If you graduated from Pomona College, you understand the meaning of the liberal arts. But to most people across the country and around the world, the concept is murky.

Many imagine that a liberal arts college is focused on the arts and humanities. Yet 39% of Pomona’s Class of 2023 graduates earned degrees in the natural sciences, a division that includes mathematics. Nor should we forget that Pomona’s Nobel Prize winner, gene-editing pioneer Jennifer Doudna ’85, got her start in a chemistry lab on this small liberal arts campus.

Another 24% of Pomona’s 2023 graduates earned degrees in the social sciences, including economics, politics and psychological science, the undergraduate major of Erika H. James ’91, dean of the Wharton School of the University of Pennsylvania. Some 21% earned degrees in the arts and humanities, as did U.S. Sen. Brian Schatz ’94, a philosophy major. And 16% of 2023 graduates studied an interdisciplinary major—an emblem of the liberal arts that encourages making connections across different fields, such as the Philosophy, Politics and Economics Major (PPE), the major of Hollywood producer Aditya Sood ’97.

The sheer breadth and multifaceted nature of a liberal arts education makes it tough to define. And absorbing the meaning and impact of it does take time—maybe a lifetime.

Y. Melanie Wu, vice president for academic affairs and dean of the College; professor of computer science

“The happiest moment for me is when my students connect the dots and see how their whole education is related,” says Dean of the College Y. Melanie Wu, a computer science professor. “Many students have told me five years after graduation, suddenly it’s all come together in their minds. The Spanish class, the gender and women’s studies class, the art class, the math class. The education they get at Pomona might seem like just sampling or absorbing, but it becomes connected for them and they utilize the entirety of it in their professional and personal lives.”

The Liberal Arts Defined

The concept of the liberal arts draws from the Roman educational system 2,000 years ago, says Chair of the Faculty Ken Wolf, John Sutton Miner Professor of History and coordinator of the Late Antique-Medieval Studies Program.

“In that context, the liberal arts were the subjects that were considered appropriate for a ‘free man’ (liber, in Latin) to know so that he could be an active citizen,” Wolf says. “These were distinguished from the ‘manual arts’ that a person would learn to build things. Nowadays the distinction has more to do with what some have called ‘pure’ subjects (like history, biology or sociology) as opposed to ‘applied’ ones (like engineering, business or nursing).”

Ken Wolf, chair of the faculty; John Sutton Miner Professor of History and coordinator of the Late Antique-Medieval Studies Program

The original seven liberal arts were divided into the quadrivium—arithmetic, geometry, music and astronomy—and the trivium, identified as grammar, dialectic (similar to logic or critical thinking) and rhetoric. Those subjects have evolved and expanded, and though Pomona offers 48 majors, some that are common at other colleges and universities are not to be found here. Specifically, “professional” majors are not part of the Pomona curriculum. Even our Computer Science Major is focused more on theory.

Pomona’s Multifaceted Education

So what is a liberal arts education as offered at Pomona?

An education that is both broad and deep, with exposure to the arts, humanities, natural sciences and social sciences. Small classes focused on discussion, writing and collaborative learning that foster close relationships with professors who often continue to guide students even after graduation. Plentiful opportunities to conduct research with faculty without any graduate students on campus to crowd out undergraduates. A college where almost all students spend all four years in the residence halls, living and studying together and engaging with each other beyond academics. And not least, the freedom to explore many fields so students can discover what it is they want to do with what the poet Mary Oliver called their “one wild and precious life.”

Associate Professor of Gender and Women’s Studies Aimee Bahng, right of the podium, leads a discussion in her Race, Gender, and the Environment class.

While students often wrangle with choosing a major—and “What’s your major?” remains a time-honored icebreaker at college parties and family gatherings—many academic leaders at Pomona believe that decision is overemphasized. That goes as much for Wu, the academic dean and computer science professor, and Associate Dean Pierangelo De Pace, an economics professor, as for Chair of the Faculty Ken Wolf, John Sutton Miner Professor of History and the coordinator of the Late Antique-Medieval Studies Program.

“When they arrive at Pomona College, we try to tell them and try to show them, especially in the first two years of their journey, that this college is not so much about the major,” De Pace says. “Their life will not depend so much on the kinds of specialization they will acquire in college. We try to show them that a holistic approach to education based on rigorous principles is what we think is the key aspect of an education like this one.”

We try to show them that a holistic approach to education based on rigorous principles is what we think is the key aspect of an education like this one.”

—Associate Dean Pierangelo De Pace

Even for students eyeing such fields as medicine, Wu says, nodding at the cadre of Pomona alumni at Harvard Medical School profiled in a story on page 32 and other student journeys featured on page 42, the varied coursework in the liberal arts adds a richness to their education.

“So even though they may major in biology, chemistry or neuroscience and so on, look at the other classes they have taken,” Wu says. “Not necessarily a minor, but just other classes in the spirit of the liberal arts that contribute to their Pomona education and that will contribute to their career paths. They’re going to be better doctors—and better human beings, not just better doctors.”

What Wolf’s students learn in the Late Antique-Medieval Studies Major might not at first glance seem relevant to contemporary life. But the subject is really only a vehicle for mastering the fundamental skills associated with the humanities in general.

“The particular majors that Pomona students pick are far less important than one might think,” says Wolf, whose own undergraduate journey at Stanford University began in pre-engineering and ended in religious studies. (See his 2015 Convocation speech at pomona.edu/2015-convocation.) “What’s more important is that they learn to create, to write, to express themselves orally, to manage data and to use numbers,” Wolf says. “Courses from all across the curricular spectrum contribute to the development of these skills.”

Students share their research posters at the annual Intensive Summer Experience Symposium.

No small part of the job of a liberal arts college is to take a student’s assumptions about what they think they are interested in and expand them.

“This is why as soon as they arrive, we do not try to assign students to advisors based on intellectual affinity,” De Pace says. “Even if a student comes to me and tells me, ‘I want to major in math,’ probably the student will not get a mathematics professor as their advisor. Because the idea is for them to be exposed as much as they can, especially the first two years, to a broader array of fields, disciplines and subjects. And then, of course, they can make up their mind. We try to provide them with this opportunity of exploring and going a little beyond what they think is a real interest at the beginning.”

Professor of Geology Jade Star Lackey works with a student in his lab.First-year students at Pomona still start the fall semester with the traditional critical inquiry seminar—long known as ID1 for the coded interdisciplinary listing in the catalog—a class that can be a deep examination of almost anything under the sun. Later, they select courses to fulfill what are called overlay requirements—writing intensive, speaking intensive and analyzing difference.

“All those are the hallmarks of our liberal arts education,” Wu says. “Those make them a better thinker.”

What might seem a disparate collection of courses at the time eventually coalesces into a broad liberal education, one that equips students to become not only workers but also people in continuous pursuit of learning and a life with meaning.

Return on Investment

There remains the question of value or return on investment (ROI), especially when the cost of attending college in the U.S. roughly doubled in the first two decades of the 21st century.

The cost of attending Pomona in 2023-24 was $82,700, including tuition and fees and on-campus room and board but excluding other necessary expenses like books, health insurance and personal spending. (However, more than half of Pomona students receive need-based aid, with an average scholarship or grant amount of $63,044. In addition, Pomona’s new Middle Income Initiative detailed on page 40 seeks to reduce the burden on even more students and their families.)

Yet despite the cost of attending a premier liberal arts college, it often pays off over the long run, according to research published by Georgetown University’s Center on Education and the Workforce in 2020.

What is it about that liberal arts degree that you really value? … that’s exactly what employers want.”

—Hazel Raja, associate dean and senior director of the Career Development Office

In the first decade after enrollment, the full spectrum of colleges and universities—including those with engineering and business degrees as well as two-year colleges that launch graduates into careers earlier—has a higher ROI than liberal arts colleges. But over the course of a career, the median ROI at liberal arts colleges rises to $918,000, more than 25% above the $723,000 ROI of all colleges 40 years after enrollment. And those with degrees from 47 of the most selective liberal arts colleges—a group that includes Pomona—do even better, with a 40-year ROI of $1.13 million.

What explains it? Early high earners might fade as others who earn graduate degrees in business, law and medicine or who move into upper management surpass them. Technology, which often boasts strong starting salaries, can be cyclical and more recent graduates might be in demand because of the rapid evolution of new skills and tools. (As a critically thinking product of a liberal arts college, you already might have surmised that the top ROI among liberal arts colleges belongs to Harvey Mudd, a liberal arts college with an engineering and computer science focus.)

In summary, choosing to study the liberal arts is not turning away from the marketplace.

“Our students are career-driven,” Wu says. “There’s nothing wrong with that—and if our students are not thinking about their profession and their career and what they’re going to become, that’s also a concern.”

Yet too narrow a focus on in-demand jobs of the moment also could put students on the wrong side of a supply-and-demand curve when industry needs shift. There might be no better example right now than the waves of layoffs at big tech companies including Google, Amazon and Meta. Software engineer, one of the coveted first jobs of recent years, is no longer a golden ticket. The exponential growth of Artificial Intelligence, or AI, is one reason.

“Tech is one of the more visible areas within college recruiting but at the same time, a lot of industries are automating,” says Hazel Raja, associate dean and senior director of Pomona’s Career Development Office. “So, when we speak to students who say, ‘I was planning to go into software engineering,’ or ‘I was really leaning toward something in the tech industry,’ we talk to them about ways that they can merge their tech skills into other industries that are also very interesting to them, and perhaps even allow them to elevate their liberal arts education.”

That education, in fact, might be the best to have in the era of AI, with critical thinking and the ability to recognize misinformation and disinformation all the more essential.

“We tell them, ‘You didn’t choose to go to a tech-heavy school. You chose to go to Pomona College, so tell us a little bit about why you chose to pursue a liberal arts degree. What is it about that liberal arts degree that you really value?’” Raja says. “And that’s when they start to pull out the skill sets like, ‘I really wanted to be able to utilize my communication skills,’ ‘I really liked the idea of being in a small environment where I’m learning a lot of different things.’ Well, that’s exactly what employers want.”

The 2024 Job Outlook report by the National Association of Colleges and Employers (NACE) bears that out, with employers listing the top three résumé attributes they seek as problem-solving skills, ability to work on a team and written communication skills. Technical skills—which can shift rapidly and vary from company to company—were seventh, behind work ethic, adaptability and verbal communication skills.

The Class of 2024 faces a different hiring outlook than new graduates in 2022 and 2023, who benefited from a post-pandemic hiring boom. In contrast, hiring of new graduates this year was predicted to dip by 1.9% in the NACE report. The leading industry poised to increase hiring was social services.

Now, many of the same students who started their college careers online because of the pandemic shutdown may have to pivot and be nimble again.

“So let’s try to find ways for us to merge your interests,” Raja says. “We spend time asking what they actually are interested in doing. We say, you know, I noticed on your résumé that you got involved in x types of causes or y types of activities. Are there industries out there that perhaps also intrigue you, where you can utilize some of your skill sets, including coding skills and other tech skills, but also some of the other skills that you are developing through your liberal arts education that can culminate into a career path that is more fulfilling for you?”

Many students flock to the same fields in their first jobs, perhaps a result of which companies recruit on campus or offer strong starting salaries. For Pomona graduates in the Class of 2023, the top industry was management consulting followed by higher education and investment banking and management. As always, a significant number of Pomona alumni go directly to graduate school, including 23% of the Class of 2023. (See Pomona’s 2023 First Destinations Report at pomona.edu/outcomes for more.)

“Sometimes it’s the buzzworthy that feels right. We often hear, ‘I want to go into management consulting,’” Raja says, citing a well-paying first job that offers students a chance to do project-based work and even peripherally explore different industries. “I do ask them what management consulting is and if they can’t answer or if they talk about it in a really vague way, we impress upon them doing that research because quite frankly, it’s a great career path for a lot of students but it’s not the only career path. And, it’s a very competitive recruitment process so you have to be committed.”

Sebastian Fish Mathurin ’26 and Katie Stuart ’25 catch up in the Career Development Office.

In some ways, liberal arts colleges remain a hard sell beyond the highly sought-after schools atop the rankings, a group that would include Amherst, Pomona and Williams, to cite a few. Some lesser-known and less selective liberal arts colleges have closed in the face of the continuing decline in students due to demographics, and others are cutting seemingly fundamental majors. Across the country, a number of colleges and universities are turning away from the liberal arts—and in particular the humanities—as a matter of cost-cutting based in part on supply and demand or perceived career value. (See The New York Times’ November 2023 article “Can the Humanities Survive the Budget Cuts?”) Nor are flagship state universities immune. West Virginia University recently cut 28 programs, among them language majors and others in the arts.

The debate about higher education is broad-based, politically charged and ongoing.

What remains is a tension between certification and education, and between what De Pace calls “specialization and diversification,” a push-pull between career preparation and learning to learn in order to understand an ever-changing world and the richness of intellectual life.

To demonstrate the career paths the liberal arts can lead to, the College has undertaken the new Pomona Outcomes Project, which eventually will trace alumni from their majors to their careers and be an interactive tool for future students.

Wu, even with her technology expertise, deeply embraces the liberal arts model but also understands the wrangling about education is far from over in an era when the accumulated knowledge of the world is essentially at everyone’s fingertips.

“It’s a long discussion that we will continue to have for many decades about the value of education, especially the value of a broad education,” she says.

From left, Maryann Zhao ’18, Grant Steele ’18, Sal Daddario ’18, Aseal Birir ’18, Julia Foote ’18, Samantha Little ’20 and Michael Poeschla ’18. Photography by Joel Benjamin

They took different routes to the study of medicine, but the paths of a cluster of Sagehens—including at least a half-dozen from the Pomona College Class of 2018—have converged at Harvard Medical School. With a history dating to 1782 and 10 Nobel Prizes awarded for research conducted there, Harvard is one of the most prestigious and selective medical schools in the world, with only 3.2% of applicants accepted into its M.D. program in 2023. Maybe that’s why Maryann Zhao ’18 was literally speechless when she got the call that she was one of only 30 students in 2020 accepted into the school’s Health Sciences and Technology program, a research-focused medical track.

As New England’s leaves began their annual display of color last fall, a gathering of Sagehens who are soon to be doctors munched on pizza and drank soda in an empty classroom on the Harvard medical campus in Boston and talked about their experiences so far. They seemed relaxed and jovial despite the academic rigor of their programs.

Though they did not all start med school at the same time—gap years were common—most are near the end of the beginning, about to graduate medical school and advance into residency. Grant Steele ’18 already is a first-year urologic surgery resident at Massachusetts General Hospital and Michael Poeschla ’18 is far along in an M.D./Ph.D. program, with his research focused on understanding how human genetic variation impacts blood cell production and blood cancers, as well as aging. And he’s not the only Sagehen at Harvard studying to become a physician-scientist: Jessica Phan ’19 is also in the program.

Aseal Birir ’18 plans a different future. During medical school he discovered a compelling interest in drug development and became fascinated with the business side of medicine. This spring, he will complete Harvard’s five-year joint M.D./MBA program and is applying for positions in biotech investing.

Getting into medical school required taking courses like Intro to Cell Biology and Organic Chemistry. But for Birir, a chemistry major, an Africana studies class he took his freshman year changed his entire perspective on himself and the patients who might one day benefit from his work. During his second year at Harvard, Birir wrote an essay published in The Student Life, The Claremont Colleges’ student newspaper, encouraging fellow STEM majors to follow his lead. “No matter how you plan to use an undergrad degree in STEM, the lessons of Africana studies will impact you positively,” he wrote. “I encourage students in STEM fields to leave the safety of textbooks and problem sets for uncomfortable but meaningful lessons and discussions in Africana studies classes.”

That is but one example of how a liberal arts education has shaped these Sagehens who are aiming for the highest ranks of their profession. For some, it was memorable classes such as Genetic Analysis or a Spanish literature course on the Latin American Boom literary movement of the 1960s and 1970s. For others, it was varsity tennis, soccer or lacrosse, where they found a tight-knit family of fellow athletes without having to compromise academic pursuits. And again and again, these med students say, close and meaningful connections with faculty helped pave their way.

At Harvard, the Pomona alumni still cross paths. Steele, the first to graduate from medical school, is now finding fellow Sagehens—including some from other medical schools—among the residents he encounters in the operating room at Massachusetts General Hospital. “It really is special to look across the drapes in the OR and see a fellow Sagehen smiling back at you,” he says.

Here are the stories of some of the Harvard Med students from Pomona.

Sal Daddario ’18

Undergraduate Major: Neuroscience
Minor: Biology
Fast Facts:

• Programs like the Pomona Scholars of Science fostered his love for teaching and mentoring.
• Discovered his passion for medicine while working as a scribe at Pomona Valley Hospital Medical Center.
• Applying for a residency in anesthesia and wants to be a pediatric anesthesiologist.
• Finds balance in life through improv comedy and cherishes connections with fellow Pomona graduates at Harvard.

My very first exposure to the field of medicine was as a patient. When I was 11, I had an infectious disease that required multiple surgeries. I was in and out of the hospital for two months. I remember interacting with my doctors and being in awe of the way they worked: They collected information, made decisions, tried new things—and then I got better. In my 11-year-old brain, that was the coolest thing ever.

As I moved into high school and then college, I had a vague idea that I could become a doctor. Being a first-generation college student from a small, rural town in Ohio, I didn’t know many other career paths. When I arrived at Pomona, I was embraced in a way that shaped the path of the rest of my life. I still remember the support I received from professors in the sciences early on—especially from Professors Dan O’Leary and Nicole Weekes. They became my academic parents: I was always in their offices talking about the course, the fields, or our lives. They gave me books, they taught me how to read primary literature in the sciences, and they helped me see the different paths into my future. I had never had such impactful academic relationships in my life.

I was also embraced by the Pomona Scholars of Science program (big shout-out to Travis Brown). It was my very first introduction to mentorship. After benefiting from the support of the first-generation college student community at Pomona for my first year, I was able to jump into an educating and mentoring role myself in my second year. It was the first of many, many times in my life since where I had the opportunity to work to make my communities stronger. I found that I had a deep passion for education, supporting students and building positive learning communities.

While I was at Pomona, I gained clinical experience working as a scribe in the emergency department at nearby Pomona Valley Hospital Medical Center. I found that as a physician, I would get to do tons of impactful, targeted patient education while also being part of a larger academic structure where I could work closely with residents and medical students. In medicine, I could be an educator and mentor for the rest of my life!

It was a bit hard to transition from Pomona to Harvard—it’s a huge institution with lots of hierarchy and slow change. Still, it’s been amazing to be in the heart of medicine, surrounded by incredibly bright clinicians, fantastic educators and powerful researchers. I’ve found that people here are very excited about changing the face of medical education, and I have gotten to work on projects for publication in medical education journals. I’ve used the skills I learned at Pomona in every research endeavor I’ve been involved in here at Harvard. I came into college without any of those skills, and I left Pomona ready to immediately engage in clinical research as a valuable member of the team. Now I’m applying to anesthesia residency programs with the goal of being a pediatric anesthesiologist.

Life as a medical student, in general, is very ebb-and-flow. Some weeks and months are among the hardest of my life—taking care of patients all day, going home and studying for exams at night, and working on research projects on the weekends. But other months, I’m able to strike a better balance. For me, that balance is improv comedy.

While I was taking two gap years in Chicago before med school, I started to do improv at the iO Theater. Initially something I did to make more friends in the city and have a bit of fun, improv morphed into a very large, meaningful part of my life. In my third year of medical school, I joined a cast at Union Comedy in Somerville, a Boston suburb, and started to do improv again around three times a week. It has become my sanctuary here, a place where for a few hours I don’t have to think about school, medicine, exams or residency applications. I can laugh with my friends and put on shows. I want to keep one foot in improv for the rest of my life. It has brought me so much joy.

Having other Sagehens at Harvard Medical School has been fantastic. The fact that I could come into this totally new world and be with the people I knew and loved to spend time with was very reassuring. I feel truly at home. We have shared almost 10 years of our educational journeys together. Our shared histories are such an important part of my sense of belonging here.

If I were giving advice to current Pomona students, it would be this: Figure out the thing that you love to do. Then do it. A lot. For me, that is teaching and mentoring. It was the most amazing part of my time at Pomona. My application to medical school was filled with the teaching I got to do at Pomona. Now my residency applications are again filled with the teaching opportunities I’ve had here at Harvard.

Medical schools like applicants who have something they really love to do, something that they light up when they talk about. I tell everyone still in college to figure out what is the thing that they like to do for hours and hours. And then figure out ways to do it more.

Aseal Birir ’18

Undergraduate Major: Chemistry
Fast Facts:

• Extracurricular activities like varsity football helped develop teamwork and leadership skills.
• Credits a liberal arts education for fostering broad thinking and research skills.
• Shifted focus from patient care to drug development due to unmet needs in certain diseases and personal interest in innovation.
• Combined medical and business education with an M.D./MBA program.

I was always passionate about science and was attracted to a career in medicine as a way to apply my passion for science to heal others. However, my definition of healing has taken on additional meaning during my 4 ½ years at Harvard Medical School.

During my time at Pomona, I was involved in a research project developing a breath test for pneumonia infections and working with a startup biotech company at the Keck Graduate Institute. Attempting to build and commercialize innovations in medicine showed me that this was an exciting way to impact health care and motivated me to pursue an MBA at Harvard Business School during my medical training. I’ll graduate with both an M.D. and an MBA this May.

Once I started medical school, my interests began to shift. I enjoyed treating patients with cutting-edge medicines, but I was exposed to numerous diseases with no treatments and high unmet need. This made me really interested in how drugs are discovered and developed. At Harvard Business School, I got exposure to the broader health-care landscape. I realized that working in drug development would allow me to have a scaled-up impact on patient care and that it was at the intersection of my interests in medicine, science and business. Thus I have decided not to apply to residency programs and to pursue a career in biotech after graduation.

My liberal arts education at Pomona gave me the foundation to think broadly in medical school about my interests, and that led me to expand my medical education to include business school. Additionally, a liberal arts education taught me how to learn, and that has enabled me to succeed in two very different academic environments: medicine and business.

I played on the varsity football team at Pomona all four years. Pomona-Pitzer football was critical to my development. My teammates, and now lifelong friends, taught me hard work, commitment and teamwork. I also learned how to work with a variety of personalities, how to lead and motivate others, how to fail (we lost quite a few games in my first two years but turned it around the last two seasons) and how to sacrifice for others around you.

If I were giving advice to incoming Pomona students, I’d tell them to take advantage of faculty office hours. You can build great relationships with professors and really grow as a student. I’d say, “Be a chemistry major!” (because it’s the best department at Pomona, in my unbiased opinion). I’d like to give a special shout-out to Professor Chuck Taylor.

Take more humanities classes than you think you should. Despite being a pre-med chemistry major, I found the Africana studies courses I took at Pomona to be the most influential.

Finally, use your first few years at Pomona to explore and remain curious about all career paths before you choose the one that’s right for you. And have fun—it’s college!

Maryann Zhao ’18

Undergraduate Major: Molecular Biology
Fast Facts:

• Pomona mentors fostered her love for research and independent learning.
• Values the support and community found in extracurricular activities like the tennis team.
• Plans to focus on the ear, nose and throat field and is doing research on head and neck cancer at Dana-Farber Cancer Institute.

When I started medical school, I was considering some type of surgery as my specialty. But it wasn’t until surgery rotation in my clinical year that I discovered the field of ear, nose and throat (ENT) and fell in love with it. It’s an ideal mix of intricate anatomy, a diverse range of procedures and surgeries you can do and a patient population that is very meaningful to work with. Above all, I loved the people I worked with. I thoroughly enjoyed my time on the ENT service, working with the residents and attendings on the team, and I didn’t mind the long days. That was a big deciding factor for me.

I’m currently doing a research year at the Dana-Farber Cancer Institute in Boston, working in the lab of Dr. Ravindra Uppaluri, who is director of head and neck surgical oncology at the Brigham and Women’s Hospital and Dana-Farber. Our lab is focused on head and neck cancer models and is studying the immunology of the disease. One of the challenges of this field is the difficulty of creating models in the lab of head and neck tumors that closely resemble what is found in patients. I am currently tackling this problem by creating 3D models to study immune interactions in these cancers. I’m lucky to have such an excellent mentor who has forged a path as a surgeon-scientist.

Since the beginning of college, I’ve always really loved science and doing scientific research. My mentors at Pomona, specifically Professors Jane Liu and Daniel O’Leary, played a huge role in fostering my passion for research and providing a nurturing yet challenging environment for me to learn how to master the scientific process. What gets me most excited is how research can potentially impact someone’s life and improve care they receive. That’s what motivated me to go into medicine.

Research can be incredibly challenging. What’s really rewarding, though, especially for people who do end up being physician-scientists, is that while you are spending time with patients in the clinic, you may see how research you’re involved in is improving their outcomes—patients living longer and having a better quality of life. Simultaneously, you can take inspiration that comes from the clinic and apply it in your research. The expertise and perspectives of physicians and scientists can be quite different, so it’s nice to provide a bridge between the two to benefit patients.

While I was at Pomona, I was on the tennis team. I was incredibly close to my teammates and to my coaches, Ann Lebedeff and Mike Morgan, and they were family to me. Many of my formative experiences in college were with my team. Tennis uses a different type of mental energy, and that allowed me to take a break from studying.

I think a lot of students at Pomona find themselves involved in clubs or community organizations, such as Health Bridges. I’d encourage them to take advantage of these opportunities and find their own little family away from home while they’re at Pomona. After graduation, life becomes more fragmented, and these opportunities are harder to come by. College is a time for students to grow and find the directions they want to go in life.

Julia Foote and I met during our first days at Pomona and continued to live together during our two gap years in Boston. When applying to medical school, I was particularly excited about Harvard Medical School’s Health Sciences and Technology program, which is designed for students who are interested in research and innovation in medicine. The day I got the call from the program director that I had been accepted into HST, I was at work. I was in shock and at a loss for words; I was just so happy and relieved. After hanging up, I immediately called Julia, admittedly even before I even told my family. Fortunately, Julia got her HMS acceptance later that same day. We have been friends for going on 10 years. Now we’re about to graduate from medical school and are excited to continue our careers as doctors together.

Honestly, when I came to Pomona, I didn’t fully know what to expect from a liberal arts college experience. Now that we’re a few years out from graduation, I have a better perspective on the skills and experiences that Pomona gave me—from the tennis team to research to small classes—and how it has prepared me for my career. Pomona helped me learn to be incredibly independent, confident in my own abilities and prepared to tackle challenges in the real world. Nothing feels too big to overcome because of what I’ve already experienced.

Grant Steele ’18

Undergraduate Major: Biology
Minor: Spanish
Fast Facts:

• Currently a resident in urologic surgery at Massachusetts General Hospital.
• At Pomona, learned to engage at a high level with both science and the humanities.
• Memorable classes at Pomona included Genetic Analysis and a Spanish literature course on the Latin American Boom.

Growing up, I was always enthralled by my mother’s stories of her work as a primary care physician. Whether she was diagnosing and treating complex conditions or helping patients and their families move on to the next stage of life, she seemed to have endless skills she could deploy. I greatly admired her expertise and as I moved through my education, I also began to appreciate the science driving her decisions. Medicine truly seemed to offer the best combination of science and humanism.

At Pomona, I learned to engage with these high-level questions on a deep level. In Jon Moore’s Genetic Analysis class, for example, we focused on one topic each week, such as the underpinnings of Huntington’s disease. We analyzed foundational papers that helped lead to the current understanding of the topic and compared their strengths and weaknesses. I gained an appreciation for the nuances of science that has translated well to the practice of medicine.

In addition to engaging with scientific inquiries, Pomona encouraged this same level of engagement with the humanities. One of my most memorable courses was a Spanish literature course on the Latin American Boom, with Nivia Montenegro. This course gave me a profound appreciation not only for the beauty of well-written literature, but also for the lessons it can teach us on the nature of individuals, society and more.

“I can’t really say why I got into Harvard Medical School. However, I suspect it had something to do with the well-rounded education that Pomona provides and the critical thinkers it produces. “Eager. Thoughtful. Reverent.” In addition to being inscribed on the gates of Pomona, I think those traits describe people who will succeed at HMS.

Looking back—I graduated from HMS in 2023—I greatly enjoyed my time in medical school. I loved being surrounded by curious and hardworking people, just like at Pomona, whether they were classmates, professors or doctors. There were endless opportunities to explore interests and passions without pressure to stretch myself thin.

At HMS, I interacted with fellow Sagehens all the time. We had a built-in community. Now that I’m a busy resident, I particularly find comfort in seeing my fellow Sagehens, both at the medical school and among the other residents at Massachusetts General Hospital.

Near the end of my fourth year at HMS, I did an intensive care unit rotation. It’s known for being intense, both intellectually and emotionally. In a way, it’s the pinnacle of the med school clinical experience. During that month I cared for a gentleman in his 80s that I’ll call Mr. A. He came in with heart failure that progressed to kidney and respiratory failure. From an academic perspective, it was a thrill to finally feel like I could understand the medical complexities and contribute to his care. The more memorable aspect, though, was helping care for his wife, daughters and extended family.

Sadly, it became evident that Mr. A was not going to recover. Our team helped the family through the difficult decision to focus on maximizing his comfort. I emphasized with the family that sometimes the bravest decision is not to continue with aggressive treatments but to know when to stop. He passed away comfortably the next day. I’m proud of our team’s work to help the family embrace Mr. A’s final moments. I’m also thankful for the mentorship, starting with my mother and continuing at Pomona and HMS, that helped me develop these skills that I continue to hone as a urology resident.

Julia Foote ’18

Undergraduate Major: Neuroscience
Fast Facts:

• Came to Pomona from Jamaica never having visited the campus. Plans to take a medicine residency. Would like to be involved in both patient care and health policy research.
• Enjoys translating scientific evidence into everyday language for patients.

I was born in the United States but grew up in Kingston, Jamaica. At a young age, I saw the difference that a plane ride could make in one’s health outcomes when my mom developed degenerative disk disease. As dual citizens, we were privileged enough to seek a diagnosis and treatment for my mom in the U.S. But seeing the need for broader health-care access in Jamaica inspired me to pursue a career in medicine.

I started medical school on Zoom in 2020, early in the pandemic. But at least I knew Sal [Daddario] and Mary [Zhao] and Michael [Poeschla] and other Sagehens in my class at Harvard Medical School.

After graduating from Pomona, I took two gap years before starting med school. I worked at Massachusetts General Hospital in a group that uses simulation models to evaluate the clinical benefits and cost-effectiveness of various HIV treatments. It was different from the basic science and bench work that I had done at Pomona, but I was able to translate the skills I learned as an undergraduate into a different framework and research modality. Shout-out to Professor Karen Parfitt in the neuroscience department. I was in her lab for three years, and she taught me how to actually conduct research and gave me the confidence to do it.

That has now informed what I want to do in my future career. I’m applying for a medicine residency with a possible subspecialty in cardiology. Thinking more broadly, I’m very interested in health-care utilization and the cost-effectiveness of various treatments and screenings for disease. Right now at HMS, I’m continuing to do health policy research. I’m working to develop a simulation model of heart failure to evaluate the cost-effectiveness of implementation strategies for guideline-directed medical therapies. My overarching career goal is to have a hand in both clinical care and health policy research.

I have found so much meaning working on the medicine floor with patients to form a shared understanding of their care. This past spring I cared for an elderly man who had recently been diagnosed with heart failure and prescribed a number of new medications. He was unsure of what the diagnosis meant for his future but interested in researching his new medications.

I offered him this: “I’m a third-year medical student, so we can learn this together, if you’d like.” He smiled, accepted the offer, and we sat down together and reviewed the results of various heart failure trials. I left the hospital that day feeling both excited and grateful: excited to meaningfully engage with my future patients, and grateful for the opportunity to translate scientific evidence into everyday language.

My very first day at Pomona, in 2014, I met Mary Zhao. Our rooms were side by side in the dorm. We roomed together when we both took gap years in Boston, and we applied to med school at the same time. Harvard has two medical school tracks. Mary applied for the Health Sciences and Technology (HST) track, which emphasizes interdisciplinary research. I chose the larger Pathways track focusing on clinical experience. Only about 30 students a year are accepted into the HST program, so unlike with the Pathways acceptances, the admissions officer can call each accepted student personally. As soon as Mary got the call, she was on the phone to me with the good news.

That’s how I knew that Harvard’s acceptances were coming out. After hearing Mary’s news, I just sat at my desk for an hour, frozen in anticipation. Then suddenly an email appeared on my screen: “Welcome to Harvard Medical School.” I didn’t even open the email. I bolted into a conference room and called Mary. Then I texted my family. My dad FaceTimed me back, sobbing. Harvard wasn’t the first medical school I had gotten into. To my family, though, it was the biggest deal because I’m from Jamaica. Everyone in the world knows Harvard, whereas no one cared about any other medical school that I got into.

I’m extremely grateful to have gone to Pomona. I was a bit apprehensive at first because, being from Jamaica, I didn’t do any college tours. I based my decision entirely on seeing the college’s website. But I sing Pomona’s praises to every high school student that I know who’s applying to college. It was a great experience.

Michael Poeschla ’18

Undergraduate Major: Molecular Biology
Fast Facts:

• Is currently an M.D./Ph.D. student at Harvard, researching bioinformatics and genetics.
• Credits exceptional biology professors at Pomona.
• Studied abroad and worked in a lab at University College London as a Pomona student.

I got interested in the field of biomedical research early on—I liked the idea of a career where you get to continuously learn new things and be part of creating new knowledge that might help people.

Currently, I am an M.D./Ph.D. student at Harvard Medical School. After two years of preclinical medical school classes, I started my Ph.D. in bioinformatics and genetics in 2022. My Ph.D. work is focused on understanding how human genetic variation impacts blood cell production and blood cancers, as well as aging.

I am really grateful for the education I received at Pomona, which was great preparation for doing a Ph.D. At Pomona I was fortunate to learn from exceptional biology professors like Jon Moore, Sara Olson and André Cavalcanti. Their classes, such as Genetic Analysis and Advanced Cell Biology, instilled a deep appreciation for the wonders of biology and inspired me to get involved in doing research to advance human health.

At every step, I’ve had serendipitous connections that ended up having a great impact on me. After I became really interested in research after studying abroad and working in a lab at University College London, a classmate at Pomona told me about research opportunities in Germany. That led me to apply to the Max Planck Institute after I graduated. I had the good fortune to find an unbelievably generous mentor, Dario Valenzano, who agreed to take me on in his lab after just one Skype call. Spending two years in Cologne studying rapidly aging African turquoise killifish was an exhilarating experience that really shaped who I am today.

I’ve really enjoyed living in Boston, and life as an M.D./Ph.D. student is pretty good. I have lots of time to do research, take interesting classes at Harvard and MIT and constantly learn new things. I get paid to take classes and do research—can’t really complain!

I’ve made some good friends here, and I was lucky to start medical school in Harvard’s Health Sciences and Technology program alongside Mary Zhao. She was a classmate at Pomona, and we both played varsity tennis. We were roommates for the first three years of medical school before ending up on opposite sides of the Charles River this year. We still meet up for Chinese or Korean food every few weeks.

My advice to current Pomona students is to enjoy every moment of the experience. I miss Pomona a lot! It is such a great place to explore widely. Take the opportunity to try new things, learn about whatever you might be interested in, and see as much as you can of what’s out there in the world as you figure out what you want to do with your life. I also wish I’d learned to surf and had eaten more tacos while I was living in Southern California. Boston is a great town, but in those areas, it can’t compete with L.A.!

Samantha Little ’20

Undergraduate Major: Neuroscience
Fast Facts:

• Being part of the Pomona-Pitzer lacrosse team helped prepare her for teamwork in her medical career.
• Finds time even in med school for work-life balance.
• But had to replace Instagram with flashcards!

I’ve always been drawn to science in the classroom, but I am passionate about connecting with and treating people, and practicing medicine is one of the most human types of work a person can do.

One of the most formative parts of my time at Pomona was being a member of the Pomona-Pitzer lacrosse team. Medicine is truly a team-based career, so the experience of playing a sport in college has made it much easier to integrate myself into the different surgical teams in the operating room and medical teams on the wards.

I really enjoyed—and I think I needed—two gap years between college and medical school. It gave me time to define my priorities in life before starting school again. I had a list in my head of my “non-negotiables,” things in my life that I was not willing to give up during medical school.

The idea of med school taking over my life was scary to me before I started. But once I got to Boston and got settled in, I learned how to balance work and life and am happy with the quality of life I have today. I have time to do hobbies like regular exercise that bring me joy, socialize with classmates outside of school and maintain a happy and healthy relationship with my significant other—though I did have to replace Instagram with flashcards!

I ended up coming to Harvard Medical School because I really connected with the people I met while visiting campus, including another fellow Sagehen. I think any school will give you a stellar education. My best advice is to find one where you can picture yourself being the happiest.

I truly love the people I have met at HMS. Everyone is kind, supportive and incredibly passionate about a particular aspect of medicine, and that makes for inspiring energy. And I love seeing other Sagehens! Grant Steele helped teach anatomy to my first-year med school class. Sal Daddario was my near-peer mentor in my pediatric rotation. Both of them were in the Pomona Class of 2018.

Learning to practice medicine can have unexpected twists and surprises. I did a patient interview and physical exam on a woman who, the day before, had received an above-the-knee amputation. I was a bit nervous to talk to her, since I assumed that she would be mourning the loss of her lower leg and foot. When I walked into the room, though, she was one of the happiest patients I have ever talked to. I asked her how she was feeling about her amputation and she said, “Ugh. Good riddance!” She was so excited about this new chapter of her life since her foot had caused her terrible chronic pain.

That experience taught me to challenge my assumptions when I meet a patient. I may have no idea where they are in their medical journey. They may be having every surgery possible to try to save a limb, or, like that patient, they may be happy to get rid of it. I try to bring a blank slate into each patient room I walk into, so I can really listen to their experience.

Over the course of the 20th century, American higher education became in many ways the repository of not just America’s dreams, but of much of the world’s. Young people and families from every corner of the globe have come to believe that one of the best paths to a future of prosperity and peace runs through colleges like Pomona: a liberal arts education can fulfill dreams that haven’t even yet been dreamt. I believe that to be true.

Indeed, in a model invented in the U.S., an education like that Pomona offers gives access to the full richness of the human inheritance—the accumulated knowledge of centuries—and also nurtures the yet-to-be-born discoveries that will shape our future. Liberal arts education carries this standard proudly, and does so by centering individual students in an intimate, nurturing and challenging environment where both our breadth and depth provide a foundation that helps students reach for the stars.

It’s now our moment to help show that the path of opportunity is wide open, and I ask you to join with me on this quest.”

I believe in this claim deeply. But I also know that the institutions that make this kind of education possible—and the dreams that we inspire—are fragile. Trust in higher education is at a low ebb, with a national survey conducted by Pew Research Center in early 2024 suggesting that 45% of Americans believe colleges and universities have a negative impact on the country today, while 53% cite a positive impact.

Political turmoil is part of it. But it is more than that: The cost of college education has become prohibitive for many students and families, particularly those who are neither eligible for large amounts of financial aid nor wealthy enough to pay a sum for four years at a private college that in some parts of the country is enough to buy a house.

Pomona has done good work as an engine of opportunity. We are what The New York Times has called one of the top colleges doing the most for the American Dream because of our need-blind admission, our no-loan aid and our exceptional graduation rates. Due to improvements in financial aid, we are one of a handful of colleges nationwide where the net cost of attendance for families receiving aid has stayed near constant over the last 15 years. All kinds of dreamers who come to Pomona have the chance to flourish, and to bear their added gifts in trust for all.

But for some, their dream still seems out of reach. In our strategic planning process, we came to realize exactly that. For example, in 2022, while about 28% of Pomona’s first-year students from the U.S. came from households with incomes of less than $75,000 a year, the majority—55%—came from households with incomes of $150,000 or more. That means that 83% of our first-year students represented opposite ends of the income spectrum. Only 17% were from families with incomes in the $75,000 to $150,000 range—what many call “middle class,” though we prefer to dispense with the idea of class and address levels of income.

Income distribution for first-year students at Pomona College (Fall 2022) compared to national data for families with a high school senior*. Nationally, 45% fall under $75,000, 30% between $75,000 and $149,999, and 25% at $150,000 or more**. For Pomona College students: 28% fall under $75,000, 17% between $75,000 and $149,999, and 55% in the $150,000+ bracket.

* Source (U.S. Family Income): U.S. Census Bureau, American Community Survey 2021.
** Includes families with unknown incomes who did not apply for financial aid.

While we proudly reflect the racial and ethnic diversity of this country, we do not fully reflect the economic spectrum. Thus, our Middle Income Initiative was born.

This is an urgent call, because we are not alone in having something of a ‘barbell’ distribution of our students.”

We seek in the coming years to increase the number of students from middle-income families who attend Pomona. This starts with who applies. In recent years the portion of applicants from middle-income households has been nowhere near representative, partly because the cost can seem out of reach and also because few outside programs and scholarships focus on middle-income students. Our admissions staff will be working to expand our reach, helping students know more about Pomona.

The financial considerations are significant. Even with the generous financial aid that Pomona offers—among the best in the country—many middle-income families still believe they cannot afford to come and students don’t even apply. We aim to change that, by raising enough funds to increase what we can offer to middle-income families upfront and by providing a price guarantee that simplifies the college search process and helps students see that Pomona can work for them.

The fundraising for this has begun and will require a significant philanthropic investment from Sagehens to realize. The recruitment for this also has begun, as we have opened our doors to more transfers from community colleges, to maximize our reach and offer a Pomona education to as many brilliant students as we can.

This is an urgent call, because we are not alone in having something of a “barbell” distribution of our students. In 2017, the research and policy group now known as Opportunity Insights found that at 38 U.S. colleges and universities the number of students from households with incomes in the top 1% exceeded the number from the bottom 60%. That group did not include Pomona, but it did include five Ivy League universities and numerous liberal arts colleges. Flagship public institutions have become more expensive too, as a proportion of family income, for lower-income and middle-income students than for students from the richest families.

Collectively, it looks as if we all represent a dream deferred. But Pomona will continue to show the way forward. We have proven that diversity and excellence go hand in hand. It’s now our moment to help show that the path of opportunity is wide open, and I ask you to join with me on this quest. For Pomona to be great, we must, truly, bear our riches in trust for all.

G. Gabrielle Starr took office as president of Pomona College in 2017. A national voice on access to college for students of all backgrounds and on the future of higher education, she is working to ensure students from the full range of family incomes enroll in college and thrive.

At the tender age of 17, many students are faced with decisions not only about where to apply to college, but also about what to study. At University of California and Cal State University system campuses in particular, the major that students apply for—and the competition within that applicant pool—can be the difference between acceptance and rejection.

At liberal arts colleges in general and Pomona College in particular, the educational approach provides opportunities for exploration, refinement of interests and the melding of different academic fields. Small classes and close relationships with faculty allow for collaborative learning with other students and attentive intellectual and career guidance from professors.

Here are the stories of six students and alumni and their searches for the intersection of their interests and talents.

Zoë Batterman ’24

When Batterman came to Pomona College from New Orleans, her interests lay in environmental analysis and philosophy. But taking linear algebra her first year with Shahriar Shahriari, William Polk Russell Professor of Mathematics and Statistics, shifted her trajectory.

“That class revolutionized what I thought about math,” Batterman says. “I really loved how creative it could be. It felt like a very powerful edifice where one can see how other people think.”

The camaraderie of the mathematics community also drew her in. Even online during the COVID-19 pandemic, Batterman met a group of people who were “very close friends,” and that community helped propel her into the mathematics major.

“Whereas I previously thought of mathematics as a foreign and inaccessible discipline, the collaboration and support shown in Pomona’s Mathematics Department demonstrated otherwise,” Batterman says.

Soon after deciding on the major, she began seeking research opportunities. Her sophomore year, Batterman worked on C*-algebras with Konrad Aguilar, assistant professor of mathematics and statistics.

Batterman then learned about the work of Professor of Mathematics and Statistics Edray Goins, which is motivated by the longstanding Inverse Galois problem. She was selected to participate in Goins’ Pomona Research in Mathematics Experience (PRiME) program, an eight-week residential research opportunity, the summer after her sophomore year.

Zoe Batterman ’24, center, with Talitha Washington, president of the Association for Women in Mathematics, and Professor Edray Goins.

Her work and accomplishments have led to three prestigious national awards in the past year: the Goldwater Scholarship, the Alice T. Schafer Prize for Excellence in Mathematics by an Undergraduate Woman and the Churchill Scholarship, which funds a year of graduate study at the University of Cambridge.

“I have watched her grow into a powerhouse of a mathematician,” says Goins.

Batterman appreciates the recognition because she notes that students at large research universities tend to draw more attention through math competitions and “have access to a lot more resources like graduate courses.”

Without those courses available to Batterman, Goins worked personally with her on graduate-level material that he had taught while a professor at Purdue University.

After graduating this spring, Batterman will head to Churchill College at Cambridge, where she will conduct full-time pure mathematics research with Professor Dhruv Ranganathan.

In the longer term, Batterman plans to earn a Ph.D. in mathematics, which ideally will allow her to become a university professor.

“I want to do math and join the community and the conversation,” she says.

Betsy Ding ’24

Ding’s Instagram account, @paintpencilpastries, showcases lush floral arrangements, glossy ceramic pieces and food sumptuously arranged into veritable works of art, all formed by her hands on campus.

Ding considered attending culinary school at several points. In her teens, she already had amassed 30,000 followers on her TikTok cooking channel, published a recipe in Taste of Home magazine and formed paid partnerships with brands.

After arriving at Pomona, Ding decided to major in cognitive science and minor in studio art, while also taking classes in engineering, computer science and philosophy, among other disciplines, at the various Claremont Colleges. She laid to rest the idea of pursuing food professionally (thinking her temperament was better suited to other careers).

But food continued to play a considerable role in her life: as an outlet for stress, as a way to bring friends together and as a vehicle for satisfying her cravings.

Courses such as Food and the Environment in Asia, Anthropology of Food and Foundations of 2D Design contributed to her development as a chef and consumer.

“Food is something that everyone cares about and loves, but it’s often not seen through the lens of history, environmentalism, culture and cultural exchange and economics,” says Ding. “In my classes I’ve learned about industrialization, chefs’ roles in creating cultural cuisines, as well as agriculture and the role of food in the environment.”

Ding presents a nine-course dinner in Dialynas Hall.

In the fall of 2023, Ding applied for a Student Creativity Grant through the Hive—more formally known as the Rick and Susan Sontag Center for Collaborative Creativity—to design and prepare a nine-course tasting menu dinner.

When it was time to eat, eight fellow students and two staff members from the Hive took their seats in the Dialynas Hall living room, adjacent to the kitchen. The table was set with plateware carefully curated to enhance the dining experience and paired with paper menus that Ding designed.

She also included an information sheet with the stories behind each course: why she chose certain ingredients, how the food spoke to her own upbringing, and her relationship to the dish.

For the next two hours, guests were treated to a feast for the eyes and taste buds.

Ding credits the visual presentation of her food to her art classes at Pomona, which taught her “how to consider composition, color and design.”

As she prepares to graduate from Pomona, Ding reflects on how the College has shaped her and others to be “independent thinkers.” Taking classes in so many disciplines has broadened her mind, and food has been just one area in which she has been able to express her creativity and resourcefulness.

Kirsten Housen ’23

Housen came to Pomona College from the San Francisco Bay Area for the opportunity to play varsity soccer while studying any subject of her choice. Although injuries and the COVID-19 pandemic curtailed her soccer career, her time at Pomona succeeded in launching her vocation in civil and environmental engineering.

Housen was aware of Pomona’s 3-2 combined plan in engineering—which allows students to receive a bachelor of arts degree from Pomona College and a bachelor of science from Caltech or Washington University in St. Louis after a combined five-year program—when she arrived. While unsure if she would pursue that path, she was quickly drawn to the physics department. Faculty members were inviting and made the subject accessible and enjoyable, she says.

Settling on a physics major opened her to pursuing the 3-2 program. Fitting in the pre-engineering requirements in addition to classes toward the physics major and Pomona’s general education requirements—all in three years—required careful planning.

Despite the structure, Housen says she still had ample room to gain a broad liberal arts education.

“I always had a really nice balance of the technical and the philosophical and creative,” she says.

When it came time to transfer, she chose Washington University.

Professor Janice Hudgings taught three of Housen’s physics courses at Pomona.

Janice Hudgings, Seeley W. Mudd Professor of Physics, taught three of Housen’s physics courses at Pomona and says that she was confident that Housen would excel at Washington University: “Building on her liberal arts background, Kirsten leaned into the advanced engineering courses,” Hudgings says.

Among many other accolades at Washington University, Housen made the dean’s list, was selected as the Lee Hunter Scholar in the School of Engineering and received the Award of Excellence in Technical Writing for Social Impact for her paper on the water quality impacts of fast fashion in developing countries.

Housen in a chemical engineering/environmental engineering lab at Washington University in St. Louis.

“The process of researching and writing this paper underscored how valuable the liberal arts education is and the wonderful writing and critical thinking foundation that Pomona provides to its students,” says Housen, who is now enrolled in Stanford University’s master’s program in civil and environmental engineering.

She looks back at her time at Pomona with appreciation.

“It was a really great opportunity to have the option to go into an engineering route while still having the liberal arts foundation and getting to take all the different kinds of courses that Pomona offers,” she says.

Housen’s message to Pomona students: “Explore and use the opportunities available to you. Figure out what you really want to do and what makes you motivated. Pomona is a great place to learn. You’re around people with such interesting ideas and opinions.”

Dylan McCuskey ’23

McCuskey chose Pomona so he could study both physics and English without getting pigeonholed into either. Little did he imagine, however, that those two fields would come together for him as he prepares to publish an English paper in a literary journal by employing a theoretical physics analogy.

His passion for physics and English came together his junior year when he was taking Legal Guardianship and the Novel with Sarah Raff, an associate professor of English, and General Relativity with Professor of Physics Thomas Moore.

As McCuskey read Charles Dickens’ Bleak House, “a really complex, 900-page, twisty turning novel with two narrators,” for his English class, he realized there was a concept in his physics class—which studied space, time, gravity and theoretical astrophysics—that he could superimpose on the narrative structure of the novel “to better understand what was going on between the two narrators.”

One of the narrators is an impersonal, omniscient voice, which he designated as a “space” narrator, “moving across the city of London and observing everything that happens in the current moment,” he says. The other narrator is a first-person character in the story, which McCuskey assigned as the “time” narrator, “driving the passage of time and guaranteeing a future from a single point in space.”

For his final assignment, he wrote a 25-page paper titled “Bound by Time and Place: The Spacetime Guardianship of Bleak House.” Raff was so impressed by it that she encouraged him to submit it to an academic journal to be published.

McCuskey and Raff worked together for several months to revise the paper, and in fall 2022 the essay was accepted by The Dickensian journal for publication in early 2024.

“In the field of English, it is extremely rare for an undergraduate to publish in a professional peer-reviewed journal,” says Raff. “In nearly all cases, it takes many years of graduate study to write for a scholarly journal in a literary field.”

For McCuskey, the experience of writing and publishing the article has been validating. “I’ve been interested in physics and English for a long time, but I haven’t had projects that do both,” he says.

Looking ahead, McCuskey would like to continue to combine his physics major and English minor in his career. He is planning on attending graduate school for physics and eventually doing research and teaching at the college level.

To teach, McCuskey says, “You have to have the science knowledge but also the humanities communications skills.”

Ruben Murray ’19

When Murray wrote his senior thesis on the small East African country of Djibouti, the international relations major didn’t expect to end up there two years later as a foreign service officer for the U.S. State Department.

Having dreamed as a child of becoming a diplomat, Murray was able to cut his teeth on his first post, performing such tasks as interpreting for a meeting between the Djibouti president and the U.S. secretary of defense, joining a search and rescue mission for stranded migrants in the desert, and serving as the interim chief of his section.

Taking classes on African history with Makhroufi Ousmane Traoré, an associate professor of history and Africana studies, as well as conducting research on African politics and development with Pierre Englebert, H. Russell Smith Professor of International Relations and Professor of Politics, helped Murray find his niche in African security studies and focus his senior thesis on Djibouti.

When it came time for Murray to rank his choices for his first assignment as a foreign service officer, he included Djibouti in a list of about 20 countries. As it turned out, Djibouti had an immediate need for a political officer.

Murray’s qualifications also included his fluency in French, having grown up in France with a French and Spanish mother and an African American father.

The job included a lot of writing, says Murray, and his education at Pomona prepared him well.

He took advantage of the Center for Speaking, Writing, and the Image regularly, visiting weekly for help with class assignments. When writing reports now, he says, “I still go through the same mechanism that I did when I was submitting my papers to the Writing Center.”

One of the most surreal moments of his two years in Djibouti came when U.S. Secretary of Defense Lloyd Austin arrived for meetings with the country’s president. When it became clear that Murray was the most qualified person to provide translation, he says he was “kind of thrown into the situation.”

“That’s not something that’s written in your contract,” he says.

But it did land him in a historic moment—Secretary Austin’s first official trip to Africa.

Before Murray wrapped up his post in Djibouti, he received the U.S. State Department’s Superior Honor Award for his sustained extraordinary performance in Djibouti.

Having found what he was passionate about “as opposed to doing something because I thought it would look good for employers in the future,” Murray’s advice for current students is, “Find what moves you.”

Murray’s views are his own and do not reflect those of the Department of State.

Daniel Velazquez ’25

The day before the MexiCali Biennial Exhibition was set to open at The Cheech Marin Center for Chicano Art & Culture, Velazquez and Samuel White ’23 labored side-by-side with Rosalia Romero, assistant professor of art history, to put the finishing touches on the show.

For all of them, the opening would be a culmination of months of curatorial work and research.

Romero was an organizer for a pair of exhibitions at The Cheech in Riverside, California. The first was Land of Milk and Honey (the most recent iteration of the MexiCali Biennial) which focused on concepts of agriculture in California and Mexico. An adjacent gallery showed a corollary presentation, MexiCali Biennial: Art, Action, Exchanges, which chronicles the history of the MexiCali Biennial from 2006 to the present.

Velazquez’s primary task was to conduct research with the Hispanic Reading Room of the Library of Congress to create a story map—an interactive digital storytelling tool—on Land of Milk and Honey. The story map uses photographs, illustrations and interviews to tell the deeper history of four pieces in the exhibition.

This research equipped Velazquez well to serve as a docent at the museum for the exhibitions. They also wrote wall texts and helped curate and install the shows.

Velazquez came to Pomona from Chicago as a Posse Scholar and plans to double major in Chicana/o-Latina/o studies and sociology.

In their first-year writing seminar about Southern California murals taught by Romero, Velazquez says that “seeing how Professor Romero was able to bring the political side of art and connect it to social problems and movements made me really interested in art.” After enrolling in Romero’s Introduction to Latin American and Latinx Art course next, Velazquez asked to do research with her.

Velazquez says of the research experience: “It was very rewarding and also very refreshing to be not just in the museum but a museum for people like me and working on an exhibit that’s about experiences that make me think about my family’s experiences.”

Velazquez hopes to work in museums as a career and is especially interested in archival and curatorial work. The idea of presenting research via an exhibition (versus through, say, a paper) appeals to Velazquez.

“While I love that I would be researching and studying and probably teaching, you can do both; Professor Romero is a professor and is also doing museum work,” Velazquez says.

Daniel Velazquez ’25, right, and Samuel White ’23 worked with Assistant Professor Rosalia Romero on the MexiCali Biennial exhibition at The Cheech.