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The Puck Stops Here


Donna Wright, women’s ice hockey head coach, learned to play hockey on a pond.
 
Posted 11/02/05
Q: How many years have you been the women’s ice hockey head coach?

A: I began my coaching career at Wesleyan in September 1995. I was hired as the head women’s hockey coach and assistant lacrosse coach. Because the position was not an adjunct faculty position at that time, I also took a part-time position in the Physical Plant as a network desktop support person. It enabled me to be at Wesleyan full-time.

Q: When does the season begin and end?

A: Our season officially begins each year on November 1. Our regular season games end in late February and then the playoff season begins. The New England Small College Athletic Conference playoffs are usually the last weekend of February and the National Collegiate Athletic Association Championships are the third weekend of March. The goal is to play into March!

Q: How difficult is it to find talented women’s ice hockey players among all the secondary schools?

A: Recruiting is a challenging task. Women’s ice hockey is a very regional sport with the majority of players coming from New England and Minnesota. More and more opportunities have been created in other Midwest states like Wisconsin and Illinois, as well as New York, New Jersey and Maryland. There are very few public high school varsity teams. Most of these are in Minnesota, Massachusetts and Connecticut, so many of the players still come from youth hockey programs and New England prep schools.

Q: How early are some of your players getting into their sport? Were they involved in other sports prior to hockey?

A: Many of my student-athletes currently play or have played other sports. Three of my current athletes are varsity field hockey players, one is a varsity soccer player and one is a rower. On average, the current student-athletes have been playing hockey more than 10 years.

Q: What are some of the skills and lessons that you stress year after year?

A: We will win as a team and lose as a team. I stress fundamentals, discipline and support. We will always work to continue to develop our individual skills, have the discipline to play as a team and always support each other on and off the ice.

Q: At what age did you take up the sport and why? What were some of the challenges of picking up what is thought of as a male-dominated sport?

A: I began hockey later than most of my players. I started when I was 14 years old. It began as an obsession on the pond with my male friends. Those were the days of playing on the pond from early morning until dark on Saturdays. I quickly developed a passion for the game and begged my parents to let me play. I grew up in Danbury, Conn. and the closest girls program was in West Haven, Conn. My parents were wonderfully supportive and not only allowed me to play but drove me several days a week to West Haven for practices and games. In the 80’s, there were limited opportunities for women to play in their own league. I always attended summer camps mainly for boys and played pickup games with boys. The biggest challenge was to get the boys to treat you as they treated the other boys.

Q: There’s a perception that it takes a certain emotional edge to play ice hockey. Is the perception true?

A: Hockey is a fast paced game that is best played with decisive players. The best players play with passion and determination. Sometimes relentless determination can decide a game or season. The Wesleyan 1997-98 team was such a team. With only 12 players that season, they ended their season by playing for the ECAC Alliance title against Middlebury. They finished with the best record in Wesleyan Women’s Hockey history of 17-8-1.

Q: Could you tell me a bit about your new assistant coach?

A: We are happy to have Heather Hoffay join our program. Heather has a lot of NESCAC playing and coaching experience. She is a 2003 Hamilton College graduate and spent the last two seasons assisting in the Trinity College women’s hockey program. She is passionate about the game and about coaching. She is a great addition!

Q: Briefly, where have you played and coached?

A: I was fortunate to play at Providence College. I learned a lot about the game during my time there. Soon after graduation, I began coaching youth hockey in South Windsor, Conn. It was an outlet for me to cultivate my love of hockey while working full-time at Pratt and Whitney as a systems analyst. Before long, I realized that coaching was my real passion and aggressively began coaching with the goal of coaching full time some day. Before coming to Wesleyan, I was an assistant for Manchester, Conn. boys’ varsity hockey, Brown University’s women’s hockey and Yale University’s women’s hockey.

Q: How would you compare the nature of women’s ice hockey at Wesleyan with your experience as a player at Providence and a coach in the Ivy League?

A: Women’s collegiate hockey has growth exponentially since my playing days and my Ivy coaching days. Since that time, Division III opportunities have been officially sanctioned and more than 50 collegiate teams, both Div I and Div III, have emerged. I find the student athletes here at Wesleyan are as committed and work just as hard as the Div I student athletes. We have a slightly shorter official season playing in the NESCAC conference, but these athletes train year round.

Q: How difficult is it to compete in the NESCAC with such national powers as Middlebury and Bowdoin to contend with every year?

A: It is a challenge to play in the NESCAC, but it is also great hockey! Our athletes are competitive and want to challenge themselves and the play best that Division III can offer. For most women, collegiate hockey is the most competitive hockey they will play in their careers.

Q: Do you root for any National Hockey League teams?

A: Coaching is not a career but a lifestyle. I watch a lot of hockey on all levels. Unfortunately, I don’t have much time to catch NHL games with my responsibilities here and raising a family. However, I am still a die-hard Ranger fan!

Q: Do you use tapes as a tool for the women?

A: We tape all home games and have tapes of all NESCAC away games. We do use the footage as a teaching tool for both players and coaches.

Q: I’ve heard rumors your husband, Bill, attends a lot of games with your boys, Nicholas and Kyle. Does he enjoy the sport as much as you, and what about the boys?

A: I am blessed with a great husband! Bill and the boys do come to all home games and some on the road. They are our biggest fans. Bill was not a hockey aficionado before we dated but has come to love the sport. He doesn’t even mind getting up at 5:30 a.m. to get Nicholas to the rink for practice on Saturday mornings. As for Nicholas and Kyle, they love coming to Wesleyan. They enjoy watching the team play as well as get on the ice themselves. Game day is just part of the Wright family life.

Q: When you’re not in the rink, what are you doing? What are your hobbies?

A: Bill and I spend a lot of time working on our home in Colchester. It is our hobby I guess. We have done everything from remodeling to landscaping. Besides that, we love to be outdoors as a family. As the boys are getting older, it is fun to ride bikes and play lots of sports.
 

By Olivia Drake, The Wesleyan Connection editor

Economics Professor Concerned with the Climate


Posted 11/02/05
Gary Yohe, the John E. Andrus Professor of Economics, wasn’t surprised to learn that Hurricanes Katrina and Wilma were churning in the Gulf of Mexico. But along with scientists across the globe, the economist was surprised by how quickly the storms intensified into catastrophic proportions.

The unpredictability of what these storms and global warming’s possible effect on their intensity and increased frequency is what Yohe, a climate change economist, has been studying along with scientists for nearly 25 years.

Climatologists, biologists, and climate modelers often collaborate with Yohe as they contemplate what could happen in certain scenarios.

“They take what economists like me give them and they produce climate scenarios and impact trajectories,” says Yohe. “Economists then take their products as ‘inputs’ for vulnerability assessments.”

Last fall, Yohe co-authored a paper in the journal Science outlining a possible deterrent to global warming. The paper suggested attaching a tax on the carbon content (which generates the greenhouse gas carbon dioxide) in fossil fuels of $10 per ton (or about 5 cents per gallon of gasoline) and gradually increasing it each year.

Yohe compares this possible tax increase to buying insurance against global warming. In economic terms it’s known as “hedging” – doing something that reduces the likelihood of an unpleasant outcome.

He says that hedging global warming is like diversifying governments’ policy portfolios just like individuals diversify their financial portfolios.

“In no case is buying insurance like paying premiums into a pot from which you collect payment to cover a climate induced loss,” he says. “Instead, investments in hedging strategies are designed to reduce the anticipated cost of climate impacts. We need to accept that the climate is changing, perhaps increasing the intensity of hurricanes, for example, and make complementary investments in our capacity to adapt.”

Yohe will be sharing his research on how scientists may adapt to the ever-changing climate when he presents his findings in January to the Intergovernmental Panel of Climate Change (IPCC) – the international gathering of natural and social scientists who routinely assess climate change. He and his fellow study authors hope to ultimately provide environmental policy-makers some insight into how they may intelligently voice their concerns about climate change.

Yohe also hopes that his upcoming journal article in Climatic Change will help magnify the importance of integrating climate into development plans. He is currently collecting contributions from scientists who participated in the Aspen Global Change Institute workshop of Abrupt Climate Change last summer for the article.

However, Yohe admits that it could be a while until we see any real action by policy-makers regarding global warming as the United States has withdrawn from discussions under the Kyoto Protocol. (An international agreement between more than 150 countries to help reduce greenhouse gas emissions that are suspected to be the cause of global warming). Still, Northeastern states have been joined by California and some Canadian provinces in an effort to reduce emissions in spite of Washington’s reluctance to proceed.

“Citizens of these states can work to support and to expand these efforts to manage climate risks in anticipation that, over the coming years, the threat of climate impacts, particularly abrupt impact of the sort observed in the Arctic over the past few years, becomes so clear that the federal government will follow their lead,” explains Yohe.

 
By  Laura Perillo, associate director of Media Relations

Retired Faculty Center Opens


The Susan B. and William K. Wasch Center for Retired Faculty opened Nov. 5 during an Open House.
Posted 11/02/05. Updated 11.06.05
The Susan B. and William K. Wasch Center for Retired Faculty at 51 Lawn Avenue held its Open House Nov. 5 during Homecoming/Family Weekend.

The Center is named for Susie and Bill Wasch ’52, P’84, who contributed their vision and support for the project.

This new center creates a shared intellectual and social community where retired faculty members can continue their scholarly activities and participation in university life.

Trustee Emeritus Bob McKelvey ’59 believes the Wasch Center for Retired Faculty will provide invaluable connections between different generations of Wesleyan faculty. In supporting this project, he honored former “first lady” Katharina “Kay” Butterfield with the naming of the “Butterfield Room”.

Professor Explores Stardom at Benefit Dinner


Posted 11/02/05. Updated 11.07.05
Several Hollywood female stars were introduced to Middlesex County women and girls during a benefit dinner Nov. 6, titled “Stardom Then and Now.”

The presentation, by Corwin-Fuller Professor of Film studies and chair of the Film Studies Department Jeanine Basinger, provided an insider’s look at the star system in Hollywood and how it has evolved through the years.

Basinger, who is also the curator of Wesleyan’s Cinema Archives, offered an exploration of the power and limitations female stars dealt with in the early Hollywood years and the influences that changed the nature of stardom into its present incarnation. She discussed the long road to creative independence in the 21st century that now sees successful female stars frequently running their own production companies, selecting their own directors and often having script approval.

“Stardom in the 30s, 40s and 50s projected glamour, fashion and sex to the public,” Basinger says. “Yet at the same time, the system often dictated the stars’ personal as well as professional lives.”

“Stardom Then & Now” benefited The Fund for Women & Girls, an endowed fund of the Middlesex County Community Foundation created by women to teach Middlesex County women and girls to be self-reliant and reach their potential.

The event was held at the Film Studies Center. For more information contact the Middlesex County Community Foundation at (860) 347-0025 or email info@MiddlesexCountyCF.org.

Working with Deans, Course Assistants and Teaching Apprentices


Lucy Diaz, administrative assistant to the academic deans, is co-chair to the Administrators and Faculty of Color Alliance (AFCA).
 
Posted 11/02/05
Q: When were you hired as the administrative assistant to the academic deans?

A: I started at Wesleyan in October 2001.

Q: What are some of your duties?

A: The majority of my day is spent on the phone responding to inquiries from faculty and staff, reconciling accounts, gathering financial data, and maintaining various files and databases.

Q: What goes on during a day in the Office of Academic Affairs?

A: My job is a little different each day and I really enjoy the variations. Some days I spend most of my time maintaining the deans’ calendars and discretionary accounts, or working with proposals for internal sources of funding such as pedagogical, fund for innovation and seed grants. I also spend a great deal of time providing administrative support to the Educational Policy Committee and managing the Course Assistant and Teaching Apprentice programs.

Q: What are the Course Assistant and Teaching Apprentice programs?

A: A Course Assistant helps a faculty member by preparing course materials, managing logistics of a course and working with technology. They can receive a $400 stipend for completing the work. Students in the Teaching Apprentice Program work closely with a faculty mentor to understand the pedagogical issues related to a particular course and discipline and to deepen the student’s understanding of the subject matter. They receive course credit.

Q: Do you interact much with the students?

A: Unfortunately, my job doesn’t provide me the opportunity to interact with students on a regular basis. When I do engage with students, it is through AFCA or as a result of my role in Wesleyan’s Course Assistant and Teaching Apprentice programs. I ensure the students who are involved in these programs are properly registered for the tutorials, receive course credit and issue their payroll.

Q: What are some of the challenges of your job?

A: One of the most recent was working with Jen Curran in Information Technology Services in developing an electronic application and registration process for Course Assistants and Teaching Apprentices. It was a lot of work to orchestrate but it has really paid off because what was once a process of shuffling 400 pieces of paper per semester is now wonderfully organized within electronic portfolio.

Q: Who are the key people you work with in the Academic Deans section of the Office of Academic Affairs?

A: I work closely with the deans of the three academic divisions, LiLy Milroy, Don Moon and Joe Bruno, as well as with Billy Weitzer, senior associate provost, and Joy Vodak, coordinator for the Dean of the College Office.

Q: Tell me about your role as co-chair to the Administrators and Faculty of Color Alliance (AFCA).

A
: I work closely with my co-chair and friend Andy McGadney of University Relations in planning and implementing current and future AFCA programming. I also work closely with members of the AFCA executive committee; Marina Melendez, Frank Kuan, Migdalia Pinkney, Lori Hunter, Ricardo Morris and Dianna Dozier. Being a part of AFCA has provided me the opportunity to give back to the Wesleyan community. It has also afforded me the opportunity to meet and interact with members of the Wesleyan community whom I ordinarily wouldn’t have met as part of my job in Academic Affairs.

Q: What is the purpose or goal of AFCA?

A: AFCA is a volunteer organization which seeks to strengthen and enhance the relationship between the Wesleyan community, its employees and students of color. Right now AFCA is going through a truly exciting period because we are currently working on creating a strategic plan which will help us to identify the organization’s key goals and objectives and to clearly articulate our mission, values and responsibilities. We really want the AFCA membership as well as the larger Wesleyan community to have a better understanding of our goals and priorities.

Q: Where did you receive your education and in what?

A: I received a bachelor’s in psychology from Quinnipiac University in 1998 and I recently completed my master’s of arts in liberal studies from Wesleyan in May 2005.

Q: What are your hobbies?

A: I am avid reader and I really love planning and hosting parties.

Q: Where do you live, and do you have children?

A: I live in Meriden with my 5-year-old son, Josiah. We spend a lot of time playing with our energetic dog, Sunny, and working on our soccer skills.

Q: What would you say is the most unique thing about you?

A: I guess one could say I have a passion for fashion.

Q: What’s your favorite thing about working here?

A: I love working at Wesleyan. I think it is great to work in an environment where learning is fundamental and ongoing, even among faculty and staff.
 

By Olivia Drake, The Wesleyan Connection editor

Class Dean Guides Students to Make Good Decisions


Lisa Gates, dean of the class of 2007, holds a photograph of her class inside her office in North College. Gates monitors the academic performance of 760 students.
 
Posted 11/02/05
Steering students toward success is Lisa Gates’ top priority. As dean of the class of 2007, she’s constantly helping students meet or exceed their academic goals on the way to graduation.

Gates meets with many of her 760 students during the academic year. As a class dean, she is responsible for monitoring the academic performance of her class and ensuring students are making appropriate progress toward earning their degrees. But she also helps students resolve academic or personal problems, including working with faculty and staff in many other departments to assist students.

“Sometimes they just need my signature for a form,” she says. “But sometimes they’re having difficulty in a particular class or there’s an urgent personal situation and a midterm looming the next day. You never know what you’re going to get.”

Gates says that one of the principal challenges in being a dean is helping students learn to make good decisions and take responsibility for their actions.

“We expect students to be capable, reasonably organized, and responsible,” she says. “But we forget that these are adult abilities have to be learned and developed with time and experience. It’s my job to both support them through a difficult situation but also push them to take something constructive away from the experience. You can be an extremely bright person, but if you aren’t getting to class and managing your time effectively for whatever reason, you’re going to run into trouble.”

She also serves as a general resource for students, discussing different academic directions, internships, leaves of absence and study abroad opportunities. For many students, making a connection to a particular faculty member or a specific program on campus can shape their undergraduate experience in a fundamental way, Gates says.

“That’s one of the most satisfying aspects of this position, when a student comes to me with a vague interest and I can give a few names of people that they might want to talk with,” she says. “It’s nice to have a role in that process.”

In 2004, the Dean of the College Office’s model for class management was revised. Deans who normally worked with just one class now follow the same group of students throughout their academic career.

“What’s good about this new model is that, students can easily remember who their dean is, and they can get to know us better,” Gates says. “By working with a student multiple years, we’ll be able to support them better.”

Gates usually splits her time between meeting with students and following up with student issues. Nishita Roy ’07, met with Dean Gates this semester to discuss a pressing problem.

“My first impression of Dean Gates was that she is extremely personable, but also very serious about her work,” Roy says. “She listened attentively to my problem and took notes when I was talking, which proved that she was intent on ensuring that she had all of the facts straight. I felt extremely comfortable talking with Dean Gates and confident in her desire to assist me to the best of her abilities.”

Roy says her interaction with Dean Gates reaffirms her opinion that the class deans are generally a valuable resource for students.

“They’re committed to improving students’ lives at Wesleyan,” she says.

Gates usually splits her time between meeting with students and following up with student issues. She holds daily open-office hours. Gates also serves on the International Student Coordinating Committee, coordinates the Beinecke Scholarship Committee and the Janina Montero prize, and participates in various other committees and Dean of the College Office initiatives.

Gates moved to Connecticut in 1996 with her husband, Michael Roy, director of academic computing in Information Technology Services. In 2001, she joined the Dean of the College Office as an associate dean and director of New Student Programs. In this position, she worked on redesigning the orientation program for new students and other student programs to help students transition into the university. In 2004, she became a class dean.

Gates holds a bachelor’s degree in German language and women studies from Dartmouth College and a Ph.D in Germanic languages and literatures from Harvard University. She studied abroad in Berlin, Germany and received a Fulbright scholarship to study at the University of Hamburg. Her dissertation focused on the representation of blackness in late-19th and 20th-century German culture, looking specifically at the way in which “racial otherness” served as a vehicle for exploring how Germans understood their own cultural identity.

“I’ve always been interested in the German culture. It is rich with literary history, and this was an interesting way of connecting my professional experiences on issues of race in American culture with my graduate work in German,” Gates says.

Prior to Wesleyan, she worked at Duke University as a project manager for the Black Periodical Literature Project, a collection of fiction, literary materials and poems produced by the African-American press between 1827 and 1940. She also taught German language and literature courses at Harvard and the University of Connecticut.

“Teaching is something I’d like to do again,” she says. “I would enjoy interacting with students in another setting. It’s a part of my former life that I miss.”

Gates and Roy live in Higganum with their three children, Ethan, 12; Anna, 9, and Julian, 3. In her spare time, she enjoys gardening herbs and flowers, cooking and writing. Her work is often published in Preview Connecticut’s art section.
 

By Olivia Drake, The Wesleyan Connection editor

Government Department Welcomes New Assistant Professor


Posted 11/02/05
Kelly Greenhill joined the Government Department as an assistant professor in July.

Greenhill’s current research focuses on non-traditional coercion, counterinsurgency operations and barriers to conflict resolution. Such research has appeared in a variety of books and journals, including Security Studies, International Migration, and Polity.

This semester, Greenhill is teaching a course on civil wars and international conflict management and another on geography and international conflict. In the spring, she will teach an introductory international relations course, as well as another that offers a more in-depth exploration of international relations theory.

“I was attracted to Wesleyan for myriad reasons, but was especially drawn by the high caliber of the student body and by the university’s clear commitment to cultivating amongst its faculty both strong teachers and scholars,” she says. “I very much look forward to becoming an integrated and engaged member of the Wesleyan community.”

Greenhill holds a bachelor’s of arts degree (double major) in political economy and Scandinavian studies from the University of California at Berkeley; a certificate of special studies in international management from Harvard University; and a master’s of science and doctorate in political science from the Massachusetts Institute of Technology.

In addition to her appointment at Wesleyan, Greenhill is a research fellow in the International Security and Intrastate Conflict Programs at Harvard University’s Belfer Center for Science and International Affairs.

Her studies have been supported in part by the Social Science Research Council, the MacArthur Foundation, the Mellon Foundation and the Eisenhower Foundation.

Before coming to BCSIA, Greenhill held pre-doctoral fellowships at Harvard’s Olin Institute for Strategic Studies and Stanford’s Center for International Security and Cooperation. She served as a consultant to the Ford Foundation and to the United Nations High Commissioner for Refugees as a defense program analyst for the U.S. Department of Defense, and as an economic policy intern in the Office of Senator John F. Kerry.

Greenhill’s other interests include rock climbing, hiking, skiing and kayaking. She also enjoys cooking, watching films and “reading practically anything I can get my hands on.”
 

By Olivia Drake, The Wesleyan Connection editor

The Wesleyan Connection: Campus Snapshot

A NEW OCTAVE: Bruce Harkness of the Verdin Bell Co. prepares to install a new bell into the South College belfry Oct. 3. Eight new bronze bells were hoisted to the top by a crane, adding a full octave to the instrument.

Harkness and Bill Burkhart, university photographer, discuss cable rack hardware for the new bells. Metal “tracker squares” connect the bells in the tower via the cable to the clavier — or keyboard — on a floor beneath the belfry.
Bell installer Don Swem performs the balancing act inside and outside the belfry dome.
Wesleyan Connection editor Olivia Bartlett and Lisa Dudley ’08 received a bellfry tour by the Verdin Bell Co. staff. To get into the cramped bell tower, they climbed scaffolding-steps, two ladders, crossed a wood plank and “limboed” under the bells’ frame.
Verdin Bell Co. installer Tina Harkness uses a ladder to climb through four tiers of bells. The original bells hang from the lower two levels, and the new bells hang from the top two levels.
Tina Harkness, Peter Frenzel professor emeritus of German Studies and Wesleyan chimemaster, Swem and Bruce Harkness gather around the clavier after installing the cables that lead to the bells above Oct. 10. Frenzel was the first to test-out the new bells. (Photos by Bill Burkhart, Olivia Bartlett and Don Swem)

Professor has Historical Interest in Flu Epidemics


Bill Johnston, professor of East Asian Studies, professor of history, professor of science in society and tutor of the College of Social Studies, studies the avian flu.
 
Posted 10/18/05
Q: Bill, your areas of study include the history of disease. What do you think about the speculation about avian influenza – or bird flu – that’s making recent headlines?

A: I find it fascinating that people are sitting up and taking a hard look at the flu again. Maybe it is because recent natural disasters have brought people’s attention in that direction. On the other hand, it is hardly something new. Epidemiologists have been saying for years that another pandemic is possible, just as the hydrologists and meteorologists were saying for years that New Orleans was a disaster waiting to happen.

Q: Should Americans be wary of the virus spreading to the U.S.?

A: People tend to get very nervous quickly, sometimes too quickly. We do need to watch it, as we watched SARS very closely. But I wouldn’t hit the panic button just yet.

Q: The World Health Organization has reported that more than 65 people have died in Asia from the bird flu.

A: Influenza viruses that infect birds, which are called “avian influenza viruses,” come in several varieties. The H5N1 strand of the influenza virus appeared in migratory birds in Vietnam and south China, and spread to domestic birds. It exists primarily in Vietnam, Thailand, Cambodia and Indonesia but has been spreading through migratory fowl. I think that the first human cases were seen in Hong Kong eight years ago. Humans catch the disease from infected birds, through aerial transmission or indirect contact.

Q: What would happen if the virus could be spread from human to human? Could it become a global outbreak?

A: It could become a pandemic, and potentially become very deadly. Look at the influenza pandemic of 1918-1919. During this pandemic, known as the “Spanish flu,” the disease spread across the world, killing more than 25 million people over six months. But these days, people are exposed much more frequently to various influenza viruses, which means that we have some immunity to a potential pandemic. So it is quite possible that a future pandemic could be much less dangerous.

Q: What are other notable pandemics of the past century?

A: They seem to be on a 30-year cycle. There was the Asian Flu pandemic in 1957 that started in China and spread to the United States. It caused about 1 million deaths. A flu vaccine was developed to stop the outbreak. The 1968 pandemic wasn’t as deadly. It started in Hong Kong and spread to America, killing about 750,000 people worldwide.

In 1976, an Army recruit caught the swine flu, and the government thought this could be a big outbreak. President Ford thought it might be a revival of the 1918 influenza, and wanted to immunize all 220 million Americans at the cost of $135 million. The flu never came, and hundreds of Americans who were inoculated filed suits against the government in cases where side effects of the vaccine proved fatal.

Q: According to the Centers for Disease Control and Prevention, in the absence of any vaccination or drugs, it has been estimated that in the United States a “medium–level” pandemic could cause 89,000 to 207,000 deaths, and another 20 to 47 million people to be sick. How should we go about containing diseases?

A: Controlling a disease like this is not a sexy thing. When disease control works, we see nothing, there is nothing to show other than the absence of disease, and that is hard to point to. On the other hand, when it fails, all hell breaks lose. That is a tension in public health. Do we mandate vaccinations and put the common good of all above individual rights? This tension is perennial in American society and will never be resolved.

Practically speaking, I would especially recommend that anybody whose immune system is in any compromised, such as in the case of older people, persons with HIV, and those prone to infection should definitely get a vaccine. It is also a good idea for people who come into contact with lots of individuals from disparate locations—which is to say most students and teachers.

Q: What is your personal interest in the history of disease?

A: I did my dissertation on the history of tuberculosis, and teach courses called Disease and Epidemics in a Historical Perspective and Introduction to the History of Disease and Medicine. I’m also the author of a book called “The Modern Epidemic: A History of Tuberculosis in Japan.”

Q: Is the history of disease somewhat esoteric?

A: It sounds esoteric. People leave that topic in the corner until they start getting sick. It’s a real common attitude to have about the history of disease.

Q: Students in what majors are attracted to this class?

A: I get a lot of history and pre-med majors. But there are other students in art and theater who magically seem to come out of the woodwork. They’re realizing all of a sudden that diseases play a huge role and they want to understand them better.

Q: Where are your degrees from?

A: My bachelor’s of art is from Elmira College, my master’s and Ph.D are from Harvard University.

Q: In addition to the history of disease, what are your other research interests and areas of expertise?

A: I’m interested in the history of syphilis in early modern Japan, warfare and state formation in 16th century Japan, the historiography of Amino Yoshihiko, an important historian of medieval Japan, the history of medicine in Japan and the history of sexuality in modern Japan. I’m also interested in photography in history, women’s issues and cultural change.

Q: What are some classes that you commonly teach?

A: Japanese History, History of War, Society and State, Issues in Contemporary Historiography. I’m starting a seminar on the history of the atomic bomb and its use on Japan.
 

By Olivia Drake, The Wesleyan Connection editor

Administrative Assistant Keeps Things Running Smoothly in South College


Janice Watson, administrative assistant in the President’s Office, enjoys meeting and greeting alumni and other visitors who have questions about the university.
 
Posted 10/18/05
Q: Janice, when were you hired as the administrative assistant in the President’s Office?

A: I came to Wesleyan in May 2001.

Q: What were you doing before you came to Wesleyan?

A: I was a Medicare Durable Medical Equipment Regional Carrier (DMERC) fraud investigator.

Q: What are some of your job duties as administrative assistant?

A: I handle and direct telephone calls, greet visitors, type correspondences, order office supplies, maintain office equipment, schedule meetings and handle meeting logistics.

Q: Who do you report to?

A: Jane McKernan, special assistant to the president and Michael Benn, who is interim director of Affirmative Action and director of Legal Projects.

Q: What is your work load typically like?

A: My day to day work load varies. Sometimes I’m typing the majority of the day, but on other days, I’m mostly on the phone, and on others I’m scheduling meeting and training sessions. I like my schedule, because it doesn’t allow for my job to become monotonous.

Q: Do you answer general questions about the university?

A: Yes, I get inquires for outside visitors as well as people within the Wesleyan community. Questions range from building information, such as history and physical locations, to various events that are being held on campus, to parental concerns.

Q: What is your favorite part about working in the President’s Office?

A: I enjoy meeting and greeting all the alumni, especially the older members during Reunion & Commencement and other Wesleyan community celebrations. I enjoy being able to assist them in finding areas of the campus. Many of them remember this place as being different and share some of their fondest memories with me.

Q: Tell me about your hobbies and interests outside of work.

A: I enjoy cooking, especially desserts. I also like to take long walks. And music and singing. I, as well as most of my immediate family, are members of Cross Street AME Zion Church where we are active members of the choirs and many other ministries with in the church.

Q: What would you say it the most unique thing about you?

A: I’m not sure if this is unique or not, but I try to always be cheerful and always to help everyone that is in need regardless of what it is they may need help doing. I think we are here on earth to be interdependent not independent.

Q: Tell me about your family.

A: I am married to Robin Watson Sr. I have three children. My daughter Leta is 20-years-old and is a third-year student at Southern Connecticut State University in Hamden. I have two sons, Robin Jr., who is 18 and a first-year student at Springfield College in Springfield, Mass. and Jordan, who is 15, and a sophomore at Middletown High School.
 

By Olivia Drake, The Wesleyan Connection editor

War-Time Human Right Abuses Topic of Powerful Zilkha Exhibit


Nina Felshin, curator of exhibitions and adjunct lecturer in art history, is curator of The Disasters of War: From Goya to Golub, which is on view now in the Ezra and Cecile Zilkha Gallery.

From left to right, Melanie Baker’s charcoal and pastel drawing, Writing a Memo (in Blood); Francisco de Goya’s etching from The Disasters of War (Los Desastres de la Guerra) and Leon Golub’s acrylic on canvas, Interrogation III, on loan from The Broad Art Foundation, Santa Monica.

 
Posted 10/18/05
War, torture and inhumane behavior in the international arena are themes of an exhibit in the Ezra and Cecile Zilkha Gallery.

The Disasters of War: From Goya to Golub features the work of 19 artists that explores human rights abuses in wartime. The exhibition spans five centuries and includes paintings, drawings, videotapes, audio effects, photographs and installations.

Nina Felshin, Zilkha’s curator of exhibitions and adjunct lecturer in art history, is the exhibit’s curator. More than 600 people have already viewed the show.

“Unlike most news images and the dryer forms of communication, aesthetic mediums tend to make the subject matter more accessible through the use of metaphor and by putting a human face or body on it,” Felshin explains.

The exhibit’s images include depictions of the dead and injured — some brutally so. Such works as Jacques Callot and Francisco Goya’s historical prints are juxtaposed with contemporary images, video testimonies, portraits of powerful individuals and numerous other related subjects.

“I’m not convinced that art, on its own, can lead to social or political change but I am certain it can encourage viewers to ask questions that challenge their long held beliefs,” Felshin says, viewing artist Melanie Baker’s Writing a Memo (in Blood). “Art can be very seductive and draw people in. It can be very powerful.”

The idea for this exhibition grew out of a project that Felshin worked on in 2002, titled From Goya to Golub, a slide projection for an anti-war concert in Los Angeles, named after Leon Golub and Francisco de Goya. Golub, an American artist who died in 2004, is known for his expressionist paintings of brutality and torture inflicted on prisoners of war.

Golub’s mural-sized acrylics, Interrogation I, and Interrogation III, which are prominently featured in the exhibition, depict the brutal actions of Central American dictatorships in the early 1980s. In III, a nude, handcuffed woman sits open-legged with two clothed men physically harassing her.

Five iconic images from Goya’s etching series, The Disasters of War, are also in the Zilkha exhibition. They are on loan from the Davison Art Center.

John Paoletti, the Kenan Professor of the Humanities and professor of art history admires the brilliant use of the gallery, especially in the way that the Golub paintings fill up the space and loom so threateningly overhead.

“Having a wide range of historical responses to war, including the Goya Disasters of War, sets an especially chilling tone to the exhibition, suggesting that as often as the atrocities depicted have occurred, we somehow fail to find ways of working together that would eliminate such horrific actions,” he says.

In the Sept. 25 New York Times, writer Benjamin Genocchio called the Wesleyan exhibition “probably the most compelling exhibition in the state today.”

“I do shows like this because I believe that art has the power to raise one’s consciousness about important social and political issues,” Felshin says. “My aim is to put ideas out there in a way that encourages people to question their assumptions and form their own conclusions.”

Three deeply affecting video works accompany the artwork. Canadian artist Jayce Salloum is represented by a looped DVD projection, untitled part I: everything and nothing, an intimate dialogue with a young woman — an ex-Lebanese National resistance fighter who was detained for ten years, six of them in isolation, in the notorious El-Khiam torture and interrogation center in South Lebanon.

Felshin says that although anti-war exhibitions are not uncommon at this moment in time, few touch on the torture of human beings and its political significance.

“There have been lots of anti-war shows out there in the past few years, but this one is about how war affects the human body, and that is what sets it apart from the others,” she says. “It addresses torture both explicitly and implicitly.”

One of the inspirations for this exhibition, comments Felshin, is the exhibition that accompanies it in Zilkha’s South Gallery titled Inconvenient Evidence: Iraqi Prison Photographs from Abu Ghraib. Curated by Brian Wallis and co-organized by the International Center of Photography in New York and The Andy Warhol Museum in Pittsburgh, this exhibition includes photographs from Abu Ghraib. Included are photos of recent newsmaker Pfc. Lynndie England posing and smiling with abused detainees.

Felshin, who held a gallery reception Sept. 9, wants this powerful exhibition to elicit reactions.

“I still get goose bumps when I come in here,” she says.

The Disasters of War: From Goya to Golub is open noon to 4 p.m. Tuesday through Sunday in the Ezra and Cecile Zilkha Gallery and runs until Dec. 11. Admission is free. For more information call 860-685-3355.
 

By Olivia Drake, Wesleyan Connection editor

Dean of Campus Programs, University Center Director Creates Co-Curricular Programs for Students


Rick Culliton, dean of Campus Programs, and the director of the University Center Director, watches the Suzanne Lemberg Usdan University Center’s progress from his office in North College. Once the facility is complete in 2007, Culliton will move into the University Center to oversee students’ co-curricular activity.
 
Posted 10/18/05
From the view of his North College office, Rick Culliton, Dean of Campus Programs, can watch the Suzanne Lemberg Usdan University Center emerge from a hole in the ground to the centerpiece of campus life. Culliton’s interest is more than just a situation of his location. He’s also the center’s director.

For the past few years, students, faculty and staff have been involved with the design of the center. For the next two years, Culliton will work with these constituents to bring the building to life.

“The Usdan University center will provide Wesleyan with a space that we’ve never had before,” he says, glancing over schematics of the center’s new ballroom and dining areas. “We want the University Center to be more than bricks and mortar, we want it to be a place that is alive with activity and programs involving students, staff and faculty.”

Culliton says his dual roles as dean and center director go hand-in-hand. He works with several offices to create intentional co-curricular programs and leadership development opportunities. The Usdan University Center will be the ‘hub’ where many of these programs and activities take place.

As Dean of Campus Programs, Culliton regularly meets with students who have questions or problems with some aspect of their life on campus. He works with students who are initiating student-led programs and events. He also meets with Wesleyan Student Assembly leaders to discuss student issues and concerns.

Culliton addresses students’ concerns with Maria Cruz-Saco, dean of the college, and Michael Whaley, dean of Student Services. He oversees Student Activities and Leadership Development, the Campus Center, Community Service and Volunteerism, International Student Services and the university chaplains, and meets with the directors of these offices.

“Rick Culliton will lead this year important conversations on the programmatic vision of the Usdan University Center that will shape up the vision for this extraordinary resource,” Cruz Saco says. “Rick is also planning new student leadership training opportunities including programs that enhance development of essential capabilities such as effective citizenship through community service.”

Culliton holds a bachelor’s degree in English and philosophy from Boston College and a master’s and a doctorate in higher education administration from the University of Vermont. He was the assistant to the vice president for student affairs at Vermont before coming to Wesleyan in 2001.

“I was attracted to Wesleyan because it was a smaller institution with a strong sense of community and a greater sense of purpose than many colleges,” he says. “The students here are more engaged in programs on campus which makes my job more interesting.”

His interest in campus life stems from his own experience as a student leader. As an undergrad at Boston College, Culliton was president of the student government. This experience, he says, helps him relate to students at Wesleyan. He encourages students to participate in similar co-curricular activities, so students can leave Wesleyan with more skills than those developed in the classroom alone.

“My hope is that students learn from their leadership experiences here,” he says. “It’s so important that they gain hands on experience facilitating groups, setting agendas and meeting goals-all skills that they will use for the rest of their lives.”

Culliton lives in Glastonbury with his wife, Katie, and three daughters, Emily, 8, Annie, 7, and Claire, 3. He tries to find time to play squash at Freeman Athletic Center and spends most of his free time with his family, going to his daughters’ soccer games and taking weekend trips.
 

By Olivia Drake, The Wesleyan Connection editor