Take It for Granted</h1> <article> <h1>Take It for Granted</h1> <p>jreinier — Wed, 21 Sep 2022 14:56:55 +0000</p> <span>Take It for Granted</span> <span><span>jreinier</span></span> <span><time datetime="2022-09-21T10:56:55-04:00" title="Wednesday, September 21, 2022 - 10:56">Wed, 09/21/2022 - 10:56</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>As the excitement of the school year begins, it can seem like �鶹��Ƶ is so full of opportunities that it’s hard to remember them all. But there are a few that you may not have heard about yet, and that you surely don’t want to miss: funding! �鶹��Ƶ students are brimming with creative ideas and aspirations, and part of a complete education is being able to bring these ideas to fruition. That's where the <a href="/conservatory-professional-development">Office of Conservatory Professional Development</a> comes in.</p> <p>Every year, there are a variety of grants to support creative projects, as well as providing financial support for students in need. They enable many students in the Conservatory and Musical Studies, as well as the College, to transform their dreams into reality. And it's not just the money—the experience of crafting a project and proposal is an essential skill for an artistic career. Many different pathways are possible, including a wide range of musical projects, other creative and scientific disciplines, and projects that center education, social justice, and entrepreneurship. But the best way to understand the imaginative scope is to hear from the students themselves:</p> <h2>The Flint Initiative Grants (FIGs): Music for All</h2> <p>Raiden Bernal has two principal passions: classical music and his home of Hawai’i. But many young musicians there don’t have access to classical music education, so Raiden applied for a FIG to change that. The <a href="/conservatory-professional-development/internal-funding-opportunities/figs">FIGs</a> are designed for music students pursuing Winter Term projects involving music, and Raiden’s project, “Mele no ka ‘opio” (“Music for the Young”), evolved to be so much more. The funding enabled him to commission a piece from local composer Michael Thomas Foumai, which soon turned into five pieces—with more to come—building a repertoire of Hawaiian classical music for students to discover. He also founded a free month-long program featuring instruction from professional percussionists, as well as Raiden himself. </p> <p>In another happy surprise, when Raiden told conductor Joseph Stepec of the University of Hawai’i about the project, Stepec was so excited he offered Raiden free conducting lessons. The experience was transformative: Raiden shares, “It’s become my mission, not just for the project but in my life in general, to become a conductor, go back to Hawai’i, and build up these programs.” His project has become much more than a percussion camp: it’s now a lifelong path. </p> <h2>The Grindlay Fund: The Nature of Innovation</h2> <p>The words “technological innovation” often bring up images of shiny chrome plates and developers hunched over screens. But TIMARA majors Ivy Fu and Maya McCollum had another idea: a five-day kayaking trip down the French River in Ontario, accompanied by water-resistant microphones, a camera, and a desire to connect their passions for nature and programming. Their project was supported by the <a href="/conservatory-professional-development/grindlay-fund">Grindlay Fund</a>, which helps Conservatory and College students combine technology with music and sound design. The pair are making an iPhone app which narrates their trip with animations and interactive puzzles that gradually reveal the mysteries of the river.</p> <p>Ivy and Maya see technology as something which can both create new worlds and bring us more deeply in connection with our own. Their project aims to deconstruct the boundaries between the natural and the human. On the trip, they passed ruins of engines and towns which had gradually become part of the landscape. Their app mimics this progression, with animations of objects dissolving and merging with samples they collected from the river. And that’s what the Grindlay Fund is about: dissolving boundaries and rethinking what technological innovation can mean.</p> <h2>The XARTS Fund: Fish, Accessibility, 3D Models, and Animation</h2> <p>When Rayce Kojiro thinks about combining different disciplines, he doesn’t just stop at two. With an <a href="/conservatory-professional-development/internal-funding-opportunities/xarts">XARTS grant</a>, designed for interdisciplinary summer and Winter Term projects, Rayce expanded his skills in marine biology, 3D modeling, animation, and activism. The project began with “Squish Fish,” a startup aiming to expand accessibility within marine biology education. While most marine biology education relies on videos, Squish Fish makes 3D models of marine life so that sight-impaired students can feel how they move and what they look like. </p> <p>The XARTS grant helped Rayce to take a class called “Data-Driven Animation for Scientific Communication” at California State University in Monterey Bay, which has one of the best scientific illustration programs in the US. There, he made his first scientific animation based on jaw disorders in marine mammals. Rayce is now using his newfound animation skills to design videos for a new startup, as well as the Bishop Museum in Honolulu, where he’s making animations to spread awareness of marine life conservation. XARTS has helped Rayce add a whole new discipline to his skill set, deepening and expanding his aspirations with “Squish Fish.” </p> <h2>The Student Success Fund: Get the Tools You Need</h2> <p>They always tell you, “It’s not the horn, it’s the player.” But for Jazz Studies major Nick Beltramini, just the opposite was true. Nick had been playing a beautiful vintage saxophone, but after years of hard use, it was greatly in need of repairs. That’s where the <a href="/conservatory-professional-development/internal-funding-opportunities/student-success-fund">Student Success Fund</a> comes in: Nick received partial support to give the sax new keys. And thanks to some additional outside funding that Nick secured, he did even more—now he has a shiny new saxophone with a sharper sound and a modern, more ergonomic design. While the Student Success Fund doesn’t usually cover new instruments, it gave Nick the start. </p> <p>Nick confides: “It’s hard to quantify how good you’re getting over months of practicing. But as soon as I took care of my instrument, instantly my tone improved. It was the tone that I had so clearly in my mind, and I had been making progress towards it by pushing my old horn so hard, but as soon as I made the change it was effortless.” And the more Nick enjoys playing, the more he plays, and the better he gets. The grant has been instrumental for him.</p> <h2>The Student Success Fund Summer Experience Award: Think You Can’t Go? Think Again.</h2> <p>French hornist Bebe Wagner has had quite a summer. She started with a 7-day excursion to Madeleine Island to work with the Prairie Winds ensemble, where she was thrown into a woodwind quintet to play Samuel Barber’s Summer Music—a notoriously complex piece to put together in a week. Her quintet bonded over the challenge, and they are still in touch; they want to continue the group moving forward. But Bebe didn’t stop there: next, she was off to New York, where she received instruction from the Imani Winds on musical entrepreneurship and the business of starting up a chamber group. She shares, “I’d never been to New York, and there’s so much music everywhere—I really craved that.”</p> <p>Summer programs can enrich an �鶹��Ƶ education with a wide range of new experiences, but they are difficult for many students to afford. That’s why the <a href="/conservatory-professional-development/internal-funding-opportunities/student-success-fund">Summer Experience Award</a> is here: because if all roads lead to �鶹��Ƶ, �鶹��Ƶ leads to everywhere. After the summer, Bebe’s eyes have been opened to a new world of chamber music, and her career aspirations have broadened significantly. </p> <hr> <p>These are just a few examples of many diverse projects from �鶹��Ƶ students. If you’re a student thinking about applying, don’t hesitate to find out more! You can start with the short overview video below, which includes some helpful advice. But the best thing you can do is to drop in to the <a href="/conservatory-professional-development/internal-funding-opportunities">Office of Conservatory Professional Development</a>, where the staff are practiced guides in grant writing and project development.</p></div> <div class="field field--name-field-news-subhead field--type-string field--label-hidden field__item">Funding opportunities at �鶹��Ƶ Conservatory</div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2022-09-21T12:00:00Z">Wed, 09/21/2022 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Joshua Reinier</div> <div class="text-content field field--name-field-intro-text field--type-text-long field--label-hidden field__item"><p>Internal funding opportunities—along with the practiced guidance of professional development faculty and staff—help �鶹��Ƶ Conservatory students bring their projects and ambitions to life. </p></div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2356">Conservatory</a></div> <div class="field__item"><a href="/news?tag=3714">Conservatory Professional Development</a></div> <div class="field__item"><a href="/news?tag=2403">Career Exploration & Development</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Julie Gulenko</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> <div class="field field--name-field-news-flex-content field--type-entity-reference-revisions field--label-hidden vertical-spacing--basic field__items"> <div class="field__item"> <div id class="o-flex--video-embed"> <h3>Grant Opportunities at �鶹��Ƶ Conservatory</h3> <div class="video-embed-field-provider-youtube video-embed-field-responsive-video"> </div> </div> </div> </div> </article> <article> <h1>A Welcome Voice for Musicians</h1> <p>eburnett — Fri, 03 Apr 2020 13:22:51 +0000</p> <span>A Welcome Voice for Musicians</span> <span><span>eburnett</span></span> <span><time datetime="2020-04-03T09:22:51-04:00" title="Friday, April 3, 2020 - 09:22">Fri, 04/03/2020 - 09:22</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>College students nationwide are navigating a new reality: finishing spring semester via laptop. Remote learning is a sudden change, but in typical �鶹��Ƶ fashion, students are actively supporting one another as the world adjusts to its new normal. The Conservatory Council of Students is ready for the challenge.</p> <p>“The council’s original mission was to connect communities within the conservatory,” says Cordelia Mutter, council president and a fourth-year, double-degree student majoring in cello performance and English. “As we’ve grown, we’ve done bigger projects that involve more of campus. Now our first and foremost job is to advocate for the conservatory and its students. A large part of our work is feeling heard in campuswide decisions; it’s something we pay a lot of attention to.”</p> <figure class="captioned-image obj-right"> <figcaption>Cordelia Mutter<br> Photo credit: Devin Cowan</figcaption> </figure> <p>Students from all class years play important roles in conservatory representation. Mutter got an up-close look at the Con Council in her first year when a fellow cello student served as president. In the three years that followed, Mutter was elected treasurer, vice president, and most recently president.</p> <p>“We’ve made strong efforts to involve more and more of the school, and the scope of our projects continues to expand,” she says. “Conservatory voices will lead �鶹��Ƶ’s future.”</p> <p>In this era of remote learning, the council now stands to play a greater role than ever. In recent weeks, it has provided regular updates to students on �鶹��Ƶ’s response to COVID-19 and sought feedback as the administration reexamines its grading system and plans for graduation. In late March, the council shared a thoughtfully curated collection of resources that had been filling student inboxes from multiple departments on campus. Its members continue to meet remotely with the Office of the Dean of the Conservatory.</p> <p>“One of the many helpful aspects of CCS is that they’re able to communicate information from students that we don’t have,” says <a href="/node/30061">Chris Jenkins</a>, the conservatory’s associate dean for academic support. “Both myself and Dean <a href="/node/168241">[Catherine] Sherman</a> are available via phone, Zoom, and by virtual appointment, but without daily interactions in the building, it’s more difficult to ‘take the pulse’ of the student body.”</p> <figure class="captioned-image obj-left"> <figcaption>Con Prom is among the Con Council's most popular productions.<br> Photo credit: Dustin Lin</figcaption> </figure> <p>Con Council’s strong presence on campus and through social media has enabled the collection of feedback from a considerable number of students. And the council has a notable track record of achieving favorable results: Among numerous other initiatives, it produces the annual Children’s Holiday Concert as well as Con Prom, an end-of-year dance that has become a campus favorite. In the past year, the council shared feedback with administrators on revisions to �鶹��Ƶ’s recital scheduling system.</p> <figure class="captioned-image obj-right"> <figcaption>Each year, conservatory students treat youngsters to a Holiday Children's Concert (above and below).<br> Photo credit: Courtesy CCS</figcaption> </figure> <figure class="captioned-image obj-right"> <figcaption>Photo credit: Dale Preston ’83</figcaption> </figure> <p>Also in the past year, the council spearheaded the revival of the Sky Bar, a glass-walled café and meeting area suspended between the conservatory’s Robertson Hall and Kohl buildings. The request came in response to the recent transformation of Dascomb Dining Hall into a new Student Health and Counseling Center, a welcome move among students but one that resulted in longer walks to �鶹��Ƶ’s main dining hall on the north side of campus. Members of Con Council noticed the problem, solicited student feedback, and met with Vice President and Dean of Students <a href="/node/31911">Meredith Raimondo</a>.</p> <p>“Small things like eating on North campus turn out to be not so small,” says Mutter. “We’d been hearing talk about how dining hall changes were making it difficult for students to get lunch and make it to large ensemble rehearsals on time, so we sent out polls via email and social media. And the evidence was overwhelming: There was just not enough time to make it to Stevenson Dining Hall and back, pack up a bass, and still arrive 10 minutes before downbeat. We knew it would be like that, but it was so important to bring data into our meeting with Dean Raimondo.”</p> <p>More than 200 students—representing better than one-third of the conservatory population—responded to polls about food access.</p> <p>“Those responses really hit a chord with the administration, so they brought in Sky Bar quickly,” says Mutter. “First it was trial lunch, and then permanent lunch, and then it was trial breakfast, and then permanent breakfast, and now it doesn’t look like it’s going anywhere.”</p> <p>Sky Bar now operates from 7:30 a.m. to 1:30 p.m. five days a week, providing a welcome option for busy conservatory students as well as faculty and staff.</p> <p>“Discussing how to improve conservatory dining is exactly the kind of feedback we want from CCS,” says Jenkins. “We want to know what students are asking for, and the input council collected helped us to better serve the student body. I would definitely count Sky Bar as an example of a fruitful collaboration between CCS and the deans.</p> <p>“I hope CCS continues its record of strong leadership,’’ he says. ‘‘They help us better understand student needs, so from our perspective, they’re a great partner and a tremendously useful source of information.”</p> <p><em>Find more information about the �鶹��Ƶ Conservatory Council of Students on Facebook (<a href="https://www.facebook.com/concouncil/">@concouncil</a>) and Instagram (<a href="https://www.instagram.com/oberlin_ccs/">@oberlin_ccs</a>).</em></p></div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2020-04-03T12:00:00Z">Fri, 04/03/2020 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Charlotte Maskelony ’21</div> <div class="text-content field field--name-field-intro-text field--type-text-long field--label-hidden field__item"><p>Young leaders represent their fellow students’ needs through the Conservatory Council of Students.</p></div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2356">Conservatory</a></div> <div class="field__item"><a href="/news?tag=2355">Student Organizations</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-image-caption field--type-string-long field--label-hidden field__item">After soliciting student feedback, �鶹��Ƶ's Conservatory Council of Students successfully lobbied administrators to offer dining options at the conservatory's Sky Bar, a hub of weekday activity.</div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Matthew Lester</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> <article> <h1>SOAR Positions Sophomores for Academic and Postgraduate Success</h1> <p>eulrich — Mon, 03 Dec 2018 19:42:32 +0000</p> <span>SOAR Positions Sophomores for Academic and Postgraduate Success</span> <span><span>eulrich</span></span> <span><time datetime="2018-12-03T14:42:32-05:00" title="Monday, December 3, 2018 - 14:42">Mon, 12/03/2018 - 14:42</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The program begins with a two-day retreat following the end of winter term and continues with three follow-up sessions throughout the spring semester.</p> <p>SOAR was conceived in large part by the Sophomore Experience: Advising and Winter Term Task Force, a cohort that spent the beginning of the fall semester developing concrete advising learning goals for second-year students. Members of the task force include professors from the college and conservatory, deans, students, and staff from the <a href="/node/4521" target="_blank">Career Development Center</a>, <a href="/node/4416" target="_blank">Bonner Center for Service and Learning</a>, and the <a href="https://studyaway.oberlin.edu/" target="_blank">Office of Study Away and Winter Term</a>. The task force has laid the groundwork for SOAR, including creating activities for the program retreat, such as “Building Mentoring Relationships,” “Imposter Syndrome Workshop,” and “Networking 101.” At the culmination of the retreat, students will have developed a five-semester educational plan, consisting of course work in their intended majors as well as summer and winter term career-building opportunities.</p> <p>SOAR was born out of the <a href="/node/47086" target="_blank">Student Peer Advising Leaders (PAL) program</a>, which is a collaborative effort between the Academic Advising Resource Center, the Division of Student Life, and the College of Arts and Sciences that provides student mentors for first-year students. The majority of SOAR student leaders have gone through the PAL program themselves and are not only passionate about their fields of study, but have a vested interest in supporting their peers. SOAR leaders represent 15 majors across the social and natural sciences and humanities.</p> <p>Associate Dean of Students, Interim Director of the Career Development Center, and Director of the PALs Program <a href="/node/31091" target="_blank">Dana Hamdan</a> says that SOAR not only provides students with personalized academic blueprints, but will help students visualize how their academic interests can translate into professional opportunities.</p> <p>“Our hope is that SOAR will help sophomores envision personally integrated educational pathways and prepare for opportunities beyond �鶹��Ƶ that align with their academic and career interests.”</p> <p>SOAR also offers students structure and professional guidance from advisors and professors. It also gives them confidence to talk about their passions and pursuits in realistic terms.</p> <p>Dance SOAR leader and junior Kara Nepomuceno says that it was in her sophomore year when she realized that her varied interests actually complement each other. “SOAR is the program I wish I had had as a second-year,” she says. “I wish I had talked to someone earlier about how the interests outside of my first major could in fact be valid and serious academic commitments. Those conversations not only helped me organize an academic plan which excited me, but also opened up future opportunities.’’</p> <p>Chemistry SOAR leader and junior Tyler Hartman says that, although many sophomores have already developed their own academic and planning strategies, SOAR provides students with the institutional and peer support they need in order for their goals to come to fruition.</p> <p>“I believe that the SOAR program can help those who do not feel as comfortable reaching out to leaders in their field to build that confidence and begin developing a substantial network,” he says. “I wish I had the emphasis on organization and the opportunity to engage with a group of talented advisors that SOAR offers when I was a sophomore.”</p> <p>In addition to working closely with SOAR leaders in their major areas of interest, SOAR participants will interact with professors who teach courses in the majors they’re interested in pursuing. <a href="/node/5576" target="_blank">Laura Baudot</a>, associate dean of the College of Arts and Sciences and associate professor of English says, “while it can be intimidating for students to meet with a professor they have not already worked with, there are enormous benefits.</p> <p>“It gives the student the opportunity to articulate their interests and goals for a new audience. A professor not already familiar with the student’s work can bring a fresh perspective to the student’s academic and professional interests.”</p> <p>More than 160 sophomores have applied to SOAR’s pilot program and, Hamdan says, “if the experience if successful, we hope to offer this opportunity to sophomores from all academic majors with departmental interests.”</p> <p><a class="view-more" href="/sites/default/files/content/office/career-center/documents/soar_program_updated.pdf" target="_blank">Read about SOAR</a></p> </div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2018-12-03T12:00:00Z">Mon, 12/03/2018 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Erin Ulrich ’18</div> <div class="text-content field field--name-field-intro-text field--type-text-long field--label-hidden field__item"><p>Sophomore Opportunities and Academic Resources (SOAR) is a pilot program launching this February that will support sophomores as they begin making decisions about their academic and postgraduate futures, such as declaring a major and applying for jobs. </p> </div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2363">Academics & Research</a></div> <div class="field__item"><a href="/news?tag=2403">Career Exploration & Development</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-faculty field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/laura-baudot" hreflang="und">Laura Baudot</a></div> </div> <div class="field field--name-field-news-image-caption field--type-string-long field--label-hidden field__item">Associate Dean of Students and Interim Director of the Career Development Center Dana Hamdan</div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Yevhen Gulenko</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> <article> <h1>Creativity and Leadership is now the Center for Innovation and Impact</h1> <p>hhempste — Tue, 11 Sep 2018 16:00:34 +0000</p> <span>Creativity and Leadership is now the Center for Innovation and Impact</span> <span><span>hhempste</span></span> <span><time datetime="2018-09-11T12:00:34-04:00" title="Tuesday, September 11, 2018 - 12:00">Tue, 09/11/2018 - 12:00</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p><strong>Q. Creativity and Leadership is changing its name to the Center for Innovation and Impact. What does this change signify?</strong></p> <p>A: As our students enter the “Innovation Economy,” entrepreneurial thinking skills will be ever more important and desired, particularly for leadership roles within all sectors. The new title more closely describes the function and mission of the Center as a place that provides programming and curriculum that fosters entrepreneurial thinking, campus-wide. “Innovation” is what you get when education and imagination are combined to solve problems. “Impact” is what happens when innovation is combined with entrepreneurial thinking and skills to cause some form of change. </p> <p><strong>Q: What does the newly-named Center for Innovation and Impact offer that’s different from Creativity and Leadership?</strong><br> <br> A: Creativity and Leadership housed the single module Intro to Entrepreneurship class, the XARTS and FIGS grants that provide students funding to explore innovative projects, and the venture startup bootcamp and funding program called LaunchU. The Center for Innovation and Impact includes these original elements but is developing additional programming and content in partnership with faculty, departments, and centers to engage more students in the process of innovation to impact for positive change.</p> <p>An illustration of this new programming is our work with the <a href="/bcsl">Bonner Center</a> in the development of a three-part workshop for the Junior Bonner Scholars. The fall 2018 workshop will engage three of the Bonner Center’s nonprofit partners to identify problems for which the students will design solutions. Another example is the exploration of co-curricular programs with <a href="/laura-baudot">Laura Baudot</a>, associate dean of the college of arts and sciences, in the �鶹��Ƶ Center for Convergence (StudiOC). I’m ready to collaborate with any faculty who are interested in offering some aspect of entrepreneurial thinking within their curriculum.</p> <p>Finally, the Center for Innovation and Impact is partnering with others who are engaged in entrepreneurial skill building. For example, we are supporting the Entrepreneurship Club’s first ever Startup Weekend, a weekend-long entrepreneurial program.</p> <p><strong>Q: Why is it important for students to learn how to develop an entrepreneurial mindset?</strong></p> <p>A: In our rapidly changing world, it is becoming more important that education not only include rigorous teaching, but also the ability to activate that knowledge. Entrepreneurial thinking is the action step of a contemporary education. At its core, it seeks to identify problems, find solutions, and develop sustainable action plans that meet the specific needs of individuals or groups. Entrepreneurial thinking is not developed from just one class but rather from its practice in a variety of situations and applications.</p> <p><strong>Q: Who can get involved with programs in the Center for Innovation and Impact, and are there any requirements?</strong> </p> <p>A: Except for specific programs, such as those in the Bonner Center, anyone within the �鶹��Ƶ community is invited to participate, including students, faculty, staff, alumni, and parents. The only requirement is curiosity, a desire to drive positive change, and the ability to work hard. </p> <p><strong>Q: So far, what programming is planned for this year?</strong></p> <p>A: We have a variety of programming planned, including Startup Weekend from September 21 through 23 and hosted by the �鶹��Ƶ Entrepreneurship Club; various Innovation Talks, the first of which is “Designing the Future with Digital Innovation” on September 27; and LaunchU 2019, which is holding info sessions on September 28 and October 11.</p></div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2018-09-10T12:00:00Z">Mon, 09/10/2018 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Communications Staff</div> <div class="text-content field field--name-field-intro-text field--type-text-long field--label-hidden field__item"><p>We talked with Bara Watts, director of the Center for Innovation and Impact, about the change and what it means for the campus.</p></div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2406">Innovation and Impact</a></div> <div class="field__item"><a href="/news?tag=2410">Students</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> <div class="field__item"><a href="/news?tag=2395">Entrepreneurship</a></div> </div> <div class="field field--name-field-news-faculty field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/laura-baudot" hreflang="und">Laura Baudot</a></div> </div> <div class="field field--name-field-news-image-caption field--type-string-long field--label-hidden field__item">A workshop during LaunchU 2018</div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Yevhen Gulenko</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> <article> <h1>New Hires in Center for Student Success View Their Roles Through Social Justice Lens</h1> <p>hhempste — Mon, 13 Nov 2017 15:36:57 +0000</p> <span>New Hires in Center for Student Success View Their Roles Through Social Justice Lens</span> <span><span>hhempste</span></span> <span><time datetime="2017-11-13T10:36:57-05:00" title="Monday, November 13, 2017 - 10:36">Mon, 11/13/2017 - 10:36</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>The concept of social justice is based on advocacy for human rights and equality for all. Both Eddie Gisemba, the new director of health promotion for students, and Brook Escobedo, the newest assistant dean of students, view their roles as key in helping realize that concept at �鶹��Ƶ.</p> <p>“Conversations about social justice often concentrate on equity in education and resources,” says Gisemba. “But health should also be part of the conversation. Lack of resources, such as quality food and health care, lead to poor health. If you’re not healthy enough, you can’t pursue opportunities.”</p> <p>Gisemba, who started in this role in October, sees himself as the first line of defense in addressing student wellness and health, beginning with prevention. And while he foresees collaboration with Student Health and the Counseling Center, he states that his approach to health and wellness is different. “With prevention being my focus, my goal is to keep students from getting sick. If I’m effective, it will reduce the need to utilize Student Health and the Counseling Center,” says Gisemba. </p> <p>A Cleveland native, Gisemba spent six years at Sam Houston State University in Huntsville, Texas, where he spearheaded health promotion efforts before returning to his home state.</p> <p>“There’s a concept called ‘health equity,’ which proposes to eliminate some of those barriers to good health that exist in some subpopulations. As director of health promotion for students, I’ll be working to increase knowledge, access, and to break down myths—all in order to promote student health.”</p> <p>Gisemba notes that he will be taking time to acquaint himself with the campus, his colleagues, and students to better understand existing needs. However, he is clear that his focus will be on reducing irresponsible alcohol and drug use, preventing STIs and unplanned pregnancies, and smoking cessation. “Considering the unique stage in adulthood and the nuances of the college life, substance abuse and sexual health are health issues on most college campuses.” Mental health will also be a key area of focus.</p> <p>“College students, who are focused on classwork and other elements of the college experience, can put their health last,” says Gisemba. “That can mean a lot of stress, depression, and sleep deprivation.”</p> <p>Gisemba believes his charge extends beyond a student’s time at �鶹��Ƶ. “We’re here not only to address health for when they are in college, but also to address health for lifelong success.”</p> <p>Gisemba is most looking forward to meeting and interacting with students at �鶹��Ƶ, and he plans to seek student involvement as much as possible. “I want to bring students into the fold to come up with solutions together.”</p> <h5>Supporting Students’ Journeys Through College</h5> <p>As the daughter of a first-generation college student, Brook Escobedo understands the value of what it means for these students to be successful.</p> <p>“My dad was first generation. I know that without what he endured I wouldn’t be where I am now. My mom was from a rural area, so she also navigated college without a lot of help,” says Escobedo. “College is hard. I care about students and their success, and my work is all about serving students.”</p> <p>Previously on the admissions team at Middlebury College and the Middlebury Language Schools, Escobedo is well acquainted with a liberal arts environment. Prior to Middlebury, Escobedo worked for a nonprofit organization in Austin, Texas, where she supported first-generation, college-bound students on their path to college. At �鶹��Ƶ, Escobedo will continue that work, supporting first-generation students in her role as assistant dean of students.</p> <p>As part of the Student Academic Success Programs team, Escobedo will focus on retention efforts in the college. She will work closely with the <a href="https://new.oberlin.edu/office/student-academic-services/peer-mentors">Peer Mentors</a> program to build community and expand programming for first-generation and low-income students. Escobedo will also facilitate “success advising,” previously called “special advising” in the Center for Student Success. In addition, she serves as a SHARE dean, meeting with students as needed to support them through their �鶹��Ƶ experience. She will also be involved with medical leave process, ensuring students receive assistance and encouragement on departure and return.</p> <p>Escobedo notes that her work isn’t just about academics. It is also about anticipating the types of support students will need. To that end, she intends to help students navigate the college environment by raising awareness of the available resources to encourage students’ success at �鶹��Ƶ and beyond.</p> <p>“I’m excited to be working with students over a long period of time,” says Escobedo. “When I was working in admissions, it was harder to build long-term relationships with students. Now, I’m looking forward to having the opportunity to help students navigate their college years all the way to graduation. Building those relationships is part of what a liberal arts college is all about.”</p> </div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2017-11-13T12:00:00Z">Mon, 11/13/2017 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Hillary Hempstead</div> <div class="text-content field field--name-field-intro-text field--type-text-long field--label-hidden field__item"><p>Two new hires joined the ranks of the new Center for Student Success: Eddie Gisemba, director of health promotion for students, and Brook Escobedo, assistant dean of students in Student Academic Success Programs.</p> </div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> <div class="field__item"><a href="/news?tag=2551">Staff</a></div> </div> <div class="field field--name-field-news-image-caption field--type-string-long field--label-hidden field__item">Eddie Gisemba and Brook Escobedo are the newest staff members in the Center for Student Success. </div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Jennifer Manna</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> <article> <h1>�鶹��Ƶ Students Take Home Honors at Research Conference</h1> <p>Anonymous — Mon, 07 Nov 2016 18:03:59 +0000</p> <span>�鶹��Ƶ Students Take Home Honors at Research Conference</span> <span><span>Anonymous (not verified)</span></span> <span><time datetime="2016-11-07T13:03:59-05:00" title="Monday, November 7, 2016 - 13:03">Mon, 11/07/2016 - 13:03</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Last fall, five �鶹��Ƶ students attended and received awards at the <a href="http://www.abrcms.org/">Annual Biomedical Research Conference for Minority Students</a> (ABRCMS) in Nashville, Tennessee. Fourth-year Enimielen Aligbe and third-year students Gifty Dominah, Michelle Johnson, Kaetlyn Schmittgen all presented research, while fourth-year Richard McGuire attended. <a href="http://new.oberlin.edu/office/dean-of-students/staff_detail.dot?id=4322117">Alison Williams</a>, Associate Dean for Academic Diversity and Director of the Multicultural Resource Center, who previously worked as a lecturer in chemistry at Barnard College, also presented a chemistry demonstration. </p> <p>The �鶹��Ƶ delegation received a number of awards for their work at the conference. Juniors Dominah, Johnson, and Schmittgen together swept the conference's junior neuroscience division, each winning a poster prize for their presentations. Dominah, Aligbe, and Schmittgen all also received travel awards from ABRCMS, while Johnson received a travel award from the Federation for American Societies of Experimental Biology's Maximizing Access to Research Careers program.<br></p> <p>Founded in 2000, the ABRCMS aims to "encourage underrepresented minority students to pursue advanced training in science, technology, engineering and mathematics," and helps students connect with professionals in these fields. Each year, students come to the conference from 350 U.S. academic institutions. </p> <p>Aligbe, who was invited to give an oral presentation of her research, says that attending the conference was moving. "Being in a room with 3,300 beautiful and intelligent people of color and low-income students and professionals was a humbling experience," she says. "I know now that I will never be alone because the people of color in sciences that have come before me paved a marvelous path that I can not wait to follow."</p></div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2014-05-30T12:00:00Z">Fri, 05/30/2014 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">James Helmsworth</div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2367">Science & Math</a></div> <div class="field__item"><a href="/news?tag=2379">Student Life</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-programs field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?program=4861">Neuroscience</a></div> </div> <div class="field field--name-field-news-departments field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/arts-and-sciences/departments/neuroscience" hreflang="und">Neuroscience</a></div> </div> <div class="field field--name-field-news-image-caption field--type-string-long field--label-hidden field__item">�鶹��Ƶ professors, staff, and students at the ABRCMS. From left to right: Richard McGuire ’14,; Marcelo Vinces, Director, Center for Learning, Education, and Research in the Sciences; Kaetlyn Schmittgen ’15; Enimielen Aligbe ’14; Michelle Johnson ’15; Assistant Professor of Neuroscience Leslie Kwakye, Gifty Dominah ’15; Assistant Professor of Neuroscience Gunnar Kwakye, Associate Dean Alison Williams.</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Marcelo Vinces</div> </article> <article> <h1>Electronic Education</h1> <p>Anonymous — Mon, 07 Nov 2016 18:03:59 +0000</p> <span>Electronic Education</span> <span><span>Anonymous (not verified)</span></span> <span><time datetime="2016-11-07T13:03:59-05:00" title="Monday, November 7, 2016 - 13:03">Mon, 11/07/2016 - 13:03</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Interdisciplinary learning and engagement is par for the course at �鶹��Ƶ College. With majors like Technology in Music and the Related Arts (TIMARA) and a popular cross-disciplinary Environmental Studies program, �鶹��Ƶ promotes integrative learning. The year-old Collaborative Media Exploration Technology Support (COMETS) program, which will change its name to the �鶹��Ƶ College Media Center next fall, is the latest initiative in a long and rich tradition of multifaceted education.</p> <p>COMETS, launched in 2013, is an initiative aimed at promoting creative media and technology on campus. Technically literate and experienced students from a variety of backgrounds and majors serve as mentors and use their expertise to lead workshops, provide drop-in assistance, and work with both students and faculty members on projects that involve new media technologies.</p> <p>Program founder and director Julie Cruse was hired specifically to design and lead the new program. "Integrating arts and media across the college curriculum has been a major goal of �鶹��Ƶ for several years now," she says.</p> <p>Under the parent organization OCTET (�鶹��Ƶ Center for Technologically Enhanced Teaching), COMETS’ services predominantly fall in those three key areas of workshops, drop-in aid, and “playshops.” Playshops, a unique feature of the COMETS program, are designed to promote “hands-on inquiry with the technology at your fingertips,” says Cruse. The idea behind playshops is to get students working with new technology and programs, but with the independence and free rein that are critical to encouraging innovation and creativity. With the playshops, “you can bring your own projects and collaborate, or just come play our preset stations for fun,” says Cruse.</p> <p>Between the workshops, playshops, and drop-in lab sessions, COMETS will have served an estimated 1,000 students and 100 faculty and staff by the semester’s end. COMETS is not limited to students; mentors work one-on-one with professors, too. Mentor Michael Cunningham ’14, for example, provided private tutorials on digital lighting software to Professor of Theater Paul Moser. Cruse has also worked with a number of faculty members to help them implement technology in their curriculum, acting as "a guide and a collaborator." Some of her recent projects include assisting Professor of Theater and Dance Roger Copeland in a course on lighting, supplying Visiting Assistant Professor of Comparative Literature Polina Dimova with equipment and workshops for her course "The Color of Music," and working with Assistant Professor of English Harrod Suarez to design and launch his own website, <a href="https://poetasticproject.tumblr.com/">poetastic.com</a>, and integrate it into his courses.</p> <p>Charlie Spears ’14, a double-degree TIMARA and cinema studies major, has been a mentor in the program since its inception. "It is a great way to strengthen all the departments at �鶹��Ƶ and relieve pressure on professors to teach technological skills,” he says.</p> <p>Matthew Omahan ’17 has been a mentor in the program for two semesters and has also appreciated the rich collaboration inherent in the work that COMETS does. “I've really enjoyed working on the crazy projects that people want help with. An example of this was a pianist who wants to do responsive lighting for her recital that would listen to her playing and change the colors of the lights by analyzing the pitch content in real time.” Omahan notes that with his own interest in teaching as a career, working in COMETS has been a natural and well-suited fit.</p> <p>Cruse says that the integration of arts and media into �鶹��Ƶ’s overall curriculum is an institutional goal. "Technological literacy is a vital requirement in countless occupations, and the arts and media hold enormous potential for driving innovation, intellectual inquiry, and problem-solving in today’s society," she explains.</p> <p>Her enthusiasm is equally shared by program mentors she works with and supervises. “I teach people how to use video and audio editing software on a daily basis, which is inspiring," says Spears. "It’s amazing how quickly someone can become comfortable in Adobe Premiere after a short workshop.”</p> <p>“Being able to give a multimedia presentation has become commonplace for any profession," Spears says. "The skills we teach help students get a tech backbone to help them with any of their future endeavors.”</p></div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2014-05-12T12:00:00Z">Mon, 05/12/2014 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Jonathan Jue-Wong</div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-departments field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/conservatory/divisions/contemporary-music" hreflang="und">Contemporary Music</a></div> </div> <div class="field field--name-field-news-image-caption field--type-string-long field--label-hidden field__item">A COMETS student mentor with students in Mudd Library.</div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Julie Cruse</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> <article> <h1>Summer in �鶹��Ƶ Means Research</h1> <p>Anonymous — Mon, 07 Nov 2016 18:04:39 +0000</p> <span>Summer in �鶹��Ƶ Means Research</span> <span><span>Anonymous (not verified)</span></span> <span><time datetime="2016-11-07T13:04:39-05:00" title="Monday, November 7, 2016 - 13:04">Mon, 11/07/2016 - 13:04</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>�鶹��Ƶ’s campus may appear tranquil in the summer, but inside its academic buildings students are hard at work. This summer, more than 90 students are on campus, working with faculty on scientific research. Though this occurs outside �鶹��Ƶ’s normal <a href="https://catalog.oberlin.edu/mime/media/view/43/3394/academic-calendar-2021-22.pdf">academic calendar</a>, it can be a critical part of a science education. Chemistry professor <a href="http://new.oberlin.edu/arts-and-sciences/departments/chemistry/faculty_detail.dot?id=20721">Matthew Elrod</a> describes it as “the most intense kind of teaching” due to the amount of attention students receive from professors during this time. Over the summer, students also have more time to put professors’ guidance to use, as opposed with the research that occurs during the year.</p> <p>This summer, not only are students learning how to work in a lab, but they’re also learning another important aspect of the field: how to report on their findings, with departments gathering every week for student presentations. In September, posters displaying the findings of all student and faculty summer research will on be display in the <a href="http://new.oberlin.edu/student-life/facilities/detail.dot?id=318389&buildingId=9375">Science Center’s</a> Perlik Commons.</p> <h2>The Air We Breathe</h2> <p><a href="http://new.oberlin.edu/home/news-media/detail.dot?id=3960434">Backed</a> by a $355,000 <a href="http://www.nsf.gov/funding/aboutfunding.jsp">National Science Foundation</a> (NSF) grant he received last year, Professor Elrod is researching the effects of chemical compounds produced by humans on compounds that occur naturally in the air.</p> <p><a class="newshub_embed" href="http://www.youtube.com/watch?v=PTLElYIyHRg&feature=c4-overview&list=UU7YIUCs0Z5Dh1KGaOFOTYCw">Summer Research at �鶹��Ƶ</a> Each of Elrod’s students is testing a different set of chemical reactions. One of them, rising junior William Burke, is examining the chemicals created when NO2, which is produced by such things as car engines and power plants, reacts with the hydrocarbons in the atmosphere. Much of what he does is determine the quantities of the different compounds the reaction creates. “We can’t prevent all things, so we might as well prevent the worst things,” says Burke. “We’re finding out what is the worst thing.”</p> <p>Eventually, Elrod’s research will result in atmospheric models that the <a href="http://www.epa.gov/">Environmental Protection Agency</a> will use to create policy and make predictions. When this happens, it will be thanks to, in part, the efforts of students like Burke.</p> <p>“I focus everything I’ve got on their training and development scientists,” says Elrod.</p> <h2>The Water We Drink</h2> <p>Most people don’t get excited about the thought of drinking water purified with cow hair. Most people aren’t working in <a href="http://new.oberlin.edu/arts-and-sciences/departments/chemistry/faculty_detail.dot?id=96256">Associate Professor of Chemistry Jason Belitsky</a>’s lab this summer.</p> <p>In Belitsky’s lab, rising sophomores Edmund Korley, Sophie Lewandowski, and Eric Bell are researching the ability of melanin, the pigment that gives human skin and hair its color, to bind metals to itself. Their research could be developed to create both a melanin-based method of measuring water’s acidity, similar to pH strips, and a water purification system comprised solely of hair soaked in a strong base.</p> <p>According to Korley, a chemistry and Africana studies major from Newark, New Jersey, their research could provide access to clean drinking water worldwide. “If you can get past the idea of drinking water washed with somebody else’s hair, it makes innovative technology, using melanin in cow hair, dog hair—waste hair, basically—to purify water,” he says. This technology is certainly necessary. According to a <a href="http://www.unicef.org/media/files/JMPreport2012.pdf">report</a> by the World Health Organization and UNICEF, a 10th of the world uses unsafe water.</p> <p>Professor Belitsky says that Korley, Lewandowski, and Bell have been valuable to his research. “They have contributed many good ideas to the project,” he says. “They have been great to work with and are quite productive. In fact, when I spent a week away from lab at a conference, they were twice as productive without me around!"</p> <h2>How Plants Eat</h2> <p>“When we are hungry, we go to the garden or the kitchen and get something to eat,” but plants, explains <a href="http://new.oberlin.edu/arts-and-sciences/departments/biology/faculty_detail.dot?id=20931">Marta Laskowski</a>, associate professor of biology, cannot do this. “Instead, they adjust the number of lateral or branch roots that they form.”</p> <p><a class="newshub_embed" href="http://www.youtube.com/watch?v=Pl4gEc2Hbfw">Marta Laskowski</a>The former type of root growth, lateral root formation, comprises much of Laskowski’s research. This summer, she’s joined in her lab by rising senior Ari Schwartz and May 2013 graduate Seth Greenbaum.</p> <p>The pair is studying the roles different plant hormones,and root curvature play in dictating where lateral roots grow. They have spent much of the summer crossbreeding mutated plants that are missing certain hormones with plants engineered to turn blue where lateral roots will form.</p> <p>According to Greenbaum and Schwartz, research like this could be used to refine the methods used to grow such vegetables as broccoli and kale, which are part of the same family as the mustard plants they are studying. “Understanding the way plants grow and the way plants take in nutrients helps people understand how they thrive in their soil,” says Schwartz. “Learning how lateral roots are developed means that you can change and develop how plants grow.”</p></div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2013-08-20T12:00:00Z">Tue, 08/20/2013 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">James Helmsworth</div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2363">Academics & Research</a></div> <div class="field__item"><a href="/news?tag=2410">Students</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-programs field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?program=25251">Biology</a></div> <div class="field__item"><a href="/news?program=25306">Chemistry</a></div> </div> <div class="field field--name-field-news-departments field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/arts-and-sciences/departments/biology" hreflang="und">Biology</a></div> <div class="field__item"><a href="/arts-and-sciences/departments/chemistry-biochemistry" hreflang="und">Chemistry and Biochemistry</a></div> </div> <div class="field field--name-field-news-image-caption field--type-string-long field--label-hidden field__item">Rising third-year William Burke makes adjustments to instruments in Matthew Elrod’s lab. Elrod is currently studying the way chemicals react in the atmosphere, which may lead to new EPA regulations.</div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-image-credit field--type-string field--label-hidden field__item">Zach Christy</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> <article> <h1>Girls in Motion Creates Support Network</h1> <p>Anonymous — Mon, 07 Nov 2016 18:04:59 +0000</p> <span>Girls in Motion Creates Support Network</span> <span><span>Anonymous (not verified)</span></span> <span><time datetime="2016-11-07T13:04:59-05:00" title="Monday, November 7, 2016 - 13:04">Mon, 11/07/2016 - 13:04</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>Nine years ago, while she was teaching her daughter’s middle school co-ed soccer team, Professor of Dance Ann Cooper Albright noticed a change. Girls who had been assertive on the field were beginning to pull back.</p> <p>Cooper Albright had been reading about what scholars were calling “‘the confidence gap’ in middle school girls, meaning that many girls who are engaged and enthusiastic in elementary school become less willing to put themselves out there in middle school,” explains Cooper Albright. “I was seeing the physical equivalent of that on the soccer field… I felt if I could address this on a physical level — while still having fun — then it might have an impact in terms of schoolwork and social leadership.”</p> <p>Thus began Girls in Motion (GIM), an after-school program for girls at the Langston Middle School in �鶹��Ƶ.</p> <p>“There are cultural conventions that get scripted on the body,” says Cooper Albright. “But as a dancer, I know that you can intervene and bodies can often be retrained.”</p> <p>The program is a mentorship between �鶹��Ƶ College students and adolescent girls in the �鶹��Ƶ public school system. “We hope to empower girls to be comfortable with their own bodies,” says Anita Peebles, a junior religion and environmental studies double major and GIM organizer who joined to help to provide an opportunity for young �鶹��Ƶ girls that hadn’t been available to her. “I recognized that when I was a middle school girl, I could have benefitted from a program that had these aims and really wanted to build relationships.”</p> <p>GIM’s motto, “Move Smart, Talk Smart, Be Smart,” is indicative of the program’s philosophy. An average of six to 12 girls from Langston Middle School usually participate each semester, says Peebles. Through twice-weekly classes with instruction in movement forms such as dance and yoga and activities including theater and improv exercises, GIM “provides an outlet for expression and creativity that links your body and your mind together,” says fellow organizer and sophomore psychology and anthropology double major Noa Fleischacker.</p> <p>In addition, the program gives the middle school students a support network, providing “a safe space in questioning things about growing up and providing positive female support,” says Peebles.</p> <p>To celebrate their achievements, GIM holds at least two annual performances — one in December at the Cat in the Cream, and another in May’s Big Parade, with a dance-off at the bandstand. This year, the group will have an additional performance on April 29 in the Cat in the Cream.</p> <p>In the nine years that GIM has been in operation, the program has experienced repeated revitalization through the enthusiasm of its dedicated mentors, not to mention continued support from administrators in the college — including those in the Bonner Center for Service Learning and the �鶹��Ƶ Young Educators — and the �鶹��Ƶ City Schools, including Nadia Johnson, the guidance counselor at Langston Middle School, and John Schroth, �鶹��Ƶ School superintendent.</p> <p>This past fall, Fleischacker, Peebles and third organizer Leila Goldstein, a junior majoring in theater and comparative American studies, made several key changes to expanding the program — they successfully began GIM programs in Prospect Elementary School and the �鶹��Ƶ Boys and Girls Club, and offered an Experimental College (ExCo) class for �鶹��Ƶ College students interested in becoming mentors. The participants completed readings on dance and pedagogy, participated in weekly class discussions, and spent at least one hour mentoring per week. The three ExCo leaders trained nine additional mentors, and through the course, students “get real life experience, real hands-on work negotiating how to bring ideas into practice,” says Cooper Albright.</p> <p>The GIM organizers also succeeded in expanding the program into Prospect Elementary School and the �鶹��Ƶ Boys and Girls Club</p> <p>As well as serving as a support system for �鶹��Ƶ youth, GIM mentors are there for one another. “It’s not only about the relationship of the college mentors with the students,” says Peebles, “but it’s about their relationships with each other.”</p> <p>The success of GIM is largely thanks to its passionate and dedicated mentors. Although expansion of the program might be in their future, “We’re mostly interested in strengthening the places that we’re in now,” says Peebles.</p> <p>To learn more about GIM, visit their <a href="http://www.oberlin.edu/girlsinmotion/">website</a>.</p></div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2013-02-11T12:00:00Z">Mon, 02/11/2013 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Elizabeth Kuhr</div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2385">Community</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> <article> <h1>Togetherness on the Ice</h1> <p>Anonymous — Mon, 07 Nov 2016 18:04:51 +0000</p> <span>Togetherness on the Ice</span> <span><span>Anonymous (not verified)</span></span> <span><time datetime="2016-11-07T13:04:51-05:00" title="Monday, November 7, 2016 - 13:04">Mon, 11/07/2016 - 13:04</time> </span> <div class="text-content field field--name-body field--type-text-with-summary field--label-hidden field__item"><p>In the �鶹��Ƶ club sports scene, well-known teams like Ultimate Frisbee and rugby get as much attention as some of the Varsity sports on campus. Even though the ice hockey team flies under the radar, the ice is a venue where students, faculty, and staff can interact as equals on a regular basis.</p> <p>Founded in 1963, ice hockey was cut from the varsity sports program in 1978 and transitioned to a club team a year later. The team, the Plague, continued to practice in the Williams Ice Rink until it was closed in February 2001; without a rink, the team disbanded for a short time while searching for a new practice space. The Plague located a facility in nearby Elyria, which is where they now hold practices two to three times a week throughout most of the academic year.</p> <p>Despite the changes, the team has stayed together thanks to institutional support, members’ enthusiasm and dedication, and strong leadership. The team’s faculty advisor, Lecturer in Chemistry Cortland Hill ’77, played ice hockey at �鶹��Ƶ when he was a student. He returned to �鶹��Ƶ to teach in 2000, and after playing with the team a few times, the club asked him to become the faculty advisor. Don Rothgery, who played ice hockey at Ohio State University and played semi-professionally for three years, has provided the team with more support as a recent addition to the coaching staff, which is already made up of local residents Mario Saponari and Steve Sas.</p> <p>Complementing this strong leadership is the high skill level and commitment of the players. Numbers have increased as well, allowing for a deeper and more reliable roster.</p> <p>“The team is very big this year,” notes Hill. “This is the most growth we’ve had. We have close to 50 people on the roster. They’re not all active at once — we have a core group of about 10 to 14 players — but it’s a pretty active group this year.” As a club sport, The Plague is co-ed, and counts students, professors, and even varsity coaches among its members.</p> <p> </p> <p>A majority of the student players have a hockey background, which reinforces the strength of the team.</p> <p>“In my family, hockey’s always been really big,” says first-year goalie Manon Hume. “When I did my college search, I knew I wanted to play.”</p> <p>The club works to provide gear for its players – no easy feat, as ice hockey is one of the most demanding sports when it comes to protective equipment. Aside from skates and sticks, helmets, mouth guards, shoulder and elbow pads, and shin guards are among the essentials for an ice hockey player. Although the sport has a reputation for concussions and missing teeth, The Plague play “non-checking.”</p> <p> </p> <p>“The Plague only became non-checking three years ago,” says Hill. Since women always play non-checking and the team is co-ed, it made sense to apply the rule to the Plague. In addition, non-checking play is a way to prevent injury for the less-experienced players on the team, men and women alike.</p> <p>Although the rule has helped increase membership, “playing non-checking doesn’t fly very well with a lot of the teams. About three years ago we played Ohio State University at Newark, and they ended up winning by one goal. They were furious because they said if they were able to check they would have beat us by a bigger margin.”</p> <p>While the club tries to schedule four games each semester, the emphasis on safety presents a challenge when finding viable opponents. “It’s hard to find college teams to play,” explains Hill. “Either they’re playing at a much higher level than we do, or they don’t want to play non-checking. We’ll play men’s league teams from the area. That way we can find teams that are a really good match to our level, and they also play non-checking.”</p> <p>For club officer and match coordinator Hannah Golay, a sophomore, this is one of the benefits of playing club ice hockey. “I get off campus more. I get to meet various people outside of �鶹��Ƶ.”</p> <p>“Playing on the hockey team as a new faculty member stops me from being cloistered in my department,” says Graham McDougal, an assistant professor of studio art. “Hockey has introduced me to students who come from broad range of academic disciplines. I suppose there are correlations between the art studio and games on the ice, but I'm mostly happy to score a few goals and keep up with the students.”</p> <p>“The students get exposed to faculty and coaches from the area, and there’s more interaction with people from the community,” Hill agrees. “There’s more community exposure on this team than there is in most sports. It’s a sort of intimate exposure. You practice with them, you play against them.”</p> <p>“I appreciate [the inclusivity],” says Golay. “I know Cortland and Graham way better than I would just as a student.”</p> <p>This collaborative attitude permits students from many different athletic backgrounds to try out a new sport. Senior Laurence Ducker, a former competitive speed skater, says, “It's a great way to relieve stress at the end of the week and a great way to get back on the ice and just skate.”</p> <p>Hill is quick to point out that anyone and everyone is welcome to take part in the team. “The beauty of it is, if you want to learn how to skate, it’s a safe way and it’s very inclusive,” he says. “We have all levels of ability on the team. It’s also, like most things here, very supportive. The really good players try to set up the players that aren’t as skilled and help out the players that have a lot to learn. It’s a wonderful group of people.”</p> <p>Halfway through the season, the Plague’s record stands at 2-1-0. They will be back in action on February 13<sup>th</sup>.</p> </div> <div class="field field--name-field-news-type field--type-entity-reference field--label-hidden field__item">News Story</div> <div class="field field--name-field-news-date field--type-datetime field--label-hidden field__item"><time datetime="2013-01-23T12:00:00Z">Wed, 01/23/2013 - 12:00</time> </div> <div class="field field--name-field-news-author field--type-string field--label-hidden field__item">Madeleine O'Meara</div> <div class="field field--name-field-news-tags field--type-entity-reference field--label-hidden field__items"> <div class="field__item"><a href="/news?tag=2411">Athletics & Wellness</a></div> <div class="field__item"><a href="/news?tag=2401">Resources for Students</a></div> </div> <div class="field field--name-field-news-pin-school-page field--type-boolean field--label-hidden field__item">Off</div> <div class="field field--name-field-news-photo-gallery-top field--type-boolean field--label-hidden field__item">false</div> <div class="field field--name-field-news-media field--type-entity-reference field--label-hidden field__item"> </div> </article> </main></body></html>