In film, there is fine line between satire and feel-good ersatz. The former understands the imperfections of life and employs hyperbole to point it out while the latter takes itself much too seriously and believes that these situations always turns out well in the end. Sean McGinly’s ‘The Great Buck Howard’ treads the line that divides these two, swaying several times toward each before ultimately settling, lamentably, for the latter. Had McGinly chosen to make his film a full-fledged satire of the magic industry rather than attempting to instill an ‘it-doesn’t-matter-whether-it’s-real-just-believe-in-it’ morale, ‘The Great Buck Howard’ might have been worth remembering. Indeed, the film is a timely one: it deals extensively with the Tonight Show business and, because it was released amidst the Leno-O’Brien shift, brought out an ironic laughter every once in a while. But, this irony spurs from coincidence rather than directorial prowess. And with an agreeable cast, including the Hanks father-son duo, Emily Blunt, and the frequently brilliant John Malkovich, it is disappointing that McGinly couldn’t do any better.

The kind of humor ‘The Great Buck Howard’ uses is one that has become extensively popularized by television shows like ‘The Office’ and ‘Arrested Development’: awkward humor. Unlike these shows, Buck Howard’s (John Malkovich) awkwardness never reaches the brim of satire; his seriousness takes over once the mood gets too close or a voice over frustrates those who do not want to be babied by the film’s wannabe upbeat self-awareness. But maybe this comes from the The Amazing Kreskin, 70s mentalist from whom much of the inspiration for Buck Howard was derived. Its a wonder why they didn’t just give him a cameo appearance (similar to Tom Hanks’) too.

It is undeniable, however, that the film makes you laugh, whether you succumb to its feel-good graces or not. Only Malkovich could play such a ridiculous character so well (see ‘Burn After Reading’ for another good comic performance). The effects of his over-the-top hand-shaking, resolute egotism, and trustworthy personality permeate the populace in the places he encounters, resulting in chuckles that respond more to the ridiculousness of Buck Howard than to the (anti)comedic nature of the script.

Rather than taking a Kaufmanesque (see Charlie Kaufman’s ‘Adoptation’) twist toward the mentality of the ‘great’ mentalist, ‘The Great Buck Howard’ focuses on the quarter life crisis of Troy (Colin Hanks), a second-year law school dropout who yearns for a life change (translation: excitement). He checks the classifieds and finds an ad that leads him to become Buck Howard’s traveling manager. Here’s where the feel-goodery comes in: Troy is captivated by one of Buck Howard’s magic trick and, later in the film, by the undeniably beautiful newsreporter Valerie (Emily Blunt). Troy, who is as bland and flat as can be, wants to believe in something, yet he never really believes in Buck Howard, the guy who provides him with the ‘life experience’ he so desires, only in one of his questionable magic tricks. Moreover, his escapades with Valerie, which annoy Buck, have little to do with his maturation. Rather, they constitute an ephemerally humorous hook-up (they never even date) that exposes Troy’s clumsy weakness with relationships.

While the title of the film purports to be about Buck Howard, the film itself is about Troy’s meaningless, pseudo-crisis that ends happily opposite the monotone way it begins with no progression in the middle. And apparently, Troy has a “whole existentialist thing” that is supposed to be a turn on. Mr. McGinly should either look up the definition of the word ‘existentialist’ or get another actor before he decides to make another failed wannabe-satire.

Reel Score: 4 (out of 10)

The film ‘The Great Buck Howard’ was released back in March, but didn’t reach Alaska until this past weekend. Sarah Palin does not apologize for the delay because “Alaska should – it’s gotta be all about job creation too, you know, shoring up movies and films and popcorn and comedy romantics.”

Carlos Cuarón, brother of acclaimed Mexican director Alfonso Cuarón (”Harry Potter and the Prisoner of Azkaban,’ ‘Children of Men’), has finally done it: he has cinematically reunited Gael García Bernal and Diego Luna since their erotically charged rendezvous in his brother’s 2001 film ‘Y tu mamá también.’ In the film, the two ubiquitous poster boys of Mexican acting portray the half footballing, half quarreling brothers Tato and Beto Verdusco. A story of rags to riches and back down again (somewhat), ‘Rudo y Cursi’ is nearly as unbelievable, as predictable, and as feel-good as ‘Slumdog Millionaire.’ The differences lies in the degree to which the dialogue feels contrived. Bernal and Luna’s colloquial, boxing match disputes are as entertaining as they are convincing. Unfortunately, not much else is.

Whereas his brother had to build his reputation in order to even get into Hollywood, it seems as though Carlos has already been in it for a while now. ‘Rudo y Cursi’ is his first feature film, yet it feels exactly like a classy Hollywood director’s tenth. Is that necessarily bad? No, especially if you’re not looking to develop an independent perspective on cinema unlike the three guys at Cha Cha Chá that produced his film: Alejandro González Iñárritu (’Amores Perros,’ ‘21 Grams,’ ‘Babel’), Guillermo del Toro (’Pan’s Labyrinth’), and his brother Alfonso. Indeed, ‘Rudo y Cursi’ is a cute, want-to-be-moral Hollywood story with a Mexican accent. The film, as A. O. Scott from the New York Times suggests, “is unsure of how earnestly to treat its own lessons about fate, ambition and brotherly love.”

That is, if it even has any lessons. The movie does not end entirely as it starts, thereby losing most of its ‘earnest’ quality. The brothers are left neither destroyed by their careless, egotistic vices, nor moved by the lessons from the consequences of their vices; they are childishly unperturbed.

Cuarón’s clichéd script begins promisingly in a village in southern Mexico where the two brothers, Beto and Tato, work together or yell at each other in a banana plantation. Apart from the plantation, their lives center around soccer and the local team for which they play. Fútbol provides the spectacle the town uses to escape, albeit for ninety minutes, from their impoverished reality.  All of a sudden, the two are given the opportunity of a lifetime to play professional soccer in Mexico City by the chubby, Corvette-driving talent scout Batuta, and soon, fame, money, women, and new nicknames (Rudo – ‘tough guy’ – for Beto and Cursi – ‘corny guy’ – for Tato) come their way in throngs. The film introduces Batuta before Beto and Tato, and his cute, anecdotal voice-overs that emphasize the game/life parallel continue throughout the movie. The movie itself, however, feels a lot more like a slice out of a soccer game than a slice out of life.

The two, predictably, get into trouble via their newly acquired fame: Rudo (Luna) gets into money problems and has to give up a shutout record to pay back his debt while Cursi (Bernal) has relationship problems and needs a goal to re-kickstart his career. They finally meet, of course, in a one v. one, penalty kick situation. Their futures symbolically hinge on a penalty kick; the situation is identical to that which sprung both of them into soccer stardom. Does Cursi slot one past his brother or will Rudo come up with a big save?

Better yet: does it really matter?

Reel Score: 5 (out of 10)

The film ‘Rudo y Cursi,’ which opened earlier this month in New York and Los Angeles, should be coming soon to your local independent cinema.

Pio: Which person in your life helped you cultivate your skills as a writer?  What do you like to write about?

Kinstler: My parents certainly started me down the path.  When I was little, my mom made up stories to tell me every night before I fell asleep.  She also read books to me before I could read them myself.  My dad basically taught me how to write in middle school and high school.  He stressed clarity and simple language, so when he reads my writing these days, he probably thinks of himself as a failure.  Scott Elliott, the fiction professor here at Whitman, really awakened the writer in me and helped me [in developing] a voice of my own.  Finally, Kristen Kosmas, a visiting playwright for the Instant Play Festival earlier this year, introduced me to play writing and showed me an entirely different direction I could take. As for my writing, I find myself most natural and excited when I write about things that aren’t real, and trying to discover where they can intersect with things that are real.

Pio: Who is your favorite fiction author?

Kinstler: Favorite author? That’s a hell of a question.  So I will offer you three with no explanation: Jorge Luis Borges, Neil Gaiman  and William Faulkner.

Pio: What is one of your fondest memories as a senior at Whitman?

Kinstler: One of my fondest memories?  Well, one that doesn’t involve drinking too much beer at the Green and conversing with 40-year-old divorcees and tattoo artists would be the One-Act [Play Contest].  It was an absolute blast and one of the most rewarding activities I’ve been a part of.

Pio: What’s next for you as a post-baccalaureate?

Kinstler:  Fear. I’m being cast out of Eden to wander alone though a scorched and broken country.  But I do have a few plans.  Very randomly, a hotel owner in the Olympic Peninsula is commissioning me to adapt a novel into a play this summer.  Also, I might be living in an R.V. and caretaking the Snoqualmie Outdoor Theater.  The world’s a strange place sometimes.
Regardless of what happens with those, I’ll be applying to creative writing graduate schools this coming fall.  After that, there’s nothing but an uncertain canvas stretching into the dark.

2006 ushered in a hugely publicized and controversial event at Whitman. At a “Survivor” themed party at the Sigma Chi house, two students, attempting to represent racial division on the show, arrived in blackface. At that time, “Survivor” teams on the show were determined by the contestants’ race. Major controversy ensued as concerned students expressed their outrage at the incident on the student listserv. The debate gathered steam and soon became a heated topic on lips and listservs alike.  The administration, with the help of students and faculty members, inducted a Symposium to spur educated discussion about racism, prejudice and the sinister history of blackface and minstrel shows.   Both the “blackface incident” itself and Whitman’s reaction caught the attention of national news. The Symposium continued for another year before it was halted.

Windstorms

Windstorms of record proportion ravaged Walla Walla and the Whitman campus in early January of 2008. Luckily, most of the students were off campus, still enjoying their last week of winter break and no one was hurt.  Nevertheless, the 78 mile per hour winds still managed to fell 55 trees on campus and the paper clip statue near the library.

Jack Issue Controversy

In the spring of 2008, The Pioneer ran its annual “jack issue,” reporting fake and satirical news for April Fools.  One piece, titled “Indians take over Bridges office,” had an illustration of President Bridges in a headdress surrounded by Native Americans.  The humor was lost on many and the controversy initiated a series of listserv debates and letters written to The Pioneer. Some of the students, faculty and staff who responded expressed their outrage at the article’s apparent lack of sensitivity, respect and historical awareness. Others defended the article on the grounds of satiric intent. Some even commended the article for spurring such debate.

Student Assaults

In a number of separate incidents in the 2008-2009 school year, students have been assaulted by people outside the Whitman community. One student was assaulted and chased on two separate occasions by a small group of young adults. Another student experienced a similar attack outside the library.  The aggressors were never apprehended.

Break-ins in On-Campus Housing

Alongside the student assaults, there have been multiple cases of resident hall break-ins in the past four years. In 2006 a women who was reportedly high on meth and other substances broke into Jewett Hall and was subsequently tackled and restrained by a security officer. She then bit him and was restrained further. That same year, an older man broke into Prentiss Hall and wandered around with the expressed purpose of looking for a student. He burglarized some rooms and was forced to leave. Early in the 2008-2009 school year, a number of the interest houses suffered the burglaries of laptops and televisions. Jewett and Lyman Halls were also hit, but the thieves managed to evade capture.

Pio: Did you come to Whitman intending to pursue a studio art major? If not, what made you choose it?

Calkin: I knew I was an art major from day one.

Pio: If you had to choose one Whitman building to live in, which would it be?

Calkin: Fouts, clearly.  It feels a little cavernous at night, but the senior studios are well heated, and it has pretty much everything I would need.  I was almost living there at points this year, anyway.

Pio: What are your favorite/least favorite things about being a studio art major?

Calkin:  My favorite thing is the complete freedom you have to make work that is meaningful to you out of any material or method and having professors that want to help refine your ideas. My least favorite is the difficulty of fitting non-art classes with my major.  I can’t say the time commitment is a problem, though, because that’s what makes the major so rewarding.

Pio: What have been some of your biggest artistic accomplishments while at Whitman?

Calkin: I have been fortunate enough to show my work in blue moon and quarterlife, as well as a couple off-campus shows.  But honestly, I feel like my biggest accomplishment by far has been my thesis.

Pio:  What are some of your fondest memories?  When were you the most stressed-out?

Calkin: Bonding with my fellow seniors this year has been a great experience.  I will also fondly remember getting to know my professors over the past few years. There were some times this semester when I was seriously stressed-out and didn’t think my thesis would come together.

Pio: Who have been some of your mentors or role models?

Calkin: During these past two semesters both Professors Acuff and Herzog have acted as mentors.

Pio:  What’s next for you and what kind of career do you hope to pursue in the future?

Calkin: I will be attending CalArts next fall, going for an MFA.  I hope wherever I go in the future I will be making the kind of work I have been moving toward these past few years.

“As a kid my friends and I would ‘play’ film during recess. We rehearsed scenes on the playground, and then the next day we would come out and pick up where we left off. When our parents took us to a new park we’d be like, this place is perfect, we’ll use these trees for the jungle scene,” he said. “Although to be honest, we didn’t really have any concept that in order to make a film we would need cameras. But there was something very true in that ignorance, like our collective imaginations were all we needed to make a film.”

Since then, Kegan has directed and produced an array of documentaries, TV shows and short films. He has previously done a television pilot with Kim Wetter, a graduate from last year’s senior class.

This year he and senior Evan Cartwright co-wrote a web series called “Dry Creek,” starring juniors Eliza Young and Finn Straley, senior Kevin Moore and Professor Withycombe, with first year Sam Alden doing the audio recording (watch it at www.DryCreekSeries.com).

Kegan also directed a short film called “Team Taliban,” which is listed on imdb.com.

There is only one user comment, but the user rated the film 9 out of 10 stars and wrote a rave review.

“Very thought-provoking and very well done! See this film! It’s a very interesting look at independent professional wrestling and explores various concepts about balancing religious faith with being a performer, finding a balance between being true to yourself and your family whilst also being an entertainer,” wrote “borelli.”

Kegan said that he really appreciates the experience he got from filmmaking classes at Whitman.

“With Intro to Filmmaking, you make 4 films in one semester, and that kind of intensity is very useful.  In the Advanced Filmmaking class you make a documentary film.  That was the first time I approached making a doc, and I completely fell in love with non-fiction storytelling,” he said.

Kegan said that he has appreciated the support by his film professors at Whitman, and he hopes to see the filmmaking opportunities expand in the future at the school.

“Whitman has been extremely supportive of filmmaking. I can’t thank Dr. [Robert] Sickels enough. Whitman has allowed me to take some great creative risks and supported me all the way,” he said. “If anything I’d like to see the department grow. We need more tenured positions in film and media studies.”

According to Kegan, finding time to film is extremely difficult because of peoples’ school schedules. However, the satisfaction of a job well done makes it worth it.

“One of my best moments from making films at Whitman was walking into the bedroom in the house we used for “Dry Creek,” and discovering Finn, Carly, Bryan, Eliza, Kevin and Sam all passed out on the bed together after a very long day,” he said.

After college, Kegan plans to dedicate himself to making movies.

“Filmmaking is awesome because it’s exhausting. It demands everything,” he said.

But that is exactly what Kegan likes about it.

The past four years for the radio station have been busy and fairly constant. Senior Kyle Gilkeson, “K-Dub’s” general manager, said that the basic structure of the radio station has stayed in tact for a few years now.

“That’s a testament to the work and planning of past KWCW staff.  The positions at the station and the size of the policy council remain largely consistent, but there are slight variations year to year, depending on the needs of the station,” said Gilkeson.

Gilkeson believes that the biggest way KWCW has changed in the past four years is in terms of this accessibility.

“Fundamentally, KWCW’s mission is to provide a plurality of perspectives and opinions.  Sometimes these opinions are expressed through varying genres of music and sometimes through news or talk radio.  We try to fashion KWCW’s identity around the people who both listen and volunteer, so that the station is a reflection of the diversity of the community.  What we’ve tried to do in the past few years is make the schedule as eclectic as possible,” he said.

He added that another of the biggest changes “K-Dub” has been working on has been a transition away from physical media towards digital media.

“Promoters and record labels have found significant advantages to digital distribution, such as a more economical use of time and money.  As a result, we’ve been building our digital library by ripping the CDs we receive and downloading the albums and mp3s that we receive via e-mail,” he said. But, he said, there are no plans to replace the media entirely, because “everyone still has love for the physical products.”

New technology has also played a part in the past four years in terms of becoming more accessible to listeners.

“I think one way we’ve been able to achieve accessibility is through the internet.  A few years ago, we didn’t have the resources or the capability to stream our signal online.  The stream, coupled with our Web site and blog, create even more opportunities to hear and be heard,” said Gilkeson.

“K-Dub’s” digital changes have not been without mistakes, however.

“Just in the past couple weeks we installed this new software that overwrote the entire semester’s digital rotation, from which every week we make specific playlists… it’s really important. That was all just erased,” said current junior Grace Harnois, a K-dub music director. Luckily, things were sorted out, but not without significant stress on the part of the station’s directors.

In addition to digital media, Harnois believes one of the biggest accomplishments that have been made in the past few years has been the authority that “K-Dub” has gained, referencing the College Media Journal that she and Gilkeson attended last fall.

“This year was the first year in a long time anyone has been sent to the CMJ conference. I feel like we’ve been so disconnected with a lot of other college radio stations; it’s a really strong community that we haven’t really been a part of. Talking to other people about just the way their stations are run … that was really valuable,” she said.

Yet Harnois and Gilkeson both mentioned that some areas that KWCW has traditionally had authority over have been redirected. Bringing bands and musical groups to campus, which in previous years had been traditionally “K-Dub” organized, now falls under the jurisdiction of ASWC.

Gilkeson remembers one of the bands that the radio station brought to campus as one of the high points of the past four years.

“One event that sticks out in my mind was the Menomena & Talkdemonic show we brought to campus in the spring of 2007,” he said. “We were able to partner with Blue Moon and coordinate the musical component of their release party.  It was a special show because of the way it bridged two previously unassociated organizations in a fun, unique way.”

Part of the reason that the radio station has shifted is due to organizational and budget issues.

“Radio is expensive,” said Harnois. “We have to spend money to be respected enough to be sent good music and dealt with on an adult scale, rather than being treated like kids who are just trying to run the station.”

Harnois, who will be involved in the station next year as a senior, hopes that KWCW will become more organized. Gilkeson is not sure what to expect, but believes that the possibilities of the station are endless.

“The great thing about KWCW is that it can evolve, morph, and completely change texture, but the foundation remains the same.  The station was founded upon, and continues to function under, principles of serving the community, both within Whitman and the greater Walla Walla community.  So as long as people listen to music and have opinions, we’ll be alive and well, working hard in the mezzanine,” said Gilkeson.

Given that you are re-entering the real world and expanding your efforts beyond the Whitman Bubble, you will inevitably face a life somewhat different from the heavily integrated life in college that you’ve been leading (where work is the same as home and friends and lovers are the same as colleagues).

Now, the real world is full of these blurry boundaries too (I know this because I’m married to a colleague and certainly spend time doing work at home). But it’s going to feel a little different. It’s filled with more opportunities for you to negotiate the boundaries (if there are any) between the paid world of work and the unpaid world of home (however you conceive of that term), and everything in between.

Some of these may not apply to you for a few years, and some may never apply.  Maybe they’ll make you look at your own upbringing in interesting ways. And so, I humbly offer some tips for managing that negotiation…

1.  If you have a partner, and you have a complaint, call it as it happens, but do so productively and with compassion. A good marriage or life partnership works when each partner does her best to make the other partner successful.
2.  Draw boundaries in your life, if you need them, and be explicit about them to people whose lives are affected by the drawing of a boundary.
3.  Check your rotation—if all of the areas of your life (work, personal life/family/partnerships, body-mind-spirit, community) rotate in stress level over a month or a year, you’re probably okay.  If one or two areas are always stressful, then ten years (or less) from now you may not be very happy.
4.  If you have children, and if you throw a birthday party for them, buy yourself a present. Also, let your kids play with dirt AND watch a little TV. Moderation is key in most parts of life, and a little popular culture savvy can be a blessing. It’s good to teach kids that early.
5.  Hire someone to clean your house, and pay them well.
6.  Know your workplace policies AND cultural norms. Find out about both of these with regard to work-family balance as soon as you can.
7.  Read what researchers say about your occupational culture, whether it’s fishing, raising children or being a lawyer. Find out if people in your line of work seem to be happy people.
8.  Don’t consider yourself lucky if you happen to be in an egalitarian relationship.  Consider it more normal than it is and it may become so. To be lucky means that your situation is unusual or exceptional, and things are not really changing.
9.  Make sure your kids see you at work, especially if you’re a woman. If you participate in the paid labor force after you have children, and the kids say, “You don’t want to go to work, do you Mommy?” — respond with “I do want to go to work because it makes me happy, and because it means I can provide a good life for you.  But I love spending time with you more than anything else.” There is little room for guilt in our lives. It is a counter-productive emotion.
10.  Have a good sense of humor about work and family issues.
11.  If you have spent the last four years figuring out that your independence matters to you tremendously, as many Whitman students do, you may need to teach a present or future partner how to help you when you feel vulnerable (because you will).
12.  If you are in a position where you have a partner, have date nights. Love your partner. Know that there is no single person in this world who can meet your every need, but it’s nice to come close.

With warmth and blessings,
Michelle

Be conscious of how you think. When you get all caught up in what you are doing, make sure you sometimes step back from it and think about how you think about what you are doing. Beware of getting so immersed in your activities that you deny yourself perspective on what you are doing.

Listen carefully to someone who tells you that you are full of crap.  Maybe that person is wrong, but maybe not. Suspend judgement long enough to figure out that person’s reasoning.

Just as you should be slow to dismiss another’s challenge to your worldview, so should you be slow to accept someone’s approval of it. Praise may be even more dangerous than blame, if it prevents you from understanding how you think.  It isn’t easy to make time for genuine reflection. You may need to formalize that activity, if it doesn’t come naturally to you.

Art provides exactly the new perspective you need. It lets you see afresh what you may have erroneously thought you already understood. You don’t need to be rich to make sure that you regularly expose yourself to art. When you travel to a new city, stop by the museum to see the Manet. When you have a boring wait in an airport, try to read Balzac rather than Danielle Steele.
Don’t limit yourself to what you already like. If you find opera boring, but you get invited to the opera, go anyway! Try to figure out why folks like it. If you reconfirm your prejudices, you will have learned about your prejudices. If you don’t, you will have acquired a new perspective.

Have real conversations. We usually talk to one another about trivia or personal experience. It’s fine to ask about your friend’s weekend and to have an opportunity to tell about your own, but try to have some real conversations now and then.  Ask your friend when it is better to work for social justice and when it is better to work for your own advantage. Don’t just say that you liked this movie better than that movie because this one has a more attractive actor. Try to discuss what actually makes this movie better than that. When the Jehovah’s Witnesses knock on the door, explain your own concepts of God and try to understand theirs! Accept any opportunity to have a real conversation.

Finally and most importantly, love!  You may spend some hours during young adulthood worrying that you aren’t being loved enough (or, perhaps, that you aren’t getting laid enough).  Such worry, though natural, doesn’t get you out of yourself.  If you pay attention to art, or if you engage in real conversation, you are getting a new perspective; you are growing.

If you are merely being loved, you may not be getting a new perspective and you may not be growing. But if you, yourself, do the loving, you are sure to get a new perspective, for you will be striving to understand the perspective of your beloved.

So try not to worry too much about being loved, and try to pay attention to loving. The being-loved will flow from the loving, as the Beatles remarked: “And in the end, the love you take is equal to the love you make.”

This constant restructuring of the campus, according to Vice President for Development and College Relations John Bogley, is essential for Whitman College.

“New facilities and investing in present facilities to make sure the buildings meet the current needs of students is an ongoing process at Whitman College,” said Bogley, regarding the importance of new building projects for students at Whitman.

Bogley’s responsibilities as Vice President include starting fund-raising activities such as soliciting funds from alumni and other college benefactors, alongside the governing board.

The graduating class of 2009 has witnessed the construction and opening of some of our campus’ most important and popular buildings.

The Baker Ferguson Fitness Center and Paul Harvey Pool, a $10.5 million project, expanded the former fitness space by about 80 percent, giving students, faculty and staff members spacious rooms for weight training and cardiovascular exercise, as well as an attractive eight-lane, 30-meter pool. It opened in the fall of 2006.

The Welty Counseling and Student Health Center, which provides for the physical and mental health of Whitman students, opened in fall of 2006.

The Student Health Center provides 24 hour a day health services for everything from students suffering from the common cold, stress or more serious cases such as students in need of the morning after pill or pregnancy testing. The Counseling Center is open 9 a.m. to 5 p.m. Monday through Friday, with one “open hour” each day for students who need immediate aid.

The Fouts Center for Visual Arts opened in fall of 2008, offering visual art students 38,000 square feet of classrooms and hallways to display and create their works. The project was also constructed in order to insure “current esthetic, technological, health and safety standards in the arts,” said Associate Professor of Art Charles Timm-Ballard on the Fouts Center’s informational Web site.

The combined cost of both the Welty Counseling and Student Health Center and the Fouts Center for Visual Arts was about $15.2 million.

Ongoing projects that the seniors have witnessed but will not see completed include the new Sherwood Athletic Center and the renovation of the vacated studio arts space in Olin Hall.

The $15 million Sherwood Center project includes the addition of a second gymnasium, locker space, new training and athletic rooms, a team audiovisual room, office space and a larger indoor climbing wall. It will be completed by the start of fall of 2009.

The Olin Hall renovation includes the transformation of said vacated space into classrooms and office space for students in the humanities. The project will be finished by the start of next semester.

Future projects for Whitman College include the renovation of Maxey Hall and the possible renovation of Harper Joy Theatre.

The Maxey Hall renovation will include an enlargement of various classrooms as well as the addition of new offices and classrooms. Bogley hopes the project will occur this summer. The cost of the project is unknown at this time.

The renovation of Harper Joy Theatre is not predicted to occur for a few years, according to Bogley. However, the project will hopefully include the addition of new offices and classrooms. The plan also includes the replacement of Alexander Stage chairs and a larger “black box” theater. Finally, the plan hopes to enlarge the costume and scene shop, the lobby and the green room. The projected cost, if the new “Black Box” is included, runs around $7 million.

The cost of these facilities, according to Bogley, is not determined either by a need to be thrifty or a need to be flashy.

“We want to provide facilities that reflect a high quality and sustainability rather than how cheaply we can do it or how grandiose we can make it,” said Bogley. “We expect high quality, long lasting facilities that meet the expectations of a college like Whitman.”

Above all, the constantly changing expectations and face of the Whitman community help shape the college’s future building and renovation projects.

“There will always be future projects. That’s kind of the life of a college,” said Bogley. “You’re always looking to provide the facilities necessary to educate students in an environment conducive to learning.”

And so every year graduation is met with mixed feelings and this year is no exception. Graduating is a huge new step in any senior’s life. It means stepping outside of our small school to do whatever the world can offer.

But it also means stepping outside of this beloved institution and leaving behind these wonderful years of undergraduate school. It means leaving behind all those crazy party stories and heading off into the real world for the first time.

We like to think we are grown up at Whitman—that we are adults capable of doing everything on our own. But we are not there yet. This school teaches us more than just how to do complex math, analyze texts or build elaborate art pieces. It teaches us how to become an adult bit by bit.

We enter as first-years little more than children. And then we screw up. And we screw up again and again until we finally get it right. By the time we graduate we are able to truly go out into the world having learned how to do it right—having learned how to be adults. But in the meantime, we gather memories and collect experience.

I may not be leaving this school for another two years, but seeing seniors finish up their last final ever and pack up their Whitman lives into nice little boxes makes me realize just how short this time is.

Before I know it, that person will be me. And I will undoubtedly be excited for the future and sad about the memories that will be left behind.

I for one hope to get all I can out of the next two years so that when I pack up my last four years into little boxes, I will be packing up more than just clothes and books. I will be packing up happiness, joy, love, knowledge and all the experience that a school like Whitman can offer.

So to the seniors, I say farewell. I hope that you had some of the best years of your life at this school and will take those experiences with you to wherever the world may take you.
Congratulations and good luck on everything. The world is yours to explore and conquer.

Quimpo was born on February 6, 1987 in Manila, Philippines. As the son of a missionary physician, Quimpo grew up traveling as his family relocated several times during his childhood. Before moving to Walla Walla to attend Whitman, Quimpo lived in New Guinea, Bangladesh and Nepal. Due to his unique upbringing, Quimpo was quatrilingual: proficient in English, French, Hiligaynon and Tagalog.

During his time at Whitman, Quimpo was highly involved with the Intercultural Center, and participated in many of their activities and events including the Tunnel of Oppression and the International Banquet.

At the time of his death, Quimpo had recently finished applying for transfer to Columbia University as part of Whitman’s 3/2 engineering program, under the guidance of mathematics professor Bob Fontenot. At Columbia, he planned to pursue a degree in computer science.

“It was clear to me that he was kind and thoughtful and that he had a well-developed, almost sly, sense of humor. I am sad that he is no longer here to love, and be loved by, his family and friends,” said Fontenot.

Following his death, the campus rallied around Quimpo and his family, as students, faculty and staff attended numerous prayer and memorial services to honor him. During one memorial service 18 members of Michael’s family joined the Whitman community in showing pictures, telling stories and singing songs in his memory.

Shortly after their trip to Whitman, Quimpo’s family wrote a letter to the college community in Michael’s memory. The letter encouraged current Whitman students to look out for one another, continuing to give love and support to their peers.

“If there are any lessons to be learned, and we hope there are, some lessons are about communicating with each other. Let your parents, friends, and loved ones know where you are, and how you are. It is a kindness,” said the letter.

Crocker, a ’71 graduate of Whitman and recently retired Ambassador to Iraq, visited his alma mater on April 28 to prepare for graduation. He promised to bestow upon the graduates his wisdom from a 38-year career in the Foreign Service alongside words of guidance.  

But aside from its brevity, Crocker was unwilling to divulge any teasers regarding his upcoming address, entitled “Lessons from a Long War.”  His polite evasion stemmed from indecision about what he will discuss during graduation.

 “There will be some spontaneity to it,” he said.

Though Crocker was purposefully vague, he did give an overview of “Lessons from a Long War.” 

“I’ll reflect on both the long, literal war and also the war in another sense, just the whole process of living a life,” said Crocker.

Crocker’s post-graduate life certainly blossomed.  Shortly after graduating from Whitman in 1971, Crocker took the Foreign Service Exam and passed.  Crocker devoted his 38-year career throughout the Middle East, serving as the US Ambassador to Lebanon, Syria, Kuwait and Pakistan, before serving what he calls his “most difficult post” in Iraq.  

Crocker committed himself to the Middle East and even spent weeks with the Bedouin, herding sheep and becoming more proficient in Arabic, a notoriously difficult language to learn.

This estimable service made Crocker a prime choice for this year’s Commencement address.

“Ryan Crocker is one of the most experienced, talented and respected US Ambassadors,” said Jed Schwendiman, Assistant to the President.  “He was given one of the most challenging jobs imaginable and handled his work admirably.”

While to many, Crocker’s upcoming address is an honor for Whitman, the Ambassador attributes much of his success to his alma mater.

Crocker claims that, especially now, liberal arts education properly equips students for diplomatic work. The emphasis on global studies and study abroad programs solidifies and makes foreign relations a reality for many students.

“And more broadly, you’re here to think,” said Crocker.  “To think in a disciplined and yet creative fashion.”

Crocker especially praises the education he received in English Literature here at Whitman.  He found that his background as an English major was a “huge asset” for his post-Whitman life.  For Crocker, the ability to analyze and dissect imaginative literature is an important intellectual and sensory device for understanding the surrounding world.

“It’s a tremendous mental discipline,” said Crocker.  

He went on to explain that remarkable battles are more easily overcome when someone possesses the abilities to understand, investigate and interpret creative literature than someone who doesn’t. He cites its abilities of mental expansion, abstract thinking beyond the purely intellectual.  

“You learn not only to think, but to feel.  And that is a very undervalued part of knowledge,” said Crocker.  “How you sense something, as well as how you intellectualize it.” 

More specifically, Crocker claimed that an awareness of a people’s imaginative literature is crucial tool for insight into that culture. 

“It’s a valid a tool for understanding foreign culture as any other discipline and perhaps more so,” said Crocker.

Crocker’s commitment to the Middle East and the depth of his understanding of the area has led him to be considered one of the most respected and honored American Ambassadors.

In January 2009, President Bush awarded Crocker with the Presidential Medal of Freedom, the highest honor a president can bestow upon a civilian.  Crocker was the first member of the Foreign Service to receive the award.  The medal was presented by President Bush at the State Department where he touted the “sacrifices and accomplishments of the State Department as a whole.”  

For Crocker, this recognition of the Foreign Service was one of the most gratifying aspects of receiving the award.

“It was a huge honor, well beyond my own merits,” said Crocker.

For students who desire to follow in Crocker’s footsteps and join the Foreign Service, Crocker insists that a Whitman education properly equips students for diplomatic work.  The current emphasis on global studies and studying abroad, solidifies and makes foreign relations a reality for liberal arts students.

“You’re here to think,” said Crocker.  “To think in a disciplined and yet creative fashion.”

We wanted to create this edition as a way of celebrating the seniors and saying congratulations. We hope that the Senior Superlatives, the Matriculation List and all of the reviews of the past four years will be appreciated by seniors, parents and all of the Whitman community who flip through the pages. Our hope is that every seniors will see themselves reflected in these 64 pages-—that as they leaf through the pages, they will remember all the activities and events that have helped to shape their college careers.

This issue would never have happened without the hard work of the entire staff, who have been planning and preparing for this issue for months. When we first raised the idea of having a special Graduation Edition, everybody was nervous about the timing of such a big issue coming out in the midst of finals. But the hard work and planning of the production team, the section and graphics editors, our advertising staff, and all others have made this possible.

This is the last print-edition that will print before the next school year begins. Be on the lookout for our first issue of the ‘09-’10 school year which is scheduled to print on Sep. 3, and be prepared for more special editions next school year.

In the meantime, voice your thoughts on this issue and others in the paper online, at whitmanpioneer.com. While we won’t be publishing anymore letters to the editor this school year, you can tune in online to share what you’re thinking, and even read the occasional mid-summer breaking news story.

Thank you for a great semester, and take care this summer!

-Jamie Soukup and Kim Sommers

“It’s almost here,” says Donna Cummins. “The Great Migration.”

Cummins is referring to one of the most important events in the life of a Whitman College student: the release of a graduating senior into the wild.

“The release is definitely something to watch,” says Cummins. “These students have been kept in captivity for the past eighteen years, their needs closely monitored and wants satisfied. They’ve been fed a steady diet, been carefully socialized, and participated in numerous experiments. We’ve done all that we can for them. The real test is what they do out there without us.”

Of course, that doesn’t mean that the new alums are on their own: each individual is fitted with a radio collar for further observation during their first few years of freedom. This move, while drastic, is considered necessary, as the sudden transition from a stable environment to an uncertain future can come as a shock to graduates. Although most adjust after time, there have been reports of twenty-somethings suffering from depression, early onset of alcoholism, and repeated viewings of Zach Braff films.

But as Cummins explains, it’s part of the circle of life.

“We can’t take care of them forever. It’s difficult for many students to adjust, having imprinted like that. But they have to leave sometime.”

Although this is an annual event, many administrators still find the process difficult.

“It’s so hard to say goodbye,” says Dean of Students Chuck Cleveland, wiping a tear from his eye. “My babies are all grown up.”

Top row, left to right: Marty Skeels, Thomas Bugert; Bottom Row, left to right: Aisha Fukushima, Musa Kpaka, Katrina Barlow, Jason Shon, Kaston Griffin. Credit: Zipparo

Every year, Whitman students continue to earn awards for post-graduate study, and this year is no exception. Years of hard work and drive propel Whitman students to pursue top awards around the country, like the Watson Fellowship (senior Aisha Fukushima) and Fulbright U.S. Student Program. 

The Watson is one of the most innovative and independent fellowships and winner Aisha Fukushima, will be traveling around the world after graduation to study raptivism (the marriage of hip hop and social activism) with the stipend of $25,000 that the award provides. She was the only recipient from a Northwest school. 

In one of the most competitive years on record, Whitman was the only school to have three Udall Scholars. Juniors Lisa Curtis, Elena Gustafson and Camila Thorndike received this award which honors Congressman Morris King Udall’s 30-year legacy of public service.

“All of these awards, even if they apply for them as juniors or sophomores, go towards graduate study or they will be carried out after they graduated,” said Keith Raether, Interim Director Post Baccalaureate Fellowships and Scholarships. 

Some students were multiple winners, with Curtis and Thorndike also selected as national finalists for the prestigious Truman scholarship, which recognizes juniors who have leadership potential and want to pursue careers in government or public service. 

Other awards provide students with the opportunity to teach or study domestically and internationally, like the Monterey Institute Davis United World College Fellowship received by senior Musa Kpaka to study international development in Washington D.C. this summer. Junior Jackson Cahn, recipient of the Summer Undergraduate Research Fellowship, will be working at the National Institute of Standards and Technology in Maryland this summer. 

Some students will be traveling abroad to Asia. Among these are five seniors, Katrina Barlow, Thomas Bugert, Kaston Griffin, Kyle Pereira, and Jason Shon, who were selected to the Japan Exchange and Teaching Program (JET). 

“It is one of the less risky English teaching programs in Japan because it is run by the Japanese government.  It is also one of the most well-known teaching programs for foreigners in Japan (at least in America, to my knowledge),” said Pereira.

Seniors Greg Eiselt and Marty Skeels won Princeton in Asia Fellowships which will take them to China and Vietnam, respectively, to increase cross-cultural understanding between Asians and Americans. 

Alumna Corinne Gibbon, ’06, won a Fulbright English teaching assistantship to Vietnam, and seniors Asteria Valusek and David Blanchard were finalists to the Fulbright U.S. Scholars program. As finalists, the Fulbright national committee recommended them to their country of choice but since space and grants are limited in each country, not everyone gets to study in their country of choice. However, the status of finalist is a great achievement in itself. 

These are just a few of the awards won by Whitman students this year. Students can find out more about these opportunities through the Fellowships and Grants office as well as through faculty.

In my 4 years on this campus, I’ve experienced a ravenous amount. I’ve thought about much. I’ve done some. I regret little.

Rather than pitifully attempt to summarize my undergraduate experience, I figure I’d give some advice, apologies and thanks to various groups, going off of what I’ve learned here at Whitman.

To the first-years/underclassmen/the young at heart, I urge you, as trite as it may sound, to take risks. Do daring, unusual things, step outside of your comfort zone a bit, and NEVER be quick with your judgments.

To Walla Walla, I beseech thee. Please, please, PLEASE construct a restaurant and/or café that operates longer than 9 pm on weekdays and 6 pm on the weekends. Really. I mean, I know there’s a harsh economic climate, but, I guarantee that you’d have a strong Whitman clientele, and I’m fairly sure townie adolescents would flock there as well in the wee hours of the morning. Shari’s is great and all, but, the distance can be a bit troublesome at times, and, most people care not for the quality of food (which, really, I’m ok with, but, that’s a different story).

To those that think Walla Walla is a slumbering, dormant town, I urge you to re-evaluate your judgment.

To those that drive by on Isaacs with the windows down, don’t yell slurs at people. It’s not nice. Really, you should have learned that in Kindergarten.

To those I’ve ever offended or hurt via my tardiness, please understand that I meant no such thing – it is merely a flaw of my personality which has improved modestly, and is an ongoing project.
To those who I’ve offended with my sometimes off-putting taste in modern music, I apologize slightly (and a bit half-heartedly).
To all those who I wanted to meet, but never got the chance, I apologize most dearly.
To those who I RA’ed, thank you for always providing a challenge, as well as many life lessons and no shortage of intriguing stories.
To those support groups and student services, including those in the Health Center, Financial Aid Office, ARC, FGWC and GLBTQ, among others, thank you immensely for all of your help and support, without which I would surely have been lost.
To all the musicians whom I’ve had the honor and privilege of playing, studying and growing with, thank you for sharing your immense talents, passion and wisdom with me.
To those in Danger Mermaid (which, along with The Peeled Tangerines, is officially the best band on campus), I love you all. Never lose the upbeat.
To those of you who insane enough to have been a friend to me, words cannot describe how you have impacted me. You will always have a special place in my heart.
As we disperse into the wild unknown that is the real world, far from the seclusion of the Whitman bubble, I hope you can look back on this time with me and smile. To know that even if we did fall, we fell together.
To you, my dear Whitman. Here’s to you.

“I’ve been dancing all my life because I was raised in Latin America.  It’s part of the culture,” said Angel.

Angel was born in Los Angeles and subsequently lived in Guadalajara, Mexico and Spain.  Angel’s mother is a dancer and singer who exposed him to dance at a young age.  When Angel was old enough to choose his own extracurricular activities, however, he initially picked gymnastics. He continued his gymnastics training for three years before going to his first cheerleading competition at age 13, where he found that he enjoyed doing the stunts. Cheerleading became Angel’s principal activity for the next seven years. He rediscovered dance through competitions and then gradually began to learn new forms of dance, including ballet and modern.

When Angel came to Whitman, he discovered dance’s potential as a medium of entertainment.  While dancing had previously been reserved for competitions in Angel’s life, at Whitman he learned its expressive quality.

“It was at Whitman that I was exposed to theater dance. It required a lot more emotion—playing a certain character and dancing as that character,” said Angel. Though Angel has the most extensive experience with hip-hop (He even started his own class here at Whitman.), his current interests lie in ballet, largely because it is still new to him.

“I enjoy every form of dance, but at this point in my life, I’m more interested in ballet. I’m still exploring it as an art. I like the form. It’s very strict and disciplined. I had always thought of dance as a more free, sort of abstract movement,” said Angel. Angel remembers last semester’s “Tree Speak,” put on through the modern dance program with Vicki Lloid, as one of his Whitman dancing highlights.

“It was nice because it was a lot of dancing, but the focus was mainly on emotions,” he said.

Part of Angel’s continuing devotion to dance lies in its ability to help him channel his real life emotions in a therapeutic manner.

“For me, it can be a means to cope,” said Angel.After graduating, Angel plans to move to Los Angeles and work for the International Creative Management talent agency, hoping to get to know the industry and make connection.  However, dancing hasn’t been ruled out as a possibility in Angel’s future.

“I definitely want to pursue dancing. It’s something I love—I actually love it!” he said.

Angel’s ultimate dancing goal is to be able to make a living off dancing alone.

“Ideally it would be a job…If I don’t make it, whatever that means, my plan is to go to law school and be an entertainment lawyer and perhaps do some side dancing, or perhaps even start a dance studio and teach dance with my background,” said Angel. It seems that no matter where his life will take him, dancing will remain an important part of Angel’s life.

“We should all dance!” he said.

Since my early feelings of claustrophobia, I have learned to fully embrace everything the “Whitman Bubble” has to offer. Now, as I contemplate my graduation I would like to share a few of the unique aspects of Whitman which I will miss:

The human birdbaths in front of Hunter: there are few places better to cool off on a hot day. Lately it even smells like chlorine has been added to the water!

Styx: I love that I never quite know what decorations might adorn this sculpture at anytime. From advertising to creative forms of self-expression, Styx is a campus emblem.

Dress up parties have a fond place in my heart. As a freshman I found myself pulling out old costumes and creating a “dress up box.” Over the past four years, its contents have been put to good use and I never fail to be entertained by the themes Whitman students create.

President Bridges bow ties are a memorable fashion statement for all Whitman students to take note of.

Campus bands! Whitman events and parties would not be the same without the classy music of Danger Mermaid, the Raptavists and Red Light Blue Light.

Beer mile is one of those Whitman events that you can’t forget (even if you want to!). But really, what better way is there to take advantage of college rowdiness than beer mile?

Chorale contest is a Whitman staple that started before us and will outlast us.

Grilled cheese and tomato soup at lunch on Monday are one of the little things that will be hard to forget about Whitman. On a cold and rainy day or when I am feeling particularly in need of comfort there are few things better.

The blinking crosswalk on Isaacs.  Okay, I know that is ridiculous, but how many times have I crossed the street there?
Finally, one of the things that I will miss most about Whitman is everyone hanging out on Ankeny. I know that when the weather is even halfway decent there will always be people out playing sports and enjoying the grass—something that always makes me smile.

These are just a few of the things I could share which make Whitman special to me; there are big things, there are small things, and I am sure that there are things which I haven’t even thought of yet. When that happens, I hope that I am able to think back to all of my wonderful memories at Whitman and revel in past moments. As cheesy as that sounds, I know that many of you feel the same way—the things I will miss about Whitman are not just mine!

“The picnic was a thrilling success, not just because of the high turn-out—almost 60 people!—but because everyone there was clearly passionate about their community and excited to be together talking about ways to move it forward” said Camila Thorndike, the leading organizer of the gathering.

The group circled up and everyone took turns sharing the issues and causes that were most important to each person.  Protecting the environment, extending equal access to healthcare and education, and issues of social and economic justice were flagged as key areas of concern.

But the discussion revealed much more than the issues the group cared about most. Pamala Roe, a student at WWU and lifetime Walla Walla resident, put the gathering in context during small group discussions: “Walla Walla is an old persons community—like half the people here are grandparents. This means that anything good for younger generations but not older ones doesn’t have a political prayer,” she said.  “For example, the bond levvy designed to repaire Wa-High loses every time.”

All in all, the ideas people brought to the group generated a palpable energy over the prospect of combining resources, talent, and spirit to give youth a fighting chance.  Chelsae Moore of WWU best articulated what was on everybody’s mind. “I was really excited to see that the three schools are finally making an effort to do something that we can’t do individually,” she said.  “It was clear after the picnic that together we have the opportunity to really do some good in Walla Walla.”

-Will Canine

“The Ear” was the unofficial music pullout in the The Pioneer and was managed by alum Alex Frank.  It was like Pitchfork, only not as pretentious.  Well, okay, we were pretentious (you could only enjoy Britney Spears ironically). Andrew Hall crafted haikus about Robocop. Sophie Johnson talked about how much she wanted to have sex with everybody on staff. Grant Margeson hated Animal Collective. Keith Cushner loved Panda Bear.  I poked fun at Alex for his love of Fall Out Boy.  Frankly, I did that at every meeting.

Either way, “The Ear” cultivated my love of music both new and old. I’m addicted to the Hype Machine. My earphones are glued to my head during those long jaunts to the classroom.  I cannot go a day without finding a new song.

I’ve come to the conclusion that I need my music to survive. I’ve been angry most of my senior year, because I realized that the life I had coming in as a freshman was radically different from the life I have now as a senior.  So, when that 10-page paper was due tomorrow, or when my friends were pissing me off, I retreated into these songs.

The inevitable love songs: Umbrella (featuring Jay-Z) – Rihanna, House of Cards – Radiohead, Wait – The Kills, Maps – Yeah Yeah Yeahs, The Cars – Drive

I’m a heartless romantic.  Not hopeless.  Heartless.  Dudes break my heart constantly, so I guess I’ll go to Hot Topic, buy some tight clothing, and dye my hair jet black. Ha, no. Never. I’ll just take comfort in Rihanna offering me a place under her umbrella. Or Karen O’s faint compusure in “Maps.” Or the slow and passionate lull of “Wait.”  Yeah, I cry myself to sleep every night.

“Disco” never died: I Regret The Flower Power – Black Devil Disco Club, From Here to Eternity – Giorgio Moroder, Lights and Music – Cut Copy, Get Innocuous – LCD Soundsystem

Disco will get its due some day, especially Italo disco. It certainly engendered my love for today’s current dance music.  Giorgio Morder and Black Devil threw down some great synths in the past, so bless LCD and Cut Copy for keeping them alive.  Now if only I could get more people to listen to them rather than Flo Rida over and over again.

Lupe Fiasco FTW: Paris, Tokyo – Lupe Fiasco

When I interviewed Aisha Fukushima about her post-bac grant, she mentioned that her undergraduate conference presentation would involve Lupe Fiasco. I responded enthusiastically. “The Cool” doesn’t work as a concept album, but Lupe is still at the top of his game.  “Paris, Tokyo” is a reminder of the time I had away from Whitman in another country, and how I’ll probably never get that chance again.  I mean, I will when I’m rich and famous and loved all over (or I meet a sugar daddy), but for now, Lupe will take me to those far off places with his flow.

Music Shruthi Manjunath would not like or understand: Street Hassle – Lou Reed, Rapture – Blondie, More – Peaches, Work – Junior Boys, NYC – Interpol

“Um, okay, what is this?  Why is she rapping? Did he just say ‘the subway is a porno’?  Why is this woman so abrasive and psychosexual?  ‘Pick up the paperweight’?  Oh, wow, deep.  Don’t even get me started on this song about prostitutes.  Listen, Sado, I love you but this is some stupid sh*t.  Now play me some Metro Station.”

Tiny dancer: Summer’s Gonna Hurt You – Diplo

One of these days I’m going to choreograph a dance around this song, except—oops—I can’t dance [Ed. note: Yes he can].  My BFF Ozzie Angel would probably do it, because he is an exceptional dancer.  Also, tiny.

Do not want: Asher Roth – I Love College

Screw you, Asher Roth.

But seniors also leave a place that retains many of the features they came for:  rigorous, friendly, and full of opportunity.

“[There are] less hippies, more people in suits, fewer white people; it has become less PNW (Pacific Northwest),” said senior Rand Biersdorff.

“I think we are still known for the quality of students and the opportunities that teachers present,” added senior Kiki Brennan.

The ever-changing Whitman reputation is a result of a combination of factors:  being recognized in publications, college outreach and simply the students themselves.

“Some might believe that Whitman’s reputation is something that we create in a public relations kind of way or that we market, but I think our reputation is based on what alumni say about us.  It’s based on faculty scholarship and accomplishments, student scholarship and accomplishments, whether it’s the debate team, or research, presenting at conferences,” said Dean of Admission Tony Cabasco.  “It’s also how high school counselors perceive us and know of us.  And how outsiders—review and ranking systems—rate us, and how we’re perceived by prospective students and the general public.”

In addition, Whitman’s reputation has changed in recent years through its mention in popular college-search books. These include the Princeton Review’s The Best 368 Colleges, The Advocate College Guide for LGBT Students and even All-American Colleges: Top Schools for Conservatives, Old-Fashioned Liberals, and People of Faith.

Perhaps one of the most significant changes in the college’s reputation has stemmed from Colleges That Change Lives, a book that profiles 40 excellent liberal arts colleges throughout the country.  Not only has this book brought Whitman nationwide exposure, but Whitman, along with most of the other featured schools, go on a Colleges That Change Lives tour that helps Whitman draw students from areas it doesn’t normally travel to.

“If we were to go to New Orleans by ourselves, we’d be lucky to get 15 people,” said Cabasco.  “But with Colleges That Change Lives, we’ll get 800 people.”

As a result of the tour, national exposure, as well as outreach, Whitman has become more geographically diverse.  Only about 35 percent of new students come from Washington, down from 40-45 percent four years ago.

Whitman has also become more racially and socioeconomically diverse.  Twenty-six percent of admitted students for the class of 2013 are racial minorities, up from about 18 percent four years ago.  And there are more first-generation college students than before, at 13 percent of the admitted class versus 10-11 percent in the past.

However, Whitman’s reputation hasn’t caught up as quickly.

“While some things have changed, people’s perceptions have changed more slowly, such as the perception of Whitman as not diverse,” Cabasco said.  “That takes time.”

While most of the focus on Whitman’s reputation has to do with students and alumni, staff and faculty, and national rankings, another aspect is its relationship with Walla Walla.

“I think in terms of Walla Walla, we are more engaged with the local community than we’ve ever been,” said Associate to the President Jed Schwendiman. “Students who are mentors and volunteers through the Center for Community Service play a huge role in connecting the college to the town.”

Junior Jenna Stearns echoed that sentiment, adding the importance of the student-faculty relationship as a part of Whitman’s reputation.

“It is seen as a school for people who are interested in service to the community and a good broad liberal arts education with faculty who care more about the students than their research,” she said.

Faculty who care about their students is a commonly mentioned aspect of Whitman, and part of Whitman’s reputation that hasn’t changed.  Likewise, Whitman remains an outdoorsy school, and a school with a great books class (be it Core or Encounters) to serve as a first-year experience.

“There is something uniquely Whitman about the Whitman experience that is still there today,” Cabasco said. “An alumna from 1985 or 1965 would still recognize that spirit here today.”

Though the college, and its reputation, are sure to keep evolving, there will still be something uniquely Whitman for members of the Class of 2009 when they come back.

Chris Faidley, ‘09, led the Whitman men’s basketball team in points, three pointers made, steals, free throw percentage and minutes played. Credit: Kim

Put simply, Faidley is one of the most prolific players in Whitman basketball history. And he merits this distinction, of course, not only for his efforts this season, but in light of them alongside the remarkable track record of his four years of play.

Scoring has certainly been the name of the game for Faidley. He led the NWC in that category each of the past two seasons, averaging 20.4 points per game this year. Faidley also departs Whitman as the school’s second all-time leading scorer, having tallied a whopping 1,720 points.

This season he was selected as a member of the All-NWC First Team. He also earned conference Student-Athlete of the Week twice, an award he won six times total over the course of his career.

And as if this were not enough, Faidley, after entertaining the idea for a number of years, joined Whitman’s varsity baseball team as a relief pitcher this season, appearing in 10.1 innings.

As those around him would attest, Faidley served his team with loyalty and passion, as good a teammate as he is a player. Men’s basketball coach Eric Bridgeland gave Faidley nothing but praise. 

“Chris Faidley is the epitome of a leader,” Bridgeland wrote in an e-mail. “He sacrificed everything for his teammates this past season. Chris is one heck of a basketball player; his talents on the court, however, pale in comparison to the kind of person he is.”

Faidley hopes to pursue a basketball career overseas after graduation, and he is currently in the midst of training for this opportunity.

Reflecting on the past four years, Faidley emphasized the enjoyment he drew from attending Whitman. After spending a disheartening first year at Seattle Pacific University, he transferred in the hopes of discovering a more rewarding experience—which is exactly what he found.

“I stepped into a great situation,” Faidley said. “What made it great for me was being here.”

Rating: COMMUNITY COLLEGE

So this cheery piece of high school pap was directed by a hardcore and softcore pornographer.  Whodathunk?  Fortunately, Vitamin C never ended up in Gregory Dark classics such as “Let Me Tell Ya ‘bout Black Chicks” or “New Wave Hookers.”  This video?  Sadly lacking in orgasms. Instead, you have the orange-haired Vitamin C playing a…guardian angel?  Vengeful ghost?  What?  We’re never told, although I’m guessing the latter since the mousy, pixie-haired senior in the video gets blocked by a girl with a bad weave going after her man.  Girl mopes around before finally getting the courage to…hug him.  Oh, c’mon now.  Lame.  Now I know where Natasha Bedingfield steals her ideas from.  Your friends love this song.  Laugh at them.

RAting: VITAMIN XXX

George Bridges: I arrived here in 2005. My first day on the job was July 1.

P: So that was right before the class of 2009 came to campus?

GB: Yes, they came in August and it all started.

P: What do you think about the class of 2009, generally speaking?

GB: I think the class of 2009 is phenomenal. It’s filled with really interesting, engaging and inspiring young men and women, and I’m really proud of their accomplishments. It’s been a great four years, and I feel very fortunate to have been here and gone through this great cycle of education with them. It’s fun.

P: Have there been significant ups and downs with the class of 2009?

GB: There are ups and downs with every group of students, and luckily almost of them have been ups with this class. I think I came here with what I would almost call a misconception of small colleges in general, and the misconception is this: for most of my career I’ve taught at larger schools where students learn primarily through classes and in lectures, but at Whitman, and smaller liberal arts colleges generally, the students learn in relationships. It’s relationships with professors, one-on-one conversations inside and outside the classroom, and relationships with other students. One of the most important things I’ve learned in coming here is how precious those relationships are and how long they affect the lives of the students. It isn’t just a four-year window; those relationships really carry on through decades. What’s been incredibly impressive to me is that these relationships sustain over many years.

P: How have you affected the class of 2009?

GB: Well, the great challenge in being a college president is knowing how you impact your students. I can tell you how I hope I’ve affected the experiences of the class. I hope from our time together that they’ve learned–from me and from others–about the value of asking questions, the value of examining the perspectives they bring to the environment in which they live and work. I think we’ve had many conversations about diversity and about the importance of acknowledging and embracing differences. Those are among the issues that I hope have been part of their experience, and I hope I’ve contributed to that.

P: How has the class of 2009 affected you?

GB: Profoundly. The relationships I’ve developed with individual students have given me enormous hope for their leadership of their communities, and how they will respond to their inheritance, the social conditions, and the economy that my generation will be leaving them. I’m enormously hopeful for the future of these students and for the country—they’re so smart and so inspiring. What I also like so much about this generation of students is that many of them value serving others. Service to others simply wasn’t a part of my college experience; it was off the radar screen. This is also a generation of students that is far more interested in global issues. Many of them study and travel abroad while they are here and some even before they are here, and this is just such a remarkable set of attributes for young men and women who have their entire lives ahead of them.

P: Do you have any advice for the graduating seniors?

GB: I would hope that they would continue to ask questions. The value of a college education is not formulating answers; it’s about formulating questions, and formulating the right questions. My hope is that they would continue to ask questions about every aspect of their lives and about our country. I hope they take risks. You can’t grow intellectually, emotionally, personally, if you don’t take risks—and I don’t mean risks that challenge your safety, but I mean intellectual and personal risks that stretch your understanding of the people around you. Take risks, do things that you might not otherwise do, simply to gain a much better understanding of yourself and others.

P: How has Whitman changed as an institution in the last four years?

GB: The good news is that so many aspects haven’t changed. It’s academically very solid and its approach to educating students remains just as it was 120 years ago, focused solely on the undergraduate, so there’s continuity there. At the same time, colleges are like living organisms—buildings come and go, people come and go, they are environments that are constantly changing. So you see the addition of a new global studies program, you see the expanding involvement of students in faculty research, you see international scholarships and fellowships, you see an increasing number of students participating in our Outdoor Program. You see a changing mix of students coming to campus; among our admitted students for the fall of ’09, more are students of color, more are from other parts of the country, and more are from different socioeconomic backgrounds. These are huge changes given the long history of the college. We’re a more diverse group in many respects and those changes are, I think, all for Whitman’s betterment and will lead to a stronger institution. Whitman is and will continue to be a ladder of opportunity and mobility to students who wouldn’t necessarily—by virtue of their family background—have access to a school like this. I think Whitman will be stronger five years from now than it is now if we keep these trends going up.

P: Do you see yourself here for a lot longer?

GB: Well, I hope so. I wouldn’t want to leave. I can’t think of a place where being president would be a better job. There are two aspects of the college that I like the most, and I will continue to like the most: I like and respect the students, I like the energy they bring to the campus; and I enjoy and have the deepest respect for our faculty—these are really talented people who could be anywhere in the country, and they chose Whitman because they want to be a part of this intentional academic community focused on undergraduates. It’s really very inspiring. 

The duo was apprehended in the Pio offices early last Friday morning, hurriedly putting the finishing touches on their last section. Splashed across computer screens were partially Photoshopped images bearing titles including “Is it time to burn (as in make jokes about) (George) Bridges?” and
“Audience Bored at Annual Choral YAWN-test.” The time was 3 AM.

“They didn’t even put up a fight,” reported Editor-in-Chief Kim Sommers. “It was like they knew we were coming for them.” Added co-editor Jamie Soukup, “Thank God. We were prepared to use force if necessary. Cartwright’s small, but he can get scrappy when he’s cornered.”

Hatheway and Cartwright are now securely incarcerated in their decrepit off-campus house, where they will remain until commencement. Even with this knowledge, the campus still bears the scars of the atrocities they have committed.

“Finally,” said visibly relieved junior Alex Kerr. “I mean, I like puns and pictures of cute animals as much as the next person, but every week? Come on!”

“At least they had Sam Alden to add a smattering of class to their usual hackneyed tripe,” continued Kerr, looking over his shoulder momentarily to ensure that it was safe to speak. “Sorry about that. I just feel like they’re out for me all the time or something.”

The disgraced ex-editors have yet to make any public statements regarding their ousting. However, housemate Kevin Moore has the inside scoop.

“They’ve just been sitting around peacefully, with these serene looks on their faces. I think they’ve accepted their fates at this point.”

History majors on campus are equating this turn of events with such landmarks for freedom and good taste as the fall of the Berlin Wall and the end of the Chinese Cultural Revolution.

“I think that’s almost giving them too much credit,” said Sommers. “I mean, we only hired them back because nobody else applied for the job.”

Dropped off like the rest of the lost puppies on the curb side of a residence hall, I watched my parents drive away and walked into my new independent life. Except that someone cleaned the bathroom I used. And all of my meals were prepared. And the longest paper I wrote was five pages.

Things have changed during my four years here; now I clean my own bathroom, my bedspread is from India where I studied abroad, and my thesis was 10 times longer than my final Core paper.

My sister, the other Beloof, was a senior when I was a freshman. Finding sanctuary in a crowd that was less captivated by the novelty of no parents and countless beers, I bonded with a group of her close friends. After a recent reflection on my own graduation, I e-mailed these alumni asking them to send me lists of things I must do before I left Whitman and Walla Walla.
Unsurprisingly, the lists rarely encouraged me to work harder academically, but emphasized the importance of everything else about Whitman, specifically the friendships that are forged. While reminiscing one friend wrote, “Towards the end, little in your classes will be as wonderful, important or more memorable than the time you spend there with your friends. So skip when you want, stay up late when you want, and have no shame in enjoying every minute of it.” He is right: above all else it is the people at Whitman that make it such a difficult place to leave.

I will miss my core classmates, who have come together for brunches since our initial bonding during freshman year. I will miss the generosity of professors who are supportive and exceptionally willing to go out of their way for students. I will miss my women, those that I bonded with four years ago, who have shown me unimaginable love and support during my time at Whitman.

I will miss those that live in the music building and get hot for modulations and Beethoven symphonies. I will miss running next to section mates at the gym. I will miss the hot chocolate at the Patisserie and dollar slice Tuesdays at Sweet Basil.
I will miss splitting 11 pitchers between seven people in a night that left my face and stomach hurting from so much laughter. I have swum through so many days full of rich experiences that my fingers are shriveled and I am want for air. It is hard to get let go.

I am finally beginning to understand how privileged I have been to spend four years among such amazing people. Perhaps it is appropriate that only now, at the end, I realize the treasures of this place. While unfair, it is not surprising that I can only recognize my deep gratitude for Whitman immediately preceding my departure.

There is no turning back once we cross that stage and shake the omnipotent hand of President Bridges. With a handshake and an autographed piece of paper we will officially conclude four decadent years at Whitman. We shed this institution and depart from our friends to move forward into our futures of adulthood.

Although some of us will move on together, most will scatter and our next chapters will begin in hundreds of different places. In this moment of pre-departure I am torn between where I am going and where I have been. What lies ahead is uncharted territory, what has passed can only be accessed by memories, and in the now I find myself fighting to retain moments that are slipping too quickly into history.

“I remember thinking about how fast it all went,” one of my friends recalled, “like sand in a fist.” Quicker I would say, like the skip of a heartbeat—and just as strange. We travel into darkness, straight into the unknown future, in the hopes of shedding light on the corners of the world we reach. Shine on you crazy diamond.

“This, you know, is a time of taking in – taking in friendship, conversation, gaiety, wisdom, knowledge, beauty, holiness  – and later, well, there will be a time of giving out,” remarks a friend of Sheldon Vanauken about the college years in Vanauken’s memoir A Severe Mercy. This profound insight, shared during a late night conversation among friends, is to me the clearest statement of the ultimate goal of a college education: college is that time when you prepare for your own time of giving out.
It is now your turn to take the richness of your education and experiences from Whitman and share them with the world. By contributing your gifts and talents to others, you can begin to utilize your four-year investment of taking in.  How you choose to do this depends on you.

Share in a way that is uniquely yours.  Choose to inspire with your gifts –whatever they are. Do not become complacent in either your actions or your thinking.  Use your finely honed intellectual mind-set to ask “why?” and “how?”  Use your talents, whatever they are, to enrich the lives of others. Remember that many will see you as a role model, so act in a way to deserve that respect. However, it may be helpful to realize that others may resent or reject your experiences and perspectives.

You have been a member of a rare environment for the past four years. At Whitman, we encourage you to revel in the richness of our campus: the facilities, the faculty, the friendships, the challenges and the conversations.  A community of passionate people surrounds you; people who share your enthusiasm for learning, teaching and volunteering engage you in their world just as you engage them in yours.

The world at large is, on the whole, much less generous in spirit. Be prepared for hardships and frustration. Be prepared to face indifference. Be prepared for others to not openheartedly listen or care.  Be prepared for little or no praise when you do things well. Be prepared for more accountability when you do something poorly. Be prepared to have times in your life when you do not love your job.  Be prepared for the times when you have so much responsibility that you feel you can go no further.
Through it all, though, rely on the strength you gained during your time of taking in.  Recognize the value of each little step as you progress forward. Work to maintain your friendships. Make good choices and be willing to accept change. Laugh at yourself and your mistakes. Don’t take yourself too seriously and don’t expect others to always take you seriously. Respect those around you even when they disagree with you.  Learn to really listen. And, above all, be true to yourself.  Be true to the fundamental parts of your humanity and what makes you uniquely you.
Become the adult you are meant to be.  Embrace your own time of giving out.

Sincerely,
Allison Calhoun

A class mentioned frequently as one of Whitman’s better classes was Principles of Astronomy with UJ Sofia. Kaston Griffin said that ASTR 110 was probably his favorite class at Whitman. Griffin, an English major, enjoyed learning about “something as obvious as the moon, which is actually something really complex.” Though Sofia will no longer be teaching next year, Griffin noted that it was a great opportunity to take a class from a NASA scientist.

Some seniors especially enjoyed classes within their major or minor department.

English major Jon Klapp thoroughly enjoyed taking creative writing in the English department and recommends that students take Introduction to Creative Writing. He says, “The creative writing department in general is pretty cool. Katrina Roberts, the poetry and nonfiction lady,  is really good. Scott Elliot, who is on sabbatical this year, is also a good teacher.”

Melissa Andreas, who is minoring in Japanese, was happy to be able to take the language, which wasn’t offered in her high school, at Whitman. Andreas enjoyed courses taught by Professor Akira Takemoto. “It’s really hard to pick one class because I really liked all the classes I took with him,” she said.

Andreas noted that the course she took in the Japanese department was different from taking languages in high school. “The class wasn’t just about vocabulary lists and learning how different verbs worked, but also about taking in Japanese culture along with the language.”

Linda Mummy, mathematics major, enjoyed Math Modeling and Numerical Methods with Professor Doug Hundley. She liked that the course was “useful in other math classes.”

Mummy also added that Hundley’s teaching style and personality made class interesting as well. “He’s a funny, nice guy, and his class was very useful. Doug is very easy to talk to and is always there for extra help.”

Other students have taken advantage of the new art building, and recommend the various fine arts classes offered at Whitman. Mary-Eileen Gallagher recommends taking Book Arts or Printmaking with Professor Mare Blocker.

Josh Berliner recommends taking the Study of Jazz with Professor David Glenn. Berliner agreed that a great professor can make a class interesting: “Dave is a knowledgeable and charismatic guy who tells stories about his days playing with all the jazz greats.”

The course was comprehensive, something Berliner enjoyed. “The class covers all of jazz history and every possible type of jazz and jazz artist,” Berliner said, adding that “in the end the course left me with a greater appreciation for the art form and a want to listen to jazz on my own.”

Other courses that were mentioned as being popular were Introduction to Fiction with Professor Majumdar, Alternative Core with Professor Julia Davis and Whitman in the Global Food System with Professor Aaron Bobrow-Strain.

Jordan Droppert, ‘09, had four shots during Whitman’s game against Whitworth on Nov. 1, including the team’s only shot during the first overtime period. Credit: Jacobson

Amid steady rain and with a potential national bid up for grabs, Captain Brett Axelrod marshaled his defense from between the goal posts and urged his offense on in what would prove to be one of the most exciting games on campus this school year.

The game was against a Whitworth side that held a slight lead over Whitman in the conference, boasting a record of 8-2-2 to Whitman’s 7-2-3. The winner would pretty much be guaranteed the top spot in the Northwest Conference (NWC) and get an automatic bid to the national tournament. 

However, a win for either team was not in the cards. Over 500 fans were in attendance on Nov. 1 as Whitman and Whitworth played to a 0-0 tie after two overtimes. The two overtime periods were 15 minutes each and, since there are no shootouts in conference play, when neither team had scored after these additional 30 minutes, the referees called the game. 

Defense dominated on both sides with the rain severely hampering any kind of meaningful offensive drives.

“The rain made it hard to play possession soccer since the ball ran so much faster than normal,” said senior captain Brett Axelrod in an e-mail. “This benefitted Whitworth since they’re not as much of a possession team as we are and helped to even out the game.”

Despite the rain, Whitman was able to outshoot Whitworth 23-15. With 30 seconds left in the first half, senior Stephen Phillips ricocheted a shot off the Whitworth crossbar. The ball landed at the feet of first-year forward, Jordan Thomas, who, having to react in a split-second, sailed the ball high right before the half-time whistle.

In the second-half, Whitman had two good opportunities at a goal. Senior forward, Marc Nabelek, tested the Whitworth keeper early, drilling a shot at the left post that the diving keeper barely pushed wide. 

Two minutes later, senior midfielder Greg Phillips skipped a grounder into the Whitworth keeper’s chest. The ball landed in front of the goal but a Whitworth defender was able to clear it out.

Whitman dominated both overtime periods but was unable to capitalize on their higher time of possession, putting only one shot on goal in the two 15 minute periods.

“Everyone’s always physically spent at the end of a 2OT game,” said Axelrod. “But we had played so many up to that point in the season that we felt that we were better prepared for it than Whitworth was, which only added to the disappointment of tying the game.”

In recent years, the Whitman-Whitworth rivalry has become more intense as Whitman’s stronger program has allowed for some nail-bitingly close matches.

“Whitworth is consistently a strong side,” said Axelrod. “Although this was the first time we hadn’t lost to Whitworth in the last four years, we’ve played some real close and physical games with them. We have a natural rivalry just based on our geographic separation from the rest of the conference, but our program’s recent development has blossomed our rivalry with Whitworth into one of competition and not just location.”

Whitman ended their season a week after the Whitworth game with convincing wins over Pacific University and George Fox University, bringing their season record to an impressive 11-2-7, a team record.

People are showing up by the thousands for job fairs. Those who are 40 or 50 years old are taking on summer jobs typically held by teenagers. Every morning, news shows feature career experts who provide advice on how to find jobs in this extremely difficult job market.

That is the bad news. Now here is the good news: Your degree is from Whitman College.
Over the past four years you have learned to think critically, creatively solve problems and have gained strong communications skills. You have research skills; you can analyze and interpret data. You have held leadership roles, delegated tasks and managed projects. You know how to prepare presentations and organize events.

Most job seekers are unprepared. They lack focus and apply for anything they can find. Whitman graduates have the education, skills and experience employers want.

Unprepared job seekers blast out resumes and don’t take the extra step to make them specific to each position. Ask not what an organization can do for you, but what you can do for the organization; keep the focus on the employer’s needs. The harsh reality is that most employers don’t care what you want to learn from the job and how you hope to grow and develop. They want to know what you bring to the organization. If you are wondering if you have skills employers want, rest assured, you do! You just need to be prepared.

To become a successful job seeker, first develop a focus. That may sound scary to many students who have so many interests and passions. One thing to keep in mind is that being 100 percent focused and appearing 100 percent focused are two very different things. Appear focused to a potential employer.

Second, realize your skills. The best way to do this is reflect on your experiences from campus and summer jobs, internships, volunteer, student organizations, leadership roles and athletics. Transferable skills such as teamwork, communication skills, initiative, project management and a strong work ethic should be emphasized in job search correspondence.

Third, network, network, network! In a tough job market the single most important thing anyone can do is network. Right now employers are reluctant to list positions because they become inundated with applications. It is much easier to hire a friend or relative of a current employee than to go through the time and expense of listing a position, sorting through hundreds of resumes and cover letters, and conducting interviews.

Don’t count on waiting for advertised positions. Be proactive and let everyone you are acquainted with know that you are looking for employment and the field in which you are looking.
We are here to help! The Career Center serves alumni as well as students. Our services are available at any point in your career.

Credit: Wheeler

Professor David Carey began teaching at Whitman in 1989 and has been an active member of the Philosophy Department for the past 20 years, serving as department chair twice.  He received his B.A. from St. John’s College, two masters’ degrees in theology and philosophy and a Ph.D. in philosophy from the University of Pittsburgh.  

Carey has taught courses in Ethics, Social and Political Philosophy, Medieval Philosophy, Plato’s Republic and Values, while dedicating himself to the Antiquity and Modernity curriculum.  He received the Thomas D. Howells Award for Distinguished Humanities Teaching in 1996.  

His published works include Chaucer’s Church (2002), with co-author Edward Forster, and “The Social Mortgage of Intellectual Property (2007).  

For Carey, life after Whitman will be all about relaxing for awhile. 

“I have a large stack of books I want to read,” he said.  “Otherwise, like Ambassador Crocker, my plan is to have no plan, no schedule, for a while.  Then re-focus on my next big project, whatever that is.”

Credit: Vanderbilt

For many senior athletes, the end of 16 years of school sports is fast approaching. So what comes next?

Few Whitman athletes plan to pursue a professional sports career, but many will continue their sport after college. 

“I plan on keeping swimming in my life, and possibly competing in triathlons where, of course, swimming is a part,” said varsity swimmer Vanessa Johnson.

“I want to continue to play and be involved in tennis for as long as I can,” said tennis player Katie Oost.

After graduation, many student athletes will focus on their  careers instead of competing in semi-professional or professional leagues. The need to work limits the opportunities and time a graduate has to pursue athletics. However, many Whitties have found ways to incorporate athletics into their jobs.

“I plan on assistant coaching for the women’s tennis team, and likely working for another previous Whitman coach as well. I also plan on teaching tennis lessons during the summer,” said Oost.

Professional athletic opportunities may also be slim due to scholarly demands.

“I think collegiate play offers the opportunity to gain an education and perform at a high lever,” said varsity soccer player Michael McKenzie. “Yet, it also makes the transition to the professional level difficult because of the balance between training and school…I would love to play professionally, but my focus on school has made that possibility extremely slim.”

Others will stay active, but will pursue other types of activities, whether these are jobs or sports.

“This summer I am going to work for the forest service as a range technician in the Colorado Rockies,” said swimmer Courtney Fitzpatrick. “After that I plan to do a six-month work study program at Shoshoni Yoga retreat in Colorado where I will get certified to become a yoga instructor.”

Varsity athletics have greatly influenced many Whitman athletes, whether or not they plan to continue their sport. 

“I would say that my career as a swimmer has led me to realize how physical activity is related to spiritual well-being…I was always learning about myself, specifically what my body and mind are capable of,” said Fitzpatrick. 

“I have greater faith in myself and in what I am capable of achieving and committing to,” said Johnson. “I’m sure this will transfer somehow into whatever next steps I take.”

Despite their extensive athletic careers, however, some athletes acknowledge what they have learned and prepare to take the next step, to move on.

Varsity basketball athlete Brendan Ziegler, who plans to move to Illinois next year to work for a business consultant, looks forward to taking the next step. “It was time to move onto the next phase of my life,” he said.

Abrams said that he has only really been playing the cello seriously for four of those years.

Abrams grew up in Blaine, Washington where he attended the local high school. His high school did not have an orchestra so he played string bass for the Wind Ensemble. He still plays the bass as a secondary instrument.

After nine years of just playing for fun, Abrams began to put more of an effort into playing.

“I can’t really say why it is that I decided to put some real work into my instrument other than it felt like a very natural thing for me,” said Abrams.

Sophomore year of college Abrams transferred to Central Washington University (CWU) to further his study of the cello. He studied with John Michel, an accomplished soloist, chamber musician and Cello Professor who has taught at CWU for the last 14 years.

After a semester at CWU, Abrams returned to Whitman. “I basically missed my friends here at Whitman,” he said.

Abrams has performed in a wide variety of ensembles while studying here at Whitman.

He has been in productions at Harper Joy Theatre, String Quartets and flute trios. Abrams performed this year in the Fridays at Four Recital Series.

He was part the production staff, performing musical and vocal arrangements, for Harper Joy’s March production of “Medea’s Children.”

He has also performed extensively for the composition majors. Additionally, Abrams is one of 13 cellists in the Walla Walla Symphony—the oldest continuously operating symphony west of the Mississippi.

Abrams presented his senior recital Saturday May, 2, 2009 in Chism Recital Hall with Nathan Shiu playing the piano.

As for the future Abrams plans to pursue a masters of Music at CWU next year.

He hopes to move on to a doctorate eventually as well. He would love to teach at the university level.

Ultimately though, Abrams plans to be part of a big city orchestra.

In His Own Words:

Q: Why did you choose the cello as your preferred instrument?

A: I chose the cello by chance more than anything else.  In third grade I wanted to be in the school orchestra and when I was choosing instruments I knew I didn’t want to play violin.  So I flipped a coin and it was between viola and cello, and the rest is history.

Q: Have you considered voice, or are you strictly instrumental?

A: This may be an odd way to answer this question but the cello itself is a very vocal instrument making is a very versatile instrument.  It can provide bass lines in ensemble work or it can sing unlike many other instruments.  But on a personal level I enjoy playing an instrument and wouldn’t prefer anything else.

Q: Why do you consider music to be an important part of the arts?

A: In short I’d say that in the last couple of years I’ve discovered that music speaks true to the human condition.  Like all art, the marriage of form and technique both complicated and simple produces everything from the heroic to the tragic.  I truly think music is unique in that it speaks to humanity on a level I don’t think I quite understand. It is simply a different way to express oneself.

I am honored to be asked to give some advice on your postgraduate life. The invitation to address you is especially meaningful since I, like you, am leaving Whitman at the end of this semester. I have been here longer than any of you—32 years, to be exact—so my departure will be both more dramatic and more difficult because it will signal the end of my career as a teacher. I am grateful for all of the wonderful memories I have of my former students, including several members of your class whom I have taught in Core or French. These memories will sustain me, more than anything else, during my life after Whitman.

My first piece of advice is to finish all pending academic work if you haven’t done so already. Clear up those incompletes, turn in your theses, write those final papers. You will have plenty of time for pub crawls, celebratory meals with friends and parents, volunteer work, etc. once you have finished your class work.  If you think you are unmotivated to do so now, you will be even less motivated this summer. You will enjoy walking across the stage at Commencement much more with your Whitman classes fully completed.

Next, give yourselves an intellectual graduation present by drawing up a list of books you will read during your first six months after college. If you like novels, as I do, consider reading a novelist’s entire opus. Return to some of the authors you read your first year in Core, such as Plato, the English Romantic poets, or Toni Morrison.  If you majored in the sciences, read the biographies of important modern figures in this field. You could even re-read authors you first read in high school, such as C.S. Lewis or science-fiction writers. If you can’t finish a book, don’t be afraid to abandon it or even to change your whole reading list. What you read is less important than the commitment to read. Reading for pleasure will become a life-time habit if you begin now, and this present to yourselves is a fitting continuation of your Whitman education, which stressed engagement with a variety of texts.

In addition, pick one activity that you will do from now on without multi-tasking. If you are a walker or a runner, don’t listen to music while you walk or run.  Leave your iPods at home. You will get in better touch with your body. You will start to hear the birds (not to mention the cars behind you!), recognize the plants on your route and smell the air. If you like music, get rid of all other distractions when you listen. Music will become more than the background to your daily routine.  If you like to spend hours on the phone with friends, do so, but not while you are checking your e-mail or walking your dog.  We are all so lucky to have friends that we should accord them the attention they deserve. Now is a good time to realize that you can’t do everything, and focusing your attention on any single activity will ultimately make it easier for you to choose the activities you cannot live without.

As a senior in college I read the following line written by T.S. Eliot in  Four Quartets: “We had the experience but missed the meaning.” I have never forgotten these words, which seemed to me both a warning and a piece of advice. They warned me that it is all too easy to live life as a series of unconnected events out of our control. We meet people, we lose contact with people; we travel, we come back home; we go to college, then we take up careers that have nothing to do with our studies. But we can find meaning if we take time to digest our pasts. One reason I am  retiring from teaching now is to meditate on the years I have spent at Whitman in the hopes of finding meaning in my experiences. I suggest that you also spend many hours over the summer and the next year making sense of your college days. Try to evaluate your choice of a major, your friendships, even ask yourself if Whitman was the right college to attend. An honest self-assessment will not only serve as a proper conclusion to your Whitman career but also make you more aware of your strengths and weaknesses, give you insight into your place in human history, and prepare you for the future.

Mary Anne O’Neil

Courtesy of the Whitman Communications Dept.

Professor Mary Anne O’Neil first came to Whitman as a sabbatical replacement in the spring of 1977. For the past 32 years, she has taught in the Foreign Language Department, and this past semester volunteered to act as chair while taking on a special topics class on conversational Italian in addition to her regular course load.  

She has taught courses in French and Spanish as well as a range of courses in world and western literature.  A member of many college committees, O’Neil served as Associate Dean of the Faculty, Chair of the Faculty and Chair of the Foreign Languages and Literatures Department, and was Core Coordinator for 2008-2009.

“Of the many highlights, I would mention the establishment of our Language Learning
Center in Olin and our years as part of the Northwest Language Consortium,” she said, adding that these contributed to more collaboration between faculty and students and developed better means of incorporating technology into language instruction.  

O’Neil received her B.A. in French from the University of California at Berkeley, her M.A. in French from Middlebury College and her Ph.D. in Romance Languages from the University of Oregon. At Whitman she has remained devoted to the development of the Language Department and to the Undergraduate Conferences, which she said have improved each year.  

While she will miss life at Whitman, O’Neil has embraced retirement as a chance to settle some unfinished business.   

“For the first six months after I retire, I plan not to get dressed but to stay in my PJs,” she said.  

O’Neil will also be working with publisher Yale University Press to develop two series of lesson plans to help other language instructors teach her book, “La France et la francophone,” which is already used at Whitman for intermediate and advanced French. 
“I will miss, above all, my colleagues in the Olin building, many of whom have already
left Whitman,” O’Neil said.  “We had so much fun and we worked together so well.  I include among those colleagues the wonderful administrative assistants and custodians.”

Head coach Casey Powell, pictured to the far right, eyes the team in the field with assistant coach Sean Kinney directly to his right. Powell leaves Whitman for an assistant coaching job at Division I Seattle University. Kinney will be one of the applicants to replace Powell. Kinney has spent the last eight years at Whitman–four as a player and four as an assistant coach. Credit: Kitamura

After a year of competing, the Whitman athletic department enters the summer with two vacancies to fill. Baseball head coach Casey Powell and assistant athletic trainer David Howell will both move on to other programs next year.

Powell, Whitman’s baseball coach for the past seven seasons and the 1996 NWC Player of the year at Linfield, will transition into an assistant coach position for the Division I Seattle University Redhawks Baseball team under head coach Donny Harrel. Seattle University hasn’t played varsity baseball since the mid-1980s and not at the Division I level since 1980. The 2009-10 school year will be their first season back.

Powell and Harrel worked together before when Harrel was the head coach of the semi-pro Bend Elks in 2000 and 2001 and Powell was his assistant coach. Powell listed a chance to work with Harrel again as one of the major reasons he took the job at Seattle University.

“We have a great relationship off the field, we work well together on the field, our families get a long great, our kids get along great, and our wives get along great. All that, tied in together, made it seem like a perfect opportunity,” said Powell.

Also attracting Powell to Seattle University was the chance to coach at the Division I level after playing and coaching exclusively at Division III Linfield and Whitman.

“As an athlete and a coach, being competitive in nature, you want to be at the highest level in anything you do,” said Powell.

Along with his position as an assistant coach, Powell will be the team’s recruiting coordinator while coaching the infielders, running game, short game and overseeing the team’s academics.

“[Powell’s] head coaching experience at Whitman athletically and academically will let him identify the types of student/athletes who will succeed on and off the field at SU,” said Harrel in an e-mail.

Powell leaves Whitman after compiling a 24-159 record in the Northwest Conference and 38-214 overall. He was originally hired after head coach and part-time Athletic Director Travis Feezell chose to solely focus on his administrative work. At the time, Powell was only 27 years old, but had coached four years as an assistant coach at Linfield.

“I think Whitman is fortunate to have attracted one of the best young coaches in the Northwest,” Feezell told current Whitman SID Dave Holden after Powell was hired in 2003. “Casey’s understanding of the game is tremendous. He knows our conference and has recruiting contacts throughout the region. He understands what it takes to have a successful baseball program at a small college.”

Now seven years later, Athletic Director Dean Snider echoes Feezell’s original statement about Powell’s baseball knowledge.

“He loves baseball in and out. He’s an outstanding baseball guy. He knows the game,” said Snider.

Harrel also praised Powell’s work ethic.

“Casey has a tremendous ability to get the best out of the ballplayers he teaches and is a true work horse in our game,” said Harrel in an e-mail.

While Powell listed Whitman’s record during his tenure and difficulties recruiting to Whitman—the Missionaries played with only 17 guys on the roster this year, eight below Major League Baseball’s 25 man standard—he finds his success as a coach in the players he’s seen mature.

“You really see the maturity in guys from freshman, sophomore years to upperclassmen and that’s something I’ve really been proud of,” said Powell. “The way that guys come to practice and come every weekend to compete knowing that they might not be the most talented team on the field, but still playing hard.”

Powell mentioned that a goal of his in taking the job was to leave the program better than when he entered it. He listed the overall atmosphere, field quality and equipment as things that have improved under his tenure, but still expressed uncertainty for the program as a whole.

“I don’t know if I’m leaving it in better shape or not; I feel like I am,” said Powell.

When asked if he Powell had improved the baseball program, Snider put the team’s recent struggles in context.

“Our baseball program has struggled for more than 20 years. In other sports we have been progressing, getting stronger over the last few years. I believe that, with the help of the W Club, we will now make a change for the better in baseball as well. I would have been glad for Coach Powell to lead that charge, but now we will begin a search for our next coach who will lead our baseball program into national prominence,” said Snider in an e-mail.

Whitman opened their search for a replacement for Powell today.

“We’re looking for someone who has head coaching, winning experience that also has evidence of being a strong recruiter and has a desire and drive to bring our baseball program to national prominence,” said Snider.

Assistant coach Sean Kinney, who has either played or coached at Whitman for the past eight years, has expressed interest in the job and will be one of many applicants for the position, according to Snider.

Howell, on the other hand, leaves Whitman after only one year. He was hired at the beginning of fall semester as a Sabbatical replacement for Head trainer Juli Dunn and then stayed on for spring semester after Dunn moved into a new role as Director of Academic Resources.

Howell was accepted into a PhD program at the University of Oregon and will begin work there in the fall.

Senior Chris Faidley, a varsity basketball and baseball athlete, for instance, is planning to play in a professional basketball league abroad, either in Australia or Europe. 

“My long term goals are to play basketball overseas for a year or two, and then come back home and go into business and/or to possibly coach basketball at the high school or college level,” said Faidley. “At this point things are fairly uncertain, but coaching is something that I know I would love to do at some point in my career.”

During his time at Whitman, Faidley has led a successful career. Faidley set a new single-season school record his sophomore year, scoring 91 3-point baskets. As a junior, he earned All-Second Team honors and led the conference in scoring with 16.9 points per game. This season, Faidley topped the conference in more ways than one, securing 84 3-point baskets and scoring an average of 20.4 points per game. Whitman’s second all-time leading scorer, Faidley finished his athletic career with 1,720 points. He was recently distinguished will All-NWC First-Team Honors.

Faidley credits a portion of his success as a student athlete to the athletic programs at Whitman that foster athletic excellence while balancing the many scholastic requirements.  

“Whitman athletics have taught me a lot about working with people, problem solving, leadership, commitment, preparation, prioritizing, remaining time-efficient, non-procrastinating and many other qualities that will influence me throughout the rest of my life,” said Faidley. 

For the time being, however, Faidley has been training in Walla Walla, practicing with the Walla Walla Community College men’s basketball team and the women’s basketball team on campus. He has also been shooting hoops at the YMCA and frequently trains at the Baker Ferguson Fitness Center. Despite his seemingly busy training schedule, Faidley realizes that he needs to step it up if he hopes to play professionally. 

“I will need to train for several more weeks in order to get to ‘playing shape,’” he said.

While Faidley aspires to play basketball in a professional league, seniors Bret Axelrod and Stephen Phillips plan to break into the European soccer scene.

Over spring break, Axelrod and Phillips traveled to England to try their hand in English soccer leagues. The two Whitman athletes practiced with three British soccer teams: the Newcastle Town Football Club, a semi-professional team, Crewe Alexandra, a professional team, and Stoke City Football Club, a member of the English Premier League (EPL). 

While in England, the duo chronicled their experiences on their blog: http://whitmanlads.blogspot.com/. Initially surprised by the level of play—a higher caliber than they were accustomed to in the states—the two eventually adjusted and became more confident in their abilities. 

“I won’t say that we can both comfortably play on this level since we’ve only been there for one day of light practice, but today we each held our own nicely, except in the small sided game it didn’t seem as if my defense felt like playing, at all,” Axelrod wrote in his blog. “I must have gotten scored on 20 times in the half an hour that we played. Steve [Phillips] put a couple in past the other keeper […] and made the opposing defenders look foolish at times.”

Although British soccer players and coaches may not understand why Axelrod and Phillips are pursuing soccer at the age of 21 and 22, which is considered late to start a professional career, neither would hesitate to sign a professional contract today.  

“It’s become a little embarrassing for us to explain the American education/athletic system in the U.S. to the guys here. We’re relatively old, being 21 and 22, and it’s almost a joke to them that we’re trying to start playing pro now when they’ve been established for three years at least when they’re 21-22,” Axelrod and Phillips wrote in their blog. “It’s become pretty obvious to us why American soccer is so stunted in its growth and why more Americans don’t play in Europe.”

Both Axelrod and Phillips hope to sign on with a British team. As of now, Phillips will play with the professional Kitsap Pumas in the USL Premier Developmental League, three tiers removed from the MLS. Axelrod also plans on signing with an American team for next year.

Although the future of these Whitman varsity athletes is uncertain, Faidley, Axelrod and Phillips will undoubtedly continue to play the sports they love, regardless of whether or not they sign contracts with a professional league.

Courtesy of Whitman Communications

In the 34 years since joining the Mathematics Department at Whitman, Professor Robert Fontenot has savored his role as advisor to students completing the 3-2 Engineering and Computer Science Program and his work with independent study students.  Fontenot, who is ending his career at Whitman this year, said he will miss the day to day interaction with students and colleagues, but he has big plans for the future.  

After earning his B.S. and Ph.D. in Mathematics from Louisiana State University, Fontenot worked at Oakland University for 3 years before joining the faculty at Whitman in 1975.  His courses over the years have ranged from calculus to linear algebra to numerical analysis to operations research and differential equations.

“I have been blessed by good relationships with my amazingly dedicated and highly
competent colleagues among the faculty and staff at Whitman,” he said.  “I have enjoyed having good students in my classes and, in particular, for independent studies in things like topology or game theory and for honors theses or senior projects.”

Fontenot’s involvement has not been limited to the mathematics department, however. 

He served as faculty adviser to the Tau Kappa Epsilon fraternity and participated in rock climbing trips with the Outdoor Program, and he and his wife hosted a series of picnic dinners and discussion groups for students.

“A group of eight or so students…met weekly in my home over a two-year period for discussions of magazine articles and for consumption of yummy treats,” said Fontenot.

Fontenot was a Paul Garret Fellow and has been awarded the A.E. Lange Award for Distinguished Science Teaching twice.  He served as a member of the Catholic Children and Family Services Board and was honored for this community service with the Town-Gown Award in 1996.

His goals and plans for the future include an Alaskan cruise, volunteer work, research projects, and learning Spanish. But first, he plans to relax.  

“I am going to rest a little bit, spend lots of time with my wonderful wife, and pet my
cats,” said.  He also intends to visit his children in California, Texas, and Delaware and family members in Louisiana.  

The list continues: long walks and bike rides, drinking coffee and wine, eating “fattening treats with friends,” reading the New York Times, attending plays and talks at Whitman and elsewhere, and getting more involved with church activities and organizations that serve the poor.