|Ron Jenkins, professor of theater, reads a Sanskrit prayer during a Sept. 11 Memorial Service in the Memorial Chapel while Jason Harris ’09, left, listens.|
| On Sept. 11, 2001, Marc Arena 07 was in class when his high school principal announced over the P.A. that the World Trade Center towers were struck by two planes. He and his classmates at Pelham Memorial High School in Pelham, N.Y. gathered around a radio, listening in awe.
With an ear on the broadcast, and a pencil at hand, Arena wrote a poem.
Bodies leaping from 61 floors. Like roaches in the light. The people flee from the dark cloud. The shrapnel rain. Suffocating smog and fumes. Complete darkness even in daylight, Arena wrote.
Five years later, Arena presented this poem during a 9-11 Memorial Sept. 11, 2006 in the Memorial Chapel. He was one of six speakers who offered a reflection or poem during the 45-minute service, attended by Wesleyan students, faculty and staff.
Jewish Rabbi David Leipziger Teva organized the service, noting that 1,825 days have passed since the terrorist attacks; 3,500 Wesleyan undergraduates have received degrees; and a baby born on Sept. 11, 2001 could be attending kindergarten this year.
Leipziger Teva read off 24 names of Wesleyan alumni and friends who perished in the attacks, starting with Maile Hale 97 and Andy Kates 85.
Let us reflect on all those who were killed five years ago today, he said. They were our fathers, our wives and our children. They were alumni students who walked the halls we walk today. They were friends and loved ones of our beloved Wesleyan community.
Like Arena, Ethan Kleinberg, associate professor of history, associate professor of letters, shared his memories of Sept. 11, 2001 with the audience, mentioning that his first day teaching classes at Wesleyan was at 10:30 a.m. that morning. Not knowing what to do, he asked the students to speak. Several wanted to explore the reasons of what led to the attacks.
Kleinberg followed his story with summarized points adapted from French philosopher Georges Sorels Reflections on Violence.
By reading a Sanskrit prayer excerpt, Ron Jenkins, professor of theater, mimicked how victims of terrorist bombings in Bali prayed during a ceremony at Ground Zero.
I chose to read and discuss this ceremony because I believe it is important to understand 9/11 in an international perspective, and to reflect on cultures like Balinese Hindus, Jenkins said. They live in the worlds largest Muslim country and chose to respond to terror with art instead of war.
Elizabeth Willis, assistant professor of English, said as a poet, she was struck by how poetry was being circulated on the internet post Sept. 11. She read 1969 Pulitzer Prize poet George Oppens Power of the Enchanted World and an excerpt from Walt Whitmans poem, Leaves of Grass.
Other speakers included Karl Scheibe, professor of psychology, emeritus, who read Robert Frosts Choose Something Like a Star, and Jason Harris ’09 who shared a reflection titled Is it Just a Myth?”
In addition to the memorial, panelists spoke on the topic, “9/11 in Retrospect: in what ways, if any, has the world changed?” in the Public Affairs Center. Donald Moon, dean of the social sciences and John. E. Andrus Professor of Government served as moderator.
Panelists included Peter Gottschalk, associate professor of religion; Bruce Masters, professor of history; Joel Pfister, professor of English and Len Burman,75, director of the Tax Policy Center, Urban Institute and Brookings Institution.
Bells rang at 8:46 a.m. and 9:02 a.m., the times when planes struck the World Trade Center.
By Olivia Drake, The Wesleyan Connection editor
The following poem was written by Marc Arena ’07 (pictured above) while listening to the radio during live broadcast coverage of Sept. 11, 2001.
The day shattered by the pierce of the P.A.
The World Trade Center fell
Bush in the air
Reporters choking back fear
War seems only footsteps away
Car bomb explosion
It is the worst terrorist attack in U.S. history
Children stranded at schools
New York City is on full terrorist alert.
Family on Chambers St.
THE SECOND TOWER COLLAPSED!
Bodies leaping from 61 floors
The shrapnel rain
NYC is in shambles
Reports from the air suspended
The globe paralyzed
There might as well be war
Giant flame-throwers erupt from the towers
Half hour between collapses
The word here is Oh My God.
People trapped inside
Smoke tidal wave.
The skyline altered forever
Read another Sept. 11 poem, spoken during the recent Memorial Service, here.
by Olivia Drake •
| The Center for African American Studies is hosting a fall lecture series titled “Revisiting Slavery.” The schedule includes:
Slavery and the United States Constitution
Complicity: How the North Promoted, Prolonged, and Profited from Slavery
“Cultivating Freedom: Slavery, Emancipation, and Enterprise in Colonial New England
American Slavery: A Most Complete Story
Other fall events include:
The Need to Question
A Discussion with Immortal Technique
A Reading by Author Nathaniel Mackey
Democracy and Captivity: Race and the Penal Landscape” by Joyce James
The War in Iraq presented by Jonathan Cutler, associate professor of sociology and associate professor of American Studies
A Discussion of Stem Cell Research
by Olivia Drake •
Frank Hauser, head football coach, has been preparing Wesleyan Cardinals for competition Sept. 23. Hauser, who graduated from Wesleyan in 1979, has been coaching at Wesleyan 20 years.
|Q: Frank, the football season kicks off Sept. 23. Is it difficult to prepare the team for competition in such a short period?
A: Practice began August 30 which gives us over three weeks to prepare for the opener against Middlebury College That is plenty of time.
Q: The Cardinals had seven consecutive non-losing seasons from 1997 to 2003. What are your goals this year to get Wes back on a winning-streak?
A: Two points of emphasis are improving the running game and limiting turnovers. Accomplishing those things is a good start toward getting us back on the winning track.
Q: You’re leading a team that includes 40 lettermen and 19 returning starters. How does this raise your hopes for a winning season this year?
A: We are returning some very good players from last years team. I expect improvement from all of our players, based on their hard work in the off-season.
Q: Who are your top returnees?
A: Defensively, we return Quincy Francis GLSP ’06 at linebacker, who earned a second-team all-NESCAC honor in 2005 with 61 total tackles, six behind team leader Tim O’Callaghan ’08, who also returns. We also have linebacker Ethan Pickett ’09; defensive backs Jeff McLaren GLSP 06, Joe Pepe ’07, Brian Valerio ’07, Steve Secundo ’07 and Kwasi Ansu ’09; defensive linemen John Harding ’09, Brian Smithson ’07, Brian Mahr ’07 and Tom Addonizio ’08.
Q: Tell us about Wesleyan’s offense.
A: Wesleyan’s offense boasts the total yardage leader in the NESCAC. Our quarterback Zach Librizzi ’08 averaged 195 yards a game in 2005 while also leading all starting quarterbacks in rushing yards with 204. He’ll be targeting Mark Noonan ’08, Matt Barnum GLSP 06, Blake Curry ’07 and Ryan Walsh 09. In the backfield, Wesleyan has its top two ball-carriers back in quad-captain Phil Banks ’07 and Garth Mitchell ’08. Banks also had 17 catches out of the backfield. Starting linemen returning are tri-captain Corey Baker ’07, Brett Valentine ’09 and Dan Glyck 07. Also returning from injury last season is lineman Steve Cohen 08.
AJ Taucher 08, who averaged 37.2 yards a punt to rank fourth in the NESCAC, and placekicker Chris Helsel ’09 round out the returning starters.
McLaren, who along with Librizzi were CoSIDA/ESPN the Magazine District I academic All-Americans as well as starting defensive midfielders on Wesleyan’s national semi-finalist men’s lacrosse team in 2006, handled the bulk of the team’s kick returns in 2005, averaging 6.3 yards on punts and 24.4 yard on kickoffs.
Q: Youre a 1979 Wesleyan alumnus, and former linebacker and wrestler for the Cardinals. Since you know all about being a Wesleyan student-athlete, do your players ever ask for your advice on how to manage their academic life and sports?
A: Players often ask advice about academic matters, particularly when they are freshmen and sophomores. Knowing the rigors of the academic programs at Wesleyan, I make certain to give them any help I can. The players know that academics come first at Wesleyan and we would have it no other way.
Q: You’re entering your 14th year as head coach with a 57-47 career, and 20th year as a Wesleyan coach. What has kept you here all these years?
A: I came back to Wesleyan in 1986 when Bill MacDermott, my former head coach at Wesleyan, hired me as the defensive coordinator. I was then appointed head football coach at Wesleyan in 1992. The thing that has kept me at Wesleyan for so long is the quality of the student-athletes. Our football players are very serious about both their academic work and their football. They work hard in the classroom and on the field and are a pleasure for me to work with.
Q: Does it surprise you that a Division III school like Wesleyan can boast so many NFL ties?
A: It doesnt surprise me because Wesleyan prepares its students to do anything they choose to do. We have former players working in medicine, law, business, education and a variety of other fields. It is not surprising that these Wesleyan alumni have risen to the top of their profession in football.
Q: In addition to being the head coach, you are the offensive coordinator and quarterback coach. Who are the team’s assistant coaches?
A: We have John Raba coaching the inside linebackers; Doug Mandigo coaching defensive backs and also coordinating the defense; Hugh Villacis coaching the offensive line; James Wallace 05 coaching the tight ends; Jophiel Philips coaching wide receivers; Clewi Challenger coaching outside linebackers; Keith Hellstern 98 coaching running backs; and Shem Johnston-Bloom 06 coaching the defensive line.
Q: What classes do you teach as an adjunct professor?
A: I teach fitness, strength training and golf.
Q: Are you involved in football activities outside of Wesleyan?
A: We as a football staff work numerous camps in the summer, particularly in the New England area.
Q: As a sports fan, what teams do you root for?
A: I have rooted for all Boston teams since I was a kid in Rhode Island, particularly the Boston Red Sox and the New England Patriots. Now that Eric Mangini, who played for me at Wesleyan, is the head coach of the New York Jets, I am certainly a Jets fan as well.
Q: What are you hobbies?
A: Golf. I love the game. It is the best way I know to participate in a competitive sport throughout your life.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
| Each year, the Office of University Communications collects objective and comparative measures of Wesleyan’s strengths from data compiled by outside sources. Following is a brief list of recent findings:
No. 1 in National Science Foundation (NSF) Funding among Liberal Arts Peers
No. 1 in Science and Math Publications Among Liberal Arts Peers
No. 10 in the 2006 U. S. News & World Report Rankings of Liberal Arts Institutions
Wesleyan also ranked within U.S. News:
No. 7 in Economic Diversity
No. 3 among All National Universities & Colleges by Washington Monthly
No. 8 Wesleyan Athletics Power Ranking among Div. III Schools by NCSA
No. 10 of Top 50 Colleges in the U.S. for African Americans as Ranked by Black Enterprise magazine.
Wesleyan is a Top 30 Private School according to Reform Judaism magazines “Insider’s Guide to Jewish Campus Life
|List compiled by David Pesci, director of Media Relations and the Office of University Communications staff|
by Olivia Drake •
|Science teachers in Connecticut teachers take classes at Wesleyan through the Project to Increase Mastery of Mathematics and Science Program (PIMMS). PIMMS is teaming up with the Connecticut Science Center to provide science and math education techniques to K-12 teachers.|
| A new partnership between Wesleyan University and The Connecticut Science Center in Hartford will be designed to engage more students across the state to the sciences than ever before.
Specifically, The Connecticut Science Center will be partnering with Wesleyan’s Project to Increase Mastery of Mathematics and Sciences (PIMMS). Together they will train Connecticut middle school science teachers how best to teach the sciences to students in grades K-12.
“We are very excited about the new Science Center,” says Joseph Bruno, vice president for academic affairs and provost at Wesleyan.
“Coming at a time when we are actively promoting the excellence of Wesleyan science, we view the partnership as an opportunity to contribute to this exciting project and to inform others about our science programs. The contributions of our faculty and students at the Center would also be entirely consistent with Wesleyan’s strong commitment to service in the community,” he says.
Both PIMMS and The Connecticut Science Center have a mission to foster public interest in science, mathematics, engineering and technology. The new partnership will offer teachers graduate level credit through Wesleyan’s Graduate Liberal Studies Program (GLSP) for those who enroll in the Science Center’s Institute for Inquiry. The Science Center’s Institute for Inquiry is a professional development program for Connecticut teachers of science. It’s available to all teachers in grades K-12 who have an interest in teaching the sciences. Teachers must enroll, and be accepted to the program where they research and develop a unit of study pertaining to science.
This summer, the Institute accepted 150 Connecticut area teachers-an enrollment spike from 125 teachers last year. The program runs for six weeks starting each July and each week-long session trains approximately 30-40 teachers.
Christine Moses, director of Program Outreach for the Connecticut Science Center, says that the Center has always thought of Wesleyan’s PIMMS as a leader in the state for the development of teachers in the sciences.
“This mutually beneficial partnership will teach teachers how to take their students through the inquiry process,” she says. “When you engage students first in the sciences, instead of lecturing, they retain the information better.”
Moses anticipates that next summer, even more teachers will apply to the Institute for Inquiry for credit through Wesleyan University, to prepare for the new state science cumulative testing requirements for grades 5 and 8 beginning in 2008.
The new partnership between PIMMS and The Connecticut Science Center also involves Wesleyan University faculty, who will help the Center write curricula for their science labs.
“Wesleyan’s science and mathematics faculty have always shown a keen interest in working with teachers and students in Connecticut’s schools,” says Mike Zebarth, director of Wesleyan’s PIMMS.
“This partnership will provide additional opportunities for the Wesleyan faculty to be involved with one of the State’s key educational resources in science and math. Faculty members may serve in advisory capacities, present public seminars and work with PIMMS on the Center’s Inquiry Institute. There will also be opportunities for Wesleyan’s graduate and undergraduate students to be involved directly with the Center in the role of exhibit tour guides,” he says.
Robert Rosenbaum, University Mathematics Professor at Wesleyan University, established the Project to Increase Mastery of Mathematics and Science at Wesleyan in 1979. Annually, 1500 teachers attend one or more of PIMMS 50 high-quality professional development programs. For more information, contact Mike Zebarth at 860-685-6456 or visit http://www.wesleyan.edu/pimms/ or www.ctsciencecenter.org.
|By Laura Perillo, associate director of Media Relations|
by Olivia Drake •
UP, UP AND AWAY: Wesleyan’s Davison Art Center received a new fiberglass cupola atop its building Aug. 9. The new addition replaces a deteriorated wood cupola, which was removed in July. The new cupola is a replica of the former cupola.
|The 1,500-pound white, decorative cupola was hoisted by crane to the DAC’s rooftop.|
|Contractors lower the cupola to a copper-rimmed base.|
|The new cupola brings beauty to the DAC second and third-story views, as well as the DAC’s courtyard below. Macri Roofing provided the labor. (Photos by Olivia Bartlett)|
by Olivia Drake •
|Tom Morgan, the Foss Professor of Physics, developed a laser lab in the basement of Exley Science Center. He uses a control panel to fire atoms and study quantum mechanics. His atom research is supported by a recent National Science Foundation award of $200,000.|
| In outer space, some protons and electrons can travel millions of years alone before colliding, forming super-excited exaggerated atoms. Tom Morgan, the Foss Professor of Physics, wants these atoms to come back down to earth.
For the past 20 years, Morgan, an atomic and molecular physicist, has experimented with these excited atoms known as Rydberg atoms.
With the help of Wesleyans Scientific Support Services, hes designed and created two accelerator collision systems in the basement of Exley Science Center. By shooting a laser beam at a series of regular atoms, he can create Rydberg atoms, which escalate the electrons orbit 10,000 times further than in a regular atom. These giant atoms, with elusive properties, are ideal to study to gain insight into the connection between quantum mechanics and classical physics.
What Ive always been interested in is what I learn about an atom or molecule on a fundamental level, Morgan says from his second floor office in the Exley Science Center. I want to learn about their structure, their dynamics, and how the size of an atom affects its behavior.
Over the years the Research Corporation, the Department of Energy, and the National Science Foundation have supported his research. On Aug. 15, the NSF awarded a grant of $200,000 for laser research equipment.
Morgan began his career at Wesleyan 33 years ago by studying properties of fast protons colliding with alkaline atoms magnesium, calcium, strontium and barium. In the mid-80s, he began investigating Rydberg atoms in hydrogen and helium. Recently, his research interests include molecular spectroscopy and dynamics of highly excited Rydberg states in strong electric fields and plasma environments. His most recent contributions include studying Rydberg argon dynamics and the first measurement of a scaled-energy recurrence spectrum for molecules.
Morgan says he is among about a hand-full of researchers in the world studying scaled-energy laser-excited atoms in strong electric fields and the first to apply the technique to hydrogen molecules.
When youre doing cutting-edge research, its not going to be easy, he says overlooking his self-designed laser-accelerator control panel. Everything has to be perfect to get the right conditions and results. Doing this type of work requires not only brains, but a lot of patience and good hands.
Lutz Huwel, chair of the Physics Department and professor of physics, says Morgan’s positive and constructive attitude in the classroom stands out just as much as his love for physics.
“Tom loves physics of all kind above all the Rydberg atoms and molecules he and his dedicated group of students are investigating in his lab,” Huwel says. “He is always on the lookout for interesting things to do and to talk about. He has a knack for getting students excited about physics.”
In October, one of Morgan’s undergraduate students, Jack DiSciacca ’07, will be presenting his research results at a national laser science conference in Rochester, N.Y. DiSciacca is a Goldwater Scholar for the academic year 06-07 and is writing his senior honors thesis on Rydberg hydrogen molecules.
Morgan, who was born and raised in Brooklyn, N.Y., says his interest in physics came about in high school, when his algebra teacher said he had quite the ability in math.
I perked up at this, because this person thought I was actually good at something. That was my defining moment. It gave me the confidence to pursue math, and later physics, he says.
He studied math and the sciences at Carroll College in Helena, Mont. and Montana State University, Bozeman and received his Ph.D from the University of California, Berkeley in 1971. His thesis covered the collisional formation and destruction properties of excited hydrogen molecules.
In 1973, after two years at Queens University of Belfast, N. Ireland, Morgan came to Wesleyan, and began teaching general physics classes, more advanced classes for majors and graduate level courses. Morgan has published more than 85 articles in leading physics journals. Hes overseen dozens of students pursuing Ph.D degrees and senior honors theses, who often report their findings at national conferences and publish in scientific journals.
Morgan, who also is Wesleyans Academic Secretary, served as the Chairman of the Physics Department for five years, and the Dean of the Sciences and Mathematics for three years. He has held several visiting research appointments at other universities, including the University of Paris, France, the University of Colorado, Boulder, the University of Mexico, Mexico City and at Dublin City University, Ireland, where as a Fulbright Senior Scholar he established a physics undergraduate student exchange program with Wesleyan.
Wesleyan was great when I arrived here, and its great now, Morgan says. The teaching and research environment is wonderful and my colleagues are superb, but what I really love about Wesleyan is the students. It is the bright students in the classroom and in my lab that have kept me here all these years.
He is presently a Distinguished Visiting Fellow at Queens University, Belfast, Northern Ireland, where he is collaborating on research programs devoted to plasma physics. Hes also a fellow of the American Physical Society and the Institute of Physics in the United Kingdom and Ireland.
Hes also a four-time marathon runner, a big New York Yankees fan, and a singer/musician for an Irish Celtic band.
Morgan is one of three in his family to work at Wesleyan. His wife, Janet, retired in 2003 from Information Technology Services, and his son, Brent Morgan, is an instructional media specialist for ITS and the Center for the Arts. But after more than three decades here, Tom has no plans to leave Wesleyan just yet.
No, I cant even think about (retirement), he says, turning the knobs on his laser lab control panel. I am having too much fun.”
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Wesleyan tennis coach Ken Alrutz, right, teaches his son, Graham, a few techniques on the Wesleyan tennis courts Aug. 24.|
| Q: Ken, you will be entering your third year as the mens and womens head tennis coach. What attracted you to Wesleyan?
A: When my wife and I contemplated a move, I decided I wanted to coach both women and men, to work at an academically distinguished school, and to finish my career at a small institution similar to the place where I began my professional life.
Q: What months does the tennis season span? When do you begin NESCAC Championship playoffs?
A: Wesleyans tennis season commences the first day of classes in the fall, runs through the New England Womens Invitational Tournament in late October. It begins again on February 15, and concludes with the NESCAC tournament the final weekend of April. Of course, the NCAA championship tournament takes a month longer, and my teams plan to qualify for that event as well.
Q: Who are your leading student-athletes? Do they play other sports as well?
A: Last season, six first-year women played significant roles on the team that posted an 11-4 record: Rachael Ghorbani 09, Ania Preneta 09, Madalina Ursu 09, Alexandra Sirois 09, Emily Fish 09 and Lizzie Collector 09. They, along with Tori Santoro 07, who spent last spring in Paris, will form the nucleus of the squad, though I expect important contributions from newcomers Anika Fischer 10, Meredith Holmes 10, and Casey Simchik 10, who will also be a member of the squash team.
Among the starting men returning from the team that went 10-5 are Jack Rooney 07, Tallen Todorovich 07, Michael Frank 08, Pauri Pandian 08, Matthew OConnell 09, Alejandro Alvarado 09, and Paul Gerdes 09. Joining them and their teammates are two tremendous first years: George Pritzker 10 and Miles Krieger 10.
Q: Where were you coaching prior to Wesleyan?
A: Immediately before joining the Wesleyan staff, I served as the head men’s and women’s tennis coach at Miami University-Hamilton for three years, while also acting as a tennis professional at the Riverside Racquet Club in Hamilton, Ohio. I was the head men’s tennis coach at NCAA Division I Miami University in Oxford, Ohio from 1996 to 1999, and began my head coaching career at NCAA Division I Virginia Military Institute from 1987 until 1996.
Q: What were some of your biggest achievements at these schools?
A: At Miami-Hamilton, my womens and mens teams won Ohio Regional Campus Conference Championships in 2002 and 2004. I led Miami University in Oxford to the Mid-American Conference mens title in 1997. My coaching colleagues honored me with the conferences Coach-of-the-Year Award in 1999, and the Midwest section of the United States Professional Tennis Association, of which I am a certified member, named me Team Coach of the Year a few months later. During the spring of 1990, VMI honored me with the Institutes Distinguished Coaching Award; in 1992, I received the Southern Conferences Tennis Coach-of-the-Year Award as well as the Mid-Atlantic Professional Tennis Associations Collegiate Coach-of-the-Year Award in 1995. I am the first coach of any sport in VMIs long athletic history to win one hundred contests, and my Division I squads at VMI and Miami saw twelve straight winning seasons.
Q: What is your overall coaching record?
A: My cumulative coaching record stands at 199-116, or 63 percent. More important than anything else, though, all of my teams boast a 100 percent graduation rate.
Q: You received a Distinguished Teaching Award in 1994 from the Virginia Military Institute and Honored Professor Awards from 2000-04 from Miami’s Associated Student Government. What were you teaching?
A: At VMI and Miami, I taught English full time in addition to coaching tennis. While my ostensible specialty is Victorian literature, I especially enjoy offering various courses in prose fiction, including Modern and Contemporary American Novels, Nineteenth-Century British Novel and International Short Fiction. In fact, I earlier taught English at Ripon and Lynchburg Colleges; at the former, I was also a volunteer English professor in the Wisconsin prison system.
Q: Where did you go to college and what are your degrees in?
A: I earned my undergraduate degree in English education at California State College, which I attended on a tennis scholarship, and did my graduate work in English at the University of Pennsylvania. My dissertation subject was the Victorian novelist Charles Kingsley.
Q: For the non-tennis audience, can you what skills are needed to be a tennis player, and can anyone basically do this?
A: Tennis is an attractive spectator and participatory sport for a number of reasons. Playing the game at a high level demands keen hand-eye coordination, fast reflexes, excellent physical conditioning, and the ability to remain calm under pressure. One of the most appealing aspects of tennis for the non-professional is the many levels of the game; that is, no matter players ages or ability levels, they can find suitable practice partners or opponents.
Q: Is teaching the sport difficult?
A: I have given thousands of hours of tennis lessons in the past 26 years, and I guarantee that I can teach anyone to have fun with the game. When do you want to do a lesson?
Q: What classes do you teach as an adjunct professor?
A: I teach beginning and intermediate tennis courses here. My students are eager to learn, to improve their skills, so we have a great time.
Q: You have been on the Prince advisory staff for 18 years? What is involved in this?
A: My relationship with Prince has been a very happy one. Throughout the year, Prince sponsors clinics at tournament sites. Many times, I have worked these events with such world-ranked players as Michael Chang, Guillermo Coria, Albert Costa, Juan Carlos Ferrero, Jan-Michael Gambell, Xavier Malisse and Vince Spadea.
Q: Have you coached anyone who went on to be a famous tennis star?
A: Quite a few of my collegiate players have broken into the touring professional ranks. I am especially proud of coaching two young men while they played Davis Cup for their countries: Tunisia and the Bahamas. All fans recognize the four major tournamentsThe Australian, the French, Wimbledon, and the U.S. Openbut Davis Cup, the international team competition for men, and the womens Federation Cup, strike me as the most significant events of the tennis calendar. Being selected to play for ones country transcends all other tennis accomplishments.
Q: What are your other interests?
A: I still follow my hometown Pirates and Steelers, though I am more interested in attending athletic contests at Wesleyan and supporting my colleagues efforts.
Q: Tell me about your family. Any young tennis players?
A: My wife, Kellylee, and I will celebrate our 27th wedding anniversary on September 5. She is a classical pianist, a woman of remarkable talents and the person who gives my life meaning. Our daughter, Rikki, attended a university in Paris and is now doing graduate work at Harvard. In addition to being a tremendous teacher and tennis playershe won a major tournament at Forest Hills, the former site of the U.S. Open, last summershe speaks seven languages and is a professional interpreter. Our 11-year-old son, Graham, lives for art and tennis. He inherited his mothers artistic ability, and he is an extremely accomplished tennis player, who dreams of playing on the international circuit in a few years.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
|Mary-Jane Rubenstein, assistant professor of religion, will teach Modern Christian Thought and the Problem of Evil during the fall semester.|
|Mary-Jane Rubenstein has joined the Department of Religion as an assistant professor.
Her primary research interests are continental philosophy and Christian theology. She also focuses on post-colonial Christianities; literary and critical theory; and race, gender and sexuality studies.
Rubenstein comes to Wesleyan from the Department of Religion at Columbia University in New York. There, she taught Contemporary Civilization and co-taught the courses, Religions in the Modern World and Religion and Its Critics. She was awarded the Core Curriculum Teaching Award in 2006.
Rubenstein received a bachelor of arts in religion and English from Williams College; a masters degree in philosophical theology from Emmanuel College, Cambridge University; a masters degree in philosophy of religion and certificate in comparative literature and society from Columbia University; and a Ph.D in philosophy of religion from Columbia. Her dissertation was titled Wondrous Strange: The Closure of Metaphysics and the Opening of Awe.
Having studied at a liberal arts college, Rubenstein says she is deeply committed to the kind of learning that takes place at an institution where teaching and scholarship are equally valued.
At Wesleyan in particular, one gets the feeling that students and faculty consistently encourage one another to maintain a certain intellectual openness, to be ready to be surprised, even amazed, by new possibilities for thought and collaboration, she says. I am delighted to be coming to Wesleyan; honestly, I couldn’t have dreamed up a better job.
Rubenstein is the author of a dozen articles and book reviews, some on the topic of philosophers Kierkegaard, Heidegger, Derrida and negative theology and global Anglicanism. In recent years, her article The Unbearable Withness of Being: On the Essentialist Blind-Spot of Anti-Ontotheology, appeared in Theology and the Political, published by Duke University Press, and An Anglican Crisis of Comparison: Intersections of Race, Gender, and Religious Authority with Particular Reference to the Church of Nigeria, was published in the Journal of American Academy of Religion.
In the fall, Rubenstein will be teaching two courses, Modern Christian Thought and the Problem of Evil. In the spring, she will teach Introduction to Philosophy of Religion and a course on the death of God. Meanwhile, she is busy settling into her new office in the Department of Religion.
When Rubenstein isnt teaching, she practices yoga, and enjoys running, singing and exploring second-hand bookshops. She resides in Middletown.
|By Olivia Drake, The Wesleyan Connection editor|
by Olivia Drake •
A team of staff members is updating Wesleyan’s emergency response plan, which describes protocols for maintaining personal safety and the continuity of operations in the event of a crisis.
Led by Director of Physical Plant Cliff Ashton, the Business Continuity Planning Committee is updating a plan that was implemented in 2002. The plan covers hurricanes and other natural disasters, as well as such manmade crises as power outages and chemical spills. The committee is exploring responses to more recent threatssuch as the possibility of a pandemic contagion. It also is reviewing the plan for consistency with protocols established in the National Incident Management System created by the U.S. Department of Homeland Security.
The committee, which began its work last spring, will recommend a revised plan to the senior administration in the fall.
Questions and comments may be directed to Cliff Ashton at email@example.com.
|By Justin Harmon, vice president for Public Affairs and director of University Communications|
by Olivia Drake •
| Wesleyans Music Department will sponsor a memorial service for David McAllester, professor of music and anthropology, emeritus, at 2 p.m. in the Memorial Chapel Sept. 24.
McAllester, a founder of the Society for Ethnomusicology, died April 29, 2006, after suffering a stroke. He was 89.
David had a huge impact on generations of Wesleyan students, many of them not music majors or grad students, says Mark Slobin, professor of music, who worked with McAllester for 15 years. When I was hired at Wesleyan in 1971 and looked at a college guide, the only course singled out was McAllesters exciting course on American Indian Music, complete with a pow-wow on Foss Hill.
A graduate of Harvard University, McAllester studied at the Juilliard School of Music and earned his doctorate in anthropology at Columbia. He began his career at Wesleyan in the Psychology Department, and soon established the Anthropology Department, where he was an instructor of anthropology. In 1957, he was promoted to a full professor and in 1971, he moved to the Music Department, where he co-founded the program in World Music. He remained in the Music Department until his retirement in 1986.
“The twin career in anthropology and music is the work of a man who, faced with the choice between art and science, embraced them both,” wrote Richard Winslow, professor of music, emeritus, in the summer 1986 issue of Wesleyan magazine.
One of the founders of the Society for Ethnomusicology in 1952, McAllester served the organization in a number of positions, first as its secretary, and later as the president and editor of the society’s journal. His particular field of interest was Native American ceremonial music, especially that of the Navajos of the American Southwest.
Known internationally for his scholarly works and publications, he was a recipient of a grant from the National Endowment for the Humanities for research in new Native American music and of a Fulbright grant that provided him with a senior lectureship in Australia. He was a member of the board of trustees for the American Indian Archaeological Institute in Washington, D.C., and did extensive fieldwork with several native American groups, with books that include Peyote Music (1949), Enemyway Music (1954) and Navajo Blessingway Singer (1978).
With a longstanding commitment to nonviolence, he served in conscientious objector work camps during World War II. He was a founding member of the Middletown Quaker Meeting, as well as the South Berkshire Friends meeting, where he set up a tipi on the grounds, as well as helping to construct a swamp trail around a beaver pond.
Predeceased by his first wife, Susan McAllester, in 1994, he is survived by his wife, Beryl Irene Courtenay, a daughter, a son, two granddaughters, and a son-in-law.