A generous leadership gift from Kalamazoo College alumnus Robert Sherbin ’79 will open the door to independent exploration outside the United States for Kalamazoo College graduates.
Sherbin has established the Jerry Sherbin Fellowship, named in honor of his father, which each year will provide one K senior with a stipend to pursue an academic year post-graduation, independently exploring a subject of deep personal interest outside the United States. Applicants will be assessed based on their proposal’s creativity and personal significance, their passion for the subject, and how the work may shape their future plans. The first fellowship abroad will be awarded in spring 2023.
“The College’s K-Plan emphasizes international study and engagement, so this fellowship wonderfully complements a student’s K education,” said Provost Danette Ifert Johnson. “It provides yet another avenue for students to pursue a project of personal interest in a deep and meaningful way prior to starting their graduate study or career. We are grateful to Bob for creating this opportunity for current and future generations of students.”
While an English major at K, Sherbin studied abroad at the University of Nairobi, one of only six American undergrads—and the only K student—there at that time. As a senior, Sherbin applied for a Thomas J. Watson Fellowship, an external grant through the Watson Foundation that provides the opportunity to design and execute a one-year project overseas. Before attending graduate school at Northwestern, Sherbin spent a year in Central and West Africa as a Watson Fellow, conducting a sociological study of long-distance truck drivers. This opportunity was transformative, helping guide Sherbin’s path to becoming an international journalist and later, a global corporate communications executive. Today he is the vice president of corporate communications at NVIDIA, a technology company based in Silicon Valley.
Sherbin said, “The Watson Fellowship was the most formative experience of my life. I’d not taken an intro to sociology class. My French was appalling. And I didn’t know a soul within thousands of miles, when aerograms were the WhatsApp of the age. But K had given me the tools to learn and sparked my passion to figure out the rest. It’s my hope that this fellowship will enable students to widen their perspectives, taking them from Dewaters to Danang, from the Upjohn Library steps to the Russian steppes and beyond, and discover ways to make a difference before they head into the rest of their lives.”
Kalamazoo College alumna and Professor Emerita Diane Seuss has received the Pulitzer Prize in Poetry for “frank: sonnets.” Photo by Gabrielle Montesanti
Diane Seuss ’78 published her fifth collection of poetry, “frank: sonnets,” in 2021.
Kalamazoo College alumna, Professor Emerita and former writer-in-residence Diane Seuss ’78 is celebrating more recognition for her latest poetry collection, and this honor is the most prestigious yet.
Seuss was granted a 2022 Pulitzer Prize in Poetry on Monday for frank: sonnets, a collection of poems that discuss topics including addiction, disease, poverty and death. The collection previously received the PEN/Voelcker Award for Poetry Collection, the National Book Critics Circle Award for Poetry and the LA Times Book Prize for poetry.
The Pulitzer Prize committee described frank: sonnets as “a virtuosic collection that inventively expands the sonnet form to confront the messy contradictions of contemporary America, including the beauty and the difficulty of working-class life in the Rust Belt.”
“This is nothing that I would ever, ever, ever have expected of life,” Seuss said of the honor in an MLive interview. “It’s hard to feel these things beyond kind of shock and awe.”
In previous honors, Seuss received the John Updike Award in 2021 from the American Academy of Arts and Letters. The biennial award recognizes a mid-career writer who demonstrates consistent excellence. Seuss also joined a prestigious group of scholars and artists who have received grants from the Guggenheim Foundation as a 2020 Guggenheim Fellow. The fellowship helps honorees slate blocks of time during which they explore their creative freedom. The Foundation receives about 3,000 applications each year and awards about 175 fellowships.
Seuss retired from K in 2016, the year she was a Pulitzer finalist for Four-Legged Girl (Greywolf Press, 2015), a poetry collection the Pulitzer committee described as “a richly improvisational poetry collection that leads readers through a gallery of incisive and beguiling portraits and landscapes.” Her other collections include Still Life with Two Dead Peacocks and a Girl (Graywolf Press, 2018), a finalist for the National Book Critics Circle Award and the LA Times Poetry Prize; Wolf Lake, White Gown Blown Open (University of Massachusetts Press, 2010), which received the Juniper Prize; and It Blows You Hollow (New Issues Press, 1999).
“For me and others like me, people in the margins for whatever reason, such recognition is an encouragement,” Seuss said of her recent success in a Kalamazoo College news story last month. “It’s saying, your work has worth. It makes all the difference to be seen and heard and acknowledged.”
April is National Poetry Month, an especially busy time for Diane Seuss ’78, a Kalamazoo College alumna and professor emerita who taught in the English department and served as writer in residence for three decades. With accolades rolling in for her latest book and a new collection of poetry on the horizon, Seuss is marking the month with virtual readings across the country and reflecting on the successes and challenges of the past two years, including a Guggenheim Fellowship, the John Updike Award and the COVID-19 pandemic.
As a 2020 Guggenheim Fellow, Seuss joined a prestigious group of scholars and artists who have received grants from the Guggenheim Foundation to help provide fellows with blocks of time to work with creative freedom. The Foundation receives about 3,000 applications each year and awards about 175 fellowships.
In 2021, Seuss received the John Updike Award from the American Academy of Arts and Letters. The biennial award recognizes a mid-career writer who demonstrates consistent excellence.
The Guggenheim and Updike awards have helped Seuss, who grew up in rural schools and earned a master’s degree in social work rather than an M.F.A. in creative writing, feel a hard-won sense of authority as a poet.
“They’re both very prestigious,” Seuss said. “While you would hope that you could feel that you have a right to be heard without that recognition, it sure helps. It’s amazing that I was this kid with a single mom in Niles, Michigan, writing poems in typing class, and truly, through sheer persistence and a lot of luck, I have managed to be here.
Diane Seuss ’78 published her fifth collection of poetry, “frank: sonnets,” in 2021.
“For me and others like me, people in the margins for whatever reason, such recognition is an encouragement. It’s saying, your work has worth. It makes all the difference to be seen and heard and acknowledged.”
Seuss published her fifth collection of poetry, frank: sonnets, in 2021. The book, from Graywolf Press, is currently a finalist for the Los Angeles Times Book Prize in Poetry, was named a finalist for the Kingsley Tufts Poetry Award, and won both the PEN/Voelcker Award for Poetry and the National Book Critics Circle Award.
Prior to frank: sonnets, Seuss published four other poetry collections: Still Life with Two Dead Peacocks and a Girl (Graywolf Press, 2018), a finalist for the National Book Critics Circle Award and the Los Angeles Times Poetry Prize; Four-Legged Girl (Graywolf Press, 2015), a finalist for the Pulitzer Prize; Wolf Lake, White Gown Blown Open (University of Massachusetts Press, 2010), recipient of the Juniper Prize; and It Blows You Hollow (New Issues Press, 1999).
frank got its start during a writing residency at Willapa Bay Artists in Residence near Oysterville, Washington.
“A lot of people had said, ‘You should write a memoir because you’ve had quite a life,’” Seuss said. “You know what is beneath the surface when folks say you should write a memoir! I took that idea with me to the residency, but I just couldn’t hear the memoir in prose.”
During the residency, Seuss took a day trip to Cape Disappointment, where visitors can hike to a lighthouse on a cliff. The drive was beautiful, but when she arrived, Seuss felt exhausted and took a nap in the backseat of her rental car before simply returning to her cottage.
“On the drive back, I started narrating what had just happened,” Seuss said. “I had this line in my mind: I drove all the way to Cape Disappointment, but didn’t have the energy to get out of the car. It’s past tense, but it’s just-happened past tense. Then it came into my head, I’m kind of like Frank O’Hara.”
A prominent poet who died in 1966, O’Hara wrote kinetic, lively poems encompassing his present thoughts and actions, which he called “I do this, I do that” poems. “By the time I got back to my little cottage, I had these lines jotted down on a pad. I saw, this could be divided into 14 lines; this could be sonnet length. Then I thought, Wow, I could write a memoir in sonnets, and they could be composed under the influence of Frank O’Hara, who was so improvisational and spontaneous.”
The poems in frank are contemporary American sonnets, Seuss said, mostly unrhymed but with some vestige of rhyme and meter and a couplet at the end. She employs the tension between the high-end poetic form of the sonnet and her working-class language and storytelling. At the same time, she draws on parallels between the working-class mentality of being economical and the economy of language inherent in the sonnet’s 14-line limit. As one of the poems says, “The sonnet, like poverty, teaches you what you can do / without.”
The title references poet Frank O’Hara as well as serving as an homage to Amy Winehouse and her first studio album, Frank. It also refers to frankness itself, a quality omnipresent in the sonnets.
“I’m not writing like I’m a role model,” Seuss said. “I talk a lot about really tough mistakes in my life. I own my stuff. I see myself pretty clearly. I hope that people who read it feel that their lives, too, have value, and that they can be honest about who they are without shame.”
frank is a memoir, but not a traditional or linear one. “It tells the story of my life and my interior, but from shifting perspectives and with a range of approaches to language,” Seuss said.
One section is in the voice of the rural town where Seuss grew up; one is transcribed from text conversations with her son. Several sonnets involve a dear friend, pictured on the cover, who died of AIDS in the ‘80s. Her father, who died when she was 7, appears in some poems, and her mother, a single mother from then on, features prominently. One poem, on the back of a center fold out, is written by her son.
“I think of the book in a lot of ways as a collaboration,” Seuss said. “The book, especially its cover photo, has received attention in countries throughout the world. Maybe especially during the pandemic, readers responded to a collection that values a single life, but also the communities and individuals that contribute to any one life.”
The COVID-19 pandemic hit shortly after Seuss received the Guggenheim fellowship, scrapping her original plans for a fellowship project involving in-person research and interviews in her hometown of Niles. Post-frank, the roots of that project have grown into her forthcoming sixth collection of poetry.
“My intention was to be able to go back to my hometown for considerable periods of time and do research, specifically around a legal case that happened in the town involving abuse at a daycare center that really cut the town in half,” Seuss said. “The roots of that project are still there, but I ended up opening the book up to larger questions about what poetry can be up against trauma, loss and our current reality.”
The original project and title, “Little Epic,” ended up as a single, longer poem in the new collection. Seuss had been interested in developing a connection to Latin poet Catullus and his longest poem, Catullus 64, an epyllion or “little epic.”
“It tells the story of a wedding among the gods by reading the images on a coverlet that is given to the bride,” Seuss said. “I loved that idea and wanted to pull it forth into the story of my town.”
K Professor of Classics Elizabeth Manwell proved a “fantastic resource” for Seuss’ efforts to learn more about Catullus and classical poetry in the process of writing “Little Epic.”
The new book is tentatively titled Modern Poetry, “which is kind of an audacious claim in itself for a book of poems,” Seuss said. The title poem is about her first poetry class at K with her mentor, Conrad Hilberry, who sought her out after giving honorable mention to a poem she wrote in high school typing class, entered into a contest for Michigan poets by Seuss’ guidance counselor. Hilberry encouraged her writing, helped her do readings in classes and eventually supported her in finding the resources to attend K.
“That class at K in 1974 also opened the pathway to what the rest of the book is, in quotes ‘about,’ if books are about, and that is poetry itself,” Seuss said. “I lived through the ongoing pandemic, aware of so much loss and suffering, of course, and for me, experienced in isolation. I’m divorced; my son is in the upper peninsula. My mom and the rest of my family are all still in Niles. My dog was my soulmate and he died during the pandemic. Through most of the pandemic, I have been in my house, right across from campus, with nobody.
“I kept asking myself this question, what can poetry be now? What is poetry now? That really is the defining question of this next book. To explore that, I went back to the roots of my education in poetry.”
Seuss also forced herself to abandon the sonnet and take a different formal approach in Modern Poetry.
“You can only do one thing so long,” Seuss said. “I’m writing the longest poems I’ve ever written, in free verse. The new work takes a certain kind of authority, a willingness to take up that much space and to think through some things about poetry itself, and to weigh in. Authority has always been an issue for me as it is for so many people who come from the margins, whether it’s race, class, gender, orientation or identity. I think some of the best teachers come from marginal realities; eventually, you may come to that place where you realize that your perspective has value.”
“In my teaching at K, in my teaching since leaving K as well as in my writing, I have wanted to communicate the value of individual realities.”
Copies of “Reckoning: Kalamazoo College Uncovers Its Racial and Colonial Past” are available on the shelves at the Kalamazoo College Bookstore and on the Bookstore’s website.
Anne Dueweke ’84 believes we cannot understand where we are unless we understand where we’ve been, especially when it comes to the racial climate of the United States and, closer to home, Kalamazoo College.
With her newly published book, Reckoning: Kalamazoo College Uncovers Its Racial and Colonial Past, Dueweke hopes to supplement existing histories of K with a racial and colonial history, sharing experiences of people of color at K and examining the role American colonialism, racial history and attitudes toward race have played in the founding and development of K through the years.
Reckoning begins with the founding of K in 1833 on land that was home to the Potawatomi people during the era of Indian Removal. It takes a close look at the events and attitudes affecting racial climate, both in the U.S. and at the College, through the Civil War, long periods of stagnation, the popularity of minstrel shows, the Civil Rights Movement and Black student activism on campus, right up to the recent activism of the changing student body and diversity, equity and inclusion efforts by recent College administrations.
“K’s story is not a unique story,” Dueweke said. “It reflects what’s happened in the country and reflects what’s happened in a lot of institutions of higher education. It all plays out here. … Sometimes the College would be ahead, sometimes it would be behind and sometimes it would be right there with the rest of the country.”
Most histories, told from the perspective of powerful white men, have felt unsatisfactory to Dueweke as a woman. “They also didn’t explain why we still have such stark racial disparities,” she said. Reading histories focused on race and colonization, such as A People’s History of the United States by Howard Zinn, Stamped from the Beginning by Ibram X. Kendi and An Indigenous Peoples’ History of the United States by Roxanne Dunbar-Ortiz, helped her understand. “I hope this book plays a similar role for the College, that it helps explain why things are the way they are, why many students of color don’t feel comfortable here.”
Myers Education Press is publishing the book and marketing it to higher education institutions for use in courses on topics such as social justice and history of higher education.
“If people here found it useful that way, I’d be really happy,” Dueweke said. “It was a hard project. I could never have done it if I hadn’t been completely engrossed in it, and I wouldn’t be completely engrossed if I wasn’t so invested in this institution. I really feel that this institution has the potential to go much further in achieving equity with how the campus is experienced and how the educational programs are delivered in terms of race and ethnicity.”
‘It Was Hard for Me at First to Understand What the Issues Were’
Anne Dueweke ’84
Dueweke graduated from Kalamazoo Central High School and chose to attend Kalamazoo College because it had a small student body, robust study abroad program, good academic reputation and beautiful campus.
She studied abroad in Madrid, performed a career internship in the publicity department at the Kalamazoo Institute of Arts and completed an oral history project and biography with a local artist and poet named Ben Tibbs for her Senior Integrated Project.
“I had a great education and experience here,” Dueweke said. “It was transformative, it was challenging, it was very mind expanding in so many ways, I made a lot of good friends.”
After earning her B.A. in English in 1984, Dueweke earned an M.A. in Spanish literature from University of Illinois Urbana-Champaign. She became a mom and did some free-lance work before starting work at K as director of the Academic Resource Center in 1998. In 2000, she became director of faculty grants and institutional research at K, a job she held until 2019.
At the time, Dueweke was unaware she was joining the College staff after a period of turmoil and tension over multicultural efforts. She started in student development at a time when racial issues were a frequent topic of discussion, often framed as lack of diversity.
“I thought, ‘I wonder why this is such a difficult place for Black students and other students of color,’” Dueweke said. “As a white person, it was hard for me at first to understand what the issues were.”
Dueweke had always considered herself an advocate for students. After helping to conduct multiple student-led focus groups on students’ experiences with racial climate in 2013, she saw a need for her advocacy to involve more engagement with diversity, equity and inclusion work.
For the next two years, Dueweke incorporated leading DEI committees into her work at K. Then, in January 2015, she was participating in an anti-racism training for faculty and staff at the Arcus Center with local non-profit Eliminating Racism and Creating/Celebrating Equity (ERACCE).
The training began with the history of the United States told through the lens of race and colonization, with a timeline crossing the whole room.
“When I was looking at that timeline, I was really struck that the Indian Removal Act was passed in 1830, which was right around the time Kalamazoo College was founded in 1833,” Dueweke said. “I wondered how the founders interacted with the Potawatomi and other indigenous people, what they thought about the Indian Removal Act, and what the impact was of their being here. I began to think it would be interesting to write the story of the College by focusing on issues of race and colonization as a way to better understand why the College is where it is when it comes to these issues.”
Reckoning, Celebrating, Showcasing
Dueweke applied for and was granted an Arcus Center Fellowship for 2015-2017 to support her project to examine the College’s history through a social justice lens.
“The increasing diversity of our student body … represents the future, yet the College’s structures, practices, policies, systems, norms, and values have been shaped by 180 years of serving a predominantly white, middle to upper-middle class, Midwestern population,” Dueweke wrote in the application. “This work will involve placing the College’s story within the larger context of U.S. history … paying close attention to the effects of colonization, racism, … including how the College has both perpetuated and fought against these societal forces. As a result of this work, I hope that the College can come to terms with threads of racism … and other ‘isms’ woven through our institutional history, celebrate themes of social justice that characterize the College’s past and present, and showcase the stories of people in Kalamazoo College’s history who have been marginalized and silenced.”
While Dueweke initially thought she could complete the history in three years, working on it in addition to her full-time job ended up taking more than six years. She was grateful to be able to extend her fellowship, even after she left her job at the College in 2019 and started working as a resource developer for the Pokagon Band of Potawatomi in Dowagiac.
In addition to reading many U.S. and regional histories, her research involved archival work and oral histories with alumni of color. The Arcus fellowship provided funds to hire student assistants, buy books and travel to interview alumni or visit archives.
“The oral histories were all compelling,” Dueweke said. “One thing I really struggled with, doing this as a white person, is not trying to tell the stories of people of color for them. I did want to relay their experiences, so I relied a lot on their own words from the oral history interviews, and then from people who are no longer alive, from published writings or interviews that they had done.”
Online, Dueweke found the petitions for federal recognition filed by the three local Potawatomi bands, in which the tribes tell their history. That proved vital for the beginning of her book. Fortunately, one of the first known African American students to attend K, Rufus Perry, went on to be a prominent and prolific writer so Dueweke was able to draw on his own words in sharing his story.
“It got much harder to write as it reached the point where people will have their living memory of the recent history, especially the last chapter,” Dueweke said. “There will be a lot of people who remember those years who may or may not feel the same way, people who have their own interpretation of those events.”
‘The Shape of Things’
Reckoning opens with the time of the Native American displacement and the founding of K by Baptist missionaries.
The book relates some experiences of Rufus Perry, the first known African American student at K. He escaped slavery as a young man and went on to become a well-known minister, scholar, writer, newspaper editor and advocate for Black people.
It delves into the impact of the first president, James Stone, and his wife Lucinda, who were progressive and abolitionist. As forward-thinking as they were, Lucinda Stone’s published writing still demonstrates the paternalistic and assimilationist thinking common among white progressives at the time.
The third chapter, “The Shape of Things,” covers the period of time from after the Civil War until the end of World War II.
“That was a long, long time period, and it was a period of real stagnation in how people thought about race in this country,” Dueweke said. “I think that shape is still there; that shape is still very strong. There’s been progress since then, certainly, yet there’s still white supremacy, the country is still run by white people. That really affects how white people think and operate and it has a huge effect on people who are not white.”
The book goes on to address the racial climate at K in the ‘50s, with blackface performances remaining popular on campus despite community objections, and the slow rise of some awareness as K attempted to engage with a broader world, implementing the K-Plan in the early ‘60s. The Black Student Organization formed soon after the assassination of Martin Luther King, Jr. in 1968 to advocate for the institution to make itself relevant to Black students.
The College took steps forward and back in the ‘70s, ‘80s and ‘90s as calls for diversity and action were met with opposition or were overshadowed by other challenges on campus. Progress often seemed to move at a snail’s pace.
In the conclusion, Dueweke addresses some of the positive progress in racial climate at K in the past 15 years along with some of the continuing struggles. She is aware she could face some criticism for her work from those who feel she did not get it right.
“Race is a really fraught topic,” Dueweke said. “You can’t really work in areas of race without getting into the fray.
“I see this book as a first pass. If other people find portions of the history they would want to elaborate on more, delve more into—that would be really wonderful if people got involved in expanding it.”
Support for Reckoning from K
Dueweke said she received a huge amount of support, encouragement and guidance from Mia Henry, former executive director of the Arcus Center, and Lisa Brock, former academic director of the Arcus Center, among many other people. The current leadership has also been supportive and contributed to publication.
“It’s been really wonderful that they’re willing to embrace a history like this,” Dueweke said. “There are other histories of the College and I see this as a supplement to them. It tells the story from a different perspective.”
Provost Danette Ifert Johnson said it has become apparent over the past few decades that most history is based on a subset of people’s experiences.
“It’s important for us to get that broader knowledge that includes all the perspectives and not just the perspective of the group that’s had the privilege and been in the position of being able to dominate the narrative,” Ifert Johnson said. “It’s important for us, from an institutional perspective, to understand that as much as many of us love K, it doesn’t mean that the same kinds of things that happened in a lot of other places in society over the past almost 200 years didn’t happen here. It’s important for us to be honest about that, to know where we’ve been, because it does inform where we are and where we’re going.”
Ifert Johnson said K has come a long way in terms of diversity—32 percent of the student body at K are domestic students of color—and the administration’s current focus is on inclusion.
“Numbers don’t tell the whole story,” Ifert Johnson said. “Diversity doesn’t necessarily mean that people feel fully included and like they belong in all parts of this community. How do we make sure that all of our students, all of our faculty, all of our staff, all the members of our campus community really feel like this is their place and their voices are valued, their experiences are valued? That’s something we’re working on. I don’t think it’s as fast as any of us would like, but we’re continuing to move forward.”
The College ordered 100 copies of the book, some of which will be available at the library. Plans are still in development for how best to share and distribute the rest. The book is also available at the Campus Bookstore.
“I think there are a number of different ways that it can be integrated into the College and I hope that it will be,” Ifert Johnson said. “I hope that people do read it when they get a chance. I think it’s really informative. It provides a different perspective on the history of the College and one that is important for us to know and understand and acknowledge.”
Reckoning: Kalamazoo College Uncovers Its Racial and Colonial Past
By Anne Dueweke ‘84
Book launch event
5:30 to 7 p.m. Thursday, April 7 Arcus Center for Social Justice Leadership 205 Monroe Street Kalamazoo, MI 49006
Details: About 25 copies of the book will be available and dinner will be provided. Dueweke will speak about the book, do a reading, and answer questions, followed by an informal reception.
A major grant from the Andrew W. Mellon Foundation will provide new learning opportunities for Kalamazoo College students and faculty seeking solutions to societal problems and promote the critical role of the humanities in social justice work.
The $1.297 million three-year grant will provide funding for the College’s Humanities Integrated Locational Learning (HILL) project, which is building student coursework rooted in K’s commitment to experiential learning and social justice to address issues such as racism, border policing, economic inequities, homelessness and global warming, while examining history, how humans share land, and the dislocations that bring people to a communal space.
The project was envisioned by Associate Professor of English Shanna Salinas (Co-PI), Arcus Center for Social Justice Leadership Assistant Professor of Sociology Francisco Villegas (Co-PI) and Professor of English Bruce Mills. HILL will invite K faculty to build curricula that foreground how power structures produce destabilizing dynamics and the collective response(s) of affected communities through the development of course materials, collaborative faculty-student research and community engagement, the development of program assessments and the sharing of oral histories tied to partnering projects and organizations.
Arcus Center for Social Justice Leadership Assistant Professor of Sociology Francisco Villegas
Each class within the curriculum will fit into one of two cluster programs: the first focuses on hubs outside of Kalamazoo such as New Orleans, St. Louis and San Diego; the second looks within Kalamazoo with themes relevant to the city such as prison reform and abolition, and migrants and refugees. Both cluster programs will contribute to a digital humanities initiative for publishing, archiving and assessing coursework and partnerships. Each will provide opportunities for immersing students in local heritage, cultures, landscapes, opportunities and experiences.
Salinas and Villegas will co-direct the HILL initiative. The three sites outside Kalamazoo—New Orleans, St. Louis and San Diego—were chosen for their current or historical dispersion of people from their homeland, as well as dislocated communities with strong histories of social justice movements. About 15 to 20 students at a time will go to those cities to further their experiential learning. Salinas added that faculty and students will first put in research and legwork related to their collaborative partnerships with a year of concentrated work. Then, by about December 2022, they will be ready to conduct in-person learning, first in New Orleans.
Professor of English Bruce Mills
In addition to co-directing the project, Salinas will also serve as the curriculum coordinator for New Orleans. “We hope that students will develop an understanding of place as a living entity with a storied history and people who are a part of that location,” Salinas said. “We want students to learn what it means to be a part of a particular place. We want them to contend with histories, and meet the residents and people who inhabit the spaces we study with a real sense of generosity and purpose. We want to change students’ understanding about how they approach space and operate within it.”
Villegas plans to build on his strong connections within Kalamazoo County in leading the cluster focused on issues inside Kalamazoo. As a member of an exploratory taskforce (and now advisory board chair), he helped Kalamazoo County launch a community ID program in 2018, allowing residents, including those otherwise unable to get a state ID, to obtain a county ID.
“I think the grant speaks to the Mellon Foundation seeing promise in the kind of work we are imagining,” Villegas said. “It’s encouraging that they are willing to invest so greatly in such a project. They’re also recognizing the ethics of the project. They’re trusting that we’re going to engage with cities, including our home city, with a sense of respect and with a recognition of furthering community agendas already in place rather than imposing our understandings to other spaces. Most importantly, we’re invested in thinking about how students can consider the humanities in these projects as a way of producing nuanced understandings toward addressing very big problems.”
Mills will lead the digital humanities portion of the initiative. He noted that one measure of success for participating faculty will be how HILL shows the enduring dimensions of its partnerships with the digital project playing a large role.
“When you create classes, writing projects, oral histories or collaborate on community projects, these efforts often get lost when they just go into a file or a paper or are not passed along in local memory,” Mills said. “The digital humanities hub is an essential part of this initiative because faculty, students and city partners will have a site for a collective work to be published or presented. Community members will have access to it. That means the work being done will not disappear.”
Associate Professor of Music Beau Bothwell
Associate Professor of Anthropology and Sociology Espelencia Baptiste
Professor of Art and Art History Christine Hahn
In addition to Salinas, Villegas and Mills, Associate Professor of Music Beau Bothwell and Professor of Art and Art History Christine Hahn will be curriculum coordinators for St. Louis and San Diego respectively. The first four courses that will be offered in the HILL project are Advanced Literary Studies (Salinas, English); Missionaries to Pilgrims: Diasporic Returns (Associate Professor Espelencia Baptiste, Anthropology and Sociology); The World Through New Orleans (Bothwell, Music); and Architecture Urbanism Identity (Hahn, Art and Art History).
The Mellon Foundation’s grant to K is one of 12 being issued to liberal arts colleges as a part of the organization’s Humanities for All Times initiative, which was created to support curriculum that demonstrates real-world applications to social justice pursuits and objectives.
“Kalamazoo College’s commitment to social justice is most profoundly realized through students’ opportunities to connect the theoretical with hands-on work happening in our communities,” Kalamazoo College President Jorge G. Gonzalez said. “We’re grateful for the Mellon Foundation’s generous support, which will enable us to build on our foundation of experiential education and demonstrate to our students how the humanities have a practical role in fostering positive social change.”
The Mellon Foundation notes that humanities thought and scholarship efforts influence developments in the social world. However, there’s been a sharp decline in undergraduate humanities study and degree recipients nationwide over the past decade despite students’ marked interest in social justice issues. The initiative targets higher student participation in the humanities and social justice while building their skills in diagnosing cultural conditions that impede a just and equitable society.
“The Humanities for All Times initiative underscores that it’s not only critical to show students that the humanities improve the quality of their everyday lives, but also that they are a crucial tool in efforts to bring about meaningful progressive change in the world,” said Phillip Brian Harper, the Mellon Foundation’s higher learning program director. “We are thrilled to support this work at liberal arts colleges across the country. Given their unequivocal commitment to humanities-based knowledge, and their close ties to the local communities in which such knowledge can be put to immediate productive use, we know that these schools are perfectly positioned to take on this important work.”
Nionni Permelia ’22 interned last summer at Zoo City Farm and Food Network.
As an aspiring librarian, Nionni Permelia ’22 knows much of her job one day will involve community engagement.
“You have to know so much about literature, but you have to know so much about your community as well,” said Permelia, an English major from Battle Creek. “People might come in to a library for résumé help or to learn how to print and fax. They also might come in because they don’t know where their next meal is coming from. They might ask, ‘I don’t know where I can go to get fresh food. Can you help me?’ Being a librarian means you have to know a lot about everything around you so you can give people those resources.”
That idea made a Community Building Internship (CBI) this summer an ideal opportunity for her. Permelia was among the K students who worked at local organizations from AACORN Farms to the YWCA of Kalamazoo in CBIs through the Center for Civic Engagement and the Center for Career and Professional Development. The positions, offered each year, last about six to eight weeks, and interns are on the job for 30 to 40 hours a week while earning a stipend.
Permelia worked for Zoo City Farm and Food Network, a nonprofit organization founded and operated by Black women, that centers Black women’s voices and experiences while designing a comprehensive, responsible and sustainable food-industry ecosystem that is beneficial for everyone. In other words, they want everyone to have access to fresh, healthful food regardless of who they are and their economic status.
“Fresh food should be a human right for everyone,” Permelia said.
On a regional level, the organization nurtures food sovereignty by expanding food systems literacy in communities that have little to no education on the food ecosystem, primarily in Kalamazoo and Battle Creek. Outside Michigan, Zoo City wants to make its model accessible for communities across the country. While its model is designed with Kalamazoo and Battle Creek in mind, the organization welcomes partnerships with cities around the U.S. that could benefit from initiatives that champion food sovereignty.
“In the inner city of Battle Creek, there are no grocery stores. Battle Creek sits in a food desert,” Permelia said. “My work with Zoo City and their Food and Farm Network helps them create a framework for how places like Battle Creek could eliminate their droughts in food systems.”
Permelia used her writing skills to develop email templates for Zoo City that will allow the organization to approach volunteers about its initiatives and how they can help. One of those initiatives helps farmers and small businesses sell the food they make at a farmer’s market in Kalamazoo.
“Zoo City purchases the booth, and local businesses who might not be able to pay for their own booth take it over,” Permelia said. “The community gets access to fresh food that way, and hopefully, the businesses and farmers will have more people visiting them outside the booth.”
Permelia also performed research for the organization’s Zoo Syndicate, a visual editorial that will show local residents how food is connected to everything.
“I helped them do research on graffiti art and urban interventionism, which are very different to, yet very similar to Zoo City’s core values,” she said. “Graffiti art connects to their initiative of urban farming because it usually happens on vacant property. The idea is that even vacant parking lots can become safe places for neighborhood activities. Instead of figuring out how we can make money off of it by developing houses the neighborhood can’t afford, why not grow food there? It might prevent higher taxes and living costs that make the neighborhood unlivable because people can’t afford it anymore.”
As a result, in addition to the job experience relatable to her future career and the opportunity to be involved in the community, Permelia learned about the administrative roles of people such as Zoo City co-founder Remi Harrington, making the internship beneficial on multiple levels.
“I thought I might be gardening and growing food, but I got to see the admin side of things,” she said. “That inspired me. I saw how people’s ideas to help others can actually come to life. It was amazing to see people like Remi writing all of her plans on a board, before I got to go to a farmer’s market or neighborhood event to see it happen. It was amazing to see it come to fruition.”
She adds, “I’d never worked for an organization owned by Black women before, which is really sad, yet this showed that I could have an opportunity to do it. Getting to see a Black-women led organization helped me to realize that I am also able to bring my writings and ideas to life. Not only that, but it’s possible for me to lead. It’s possible for all Black women to lead and see their imagination become reality. Remi has so many beautiful ideas for Zoo City. I am so happy we all get to witness her work and continue to see her vision unfold.”
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.”
Kalamazoo College Assistant Professor of English Oliver Baez Bendorf is one of 35 writers receiving a 2021 National Endowment for the Arts Creative Writing Fellowship.
The National Endowment for the Arts today announced that Oliver Baez Bendorf, a Kalamazoo College assistant professor in the Department of English, is one of 35 writers who will receive a 2021 Creative Writing Fellowship of $25,000.
Baez Bendorf was selected from about 1,600 eligible applicants. Fellows are selected through a highly-competitive, anonymous process and are judged on the artistic excellence of the work sample they provided. The fellowships provide funding for recipients to write, revise, research and travel.
“I am honored and still in shock to have received this prestigious grant,” Baez Bendorf said. The fellowship will help fund his work on a future collection of poems, including research travel when that becomes possible again after the pandemic. He hopes to go to Hessen, Germany, to visit the Ronneburg Castle, in which his father’s ancestors took refuge from religious persecution. The castle now houses festivals and a falconry center.
Baez Bendorf is the author of two poetry collections, most recently Advantages of Being Evergreen, published in 2019. Jennifer Natalya Fink, a professor of English at George Washington University, described that book as a “wild queer reimagining of the potential of language to redress our past oppression and imagine new possibilities for gender, nature, and ecstasy.”
In 2020, Baez Bendorf received the early career achievement award from The Publishing Triangle. His work has also garnered fellowships from CantoMundo, Vermont Studio Center and Wisconsin Institute for Creative Writing. His poems appear in recent or forthcoming issues of American Poetry Review, Interdisciplinary Studies in Literature and Environment, New England Review, Orion, Poetry, the anthology Troubling the Line: Trans and Genderqueer Poetry and Poetics, and other publications.
Since joining the faculty in 2018, Baez Bendorf leads the poetry workshops at Kalamazoo College and teaches introductory creative writing classes. In fall 2020, he taught a first-year seminar he designed titled “Romance and Revolution: The Life and Times of Pablo Neruda.”
Outside the classroom, he has mentored K students in their pursuits of nature writing and literary editing. In 2019, he collaborated with colleagues across the college to host a celebrated writer on campus. A faculty research grant from the Arcus Center for Social Justice Leadership enabled him to participate in the New Orleans Poetry Festival, which featured his work in ecopoetics.
Baez Bendorf, who was born and raised in Iowa, holds a Bachelor of Arts in English Literature from the University of Iowa, and a Master of Fine Arts in Poetry and Master of Arts in Library and Information Studies, both from the University of Wisconsin-Madison.
The late Conrad Hilberry, a poet and beloved Professor Emeritus of English who taught at K from 1962 until 1998, also received a Creative Writing Fellowship from the Arts Endowment in 1984.
Since 1967, the Arts Endowment has awarded more than 3,600 Creative Writing Fellowships totaling over $56 million. Many American recipients of the National Book Award, National Book Critics Circle Award, and Pulitzer Prize in Poetry and Fiction were recipients of National Endowment for the Arts fellowships early in their careers. The full list of 2021 Creative Writing Fellows is available online.
“The National Endowment for the Arts is proud to support these 35 talented poets through Creative Writing Fellowships,” said Amy Stolls, director of literary arts at the Arts Endowment. “These fellowships often provide writers with crucial support and encouragement, and in return our nation is enriched by their artistic contributions in the years to come.”
Visit arts.gov to browse bios, artist statements and writing excerpts from a sample of past Creative Writing Fellows.
Kalamazoo College recognized outstanding achievements by its students Friday with the annual Honors Day Convocation.
More than 250 students were recognized Friday during the annual Honors Day Convocation for excellence in academics and leadership. Students were recognized in six divisions: Fine Arts, Modern and Classical Languages and Literatures, Humanities, Natural Sciences and Mathematics, Social Sciences, and Physical Education. Recipients of prestigious scholarships were recognized, as were members of national honor societies and students who received special Kalamazoo College awards. Student athletes and teams who won Michigan Intercollegiate Athletic Association awards also were honored. The students receiving Honors Day awards or recognition are listed below. Watch the recorded event at our website.
FINE ARTS DIVISION
Brian Gougeon Prize in Art
Awarded to a sophomore student who, during his or her first year, exhibited outstanding achievement and potential in art.
Elena Basso
Nicole Taylor
Camryn Zdziarski-West
Margaret Upton Prize in Music
Provided by the Women’s Council of Kalamazoo College and awarded each year to a student designated by the Music Department Faculty as having made significant achievement in music.
Katherine Miller-Purrenhage
Cooper Award
For a junior or senior showing excellence in a piece of creative work in a Theatre Arts class: film, acting, design, stagecraft, puppetry or speech.
Jonathan Townley
Sherwood Prize
Given for the best oral presentation in a speech-oriented class.
Sedona Coleman
Cameo Green
Theatre Arts First-Year Student Award
Given to a sophomore for outstanding departmental efforts during the first year.
Milan Levy
MODERN AND CLASSICAL LANGUAGES AND LITERATURES DIVISION
LeGrand Copley Prize in French
Awarded to the sophomore who as a first-year student demonstrated the greatest achievement in French.
Tristan Fuller
Claire Kvande
Hardy Fuchs Award
Given for excellence in first-year German.
Ben Flotemersch
Elizabeth Wang
Margo Light Award
Given for excellence in second-or third-year German.
Ellie Lotterman
Noah Prentice
Romance Languages Department Prize in Spanish
Awarded for excellence in the first year in Spanish.
Emma Sidor
MiaFlora Tucci
Clara H. Buckley Prize for Excellence in Latin
Awarded to an outstanding student of the language of the ancient Romans.
Sydney Patton
Provost’s Prize in Classics
Awarded to that student who writes the best essay on a classical subject.
Jane Delmonico
Classics Department Prize in Greek
Awarded to the outstanding student of the language of classical Greece.
Nick Wilson
HUMANITIES DIVISION
Allen Prize in English
Given for the best essay written by a member of the first-year class.
Shanon Brown
John B. Wickstrom Prize in History
Awarded for excellence in the first year’s work in history.
Helen Edwards
Sam Kendrick
Department of Philosophy Prize
Awarded for excellence in any year’s work in philosophy.
Julia Bienstock
Emma Fergusson
Luke Richert
Teague Tompkins
L.J. and Eva (“Gibbie”) Hemmes Memorial Prize in Philosophy
Awarded to a sophomore who in the first year shows the greatest promise for continuing studies in philosophy.
Garret Hanson
Clarice Ray
Mikayla Youngman
NATURAL SCIENCES AND MATHEMATICS DIVISION
Department of Chemistry Prize
Awarded for excellence in the first year’s work in chemistry.
Abby Barnum
Marissa Dolorfino
Elizabeth Wang
First-Year Chemistry Award
Awarded to a sophomore student who, during the first year, demonstrated great achievement in chemistry.
Thomas Buffin
Mallory Dolorfino
MiaFlora Tucci
Lemuel F. Smith Award
Given to a student majoring in chemistry pursuing the American Chemical Society approved curriculum and having at the end of the junior year the highest average standing in courses taken in chemistry, physics and mathematics.
Jennalise Ellis
Computer Science Prize
Awarded for excellence in the first year’s work in computer science.
Eleanor Carr
Vien Hang
Aleksandr Molchagin
Erin Murphy
William Shaw
Hanis Sommerville
First-Year Mathematics Award
Given annually to the sophomore student who, during the first year, demonstrated the greatest achievement in mathematics.
Tolkien Bagchi
Thomas O. Walton Prize in Mathematics
Awarded to a member of the junior class for excellence in the work of the first two years in mathematics.
Joseph Jung
Tommy Saxton
Carter Wade
Cooper Prize in Physics
Given for excellence in the first year’s work in physics.
Oliver Tye
Blue Truong
SOCIAL SCIENCES DIVISION
Departmental Prize in Anthropology and Sociology
Awarded for excellence during the first and/or second year’s work.
Milan Levy
Milagros Robelo
Aija Turner
Wallace Lawrence Prize in Economics
Awarded annually to a student who has done outstanding work in the Department of Economics and Business during the sophomore year.
Kayla Carlson
Mihail Naskovski
Emily Tenniswood
William G. Howard Memorial Prize
Awarded for excellence in any year’s work in economics.
Nicklas Klepser
Nathan Micallef
Sage Ringsmuth
Andrew Sheckell
Wallace Lawrence Prize in Business
Awarded annually to a student who has done outstanding work in the Department of Economics and Business during the sophomore year.
Lucas Kastran
Cade Thune
Alex Wallace
Irene and S. Kyle Morris Prize
Awarded for excellence in the first year’s courses in the Department of Economics and Business.
Zoe Gurney
William G. Howard Memorial Prize in Political Science
Awarded for excellence in any year’s work in political science.
Elisabeth Kuras
Department of Psychology First-Year Student Prize
Awarded for excellence in the first-year student’s work in psychology.
Violet Crampton
Sarah Densham
PHYSICAL EDUCATION DIVISION
Division of Physical Education Prize
Awarded to those students who as first-year students best combined leadership and scholarship in promoting athletics, physical education and recreation.
Sam Ankley
Alexis Petty
Maggie Wardle Prize
Awarded to that sophomore woman whose activities at the College reflect the values that Maggie Wardle demonstrated in her own life. The recipient will show a breadth of involvement in the College through her commitment to athletics and to the social sciences and/or community service.
Camille Misra
COLLEGE AWARDS
Henry and Inez Brown Prize
Denise Jackson
Heather Muir
James Totten
Vanessa Vigier
Nicholas Davis
Nathan Garcia
Zy’ere Hollis
Tytiana Jones
Aaron Martinez
Udochi Okorie
Joshua Pamintuan
Anthony Peraza
Samantha Rodriguez
Rina Talaba
National Merit Scholars (Class of 2024)
Carter Wade
Voynovich Scholars
Awarded annually to a student who, in the judgment of the faculty, submits the most creative essay on the year’s topic.
Marina Bayma-Meyer
Yung Seo Lee
Alpha Lamda Delta
Alpha Lambda Delta is a national honor society that recognizes excellence in academic achievement during the first college year. To be eligible for membership, students must earn a cumulative GPA of at least 3.5 and be in the top 20 percent of their class during the first year. The Kalamazoo College chapter was installed on March 5, 1942.
Jez Abella
Hashim Akhtar
Cameron Arens
Tolkien Bagchi
Elena Basso
Cassandra Bergen
Thomas Buffin
Natalie Call
John Carlson
Mary Margaret Cashman
Cassidy Chapman
Nicholas Cohee
Violet T. Crampton
Lauren Crossman
Sarah Densham
Charles Pasquale DiMagno
Mallory Dolorfino
Marissa Dolorfino
Katia Duoibes
Hannah Durant
Carter Eisenbach
Benjamin Flotemersch
Caelan Frazier
Nathaniel Harris Fuller
Tristan Fuller
Grace Garver
Zoe Gurney
Yoichi Haga
Vien Hang
Garrett Hanson
Lucy Hart
Katherine Haywood
Marshall Holley
Audrey Huizenga
Ian Becks Hurley
Jonathan Jiang
Emily Robin Kaneko Dudd
Benjamin Tyler Keith
Isabella Grace Kirchgessner
Sofia Rose Klein
Lena Thompson Klemm
Rhys Koellmann
Elisabeth Kuras
Caroline Lamb
Am Phuong Le
Dillon Lee
Ginamarie Lester
Milan Levy
Thomas Lichtenberg
Cassandra Linnertz
Alvaro J. Lopez Gutierrez
Kanase J. Matsuzaki
Camille Misra
Aleksandr V. Molchagin
Samantha Moss
Arein D. Motan
Matthew Mueller
Erin Murphy
Maya Nathwani
William Naviaux
Sudhanva Neti
Stefan Louis Nielsen
Keigo Nomura
Rohan Nuthalapati
Jenna Clare Paterob
Sheyla Yasmin Pichal
Harrison Poeszat
Noah Prentice
Isabelle G. Ragan
Abby L. Rawlings
Katherine Rock
Skyler Rogers
Gi Salvatierra
Hannia Queren Sanchez-Alvarado
Madeline Gehl Schroeder
William Shaw
Hanis Sommerville
Alex M Stolberg
Kaleb Sydloski
Clara Margaret Szakas
Claire Tallio
Nicole Taylor
Abhishek Thakur
Kaia Thomas
Blue Truong
Oliver Tye
Duurenbayar Ulziiduuren
Chilotam Christopher Urama
Elizabeth G. Wang
Margaret L. Wedge
Ryley Kay White
Katelyn Williams
Skai Williams
Leah Wolfgang
Camryn Zdziarski-West
Sophie Zhuang
Nathaniel Zona
Enlightened Leadership Awards
Robert Barnard
Irie Browne
Rebecca Chan
Nolan Devine
Daniel Fahle
Grace Hancock
Julia Leet
Lia Schroeder
Matthew Swarthout
Jonathan Townley
Ethan Tuck
Ian Yi
MIAA Award
These teams earned the 2019-2020 MIAA Team GPA Award for achieving a 3.3 or better grade-point average for the entire academic year:
Men’s Baseball
Women’s Basketball
Men’s Cross Country
Women’s Cross Country
Men’s Golf
Women’s Golf
Men’s Lacrosse
Women’s Lacrosse
Women’s Soccer
Women’s Softball
Women’s Swimming and Diving
Women’s Volleyball
MIAA Academic Honor Roll
Student Athletes 2019-2020
The Michigan Intercollegiate Athletic Association each year honors students at MIAA member colleges who achieve in the classroom and in athletic competition. Students need to be a letter winner in a varsity sport and maintain at least a 3.5 grade point average for the entire academic year.
Max Ambs
Georgie Andrews
Grant Anger
Hunter Angileri
Samuel Ankley
Julia Bachmann
Travis Barclay
Elena Basso
Lillian Baumann
Alex Bowden
Austin Bresnahan
Jack Brockhaus
Pierce Burke
Annika Canavero
Raekwon Castelow
Claire Cebelak
Walker Chung
Nicholas Cohee
Thomas Cook
Noah Coplan
Rachel Cornell
Chase Coselman
John Crane
Cameron Crothers
Gwendolyn Davis
Riley Davis
Emmelyn DeConinck
Robert Dennerll
Sarah Densham
Eva DeYoung
Mallory Dolorfino
Marissa Dolorfino
Amanda Dow
Austin Duff
Alex Dupree
Hannah Durant
Thomas Fales
Dugan Fife
Gwendolyn Flatland
Payton Fleming
Matthew Ford
Clifton Foster
Luke Fountain
Sierra Fraser
Rachael Gallap
Brendan Gausselin
Katie Gierlach
Anthony Giovanni
Madison Goodman
Mya Gough
Matthew Gu
Rebekah Halley
Grace Hancock
Laura Hanselman
Lucy Hart
Katherine Haywood
Zachary Heimbuch
Alyssa Heitkamp
Daniel Henry
McKenna Hepler
Sam Hoag
Mathew Holmes-Hackerd
Matthew Howrey
Tre Humes
Aidan Hurley
Amiee Hutton
Benjamin Hyndman
Samantha Jacobsen
Jonathan Jiang
Jaylin Jones
Jackson Jones
Amani Karim
Lucas Kastran
Maria Katrantzi
Greg Kearns
Ben Keith
Will Keller
Jackson Kelly
David Kent
Hannah Kerns
Meghan Killmaster
Dahwi Kim
Alaina Kirschman
Lena Klemm
Allison Klinger
Ella Knight
Nicholas Kraeuter
Brandon Kramer
Matthew Krinock
John Kunec
Nicholas Lang
Juanita Ledesma
Jack Leisenring
Kathryn LeVasseur
Marissa Lewinski
Rosella LoChirco
Rachel Madar
MacKenzy Maddock
Deven Mahanti
Lauren Marshall
Samuel Matthews
Courtney McGinnis
Dylan McGorsik
Keelin McManus
Benjamin Meschke
Tytus Metzler
Nathan Micallef
Camille Misra
DeShawn Moore
Dominic Moore
Maxo Moran
Samantha Moss
Elizabeth Munoz
Alexis Nesbitt
Nikoli Nickson
Madeline Odom
Abigail O’Keefe
Marianna Olson
Michael Orwin
Ella Palacios
Cayla Patterson
Hellen Pelak
Calder Pellerin
Scott Peters
Eve Petrie
Nicole Pierece
Noah Piercy
Jared Pittman
Harrison Poeszat
Zachary Prystash
Erin Radermacher
Harrison Ramsey
Zachary Ray
Jordan Reichenbach
Benjamin Reiter
Ashley Rill
Molly Roberts
Katherine Rock
Lily Rogowski
Isabelle Russo
Justin Schodowski
Michael Schwartz
Darby Scott
Andrew Sheckell
Josephine Sibley
Elizabeth Silber
Nathan Silverman
Jack Smith
Katherine Stewart
Abby Stewart
Grant Stille
Alexander Stockewell
Alex Stolberg
Hayden Strobel
Thomas Sylvester
Jacob Sypniewski
Clara Szakas
Nina Szalkiewicz
Jack Tagget
Leah Tardiff
Emily Tenniswood
Cade Thune
Kaytlyn Tidey
Mary Trimble
Matt Turton
Oliver Tye
Damian Valdes
Madison Vallan
Naomi Verne
Alex Wallace
Maija Weaver
Margaret Wedge
Tanner White
Megan Williams
Madalyn Winarski
Hannah Wolfe
Brandon Wright
Tony Yazbeck
Julie Zabik
Christian Zeitvogel
Sophie Zhuang
Three Kalamazoo College faculty members from the English, music and political science departments have been awarded tenure.
The tenure milestone recognizes excellence in teaching, scholarship and service to the College, and signifies its confidence in the contributions these professors will make throughout their careers.
The following faculty members were approved by the Board of Trustees for tenure and promotion to associate professor:
Shanna Salinas
Arcus Social Justice Leadership Assistant Professor of English and Co-Director of Critical Ethnic Studies Shanna Salinas
Salinas teaches 19th, 20th and 21st century American literary and cultural studies with an emphasis on American race and ethnicity. She received her bachelor’s degree in American literature and culture with a minor in Chicana/o Studies from UCLA; and her master’s degree and doctorate in English from UC Santa Barbara.
Her published work includes “Raced Bodies, Corporeal Texts: Narratives of Home and Self in Sandra Cisneros’ The House on Mango Street;” Critical Insights: Virginia Woolf and 20th Century Women Writers, 2015; “Coloring the U.S.-Mexico Border: Geographical Othering and Postbellum Nation Building in Kate Chopin’s The Awakening (Studies in American Fiction 41.1, Spring 2018); and “For the Pleasure of the Chicanx Poet: Spatialized Embodied Poetics in Ana Castillo’s My Father Was a Toltec,” New Transnational Latinx Perspectives on Ana Castillo, ed. Karen Roybal and Bernadine Hernández (forthcoming, Pittsburgh University Press).
Beau Bothwell
Assistant Professor of Music Beau Bothwell
Bothwell has taught courses in ethnomusicology, music theory and music history since completing his Ph.D. in musicology at Columbia University in 2013. He received B.A.s in music history and ethnomusicology/jazz studies from UCLA, and previously taught at Columbia, the Juilliard School, the American University in Beirut, and the New School.
Beau’s research addresses the music, media and politics of the Arabophone Middle East and the U.S. He has published in a range of venues, and co-translated (with Lama Zein) Ali Kisserwan’s two-volume analysis, the Compositions of Mohammad ʿAbdel Wahab for Umm Kulthum. He is also co-chair of the Society for Arabic Music Research, President of the Michigan Festival of Sacred Music, and founding co-director (with Ahmed Tofiq) of the Kalamazoo College Middle Eastern Orchestra, the Bayati Ensemble.
Justin Berry
Assistant Professor of Political Science Justin Berry
Berry teaches Introduction to American Government; Race, Law and U.S. Politics; Constitutional Law; the Presidency and Congress; and Voting, Campaigns and Elections. He earned a bachelor’s degree in political science from Villanova University, master’s degrees in education and educational leadership from Loyola Marymount University and Fielding Graduate Institute respectively; and a doctorate in political science and international relations from the University of Southern California.
