Jen Carlstrom, Web Manager in the Office of University Communications, helps departments learn to update their own Web site information.
|Jen Carlstrom grew up sketching Disney cartoon characters, molding clay figurines and designing Christmas cards on her fathers computers. As she matured, so did Carlstroms love for art and technology, which has ultimately led to a career as Wesleyans Web manager.
“Ive always loved drawing and using the computer to create arts projects, she recalls. Designing on the Web combines those two passions I’ve had since I was a child.
Carlstrom, who came to the Office of University Communications in 2001, is celebrating her fifth year building and designing Web pages this year at Wesleyan. She came to the university with a bachelors of fine art in graphic design from the University of Connecticut and an extensive list of high profile clients, including Pfizer, Philip Morris, Allied Domecq and IBM. Her work included leading multimedia projects, designing Web sites, working on interface design and helping come up with companies visual identities.
As Wesleyans Web Manager, Carlstrom oversees communications through the Web by making sure Wesleyans pages have a consistent message, look and feel. She stresses branding, or the visual way Wesleyan is marketed to the public.
We want to create a consistent, recognizable identity in all our Web communications, Carlstrom says. This includes our logo, colors, fonts and imagery. We also help to leverage technology to communicate to our audiences.
Carlstrom says accomplishing this can, at times, be challenging. Departments, which Carlstrom refers to her as clients, want to have their own identity and a site that stands out from the others. Carlstrom tries to give departments this freedom but within the cohesiveness of the universitys standards and identity.
“When we get a client who wants green text on a blue background, we explain that we want to help market their department, but consistency with the other Wesleyan pages can be a good thing,” she says. “We hope to create all department Web sites with a cohesive and unified look and feel while keeping the departments identity with certain features in our templates.”
Carlstrom points to the sites created for the English Department, http://www.wesleyan.edu/english/, and the Art and Art History Department, http://www.wesleyan.edu/art/, as recent examples. Carlstrom was able to work with the departments to retain their unique own look and feel and yet remain quickly identifiable as “Wesleyan” sites – a task thats not as easy as it sounds or looks.
“Jen brought a real clarity to the process, and she did it with a lot of good humor and patience,” says Marlisa Simonson, associate director for employer relations at Wesleyans Community Resource Center (CRC). “She helped us figure out our needs and then worked with us throughout the process to make sure that we were thinking in terms of both design and functionality.”
Simonson said functionality was a key because CRCs site http://www.wesleyan.edu/crc experiences heavy traffic.
It was much more than just upgrading a look that met our needs and got it in line with university standards, she says. We really wanted to improve the way the site provided service. Jen was great in helping us reach all those goals.
A big part of Carlstroms job continues to be working with clients to update their sites with the newly-created Wesleyan style and providing better Web-based services to their audiences.
“Jen has taken on a set of formidable challenges: to make Wesleyan’s Web site a vehicle for effective communication with all the University’s constituencies, to integrate our online and print collateral, and to develop new media as part of our portfolio, says Justin Harmon, the director of communications. Wesleyan has strong platforms and needs leadership to realize the potential of these media. I am grateful that we are led by a professional who so deeply understands both the available technologies and communication design.”
Carlstroms Web team includes Web designer Ryan Lee and senior designer Anne Marcotty. The staff frequently consults with Pat Leone, World Wide Web administrator for technical issues in Information Technology Services (ITS). During the last few years, Leone worked with Carlstrom to implement a template system that gives university pages a consistent look and feel, and enables offices and departments to maintain current content.
Along with creating Web pages, Carlstrom and her colleagues have created Wesleyan screen savers; the new virtual tour; e-mails using HTML, the software language used on the Internet’s World Wide Web; and multimedia products for University Relations using Macromedia Flash. Carlstrom also co-developed a DVD slideshow for the alumni donor reception and another DVD of the universitys master plan for prospective donors.
We strive to better communicate our message using these technologies, she says.
The entire process of building a departments Web site takes roughly six weeks, depending on the clients schedule. Carlstrom holds an initial meeting with the client and discusses ideas and educates the client on the best use of the Web for their purposes. The Web team then designs a site based on the clients needs.
After a client approves the design, Carlstrom oversees the building of templates and training of the client on how to upload content onto their pages. These training sessions are usually about three hours long and provide clients with the know-how to manage their own sites.
Carlstrom also suggests clients new to Web design take additional software training in Adobe GoLive if they use a Mac, or Microsoft Office FrontPage if they are PC users.
Because she is doing this for the entire university, as well as the other projects mentioned, Carlstrom has to be a master of multi-tasking. In between playing watchdog to multiple Web projects, she spends her days usually in a lot of meetings with clients or her Web staff. Shes constantly communicating with the clients on the phone or through e-mail, in addition to working on her projects.
Were always here if the client has any questions, she says.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
College of Social Studies majors Angela Larkan 06 and Lindsey Reynolds 04 raise funds and awareness for orphaned pre-schoolers in South Africa through their non-profit organization, Thembanathi. Larkan’s thesis at Wesleyan involved establishing a method of care for AIDS orphans using their school system. (Photos contributed by Maya Casagrande)
| Angela Larkan 06 was raised in an apartheid South African town knowing that she could have been born into a poor family just down the road. With an estimated one in three South African children expected to be orphans by the year 2010 due to the AIDS virus, Larkan always knew she wanted to make a difference in her native country.
When I look into the eyes of the orphans, they all seem to be telling me the same thing, says Larkan, who has family roots in South Africa reaching back to the 1800s. They show me that they matter as human beings; that they have energy, love and innocence to offer the world, and that they need someone to help them survive.
In 2003, Larkan took on the task of co-founding a non-profit organization dedicated to raising funds and awareness for children in South Africa. The organization, Thembanathi, means “hope with us” in Zulu. Social studies major Lindsay Reynolds 04 has worked on and off in South Africa for the last three years on HIV prevention projects and co-directs Thembanathi with Larkan.
According to the South African Department of Health, in 2004, South Africa had more HIV positive people than any other country in the world. In the province of KwaZulu-Natal, known as the AIDS belt, 40.7 percent of women attending antenatal clinics had HIV/AIDS. Mothers have a one in three chance of passing the deadly disease onto their children.
Thembanathi partners with Holy Cross AIDS Hospice, a non-governmental organization which supports orphans of AIDS and other vulnerable children. Money raised by Thembanathi goes toward feeding programs, a summer camp, childrens educational fees, and transportation for children to and from the preschool, among other needs.
Larkans interest in the orphaned children of AIDS was intensified during her sophomore year at Wesleyan. She applied for the Davenport Study Grant, normally awarded to juniors doing thesis research, to go to South Africa and conduct research on the AIDS orphan crisis, and determine a strategy to best handle the dramatic increase of orphans expected by 2010.
I wanted to work on something that was real and more relevant to today’s world, she says.
Larkan received the grant, and for six weeks, she traveled around the city of KwaZulu-Natal, interviewing key players in orphan care and the AIDS pandemic. There, she worked with Reynolds, who received a similar grant her junior year to study in South Africa. That opportunity crystallized Reynolds’ interest in AIDS on an international level and expanded her interest to working with children orphaned and made vulnerable by HIV/AIDS. Together, the women witnessed dozens of pre-school-aged children left alone to fend for themselves in areas where hunger, disease, and poverty were already part of daily life. They communicate with the children through an acquired toddler Zulu and hire a translator when conducting research.
Our time there was fateful because we left with a desire, drive, and persistence to do more than just write about the AIDS situation, Larkan explains. We knew that we had to do something, no matter how small, to help the children that we had seen.
Larkan, who spearheads Thembanathi’s fundraising efforts, has coordinated benefit concerts, bake sales, candy-grams, refreshment sales at athletic games and jewelry sales to raise money for the organization. Beaded AIDS pins, handmade by Zulu women, are the programs top seller. Thembanathi raised $14,000 in its first two years, and acquired a $33,000 grant from the Wellesley Rotarians and Rotary International to establish a water purification system at Holy Cross.
Last summer, support from President Doug Bennet and the Christopher Brodigan Fund afforded the Thembanathi directors to return to South Africa for two months. While there, Larkan conducted some follow-up research on her thesis, which involved establishing a method of care for AIDS orphans using the school system. In addition, she developed a proposal that would link at-risk children in orphanages and schools with non-governmental agencies and social workers.
Larkan and Reynolds are also building networks, and are trying to have their ideas discussed in academic public policy circles.
Richard Elphick, professor of history, supervised Larkans thesis.
I certainly encourage my students to do projects in public service, but Angela is doing extraordinary things on a number of different fronts, he says. Rather than studying AIDS prevention, Angela is working on the other end – how to deal with victims, or the tsunami of orphans. Shes very intellectually acute and practical, and its wonderful that shes out there raising money for her cause.
A good part of running Thembanathi is administrative work, so Larkan and Reynolds can work using remote devices. Reynolds is living in Chad, Africa for 2 1/2 months doing more research as part of the completion of her Master’s in International Public Health from Johns Hopkins. Larkan, who finished her studies at Wesleyan in December, is living in Colorado.
Some people don’t understand why I want to spend four hours a day working on something that doesn’t pay me, but they haven’t met the children I worked with, Larkan explains. They haven’t interviewed officials who sadly, slowly, tell you how they country is being ruined. It is the experience on the ground that keeps me going. Children are innocent and don’t deserve to be the victims of a crisis this large before they have even learned to read.
Larkan and Reynolds hope to run Thembanathi full-time in the future and set up AIDS testing clinics and pediatric antiretrovirals for those AIDS orphans that are positive.
Larkan credits her experience at Wesleyan with her present and future plans. Shes worked in the Office of Community Service where she ran a group called AIDS and Sexual Health Awareness, teaching HIV prevention in local high schools and raising awareness about local and global AIDS issues.
Classes in government, economics, history and philosophy at Wesleyan provided Larkan with a broad range of pertinent information, allowing her to use to use these tools innovatively to build a model for orphan care. But it was Wesleyan’s students, she says, that inspired her to jump at the problem and try to change it.
Wesleyan’s atmosphere is inspiring and makes you want to be active in creating change, she says. Most importantly, it makes you realize that you can be a part of that change.
For more information on Themabanathi visit http://www.thembanathi.org/.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
|The Memorial Chapel will host several Spirituality Week events between Jan. 27 – Feb. 2.|
| The 10th annual Spirituality Week will take place Jan. 27 to Feb. 2 at various locations on campus.
Spiritually Week is coordinated by the University Chaplains each year to emphasize weekly religious and spiritual programs on campus and to sponsor and recognize special events.
“This is a good opportunity for people to understand the range of spiritually that happens on campus,” says Rev. Gary Comstock, protestant chaplain. “The students will return to campus fresh and open to new ideas. We want them to know that you dont need to be Jewish to go to a Jewish service.”
The chaplains regular events, such as the Catholic Mass, the Protestant Worship, Muslim prayer and a Jewish Shabbat will be held during this period.
In addition, the chaplains have coordinated events with student-run organizations. Wesleyan Christian Fellowship is sponsoring an Athletes Fellowship to discuss the relationship between faith and life as a student-athlete. There will also be a discussion titled Jesus, Revolution and the Pursuit of Justice and two Bible studies. Wesleyan Dharma Study Group is sponsoring three Buddhist meditations.
Rev. Comstock will lead an activity with the Vespers for students of any or no religious affiliation and a luncheon requested by students titled, “Queerness & Spirituality.” He also is presenting a workshop on painted prayers titled Rangoli: Sand Designs of India.
This years Faculty Panel will speak on Integrating Spirituality and Academics. Comstock expects more than 50 students and faculty to attend the discussion that includes a period for questions, posed by the audience.
“Even I am surprised by how much is going on,” Comstock says. “Spirituality Week is a nice highlight of everything that happens here on a regular basis.”
The schedule of events, including the date, contact information and location, is as follows (to print this schedule click on the print button at the end of this page):
Friday, Jan. 27
Sunday, Jan. 29
Monday, Jan. 30
Tuesday, Jan. 31
Wednesday, Feb. 1
Thursday, Feb. 2
|By Olivia Drake, Wesleyan Connection editor|
Unprecedented Star Cluster Study May Offer View of Planet Formation and Our Solar System’s Own Early Beginnings
by Olivia Drake •
| An unprecedented 14-year study by Wesleyan University researchers has revealed a phenomenon that may indicate the forming of new planets or perhaps even the existence of young planets orbiting young sun-like stars more than 1,600 light years away.
The observations were presented at the American Astronomical Society (AAS) meeting in Washington, DC. on January 11 by William Herbst, the John Monroe Van Vleck Professor of Astronomy and chair the astronomy department (pictured at right), Gabriel Roxby 06, a Wesleyan undergraduate involved in the study, and Eric Williams, the systems manager of the Van Vleck observatory.
The Wesleyan team analyzed 500 stars in the Orion Nebula Cluster (ONC) which is approximately 500 pc or 1600 light years from earth. The data from the stars were collected by faculty and graduate and undergraduate students during a continuous 14-year period. The observations gave the astronomers the unique opportunity to track the long-term behavior of these stars concurrently with their subtle changes over short timescales.
The findings presented at the AAS meeting detail the discovery of a large number of young T Tauri stars with intriguing patterns in brightness variation over both short and long timescales. One star discovered, Trapezium 093/JW#669, became of particular interest because it seemed to grow brighter then fainter in a remarkably steady pattern with a possible period of about 10 years. This is an extremely long cycle, given that it rotates every 1.18 days.
One theory suggests the presence of a disk of dust and rock orbiting the star. Such a circumstellar disk would have to contain a large clump, such as a planet or proto-planet, in order to obscure the light of the star at certain times and not others. Another possible explanation for the brightness fluctuations may be that the star is experiencing magnetic cycles akin to those seen in our Sun, where its magnetic field becomes stronger and weaker over time, causing the total area covered by sunspots to grow and shrink. Another theory is that the phenomenon is being caused by the presence of a young fully-formed gas-giant planet akin to Jupiter.
Whatever the cause, the observations by the Wesleyan researchers may offer significant insights into our own solar systems origins. Trapezium 093/JW#669 bears a strong resemblance to a younger version of the Sun, and it may be undergoing processes similar to those in the Suns early history. Further investigation may reveal whether these or other explanations can account for this stars long and regular period.
This active star-forming region is a promising area for observations because of its relative nearby distance and its large population of T Tauri stars, which are typically young (about 1 million years old).
The study also offers a new perspective on the changes that occur in T Tauri stars over many years. For the first time a large collection of long-term light curves for a vast sample of young variable stars has been gathered. The sample can be used to further analyze general trends among these stars, as well as locate other unique stars that may help to shed light on the genesis of our own Solar System.
The data were obtained using Wesleyans 0.6 meter (24 inch) Perkin telescope. Researchers used differential photometry to calculate stars alterations in brightness from night to night by comparing the variable stars to a few stars in each field known to have relatively unchanging brightness. They used these calculations to plot light curves, or diagrams of the change in brightness over time, for each star.
Wesleyan astronomers will continue their study of the star cluster and generate data for further analysis.
|By Clara Moskowitz 06 and David Pesci, director of Media Relations|
by Olivia Drake •
|Janine Lockhart, financial planner and analyst in the Office of Academic Affairs, finds the best options for meeting the demands of Wesleyans five-year financial plans.|
|Q: Janine, so you’re the financial planner and analyst in the Office of Academic Affairs.
A: Yes, although I usually am introduced as the budget person since thats a more familiar concept for most people.
Q: When did you come here?
A: I came to Wesleyan and this position in July 2004. Several others held the position before me, including Sun Chyung, with whom I work closely in her current capacity as the budget director for Wesleyan.
Q: Explain what your role is as a financial planner? What budgets do you monitor?
A: I oversee the annual operating budget for Academic Affairs, which amounts to $65 million and consists of funding for more than 50 departments and programs.
Q: What does the analyst part of your job consist of?
A: Although I don’t really think of them separately, as an analyst I look at the potential impact of various planning options, policy changes or funding changes, as well as monitor the outcome of the plans that are implemented.
Q: What are typical questions or problems people would come to you with?
A: I provide support for a variety of issues –everything from how to use various components of the financial/reporting systems to which account/object code should be used for a particular expenditure to finding funding for unanticipated needs.
Q: What are some of the big challenges in your job right now?
A: Right now, it’s the challenge of finding the best options for meeting the demands of Wesleyans five-year financial plans.
Q: Who are the key people you work with in Academic Affairs?
A: I work closely with everyone in Academic Affairs, as well as a number of people in Financial Affairs and Information Technology Services on a regular basis.
Q: What were you doing before you came to Wesleyan?
A: Ive worked primarily in higher education and the arts, most recently as the budget officer at a medical school in Ohio.
Q: Where are you from?
A: I grew up in East Liverpool, Ohio, a small town where the Ohio, Pennsylvania, West Virginia borders meet, which was once the pottery capital of the world. I lived throughout northeastern Ohio until I moved to Connecticut last year.
Q: Where did you attend college and what did you major in?
A: I have a bachelors degree in French horn performance from the Dana School of Music at Youngstown State University in Ohio. Ive also completed graduate coursework in arts administration.
Q: What do you like to do when you’re not working?
A: I love to read, go to the movies, and keep up with the crazy antics of my family. Ive served as a volunteer for various arts organizations and feel fortunate to have played a very small role in helping out at Green Street Arts Center since coming to Wesleyan.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Wesleyan head mens basketball coach Gerry McDowell, center, hangs out near the hoops with varsity players Eric Winters ’08, left, and Jim Shepherd ’07. McDowell has coached the team for 10 years.|
|Q: When did you become the head mens basketball coach at Wesleyan, Gerry?
A: I began coaching here in 1996, so this my 10th year at Wesleyan.
Q: I understand you entered the season with a 113-103 record. Is it true you had a streak of seven consecutive winning seasons?
A: Yes, it is true. However, our performance in the next game and our growth as a team this season is all that really matters.
Q: Can you briefly sum up the season so far?
A: We are evolving into a very good defensive team. Our success will depend on maintaining a high level of defensive execution and improving our defensive rebounding. NESCAC is a very strong conference and every opponent will provide a big challenge as well as an excellent opportunity to make some noise in the conference.
Q: When does the NESCAC tournament begin?
A: This year the tournament begins on February 18 with the top eight teams competing on that day.
Q: Prior to Wesleyan, where did you coach?
A: I began my teaching and coaching career on Cape Cod at Barnstable High School. I coached at the freshman, junior varsity and varsity levels and learned how to teach the game. I gained experience at the college level at Colby College as an assistant coach to Dick Whitmore. His son, Richard Whitmore, is Wesleyans facilities manager in our Athletic Department.
Q: When did you decide to go into coaching?
A: My student-teaching experience while I was at Colby led me into a 12-year teaching stint at Barnstable High. I learned that I enjoyed the challenge of motivating young people in the classroom. Ultimately, my desire to motivate players who are passionate about basketball led to a move to the college level.
Q: What type of training methods do you use for your players?
A: The biggest adjustment a player has to make is adapting to the physical nature of college basketball. A commitment to a weight program is a must. In order to become an effective player he must be able to play through the physical contact that is part of the game.
Q: What are you looking for in a player when recruiting?
A: A student athlete must show that he has the ability to succeed academically. Wesleyan must be appealing to him for a lot more than simply basketball. After that, I am looking for mentally strong and physically tough players. They must be resilient in order to handle the challenges of a season. A player must demonstrate that he possesses and understanding of team play in order to be a candidate for Wesleyan basketball.
Q: When does practice begin and how do you prepare the athletes for games?
A: All winter sports teams begin practicing on November 1. We begin the season by working on conditioning, drilling the fundamentals of the game and implementing our offensive and defensive approach. Developing a familiarity of each opponent is vital and adjustments to our approach are introduced and drilled in the days leading up to each game.
Q: Who are your key players this year, and what are your general thoughts on the team overall?
A: This years captain is Jared Ashe 07. He is an all-conference caliber guard who is extremely competitive player and a great leader.
Q: Do your student athletes participate in other sports?
A: There are six two-sport athletes on our team. Jared is an All-NESCAC performer on the soccer team. Blake Curry 07, Mike Raymond 08 and Steve Tolbert 09 are members of the football team. Sam Grover 08 competed in the triple jump at nationals last year as a freshman. Jon Sargent 09 will pitch for the baseball team in the spring.
Q: What is the most rewarding factor about being a Cardinal coach?
A: The opportunity to represent Wesleyan University is rewarding and leading a group of athletes who take pride in Wesleyan is truly a unique experience.
Q: As an adjunct professor of physical education, what sports-related classes do you teach at Wesleyan?
A: Introductory and Beginning Tennis are my physical education assignments. Its a lot of fun meeting and coaching students in a life-long activity like tennis.
Q: Tell me about the Cardinal Hoop Clinic.
A: The Cardinal Hoop Clinic is a basketball camp for boys and girls from age 8-15. Members of the men and womens basketball team are vital to the success of the clinic. They serve as coaches and teach the fundamentals of the game, conduct drills and contests that reinforce the skills involved in basketball and serve as role models for the campers. This summer the Clinic will run from June 26-30. Anyone who is interested should call me at 860-685-2918.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
AIDS AWARENESS: The Oasis Wellness Center of Middletown and the Green Streets Arts Center presented “Keeping the Promise: World’s Aids Day and Beyond” at Olin Library Dec. 1. The event included an art show, singing, speakers who are HIV positive and a vigil. Students and community volunteers handed out HIV/AIDS health information and red ribbons in commemorating Worlds Aids Day. (Photo by Olivia Bartlett)
by Olivia Drake •
|John Crooke, adjunct professor of physical education, is Wesleyan’s cross country and distance track coach.|
Q: How many years have you been the cross country coach and distance track coach at Wesleyan?
A: I just finished my 6th fall at Wesleyan.
Q: What have been the cross country teams’ key meets of the year?
A: The New England Regional meet was the major highlight for both mens and womens teams. The women placed 7th in the toughest region in the country and the men placed 2nd to qualify as a team to the National Championships. The men ended up placing 14th at nationals. The men placed four runners on the All New England regional team and Owen Kiely was the New England Champion. Owen Kiely and Ellen Davis both attained All-America status by virtue of their finish at the National Championships.
Q: It’s probably not an understatement to say most people don’t understand cross country. It’s not just going out and running, is it?
A: Cross country is a simple sport. The first person to the finish line wins. Its not running, it is racing. There is a big difference. I am always telling my team that time doesnt matter, place does. Cross country is a team sport. Most people think of it as an individual sport. A team is made up of seven runners. The first five runners score for the team. Each runner gets points based on his or her finish. If you place 5th, your team gets five points and if you place 27th, your team gets 27 points. You add up the points for your first five runners. The team with the lowest point total wins.
Q: When did you start running, and for what schools/teams?
A: I started running the summer before my freshman year in high school. I attended St. Anthonys High School in Smithtown, Long Island. I then went onto run at St. Josephs University in Philadelphia. I also ran competitively after college for about six years.
Q: What are your degrees in, and why did you decide to coach for a living?
A: I have a bachelors of science in management and a masters of science in administration with a concentration in sport and athletic administration. I never really thought about coaching during or just after college. I was focused on my running and I thought I might open a running store after my competitive days were over. Then one day I saw an ad in a local paper for an assistant track coach. I thought it might be interesting so I gave the school a call. The athletic director ended up offering me the head coaching job. The rest they say is history. I realized very early on that coaching was what I wanted to do for the foreseeable future.
Q: Do you teach classes in addition to coaching?
A: Yes. I teach running for fitness in the fall and spring and I teach intro to strength training in the winter.
Q: What specific training methods do you use for your runners?
A: The training methods I use are an amalgamation of the training methods that my coaches used and what I found to work for me personally. All workouts are tailored to each athlete. We try to keep the athletes in small training groups.
Q: Is it easier to evaluate a prospect in cross country verses a prospect in a sport like ice hockey or baseball since it has the element of time for a distance which is a consistent measure?
A: I am not sure if it is easier or should I say more effective. I would like to see a prospect race if I had the time and resources. I have no time to watch athletes because I am in season all year. Cross country courses vary greatly so I really look at a prospect’s track times to get an idea of the talent level.
Q: Is it difficult being a three-season coach since you handle the distance runners in both indoor and outdoor track as well as cross country?
A: It is difficult because I am coaching both the men and the women all year. I do get emotionally tired by the end of the year. But I have been able to recharge the battery every summer.
Q: How many of your athletes run all three seasons?
A: Almost all of my athletes run all three seasons. The athletes need to train year round to be successful at the national level.
Q: What gives you the greatest satisfaction after a meet?
A: Running to our potential.
Q: How would you rate NESCAC cross country at the national level?
A: On the womens side it is without question the toughest conference in the country. The national team champion and runner up have come from the NESCAC the past five seasons. This fall was the first time in six years that the national champion was not a NESCAC school. Last fall our womens team placed 5th in the NESCAC, 5th in the New England region and 14th in the country. The mens side is very strong too but it is not the strongest in the country. I would say it is in the top three or four of the toughest conferences in the country.
Q: How many miles do you personally run a week? Do you participate in any local races?
A: I run about 35 miles a week. I run with the team about three days a week. I dont do any road racing. My competitive fire is quenched by my coaching.
Q: What are your hobbies and interests aside from running?
A: I have an old house that I am fixing up. I spend most of the summer working on it. When I am not coaching or working on the house I like to read and spend time with friends and family. I am also a pretty big Yankee fan.
Q: Does your family live around here?
A: I have three brothers and a sister. I have a brother and sister living in Connecticut. I get to see them more often than the rest of my family who live in the Philadelphia suburbs.
Q: Is it true you and George Steinbrenner, owner of the New York Yankees, have a hot-line connection?
A: Yes it is true, but George never seems to listen to me. I guess thats because he is a Williams guy.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Hari Krishman, dance artist in residence, presented a lecture demonstration on South Indian Court dance and the grandeur of the Tanjavur Quartet in India Dec. 31. (Photo by Cylla von Tiedmann)|
|Q: Hari, when did you come to Wesleyan as an artist in residence in dance?
A: July 1, 2001. I teach courses on not only traditional Bharatanatyam dance technique but also lecture on the post colonial experience as well as on the global contemporary manifestations of the South Asian dance. Bharatanatyam is the classical dance from South India. Bharatanatyam historically evolved in the royal city of Tanjavur, South India in the nineteenth century. The grounded technique of Bharatanatyam dance or abstract dance is based on principles of symmetry, geometry and precision. The abhinaya or mime is based on a highly sophisticated integration of hand gestures, text, music and subtly of facial expression.
Q: What are your thoughts on the Wesleyan students?
A: I have, and continue to have, a truly enriching experience teaching this form at Wesleyan in both its classical and contemporary contexts. The students are extremely bright and hardworking. They are my source of inspiration. I always try to bring an exciting intellectual and artistic curiosity, exploration and adventure into my class.
Q: You recently performed at The Music Academy, one of India’s premiere dance and music institutions Dec. 31. What did you do there?
A: I performed and gave a lecture demonstration on South Indian Court dance and the grandeur of the Tanjavur Quartet, the 19th century codifiers of Bharatanatyam dance as we know it now.
Q: Who do you study under?
A: One of my teachers is Guru Gopalakrishnan Pillai. He comes form Indias most distinguished family of hereditary Bharatanatyam teachers. Gopalakrishnan received training the hereditary technique and repertoire of the Tanjavur Quartet. For many years, he taught music and dance in Bangalore. For a past several years, he has lived in Chennai, where he provides master-classes in Tanjavur Quartet repertoire at Tapasya Kala Sampradaya. After death of my primary teacher Kittapa Pillai in 1999, I continue to train under Gopalakrishnan Pillai. He is being given the prestigious TTK award and the Music Academy has given me the rare honor of dancing his familys legacy.
Q: What other awards have you received?
A: I have been the recipient of several choreographic grants from various arts councils such as The Canada Council for the Arts, The Laidlaw Foundation, The MSR Arts Foundation, The Ontario Arts Council and The Toronto Arts Council. I was also nominated for the 2002 Bonnie Bird North American Choreography Award instituted by The Laban Centre in London. In 2001, I was invited by the University of Minnesota as the Sage Cowles Land Grant Chair to create a work on the dance department. I am also regularly invited to conduct master classes in technique, repertoire, history and theory at institutions and conservatories in various parts of North America and Asia.
Q: Where else in the world have you performed, taught or choreographed?
A: My earliest choreography was presented in Singapore in 1988. It continues to draw critical acclaim in Canada, the United States of America, India, Malaysia and Singapore. My choreography has been featured by dancers of Indian, Modern, Malay, Indonesian, Chinese and Ballet disciplines. In 1997, I was also the first Canadian dancer to have been commissioned to mount a piece on a dance company in India. My choreography has been featured in several festivals and venues including the Singapore International Festival of Arts, Danceworks Mainstage, The Can-Asian International Dance Festival, Kalanidhi Dance Festival in Toronto, Canada Dance Festival in Ottawa, the Smithsonian Institute in Washington D.C., the Canadian Museum of Civilization in Quebec, the University of Minnesota, St. Mark’s Dance Space in New York, Rubin Museum of Art in New York and Tangente in Montreal.
Q: Is Bharatanatyam a rare, specialized dance or is it recognized most places you travel and perform?
A: Based on my experiences, Bharatanatyam, when properly taught or presented, has the unique ability to cut across cultural, social, religious and political barriers making it a truly universal dance. Its ability to be simultaneously classical and contemporary makes it apealing for a western student of dance to enter the form with ease and comfort. I always feel for any classical artform to be relevant, the student has to have an informed comprehension of the context of the form, its indigenous development as well as it global manifestation in both its source country as well as in the Diaspora. I feel fortunate to be in a unique place to be a practioner of both classical and experimental Bharatanatyam.
Q: Do you enjoy dancing or teaching more?
A: I equally enjoy performing, choreographing, teaching and researching. I try and bring a holistic approach to my art.
Q: What do your dances represent?
A: Over the past 10 years, I have been creating a unique dance language that expresses my unique Canadian/Indian/Singaporean identity. In South India, there are female courtesans known as devadasis, males from the royal house used to learn dance from the male dance masters called nattuvanars. My representations of devadasi repertoire are thus stylized abstractions that call attention to the language of desire, eroticism and love once spoken by devadasi women, and today silenced by their disappearance. I have studied the devadasi community for over a decade, and over the years have integrated their aesthetic sensibilities and abstraction of human feelings into my own performances. Adhering to this tradition, as a male dancer, I sometimes interpret female roles. The Bharatanatyam dancer today, irrespective of gender, fluidly interprets these universal feelings in an almost androgynous trans-gendered manner and has a responsibility to continue maintaining the dignity and integrity of this great tradition.
Q: Where did you receive your degrees and in what?
A: I hold a bachelors of arts degree in linguistics and Asian studies from the University of Manitoba, Winnipeg, a masters degree in religion and philosophy from the University of Manitoba, Winnipeg and finally a masters of arts degree in dance from York University in Toronto. My modern dance training includes classes with the Royal Winnipeg Ballet, the School of Toronto Dance Theatre and the Singapore Ballet Academy.
Q: What are some of your current projects?
A: I am at present working with Canadian modern dance legend Margie Gillis who is creating a solo for me to be premiering in 2006-7. I am constantly working with internationally respected choreographers. My research areas include colonialism, post-colonialism and Indian dance, globalization and the arts of India, modernism in Bharatanatyam and the history of devadasi dance traditions in Tamilnadu and Andhra Pradesh, South India. I conduct ethnographic fieldwork on a regular basis in South India, with a particular focus on the Tanjavur, Cudappah, Madurai and Pudukottai districts in Tamil Nadu, and the Krishna, East Godavari and West Godavari districts in Andhra Pradesh. My research brings together several interpretive and theoretical approaches, as it integrates the disciplines of performance studies, anthropology, history and gender studies.
Q: Tell me about the Toronto-based dance company inDANCE.
A: inDANCE, http://www.indance.ca is my company. It is a South Asian dance company established in 1999 as a vehicle to encompass the entire range of my creative output: choreography, performance, touring and teaching. The primary mandate of inDANCE is to form creative partnerships with Canadian and international collaborators, including choreographers, dancers, musicians, designers, scholars and presenters. I am always commuting back and forth between Toronto and Middletown in addition to my international engagements.
Q: Do you have a significant other and family?
A: My partner and soul-mate Rex who is an interior and costume designer, continues to inspire and fuel all my creative and artistic endeavors. He is also my harshest and most constructive critic which makes me the luckiest dance artist in whole world! My two nephews Sanjay and Kirin are my pride and joy and I am extremely attached to them.
Q: What other activities do you enjoy?
A: I am a movie buff, watching a plethora of films, from art movies to commercial cinema. I loved the recent Harry Potter movie as well as the brilliant adaptation of “Pride and Prejudice.” I cannot wait for Peter Jackson’s “King Kong!” I am constantly drawn to contemporary pop culture, which I always bring to my art. I feel this makes my art relevant and accessible and for me that is extremely important. I never want my art to become a stagnant museum showpiece – that is dangerous for any artist.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
Richard Slotkin, Olin Professor of English, professor of American Studies, studied the 369th Battalions and 77th Divisions roles in France for his latest book, Lost Battalions: The Great War and the Crisis of American Nationality.”
| In 1918, the United States loaned its all-black 369th Infantry Regiment to fight under the French flag in World War I. These soldiers, rejected for combat duty by their own country because they were black, fought for 191 days, longer than any other American unit in the war. The Harlem Hell Fighters, received an honorable award for bravery from the French. In their heroic attack on Sechault, of some 2,500 riflemen who began the battle only 700 survived unhurt.
They kept fighting until they couldnt fight anymore, Slotkin says. Their efforts were extraordinary. Studies of combat psychology show that no person can handle more than 180 days in combat, and they fought for more than 190 days.
Twenty miles away, 700 New York immigrants forming a battalion of the United States 77th Division, or ‘Melting Pot Division’ crossed German lines and advanced into France’s Argonne Forest. This unit of Jewish, Italian and other eastern Europeans battled for six days with limited ammunition and supplies, food, water and shelter. They refused to surrender, although their unit was completely surrounded. Only 200 survived.
Richard Slotkin, Olin Professor of English, professor of American Studies, has spent the past four years extensively researching the 369th Battalions and 77th Divisions roles in France. His latest book, Lost Battalions: The Great War and the Crisis of American Nationality, published in December 2005 by Henry Holt and Co., depicts American black and immigrant soldiers who were considered to be lesser citizens and racially inferior during and after the war.
In 1917, one in three people living in America was from a foreign country or had a foreign-born parent. Although the U.S. government would have preferred to send only white, American-born citizens to combat, immigrants were promised equality in return for their loyal service in the war.
During World War I, we had to raise an army of 2 million men overnight, and we could not play this role without having minorities involved in the war, Slotkin explains. The government basically told these Blacks and immigrants that if you go to war, we will accept you. The U.S. had to look at how all men are created equal in a way that never existed before.
Some of these guys were from Germany or Austria and could have taken an exemption from being in the war, but they wanted to show their American patriotism, Slotkin explains. But when they came back to the U.S., they still got the shaft. Congress identified them as races incapable of full Americanization, banned further immigration and signalled acceptance of ethnic discrimination.
The U.S. also broke its promise to the Blacks.
The Army gave the French a Secret Information Concerning Black American Troops, which demanded the adoption of strict racial separation. The document stated that it was essential that Frenchmen understand that to Americans, displays of interracial friendship were deeply offensive. It declared that friendships would encourage intolerable pretensions to equality, which would pose a danger to Americas civil peace when the troops came home.
Slotkin studied World War I unit histories written in books and published on microfilm. He visited the National Archives to study World War I military books, and hired research assistants, one of which translated Yiddish newspaper clippings for the project.
He focused his research on the lives of about two dozen characters, including the Lost Battalions captain Charles Whittlesey, who was named a recipient of the Medal of Honor, the highest award given by the U.S. Army following the war. Whittlesey is also the main character in the Arts and Entertainment movie titled Lost Battalion from 2001. Slotkin says the movie portrays an accurate depiction of the events that occurred between Oct. 2-8, 1918.
The author says history buffs and scholars would be interested in his research, although the story is written in a way that can appeal to the general public. The History Book Club and Military Book Club have both accepted Slotkins book into their listings.
A recent Publishers Weekly Starred Review states that Slotkins story examines the relationship between war and citizenship in this trenchant, gracefully written military and social history. Slotkin smoothly telescopes from the trenches to the political and social implications for decades to come in this insightful, valuable account.
Stories like these havent been taught in schools because Americans dont like to look at how hard it has been to become a multicultural nation, Slotkin says.
Slotkin is the author of seven other books including Abe: A Novel of the Young Lincoln, Gunfighter Nation and Regeneration Through Violence. He is a National Book Award Finalist and winner of the Albert J. Beveridge Prize.
|By Olivia Drake, Wesleyan Connection editor|
by Olivia Drake •
|Shirley Lawrence, program coordinator for the Mansfield Freeman Center for East Asian Studies, relaxes in the center’s Japanese-style tatami room.|
Growing up in Massachusetts, Shirley Lawrence never gave much thought to customs in Asian countries. But during her 18 years as program coordinator for the East Asian Studies Program, Lawrence has acquired not only knowledge, but a deep appreciation for Asian art, music and culture.
Being here 18 years, I feel as though the program continually evolves, Lawrence says. I thoroughly enjoy it, and the environment is so stimulating. Its never the same one year to the next, and I get so much out of the events that Ive been a part of.
Over the years Lawrence has coordinated such events as tours of the Freeman Family Japanese Garden, lectures on U.S.-Japan security relations, presentations on Americas relations with Vietnam and the traditional drumming and dance of Korean pungmulnori by members of the Wesleyan Korean Drumming ensemble.
In addition to handling logistical issues with the speakers and performers, Lawrence writes press releases, maintains the centers mailing list, manages the program’s budget, arranges accommodations and oversees the centers Outreach Program.
The program provides hands-on cultural activities for school-aged children. The groups of 22 are bussed in, and have the option of learning Chinese or Japanese calligraphy, cooking Chinese, Japanese or Korean dishes, studying martial arts, playing traditional Japanese and Chinese instruments, reading folktales, making origami or participating in a Japanese tea ceremony. Younger children have the option of wearing vibrant Japanese kimonos during the presentations.
The Outreach Program is my favorite part about working here, she says. I love to see the children immersed in these unique, cultural activities. They wont forget their experience here.
Lawrence has also attended numerous ethnic music programs and Chinese theater events, and has taken East Asian history and music courses.
Lawrence began her Wesleyan career 30 years ago, in a part-time position the Mathematics Department where she remained until 1977. Lawrence moved to the Center of Humanities where she worked until 1985, and she worked in Alumni Programs until 1987 when the Mansfield Freeman Center for East Asian Studies officially opened on Washington Terrace. The centers new addition will open in January 2006 and host classes and events in a 100-seat lecture hall.
“We don’t want people to think of the center as that place on the edge of campus. It is a perception we work hard to change,” Lawrence says. “We do our best to get the word out about our programs and events.”
Vera Schwarcz, Mansfield Professor of East Asian Studies, Professor of History and former chair of the East Asian Studies program, has relied on Lawrences vision and support for many years. Schwarcz says several of the distinguished guests that she has brought to Wesleyan have commented on her efficiency, her thoughtful planning for every aspect of their visit.
Shirley has always been an enthusiastic partner in building East Asian Studies at Wesleyan, and in making the Freeman Center an utterly unique, gracious resource for students and visitors alike, says Schwarcz, who was founding director. Shes always there with a smile and a suggestion about yet another way to make our mission more meaningful to the community at large. Shes a true jewel of commitment and service at Wesleyan.
Lawrence says technology has been the biggest change. In 1975, she used an electric typewriter with hand-held mathematical-symbol keys while working in the Math Department.
I was no mathematician, I was just a secretary and I could have created some amazing math formulas with those greater and less than symbols, she says, smiling. I didnt always know what I was typing.
Lawrence says shes also impressed with the number of construction projects popping up throughout the campus landscape.
The growth here on campus recently has been extraordinary, she says, noting the new Center for Film Studies, the Susan Lemberg Usdan University Center, Freeman Athletic Center, Fauver Field Residences and the Mansfield Freeman Center for East Asian Studies extension.
Lawrence says she may retire in five years to devote more time to her two grandchildren, gardening, knitting, church projects and traveling via motorcycle with her husband, Ted. However, the thought of leaving Wesleyan is a difficult one for her right now.
I would really miss this, she says, from her sunny, corner office. This atmosphere is so invigorating, and the students bring so much enthusiasm here. Id miss their high-energy. It rubs off on us all.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
| Professor Robert Brown, one of the founders of the Wesleyan World Music Program, died recently.
Brown was one of the first students to receive a Ph.D. in ethnomusicology from University of California Los Angeles. He was appointed assistant professor in Wesleyans Music Department in 1961 and joined the tenured ranks of the faculty in 1966.
Brown helped the department to grow rapidly to national and international prominence. He brought with him from UCLA a concept called “performance study group,” a musical pedagogy that emphasizes the importance of direct contact between students and master musicians from around the world. In this context, he brought to Wesleyan T. Balasaraswati (1918-1984), the most renowned classical South Indian dancer, and her brothers, a renowned flutist and drummer, T. Viswanathan (1927-2001) and T. Ranganathan (1924-1987), followed by master musicians from Africa, Indonesia and Japan.
Professor Brown had an important role in giving Wesleyans music program a distinctive character and legacy. After his departure from Wesleyan in 1971, Brown led a program at the American Society for Eastern Arts.
In 1973 he established the Center for World Music located in Berkeley, California. From 1979 until his retirement in 1992, he was a professor of music at San Diego State University (SDSU). Bob was known as a promoter of gamelan studies in the United States and beyond.
He is survived by a niece and three nephews, and many great nieces and nephews. The arrangements for the memorial service at SDSU are still pending.