Articles Written By: emae2021@pomona.edu

Certified Platinum

Millikan Laboratory lit up at night

The newly rebuilt Millikan Laboratory and Andrew Science Hall have been certified LEED Platinum, the highest rating for building sustainability standards, joining nine other Pomona College buildings that have achieved LEED (Leadership in Energy & Environmental Design) status. As Pomona’s first LEED Platinum science/laboratory building, the complex joins just four other science buildings with that rating in all of Southern California.

“Obtaining a LEED Platinum rating is much more difficult in a science building because of the specialized systems required by laboratory facilities,” says Robert Robinson, assistant vice president of facilities and campus services. Millikan’s numerous green features encompass landscaping, lighting, materials and alternative energy.

Here’s the full list of LEED certified buildings on the Pomona College campus today:

LEED platinum seal

 

PLATINUM
Millikan Laboratory and Andrew Science Hall, 2015
Pomona Residence Hall, 2011
Sontag Residence Hall, 2011

 

LEED gold sealGOLD
Studio Art Hall, 2015
Grounds I, 2013
Grounds II, 2013
Grounds III, 2013
Edmunds Hall, 2007
Lincoln Hall, 2007

LEED silver seal

 


SILVER
Richard C. Seaver Biology, 2006

 

 

(In addition, the South Campus Parking Structure (2011) was built to LEED Gold+ standards even though parking structures do not qualify for certification.)

Supreme Court Justice Sonya Sotomayor

Supreme Court Justice Sonya Sotomayor speaking at BridgesIf you’re comparing yourself to others, you’re often going to find yourself short on something, especially if they have a background that’s different from your own. … Don’t measure yourself against others. Measure yourself against you. How much have you done to get where you are? And take pride in that, because that adds to the richness of your university and the place that you’re in.

—Supreme Court Justice Sonya Sotomayor during a visit to campus in October

Project #50

Rebecca McGrew portraitFor nearly 20 years, the Pomona College Museum of Art has been home to a series of exhibitions designed to turn a spotlight on emerging and underrepresented artists from Southern California. After 49 exhibits in what became known as the Project Series, senior curator Rebecca McGrew ’85 decided to take it up a notch for Project #50 by showcasing seven artists in concurrent solo exhibitions in “R.S.V.P Los Angeles,” which will be open through Dec. 19. “I envisioned collaborating directly with the artists who themselves were engaging with the contemporary cultural moment through a rich, boundary-blurring dialogue of art, culture, history, social issues, politics, music, science and more,” says McGrew on how the Project Series was conceived in 1999. Many of the artists who have been featured in the series have gone on to major national recognition.

Critical Inquiries

Collage of Critical Inquiry course titles

Manners for the 21st Century

Etiquette sitting on a plate and silverware arrangement

Emily Post’s Etiquette By Peggy Post, Anna Post, Lizzie Post and Daniel Post Senning ’99 William Morrow, 2011 736 pages • $39.99

As the great-great-grandson of the world’s most famous expert in etiquette and a fifth-generation steward of “the family business,” Daniel Post Senning ’99 is a co-author of the 18th edition of Emily Post’s Etiquette. He and his cousins Anna and Lizzie Post are part of a new generation working to keep that classic work relevant in the 21st century.

PCM: Today the word ‘etiquette’ has an old-fashioned ring. Is that justified?

Daniel Post Senning: It’s certainly a perception that I’m used to. The Emily Post Institute is a five-generation family business. The original Emily Post was my great-great-grandmother, and she wrote the first edition of Etiquette in 1922.

If you were to pick up that book today, it would read like a historical document. It’s actually quite remarkable as that. There are people who love looking at etiquette books that have been produced throughout history. One of my favorites, Castiglione’s The Courtier, predated The Prince. Oftentimes, a good book of etiquette will tell you a lot about a culture or a time.

We are very fortunate to be part of a tradition that has continued to update that original book. It was incredibly popular in its time. They couldn’t print it fast enough. But as times changed, they found that it was absolutely necessary to revise it. It’s that process of revision that I think has really become the substance of what we do at The Emily Post Institute.

PCM: Define ‘etiquette’ for me.

DPS: We say that etiquette is a combination of manners and principles. For us, the manners are time-, location- and culture-specific. They’re the particular expectations we have of others and ourselves in a particular social situation. The principles are what we use to guide us as manners change and evolve, or to help us make choices when we’re in a new situation. For us at the Emily Post Institute, the fundamental principles for all good etiquette are consideration, respect and honesty.

Here’s an Emily Post quote for you, “Any time two people come together and their lives affect one another, you have etiquette.” Etiquette is not some rigid code of manners. It’s simply how persons’ lives touch one another. Any time you have people interacting, you’ve got social expectations.

PCM: So how do you become an expert on etiquette? Is it something you just absorb?

DPS: I never thought a liberal arts education would prepare me so well for the work that I do. Being someone who writes about etiquette, researches about etiquette, teaches about etiquette, I find myself drawing from so many disciplines and so many skill sets. When I’m teaching and I’m presenting, my background in dance and the performing arts comes out. When I’m doing research, my background in critical inquiry comes out. When I’m assessing a new study that we’re getting, and I’m looking at data that’s come in from our survey partners, my background in microbiology and having the ability to look at data sets come into play.

Let me tell you a personal story. I was living in Claremont, working with the Laurie Cameron Company out of the Pomona College Dance Department, when I first started working for Emily Post. At the time, I was answering questions via email. My cousins and I cut our teeth on those emails. We would get batches of questions. We’d go through the books. When there was a particular question that had a historical precedent—questions about how you use formal titles or orders of introduction or protocol and courtesy around weddings—oftentimes we would refer to the book and find an answer that was pretty concrete.

Other times, there are relationship situations that people are trying to resolve, and that framework of consideration, respect and honesty comes into play. You ask yourself: Is the advice that I’m giving considerate? Is it taking into account all the people who are involved? Is it respectful? Is it recognizing their worth and their value? Is it honest? Is it something I can do with a sense of integrity and sincerity? It’s really a pretty powerful framework to give advice from.

PCM: How much of etiquette is timeless and how much do you believe is bound to the times?

DPS: Our whole approach is that etiquette is a moving, living, breathing thing. It changes and evolves all the time. That’s why the book is currently in its 18th edition. It’s never been out of print, and we think that’s really important. That’s why it’s important to continue to update it, because it is a moving target. If it were to ossify, it would lose its meaning very quickly.

When you look at the 1922 edition of Etiquette and the 18th edition of Etiquette, there’s some material that looks remarkably similar. You can probably guess that the way my great-great-grandmother described using a knife and fork is very similar to the way I would describe that today. Manners around how we share food and how we eat change relatively slowly. Those are cultural expectations that are very firm. The ones that we see changing the most rapidly are manners around communication.

PCM: So, do you have etiquette suggestions for Twitter?

DPS: We absolutely do. The framework that we use is relationships. When you’re assessing behaviors around new communication technology, you use the relationship as your guide. My cousin Anna’s really good at this. When she’s presenting, she’ll take her phone, hold it up and say, “This is my phone. It’s the newest, the latest, the greatest. It’s amazing. I can do incredible things with it. It’s not rude. It’s not polite. It’s how I use it that matters.” If you think about the relationships that are being impacted and affected, it helps you make good choices in those environments.

PCM: Still, there’s a lot of rudeness out there in cyberspace. Do you think this is a particularly bad-mannered period in history?

DPS: Sometimes we hear from people, “Oh, there are no manners today; manners are in a state of decline.” One of the nice things about having a generational perspective on this work is that every generation perceives that to be true, witnesses the changes that occur over time and thinks that the state of manners are in decline.

Like so many things in life, I really think of it as a pendulum. I think that people challenge and push the boundaries, and then there’s a response. New structures come into being. I think the generation that had the most difficult time with this was my parents’ generation, and even my grandmother, who was writing in the late ’60s and early ’70s. You had a generation that was intentionally trying to deconstruct the social order at that time.

I don’t think that happens in the same way right now. Quite the contrary, I think we might be in a time where, because there is so much choice, because we do live in an increasingly casual and informal world, people are looking for information to help them make choices in that environment.

PCM: You said it’s mostly about relationships. But a lot of modern communication is more like broadcasting. Emily Post didn’t have to worry about the etiquette of announcing one’s foibles to seven billion people around the world.

DPS: Absolutely, but here, too, there are lessons to be learned from the past. When I teach conversation skills, I’ll teach three tiers to a conversation. Tier one is safe territory—sports, the weather, pop culture, local celebrities, what you had for breakfast that morning. Tier two is potentially controversial. People have different and valid opinions about these topics. They were not table talk. They were reserved for private conversation—religion, politics, dating, your love life. The third tier, the most intimate, is family and finance. You don’t ask probing questions or offer too much information unless someone has already opened the door to that in some way.

Those rules for conversation around a dinner table or in the workplace function very well for the online space, where you’re talking about a much bigger conversation, but one where a sense of discretion and propriety are really important.

One of the immediate associations people often have with etiquette is that it’s common sense or that it’s the Golden Rule. It’s treating other people the way you’d want to be treated. You hear that a lot. I like to emphasize the Platinum Rule these days, the evolution of the Golden Rule. In an increasingly diverse and complex world, it’s really important to treat other people the way they would want to be treated. It’s no longer enough to go around applying your own standard to everybody that you meet. You need to make an effort also to take into account the different standards that different people have. That’s a challenge for all of us to continue to push ourselves to be aware of not just our own perspective, but that of others as well.

PCM: So what’s the future of etiquette?

DPS: Sometimes people ask me, “What would success look like in this business?” and I say, “If I can be a steward for this tradition, if I can hand it off to the sixth generation, I’ll absolutely consider that a success.”

We’re approaching the hundredth anniversary of the original publishing of Etiquette. The 20th edition will be out in 2022. They stopped, as you know, publishing Encyclopedia Britannica a couple of years ago. Being in the publishing industry, particularly publishing reference books, is a really challenging thing.

One of the challenges for our generation has been figuring out how to not just continue to evolve our content, but also to continue to find new mediums for it. The vehicle that I most like to promote these days is a podcast that I’m doing with my cousin Lizzie called Awesome Etiquette. It’s produced by American Public Media, the folks that do Marketplace, and Prairie Home Companion, and Splendid Table. It’s a Q and A show, kind of a Car Talk of etiquette.

To me, Emily was also a radio star. She was a lifestyle personality who was recognizable across America. The return of Emily Post to radio, I think, is a really big deal for us.

PCM: But is the printed book still the core of the business, or is it becoming less important?

DPS: It’s the backbone of what we do. There have been other etiquette experts who have done amazing work. A contemporary of Emily’s, Amy Vanderbilt, produced an amazing book. Letitia Baldrige in the 1960s, the Kennedy White House social secretary—her book is also very good.

Emily Post’s Etiquette is unique in the fact that we are a reference book that has continued to change and evolve, and has been in print for over 90 years now. There is no replacing that. We sometimes call ourselves a social barometer. In figuring out which manners have lost their utility and have gone out of fashion and which are emerging and coming into being, the process of editing and rewriting that book every five to seven years is substantively the most important work that we do.

Who Decides Who’s a Terrorist?

Radicals, Revolutionaries, and Terrorists cover

Radicals, Revolutionaries, and Terrorists
By Colin J. Beck
Polity, 2015 / 208 pages / $22.95

Pomona College Professor of Sociology Colin Beck says the genesis of his recently released book, Radicals, Revolutionaries, and Terrorists, can be traced back to a student’s question during his course of the same name. “I’m just wondering why some groups get labeled as terrorists and others don’t?” asked Emily Miner ’12, an English major who was a sophomore at the time.

An excellent question, as there had been no large-scale case studies on how those designations were made, says Beck. So he, in collaboration with Miner over the course of two years, looked at organizations listed as terrorist groups by the U.S. and the European Union, and then compared it to a dataset on terrorist events that occurred.

Policymakers and those responsible for the designation of “terrorist,” seize on certain markers, Beck says. Beck and Miner couldn’t find clear geopolitical interests at play, but they did find that the labels weren’t given based on activity. Threat markers that landed groups on the terrorist list included whether they attack airplanes or U.S. and E.U. allies, and whether they are Islamic or not—just by virtue of ideology, not whether they had necessarily engaged in many or high-profile terrorist acts.

“What I concluded was that this is basically done in an ad hoc fashion. There’s not a shadowy cabal of government experts sitting around with lots of information,” says Beck, who calls that finding astounding.

“Looking through the terrorism lists, my sense was that most of the groups you’d want to designate are on there. But there’s also a number who really don’t make sense to receive sanctions when other similarly sized active organizations do not. Basically, it appears to be the irrationality of using markers—such as whether a group attacks airplanes or is an Islamist organization—that drives the results at the margins,” Beck says.

Beck believes this calls into question many of the justifications for the continuing “War on Terror.” This focus on a few markers that signal terrorism—especially the post-9/11 focus on Islamist organizations—suggests that governments are not well equipped to perceive and respond to emerging threats, he says. “The Islamic State was quite downplayed during its initial formation, as was Boko Haram, etc. Like in matters of grand military strategy, it seems that governments are always preparing to fight the last war rather than the next one,” says Beck.

Beck and Miner wrote a paper about their findings, which was published in the journal Social Forces. Miner, who is now an English teacher in Los Angeles, says of her work with Beck, “Researching together was an amazing opportunity; even though I felt vastly underqualified in comparison, Colin very deliberately involved me in every step of the process, and the study and paper felt completely collaborative. I learned a lot about the different pieces of sociological research, from data collection to analysis to publication,” she says.

So how do you know who’s a terrorist? Beck points to three aspects that are key to making the designation: First, whether or not the perpetrator is a legitimate wielder of violence—per international norms, governments are the only entities permitted to use violence, and so violent non-governmental actors are usually illegitimate, says Beck. Two, whether their violent action is routine or not routine; terrorism is non-routine violence, not actions during wartime. Finally, who is the intended target of the action? “If you just want to hurt the person, that’s murder, that’s not terrorism.”

In Beck’s “Radicals, Revolutionaries and Terrorists” course, students study groups and personalities from Che Guevara to Al Qaeda to Weather Underground. This semester, Beck will include ISIS and the Arab Spring in the curriculum. Beck says the class discussions and feedback from students gathered over the years were integral to the development of his book. “They were the first audience as well as the inspiration,” says Beck.

In his book—which critics have called “sweeping and powerful”—Beck examines eight questions about radicalism, including its origins, dynamics and outcomes. He points out that terrorism is not a new phenomenon. There was a wave of terrorist activity around the world starting in the late 19th century through World War I, when more heads of state were assassinated than at any other time in history, he says. Then as now, there were sharp increases in telecommunications technology and international trade, ups and downs in global economic cycles and demographic pressures, says Beck.

Beck says the impact of globalization is one factor that sets our current era apart from past ones. “Globalization gives movements a stage and a target. International connectivity makes it more likely that contention in one place will become contention in another,” he says.

ISIS is a fascinating case, says Beck, and its rise is no surprise, as it developed in ungoverned spaces left by the American invasion of Iraq and the Syrian civil war. They are here to stay for the near term, he says, but in the long term, “when radical groups tend to seize power, they tend to either do themselves in by becoming either more radical or moderate over time.”

Beck hesitates to make predictions, but he says the question is whether ISIS will change as other revolutionary movements have over time, like the Tamil Tigers or Hezbollah or Hamas. He says ISIS’s endgame is still unclear and he questions what their objectives are, despite their stated aims.

“What is important is to look behind their actions,” says Beck, “because the first wisdom of sociology is that things are not what they seem.”

Bookmarks

Working Through the Past Labor and Authoritarian Legacies in Comparative Perspective coverWorking Through the Past
Labor and Authoritarian Legacies in Comparative Perspective

Coedited by Teri L. Caraway ’89 with Maria Lorena Cook and Stephen Crowley, this collection of essays examines the clash of labor movements and authoritarian governments. ILR Press, 2015 / 296 pages / $27.95

 


Global Families A History of Asian International Adoption in America cover
Global Families
A History of Asian International Adoption in America

Catherine Ceniza Choy ’91 looks at the complex history and impact of Asian international adoption in the United States. NYU Press / 244 pages / $25.00

 


Straights Heterosexuality in Post-Closeted Culture cover


Straights
Heterosexuality in Post-Closeted Culture

James Joseph Dean ’97 explores how straight Americans make sense of their sexual and gendered selves in a time of dramatic change in societal attitudes. NYU Press, 2014 / 320 pages / $26.00

 


 Hitler’s Money Trail How He Aquired It, How He Squandered It cover
Hitler’s Money Trail
How He Aquired It, How He Squandered It

David Green ’58 fills a gap in 20th-century history by investigating the financing of Adolf Hitler’s dramatic makeover of the German economy and war machine.CreateSpace Independent Publishing Platform, 2015 / 294 pages / $16.95

 


Two Women Against the Wind A Tierre del Fuego Bicycling Adventure cover


Two Women Against the Wind
A Tierre del Fuego Bicycling Adventure

Réanne Hemingway-Douglass ’63 recounts her 300-mile bicycle journey across the southern tip of South America, one of the most remote and beautiful regions on the planet. Cave Art Press, 2015 / 130 pages / $12.95

 


PCMfall2015_Page_24_Image_0007


Faust, Parts I and II

This curatorial version of Johann Wolfgang von Goethe’s masterwork, intended to bring the tragedy back to the theatre, was translated into English by Douglas Langworthy ’80 and trims the 21-hour work to only six. Richer Resources Publications, 2015 / 247 pages / $18.95

 


Supporting the Dream High School-College Partnerships for College and Career Readiness cover
Supporting the Dream
High School-College Partnerships for College and Career Readiness

Charis McGaughy ’91 and Andrea Venezia ’91 offer educators a guide to cross-system partnerships to support college-bound students. Corwin, 2015 / 152 pages / $28.95

 



Frederick Law Olmstead
Plans and Views of Public ParksFrederick Law Olmstead Plans and Views of Public Parks cover

Coedited by Lauren Meier ’79 with Charles E. Beveridge and Irene Mills, this lavishly illustrated volume reveals Olmstead’s design concepts for more than 70 park projects. Johns Hopkins University Press, 2015 / 448 pages / $74.95

 


Driving Hungry A Memoir cover


Driving Hungry
A Memoir

The author of the cult blog “Taxi Gourmet,” Layne Mosler ’96 takes her readers on a delicious tour from the back seat of taxis in Buenos Aires, New York and Berlin. Pantheon, 2015 / 320 pages / $24.95

 



Southern California Mountain CountrySouthern California Mountain CountryPCMfall2015_Page_24_Image_0011 Places John Muir Walked and Places He Would Have Loved to Know cover
Places John Muir Walked and Places He Would Have Loved to Know

Photographer Glenn Pascall ’64 provides a delightful visual tour of the high country of Southern California, using the words of John Muir to tie the photography together. Sierra Club Angeles Chapter 2015 / 106 pages / $24.99

 



Interstellar CinderellaInterstellar Cinderella cover

This futuristic retelling of the classic tale, in a new picture book written by Deborah Underwood ’83 and illustrated by Meg Hunt, gives Cinderella a fairy godrobot and an unladylike knack for interstellar mechanics. Chronicle Books, 2015 / 40 pages / $16.99

 


On Betrayal cover
On Betrayal

In his second book and first novel, Reuben Vaisman-Tzachor ’88 offers an intricately woven tale of betrayal and redemption spanning generations, places, cultures and languages. CBH Books, 2015 / 266 pages / $24.99

 


 Impunity, Human Rights, and Democracy Chile and Argentina, 1990-2005 cover


Impunity, Human Rights, and Democracy
Chile and Argentina, 1990-2005

Thomas Wright ’63 traces a triumph for human rights—the erosion and collapse of the impunity of former repressors in Chile and Argentina. University of Texas Press, 2014 / 206 pages / $55.00

 


Ideas With Consequences The Federalist Society and the Conservative Counterrevolution cover
Ideas With Consequences
The Federalist Society and the Conservative Counterrevolution

Assistant Professor of Politics Amanda Hollis-Brusky shows how a network of lawyers, judges, scholars and activists worked successfully to push American constitutional law to the right. Oxford University Press, 2015 / 264 pages / $29.95

 


From Trafficking to Terror Constructing a Global Social Problem cover
From Trafficking to Terror
Constructing a Global Social Problem

Associate Professor of Anthropology Pardis Mahdavi challenges the anti-Muslim panic surrounding two socially constructed conflicts, the “war on terrorism” and the “war on trafficking.” Routledge, 2013 / 106 pages / $18.42

Letter Box

Dreamers

I found the Summer 2015 issue very interesting and informative, which has been increasingly the case over the past few years. The “American Dreamers” feature got me thinking about a great use for this issue once I’ve finished it. In the past old issues have found a home on a coffee table shelf before they were recycled. This issue is bound for the waiting room of my physical therapist’s office where it may be browsed by an undocumented immigrant or someone who knows such a person, who in reading the Dreamers feature may use this information. Keep up the good work!

—Steve Lansdowne ‘ 71
Austin, Texas

 

I don’t believe I’ve ever missed a year donating to Pomona College since I graduated in 1976. My reasoning was that since someone paid for half my education, it was up to me to pay that back, and forward. But I have to admit a few years ago I did ask a Pomona fundraising person why I should still be donating, as Pomona has such a large endowment already. I never felt I really got a good answer until I read an article in The New York Times earlier this year, which I believe listed Pomona as having the fourth most economically diverse student body in the U.S. That was very gratifying.

And now I have a second reason—the Dreamers, as profiled in the recent issue of PCM. I love that my money is going to supporting these great young adults in their quest for high quality college education. As someone who has a conservative/libertarian bent, I am appalled at the racist and xenophobic immigration laws enacted in the last 130 years or so. From my perspective, these young adults are Americans in every sense of the word, so I’m proud to read that Pomona College feels as I do.

P.S. In a bit of irony, my conservative/libertarian political views were largely defined after taking a political science course from the late Dr. Krinsky, whose views were far to the left of where I ended up. When I hear people decry the liberal viewpoints nominally espoused in the typical college curriculum, I think they undersell the typical student’s underlying curiosity and convictions. I spent the semester arguing for Dr. Krinsky’s positions, as students often will, but in the end, I was not convinced. However, although Dr. Krinsky was a true believer in leftest ideals (the benevolent dictator), he invited a group of young libertarians to come speak to the class. He wanted us to hear opposing views, and for me it was a truly pivotal moment in my Pomona education.

—Steve Rempel ’76
Los Gatos, Calif.

 

The elegantly written piece, “American Dreamers,” expresses the highest aspirations of our College’s founders, of whom my great grandfather was its first dean. Investing in our future leaders, and in this matter, of our immigrant youth, is a passion I share. I am “invested” in this enterprise as a matter of carrying “our riches to all mankind” and have done so in teaching and adopting four of these immigrant kids.

—David Lyman, ‘66
South Pasadena, Calif.

 

Hurray for Introverts

There are many reasons I am happy to be a new Sagehen mother, one of them being the wonderful Pomona College Magazine. When my daughter Natalie McDonald ‘19 read your essay “The Power of Quiet,” she exclaimed with delight, “Yet another reason I am so excited to be going to Pomona College!” We had so many conversations about Susan Cain’s book, and I even wrote a post about our dinnertime conversations about it. We found it liberating and, as you observed, “reassuring” to understand and appreciate the special gifts of being introverted in an extroverted society. And then I read your recent essay “Stories Matter,” and all I could say to my husband Bill and Natalie was: “Wow…”

—Pamela Beere Briggs P’19
Los Angeles, Calif.

 

Memories of Little Bridges

Thanks for Professor Beeks’ wonderful tribute to Little Bridges. I was especially interested in his note that 1962 marked the beginning of annual collaborations between the choir and orchestra. In April 1962, I had the honor of performing as concertmaster of the orchestra in the very first such collaboration. Under the baton of Professor William Russell the combined forces of orchestra and chorus performed Brahms’ A German Requiem (in English, interestingly enough) for a full house in Little Bridges. As noted by Professor Beeks, we actually had to build an extension of the stage to accommodate all the musicians for that concert, but Bill Russell had the vision to make it happen and to continue the tradition thereafter.

My other favorite memory of Little Bridges and of Bill Russell is from the concert presented in the same year by the band. Professor Russell wanted to do a program for winds, and I suggested that he include the Second Suite for Military Band of Gustav Holst. This piece includes the “Song of the Blacksmith,” featuring a part for (what else?) an anvil. As a violinist, I didn’t normally play in symphonic bands, but Professor Russell invited me to sit in on anvil for this concert. Once we located an actual anvil for the purpose it turned out neither of us liked the sort of clanky sound it made. Then he remembered that he had a 3-foot length of railroad rail at his house. We hung it from one of those beautiful side balconies over the stage, and I rendered my first (and only) performance with concert band using a large hammer on the stage of Little Bridges Hall of Music. What a glorious, ringing sound it was!

Thanks again for the memories, and Happy Centennial to Little Bridges.

—Paul Bent ’65
Long Beach, Calif.

 

I found this most recent issue of PCM a particularly good and interesting one. I recall Graydon Beeks leading the tenors and baritones/basses of the choir to learn the new music. This was 1982–1984; 1985–1986, when I sang tenor in the P.C. choir. (The choir director Jon Bailey assisted the sopranos and altos to learn their parts.) But when I read Beeks’ article, that opens the issue, I was really pleased to find that his organ teacher was Doc Blanchard, because my mother, Margaret Lindgren (née Fuller), a Pomona alumna, has often told me the (true) story of Doc Blanchard, who was organist of the Claremont Methodist Church, having to leave in the middle of the Sunday morning church service to go put out fires as he was on the Claremont Fire Brigade!

Especially meaningful to me in this issue, however, is the large section on undocumented students, including the as-yet unpassed DREAM Act and DACA, which President Obama pushed through and still stands, allowing undocumented individuals, under specific circumstances, to remain in the Unites States with full legal protection and renewal every two years, even though they are not granted U.S. citizenship. Citizenship is what the President would really like to see, but cannot without the full backing of the Congress. This act is truly bipartisan, with both Democrat and Republican Congressmen originating and voting for it.

Finally, I thank you for posting my most recent volume, The Wood of Green: Poems, Stories, and Studies. You have done a good synopsis except, I think, regarding the studies or essays. There are only several studies that are of a philosophical nature. Most are human-experiential studies concerning human and divine. I do understand the difficulty to bring all this into focus in such few words.

I enjoyed reading this entire issue; it is one of the best I have read since I began receiving PCM many years ago (over 25 years).

—Alan Lindgren ’86
Culver City, Calif.

 

More Walton Memories

Thank you, Judy Bartels, for your letter about Jean Walton. In my time at Pomona she was important to women for her skill and caring as dean of women and because she was a rarity, a female professor (mathematics). Mark Wood tells us that stories are important, so I want to share one. One day Dean Walton joined a group of women students for coffee in the village and we began to talk about math and how puzzling it was for many. Dean Walton enjoyed the conversation and began answering questions. I mentioned that I had noticed dividing by whole numbers yielded smaller numbers while dividing by fractions did the opposite. She gave a simple, elegant explanation that differed so from my experiences in math classes that I was charmed. I pondered this for some time and 20 years later, when I decided to teach, I chose secondary math. I hoped to open the door for others that Dean Jean had opened for me. I am retired now, but in my community I am often introduced as “the math teacher” because, I hope, I was able to discover ways to do that for my students. Teachers often have no idea of their impact, and Dean Walton never knew about my teaching, but if I was able to open some doors, I think she would be pleased.

—Frances DuBose Johnson  ‘54
Newbury Park, Califirnia

[Alumni and friends are invited to email letters to pcm@pomona.edu or “snail-mail” them to Pomona College Magazine, 550 North College Ave., Claremont, CA 91711. Letters may be edited for length, style and clarity.]

New Knowledge

An orange

Nutritional Prejudice

Is Vitamin C better for you than an orange? Are omega-3 fatty acids more important for your diet than the fish they come from? This may sound like topsy-turvy nutritional logic, but a new study from Cornell University and Pomona College found participants judged individual nutrients as healthier than the whole, natural foods that contain them.

Published in the Journal of Health Psychology, the study by professors Jonathon P. Schuldt of Cornell University and Adam Pearson of Pomona College was sparked after the research partners read Michael Pollan’s book, In Defense of Food, in which the author speculates about an effect he dubs “nutritionism.”

Schuldt and Pearson devised a study to put this idea to the test: Two groups of research participants read an identical description of a moderately-healthy young man, but one group was told he made sure to include a variety of healthy foods in his diet, like bananas, fish, oranges, milk and spinach. For the second group, those foods were replaced with nutrients associated with those foods: potassium, omega-3 fatty acids, vitamin C, calcium and iron.

The group that read about the nutrients considered the man to be at significantly lower risk of developing a number of leading chronic diseases, including heart disease, diabetes, cancer and stroke—and study participants who described themselves as diet-conscious or who had higher SAT/ACT scores were even more inclined to do so. The results aren’t surprising, Pearson said, in a society where people are constantly bombarded with health claims about nutrients and supplements. People who are more diet-conscious may be especially attentive to and influenced by these claims.

“It points to the insidious ways that the marketing of nutritional information can actually be harmful,” Pearson said. “If we are biased toward privileging the low-level properties of a food, we may overlook the many other healthy aspects of eating whole, natural foods.”

City of Trees

A tree

For their capstone project, a group of graduating seniors in Pomona College Professor Char Miller’s Environmental Analysis 190 class went out on a limb last spring and sought to map all of the public trees in the city of Claremont, sometimes called “The City of Trees and Ph.D.s.” The result is a convenient online guide mapping more than 24,000 trees and serving as an educational resource for the community.

Ben Wise of the Tree Action Group of Sustainable Claremont, a local nonprofit, contacted the Environmental Analysis (EA) Program and proposed that a team build a digital inventory and guide to city street trees. Wise’s aim was for people to see a tree in Claremont and then have a way to find out more about it.

So together, Alison Marks ’15, Naomi Bosch ’15, Nadine Lafeber SC ’15 and Sydney Stephenson CMC ’15—with help from geographic information system (GIS) specialist Warren Roberts at Honnold/Mudd Library—developed a website called Claremont Urban Arboretum (claremontsurbanarboretum.wordpress.com ) complete with an interactive GIS map and information on many of the life histories and origins of the tree species lining Claremont streets.

Environmental Analysis majors must complete two capstone projects: one individual and one group. “EA 190 is a group initiative defined by a real client with a real problem that must be resolved by the end of the spring semester,” says Miller, director of the EA Program. The aim is to push students to synthesize all they’ve learned over four years and translate that knowledge into action, he says.

Miller says public awareness about trees is a live issue, especially these days. “Claremont, the self-described City of Trees, has had a long love affair of the arboreal. But the current and crushing drought has made it essential that the community know more about the trees that are rooted into our stony soil,” he says.

Once Upon a Time in the Cambrian

Rendering of Yawunik kootenayi

Once there was a lobster-like predator with two pairs of compound eyes and large, toothed claws that prowled the Cambrian seas. After its death, its fossil lay waiting in a place now known as Marble Canyon—a newly discovered part of the renowned Canadian Burgess Shale deposits—for more than half a billion years before a team of researchers, including Professor of Geology Robert Gaines, brought it to light once more.

In a paper published last spring in the journal Palaeontology, Gaines and his co-authors announced the discovery of this strange new creature, named Yawunik kootenayi. Gaines was also part of the team that discovered the Marble Canyon deposits last year.

What Is the Hive? (And Why Is Everyone Buzzing About It?)

bee hive
Students discuss at a desk at the Hive

Photo by Mark Wood

What is creativity? How does it happen? Is it inborn or can it be taught? How does such an intangible ability—or should I say capacity, quality, or maybe mindset?—fit into the structure of a liberal arts education? The faculty, staff, students and advisors who organized the launch of the new five-college Rick and Susan Sontag Center for Collaborative Creativity this fall don’t pretend to have all the answers, but they do share a strong belief that collaborative and creative thinking across disciplines will be essential to solving the problems of the 21st century.

“There’s already plenty of opportunity for creativity within your discipline,” says Associate Professor of Physics Dwight Whitaker, who, along with Harvey Mudd College Professor of Engineering Patrick Little, is serving as co-director of the Sontag Center until a national search for a permanent director is completed. “If a student is truly passionate about physics, they can get an awesome experience working in our research labs, doing creative, cutting-edge stuff that no one else has done before. They can really develop their creative chops as a physicist. We’re already doing that, and I’m confident every department does that very well.”

What’s missing, he believes, is the opportunity to develop those “creative chops” in collaborative settings that bring together experts from different fields to tackle problems that resist disciplinary definition.

“The really messy, important problems that we face are ones that don’t fit into a discipline,” Whitaker says. “I think if you look at the environment, the really messy problems like end-of-life issues, creating an inclusive space for all Pomona students on a local level, these are not going to have a solution that lies within any department. I think the way that these problems are going to be solved is going to be people with vast expertise truly collaborating, getting in the intellectual muck together and doing the messy business of working out mindsets. Being generative and appreciating that their mindset approaches the problem differently than your mindset. That’s a really hard skill to develop.”

So how do you go about developing the creative skills involved in cross-disciplinary collaborations in an academic setting dominated by its distinct disciplines? That was the problem Rick and Susan Sontag—1964 graduates of Harvey Mudd College and Pomona College, respectively—sought to address with their $25 million gift to create the new center that bears their names.

But that remarkable gift was just the start. To help get this innovative new program off the ground, the colleges turned to design experts Tom Maiorana and Vida Mia Garcia of Red Cover Studios, who devoted a big portion of the last year to helping the center’s planners develop a conceptual framework and bring those concepts to life in the form of actual programming.

The result is a work in progress, but a very busy work in progress. Already nicknamed “The Hive” for the buzz of creative thought and collaborative activity it is designed to foster, the new center occupies renovated spaces inside what was once Pomona’s Seeley G. Mudd Science Library, with Pomona serving as lead campus. A chalkboard sign out front invites passersby inside to see what it’s all about. A new website (creativity.claremont.edu) invites students to: “Take chances. Mix things up. Make mistakes. Learn from them.”

That theme of risk-taking is central to the Hive’s purpose. Garcia says students have heard all the familiar clichés about the importance of exploring fearlessly and learning from failure, but the stakes for students at a place like Pomona are just too high to risk failure in anything that counts. The Hive, she says, offers a place where students can take risks in “a low-stakes way” and develop the kind of intellectual resilience that allows them to see that failure is just part of the learning process.

“Intellectually, they understand that, yeah, sure, you need to fail to learn, but where are they going to do that?” says Garcia. “There are precious few venues for that in life, but especially here at the 5Cs, because everybody is so overachieving and everybody sees that in everybody else. So how do we give them that safe space? We heard that over and again in the student interviews, in the ethnography at the outset, and we wanted to bake that into the ethos of this place.”

Those interviews with students and faculty also brought to light another significant concern: time. “They want chances to explore and fail,” Whitaker says. “They want chances to be experiential rather than just critical and writing papers. But then we also definitely heard from both groups, the students and the faculty alike, that, “Yes, we want to do all that. But we have no time.”

With that in mind, the Sontag Center’s programming has been designed to offer a range of activities, with a sliding scale of time and commitment required—from mini-workshops to pop-up courses, guided explorations and full-credit courses.

“I think there are some people who will make the time, and there are some people who will want to just dip their toes in the water,” Whitaker says. “That’s what the workshops are really good for. I think the hope for those is that it sparks something. If it sparks something, then you will carve out the time and you will make the commitment. But I think unless you get in the door, u unless you start to get exposure to these ideas and these mindsets, you’re never going to carve the time out.”

This year’s mini-workshops have ranged in topic from an introduction to improv theatre to empathetic listening to shoemaking. In the latter, students use plastic wrap, a hair dryer and tape to create a prototype of a shoe. Of course, the final products of that workshop will never make it to the shelves of your local shoestore. In fact, you’d barely recognize most of them as shoes. But that’s not the point.

“There are few disciplines where you are expected, if not required, to be a maker, right?” explains Maiorana. “You’ve got engineering, possibly physics, studio art. So those students are going to have some level of comfort and facility with making. But the vast majority actually might not, or might not do it on a regular basis.”

The point, he says, is to demystify the creative process, which is loaded down with preconceptions and misconceptions, and to give people a taste of what it feels like actually to make something. “It’s really rudimentary, but it doesn’t feel rudimentary,” he adds. “Creating physical objects is a way to have a very visceral experience of the lessons we’re trying to impart.”

However, that example also illustrates one of Whitaker’s concerns, not about the center itself, but about how it might be perceived.

“Prototyping is one of the great tools of designers,” he says. “That’s just one of the great tools of creativity, having an object that you can play with. But the kind of low-resolution prototyping we use is pipe cleaners and construction paper, so definitely there’s a danger that it can look like preschool. People walk in and say, ‘This is an academic center? You’re doing design-thinking? You’re just playing with toys.”

But in truth, the playfulness inherent in the program is an essential part of the design. “One of the challenges we have is that the approaches to creating a new mindset, a creative mindset, tend to involve ignoring the rigor to some degree,” Whitaker says. “Because in that early stage, it’s not about the details yet. It’s about forming the question. So you need to create a generative space where everyone feels valued and all ideas are good before you start critiquing them.”

Rigor comes later in the creative process, and there’s plenty of it to go around at the upper end of that sliding scale of activities, which includes project-based learning. That’s where teams of students and faculty take on daunting problems in the real world, a prospect that Co-Director Patrick Little of Harvey Mudd College finds particularly exciting, both for the experience the students will receive and for the potential to make a real difference in the world.

“One of the open-ended problems we’re just in the process of getting started looking at is reimagining certain parts of the health care experience for patients with cancer,” he says. “And if you think about that, if you put that in any kind of a disciplinary framework, what ends up happening is that you necessarily limit the ways you can imagine that. So if it’s an engineering program, it wouldn’t make sense to talk about this in non-technical solutions, because you’d be moving away from the very thing you’re good at. Or if you were to think of it in the context of a computer science program, you would normally be thinking: ‘How can we provide software or applications?’ The beauty and, I think, the power of the Sontag Center is that it can start by dealing with the question of ‘What are the needs?’ rather than ‘What are our capabilities?’”

It might be surprising to think of college students helping to solve some of the world’s big, messy problems even before they earn their diplomas, but Little thinks they may be particularly well suited to this sort of cross-disciplinary, out-of-the-box thinking. “They haven’t yet been told these problems are beyond them,” he says. “They haven’t yet been told they have to stay in their silo. And as a result—whether you’re talking about something that’s really playful like making shoes or whether you’re talking about something practical, like the work that’s being done right now to reimagine the design of the GIS facility over at the library or whether you ask them about one of these large global problems—they just bring incredible energy.”

As its reputation spreads, the center has also begun to attract groups from across the 5Cs that want to make use of its creative resources and ethos. For instance, Pomona’s Quest Scholars recently met there for a brainstorming session. “We came to the Hive to brainstorm in groups and kind of figure out what we want out of our Resource Center,” says Ashley Land ’16. She goes on to add: “The space is just so great for being creative and being able to take an idea and make something bigger out of it, or take no idea and make an idea.”

Indeed, the ultimate success of the Sontag Center may be the influence it has on the rest of the five campuses. Gail Gallaher ’17 hopes that students will carry a little of the ethos of the Hive back into the rest of their college experience. “You’re always thinking about how you can grow and how you can learn, even from mistakes and failures. You’re not afraid of challenges because you know you’re going to learn from them. I think the whole 5Cs could benefit from that spirit.”