|Holly Wheeler, head women’s lacrosse coach, also coaches women’s soccer.|
|Q: Holly, what year did you come to Wesleyan as a lacrosse coach?
A: I arrived at Wesleyan in the fall of 1999, as the part-time coach of the womens lacrosse team, directly after graduating from college. I had a couple of other jobs until the lacrosse season started in February. The next year, I got the full-time job as the head soccer and lacrosse coach.
Q: Wesleyan ended its lacrosse season April 30 with a winning 9-8 overall record. How does this record compare to the other seven years you have coached?
A: It is always difficult to be happy when your season ends on a loss, but this years team did achieve some great things. It is an exciting experience to make the NESCAC tournament, which we did for the fourth consecutive year. We play against the best teams in the country being in the NESCAC, eight of which were ranked at some point this year, and some of which are still playing in the NCAA tournament. Playing against that competition always gets you better. We return most of the team next year which will make for a thrilling year.
Q: Tell me about this years lacrosse team. I understand you had seven veterans this year.
A: We returned six starters from last year.. Kate Jones did a nice job in goal, making important saves throughout the season; Becky Meredith, second all-time on the points list at Wesleyan, who scored some big goals this year; and captain, Laura Siegle who has been a ball of fire, racing up and down the field for four years. We lose three seniors this year. They will leave some holes, but I know that the returnees will work hard to fill those gaps, along with the help of a strong class of 2010s.
Q: Please describe the objectives of lacrosse. What other sports can you compare it to?
A: Lacrosse is a lot like many sports. The settled attack and defense is much like basketball and hockey and the midfield is a lot like soccer. The objective is to get the ball in the back of the net and to do that more often than your opponent.
Q: What classes do you teach as an adjunct professor?
A: I teach Beginning Strength Training and Beginning Tennis.
Q: What sports did you play growing up and when did you become serious about lacrosse and soccer? I understand in high school, you were a soccer team captain and qualified for a high-school all-star team that toured England, Scotland and Ireland?
A: I played lots of sports growing up like soccer, basketball, lacrosse, tennis, swimming and football, some of them on teams, most of them in the backyard with my three older brothers. I began playing soccer when I was three and started lacrosse in high school. Because I was a decent athlete, I quickly found success with lacrosse and continued playing and improving in college. I wasnt quite talented enough to play both sports in college, and as a better lacrosse player, I stuck with that!
Q: At Princeton University, what did you major in?
A: Art history with a certificate in Italian.
Q: At Princeton, you were a starting defender in lacrosse for the Division I Tigers, helping Princeton to capture two Ivy League titles and qualify for the NCAA Division I tournament three times between 1996 and 1999. Do you still play lacrosse competitively anymore or are you focused on coaching?
A: I play on a club team pretty infrequently and in a summer league tooneither of which are too competitive. I play more often before practice, very competitively, with my players. It can get pretty ugly, but it is a great teaching tool and its also a way to get the players in order.
Q: What is the Connecticut Cup, and for how long has Wesleyan had the award?
A: The Connecticut Cup has made the rivalry between Connecticut College, Trinity and Wesleyan even fiercer. The Cup has been in Middletown, in my office, often with candy or remote controls, for the past three years.
Q: To you, what makes an ideal lacrosse player?
A: I always tell recruits it is important that they have athletic ability – being fast, agile and strong; the necessary skills and that they are coachable. As long as they are dedicated and willing to work hard, we can take care of the rest.
Q: What months does the lacrosse season span, and when does training begin? Do your student-athletes play other sports?
A: Lacrosse officially begins Feb. 15. That is the first time the team and I can work together. Before that, they work hard on their own and as a team to get ready for the short, upcoming season. We always have a few players who do play another sport.
Q: Are there any special lessons that you stress year to year with your team?
A: I often talk about taking care of the little things, like skills-catching and throwing, fitness, and beyond lacrosse, going to class, being timely and being respectful. These are all lessons that I hope to instill on the lacrosse field, but which apply to situations off it as well.
Q: Tell me about The Lacrosse School, of which you are co-director. What do you hope the girls get from this experience?
A: The Lacrosse School is a camp I run with the Yale lacrosse coach. It is a fun and intense camp for middle school and high school girls. We do a lot of teaching and playing, and often find a number of our recruits there. It is also a great way for high school players to see the Wesleyan campus, be coached by our staff and players, and play against college players. For more information visit http://www.thelacrosseschool.com/.
Q: What are your hobbies aside from sports?
A: Right now, one of my hobbies seems to be getting ready for two GLSP classes I will be taking this summer. We already have lots of homework and papers due! I do like to read, so thats ok. I have a really cool mountain bike, but only have used it in the last few years to bike from my office to the tennis courts for class.
Q: What are some outdoor activities you and your husband, Geoff, enjoy doing with your 1 and 1/2 year-old son, Sam? Do you think he will be a star athlete too, like mom and dad?
A: Sam is really our biggest and best hobby! When Geoff and I are not coaching, and sometimes when we are, we are with our He is a bundle of joy and we love nothing more than spending lots and lots of time with him. His first word was ball, but he also loves to draw on coffee table books, play his little piano and dance.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|John Meerts, vice president for Finance and Administration, has been working with budgeting, energy-saving initiatives and people management issues from his office in North College.|
|John Meerts is a technical guru. He loves computers. He loves numbers and budgeting. But most of all, he loves people.
These are all reasons Meerts was promoted to Vice President for Finance on May 1.
I love managing people, Meerts says from his office in North College I love helping them overcome obstacles, make decisions, offer advice about projects and being there to answer questions.
In this position, Meerts has responsibilities for the Office of Finance, Human Resources, Facilities and Construction Services, Legal Affairs and Auxiliary Services. The former director of Information Technology Services stepped out of this role in July 2005, but has continued to oversee the department during his role as interim vice president for Finance and Administration.
Meerts schedule is chocked full of meetings, meetings and more meetings. Some days he convenes with more than 20 people, several of whom are department heads.
Sometimes they just want to inform me of whats going on in their department, or other times Im needed to help make decisions about a policy, discuss negations, or handle funding requests for various departments, among other things, he says.
Overseeing the universitys budget is one of Meerts primary functions as VP of Finance. In that role he works with senior staff members and their designees to allocate appropriate funds to university needs such as faculty and staff salaries, classroom renovations and operating costs, payment of building and construction debt, and energy costs. Another big portion of the total budget is taken up by student financial aid which now exceeds $40 Million.
While interim vice president for Finance and Administration, Meerts developed a five-year plan to substantially reduce Wesleyans reliance on its endowment. This includes a way to save the university as much as $500,000 a year on energy costs. He also oversaw the reorganization of Human Resources, Benefits and Payroll offices.
“In his interim role, John quickly demonstrated the ability to manage a complex budget situation,” says Wesleyan President Doug Bennet. “John’s colleagues give him credit for great personal integrity and the transparency with which he conducts business. He will provide the financial and administrative leadership we need to implement the next phases of the university’s strategic plan.”
Meerts holds a bachelors degree in political science and psychology from Southern Connecticut State College, a masters in political science form Columbia University and has completed the coursework for a Ph.D in political science at Columbia. But it was a love for computers that drove Meerts into academia.
After college, Meerts began programming IBM mainframes using the language FORTRAN. He took up computer-related jobs at the Department of Juvenile Justice in New York City, Wang Inc., and the New York Institute of Technology. In 1989 he went to Yale as director of the universitys Science and Engineering Computing Facility and Director of Administrative Systems. In 1996, he came to Wesleyan as the director of Information Technology Services.
Back then, programming was all about having patience and perseverance and I guess I had enough of both, he says. Now, we use different programming languages, but the logic behind them still remains about the same. Ultimately youre still working with a machine that at its most basic level understands binary logic. You may not think this, but programming can be very creative. You design a product for your customer and when youre done, hopefully you have a happy customer using your application.
Meerts continues to oversee the ITS Department in his VP role. Hes still interested in technology. He loves gadgets. His Personal Digital Assistant, with phone capabilities included, chimes the Wesleyan Theme song when he gets a call. And if thats not around, hell pull out his iPod to head-bop a few tunes while playing Flight Simulator on his PC. Oh, but hes a Mac user too.
Netherlands native Meerts, a father of three, enjoys motorcycle riding and playing blues harp and guitar in his band, The Irrationals.
Being a VP of Wesleyan University is a role hes still settling into. While passing the Memorial Chapel on a midday stroll last week, he noticed that the towers clock had stopped.
I knew that clock had to be fixed, and then I realized, hey, that is now my responsibility to have it fixed.
The clock is ticking on time today.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
Lirra Schiebler ’07, right, speaks on her community research project at “From the Field: First-Hand Reports of Wesleyan Service-Learning Projects” May 12 in the Center for Community Partnerships. Rob Rosenthal, center with blue shirt and tie, is director of the Service-Learning Center.
| As part of a Service-Learning project, Lirra Schiebler 07 learned that some residents in Middletown’s North End spend about 47 percent of their monthly earnings on heating and electric bills during the winter season.
Schiebler presented her group’s study, “Energy Costs in the North End: The Rise in Utilities and its Effect on a Low-Income Community” during a meeting at the Center for Community Partnerships May 12.
This is a statistic I find shocking, she says. Our results show that the rise in energy bills has not only affected residents, but affected them to a staggering and dire degree. I hope that local agencies, will be able to use this data in a persuasive way, garnering support from governmental and other assistance programs to filter more directly to those who are in need of immediate aid.
Schiebler was one of nine students who made presentations at the public event, titled “From the Field: First-Hand Reports of Wesleyan Service-Learning Projects.” Rob Rosenthal, professor of sociology and director of the Service-Learning Center coordinated the event. He is the instructor for the course, Community Research Seminar, in which small teams of students carry out research projects submitted by local groups and agencies.
Each student presented 10-minute talks, followed by brief opportunities for questions and answers. Several of the students were part of the course.
Jeff Stein 08 presented his study, Defining and mapping conservation priorities in the Maromas area of Middletown, Connecticut. He and his classmates evaluated the unprotected, wildlife-rich, 3,000-acre area known as the Maromas, in terms of its ecological value, and then ranked its parcels in terms of their value to the conservation movement.
Advocacy groups can use Steins data to apply for grants, fund further studies, and focus efforts on conserving the areas top priority parcels. The Middletown Public Schools Assistant Superintendent for Curriculum and Instruction approached Stein after the meeting and suggested incorporating the schools science classes with the Maromas.
Considering that most of us had never even heard of Maromas, we were awestruck that such an incredible resource with such extensive biodiversity existed so close to campus, Stein says. We’re all very excited about the awareness we’re raising about the area.
Julie Bromberg 06 presented her groups study, Disabilities and School-Based Arrests: Local Connections.
The study was designed to determine whether the national trend of an overrepresentation of students with disabilities getting arrested holds true in Meriden and Middletown. The study involved collecting collecting statistics from the school districts, police, and juvenile court as well as conducted interviews with special education teachers, school resource officers arrested students, and their parents. Bromberg and her co-investigators found that there were a disproportionately large number of students with disabilities getting suspended in both Middletown and Meriden. Twenty-five percent of suspensions in Middletown and 31 percent in Meriden were special education students, while they only made up about 13 percent of the student population in these districts.
Other students and their studies include: Kara Schnoes 07 with Implementation of Evidenced-Based Practices at The Connection; Laura Ouimette 06 with Why Student Graduate From–or Drop Out of- Upward Bound; Julie Kastenbaum 06 with Report from the Field, an Integration of Clinical Experience and Life Science Learning; Gretchen Kishbauch 07 with Predictors of Repeat Child Maltreatment among Families Involved with Child Protective Services; Kaneza Schaal 06 with Peer Mediation as a Model for Student Empowerment; and Craig Thomas 06 with Analyzing the North End Landfill.
Schiebler says the service learning course has brought her closer to the Middletown community, and also has taught her the importance of finding solutions to problems on a micro level.
Its important to look at these problems close to home before we offer grandiose solutions to global issues, she says. World poverty is clearly important, but how are we supposed to tackle that beast when its equally scary step-brother resides next door?
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
Ruby-Beth Buitekant 09 and Rebecca Chavez 08 read from the Torah for the first time as part of their Adult B’nei Mitzvah ceremony April 29.
| In Jewish tradition, when a child reaches the age of maturity (12 years for girls, 13 years for boys) that child becomes responsible for following Jewish law. The Jewish families hold celebratory ceremonies Bnai Mitzvah for boys, Bnei Mitzvah for girls which acknowledge that the child has become son or daughter of the commandment.
Nowadays, however, not everyone follows these traditions and some Jewish children go on to adolescence without going through the ceremony. But for Wesleyan students Ruby-Beth Buitekant, 09 and Rebecca Chavez 08, now is better than never.
On April 28-29, Buitekant and Chavez shared a Bnei Mitzvah through Wesleyans Adult Bnai Mitzvah Project. They attended a Shabbat dinner and celebrated at a campus-wide party in their honor. They were lifted in chairs and honored. Most importantly, the students had the opportunity to lead a morning Torah service in front of their friends, family and Jewish community, which involves reciting their D’var Torah. This service links segments of the Torah to their personal journey of exploring their Jewish identity.
We hope the Adult Bnai Mitzvah Project will guide students like Ruby-Beth and Rebecca as they explore their Jewish identities, says Rachel Bedick 08, who co-organized this years Bnei Mitzvah with Lillian Siegel 08. We also hope that the project makes them feel supported and embraced by the Wesleyan Jewish community so that they can go on to feel comfortable in other Jewish communities that they may encounter later in life.
The student-run Adult Bnei Mitzvah Project was created three years ago by Daniel Heller 06 and Ari Fagen ’07. The students who elect to have a Bnai/Bnei Mitzvah ceremony as an adult spend the year studying Judaism and Hebrew. They also design a Tikun Olam or Healing the World community service project.
Each week, a different student, professor, or Rabbi from Wesleyan or the greater Middletown community comes to lead a class about a topic in Judaism. This year the 14 speakers including Henry Goldschmidt, assistant professor of religion, who taught a class on chosenness in Judaism; Rabbi Seth Reimer from Adath, Israel, who led a text study on the laws of purity; and Wesleyan Rabbi David Leipziger Teva, who led a class on lifecycles in Judaism.
In addition to class work, Buitekant and Chavez were matched up with a Hebrew student tutor, and they learned how to chant from the Torah.
Chavez, who joined the project to educate herself about Judiasm, says she now has an incredible sense of ownership of her Jewish identity. She was not raised in a Jewish community.
“I have really valued this process not only as a rite of passage into the Jewish community but as a vehicle for learning about myself through studying this aspect of my heritage,” she says. “I genuinely feel like a part of the Jewish community at Wesleyan, which has been a wonderful discovery. It is not a purely individual process, but one in which I’ve been supported by a group of really motivated, caring people.”
The Adult Bnei Mitvah Project culminated April 28-29 with activities devoted to the Bnei Mitzvah ceremony/service and celebration. Buitekants mother, Beth-Ann Buitekant, traveled from Atlanta, Georgia to attend the ceremony.
I especially appreciate that Ruby-Beth was able to receive, at Wesleyan, the benefit of the teachings that I never fully learned myself and could not pass on to her, Beth-Ann Buitekant says, who raised her daughter Quaker and Jewish. It was a wonderful experience.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
| After attending a digital image workshop, six Wesleyan staff members are seeing picture-perfect.
During the April 24 North East Regional Computing Program conference at the College of the Holy Cross in Worcester, Mass., participants had the opportunity to learn about digital image resource development, meeting the image demands of scholars in a changing environment, using digital maps in the classroom, creating and managing institutional digital image collections and visual storytelling among other topics.
The hope is that by assessing current practices in the classrooms, methods for more effective use of these images can be identified and implemented, says conference organizer Dan Schnaidt, academic computing manager for Arts and Humanities. While it would have
Schnaidt was joined by Valerie Gillispie, assistant university archivist; Mary Glynn, applications technology specialist; Susanne Javorski, art and reference librarian; Rob Lancefield, manager of museum information services and registrar of collections; and Susan Passman, slide librarian.
Topics of the day-long conference were The Use of Digital Images in Teaching Today, Digital Image Resource Development, Getting it Right: How Well Can Image Suppliers Determine and Meet the Image Requirements of College and University Users? Open Archive Initiative’s Protocol for Metadata Harvesting in collecting and distributing NSDL resources, Maps, GIS and spatial data: Maps Entering the Classroom in New Ways, Creating and Managing Institutional Digital Image Collections, Supporting Faculty in Developing and Deploying a Personal Digital Image Collection, Gather Ye Images: Negotiating Multiple Collections for Teaching, Critical Literacies, Visual Story Telling, Grammar, Cognitive Aesthetics, Teaching Visual Rhetoric and The Threat of Media Illiteracy.
The attendees also received the results of a six-month digital image study, which examined how digitized images of all sorts are used by faculty at 34 teaching and research institutions. Wesleyan and the National Institute for Technology and Liberal Education (NITLE) spearheaded the study.
Wesleyan spearheaded and sponsored the workshop, which was first sparked with a $15,000 Fund for Innovation grant. NITLE provided significant additional funding which allowed the program to expand the number of participating schools from 10 to 33.
The conferences principal speaker was David Green, a consultant hired to conduct the research. His final report will be made available on the Academic Commons site on June 2. The link is http://www.academiccommons.org/group/image-project.
The Wesleyan participants attended the conference for different reasons, but all hope to implement some of their new-gained knowledge at Wesleyan.
Lancefield attended the conference to hear the studys results, and learn from the diverse perspectives on various image-related topics.
Findings reported at the conference may well affect the approaches and tools we at Wesleyan use to deliver digital images, made here or elsewhere, to students and faculty for use in the classroom and in other learning contexts, Lancefield says. This defining focus on pedagogical use, rather than the more common topic of image production, was the really exciting aspect of the event. The conference and the study could have appreciable effects on our thinking at Wesleyan.
Gillispie says she gained some new insights into how faculty members are using visual resources in their teaching, and how other schools are managing personal and institutional collections of digital images. These ideas will be put to the test in Wesleyans Special Collections and Archives. There, more than 40,000 photographs of Wesleyan University and Middletown, and rare illustrations, are available and could be digitized for academic use.
The conference has encouraged me to think about how we in Special Collections and Archives can work with faculty to encourage use of our unique visual materials, she says. It was interesting to see how other liberal arts institutions are managing collections of visual images, and how they are using them to teach undergraduates.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
| Interim Vice President for Finance John Meerts has become Wesleyan’s permanent vice president for Finance and Administration effective May 1.
Meerts has responsibility for the Offices of Finance, Human Resources, Facilities and Legal Affairs. The Board of Trustees will act on a resolution to appoint Meerts as treasurer of the university at its annual meeting this month. In addition, he will continue his oversight of the Office of Information Technology Services, which he has led since coming to Wesleyan in 1996.
“In his interim role, John quickly demonstrated the ability to manage a complex budget situation,” says Wesleyan President Doug Bennet. “He successfully developed a five-year plan to reduce substantially Wesleyan’s reliance on its endowment, and he communicated the key issues with great clarity to faculty and staff and ultimately to the Board. John’s colleagues give him credit for great personal integrity and the transparency with which he conducts business. He will provide the financial and administrative leadership we need to implement the next phases of the university’s strategic plan.”
Meerts joined the Wesleyan administration in July 1996, from Yale, where he had been director of administrative systems since 1991. As director of information technology services at Wesleyan, he led a substantial overhaul of the organization, as well as the university’s technology and applications. He became vice president for information technology in 2002.
After Vice President for Finance and Administration Marcia Bromberg retired in July 2005, Meerts assumed interim responsibility for Wesleyan’s finances. His permanent appointment follows a national search for Bromberg’s successor.
“It has been tremendously rewarding for me to serve Wesleyan in this broader capacity over the past several months,” Meerts says. “I look forward to continuing as part of the team that delivers on Wesleyan’s promise of educational excellence.”
by Olivia Drake •
|A handcrafted quilt, pictured at left, made by library staff members will be raffled off during a book sale sponsored by the Friends of the Wesleyan Library May 13.
The Wesleyan community can book some time at a library benefit this month.
Friends of the Wesleyan Library, a volunteer group dedicated to supporting the library, will hold a book sale in the Exley Science Center from 10 a.m. to 4 p.m. May 13. The center will be filled with over 10,000 books for sale.
It’s a perfect opportunity to find research, pleasure, gift or treasure books at a great price and build your own collection, says Christina Trier, co-chair of the Friends of the Wesleyan Library book sale committee.
This is Wesleyans first major book sale in 20 years. Books have been withdrawn from Wesleyans four libraries or selected from private donations and sorted into 35 categories including art, science, literature, foreign language, religion, biography, philosophy, politics and history. Some books are new.
Prices start at 50 cents for paperbacks and $1 for hardcovers. Special titles will be priced $5 and up or sold through silent auction. A handcrafted quilt made by library staff members will also be raffled that day.
Book sale committee co-chair Greg Petropoulos says this sale is a great opportunity to promote the Friends of the Wesleyan Library, which was revitalized two years ago.
We hope the sale will bring together people who enjoy books, while helping to raise funds to initiate special preservation projects or catalog currently inaccessible collections in the library, he says.
The sale is open to the public and admission is free. For further information about the sale and the Friends of the Wesleyan Library, go to www.wesleyan.edu/libr/friends/index.html or contact Jennifer Hadley at email@example.com, or call 860-685-3897.
If you would like to volunteer to help at the sale, please contact Christina Trier at firstname.lastname@example.org.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
|Stanford Forrester, coordinator of the Freeman Asian / Asian American Initiative, displays photographs and haiku in the Asian / Asian American House.|
|daylight . . .
no one notices
Haiku by Stanford Forrester
|Since he was 12, Stanford Forrester had a strong interest in Asian culture. Growing up in New York, watching Kung Fu on TV, taking karate and judo lessons, and studying Asian philosophy were his fondest pastimes.
For the last four years, Forrester has been the coordinator of the Freeman Asian / Asian American Initiative, a position that has allowed his interest in Asian culture to flourish.
We bring teaching fellows directly from Japan, China or Korea and have them share their culture in Wesleyan classes, take part in Wesleyan functions and just have them here on campus to share their ideas and thoughts, Forrester says. Their presence adds to Wesleyans unique atmosphere.
As the initiatives manager, Forrester manages the initiatives $1.9 million budget, plans events and maintains the Asian / Asian American Initiative Web site, http://www.wesleyan.edu/aaai. He also helps hire two or three teaching fellows each year from East Asia and provides logistical support for recruitment of visiting scholars in the field.
Forrester was also responsible for developing and planning all logistics of a national conference at Wesleyan in 2005. Scholars from all over the country attended the conference to discuss Traffic and Diaspora: Political, Economical and Cultural Exchanges between Japan and Asian America.
The Asian / Asian American Initiative was designed to create a bridge between the Center for the Americas and the Center for East Asian Studies, he explains. We want to offer significant opportunities for academic and cultural enrichment.
The five-year, grant-funded initiative, supported by the Freeman Foundation, supports the study of Asia and the Asian Diaspora – the study of people of Asian heritage outside the geographical boundaries of Asia.
The program has helped 47 undergraduates to study abroad in Asian countries, and 38 students to conduct research in the U.S. or abroad. He has used the grant money to purchase over 140 educational films, documentaries, books and other resources pertaining to Asian culture and literature to help Wesleyans students and faculty with their research.
Much of Forresters initial forays into Asian culture were self-taught. He majored in Spanish at Washington and Jefferson College in Pennsylvania. He went on to receive a masters in Spanish Literature from Boston College, and has completed all the coursework needed for a Ph.D at Boston College.
Forrester served as the publicity assistant and then exhibits manager at Yale University Press, and in 2002, he came to Wesleyan as the coordinator of the Asian/Asian American Initiative.
I studied Spanish literature, but I was always interested in Asian culture and language, and Asian poetry, he says. So working here at Wesleyan I feel like a kid in a candy store. It combines my love for Asian culture with business administration.
With Forresters love for Asian literature comes a passion for haiku, a Japanese-based, unrhymed poem linking nature with human nature. The poems, written in three lines, usually total less than 17 syllables. It can take anywhere from a few minutes to a year to write a single poem, Forrester says.
Forrester, who has had over 300 poems published internationally, is a member of the Haiku Society of America. He served as the societys president in 2003 and judged the United Nations International School Childrens Haiku Contest in 2006.
One of our major goals of the Haiku Society is to attract new generations of poets to teach and nurture, he says. The American culture is not poem-friendly, and there are so few venues out there that publish poetry.
That is one reason Forrester opened own publishing house, Bottle Rockets Press. He designs and publishes haiku books and is editor of the national haiku journal, bottle rockets: a collection of short verse.
To date, Forrester has delivered more than a dozen presentations including An Introduction to the Haiku Path at the Freeman Center for East Asian Studies and Buddhism and Haiku: Two Paths of Awareness, at Wesleyans Buddhist House. Hes also guest-taught classes with Shelia Mullen, visiting instructor in American Sign Language, and Kate Rushin, adjunct assistant professor of African American Studies and visiting writer.
Integrating haiku into lessons is a great way to learn about poetry, he says.
Forrester lives in Wethersfield with his wife, Mary and children Abigail, 6, and Molly, 4.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Head Women’s Crew Coach Beth Emery and her crew team pick up litter along the Connecticut River shoreline during their off season.|
|Q: Most of us know little about crew except that very strong people move amazingly fast in tandem in a thin boat and look like water spiders dancing on the surface. Would you mind briefly defining the sport?
A: Rowing can be done competitively or recreationally. Most of the rowing taking place out of Wesleyan’s Macomber Boathouse is done with collegiate competition in mind. We race in eights and fours. In eights there are eight rowers, each with one oar, plus the coxswain, the person who steers and commands the crew, the same is true of the four, it just has fewer rowers.
Q: Are there different ways to row?
A: “Sweep” rowing is in reference to rowing with both hands on one oar, as a port or starboard oarsperson. In the fall the physical education curriculum offers a sculling class. Sculling is done with a similar oar just smaller in size, with one oar in each hand in singles, doubles or quads.
Q: What is the distance the crews race in their competitive season, and how long does the race take?
A: Weather and water related conditions as well as skill, strength and fitness dictate the time it takes to cover the 2,000-meter distance where two to six crews race head to head in one of six lanes. Women’s Division III first Varsity Crews often post a time between 6:40 and 7:00 on a 2,000-meter race course. In a strong headwind the crew that goes 6:40 on flat water could take 7:50 in a strong headwind. Elite women’s crews racing in the Olympics can cover that distance in under 6:00 minutes.
Q: Crew spans two seasons?
A: Spring is the traditional 2,000-meter collegiate racing season. Our early season races have two to five teams competing. When we get to our championships at the end of the season 12 to 24 crews might be part of the regatta, so there are morning heats and in the afternoon–third level, petite and grand final. In the fall we have our “non-traditional” season and race against the clock in head-style races over a distance of 2 to 3 miles. There can be anywhere from 10-45 entries, racing over the same course starting at 10-15 second intervals where faster crews are afforded the shortest distance between to points as the slower crews are required to give way on the turns that are present in most head courses.
Q: Tell me about a typical crew practice. Where do you meet and how do the women train?
A: When we are “in-season, we meet at the Macomber Boathouse a mile from campus on the Connecticut River. Water time is limited by the rules we follow and the weather, so we try to train on the water to develop our rowing skills whenever possible. Fog, high water and wind can force us off the water, so we do a land workout instead. Land workouts can be a combination of rowing ergometer training, running, weightlifting and body circuits plus a host of other activities that build muscular endurance, fitness and core body strength. When the team is out of season the athletes will keep themselves in shape with the same type of land workouts.
Q: Physically and mentally, what makes an ideal crew member?
A: An appetite for demanding physical training coupled with the ability and desire to push mentally through what the body sometimes perceives as pain when pushing the muscles, respiratory and pulmonary systems to and through the limits of its capability. A tall, lean, powerful, supple body helps, as does a commitment to teamwork and training in the off season all of which comes packaged with a winning attitude.
Q: What do you think about your team this year?
A: We have a young team of dedicated oarswomen who work hard everyday to make themselves better athletes and rowers. I look forward to helping them reach their personal goals, and their goals as a team this year and over the course of their rowing careers at Wesleyan. They have tremendous potential in the novice eight and varsity four to finish the season strong.
Q: What classes do you teach, or have you taught, as an adjunct professor?
A: I have taught a lot of swimming classes. The beginning swimming class is rewarding and usually a fun group to work with. Of course I enjoy being on the water and teaching the sculling class, though we can only teach that class in the fall, as the water is usually too cold, and moving too fast to teach it in the spring. The singles can flip pretty easily.
Q: What is your interest in rowing and the environment, which was the topic of your article published in American Rowing Magazine in 1995?
A: The water we row on is our playing field, and I believe we have an obligation to take care of that field, to be stewards of sorts, as well as to learn something about the lakes and rivers we race and practice on. I’ve rowed in a few places like the Los Angeles harbor, and the Piscataway River in New Jersey, where the water was so polluted it took much of the pleasure away from being on the water. I’d like to do more for the river. My current commitment, started with the team this last year which also serves as a community service project for the team is to participate in the annual Connecticut River Cleanup Day held each fall. I’ve also taken to pestering my coaching colleagues north and south along the river to have their teams join in.
Q: Where did you coach prior to Wesleyan?
A: My first year of coaching was at Syracuse University followed by a year at the Massachusetts Institute of Technology, and four years at Northeastern where I had earned my undergraduate degree in physical education.
Q: You’re a former member of the National Collegiate Rowing Committee and the U.S. Rowing’s Junior Women’s Rowing Committee, and you’re ending a six-year term with the NCAA Division III Women’s Rowing Championship Committee this year. Why do you get involved in these committees and why are they important to you?
A: I think most of us who coach give back to “our” organizations, we are what we make of them. I see it as part of my professional responsibility to contribute what and when I can. They are great opportunities for professional development and networking with others throughout the country. What I have learned serving on these committees is invaluable, and as I am now becoming aged with knowledge I am happy to share with younger coaches what I have learned in my 25 or so years of coaching. I consider it a great honor to have served, and to have been selected among my peers for a six year term on the the inaugural NCAA Division III Women’s Rowing Championship Committee where we created the format, and implement the details, and have overseen the running of one of the newest NCAA Championships.
Q: Tell me about your personal accomplishments as a competitor and coach?
A: When I finished my college rowing career I continued to row with the aim of making the national team. I made it to the pre-elite level a few years running and won some races at the US rowing championships. For a variety of reasons I did not make my goal of being a National team member, it was however an invaluable experience and additional education towards my coaching career. On and off over the years I have continued to compete in Master’s Rowing events. My personal accomplishments as a coach might be measured by many in our win/loss records where we have been very successful over the years Wesleyan women have also had many crews finish in the top three at our New England Rowing Championships, and twice have we have earned a berth at the NCAA Rowing Championships. It is harder to measure the personal satisfaction and sense of accomplishment I feel when I have been successful in teaching life lessons learned through rowing, or encouraged and inspired an athlete to achieve a personal best in ergometer racing, or simply watched the personal growth, self-awareness and self- assuredness that comes from the journey of becoming an athlete. Unlike most other sports rowing is a sport you can learn in college, and we do have individuals who join the team with little if any prior athletic experience.
Q: Have you ever tipped over?
A: These are things that you try to forget. But when I was training hard in Boston on the Charles River and just learning to scull, I flipped in front the Harvard men’s boathouse. It was not so much the men on the dock watching me flip that was embarrassing, but that the premier woman sculler at the time happened to be training too, and was standing on the dock watching as I so ungracefully flipped the boat and had to just as ungracefully get myself back in.
Q: What are your favorite on land activities?
A: Owning my own home, and recently sharing it with a gardener has not turned me into a green thumb yet, but I’m working towards it, and really enjoy learning about the plants, and creating a small colorful garden with plenty of catnip for our cat, Mimi, to play in. I’m also working towards my black-belt in aikido. When we are not in the garden in the summer we are on our bikes, or out hiking, and traveling to visit family and friends, while keeping an eye out for a good folk or jazz concert to attend.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
Wesleyan’s new turf field, located behind Physical Plant on Long Lane, was dedicated April 29 during a ribbon cutting ceremony. It is expected to be available for use later this month.
| Wesleyan athletes will be breaking new ground this month on their new synthetic turf field.
The field, dedicated April 29 during a ribbon cutting ceremony, will be put to use in May. Mens and womens soccer, lacrosse and field hockey teams will use the outdoor field regularly, and it will be available for several other activities, as well.
John Biddiscombe, director of athletics and chair of physical education, said Wesleyan is among the last universities in the New England Small College Athletic Conference (NESCAC) to possess a turf field.
Were no longer the turf nomads, he said during the outdoor ceremony. Were no longer at the disadvantage.
The artificial field, composed of Polytan Megagrass 2025, is located behind the Physical Plant building on Long Lane. Underneath the synthetic grass is a rubber padding, gravel and drainage pipes to keep the field puddle-free in the event of wet weather.
Mens Head Lacrosse Coach John Raba said the field will be ideal for on- and off-season practices. In addition, the turf will serve as a drawing card for recruiting top student-athletes.
Baseball and softball teams will also use the field for pre-season practice in late February when Bacon Field House becomes overcrowded. The field will be available for selected club sports, intramural play, sport camps and selected use by the local community.
This is a great situation for us, and for all sports, Raba said, who cut the ribbon. Im going to guess that this field is always going to be busy.
Wesleyans Office of University Relations and Athletics personnel worked with parents and alumni to raise the $920,000 needed to build the field. More than 160 alumni, parents and friends of the university were actively involved in helping to raise the funding for the field, including Bill Belichick, 75, P07, Moira Byer P’06, David Campbell ’75, P 10, Michael and Marilyn Dee P’06, Mike McKenna 73, Jim Walsh P’07, Cole and Katherine Werble P’07 and Preston Smith ’64, P’06.
Preston Smith, whos son, Matt, is a varsity lacrosse player, reminded the ribbon-cutting ceremony audience that it took the fund-raising effort of five teams, with support form five decades of alumni, to provide the two-acre turf field.
This field is not only the best in the division, but the best in New England, Smith said to the crowd.
Wesleyan hopes to raise another $400,000 to pay for lights, bleachers, a scoreboard, protective netting and a paved walkway between the Freeman Gymnasium and the turf field.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
| Professor of Chemistry Joseph Bruno will become Wesleyan’s vice president for Academic Affairs, effective July 1. Bruno has served as dean of the Natural Sciences and Mathematics since 2003.
Bruno will serve as chief academic officer for the university, responsible for attracting and retaining faculty and for supporting their research and teaching activities.
In February, after Vice President for Academic Affairs Judith Brown announced her intention to step down, Wesleyan President Doug Bennet began extensive consultations with faculty on the characteristics to seek in her successor, as well as nominations. Bennet decided to seek a Wesleyan faculty member to fill the post.
“In addition to the personal qualities one expects in an academic leaderintelligence, articulateness, fair-mindednessfaculty cited such characteristics as demonstrated excellence in teaching, research and colleagueship, and the energy and enthusiasm to launch initiatives that will distinguish Wesleyan,” Bennet says. “In every respect, Joe Bruno meets the desires expressed by the faculty. I have great confidence in his ability to lead.”
As dean of the natural sciences and mathematics, Bruno supports the research and teaching efforts of faculty in 10 departments and programs. He participates in budgeting for faculty positions, as well as in recruiting and hiring decisions. He reviews grant proposals and works with the chairs of the academic departments on curricular and administrative issues. Bruno also is responsible for developing plans for the construction and renovation of science facilities.
Bruno has served as vice chair of and science representative to the Advisory Committee, which advises the president on matters relating to appointments and promotions of the faculty. He also served as chair of the Department of Chemistry and president of the Wesleyan chapter of Phi Beta Kappa.
Bruno’s teaching and research activities have garnered grants from the National Science Foundation, the American Chemical Society, the State of Connecticut, and the Camille and Henry Dreyfus Foundation, among other sources.
After earning his Ph.D in organometallic chemistry from Northwestern University, Bruno spent two postdoctoral years at Indiana University before joining the Wesleyan faculty in 1984. He received tenure in 1991.
I am very grateful for the opportunities I have had at Wesleyan over 22 years, working alongside colleagues on the faculty, in the administration and on the staff,” Bruno said. “I look forward to building on these experiences as vice president for academic affairs. Wesleyan has generated considerable momentum, and I am very excited about the opportunities ahead.”
by Olivia Drake •
| Wesleyan President Doug Bennet will conclude his presidency at the end of the 2006-07 academic year, he informed faculty, students and staff on May 4.
Bennet, who became president in April 1995, led Wesleyan’s historic $281 million capital campaign, expanded the size of the faculty, launched an ambitious campus building program, and shaped the universitys first comprehensive strategic plan.
“Wesleyan is doing well, both institutionally and in its daily pursuit of excellence,” Bennet said to members of the campus community gathered at the steps of North College. “The university is prepared well to engage new leadership, and the time is right for Midge and me to move ahead to the next phase of our lives.”
Bennet praised the ongoing work of Wesleyan’s faculty in envisioning and implementing a liberal arts and sciences curriculum intended to engage students with the world around them and to enable them to become leaders. He also cited the strategic planning processes that have mobilized the campus and alumni communities around clear institutional priorities.
“Universities progress in several ways,” he said. “There are big turning points that affirm fundamental institutional commitments. The work we did to define a Wesleyan education for the 21st century, to improve student aid, to add faculty, and to begin a process of campus renewalall of these show that Wesleyan can make big decisions and act upon them.”
He added: “The daily progress of an educational community is ongoing and never-ending–the discovery, the teaching, the care and respect for all within the community. New students arrive every year; new issues come to the fore. They show who we really are, especially in making good on the potential of our diversity. They help individual students define their values and learn the confidence that will empower them as change-makers.”
Midge Bennet thanked the assembled students, faculty and staff. She added that, even after their retirement, she and the president would look forward to “lectures and sporting events, as well as lunch at the new Usdan University Center.”
We will continue helping Wesleyan in any way we can, she said.
James van B. Dresser ’63, chair of Wesleyan’s Board of Trustees, was on hand to thank and congratulate the Bennets.
“The hallmark of Doug’s tenure has been his ability to forge a strategic direction for the institution,” Dresser said. “Through cycles of planning and action, Doug has moved Wesleyan forward. His well-placed faith in the willingness of alumni, parents, and friends of the college to fund plans they believed in has brought Wesleyan important new resources. The school has never been stronger, and thanks to his leadership, the Wesleyan community has the pride and confidence to move from strength to strength.”
Dresser called Midge Bennet “for many of us the wisest and warmest counselor and friend we have known.” He added: “Her undying faith in our common purpose and our bright future have inspired all who have had the good fortune to come into contact with her in any setting, over all these years.”
Dresser assured those assembled he would consult the Board of Trustees immediately about plans for a presidential search. “I promise that we will keep the campus community fully informed about this process, and that we will keep students, faculty and staff meaningfully involved,” he said.Bennet’s Legacy
Douglas J. Bennet 59 was elected the 15th president of Wesleyan University on
April 7, 1995, and began his tenure on July 1, 1995. He was U.S. assistant secretary of state for international organization affairs when tapped by Wesleyan, though he was best known for his decade (1983-93) as chief executive officer and president of National Public Radio.
Once installed as Wesleyan’s president, Bennet led the university community through its first-ever strategic planning process, a comprehensive effort that included faculty, staff and students, alumni and parent leaders. This process yielded a vision for liberal education in times of rapid change. “Wesleyan Education for the Twenty-First Century” (1997) sought to define the essential capabilities of an educated person and established the principles on which to make ongoing curricular choices. It affirmed the value of scholarship and teaching in a residential community and confirmed that knowing how to learn is the most durable legacy of a Wesleyan education. The process also produced “Strategy for Wesleyan” (1998), which defined key institutional priorities: an enduring commitment to need-blind admission and thus to building the University’s student aid program; an expansion of the faculty in order to improve teaching ratios and expand scholarship and teaching in new, interdisciplinary areas; and the beginning of a program of campus renewal.
To view Bennet’s accomplishments, including his efforts with strategic planning, student aid, faculty additions, campus renewal, fund-raising, endowment management, technology and athletics, visit http://www.wesleyan.edu/administration/president/accomplishments.html.
These priorities became the foundation for the $281 million Wesleyan Campaign, by far the most successful fund-raising effort in the university’s history. The campaign garnered contributions from 68 percent of Wesleyan’s alumni. Total gifts in a single year tripled, from $10.4 million in 1995 to $31.3 million in 2005.
As the campaign concluded in 2004, Bennet led a second strategic planning exercise. The second strategy, “Engaged with the World” (2005), describes priorities for the period 2005-2010, including continuing curricular innovations and renewed commitments to international studies and to science. It outlines priorities for academics, campus life, student aid, and physical infrastructure.
Bennet’s emphasis on planning and on strict allocation of budget resources according to the priorities thus established has enabled Wesleyan to devote the highest proportion of its total spending to teaching and research and the lowest to administration among the top 50 schools in the annual rankings produced by U.S. News and World Report. It has enabled Wesleyan to compete for students and faculty against much better-endowed institutions. It also has enabled the University to maximize the impact of fund-raising and borrowing to invest in strategic priorities, while almost doubling the market value of its endowment during his presidency.
The Bennet presidency also represented a new era of collaboration with the city of Middletown. Under Bennet’s leadership, Wesleyan participated actively in the city’s development efforts, including investing University funds to bring to the city a downtown hotel, the 100-bed Inn at Middletown, which opened in 2003. Wesleyan established the Green Street Arts Center, a community arts center in the city’s North End, offering classes and workshops for children and adults in music, visual arts, dance, theater, literary and media arts. The center, a collaboration with the city of Middletown and the North End Action Team, is an important part of efforts to revitalize the city’s North End.
“I think they will be talking about Doug Bennet’s legacy for many generations to come,” said Alan Dachs ’70, chair of Wesleyan’s Development Committee who also served as chair of the Board of Trustees from 1997 to 2005. “He did an outstanding job as our president. He will be very hard to replace. Everything we value most has been improved under his leadership. Financial aid packages are better, and the academic enterprise is more robust. He has raised more money than ever before in our history, and our investment returns are in the top quartile. Everything he was asked to do, he did and more, much more.”
In January 2006, the Andrew W. Mellon Foundation made a grant of $200,000 to Wesleyan in honor of Doug Bennet’s service to the university over the past 10 years. The grant created an endowment that will support an annual lecture and program focused on ethics, politics and society.
|By Justin Harmon, director of University Communications|