The Wick: The Magazine of Hartwick College - Spring 2011

8/6/2019 The Wick: The Magazine of Hartwick College - Spring 2011

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Spring 2011The

Making an ImpacGuiding Eyes for the Blin

January Term 2011: Changing Perspective

Head Coach Dale Rothenberge

400 Wins and a Life in Balanc

The Magazine of Hartwick College


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At 2:30 p.m. on May 27, 1973, Carolyn (Van Eps)Paul graduated from Hartwick in a celebration of four

years of hard work. At 7 p.m. that same day, she andChuck Paul 72 were married in Shineman Chapelby Professor of Religious Studies Dr. Robert E.

Mansbach.It was a very emotional ceremony, Chuck says, I think for him as much asfor us.

The wedding marked more than a traditional transition to married life. It wasa celebration of the love, respect, and friendships fostered during the Paulstime at Hartwick, and a moment when a proud professor and mentor becamea lifelong friend.

It was this connection with Mansbachforged out of difcult, yetrewarding, classes and countless hours spent discussing religion, ethics,philosophy, and lifethat prompted Chuck and Carolyn to establishHartwicks Robert E. Mansbach Scholarship.

I worked hard in [Mansbachs] classes. He epitomizes the liberal artsphilosophy and what Hartwick is about, Chuck says.

Establishing the scholarship was the Pauls way of not only expressingtheir gratitude for Mansbachs continued friendship and guidance, but ofguaranteeing his approach to teaching will endure. The Pauls appreciationfor Mansbachs inuence in their lives means Hartwick studentsincluding

Brian Terbush 11, this years recipient of the award (below, with childernin Thailand)have the means to embrace each opportunity Hartwick hasto offer.

Brian will graduatthis May with adegree in Geology

but his time atHartwick has takehim far beyond hischosen eld. Hehas taken courses creative writing anmath for the purejoy of exploring nesubjects. He hasserved as presidenof Habitat for

Humanity, taking four trips across the United States to build homes. He hfurthered his love of music as a member of Hartwicks a cappella group, NoSo Sharp. And because of the tuition credit awarded through the Robert

E. Mansbach Scholarship, Brian was able to take a January Term trip toThailand this year.

I think encouraging students to embrace the liberals arts philosophy is avery worthwhile cause, he says. I believe every new experience can helpin the future. When you have the freedom to choose and explore differentsubjects, why not?

Because of Chucks and Carolyns

generosity in establishing andcontinuing to support the Robert E.

Mansbach Scholarship, the emeritus

professor continues to transform the

lives of Hartwick students today, just as

he did 40 years ago.

For more information about,or to donate to or establish an endowedscholarship at Hartwick, contactDirector of Donor RelationsAlicia Fish 91at 607-431-4021 or [email protected].

Giving

Back


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EXECUTIVE EDITOR

David Conway

EDITORJames Jolly

FEATURE WRITER AND

CONTRIBUTING EDITOR

Elizabeth Steele

MANAGING EDITOR

Jennifer Moritz

GRAPHIC DESIGNER

Jennifer Nichols-Stewart

CONTRIBUTING WRITERS

Chris Gondek, Christopher Lott, Stanley Sessions, Mary

Vanderlaan

COPY EDITOR/MAGAZINE PRODUCTION

Kathleen Beach

WEB CONTENT

Stephanie Brunetta

CONTRIBUTING PHOTOGRAPHERS

Jason Jones, Elizabeth Steele, James Jolly, Robert

Benson, Gerry Raymonda, Ed Clough 59, Martin Mc-

Cann P11, Ben Wronkoski 11, Liflander Photography,

J Term 2011 students and faculty, Elizabeth Reyes12,

Cindy Allers

EDITORIAL REVIEW BOARD

Dr. Margaret L. Drugovich, President

Dr. Michael G. Tannenbaum, Academic Affairs

Jim Broschart, Institutional Advancement

David Conway, Enrollment Management and Marketing

Dr. Meg Nowak, Student Life

Duncan Macdonald 78, Alumni RelationsMarketing & Communications Staff

EDITORIAL OFFICE

Shineman Chapel House, Hartwick College,

Oneonta, NY 13820

Tel: 607-431-4038, Fax: 607-431-4025

E-mail: [email protected]

Web: www.hartwick.edu

We welcome comments on anything published in

The Wick.

Send letters to The Wick, Hartwick College,

PO Box 4020, Oneonta, NY 13820-4018 or

[email protected].

Letters may be edited for clarity and space.

The Wickis published by Hartwick College, PO Box4020, Oneonta, NY 13820-4018. Diverse views are

presented and do not necessarily reflect the opinion of

the editors or ofcial policies of Hartwick College.

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Explore our| your story.www.hartwickexperience.com

Features

3 | Leaving Our MarkHartwicks annual economic impact

on Oneonta is more than $10 million.

8 | BreakthroughProfessor of Biology Stanley Sessions

discusses cancer, and how Hartwick is

educating a new generation of those

who will treat it.

10 | CommentaryProfessor of Political Science Mary

Vanderlaan examines how Egypts

youth brought about regime change.

12 | Cover StoryFor 14 years, Hartwick students have

been an important part of Guiding

Eyes for the Blind.

16 | Theory in PracticeStudents reflect on the ways in whic

this years January Term programs

impacted their education and their

lives.

24 | Diving InFour hundred winsand a lifetime o

impactfor Swimming & Diving Hea

Coach Dale Rothenberger.

26 | Portrait in PhilanthropyFran and Skip Sykes P96 ensure

others benet as their daughter did.

49 | Brian Wright HonoredPresidential medal celebrates Wrigh

relationship with Hartwick.

In this issue:

News and Notes

4 | Campus News

5 | Faculty News

6 | Athletics News

28 | Alumni News

31 | Class Notes

44 | In Memoriam

Spring 2011 | Volume XLX: No. 3


4/52| The Wick | Spring 2011

Tight economic times have inspired calls for ever greater accountability inhigher education. I happen to believe this is a good thingfamilies shouldknow that their educational investment is likely to yield desired learningoutcomes (assuming purposeful effort on the part of their student). Itfollows that students should only enroll in a college where their goals areattainable. Making this match requires the transparency of the college, andthoughtful deliberation by the student.

Unfortunately, the tight economy has also spawned proposals for greaterregulation, including for higher education. As is often the case, a rush toregulatory xes designed to guide errant colleges into more responsiblebusiness practices is likely to result in additional, unnecessary, and regressiveburdens on the majority of collegesthose that act in the best interest oftheir students. Increased regulatory burden brings increased cost, whichis counterproductive at a time of reduced state and federal programs thatprovide direct support to students and decreases in college net revenues dueto increases in the size of college-funded aid programs.

By now, you may be wondering if I have spent too much time in Washingtonin recent months. Perhaps! However, these dynamics, along with growingeducational loan debt, increasing concern about the price of education (anda limited understanding about the cost), and the temptation to regard alleducational experiences as the same have resulted in an ever increasingcommoditization of education.

Graduates of ne liberal arts colleges know their education has beenextraordinary. Preparation for a rst job? Sure. But the true payoff for aneducation of Hartwicks quality is a lifetime of professional and personal

success and satisfaction. The impact of this experience is only fully realizedin the years after graduation, when Hartwick alumni are challenged tobe exible in their thinking, solve novel challenges, and adapt to shiftingintellectual and practice demands.

You need only look at the educational experiences in this Wick magazineto see that a Hartwick education dees commoditization. These are storieof impact: Hartwick January Term experiences that change perspectivesand lives; Hartwick people like Gordie Roberts and John Johnstone, whowere changed by Hartwick and then changed the rest of us; Hartwicksupporters Fran and Skip Sykes, whose quiet support has tangibly advancethis educational experience; record-holding coach Dale Rothenberger, whohas shaped 26 years of Hartwick swimmers, divers, and leaders; and theubiquitous guide dogs in training who change not only the lives of thosethey go on to serve, but the lives of their Hartwick student mentors, as welA Hartwick College education: a commodity? Rather, the experience of alifetime.

Best,

Commodity: an economic good for which there isdemand, but which is supplied without qualitativedifferentiation across a market.

Photograph

byShannon

DeCelle

HartwickEducation DeesCommoditization

From the President


5/52Spring 2011 | The W

A vibrant town is invaluable to a healthy college;students, faculty, and staff are drawn to context,as well as to campus. On balance, the Collegebrings employment, investments, visitors, andnew residents to its hometown.

College and community leaders have long

appreciated the interconnections. The peopleof Oneonta made a clear statement about thevalue they placed on education when theybrought Hartwick here in 1928, says PresidentMargaret L. Drugovich, citing the powerfulhistory between town and gown. It was timeto update our understanding of the economicimpact of this decision.

The President initiated an economic impactstudy to quantify the Colleges nancial impacton greater Oneonta. Against the backdropof a national discussion about whether non-prot organizations should pay tax-like fees

for services, known as PILOTS (Payments inLieu of Taxes), an economic impact statementelucidates actual dollars the institution regularlycontributes to the local economy.

Recognizing the study as a perfect learningexperience for Hartwick students, Drugovichdeveloped a comprehensive assessment approachwith Accounting Professor Penny Wightmanand eight students in the spring of 2010.Together, they formed an in-house research andanalysis team.

Measuring economic impact, particularly of

not-for-prot organizations, is a very challengingprospect; its not a typical undergraduate study,says Wightman. These studies, by their nature,require signicant independent work. As thestudy progressed it provided a peer-to-peerexchange of ideas that allowed the students toteach one another; I became a manager/mentorrather than a lecturer/tester.

Student teams developed primary data throughsurvey instruments assessing individualsspending patterns and evaluated secondaryresearch using college records of specicspending and service. Hartwicks InstitutionalReview Board (IRB) approved the methodology.

The project gave our students an opportunityto learn invaluable research methodsdata collection, analysis, and meaningfulinterpretation, explains Drugovich. We pursuedprimary data collection rather than employingmultipliers that are often used to estimate nancialimpact. The learning was richer. If we had applieda multiplier, the impact estimate could have been atleast twice the amount we found.

Lessons learned extended well beyond theanalysis, or even the interpretation. This studywas a rare opportunity for students to work onan issue from the vantage point of a CEO, sayDrugovich. Also, our very positive relationshipwith the people of Oneonta provided the contefor this exploration. On a normal day, studentsand community members interact withoutcarefully considering the mutual benets of thirelationship.

The President relished this opportunity to serv

as educator, saying, I wanted to work directlywith our students so that they could learn wherpublic policy and private good meet; so thatthey could appreciate the power of the scholar-practitioner approach to understanding compleeconomic relationships; and so that they couldbetter understand how individuals impact thecommunity in which they live.

The work continues; this time in evaluating theColleges Pine Lake Environmental Campus.Drugovich is again collaborating with Wightmand three of the students-Cody Fiduccia 12Ryan Kelly 13, and Seth Canetto 11-to

build on the progress made by the Pine LakeTaskforce last year.

The Taskforce brought us to a greaterunderstanding of the obstacles to fullyintegrating Pine Lake into our academicprogram, says Drugovich. The student teamis now detailing revenues and expenses, andlooking at opportunities for a more expansive uof Pine Lake, both within the academic programand outside of it.

ImpactStatement:Hartwick Collegeand theCity of Oneonta

By Elizabeth Steele

$10.3+ millionHartwicks annual economic impact on

Oneonta, city and town, including:

$1.85+ milliondirect spending by the College, 86% to

private businesses;

$7.95+ millionpersonal spending on retail, restaurants,

housing, and more by employees, students,

and visitors;

$.5+ millionin non-monetary contributions through

5,662 hours of organized volunteer work

and service learning and in-kind

contributions through free access to

Hartwick library, museum, lectures, and

events. (2010 survey data and 2009 expenditure records)



Dr. Gilbert Howlett Smith 59, one of theworlds leading cancer researchers, will addressthe Class of 2011 at Commencement onSaturday, May 28.

Smith is the head senior investigator ofmammary stem cell biology at the NationalCancer Institute in Bethesda, MD. He earnedhis bachelors in Biology from Hartwick and anM.Sc. and Ph.D. from Brown University. His

research develops and investigates biologicalmodels designed to reveal the cellular, molecular,and genetic basis for breast cancer and focuseson using stem cells to induce cancer cells tobecome normal cells.

Dr. Smith exemplies a life in education andhumanitarian pursuits, President MargaretL. Drugovich said. A lifelong researchscientist, Dr. Smith has had a remarkable careerdevoted to original research on the causes andprevention of breast cancer. He is an exemplar ofnot only the value of a Hartwick education, but

the critical impact original scholarly research canhave upon each of our lives.

Smith joined the National Cancer Institutein 1965. He has held numerous positionsthere during his career, including research

biologist, head of ultrastructural research,senior investigator in the laboratory of biologysenior investigator in molecular genetics, senioinvestigator in oncogenetics, and chief seniorinvestigator in mammary stem cell biology.

Smith has received numerous awards for hiswork, including the 2005 National Institutesof Health Merit Award, the 2003 NationalCancer Institute Mentor of Merit Award,and the 1996 Glenn Foundation Award. Heis a two-time nominee for the E.B. WilsonMedal, the highest award from the American

Society for Cell Biology given for far-reachingcontributions to cell biology over a lifetime inscience.

In 2010, Smith received HartwicksDistinguished Alumnus Award.

Distinguished Alumnus toDeliver Commencement Address

MetroLink 2011For one week in February, Hartwick studentstraveled to Boston and New York City to gainvaluable job-shadowing experience.

MetroLink gives Hartwick students the opportunity to take a closer look at theirchosen careers through job-shadowing opportunities. Shadowing professionalsin the workplace is one of the best ways for students to learn what their futurecareers are really like. Alumni and friends of the College have made MetroLink asuccessful experiential learning program for more than 20 years.

This year, 27 students shadowed professionals at 65 companies andorganizations in Boston and New York, including: Citi (Brook Smith 91);Deutsche Bank (Richard Clarkson 86); the Environmental Protection Agency(Paul Wintrob 91); KeyBank (Scott Vanderwall 94); Lefteld Pictures(Joel Patterson 96); Lenox Hill Hospital (Emily Weisenbach 03); LibertyMutual (Laurie Siciliano Genovese 96); Lighthouse International (Dr.Cynthia Stuen P 03); Nixon Peabody LLC (Allen Lynch 84); SupremeCourt-Bronx County (Hon. Justice Lucindo Suarez P 03); and The DailyGreen (Dan Shapley 99).

MetroLink let me explore the work environment of the industries that areappealing to me while expanding my professional business network, said DavidEsposito 11, a Business Administration major. Esposito has since had a jobinterview with one of the companies he visited during MetroLink.

Nursing majors Katherine Spass 14 and Allyson Kist 12 went behind

the scenes in the ER and labor and delivery at Lenox Hill Hospital.

Campus News

President Drugovich and Dr. Gilbert Howlett

Smith 59.



One of Hartwicks newest faculty members recently was recognized forhis high-quality research in music education. Assistant Professor of MusicJoseph Abramo was named this years Outstanding Emerging Researcherby the Center for Music Education Research.

It is a great privilege and honor to receive this recognition, Abramo says,especially from an organization and people for whom I have great respect.I teach and conduct research for the intrinsic desires and rewards that theyprovide, but with that said, it is nice and humbling to receive acknowledge-ment.

As part of the award, Abramo presented his research in February at theSuncoast Music Education Research Symposium in Tampa, FL. His worklooks at how childrens gender identities inuence the type of popular mu-sic they write in schools. He found that participants in his study borrowedgender stereotypes from popular culture when they wrote their music.When teachers use popular music in schools, they must be aware of howstudents perception of gender plays a part in their musical experiences.The work also will be published in Music Education Research Interna-tional.

Abramos dissertation at Columbia Universitys Teachers College, wherehe received his master of education and Ed.D. in music education, was aqualitative multiple case study that looked at how popular music is inu-

enced by gender. This continues to be the focus of his research, along withmulticulturalism, instrumental music, and poststructural theory.

Abramo Honored asOutstanding EmergingResearcher

It is a great privilege and honor to receive this recognition,especially from an organization and people for whom I have greatrespect. I teach and conduct research for the intrinsic desiresand rewards that they provide, but with that said, it is nice andhumbling to receive acknowledgement.

Joseph Abramo

Two Hartwick students will join Associate Professor of ChemistryRichard Benner this summer at Brookhaven National Laboratories oLong Island. The work will be funded by a highly competitive $23,000award from the U.S. Department of Energy.

Biochemistry major Mackenzie Shipley 11 and Chemistry majorShannon Walsh 13 will join Benner for 10 weeks of environmentalscience research as a Faculty and Student Team in the AtmosphericTracer Technology Labs. They will work to improve and modernizeanalytical instruments and methods to measure perourocarboncompounds in air samples at ultra-trace levels. The group also will helpdevelop instrumental techniques for analyzing liquid PFTs and methodfor formulation of PFT calibration standards.

Throughout the project, Benner, Shipley and Walsh will have theopportunity to interact closely with world-class scientists. The awardfurther provides Shipley and Walsh with the experience of research in national laboratory, where they can begin to establish the professionalnetwork that will support them throughout their careers.

This award is a consequence of the student-centered, research-richcurriculum embraced by Hartwicks Chemistry Department, and ofthe dedication of the Chemistry faculty to mentoring students onmeaningful and productive research grants, said Provost and VicePresident for Academic Affairs Michael G. Tannenbaum.

The groups project emerged from Benners expertise in environmentaanalytical chemical methods and instrumentation, and his strongcommitment to involving students as peers in the research process.The DOE award is based on earlier research conducted in the summerand fall of 2010, funded by a contract from Brookhaven NationalLaboratories.

Government FundsFaculty-StudentEnvironmentalResearch

Faculty New



Hartwick won the 2011 Empire 8 Mens Basketball Championship.The 69-58 victory over St. John Fisher earned the Hawks an automaticticket to the 2011 NCAA Division III Tournament, marking the programs16th appearance overall and rst in 15 years. The Hawks fell to SUNY

Purchase 79-69 in the tournaments opening round, but closed out the

year with an impressive 17-11 record, the most season wins for theprogram since 1996. Also along the way to the mens basketball Empire8 tournament championship, junior guard Mark Blazek (right) scored his1,000th career point, ending the season with 1,060 points.Jared Suderley(far right)was selected Eastern Collegiate AthleticConference Upstate Rookie of the Year after being named Empire 8Tournament MVP, d3hoops.com All-East Region Rookie of the Year, andEmpire 8 Conference Rookie of the Year.

Mens BasketballEmpire 8 Champs!

Hawks water polo marked its 10th anniversary on March 12 with wins over Brownand Utica in Moyer Pool. Former players Megan Dahl-Smith 08, Sheri Johnson 04,Kaitlin Leonard 08, and Stefani Toungate 09 helped celebrate with President MargaretL. Drugovich and Head Coach Alan Huckins. Hartwick is the second winningest waterpolo program since the origination of an NCAA-sanctioned championship in 2001.The Hawks hold an all-time record of 282 wins and 108 losses in 10 seasons ofcompetition. On its road to success, the team has produced 68 Academic All-Americaand six alumnae who play for national teams.

Water Polo Celebrates 10 Years

Athletics



4

4

44

WOMENS BASKETBALL closed out the year10-14 overall and fth in the Empire 8 Conference with

a 7-9 mark. At the conclusion of the season, guard Kate

Purcell 14 was selected to the conferences second

team by the leagues coaches. Guard Maria Foglia

14 received honorable mention. Purcell was a three-

time conference rookie of the week who ranked in the

Top-10 in the Empire 8 in seven different statistical

categories. In mid-November, she notched 12 assists

in a Hartwick victory over Salem College. The total istied for the 16th-highest in Division III basketball this

season. Foglia was the Empire 8 Rookie of the Week on

February 21 and she led Hartwick in scoring, averaging

19.8 points per game and added six rebounds over the

nal ve games of the season. Fritzi Flores 11 ended

her career with 722 points, 387 rebounds, 97 three-

pointers, and 175 steals. She ranks second in Hartwick

history in three-pointers and her 175 steals puts her

seventh on the all-time list.

SWIMMING & DIVING both hadvery successful campaigns in 2010-11. Themen nished the dual meet season 11-4 andplaced third at the Empire 8 Championshipsand fourth out of 13 competing teams thestate meet. The women capped the dualmeet season 9-6. The Hawks were fourthin the Empire 8 and fth out of 14 teams atthe state championships. The women setthree new College records. Five HartwickCollege mens and womens swimmers were

recognized as the Empire 8 announcedits 2011 All-Conference Teams. MichaelPhillips 12 and Lydon Schultz 13, KennyKleso 13, Chris Willcox 13, and StephanieHa 12 were honored. Phillips notchedNCAA B cut times in his three events.He earned rst-team all-conference inthe 200 breaststroke and second-teamaccolades in the 200 individual medleyand 200 freestyle. He nished the 200free in a College record time of 1:41.32.Schultz swam to the state championshipand rst-team honors in the 100 freestyle inan NCAA B cut time of :45.68. Kleso sawsecond-team honors in two events, settinga trio of Hartwick records and securing anNCAA B cut time at the championships.

Willcox was named second team in the 200buttery. Ha earned second-team honorsin the 100 buttery with a College recordand NCAA B cut time of :57.51. She alsoset a new Hartwick benchmark in the 200IM. Head Coach Dale Rothenberger passedthe 400-win mark since his career beganin 1985.

EQUESTRIAN nished third in ZoneII Region 3. The Hawks placed third in ve

shows to close out the regular season,

including a season-high 38 points at Wicks

home show in Otego. Four Hawks earned

their way into the regional competition.Lauren Lamoureux 12 and Francesca

Brattoli 12 earned top-ve nishes.

Lamoureux took third in the intermediate

at division. She also was eighth in

intermediate fences. Brattoli secured a

fth-place ride in walk trot canter. Rachael

Suite 11 competed in novice fences in her

nal collegiate competition, while Elizabeth

Allers 13 competed in novice at.

4



TheOrigin andEvolution

ofCancer

By Professor of Biology Stanley Sessi

Stan Sessions holds a Ph.D. in zoology from the Uniof California-Berkley and has taught at Hartwicksince 1989. His expertise includes evolutionary anddevelopmental biology.

It has been called The Emperor of AllMaladies, and for good reason. Cancer is notthe only disease that can harm you or kill you,but it is probably the most feared. It is also oneof the least understood, in terms of causes andcures. This is due partly to the fact that canceris not one disease, but is a class of diseases thatare as variable as the diverse tissues that areaffected, and this diversity is reected by thearray of names given to various kinds of cancer:

lymphoma, leukemia, carcinoma, adenoma,mesothelioma, sarcoma, melanoma, and so onand so forth. Some are named simply after theorgan they affect, such as breast cancer, prostatecancer, brain cancer, esophageal cancer, andpancreatic cancer, to name a few.

Cancer can hit at any age, but the probabilityof contracting it increases dramatically as youget older. For this reason, many cancers arebecoming more common as people in thiscountry and around the world live longerthanks, ironically, to steadily improving healthcare and medical technology. By now, cancer

is second only to heart disease as the numberone killer, and at least one in every four peoplecan expect to struggle with some kind of cancerduring their lifetime.

The one unifying characteristic held in commonby all cancer is uncontrolled cellular growth.Normally, cell proliferation is controlled bygenes called growth control genes. Butmutations can destroy these genes and resultin cells that have completely lost their growth

control. These cells, like a broken record, keepplaying the same program over and over againproliferating as if there was no tomorrow.

As a scientist, I feel frustrated and helpless inthe face of a life-threatening disease for whichthere is little hope for a cure and almost nothinknown about the cause. It is clear new insightsare needed to help us understand how cancerworks and to develop more effective means

of prevention, if not cures. In fact, a majorbreakthrough in our understanding of cancer,as well as many other areas of biomedicine,has come from modern evolutionary theory.Specically, we now know that cancer cellsevolve through natural selection acting at thecellular level within the body, and this explainswhy it has been so difcult to nd cures.

Natural selection is a powerful force thatdepends on two things: proliferation andgenetic variation. Proliferation means makingcopies, and when you make copies, you makemistakes. In preparation for dividing, cells

copy their DNA, and mistakes are made. Themore and faster you copy, the more mistakesare made. (This is why so many cancers beginin adult stem cells, such as in the skin ordeveloping blood cells.) These mistakes inDNA replication are called mutations, and thecan affect the way a cell functions, includinghow or whether it proliferates. Heres thething: Cells with mutations that allow them tosurvive better and proliferate at a higher ratewill accumulate faster than other kinds of cells

Breakthrough



I intend to do what I can, as a biology professor, to encouragepromising young undergraduates to aim for a career in biotechnologand biomedical research. Recently, we were awarded a ve-year

biotechnology grant from the National Science Foundation toprovide scholarships for students to do just that.

Stan Sessio

Eventually, some cells will acquire mutationsthat also allow them to spread (metastasize).Over time, this competitive process amongcancer cells can result in extremely aggressivecells that can spread and grow as a tumor orcancer. This explains why treatments such aschemotherapy, radiation, and even surgery sooften fail in the long run. Such treatments donot usually eradicate every single cancer cell,and thanks to random mutation, some of the

remaining cells are, just by chance, resistantto the treatment. These resistant cells thenproliferate and are more difcult to get rid of.This is pure Darwinian evolution at work.

Another scary thing about cancer is that, unlikediseases caused by foreign microbes such asviruses and bacteria, cancer is not a diseasecaused by an invader. It is more of a rebellion,a revolt of some wayward cells of your body.This is another reason cancer is so difcultto cure, and even to treat effectively. Mosttreatments involve chemotherapy or radiation orboth, which kills dividing cells, both cancerousand normal. Thus, people undergoing suchtreatment often lose their hair, have reducedblood cell counts, and sometimes even lose theirngernails and teeth as side effects. It is a tributeboth to the effectiveness of cancer treatmentand to the resilience of the human body that,though they are difcult or impossible tocure, an increasing number of cancers can becontrolled over an extended period of time,allowing people to live with cancer for manyyears. As we have already discovered with HIV

and other diseases, a growing understandingof how cancer cells evolve within the body viaDarwinian natural selection can lead us to moresophisticated treatment. It has been found thatHIV can be managed by alternating treatmentdrugs to inhibit the proliferation of resistantviruses. Likewise, with cancer, an effectiveapproach might be to alternate chemotherapydrugs. This would be particularly effectivewith cancer since the name of the game is to

prevent tumor growth and metastasis. A betterapproach to combating cancer than treatment, ofcourse, is prevention, but that requires a betterunderstanding of what causes cancer.

In order to become cancerous, a cell mustsurvive from one to (usually) several separatemutations, each of which is usually lethal to thecell. On top of this, our immune systems arevery effective at identifying and killing waywardcells, including any cell that is in the wrong placeat the wrong time doing the wrong kinds ofthings, such as a cancer cell. So why do we getcancer? The answer to this question involves

three possibilities: chance (bad luck), genetics(bad genes), or exposure to an environmentaltoxin (mutagen or carcinogen). Cancer is a veryindividualistic disease, and there are probably asmany specic causes as there are cancer patients.The common thread is mutation that damagesthe structure of genes that control cellulargrowth. Thus anything that can cause geneticmutations can cause cancer, and we now havesome very strong correlations between specickinds of cancer and their probable causes.

Lung cancer, for example, is strongly correlatewith tobacco, mesothelioma with exposure toasbestos, and leukemia with exposure to certaienvironmental chemical pollutants, especiallybenzene and related hydrocarbons (e.g. fromcar exhaust). Cancer is also probabilistic, andso not everyone who smokes or chews tobaccoor who is exposed to benzene gets cancer, butsuch exposure can cause the kind of geneticmutations that can dramatically increase the

probability of getting cancer. Genetics alsoplays a role, and some people inherit geneticmutations that increase their chances of gettincancer (e.g. breast cancer). In many cases cancejust shows up without any apparent cause, evenin people who had none of the risk factors.

We may never be able to completely eliminatecancer as one of the many diseases that we havto worry about, especially as our populationages. And given the fact that cancer cells evolvin response to treatment, it is probably unlikelywe will ever have a cure to all cancers. Butcancer research is gaining momentum, and I ca

imagine a future, perhaps only 10 or 20 yearsfrom now, when even the most dreaded formsof cancer will not only be easily managed (ifnot cured), but prevented as well. Meanwhile Iintend to do what I can, as a biology professor,to encourage promising young undergraduateto aim for a career in biotechnology andbiomedical research. Recently, we wereawarded a ve-year biotechnology grant fromthe National Science Foundation to providescholarships for students to do just that. n


12/520 | The Wick | Spring 2011

Egypts Youth:Hope in Arab Revolution

Just before the new year, 26-year-old MohamedBouazizia college-educated Tunisian unable tond a steady jobset himself on re to protestpolice conscation of the fruits and vegetableshe was selling to support his family. His self-immolation touched off massive protests thatsoon led to the fall of Tunisias wealthy president,Zine El-Abidine Ben Ali, who had overseen 23years of political repression and economic misery

for the average Tunisian.

Here was an Arab country whose political andeconomic prole matched those of other states inthe Middle East, including Egypt. Bouazizis actof desperation resonated with young Egyptiansin similar circumstances who were similarlydeeply frustrated by a lack of opportunitiesand political voice. Given the dramatic politicalturn of events spurred by Bouazizis actions,odds were greater than ever that Egypts restlessand tech-savvy youth would ask two inevitablequestions: Why not us? Why not here?Less than a month later, Egypt erupted into

political turmoil. Soon, hundreds of thousandswere loudly, if non-violently, protesting in publicsquares, demanding an end to the 30-yearregime headed by former Egyptian military heroHosni Mubarak.

Events from Revolution Day through thenext two and a half weeks, day by day, hugelyenlarged the size of the politically relevant stratain Egypts largest cities. Bolstering that newpolitical voice, poor citizens joined the massive

protests in the cities. As if the deal had yet to besealed, thousands of workers decided to strike.Increasingly clear to the Mubarak government,a regime kept in power by an emergency decreethat mocked any claim of regime legitimacy orconstitutional authority, there was to be no waythis genie of an enlivened citizenry could bestuffed back into the proverbial bottle.

In the wake of Bouazizis immolation came thedramatic political upheaval restructuring twoArab states in North Africa. Most dramaticwould be the effects of political changes in thelarger, geographically-strategic state of Egypt.Yet the worlds attention was riveted initiallyon events played out in Cairos Tahrir Square;television viewers around the world becamevoyeurs titillated by a story of how the powerfulcould be called out and then toppled by a forcebuilt of truth, human dignity, and the rejection ofviolence by citizens so recently powerless.

Television images of Egypts crowds reected

the wide range of individuals who had becomeenergized activists in response to the outcryagainst a corrupt regime. But who led this revolt,and how they did so, is a story of the populationdemographics and economics of much of theMiddle East. Like those of other states in theregion, Egypts population is young (30% areunder the age of 30), more highly educated thantheir parents or grandparents were, and left tosurvive in an economy that has not generatedenough jobs to absorb majorities of high school

and university graduates. Adding pressure tothis brew, 20% of Egyptians are unemployed an40% live under the countrys poverty line.

The 20- and 30-somethings who were thekey planners of the revolution are educated,accustomed to sharing ideas via Facebook andTwitter, and tuned into their world via al Jazeerand other satellite media. They are not only

informed by social media and new technology,they also are informed about their status relativto the opportunities open to the college-educated in emergent economies outside theregion.

No doubt more important to the events thatwould unfold near the Nile, the April 6 YouthMovement had been in communication withsimilarly frustrated young people in Tunisia,Morocco, Algeria, Iran, and the Gulf states forsome time, sharing aspirations for change andtactics of non-violence that might be effectiveagainst ruthless regimes that, in the past, used

protestors violence to justify brutal crackdown

These Facebook politicos also had heard aboutthe success of the Serbian youth movement,Otpor, which led the non-violent movementthat toppled Slobodan Milosevic in 2000. Buit was events in Tunisia that became the tippingpoint for these Egyptians, some of whom laterconfessed to feeling ashamed that they had notdone before what the Tunisians had just shownthem was really possible.

By Professor of Political Science Mary Vanderlaan

Mary Vanderlaan holds a Ph.D. from Michigan State University and has taught at Hartwick since 1979.Her expertise includes international relations and politics and development in poor countries.

Commentary


13/52Spring 2011 | The Wi

Notably, among the youthful leaders were highnumbers of Egyptian women. Similarly, womenof all ages and backgrounds mingled in CairosTahrir Square and took over microphones toraise their issues and those of their families.Egyptian academic Amr Hamzawy, a negotiatorbetween the protestors and the governmentduring the 18-day revolution, noted that womenhad not shied away from events in the squares.He cited the example of 20-something AsmaaMafouz, who in the rst days of the revoltposted her picture with a provocative protestsign on Facebook, identifying herself to thesecret police by so doing. Asmaa called on othersto do the same as acts of deance against theregime. Her Facebook message: If we go downand take a stance, there will be hope! Manywere emboldened to follow her call to defeatfear. Likewise, 28-year-old school counselorMariam Suleiman cajoled other women to joinin. Women have to go down and participate,demand their rights, or is it going to be themen who ght for our rights? I am an Egyptianwoman, a regular woman, rejecting injustice andcorruption in my country!

One jubilant 40-something at Tahrir square,

who was interviewed after Mubarak nallyresigned the presidency, shouted to a reporter,The neighbors kids did this! But the storywas not only being written by young adults.Television images depicted parents with childrenand whole families strolling the peaceful crowdsas though on a weekend outing. Poignantly, threeyoung girls, maybe 15 years old, were noticedfor their obvious excitement about events in thesquare. A reporter asked them about their livesand what they wanted to be. One following the

other in turns, they responded: I want to be adoctor, I want to be a scientist, and I want tobe an engineer, a computer engineer! Nearbystood elderly protestors who may have been theirgrandparents.

Historical footage will show that people acrossage, gender, socioeconomic class, and religiousafliation had voted with their feet and bodiesto force regime change and defeat fear, knowingthat the Mukhabarat secret police were minglingthere, too, and sporadically using violenceagainst protestors. A critical dynamic thusarose from the collective experiences of the 18days of revolution. Those who once had littlerecourse against a regime willing to beat and jailopponents and so were victims of Mubaraksauthoritarianism, now exercised their voices andagency in the streets. Exuberant protestorsaccepted the risk of being agents of change.

With Mubarak gone, parliament dissolved andthe constitution suspended, newly efcaciouscitizens will have the choice to again be peskyand vocal as a transitional government steersEgypt along a path to genuine reform. Issues areurgent. Inevitably, debates will emerge. Building

representative institutions will take time. In sum,developing a new civic culture around issuesand activism of the Egyptian street will be araucous affair. Divergent voices and urgent issue-agendas demand attention from new politicalleaders working under a new set of rules. All thiscomes in the context of circumstances: 40% ofEgyptians live on $2 a day. Aspirations are high,economic resources are low, and accountablepolitical change takes time!

Egyptian revolutionaries paved a way todemocracy during the revolution itself. Andtherein lies hopeif it can be sustained. If theEgyptian revolution proclaimed one thing, itwas that non-violence and civil protest can bemightier, more effective than guns, bombs, andviolence. Now, newly empowered Egyptianshave promised regular Friday rallies to remindgovernors that they will be held to the demandsof the revolution. Reverberating a protesterscomment that Egyptians know the way back tTahrir Square, new voices promise to hold feetto the re.Since the dramatic Egyptian events, similarpopular protests have emerged in Yemen, LibyBahrain and Syria.

In each of those situations, authoritarian leaderhave responded with violence and furtherrepression. Events continue to play out.

At Hartwick, faculty and students are takingnote of history unfolding and are doing analyseof socio-economic and political factors at workOn the Colleges J Term trip to Egypt in 2010students and Professor of Religious Studies

Gary Herion, witnessed rsthand the politicaand economic repression many people in theMiddle East and North Africa have lived withand now hope to overcome.

In Political Science, study of these Arabrevolutions sheds light upon theory andreminds us of the critical importance ofunderstanding global events if we are to predicfuture events. n

Historical footage will show that people across age, gender, socioeconomic class, and

religious afliation had voted with their feet and bodies to force regime change . . .



PuppyLoveHartwick StudentsHelp Craft a Legacy

of Dignity for the Blind

Serving the Greater Good

Cover Story

By Christopher Lott

Chris Lott is the Colleges Associate Writer.

His family raised guide dogs throughout his childhood.



Whats in a sloppy kiss? A sideways glance? What does it mean to wake up

every hour on the hour to help someone who cant help himself? What does itsay about each of us when we dedicate ourselves to our companions happinessand education, expecting nothing in return, but receiving unadulterated,unconditional love? For the past 14 years, Hartwick College students havebeen immersed in the real meaning of love and seless sacrice, and theyhave received as much in return.



In 1997, Lisa (Baker) Baroody 99was the rst student to volunteer tobe a puppy raiser for Guiding Eyesfor the Blind, an internationallyaccredited, nonprot guide dog

school that has provided specialdogs for more than 7,200 blindand visually impaired people since1954.

Pine Lake Manager of Operations Peter Blueand his wife, Deborah Hollis 74, had beenraising puppies for Guiding Eyes since they tookin Jake in 1993.

Debbies roommate when she was a Hartwickstudent was blind, and had a guide dog, Bluerecalled. We looked into Guiding Eyes for the

Blind and thought that it was a good way to geta dog for a family, but it was also doing good inthe world in a very focused way.

I had specialty dog training in mind as a careertrack, Baroody recalled recently. I knew about[Guiding Eyes] because of Peterhis familyhad been raising puppies for some time whenI was there and I thought it would be prettyneat.

After a presentation to the Hartwick Board ofTrustees, Lisa was allowed to raise Tawney, ayellow Labrador retriever. She was required to

live at Pine Lake with the dog, and knew shewould have to scale back on her social life anddouble down on her studies. It was a decisionthat would change her life.

Guiding Eyes for the Blind accepts volunteerpuppy raisers after an application and screeningprocess. Those who agree to accept the manyresponsibilities that come with raising a workingdog are then offered a six-month-old puppy withwhom they will work for the next 18 months.

Without our volunteer raisers, Guiding Eyesfor the Blind wouldnt exist, explained JoyHawksby, Puppy Program Regional Manager.We are a non-prot organization totallydependent on donations, grants and the work ofour volunteers.

We have raisers from every aspect of life, butwith students we know the pups will spend a lotof time with their raiser going here and there,she said. Theres probably not as much cratetime as a pup might have with a family wherepeople work outside the home. Also, as guidesour pups must learn to settle well. What better

place to learn that than in a class room?

The puppiesoften Labradors, but sometimesGerman Shephards, golden retrievers, orother breedsare bred for their intelligence,loyalty, and learning ability. Puppy raisers areresponsible for making the dog a part of theirfamily, for teaching good social skills and housemanners, for attending classes and assessments,for lling out periodic reports, coordinatinghealthcare, exposing the dogs to a variety ofexperiences, and giving the puppies back whenthey are ready for training.

Early on it s really difcult, explainedKendallRoberts 11, who raised Shannon, and enrolledat Hartwick in part because of its longstandingpartnership with Guiding Eyes. We have to

deal with potty training, for instance. Shedget me up at midnight, 2, 4, and then at 6 a.m.she gets up for the day. A lot of students havea hard time taking care of themselves, let alonea dog! Having someone else to take care of is ahuge responsibility. It denitely helps with timmanagement.

Raisers and their puppies also attend weeklyobedience classes and training sessions withGuiding Eyes trainers to help reinforce concepand ensure dogs and humans are on the righttrack.

When the dogs are six to seven months old, thare issued blue vests that identify them as guiddogs in training. In these outts, the dogs maynow venture into public spaces to begin theI got a lot of looks at rst because peoplewerent accustomed to having a dog on campuBaroody recalled. I found everybody to be ver

supportive. I didnt go into the cafeteria toomuch, but if I did no one seemed to bat an eye.I had her in the library and in class with me andpeople seemed to think it was pretty neat. I didhave to teach people not to pet her or play withher when she had her coat on. I spent a lot oftime explaining that she was working.

Its really cool to work with her instead ofhaving her as a pet, Roberts said. Its verydifferent. She wants to practice and learn, andshe gets really excited when we work.

The puppiesas puppies willrevel in their

playtime too. Volunteers and trainers are sure allow for plenty of frolicking, as it is essential traising a well-adjusted dog.

Sierra Ruff 12 and Katie, a puppy

in the Guiding Eyes program.

Joy Hawksby, regional coordinator

for Guiding Eyes for the Blind, holds

Katie, a puppy in the Guiding Eyes

program, while speaking with

Kendall Roberts 11.



The process of raising a puppy while a full-timestudent is often taxing, but far and away themost difcult moment for volunteers comeswhen the process concludes. At about two yearsold, the puppies return to Guiding Eyes for theBlind to begin their intensive training and to bematched with their blind partner.

While theyre well aware that the puppy raisingprocess has an end point, for volunteers theseparation is often like losing a member of thefamily.

The separation was heart wrenchingI cried

every day, Baroody recalled. I felt like Id donesomething good for the world, but it hurt a lot. Imissed her a great deal. I was about eight weekswith no puppy at all, and I couldnt stand it.

Once you have nished the cycle, itsemotionally very similar to sending your kidsoff to college, Blue said. But once youve metthe person who ultimately gets the dog, then itmakes complete sense.

About 50 percent of puppies who begin withGuiding Eyes complete their training andare paired with human partners. Some fail

their training tests, and some do not graduatebecause their temperament is consideredunsuitable. In some cases, they are transferred toother canine academies to become incendiary-,

drug- or bomb-snifng specialists. Some enterthe Heeling Autism Program, or go to workwith police agencies. Others are offered back totheir raisers and become pets.

Both Shannon and Tawney returned to theirstudent raisers.

After Baroody and Tawney were reunited,they remained the best of friends. Theywalked together during Hartwick CollegeCommencement, and Tawney helped Baroodylearn that dog training wasnt the career pathfor her. Yet it was the rewarding experience of

helping others that led Baroody to the career insocial work that she enjoys today.

Tawney lived for another decade, and the appleof her owners eye is fondly recalled as the bestdog that ever lived.

Being a puppy raiser at Hartwick has shapedeverything Ive done in my life, she said.

Volunteering as a puppy raiser helped me getmy rst social work job, and I did my mastersthesis on service dogs and discrimination. Itspretty good training for being a parent too!

In 2009, Lisa and Tawney returned to OyaronHill for their 10-year reunion.

The highlight of the reunion was seeingpuppies around campus and seeing all thecurrent raisers, Baroody said. It was reallyneat meeting them and hearing theres a puppyin every dorm. It was great to hear that Tawnyand I had left a legacy behind us, which I think greatfor the students, for Guiding Eyes, andfor all the dogs and the blind out there workingand living together.

Guiding Eyes has puppy raising programs atIthaca College, Cornell University, and TheUniversity of Delaware, and dogs have recentlybeen raised at Rutgers University and ROT. Y

it is Hartwicks program that is the most robuHawksby said.

Hartwick has the biggest puppy raisingprogram with us. There can be a max of 10puppies being raised that live on campus, and always have a waiting list of students who wanto raise.

Since Lisa met Tawney in the summer of 1997Hartwick students, faculty and staff have raisemore than 100 puppiesabout a dozen bythe Blue family. These puppies have gone on toassist blind people across the globe in all walks

of life, making a signicant impact on theirindependence, mobility, dignity, and happinesn

Guiding Eyes graduate Island with

his owner, Arizona-native Pedro

Pete Trejo, who lost his eye-

sight in an accident at age 25.

Pennsylvania resident

Nino Pesce with Mel.

Hartwick students, faculty and staff have raised more than 100 puppies. These puppies havegone on to assist blind people across the globe in all walks of life, making a signicantimpact on their independence, mobility, dignity, and happiness.



Experiential

Learningat its Best.J Termits a Hartwick tradition.

Students explore, investigate, think far outside the box, push to the edgeof their comfort zones, and redene themselves all over the world.

This year faculty led courses in Arizona, the Bahamas, China, England, France,Greece, Jamaica, Peru, Puerto Rico, Romania, Thailand, New York City, Hawaii.

Pennsylvania, and Washington, DC. The following are seven studentsrst-person accounts of what they call life-changing experiences.

Theory In Practice



Course: PHIL 250 or POSC 250 | Dr. J. Jeremy Wisnewski (Philosophy) | Dr. Matthew Voorhees (Political Science)

Political Animals: Life and Thought in Ancient Greece

Excerpt from Journal Entry #1: Work and Days

by Stacey Lanza 11 | Psychology and Religion double major from Worcester, VT

Today we discussed Work and Days, written by Hesiod. It was clear in the readings and discussion that the socialand cultural conditions of ancient Greece were unique. As Hesiod understood it, society is balanced by labors ofwork and tributes to the gods; it was their religion that gave the ancient Greeks work its purpose. We still havea memory of that history, of that religion thousands of years later, in such colorful and creative detail through

ancient myths, traditions, and art. Each generation of man, created by the gods, holds a specic signicance thatcontributes to the understanding of how man should act today.

Hesiod is combining what may be considered an historical account of events with mythic stories of the Greeksreligious understandings of their origins, as well as demonstrating the rightness in how a Greek should act.Hesiod explains the past generations of man, four previous cycles of human life with differences from our presentrace that ended their existence. In each case, Hesiod is trying to communicate to the men of this generationthe importance of not repeating the mistakes of the past, but also what to strive for in the future. As the rstgeneration of humans was so perfect they became gods, Hesiod is demonstrating the goal that each humanshould try to achieve in moral actions and discipline.

It is a cautionary tale, for no one should try to be as good as the gods, because the gods will become angered orjealous and remindthe human of their true place is in this world. Other ancient myths have demonstrated thispoint, such as Oedipus and his parents who tried to manipulate the fate that the Oracle gave them, and in theend suffered the same fate. Similarly there is the story of Icarus, who crafted wings so he could rise above his

own human stature and be like a god, yet such an attempt was his doom as the wax on the wings melted andhe fell to his death. These stories, and Hesiods account of the Golden generation, teach man why and how thegods are greater, and what moral actions may elevate mans own personal lives. However, to surpass ones humaninadequacies and sneak into the heavens is a fate that no human can ever, or should ever, achieve.

P.S. I wrote this on our second full day in Greece. We were in Athens, sitting in the shade on a large marble oorthat was the entrance to the Ancient Agora Museum. This reading was a reection of the lifestyles of ancientGreeks. As we read we looked around at the people passing us by, and couldnt help but notice similaritiesand differences that have culminated over the thousands of years of Greeces existence. After the discussion, Iwalked inside the museum and was surrounded by ancient friezes and columns that decorated the time period ofHesiods work. It was one of those moments; it was experiential learning at its best.



Course: GEOL 275 | Dr. David Grifng, Dr. Eric Johnson

Geology and Natural History of Hawaii

Reections

by Tyler Hall 13 | Geology major from Wyckoff, NJ

I was riding passenger-side with David Grifng, one of two professors leadingthe trip to Hawaii, when I asked him why we he had planned our trip to visit thold islands followed by the newest. Surely it makes more sense to experiencethe life of a volcanic island chronologically, to follow the birth of an island to its

eventual erosion. He explained in no uncertain terms that if he had gone fromnew to old, the excitement and wonder of the active lava ows would overshadothe rest of the trip.

Toward the end of our stay, when we were on the Big Island of Hawaii, Griffwas uncertain whether or not wed be able to view any active lava ows. Sure, tharea had experienced some activity in the past, but would we be there at the rightime? Our wishes were granted when a University of Hawaii-Hilo scientist agreto take us where the general populace was not allowed: mere feet from the mostrecent, glowing red ows.

We walked out onto the basalt wearing orange vests, jeans, and work gloves,following carefully behind our guide. As we continued, students pointed outthe glow of magma from beneath sections of the rock, indicating that we were,indeed, standing upon the very forces that created these islands. The class spenroughly an hour walking around this lava eld, nding a large ow and, as wewere preparing to leave, a ow that was slowly forcing its way out of two crackson the surface of the basalt, inching around a large boulder and meeting on theopposite side.

There we were, standing not 20 feet away from the freshest outbreak on theisland, witnessing the unstoppable crawl of a lava ow as it forced its way frombeneath the surface of the crust. We gazed in wonder as these two tongueseffortlessly worked their way through the terrain to merge into a vibrant,crackling river of molten rock.

The Hawaiian Islands were constructed in the same way that I had witnessed wmy own eyes, ow by ow, layer by layer. This lls my daily thoughts with ideasof just how much time it takes to construct a world so beautiful. I can say withcondence that as a result of Hartwicks J Term, I now live my life with a renewview on just how vast the age of the Earth is; I no longer busy myself with thetrivial worries of the smaller problems in life.

Also, theres nothing quite like singing Total Eclipse of the Heart with yourprofessor while driving back from a long days work. Without Hartwicks J TerI wouldve never heard Professor Grifngs falsetto.

Tyler Hall 13



Course: SPAN 105/205/305 | Dr. Esperanza Roncero

Peru: Social Justice, Cultural Diversity,and Language Immersion

Final Journal Entry [submitted in Spanish, translated for The Wick]

by Eryn Niblick 13 | Double major in Biology and Anthropology with aminor in Spanish from Fort Wayne, IN

Las tres cosas que uno necesita en la vida para ser feliz son: paciencia, calma, ybuen humor. (Antonio de la comunidad de Huilloc que ayud a Emily Becker yyo con toda su paciencia, calma y buen humor cuando ms lo necesitaba.)

The three ingredients one needs in life in order to be happy are: patience,calmness and a good humor. (Antonio from the community of Huilloc, whohelped Emily Becker and me with all his patience, calmness and good sense ofhumor, when we most needed it .)

Per es un viaje para toda una vida. Yo aprend mucho all. Mi comunicacinoral es mejor y aprend mucho vocabulario. Pero las mejores lecciones all sonlecciones sobre la vida. Vimos mucho en Per. Vimos injusticia y pobreza.Vimos amor. Vimos personas muy fuertes. Tambin vimos muchas formas

diferentes de vida. En Cusco encontramos una sociedad ms machista.Las mujeres hacan todo en la casa y los esposos no hacan nada. Pero en lacomunidad rural de Huilloc era diferente. Nuestro pap all ayudaba a cocinary a en la casa. Haba tareas para hombres y para mujeres, pero en general, todala familia ayudaba. El amor dentro de la familia de Huilloc me enterneci. Esimposible que exprese todo lo que yo he aprendido en Per. Es una experienciaque nunca olvidar. Mis experiencias en Per estarn conmigo para siempre.

Per has been an experience of a lifetime. I really learned a lot there. My oralcommunication in Spanish has improved and I learned a lot of new vocabulary.But the best lessons have been lessons about life. I saw many things in Peru.We saw injustice and poverty. We saw people who were incredibly strong. Wesaw love. We also experienced many different ways of life. In Cusco we found amore male-centered society. Women did everything at home. They cooked and

cleaned for the entire family. But in the rural community of Huilloc things werevery different. Our host father helped in the kitchen and around the house. It istrue that there were tasks specically for men or for women, but in general theentire family participated in everything. The love we experienced in our familyin Huilloc was incredible. Their greatest happiness in life was simply having andbeing around each other. Their love truly touched me. It is impossible for meto express everything that I learned in Peru. It is an adventure that I will neverforget; my experiences will be with me always.

Eryn Niblick 13



I really enjoy the theatre, all aspects from being in the audience, to the crew,to being the actor or the director. I thought this First Year Seminar would bea really good and interesting experience.

In the fall we prepped in class one day a week. We saw Hartwick theatreproductions together, went on a day trip to the city, discussed theatreproduction ideas, and addressed First Year Seminar information likescheduling classes and the ins and outs of college life. During J Term we metevery day for three weeks, and then for one week we lived together in the city,went to shows together, and did everything together, so we became reallyclose.

The entire trip was lled with memorable experiences, but one that reallystands out is when we went to see The Importance of Being Earnest onBroadway. We had studied this work in depth for two weeks prior to the trip:breaking into pairs to perform scenes, discussing our directing choices, andanalyzing the purpose of the play as well as the writers intended meaning.When we went to see the Broadway performance, we were able to compare

our choices with the ones that the director made. After the show, wediscussed what we had seen, whether we liked the choices made, and otherways that the work could have been done.

This was the most important part of J Term. We took what we had beenlearning in class and directly applied it to what we were doing and seeing. Wwerent just discussing a school play, we were critiquing Broadway.

In just one week we saw Off-Off-Broadway shows in theatres with fewerthan 100 seats; Off-Broadway shows; and Broadway shows in huge theatreholding up to 2,000 seats. We saw basic and elaborate sets, costumes, andlights. We saw musicals about music (Jersey Boys), dance musicals (BillyElliot), musicals with puppets (Avenue Q), satirical plays (The Importanceof Being Earnest), dramatic plays (A Small Fire), and just plain weirdplays (Pants on Fires Metamorphoses). That Saturday was the late, greatchoreographer George Balanchines birthday. We went to the New York CiBallets celebratory performance and saw three acts of dances, all completeldifferent in style, but all amazing to watch.

Course: THEA 205 - First Year Seminar and J Term course | Professor Ken Golden

Theatre in New York City

Review byJessica Spitz 14 | Music Education major from Long Island, NY



Course: NURS 375 | Dr. Jeanne-Marie Havener

Jamaica and West Indies:Transcultural Nursing

Experience Reection

by Brittany Ladner 12 | Nursing major from Farmingdale, ME

After a quick but very bumpy ride into the community of Dalvey, Jamaica, wegot off of the bus and took in our surroundings. All of the unfamiliar eyeswere on us as they tried to gure out why these two Americans were in theircommunity. A church, also being used as a school, stood on the corner of theintersection. Across the road were a convenience store, a bar, and two small

tables where people were selling bananas, ackee, and breadfruit.We quickly learned that friendliness was the key to being accepted into thissmall community and soon enough there was a small crowd around us asking ifwe could take their blood pressures. These friendly, smiling faces were happy tond out that they were healthy and that we were only here to help.

Soon afterward we began our trek up the rocky hill to nd out which familieswe would be helping. There were goats grazing on either side of the path as wellas a dog running up to follow us. In the 85 degree weather it was a struggleto make it up the hill at a normal pace, so we took our time and observed thehouses on the way up. The houses, made of corrugated tin and wood, werefalling apart and it was hard to imagine any house surviving a hurricane, whichis a frequent occurrence. The chickens were running around the yard as theroosters crowed. Loud music was coming from one house where the people,

tired from the mornings work, sat outside on their steps.At rst it was extremely hard to see the people of Jamaica living in thesecircumstances with next to nothing. After being there for a couple of weeks andhaving relationships with different families, I now have the greatest respect forthese people. They successfully raise families and get by with anything they canget and many of them are proud of what they do have. It has changed my lifetremendously and I will try to live more like the Jamaican people and be happy.Being in this environment has made me appreciate all that I have at home inAmerica.

Brittany Ladner 12



Course: BIOL 250 | Dr. Linda Swift

Peoples and Plants of Thailand

Reminiscing

by Megan Shipman 11 | Psychology major from Barre, VTand Brian Terbush 12 | Geology major from Burnt Hills, NY

Brian I love reliving our trip.Megan I really want to go back.

Brian Denitely. Its just a question of when.

Two cities were our base camp; everything was within 1 hours.Megan Being in the cities eased us into the Thai culture before we moved into the villages. We could

sleep on a bed at night and take showers.Brian Chiang Mai is very urban, with more European tourists and really aggressive taxi drivers.Megan Chiang Rai is different, really far north and part of the Golden Triangle.

In the beginning we did a lot of team building. Zip lining.Brian White water rafting; riding water buffaloes.Megan The elephant camp: washing the elephants in the river, being sprayed by them.Brian Sitting on their trunks and being thrown. Walking down trails and realizing that elephants were

following three feet behind you and they just took down a tree. They were just like huge puppies.I really miss the elephants.

Megan And riding ostriches-that was the most ridiculous thing! Some of us plowed elds with oxen.We all planted banana trees as food for the elephants.

All of this brought us together as a group.Brian It was important to get ready for close situations further in the trip.

Megan In the villages we worked together, with group work done by major. Mine was psychology; we didinterviews and made observations of gender roles and age-related roles and how they inuencedpeoples access to food and nutrition.

Brian I joined the soil sampling project. We tested agricultural elds and gardens, looking for theavailability of nutrients. I dug soil samples using a machete.

Megan Other groups looked at childrens nutrition or studied straight agriculture. Some did art therapy

with the village kids or recorded and interpreted the local music through music theory. There wasalso a womens study group that talked with the village women about pregnancy. We did classwork by the river, writing group papers and presenting projects.

Brian So much was different from what we knew. Being a minority for the rst time.Megan Not speaking the language.Brian Being stared at, even pointed at, sometimes.

Megan The marketplace and getting used to bargaining.Brian I felt like I was cheating them.Megan But they insisted.

Brian We had good food; good, cheap food. Yes, I ate a cockroach; it took ve minutes to chew, but Ihad to try it. The crickets were good, and the bamboo worms. They were all deep fried, so it was alot like French fries.

Megan I liked the Pad Thai, all the noodles and rice, and the chicken deep fried in bamboo leaves. Thebest place to eat was this sketchy place in Chiang Mai; a real hole in the wall.

We saw temples in the cities and slept in huts on bamboo mats in the village. That was so cold! Iloved the tigers, and swimming under a waterfall.

Brian And being swarmed by kids in the villages. Everybody had so much fun!

I want to bring other people to Thailand and show them everything. I want to go with the samepeople and expand on what we did. Im going to send some of my pictures back to the villageswith Dr. Swift. The kids used my camera and took hundreds of pictures of each other. It was great. n

Megan Shipman 11

Brian Terbush 12



January 18, 1986Away at Kings College.Coach Dale Rothenberger and his swimming

and diving team of nine athletes score the rstwin of his Hartwick career.

January 29, 2011Away at St. LawrenceUniversity. Hartwicks 52 swimmers anddivers chalk up another triumph and their coachreaches a milestone: his 400th career win.

Between these two great moments standhundreds of Hartwick athletes, three of themthe coachs daughters (Dana 00, Tara 02,Nicole 05) and one of them a son-in-law(Jason Faulconer 00); thousands of meets; 39All Americans; a two-time national champion

(Susan Torell 92); and countless hours oftraining.

A lot of alumni have been congratulating me onthe 400 wins, says Dale, with his characteristicgrin. I tell them this achievement is theirs. I wasthe guiding force, the leader, yes, but the resultsreally came from the athletes, and what they werewilling to do.

There is a lot more to being successful thanbeing rst he explains. I do not teach instant

gratication; life is not a video game.

Dale Rothenberger is a great motivator whohelps athletes realize their true potential,observes Keith Murray 96, head mensand womens swim coach at The College ofSaint Rose. The lessons that he taught us arebenecial in and out of the water. I rememberthings that he said and things we did atHartwick like it was yesterday.

When I rst came to Hartwick, people said ycant build a program here, there is not enoughto work with, Dale recalls. That challenge wa

all I needed. He and his wife, Cathy 88, choHartwick for his career and Oneonta for theiryoung family.

First step build a team. I can lay claim tobeing Dales rst recruit, asserts Sean Wagn89. The 400 wins, although a tremendousfeat, pale in comparison to the impact Dale hashad on the lives of his swimmers and divers.

Swimming & Diving

Head Coach

DaleRothenberger

By Elizabeth Steele

Inuential

Elizabeth Steele is a professional writer and

partner of President Margaret L. Drugovich.



400Wins|26SeasonsAnd a Three-Sided Life in Balance

Dale is much more than a coachhe is a mentor,a condant and, above all, a friend.

Nothing could please this coach more. Atgraduation each year, Im not thinking aboutwins and losses and records, Dale says.Im thinking about each seniors personaldevelopment and ways that I may have helped.The pool is my classroom, the sport is mylesson.

I am so proud of my dad, says DanaRothenberger Faulconer 00. Celebrating400 wins is also celebrating 26 years ofreally hard work; 26 years of memories andfriendships for our family. My parents make a

great team.

Dale has a tremendous work ethic and onethat I try to emulate in my life, says Danashusband, Jason Faulconer 00, a swimmer andHall of Famer. He has always shown throughhis actions as a coach and athlete that there is nosubstitute for hard work and dedication.

The coachs commitment still impresses Femi

Roecker Ford 98, whose husband KennyFord 94 was a Hartwick swimmer and, later,assistant coach. Dale leads by example,she says. I remember trekking the steps tomorning practice and seeing Dale already theretraining for his next triathlon. His discipline isinspiring.

It comes from a life well grounded. I live mylife as triangle, Dale explains. All sides are

connected. They may change length, the shapmay change, but it is always a triangle. Onelength is mental activity; one is social; thelast, physical. Dale cites exam weeks when themental side is long for students and the socialand physical sides are short but still present-for balance, for perspective. At the center,comprising the volume, is family; always family

The triangle works for me; it works for myathletes, Dale says. Its simple, but effective.

His insights include knowing when to hang uphis towel and, thankfully, its not yet. Ive told

my athletes, when I think I know everything,then Im done, he says. I still feel that I havea lot to offer, and that theres a lot the studentscan offer me. Including, undoubtedly, manymore wins for the Wick. n

I live my life as a

triangle all sides are

connected. One length

is mental activity; one is

social; the last, physical.

The triangle works for me;

it works for my athletes.Dale Rothenberger



Take Care of Business

You may not see their names on a building, a scholarship,or a plaque; thats not their style. Yet over several years thesupport and inuence ofFran and Skip Sykes P96 havepervaded Hartwick College, from academic programs tooutdoor activities to infrastructure.

They have remained interested in the ReligiousStudies department, for example, where theirdaughter Tiernan Close 96 studied withfavorite faculty such as Professor Gary Herion.

We appreciate what the teachers did for ourdaughter, Mr. Sykes says. Tiernan startedcollege thinking she would be a geologist, but itwasnt right for her. She took a required course,uncovered her talent, and developed long-lastingrelationships with faculty members.

A faculty-led J Term trip to Israel and Jordanin her senior year was a milestone for Tiernan.A personal highlight was meeting her futurehusband, Matt Close 97, on the trip. She

graduated with a degree in Religious Studies anis now a Religion teacher.The faculty is the backbone of the College; thawas our experience; Fran explains. Hartwick i

not an institution; its people. Skip and I feel thagiving to Hartwick is personal.

Much of their philanthropy is directed behind-the-scenes, literally. The couple has championedrenovations and safety upgrades in the residenchalls and facilities. They most recently committto A Greener Hartwick, helping to fund energysaving initiatives and sustainability practicesacross campus.

PORTRAIT IN PHILANTHROPY:

Fran and Skip Sykes P96By Elizabeth Steele

On campus for a meeting of the Board of

Trustees, Fran Sykes P96 admires 19thcentury coverlets from the collection of The

Yager Museum of Art & Culture.

Generosity

Elizabeth Steele is a professional writer and

partner of President Margaret L. Drugovich.



Skip and I take a back-to-basics approach togiving, Fran explains. Certain things in acollege are core and must be supported. Certainthings have to be done to protect the integrityof the facility. Curb appeal is very important;it indicates care and pride. But its whatsunderneath, the infrastructure, thats at thesource of strength.

The couple works closely with PresidentMargaret L. Drugovich, whom Fran calls,the right person in the right place at the righttime for Hartwick. She is able to do what has tobe done. She recognizes peoples strengths andis able to encourage leadership and sustainedlong-range planning.

The Sykeses understand the complexity ofrunning a not-for-prot organization: Fran isthe president of the Pascale Sykes Foundationin New Jersey; Skip, a retired head of school andan educational consultant, is the Foundationsco-treasurer.

Fran is also a member of Hartwicks Boardof Trustees. Being appointed in 2005 wasan honor, she recalls, and a role that alignswith her approach to business. Look after the

basics-thats what trustees do, Fran says.Our primary responsibility is to preserve thecapital. Once you have done this, then youbuild.

Building informs the couples philanthropicchoices. You can give to correct something,she says. Or you can give to build onsomething wonderful and make sure thatanother student can have the experience thatyour child did. I feel strongly about building onour strengths and thinking big.

Fran and Skip appreciate the value of PineLake, calling it an alternate experience, andan important one. Tiernan participated inAwakening as a freshman and helped lead

it in subsequent years. She worked at PineLake throughout her junior and senior years,coordinated school groups, and became certiedto do challenge education. Tiernan recentlyparticipated in President Drugovichs Pine LakeTask Force.

If your child had a good experience, contributeenough so that someone elses child can dothe same, Fran advises. If it was a J Termexperience, contribute for another student to

go. If it was Pine Lake, support that. If youappreciate the strong faculty, give to fundtheir work and to build on their relationshipswith students. This kind of support allows thecollege to do something else, something more.

Budget relief can feed advances in theclassrooms and around campus. Its excitingto see whats happened at Hartwick in recentyears, Fran observes. At a time when manycolleges are cutting back and many studentsneed ve years to graduate because they cantget their courses, Hartwick is at the forefront.Not only can all our students graduate in fouryears, some may do it in three. Hartwick isinnovative in meeting the needs of students.

Fifteen years after Tiernan graduated fromHartwick, Fran and Skip Sykes still deeplyappreciate the opportunities and experiencesshe had here. As a Trustee, Fran has insightinto college priorities and needs. Through theiinformed philanthropy, these alumni parents arhelping to ensure the Colleges core strengths,sustainability, and advancements well into thefuture. n

If your child had a good experience, contribute enougso that someone elses child can do the same. If it wa

Pine Lake, support that. ... This kind of support allowthe College to do something else, something more.

Fran Syk



AlumniIN PRINT

Still Dews of Quietness, byE. Jane Seeman 49, is

a collection ofmeditations focusingon prayer and Christianliving. Xlibris Corporation(2009).

The Pebble Path, byJanet Hasak 74, takesan allegorical look atHasaks cancer journeyin a poetic, fairytale-likesetting. Outskirts Press(2010).

Gurule and Corns Principlesof Counter Terrorism Law,co-authored by GeoffreySteven Corn 83, examinesthe military and lawenforcement responses tointernational terrorism.West Law School (2011).

Bragging RightsThe Ofce of Alumni Relations is looking to llits bookshelves with the work of Hartwick alumni.If youve published a book and are interested indonating a copy to our shelves, e-mail AssistantDirector of Alumni Relations Liz Cook 05 [email protected] or give her a call at 607-431-4088.

Class of 2006Its Your Turn!Its been ve years since you left Oyaron Hill, and that means its your turn to vote forthis years recipient of the Margaret B. Bunn Award for Outstanding

Teaching.Like the awards namesakea dedicated Trustee and friend of the Collegethe faculty memberyou choose will be honored as the most outstanding and inuential professor during your time atHartwick. He or she will be recognized during Commencement 2011. So start thinking back toyour days on the hill, and keep an eye on your mail and e-mail for voting instructions.

The Wick Alumni

HolidayGift Guide

Do you design, make, orsell a unique product?Were compiling a holiday gift guide full of items madeby Hartwick alumni. If youd like your product con-sidered for inclusion, e-mail a quality, high-resolution

photo (300 dpi) of your product, along with your name,class year, contact information, and website addressto: [email protected], or mail a sample to: JenMoritz, The Wick, PO Box 4020, Oneonta, NY 13820.Samples will be returned upon request.

FaithCr

itti05

FCJewelr

yDesign

SAVE THE DATE:Homecoming & Reunion 2011| September 30-Octobe

Alumni EVENTS

Presidential Receptions

Atlanta, GA | May 18Hosted by Gary Bush 77

Lakewood, NY | June 9Hosted by Betsy Tanner Wright 79

Cazenovia, NY | June 30Hosted by Tom Gerhardt 84

GOLD Events

New York City | June 9

Boston, MA | June 16

Alumni EventsNew York City | June 2Hartwick Hudson Cruise

Poughkeepsie, NY | June 11Walkway Over the Hudson

Albany, NY | June 23Tri-City ValleyCats

Events and activities are sponsored by the Ofce of Alumni Relations, the Alumni Associationand your regional alumni network help you stay connected to Hartwick. To get involved with anyof your regional alumni networks, contact Director of Alumni Relations Duncan Macdonald78 at [email protected] 607-431-4032.

Alumni News



Class years ending in 1 and 6 will celebrate ve-year reunions this year.

Presidential Advisory Dinners

1 | Binghamton, NY, hosted by John Jones 84

2 | Rochester, NY, hosted by Andy 74 andLinda Ashworth

3 | Raleigh, NC, hosted by Trustee Rory 83 andMary Savoy 84 Read

4 | San Francisco, CA, hosted by Trustee RonLynch 87

ConnectingThroughHartwick

Regional Alumni Events

5 | New York, hosted by Trustee Ed Droesch 8

6 | Albany, NY

7 | Schenectady, NY

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President Calls for Nominees

Hartwick College is seeking nominations for thePresidents Award for Liberal Arts in Practice. The awardrecognizes outstanding alumni who extend the valuesthat are inherent in a Hartwick education into their lifework, to the benet of others.

Nominees should be alumni who demonstrate theircommitment to learning by bringing theory andpractice together to generate new knowledge and newunderstandings, and encourages others to do the same;continually develop their capacity for critical thinking,ethical action, and reection, and fosters this developmentin others; value and apply diverse approaches to buildingknowledge, and encourage others to do the same; expressthe signicance and importance of both individual andcollective action; seek to build a deeper understanding of

similarities and differences, across time and space, andencourage others to do the same; encourage others totake inspiration from the products of human ingenuity,including the sciences and the ne arts, as well as thebeauty and workings of nature; have made meaningfulcontributions to present and future communities, locallyand/or globally; and are known to have a passion forlearning, nurtures creativity, and honors others.

The award was established in 2009 to honor alumniwho demonstrate their commitment to learn by bringingtheory and practice together to generate new knowledgeand new understandings. The rst Presidents Awardfor Liberal Arts in Practice was presented to SharonDavidson Dettenrieder 65, an alumna of the Nursingprogram.

The Presidents Award for Liberal Arts in Practice

To Find Out MoreVisithartwickalumni.org/LiberalArtsinPractice.

Or to nominate analum for this award in2011, contact Directorof Alumni Relationsdu M

78 at 607-431-4032or [email protected].

0 | The Wick | Spring 2011

Submit your photos for the 2012 Hartwick calendarWr kg fr Hrwk-hm phmpu, J trm, uy br, pp, h, prfrm, uqu xpr

fr h 2012 r. This one was submitted by Professor of English Rbr B. To be considered, photos should be approximate8x10 inches, 300 dpi. Upload your photo to www.flickr.com/groups/hartwickcollege (be sure to tag them 2012calendar).

You also can e-mail your photo(s) to [email protected] with 2012 calendar contest in the subject line. Winning photos will appeain the 2012 calendar!



class notes deadline|Submit your Class Note for thenext Wick by June 15, 2011. Send your news to [email protected] the class correspondent listed under your class year.

1936 | 75th ReunionM. Hebbard MacArthurcelebrated his 96th birthday in September andcant believe my 75th reunion is coming up. Im still raising navel orangesin Riverside, CA, much easier than milking Holsteins in Davenport byhand at 30 below. Kids cant believe how we had to drain the car oil at nightto keep it warm behind the wood stove and pour it back in before headingoff to school. Granddaughter Mariellen Ebie 05 is enjoying her career inoptometry.Julia VanDenburgh writes: At 95 years, maintaining my own home andliving alone, drive (at night!). Im restricted from a broken hip at 89 years.

1938Lucena Kibbe reports: I am alive and doing quite well at age 93, as I sayoften here.

1940Donald and Lodema (Clapper) Conner recently celebrated their 65thwedding anniversary. Their son,James Conner 80,lives in San Diego, CA.George Winne celebrated his 95th birthday in December.

1941 | 70th Reunion

1944David Trachtenberg, [email protected]

1946 | 65th Reunion

1948

Doreathea Pistor Milnewrites: As time goes on, those college days seem tobe in a balloon, still on a string but lo

Documents

The Wick: The Magazine of Hartwick College - Spring 2011