn’t a “techy” person. Instead, she was engaging, full of energy, and personable. After the interview, former President Wilson-Oyelaran asked me for my impressions. I remember saying simply, “Hire her. I’ll take care of any technology she needs.” And hire her we did.
Almost 15 years later, thousands of students have come and gone from K. Sarah Westfall has had an influence on all of them. Being the dean of students is hard. A dean sees and hears from some students at their toughest times—when they have made bad choices, or had extremely difficult experiences; when they feel vulnerable, or neglected, or have been wronged; when they are still developing, learning, not always understanding the big picture or how to effectively advocate for what they need. For all of these students, and for those who experienced the joys and exciting firsts of college, Dean Westfall was there.
It’s easy to reflect on Dean Westfall’s many accomplishments as a student affairs professional. At K, she has used her accreditation experience to significantly enhance K’s capabilities in assessing student learning, and has partnered with the provost to ensure K’s continued accreditation. She has been a member of and led several search committees for the College, participated in College-wide planning efforts, led K’s crisis management team, and staffed the Risk Review committee of the Board of Trustees. K established many student advisory committees during her tenure, giving students an important voice throughout the College.
Dean Westfall has also published extensively in the field of student development, particularly in regard to small college environments. She is active in NASPA, the national association for student affairs administrators, and she was awarded their Pillar of the Profession award in 2019. She has served for several years on the Fulbright Senior Specialists Program Peer Review Committee and is currently on the Fulbright Specialist Roster. In 2018, she received the Distinguished Alumni Award from her doctoral program. Since 2008, she also has served as a Peer Reviewer and Team Chair for the Higher Learning Commission (HLC). She was recognized with an award from the HLC in 2019.
Yet as we congratulate her on her well-deserved retirement, her greatest achievements are summed up by the people whose lives she touched. I reached out to several alumni from throughout Sarah’s time at K and the memories are sure: “She checked in on me and looked out for me and listened to what I wanted to do and made me feel really taken care of,” said one. “She personally invested herself in my safety and my success,” said another.
One alum noted, “For my part, I’d say that Dean Westfall is in many ways the perfect embodiment of K. She was a huge presence during my time there from orientation to graduation—I have distinct, warm memories of her from both. I know she helped me and everyone else transition smoothly into adulthood in more ways than we can ever really know or appreciate. Her job is one of the most difficult I can imagine. Lots of people have lots of ideas about how things ought to be done, so it’s naturally impossible to please everybody—especially with a very involved student body—and she still seemed to handle everything with a sense of calm and reason and grace that is an inspiration.”
Her peers are equally appreciative, describing her as a consummate professional, highly regarded in her field, dedicated, empathetic, insightful, humorous and a trusted colleague. Dean Westfall’s door was always open to anyone needing support and advice.
I have had the privilege of serving on President’s Staff for many years with Dean Westfall, and we’ve been through many situations together—perhaps none more challenging than the events of the last 18 months. As head of the crisis management team, Dean Westfall’s leadership in navigating the pandemic was invaluable to the institution and to those who worked alongside her. As she “graduates” to retirement and future endeavors as a higher education consultant and coach, I know she will bring that same calm, caring and insightful leadership to others. And if she ever needs tech support, I will always be just a phone call away from my colleague and friend.
Kalamazoo College Assistant Professor of Chemistry Daniela Arias-Rotondo is challenging the stereotypical image that comes to mind when we picture a scientist by inviting undergraduates and postdocs to present their science in JAWS, a series of chemistry webinars spotlighting scientists from underrepresented groups.
When you hear it’s time for JAWS, don’t fear a shark attack. Instead, get ready for a chemistry seminar featuring Kalamazoo College Assistant Professor of Chemistry Daniela Arias-Rotondo, who is challenging the stereotypical image that comes to mind when we picture a scientist.
JAWS, or Just Another (Chemistry) Webinar Series, gives scientists from underrepresented groups a chance to be heard, and undergrads and postdocs a chance to share their work through easy-going conversations and publicity in a production quickly gaining recognition.
The project was started by Arias-Rotondo along with post docs Craig Fraser of Northwestern University, Madison Fletcher of New York University and Monica Gill of Carleton University. Its name would’ve been Just Another Chemistry Series, but the acronym JACS is well known as the Journal of the American Chemical Society. As a result, and to show a little humor, Arias-Rotondo and her fellow organizers chose JAWS.
“One day we might get a cease-and-desist letter from Steven Spielberg or someone,” Arias-Rotondo said. “We’ll figure out what name we give it at that point. But for now, who doesn’t like sharks?”
The point of JAWS, though, is down to earth as it enables early career chemists to build foundational presentation skills.
“As scientists, we always emphasize that it’s important to be able to communicate your ideas,” Arias-Rotondo said. “And one thing that we’ve always seen is that it’s hard as a postdoc or a graduate student—and even worse as an undergrad—to get the opportunity to present your science.”
Professors commonly receive invitations to give talks and attend conferences. They might also be the people in line for a Nobel Prize. Students, however, gain experience working with faculty yet their work gets little exposure. That’s something Arias-Rotondo wants to change.
“Even with the pandemic, we’ve still been doing talks, and giving people who don’t have a name for themselves yet an opportunity,” Arias-Rotondo said. “We’re particularly looking at those who, even under normal circumstances, maybe wouldn’t be as likely to present. A scientist doesn’t have to be the old white guy with crazy hair. Being able to invite these other people who don’t necessarily fit a mold to come in and talk about their science is so important in terms of really showing a broad spectrum of people that you can be a scientist, too.”
The show has built buzz for itself through a loyal following on its Twitter feed. It’s also drawn presenters from every continent except Antarctica and viewers from all over the world, including JACS Editor-in-Chief Erick Carreira, an organic chemist and professor at ETH Zürich.
“We saw the name among our attendees and we began texting back and forth while watching,” Arias-Rotondo said. “We were wondering if that was really him or somebody impersonating him because it was huge for us. It was a sign of how far we’d made it.”
Recent JAWS guests have included post docs from University of California, Vanderbilt University and National University of Singapore who have presented on topics ranging from radiation to molecular aggregation. The time for JAWS varies to accommodate presenters from a variety of time zones, but generally it’s scheduled at 11 a.m. or 8 p.m. Eastern on Tuesdays. Presentations are posted online for about a week. Ultimately, Arias-Rotondo hopes to measure the success of the program not only by the number of viewers or its website traffic, but by successful variations of representation and its impact on students including those at K.
“I hope that my students see that they can attend the seminars, they can present at the seminars, and that there is a welcoming community that wants them to be chemists,” she said. “I also want them to see me as someone who is not just teaching or doing research with them but also working to make science more available and more accessible for people.”
J. Malcolm Smith will join Kalamazoo College as its vice president for student development and dean of students on August 1.
President Jorge G. Gonzalez announced today that J. Malcolm Smith will join Kalamazoo College as the institution’s new vice president for student development and dean of students. Smith, who is the vice president for student affairs and dean of students at Salve Regina University in Newport, Rhode Island, will begin his new role on August 1, 2021.
“Malcolm has considerable experience in student development at institutions like K,” Gonzalez said. “He brings a collaborative leadership style, dedication to the development of college students, passion for equity and inclusion work, and a commitment to student success. I am confident that he will be an excellent addition to our campus community and that he will build strong bonds with students, staff and faculty.”
Smith joined Salve Regina in 2013 as dean of students and also served as associate vice president before being named vice president in 2019. During his tenure at Salve Regina, Smith led the revision of the university’s Sexual Misconduct Policy, established the Student Conduct Hearing Board to give students a stronger voice in the university judicial process, developed services and programs for the LGBTQ+ student community, and developed a Review and Standards committee to give students, faculty and staff input on proposed revisions to conduct policies.
Before Salve Regina, Smith worked at a variety of institutions including John Carroll University, Ohio University and University of Illinois at Chicago. He brings extensive experience in areas such as student conduct and advocacy; retention efforts; diversity, equity and inclusion; Title IX administration; housing management; budget oversight; and crisis management.
He has presented on the national and regional level for the National Association for Student Personnel Administration, the Association of Title IX Administrators, and the Association for Student Conduct Administration. In 2006, Smith received the Annuit Coeptis Award for Emerging Professionals from the American College Personnel Association. He holds a B.A. in elementary education and a M.Ed. in college student personnel, both from Ohio University in Athens, Ohio.
“My family and I are excited to join the K community,” Smith said. “I am looking forward to working with such amazing students, a great team in student development, and partnering with colleagues across the campus. I’m honored and humbled by this opportunity to join K! Go Hornets!”
Smith succeeds Vice President for Student Development and Dean of Students Sarah Westfall, who will retire on July 1 after 14½ years at the College. Smith was selected after a competitive nationwide search conducted by an on-campus committee with the assistance of Storbeck Search & Associates, an executive search firm specializing in the education and non-profit sectors. Comprised of faculty, staff and students, the committee was chaired by Provost Danette Ifert Johnson.
Associate Professor of English Ryan Fong is one of four scholars from around the country who founded Undisciplining the Victorian Classroom, a digital humanities project that reimagines how to teach Victorian studies with a positive, race-conscious lens.
A Kalamazoo College English faculty member has helped develop a project that ensures his field will be inclusive and engaging with scholars from underrepresented groups.
Associate Professor of English Ryan Fong is one of four scholars from around the country who founded Undisciplining the Victorian Classroom, a digital humanities project that reimagines how to teach Victorian studies with a positive, race-conscious lens. The title was inspired by a recent essay by Ronjaunee Chatterjee, Alicia Mireles Christoff and Amy R. Wong in the Los Angeles Review of Books, titled “Undisciplining Victorian Studies,” which itself borrowed from York University Professor of English literature and Black studies Christina Sharpe’s call for scholars to “become undisciplined” as a way to undo racist theories and the limited, predominantly white scopes that scholars have inherited.
“The three other founders and I wanted to create a set of resources for how to bring this work into the classroom to infuse our teaching,” Fong said. “The website developed as a result of those conversations, and we collaborated with one another to build the site and involved other scholars from around the world to create our first batch of teaching materials.”
In addition to Fong, the founding developers are Pearl Chaozon Bauer, an associate professor of English at Notre Dame de Namur University; Sophia Hsu, an assistant professor of English at Lehman College, CUNY; and Adrian S. Wisnicki, an associate professor of English at the University of Nebraska-Lincoln.
The K community can take pride in the team’s project because many of the lesson plans featured on the website draw on those that Fong first developed in his classroom through his own pedagogy. Take, for example, the lessons regarding the work of Mary Seacole, a British-Jamaican nurse, healer and businesswoman who set up the “British Hotel” during the Crimean War. Seacole hoped to assist with nursing the war’s wounded but was turned away when she applied to be in the nursing contingent. Instead, she traveled independently and set up her own “hotel” for tending to the wounded, making her popular with service personnel, who raised money for her as she faced extreme poverty after the war.
“A lot of what we’ve been doing in the project is creating resources to help instructors teach materials like Mary Seacole’s,” Fong said. “She wrote an important travelogue and memoir about her experiences, and the teaching materials on the site will help teachers contextualize this work and teach it alongside people that we already know and love like Charles Dickens and Charlotte Bronte. We’re hoping that we’re giving scholars tools to incorporate new materials into their classes or perhaps even conceive and remake whole new classes.”
In addition to lesson plans and syllabi that involve writers such as Seacole, the Undisciplining the Victorian Classroom website provides Zoom-based broadcasts with recorded conversations, featuring professors to further promote a diverse base of historical writers.
“We’re recording conversations with colleagues about what we do in our classrooms,” Fong said. “It gives us a chance to share how we teach and how we can expand the materials and approaches that we have typically used. Hosting these has given me a lot of opportunities to share what I’ve developed at K. Bringing the expertise that I’ve been able to gain into these conversations with teacher scholars around the country and around the world has been really exciting.”
In the short term, Fong said the site’s success will be evaluated through the number of people visiting the website. Yet ultimately, the hope is to get experts and scholars throughout higher education excited to collaborate with the project while empowering everyone who does the work of teaching literature in colleges and universities—from graduate students to adjunct faculty and tenured professors.
“Around the world, we’re all really working toward these goals of social justice, anti-racism, and diversity, inclusion and equity,” Fong said. “If we’re working in alignment with those principles and we’re doing it thoughtfully as scholars, then I feel like that we have the potential to make an impact not just in higher ed, but all over.”
A team of composers including Kalamazoo College Assistant Professor of Music Chris Ludwa are targeting social injustice and racial inequities with “Awake, Arise!”
Based on a tune originally written during the plague, “Awake, Arise!” revitalizes a 500-year-old melody with the words of Black authors, activists and artists who breathe new life into the music of Johann Sebastian Bach. The result is a dramatic musical composition calling on audiences to acknowledge injustice and work together to change the world.
Bach’s cantata “Wachet auf, ruft uns die Stimme” is a work that would be performed during Advent in preparation for the arrival of Christmas and the birth of Jesus. It premiered in 1731 in Leipzig, and is based on a hymn written by Philipp Nicolai in the wake of the plague in the 16th century. The original text encourages the preparation for Jesus’ arrival, encouraging us to “Wake up, as the voice calls to us.”
Like many ancient texts, the words of the original cantata refer to prophesies and promises of what is to come: a better life, salvation or freedom. As the world suffers massive death and despair from a pandemic in 2020 and 2021, stark inequities and injustice between people of different races which have always been present are so evident that they cannot nor should not be ignored, and must now be addressed by everyone.
“Just as Bach was known to reset his own music and that of others, it is time to breathe new life into this seminal work, giving it a voice that resounds the call to equity of 2000 years ago and of 60 years ago,” said Kalamazoo College Assistant Professor Chris Ludwa, one of the composers behind “Awake, Arise!” “In reflecting on the countless Christmas hymns and songs that sing of a new day to come, our brothers and sisters of color have waited long enough.”
Ludwa collaborated with Everett McCorvey, a fellow voice professor from the University of Kentucky; and Rhea Olivaccé, a soprano soloist with an international career and a professor of voice at Western Michigan University; to use the words of Langston Hughes, Maya Angelou, WEB DuBois, Martin Luther King Jr., Amanda Gorman, Valyn Turner and others in providing a response to these hymns and songs in a dialogue about the Black experience, in contrast to what it is perceived to be.
The result is a new arrangement of Bach’s immortal cantata, performed in English, implementing the language of hope from great authors and activists of color. This new work is presented with spoken word artists interspersed between movements, underscoring the urgency of texts we may have failed to read with clear eyes. The world premiere in March 2021 featured a 17-piece orchestra comprised of musicians of color from the United States and the United Kingdom, a diverse body of 20 singers and three internationally acclaimed soloists against the backdrop of the Lincoln Memorial and a multimedia display of visual artists of color.
The premiere of the filmed performance united Olivaccé, tenor Lawrence Brownlee and bass soloist Kyle Ketelsen, along with Concert Master Ilmar Gavilan, spoken-word artists, and a chorus and orchestra of diverse musicians that is now available on YouTube.
The goal is to make this new version of the cantata available to choirs of all kinds that they might become better allies against injustice, a particularly important aspiration given how dominant white culture is in the performing arts world.
“How often have people of color sung these spirituals praying for a fair shot, only to be answered with a gun shot,” Ludwa said. “How often have those of us who are white sung the lyrics of these familiar tunes, only to follow it by ignoring the message to ‘Wake up, and arise?’”
Watch the April 11 performance on YouTube, and contact Ludwa for more information about the musical composition at cludwa@kzoo.edu or 231-225-8877.
