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clarke CATALYST 6 spring 2012 issue 33 GOLDEN SISTERS 50 +years at Clarke TOP 4 STUDENT EXCUSES Quiet Students IT’S IN THE DNA Bred to Bowl REJOICE! An Introvert’s guide to college LESSONS LEARNED A Day in the Life of a Student Teacher PLUS: meet the inseparables Clarke Catalyst 2012 Editors’ Letter editors Kylee D. Miller Pam Steffensmeier production assistants Ethan Abney Erin Daly Sam Dugan Tina Fry Daniel Valencia contributing writer Katrina Moyna contributing photographer Andie Bruce illustrator Katie Gross advertsing manager Pam Steffensmeier advisor Diana Russo The “Catalyst” is a student-produced magazine for the Clarke community. Opinions expressed do not necessarily reflect the opinions of Clarke faculty, administration or staff. No part of this publication may be reproduced without the expressed written consent of the Communication Department. Questions or comments should be addressed to Diana Russo, Communication Department, MS 1801, Clarke University, Dubuque, IA 52001. The 2012 issue presented quite the challenge to our seven-person staff. With a truncated staff and minus a graphic designer and photo editor, we were still able to produce the high-quality magazine Clarke has come to expect and love. From writing stories, taking photos, designing layouts and assembling the magazine, the expectations for each staff member were high. We put in countless hours and gave up entire weekends, and we believe the end result demonstrates the successful outcome of our hard work. The magazine would not be possible without teamwork amongst our staff. We helped one another by sharing inspiration for photos and layouts. We relied heavily on our veteran staff member, Tina Fry. Her “Catalyst” experience in previous years made her irreplaceable this spring. Fresh from the Clarke “Courier,” Ethan Abney and Sam Dugan filled big roles by generating ideas for unique feature articles. Daniel Valencia brought his dynamic visual ideas to his layouts. Religious studies major Erin Daly joined the “Catalyst” thinking she would just be a writer. When there was a need for more people to put together layouts, she boldly answered the call. Next we would like to thank art major Katie Gross for illustrating two features. Her wonderful drawings managed to capture the heart of the articles and bring them to life. Graphic design major Andie Bruce stepped in to take a few photos for the bowling article. Andie’s high-flying images seem to be almost magical. The “Catalyst” requires the support and cooperation of Clarke’s entire community. The many students, faculty, and staff members who agreed to interviews, features and profiles helped our staff capture and reflect the wonderful spirit of Clarke. We want to thank Frank Duchow and Cindy Voigts of Woodward Printing for their efficiency in printing this magazine and in guiding us through the printing process. A special thank you goes out to our advisor, Diana Russo, for all of her support and guidance. She spent countless hours working with the staff perfecting stories and layouts. And we would like to thank Abdul Sinno, chair of the communication department for the department’s support. We appreciate the ongoing support from President Joanne Burrows, SC, and Provost/Vice President for Academic Affairs Joan Lingen, BVM. For additional content and exclusive pictures check us out online at www.clarke.edu/catalyst. Finally, we would like to welcome you to the 2012 “Catalyst.” ~”Catalyst” Co-Editors Kylee D. Miller & Pam Steffensmeier Clarke Catalyst 2012 1 Contributors PAM: I’m constantly taking pictures of everything around me. I love photography! TINA: I’m constantly procrastinating. I really should get my homework done before 2 a.m. the day it’s due. SAM: I’m constantly dancing. I don’t know how to sit still, even in my sleep. DANIEL: I’m constantly ruining the perfect photographs, because I like busting my Latin moves. ETHAN: I’m constantly saving the Intergalactic Alliance from Emperor Zerg. ERIN: I’m constantly correcting people’s grammar and spelling on Facebook. You have been warned. KYLEE: I’m constantly reading. I’m not sure what a TV even looks like anymore. photo by andie bruce Cat people, from left, pam steffensmeier, daniel valencia, sam dugan, ethan abney, tina fry, erin daly, kylee d. miller For more, check out the “Catalyst” online at www.clarke.edu/catalyst. At our website readers can find interviews, videos, and photos. Watch a Clarke bowler teach our staffer how to throw strikes, see a slide show on Quench and Connect’s work in Uganda, and flip through fun photos from Clarke students studying in Spain and Australia. On the Cover Clarke student teacher Hannah Grow at Carver Elementary in Dubuque. Photo by Sam Dugan; cover design by Kylee D. Miller and Pam Steffensmeier 2 Clarke Catalyst 2012 Congratulations 2011-2012 Clarke Graduation Candidates Undergraduate Candidates (Dec. 2011) Nichole M. Ambrosia Danielle E. Bell Ronald F. Borel Jr. Michael W. Buhle Matthew V. Carlson Kara A. Clark Bridgette L. Clark Jesse A. Cummings Jeff A. Demmer Kathlyn A. Ellerbach Hollie A. Elliott Joshua A. Erickson Rebecca E. Faulhaber Ashley M. Fitzpatrick Laura L. Frommelt Sara A. Gansen Stephanie L. Goedken Nicole L. Hefel Allison Nicole Hencke Justin J. Heng Amy E. Kennell Vickie Klinkhammer Mackenzie C. Kohnke Jared Jordan Krasselt Jolyn R. Lahey Justine E. Leslein Sarah J. Liley Lindsey A. McAninch Sara A. McDonough Melinda J. Meyer Jennifer L. Michels Barbara N. Nyheim Eric G. Petersen Sara M. Prier Amy Lynn Ransom Cari M. Rieckens Mollie S. Scahill Brad T. Schweikert Matthew J. Shannon Stacy L. Stackis Jeff L. Schroeder Cassie Danielle Allee Jill A. Herrig Barbara A. Keough Heidi Marie Klein Teresa R. Ross Masters Candidates (Dec. 2011) Christine Ann Juhl Victoria J. Ries Michelle M. Rubel Jason B. Fuller Raymond M. Gherardini Emily R. Ostwinkle Tosha I. Allen Karen Mendrek Bick Jacqueline I. Carlson Renee Fay Amy J. Funke Aleesa Ann Kittrell Jessica T. Klein Melissa A. Klinkkammer Karleen R. Looney Tammy Nodarse Jennifer Ann Turk Undergraduate Candidates (May, August 2012) Peter D. Bayliss Kevin J. Bibelhausen Elliott J. Carr Megan M. Chitty Kayla A. Conrad Ashley E. Cook Rodessa Meryll Mae O. Cornejo Kayla A. Damisch Cory A. Davidson Alex M. Deckert Mark T. Dismang Charles N. Fast Callie E. Fitzgerald Molly Ann Fitzgibbons Lisa Joyce Foley Galadrial JoeEllen Freeland Tina M. Fry Lisa N. Grant Hannah L. Grow Joshua M. Gust Ronald L. Hammel TaKara V. Harden Elaine Teresa Hart Amanda M. Healey Ashley M. Healey Kathleen M. Herber Meghan Nicole Hines Cassie M. Jackson Claudia I. JaramilloMendoza James D. Judd Jayme A. Kalb Kathryn M. Kieffer Kendra J. Kirk Elizabeth A. Kloser Stephanie L. Kollasch VaNessa J. LaNier VeNita H. LaNier Nicole M. Lansing Kaitlan R. Larson Eric W. Lehmann Tonya M. Link Bryan N. Louff Sarah L. Lynn Kimberly M. Lyon Steven LaVerle Mabeus Drew M. Manternach Molly A. Markham Alexander M. McKinlay Kylee D. Miller Kayla M. Muller Jared T. Munson Jessica Z. Nessan Tim J. Neyens Sean M. O'Connor Alison E. Ott Robert H. Pelelo Nancy Peterson Alivia L. Ploessl Andrew G. Quam Emily C. Rehfus Russell W. ReVoir Matthew J. Roth Krista M. Roussel Kara C. Rusk Colin R. Rust Jacob R. Ryan Belinda J. Maiden Nicholas B. Schulz Katie L. Sorge Robert J. Springer Joseph R. Stamp Gage A. Steenhagen Pamela M. Steffensmeier Veronica Nora Stierman Jacqueline M. Stoffel Nicole S. Stokes Lydia J. Strief Peter J. Sullivan Ashley C. Thibadeau Kaitlin A. Timmerman Ryan Mark Tomkins Mayron T. Trejo Kelli A. Turnis Antonio P. Veneziano María Alejandra Vilar Baños Bryant R. Voss Katherine M. Wente Arleen M. Wentworth Audrey L. White Joseph D. Wilson Eric D. Winch Brock M. Zins Amanda L. Balough Christina L. Bolgren Alyssa S. Breitbach Lynsey D. Christensen Kathryn M. Gross Katelin R. Hermsen Stephanie L. Kronlage Evan E. Stickfort Morgan A. Bradford Hannah M. Day Ashley M. Derga Kelsey T. Gleich Stefani R. Hines Hannah M. Holt Andrea J. Kilburg Benjamin D. Lehmkuhl Kelsey R. McNames Katrina A. Moyna George Reed Keysha M. Schmit Rebecca S. Shady Elizabeth D. Sherer Kaylee A. Steen Amanda C. Stone Thomas Michael Vant Elijah J. Wedwick Benjamin Reid Westholder Lucas B. Wilson Denise E. Anderson Kathrin A. Austin Holli M. Bahr Luke M. Bainbridge Sara J. Bechen Elizabeth C. Behnke Valerie Y. Canby Cayla J. Chandler Leah M. Chapman Marie C. Cuvelier Kelli J. Decker April M. Ehrler Amber D. Engelhardt Kayla A. Frana Danielle C. Fuller Justine N. Hejlik Violet F. Husemann Luiza L. Ilie Lisa A. Jesenovec Ashley A. Kass Amanda S. Kennell Ha Young Kim Rachel L. Kroeger Gina M. Kubik Nicolle A. Lang Lauren E. Lombardi Megan M. Maring Christina M. Merkes Kayla M. Messerschmidt Megan M. Molitor Amanda R. Moran Jessica K. Mormann Raychel A. Nicks Molly Marie Olberding Cynthia J. Pickel Hannah F. Rhomberg Megan M. Riniker Zachary R. Runde Robin Schemmel Brittany A. Schmidt Samantha J. Schroepfer Jennifer E. Shaw Danielle K. Sieverding Alyssa M. Steiner Bridget M. Sullivan Carla S. Taft Nicole A. Tomkins Lindsay J. Weinschenk Brianna M. Flynn Chelsey A. Kass Maxwell J. McNett Andre Navarro Angel Z. Pedraza Abby L. Scherrman Victor D. Stribling Sr Adam E. Zalaznik Masters Candidates (May, August 2012) Kristin A. Dietzel Michaela M. Freiburger Molly S. Gau Jolene N. Green Kathryn J. Laskowski Erin M. Palm Gabrielle K. Sullivan Tiffany A. Till Sarah A. Wolter Katina A. Busch Matthew R. Cavanagh DeAnna M. Dausener Sara A. Hutchinson Gwen L. Lewis Elizabeth Roux Loar Jamison R. Lund Matthew R. Moothart Allyson L. Noel Amy B. Norton Teresa A. Reuter Kimberly K. Schmit Gabriel Ward Sarah J. Bahl Diana M. Besler Ashli L. Breitbach Rhonda A. Bridgewater Leslie E. Bunting Jennifer Burds Melissa M. Collier Lucia L. Dryanski Elizabeth R. Eichhorn Kari J. Ernst Kari A. Fisher Amy Franklin Jennifer L. Larson Amber N. Lewis Michelle Lynch Sonia L. McCallister Nicole Marie Miller Emily M. Kirschbaum Paige J. Ortiz Edna M. Scherbring Gerry L. Sertle Carrie A. Strompolis Katherine S. Wilson Clarke Catalyst 2012 3 Contents 29 6 KEEPING CLARKE POSTED 7 UNMUDDYING THE WATERS by erin daly Clean water as the way ahead. 10 FROM CO-WORKERS TO CLASSMATES by pam steffensmeier TimeSavers realize a dream. 12 BRUSH WITH FAME by ethan abney We meet the Soup Nazi. 13 TEACHER IN TRAINING by sam dugan A day in the life. 16 RED INVASION by sam dugan Trending: #gingerswag. 19 KEEP ON TRUCKIN’ by tina fry Drama department brings it all home. 22 WHO’S THE CUTIE? by pam steffensmeier You must have been a beautiful baby. 23 DON’T GIVE ME THAT EXCUSE by tina fry Profs tell all. 24 CLARKE DIGS IN FIRST by katrina moyna A leader in geothermal. 26 BRED TO BOWL 4 Clarke Catalyst 2012 Letters from students abroad. by daniel valencia It’s in the DNA. 29 JUST A LITTLE CRUSH by tina fry Clarkies come clean on celebrity crushes. 30 A GOLD STANDARD 34 36 38 39 by kylee d. miller Clarke is more than a job for six BVMs. THE INTROVERT IN COLLEGE: A SURVIVAL GUIDE by erin daly Quiet students rejoice! KRIS BROOKS: TWO SPORTS, ONE GOAL by ethan abney A man with a plan. SOME THINGS ARE JUST MEANT TO BE & THAT’S YOU AND ME A TOUGH TEACHER STUDENTS CAN LOVE 42 MOLECULAR MODELING 7 by sam dugan Meet Clarke’s inseparables. by erin daly Is it safe to go back to class? 30 by kylee d. miller They’re chemically compelled to excel. 38 Clarke Catalyst 2012 5 Keeping Clarke Posted TWO STUDENTS STUDYING ABROAD KEEP IN TOUCH layout by kylee d. miller Hola, Greet ings f rom t ing th he sou e cold th of winte my w Spain r in Du eeks g in my 8 Fe buque bru oing t lovely and e ary o clas since town njoyin 201 s I ( 2 of Sev luckil spent g my life. E y i l , a l S l s i e e t t . nora's ven th is onl w I e h e o kend p y 4 da delicio e ough y enjoy ou are on th ys a w Ig us foo ing m e beac enjoy eek), d. I h y time et homesic h. I sp Spani g a o v k i n e h s end g never ometi ere. A sh too t o s o m l e c l . a c e o S t e s e f e r prac too. M n so m ville h and m my cl tice, asses a ost we as a lo uch fr iss eve re in S t of h ekend uit in ryone Barce i story s I lea panish m f lona, r o y m and is ve Sev Dubu Malag and m Moro ille an one o que, I a, Gib y cco, B s o c f d am c raltar, the sa er pra go to erlin a Europ fest ci Rond ctices other nd Pr e. I re t a i a p , e r l s I ague. e in aces. I I have ally en the U If I ha talica, Cad have b ever b joy ho nited iz, and d infin een to een w S t t I h a i te fun going tes sh Grana ould a e Spanish c ds/tim will be visi abroa da, Clar ting L ulture d—go dopt t e, I w home isbon ke U o h h , u is pol a you n sick, y l s d a , v d i i s a e nive c i i v t o y l e y . u e r know A v Besos n c e l a a r s p n o y rsity where , my a built watch , 155 what i d i n n “ v 0 t J w i o ersey c i e C i l Samm t l t s l o h a s appen chedu anyon Shore rke Mam . (Do ” on y le; e thin Driv moser n't wo Dub our la king a e rry ab ptop.) u b o q u u t out ge e IA PS: I tting am co 5 200 USA nstan 1 and I tly su will n rroun ot go d e d to the by Pa cker/B dark s rewer ide. fans b ut my willpo wer is strong Hello to everyone from the Land Down Under, 4/22/12 specifically from the city of Newcastle. I have found that great beaches are not in short supply here, and I have been thoroughly enjoying my time soaking up the sun and splashing in the waves. Besides fun in the sun, I do devote some of my time to school. I really like my classes and find that my Aboriginal course, the study of Australia’s indigenous people, is my favorite. Aside from papers, the hardest part about school is getting there. Living off campus I spend about 1.5 hours commuting a day with more than half of that time walking to or from the train station. I swear I have never walked so much in my entire life; distance is now relevant to the shoes I am wearing. Some of my exciting adventures include going to Sydney to see the Mardi Gras parade and climb the Sydney Harbor Bridge. For break I am flying to the Gold Coast with some friends and in the future I plan to scuba dive in the Great Barrier Reef. I do think of home and familiar faces often, but I am enjoying myself way too much to be homesick at the moment. I really think that studying abroad has been the best decision I have ever made. With much joy, Jessica Sloan Clarke University 1550 Clarke Drive Dubuque IA 52001 USA P.S. Koalas are Amazing!!! 6 Clarke Catalyst 2012 check out pictures of Jess’s and Samm’s time abroad! visit www.clarke/catalyst.com Unmuddying the Waters HOW A CLARKE ALUM AND AN EDUCATION PROFESSOR ARE MAKING A DIFFERENCE IN UGANDA story and layout by erin daly photos contributed by paula schmidt M ost people are aware of the conditions that exist in some countries in Africa. The press paints a picture of a continent caught in the throes of corruption, violence, disease, and poverty, but in reality, each of the 56 African nations struggles with its own unique set of challenges. For many, overcoming these complex problems seems a monumental task. But for one Clarke alum, curbing poverty begins with very small steps, namely providing clean water and quality education to students in the nation of Uganda. Kathryn Ely earned her bachelor’s degree in biology from Clarke in 1966 and a Ph.D. from the University of Utah. Her work in protein crystallography allowed her to present research all over the world, and it was during her travels that she realized that nations in sub-Saharan Africa were struggling to develop more than were other poor countries. “I began studying the lack of clean water in these countries and decided to try to develop a way to help alleviate this problem,” Ely says. “At the same time, through a colleague, I became aware of a request from a secondary school in Uganda for a water well.” It was during her visit to this school that Ely realized that access to clean water wasn’t enough; quality education was needed just as much. This visit motivated Ely to create Quench and Connect, which she describes as a “non-profit organization with the mission to provide clean water and educational tools to schools in Uganda to improve student achievement and promote academic success.” Quench and Connect began in August 2010 and has so far received requests from 17 schools for boreholes. Boreholes attach to a hand pump so students can access clean water from below the earth’s surface, where contaminants can’t reach the water. Right now, four secondary schools in Uganda are at the top of Quench and Connect’s list of schools to support. “Clean water is essential for health, and education is essential to lift a society out of poverty,” Ely says. “Quench and Connect works to provide clean water so that students can Clarke Catalyst 2012 7 study without illness and then to provide the educational tools the schools need to educate their students and help them get to university. Once Uganda has a sufficient number of university-educated citizens, its standard of living will improve, people will obtain skilled jobs, the tax base will increase, infrastructure will be improved, and Uganda will move ahead in the modern world.” Ely’s campaign has spread through the Clarke community, thanks to this year’s Mackin-Mailander lecture series that focuses on making an impact in Africa. “Survivor” winner and philanthropist Ethan Zohn spoke in November about his movement, Grassroot Soccer, which provides HIV/AIDS education to African people through soccer. In mid-March, Ely discussed her experiences with Quench and Connect alongside Clarke assistant professor of education Paula Schmidt in a dual lecture. Schmidt traveled to Uganda with Ely in September 2010 on a Clarke-sponsored trip and witnessed firsthand the problems that a lack of clean water and quality education present to students. Witnessing the problem firsthand Schmidt and Ely spent 10 days traveling to schools throughout Uganda to see if they were good fits for Ely’s organization. Although no schools had been selected prior to Schmidt and Ely’s visit, just to be considered for a water well was a great honor for the schools. Students greeted the visitors with elaborate shows of hospitality and welcome, including dance routines, songs, and even mango trees planted in Schmidt and Ely’s honor. “They were so thankful that we were even considering them,” Schmidt says. Schmidt was shocked at the effort students made to obtain water that wasn’t even clean. At some schools, students have to walk nearly a mile several times a day to get dirty water, which they carry back to their school in heavy containers called jerrycans. Students sometimes obtain their water from watering holes shared by animals or used for washing clothing. Drinking contaminated water frequently makes children sick, causing them to miss school. “We take water for granted; you can go to your fridge to get a glass of water or buy a water bottle so easily, and that’s just not the case at all,” Schmidt says. A lack of educational resources also poses a unique problem for Ugandan students. Some schools have 100 students or more in a single classroom but only one textbook. Teachers must read pages from the book aloud while students copy the information, word for word, into their notebooks, leaving students to study the information on their own. Many schools receive donated textbooks from the United States, but since the Ugandan government has different requirements for education, the books are of little use. “That’s the connect piece that Kathryn is trying to work with—to find out what they actually need,” Schmidt says. Schmidt said the schools had many requests for materials: science labs in the classrooms, libraries, music and sports equipment, and even a bus for field trips. The challenge comes to Clarke In an effort to help Ely’s organization, the Clarke Student Association began raising funds for Quench and Connect in fall 2011. Organizations have raised money through T-shirt and water bottle sales, a Clarke night at Hu-Hot restaurant, a water pong tournament, bake sales, and more. Students presented a check for $3,500 to Ely at the Mackin-Mailander lecture, which Ely says will go toward building a well at Gulu College in Uganda. “As a community that has been blessed with so many resources, it’s really up to us to help out others that aren’t so blessed,” says junior Ian Hart, president of the Clarke Student Association. Schmidt and Ely both have high hopes for the future of Quench and Connect. Part of the group’s mission is to connect schools in the United States to those in Uganda. Ely’s Students at St. Anne Grace Secondary School in Uganda welcome Schmidt and Ely with a dance performance. 8 Clarke Catalyst 2012 organization is currently working with high schools in San Diego, Oklahoma, Indiana, and Ohio. “Students here learn about the challenges that high school students in Uganda face every day, and then participate in our projects by doing research projects, writing grant proposals and organizing fund-raising events for the projects,” says Ely. The extent of Clarke’s future with Quench and Connect is still being defined, but Ely has considered sending Clarke students to Uganda to participate in Quench and Connect projects. “The fundraising and the Mackin-Mailander lectures are a great start to our partnership with Quench and Connect,” Schmidt says. visit www.clarke.edu/catalyst for more photos from Uganda. Clarke professor Paula Schmidt at a well at Gayaza Cambridge College of St. Mgaaba. “Clean water is essential for health, and education is essential to lift a society out of poverty.” photo by kylee d. miller Clarke alum Kathryn Ely holds the check she received from the Clarke Student Association at the March Mackin-Mailander lecture. A crowded classroom visited by Ely and Schmidt at Gayaza Cambridge College of St. Mgaaba. Clarke Catalyst 2012 9 From co-workers TIMESAVER STUDENTS FOLLOW THEIR DREAMS AFTER FACTORY CLOSING story, photos, & layout by pam steffensmeier T would be happy with doing any job within the computer field,” said Brenda. “I am hoping my bachelor’s degree will ensure that I don’t get laid off in the future and if it happens, there are other jobs out there looking for people with bachelor degrees.” “I looked at NICC first, but felt like I was not getting the help or guidance that I needed and then I heard about the TimeSaver program here, and met with the director Scott Schneider; he answered all of my questions and was very helpful through the whole process,” said Brenda. That is when she decided that Clarke was a better fit for her. By being in the Time Saver program she will complete her bachelor’s degree in Computer Information Systems (CIS) in three years instead of four. By taking 18 credits a semester She wanted more and two courses during the summer. Brenda Strub worked at Barnstead/Thermolyne for 16 years While she is earning her degree, Brenda is collecting unemon the line that built machines. She also worked in the ployment which is helping her get by. Her husband, Thad, cartridge department with silk screen and printed circuit boards. To her this was just a job and was something that she currently works at Progressive Processing as a maintenance man and with his paycheck the family is doing fairly well. had to do. “I would have loved to stay at home with my four Brenda’s older children (28 and 26) were very happy to children, but knew that wouldn’t be the right choice finanhear that their mom was going back to school. “The younger cially,” she said. ones (19 and 15) won’t appreciate it until they see that it is As the years passed she knew that she didn’t want to stay in a factory job her whole life. She had always thought about much better to have a career that is backed up by a piece of going to school and getting what she needed in order to get paper,” she said. “All of us who lost our jobs helped each other out. These the type of job that she really wanted. Brenda closed, were the jobs that we thought we would be retiring from,” Barnstead/Thermolyne at doors Once the said Brenda. knew that it was time to get a professional job. “I never finished school because I got married and had a baby at a Celebrating success young age,” said Brenda. “I got my GED in 1984, a year after For 25 years the TimeSaver program here at Clarke has my son was born.” helped adult students get their degrees while managing a “I would like to get a job working with databases, but 10 Clarke Catalyst 2012 wo co-workers and friends came to Clarke to belatedly earn their college degrees after the Dubuque factory they worked at for years began to close its doors in 2008. Brenda Strub and Darren McCarthy were let go from Barnstead/Thermolyne when the company decided to close some of its branches. Barnstead/Thermolyne designs and manufactures laboratory products. Both Brenda and Darren are on unemployment and on the Trade Adjustment Assistance grant program, a federal program that provides aid to workers who lose their jobs or whose hours of work and wages are reduced as a result of increased imports. to classmates from 21 to 60 years old. It was designed for this age group because many people in these age brackets either want to continue their education or change careers. The TimeSaver program was launched in the fall of 1986, two years after the devastating fire in May which had destroyed much of the Clarke campus. “What makes our program work for students is that we minimize the time on campus, but have resources and programs to still maintain contact with other students and professors,” said Schneider. “Students come to Clarke because we can offer them the opportunity to succeed without creating a big obstacle in their daily lives.” If students need to pause their education to deal with things in their lives, they can do that and then when they are ready to start again, they are able to pick up where they left off. No time is lost by having to retake a class or being thrown off track with their program plan. “Flexibility is a huge part of our program because we just have to let life happen and our students can’t always control it,” added Schneider. Following an interest Darren McCarthy was at Barnstead/Thermolyne for 15 years; working with hot stir plates for labs, water products and then eventually sheet metal. While he was working at Barnstead Thermolyne he was in the process of earning a degree in network analysis at NICC. He developed an interest in computers when he self taught himself how computers work and what to do when something does not work the way it is supposed to. When the company closed he went full time at NICC, but then chose to come to Clarke to get a bachelor’s degree in CIS. “I personally like Clarke’s CIS program a lot better because Clarke covers more of a broad area of CIS,” said Darren. Darren is not currently working any hours at paying jobs but considers school his full-time job. “School is a lot of work, kind of like working a real job, said Darren. Some days are good, while others are not.” “Being in school and only having one income has been challenging,” said Darren. “My family usually takes vacations to places like Mexico and the Virgin Islands, but we have had to take small vacations to locations near home since we don’t have as much income.” Darren’s wife Angi works as a social worker at the Department of Human Services. “I was the type of person who was a slacker in high school and didn’t care much about school,” said Darren. Since I started earning my Bachelors degree, I don’t have that same attitude. Now I am working hard and that hard work is paying off. I currently have a 3.2 GPA.” Darren is taking 18 credits a semester and two courses over the summers until he graduates. Darren grew up in a family of 10 children and says he would have loved to have gone to college right after high school, but it wasn’t an option during that time in his life. He has encouraged his children to go to college as soon as they graduate from high school. His oldest son will be graduating in May from Loras College with an English degree. “A person can’t get a job anywhere without that piece of paper proving they have a college degree,” said McCarthy. Schneider added, “education is the one thing that nobody can take from you.” Brenda and Darren are scheduled to graduate in May of 2013 with hopes of getting jobs in something they enjoy, something they have worked so hard for, and that is long overdue. Clarke Catalyst 2012 11 Brush with Fame Clarke students meet the stars Chicago Blackhawks story and layout by ethan abney Erin Anthernat met The Blackhawks at the season ticket premiere at Navy Pier, Chicago. “My favorite player to meet was Patrick Kane, I was the most nervous to meet him. My face got all red and my friend said I looked like I was going to cry.” “When I was in line to meet Patrick Sharp, my friend told me he would give me $20 if I proposed to him right then and there, but I did not have the nerve to go through with it.” Larry Thomas, AKA The Soup Nazi Erin Anthernat and Patrick Sharp Graham Mahon Met Larry Thomas in Burbank, Calif. “I actually lived with the Soup Nazi for one week. It was an exchange between my senior running team and Larry Thomas’s son’s running team. Ben Thomas’s coach ran at my high school in Ireland. And while I was there it was Larry’s birthday. It was really cool. I had just seen the “Seinfeld” episode with the Soup Nazi in it before I went over. I was told I was staying with Ben Thomas but nothing about his father being the Soup Nazi. Larry was a really nice guy. He told me about the cast of “Seinfeld” and how they were all really nice, except Kramer. The coolest thing was Larry Is really big into music; he likes classic Rock n’ Roll.” Isaac Brock Austin Rea met Isaac Brock at Summer Fest in Milwaukee. “My friend and I went to Summer Fest last summer. Modest Mouse was one of the bigger acts there. After we watched their show, the two of us waited outside the gate where everyone comes out of after a show for over 45 minutes. When Isaac Brocks came out we went up and started talking to him. He was really cool and just asked us about our lives and we talked for a bout 15 minutes, just like normal people.” Flavor Flav Shannon Gallagher met Flavor Flav at LAX Airport. “I was with Joe (Kosciw) and my brother Bobby and we were flying back from one of my brother’s volleyball games. We were waiting in the airport and Joe pointed out some lady taking a picture with someone who Joe said he thought was Flavor Flav. So we went to go see, and it was him. Joe asked for a picture with him and he was all for it. Flavor Flav ended up actually being on our flight to Phoenix. he was a very friendly guy and was all for taking pictures with everyone and anyone.” 12 Clarke Catalyst 2012 Shannon Gallagher and Flavor Flav TEACHER IN TRAINING FROM COLLEGE CLASSROOM TO ELEMENTARY SCHOOL PLAYGROUND: A DAY IN THE LIFE OF A STUDENT TEACHER story, photos, and layout by sam dugan story and photos by sam dugan Clarke Catalyst 2012 13 B eing a full-time college student is one thing; being a full-time student teacher is another. For Clarke senior elementary education major Hannah Grow, this is her life. Hannah, who is formerly from Oregon, Wis. grew up in the Dubuque area before moving when she was a child; so the Dubuque Community School District was not unfamiliar to her. “Last year we went to observe at Kennedy Elementary School, and it was exactly 10 years to the day that I left Kennedy in fourth grade,” said Hannah. “I always told my dad that I would come back to Dubuque someday, and it was the best decision I have ever made.” Since she was in third grade, Hannah has always known she wanted to be a teacher. She owes this aspiration to her third grade teacher, Debbie Anderson, who still teaches at Kennedy Elementary. “She was the best teacher that I have ever had, ever,” said Hannah. “She always made you believe that you could do it and she never gave up on anyone; that’s the kind of teacher I want to be.” 14 Clarke Catalyst 2012 Hannah is currently student teaching fourth grade at Carver Elementary School in Dubuque. Ultimately her goal is to have a classroom full of her own first graders: “First grade is my ideal grade to teach because the students still love to be at school. My favorite moment is when you see those beginning readers have that light bulb moment when it all of a sudden makes sense and they are still in the beginning learning stage.” “But fourth grade is going really well and it has given me a new appreciation for elementary education. The older grades are a lot different than the young grades—the conversations you have and the topics you discuss,” Hannah says. Typical Day Hannah isn’t only consumed with student teaching though. Her typical day is waking up at 6:45 a.m., getting ready for the day, and heading off for student teaching until 4 p.m. Once school is finished, Hannah coaches a club volleyball “I never know what to expect, but I know that every day I leave I won’t be in the same place as I was when I started.” team full of 12-to-14 year-olds for two hours twice a week. “Coaching at the middle school level really gives me the opportunity to see how quickly children can grow and change and how critical it is to have good elementary teachers to help prepare them for their upcoming years,” says Hannah. “Coaching and teaching go hand in hand; you have to differentiate, you have to know your players and your students and you have to know your content. They are basically the same thing, just with a different name.” More Chaos If only the chaos ended there. Some nights after volleyball practice Hannah has to attend weekly seminars with her supervising teachers to go over her current experiences and insights about how her student teaching is going. “Monday night seminar classes are a great way for the student teachers to share common experiences, bounce ideas off of each other, and ask as many questions as possible,” Hannah says. “It is great to have that support system at Clarke so you never feel like you are drowning.” After the hectic day, Hannah has little time to sit down and relax. She spends her nights creating a lesson plan and activities for the next day. This is a lot harder than you might think. “Lesson plans are a great way to keep track of your thinking and they allow you to reach all of your students in your teaching. They help you remember to focus on your standards, differentiations, transition time, and classroom management,” says Hannah. A typical lesson plan for Hannah takes an average of three to four hours. She loves her fourth graders at Carver Elementary. “They make every day entertaining and different,” Hannah says. “I never know what to expect; but I know that every day when I leave I won’t be in the same place as I was when I started. They’re constantly challenging and pushing me to be the best teacher I can be. Not only am I teaching them but they’re teaching me as well.” Hannah says her experiences at Clarke have taught her how to create a positive environment for her students and have an engaged classroom.” A successful classroom starts on day one with creating a positive environment where students feel safe and comfortable to be themselves and be active learners,” says Hannah. “Learning should be fun. I never want my students to stay stagnant; I want my classroom to be a constant learning process and be full of lifelong learners.” Light bulb moments Hannah stresses again that her favorite part about teaching is “the light bulb moment,” as she calls it. “I would describe it as that moment when you can see on students’ faces that it has finally clicked; they actually get it and it finally makes sense. You can see that light bulb turn on.” She lists her passion and drive to be there and help her students and how caring of a person she is as her strengths. Her weakness would be her classroom’s noise level. “My classroom is so loud and I never notice. I feel like a loud classroom means the students are engaged, but it might distract other classrooms and other students learning,” she says. “The Professional Development School at Clarke has prepared me so well in every aspect of the teaching field from the process to professional dress,” says Hannah. Her experiences with student teaching are ones that will help her have her own successful classroom in the near future. visit www.clarke.edu/catalyst for more student teaching photos. Clarke Catalyst 2012 15 RED INVASION Only 8 percent of the world population is naturally redheaded. Clarke University puts this statistic to the test with a high number of redheaded students and faculty on campus. story by sam dugan, layout and photos by kylee d. miller 16 Clarke Catalyst 2012 R ecently, I discovered a devastating problem facing over 40,000 people are following @GingerProblems on our world today; this problem is that our world is Twitter and ginger stereotypes have only gotten worse. suffering from a severe shortage of redheads. Some Eric Cartman in the “South Park” ginger episode also scientists predict the red population will become extinct by started the notion of the rare “day-walker,” a ginger who 2060. is an exception to the rule of pale skin and is able to walk This is because less than 8 percent of the world populaaround in normal sunlight, not burn, and have actual color tion has naturally red hair. The trait occurs most frequently to his or her skin. Personally I would be an exception to this in people of Northern European decent, particularly Scot“rule” because I’m part Native American; I can squash those tish. Less than 2 percent of the population in America is rumors. Boom. naturally redheaded. I would conclude that this is an epic UrbanDictionary.com defines a “ginger” as a human, fail amongst the reproducing population. characterized by pale skin, freckles, and bright red hair; ginEven though such a small percentage of the Amerigers are generally considered to be inferior to their more can population is naturally redheaded, somehow Clarke melanin-rich brethren, and thus deservingly discriminated University has a very large number of redheads. This year’s against. The condition “gingivitis” is genetic and incurable. freshman class has a particularly high number. How lucky Having extremely pale skin can often mean redheads is that? It is rare to walk through the dorms or stand in line must hide from the sun to avoid sunburn. Pale skin and in the cafeteria and not see a redhead. We’re everywhere! bright hair may also limit what a redhead can wear. Certain Ranging from shades of bright red to dark auburn, it is hard colors, such as yellow or red, will wash out a redhead or to go through a day without spotting a redhead. clash with the hair color. Solid black or super dark mascara One of Clarke’s most famous redheads, sophomore kineand eyeliner are also impossible for a full-blown ginger. siology major Mike Kreiser, says, “It feels like I was meant to They are forced to use brown, a difficult tint to find in most come here; it’s a calling to other gingers to follow us.” Mike stores. tries to embrace being a natural redhead by keeping his There is also a growing list of stereotypes that people fiery locks as red as they can get by not tampering with the have associated with fiery red locks. Some of them include color. “I don’t dye my hair because I am an “OG,” an Original hot tempered, original, passionate, gregarious, opinionGinger,” says Mike. ated, evil, ugly, noisy, unpredictable, crazy, quirky, and hard One fact is startlingly true: red hair is a genetic mutation. to handle. Unlike blondes, who have more fun, and bruThe gene for red hair is identified as the melanocortin 1 nettes, who are brainy and sensible, most of the redhead receptor (MC1R) and is found on the 16th chromosome. In stereotypes are negative. real-people terms, that means it’s FABULOUS! Negative stereotypes about redheads aren’t just limited Unfortunately, like most uncommon and unnaturally to the United States, or even to“South Park” watchers. In beautiful things, redheads often aren’t respected and Romania, redheads are bad luck. The color was so occasionally abused. It’s a depressing phenomenon that became widespread in 2005 when the TV show “South Park” introduced an The scoop from Clarke’s very own gingers episode entitled “Ginger Kayla Baker, junior athletic training major Kids.” In the show, the insuf- Growing Up Redheaded ferable Eric Cartman begins picking on his classmate Kyle for being a “ginger.” The result was a range of very popular ginger jokes and myths, including the “fact” that gingers have no souls and that is it acceptable to kick a redhead on “Kick a Ginger Day.” It also began the concept of calling the redhead mutation “gingervitis.” Years later, “I stand out and it is a unique quality not may others have. I don’t think I am looked at differently just people stare sometimes because they don’t see people with red hair very often and people are curious.” Grace Gordon, sophomore nursing major “What I like the most about being a redhead is how rare it really is. Plus, it makes me easy to find in large crowds. My least favorite part of being a redhead is probably obvious: I’m not a fan of being told I have no soul. I enjoy seeing other redheads at Clarke ; it’s pretty awesome. It shows that we’re here to stay (at least for a while).” Clarke Catalyst 2012 17 spurned in France for so long that mothers of redheaded children founded a Redheaded Career League to help their children find jobs. This is clearly ridiculous! Although redheadedness is a mutation, it is not a disease. Freshman business major Paul Cave explained, “It’s who I am; I just never felt the need to change who I am.” If you are a redhead you should celebrate your natural hair color! Maybe one day our nation will have a National Ginger Day, seeing as many other underrepresented groups (even pirates!) have celebratory days or months. In fact, in November 2011, there was an attempt to establish “Hug a Ginger Day” Although it wasn’t very widespread, 1,500 people did participate on Facebook. According to a recent study, 60 percent of women dye their hair. Of that number, 26 percent choose to go blonde, 27 percent go brunette, and 30 percent choose to become redheads. The sale of red hair dye has gone up 17 percent since the year 2000; take that “South Park.” It is not a lie that red hair alone is unique, but most redheads have a lot of other unique things about them. Redheads are harder to sedate than other people, requiring 20 percent more anesthesia. (I can vouch for this.) Redheads don’t turn grey; red hair turns sandy with age, then white and redheads often lose their color later in life than others. My grandmother is 87 and STILL has red hair. The perception of the color red, scientifically speaking, enhances the viewer’s metabolism and increases heart rate and respiration; that is why people can say they get nervous around gingers, not because they have no soul, but because of the unconscious visual perception of the color red. I personally love being redheaded and I think everyone should respect us. It’s for their own good, too. Dubuque has a population which traces a lot of its ancestry to Ireland and Scotland where the gene originated. There are a lot more of us here than in most places so embrace us! For more “red’’coverage go to www.clarke.edu/catalyst. Clarke redheads gather to commiserate. From left, junior Sam Dugan; Wendy Scardino, director of Donor Relations; English professor Anna Kelley; sophomore Russell Rook, and sophomore Grace Gordon. 18 Clarke Catalyst 2012 Some Redheads You May Know Rupert Gint aka wizard Ron Weasly Funnyman Conan O’Brien Eric Cartman, founder of Kick a Ginger Day. We love you, Lucille Ball! Hail to the redheaded Prince Harry Pretty in Pink & Red Molly Ringwald Merida, the newest redhead on the Disney block Keep On Truckin’ CLARKE’S DRAMA DEPARTMENT TAKES HOME TOP TECHNICAL HONORS AT ACTF story and layout by tina fry T ucked away in the drama department’s Green Room on Clarke’s campus is a golden hand truck. To the naked eye, it may look odd and a tad gaudy due to the gold spray paint and Christmas lights that adorn it. A large battery sits on the front of the truck, ready to ignite the lights and reveal its true brilliance. It seems like it belongs in a round of “What Doesn’t Belong.” However, to those who admire and contribute to the arts, it embodies the talent and strength of Clarke’s drama department. In January, the department participated in the American College Theatre Festival (ACTF) in Ames, Iowa. “The Caretaker” by Harold Pinter, a recent campus production, was selected to be performed at the festival where awards are given out for excellence in acting, critiquing, and design. The Golden Hand Truck is the most prominent award given to the college with the most efficient load-in and load-out time of its stage set. “There were 200 original productions entered in 2012; four were chosen to participate,” said Ellen Gabrielleschi, chair of the drama department, of the 2012 ACTF. Clarke’s 15-student drama department was among the smallest of the contenders. While Clarke received other awards and certificates of merit during ACTF, the most unexpected win was the Golden Hand Truck. The Golden Hand Truck is essentially a hand truck that has been painted gold. It is the highest technical award a college production can receive. The winners of the award get to keep the hand truck for one year until the next ACTF. They also are in charge of adding something new to it to leave their mark. The Golden Hand Truck outside its temporary home in the Clarke drama department’s Green Room. photo by pam steffensmeier Clarke Catalyst 2012 19 In the past, large universities have taken it home. “In larger departments at larger universities, there is most likely more of a divided track for students in that they might be more inclined to be just performers or just technicians,” said Joe Klinebriel, associate professor of drama and cast member. “We don’t operate that way at Clarke; we can’t with the size of department we have. Our students carry a tremendous amount of responsibility with each production; it’s their show, and they find themselves with a strong investment in it on a variety of levels.” Joe Klinebriel and Austin Rea (shown at right) performing in “The Caretaker” last fall. Photo courtesy of the drama department 20 Clarke Catalyst 2012 A family Austin Rea, junior drama major, played Aston in the production. The play was performed twice during the festival, each time to outstanding reviews. “Many students watching had never been exposed to Pinter before,” he said. “They also called it emotionally beautiful and moving.” “The greatest feeling was during bows,” Austin said. “We saw the audience and judges jump from their seats to applaud.” The positive comments were not limited to student peers. “During our feedback session, the judges said that they had never seen a company like us before,” said Austin. “They said we were more like a family.” That remark did not come as a surprise to the cast and crew. “Our drama department at Clarke is a family,” said stage manager and junior drama major Rebecca Brosnan. “We spend every day together, whether it’s class, rehearsal, performances or crew. Every day of the week we are involved with theatre, interacting with our fellow performers, designers, technicians, and professors. The great thing is that while most of these times spent together are required, we all love what we do.” Klinebriel said, “Their observation of our group being a family is dead on. What made our effort so successful was the shared respect for each other’s jobs. No one felt any more or any less important in the total task and goal, and this completely reflects our department’s philosophy—we believe in operating like a theatre company, like a true ensemble, and that showed in our work.” Austin said, “During the awards ceremony, a few of us from Clarke were there when they announced the winner of the Golden Hand Truck. They announced that Clarke won, and we were the only ones clapping. All around us, we heard people asking ‘Who’s Clarke University?’” “And that’s when things got awesome. The lights went off. The song ‘Low Rider’ started playing. The Truck was wheeled on stage, Christmas lights on. Since there were only five of us from Clarke still there, we had to run back to tell everyone else what happened.” Looking back, the win came as a surprise to some. “I didn’t think we had any chance,” said Gabrielleschi “The students had a great deal of respect for each other since everyone had a clear understanding of what everyone else was responsible for, and we were shocked. All past award winners have been large universities.” The plaque on the front of the hand truck which lists past winners includes Drake University and University of Nebraska, among others. Looking ahead With five students out of 15 in the drama department graduating, Gabrielleschi jokingly said, “I’m going to lock them in the basement of TDH. They have plans for after graduation, none of which I’m sure how they’ll accomplish from the basement.” As the Golden Hand Truck sits comfortably on Clarke’s campus, its full weight is felt by Clarke’s cohesive theatre family. For the next nine months, they will house it and eventually decide what to add to it. “They’re considering adding a ceramic Buddha,” said Gabrielleschi. “During the climax of ‘The Caretaker’, we would break a ceramic Buddha. We only have one left.” When next January rolls around, Clarke will say goodbye to a hugely important symbol of what can be achieved through gumption and hard work. “Though we aren’t allowed to keep it,” Rebecca said, “President Joanne Burrows has told us that she was thinking of creating a replica in a smaller version to put in the case down by the dining hall.” If and when those plans are made a reality, future students will be able to know that Clarke’s theatre is truly the little department that could. “All around us we heard people asking ‘Who’s Clarke University?’” Check out www.clarke.edu/catalyst for additional photos and an accelerated slide show of the load-in and load-out of the “Caretaker” set. Clarke Catalyst 2012 21 Who’s the cutie? Match faculty/staff to their baby photos story and layout by pam steffensmeier Carrie Breitbach Mail Station Coordinator Brian Burns Professor of Music Julie Cirks Assistant Director of Admissions Amy Norton Director of Financial Aid Kathy Dailey Baker Katie Bahl Manager of Alumni Relations Events Anna Kelley Professor of English Julie Burgmeier Director of Health Services Kent Anderson Professor of Philosophy Terry Kruse Assistant Director of Financial Aid Answers: A. Julie Cirks, B. Terry Kruse, C. Amy Norton, D. Kent Anderson, E. Anna Kelly, F. Julie Burgmeier, G. Kathy Dailey, H. Carrie Breitbach, I. Katie Bahl, J. Brian Burns 22 Clarke Catalyst 2012 Don’t give me that excuse story and layout by tina fry illustrations by katie gross Carmelle Zserdin, BVM, long-time professor of art who retired a few years ago, has perhaps the best cheating story in recent Clarke history. One class at the end of the semester when her pottery students were supposed to be showing off their semester’s work, a student who hadn’t seemed to do much all semester finally managed to come up with a work that impressed Carmelle. The impression was not positive: The student had gone to the Clarke bookstore and unwittingly bought a pot that Carmelle had made. Tim Boffeli, chair of psychology department: “A student once cheated on a test, and his excuse was that looking at other peoples’ desks helped him remember information.” Ellen Gabrielleschi, chair of the drama department: “One student actually said that a dog ate her homework.” Rachel Daack, associate professor of sociology: “A student told me that he missed my morning class because he was drunk.” Clarke Catalyst 2012 23 Clarke Digs in First A LEADER IN CAMPUS GEOTHERMAL story and photos by katrina moyna layout by ethan abney I magine a dorm room that is heated and cooled with a renewable source of energy, emits significantly less carbon emission, and maintains a comfortable temperature year round. Sound impossible? Then Clarke University has done the impossible. In 1999, Clarke installed a geothermal closed-loop heating, ventilation, and air-conditioning system in the Catherine Dunn Apartments. This year the apartments received the EPA’s ENERGY STAR certification, which signifies that the building performs in the top 25 percent of similar facilities nationwide for energy efficiency and meets strict EPA efficiency performance levels. “No institutions in modern society are better equipped to catalyze the necessary transition to a sustainable world than colleges and universities,” said David W. Orr, environmental studies professor at Oberlin College. “They have access to the leaders of tomorrow and the leaders of today. What they do matters to the wider public.” How it’s done So here’s how geothermal works. Ground-source heat pumps (GSHPs) heat and cool the building. In a closed-loop system, a loop of polyethylene pipe is buried underground and a water-antifreeze mixture circulates through the pipe. A constant ground temperature around 55-60°F is necessary for geothermal to work. In the winter, the fluid is heated by the ground and the increasing pressure below ground makes the water shoot up through the pipe. The heat is transferred from the water to the refrigerant and from the refrigerant to the air; the building is heated, and the cool fluid flows into the ground to be warmed once again. In the summer, the ground is cooler than the air above ground, and cool water shoots upward and draws heat from the house. The cold circulating fluid is made into cool air through water-to-refrigerant and refrigerant-to-air heat exchangers. The hot water rushes underground and is cooled to repeat the cycle. Climate scientists demand an 80 percent cut in greenhouse gas pollution by or before 2050, and geothermal is one way to cut carbon emissions. The pumps, fans, and compressors that make up the geothermal system all require electricity to operate. 24 Clarke Catalyst 2012 Brian Schultes, director of Clarke Facilities Management, says, “While this does create a carbon footprint, it is not nearly as large a print compared to that created by a natural-gas fired forced air furnace.” Commercial buildings that earn EPA’s ENERGY STAR certification use an average of 35 percent less energy than typical buildings and also release 35 percent less carbon dioxide into the atmosphere. Do students want to live in the apartments because they are powered by a carbon-free energy source? “People want to use the building because it’s airconditioned, not because it’s geothermal,” said Schultes. “That’s a benefit, in my mind.” A good thing Sophomore athletic training and physical therapy major Josh Hall said, “I don’t claim to know a lot about ‘green’ issues, but anytime we can use sources of energy that are as little carbon-related as possible, that’s a good thing in my eyes. As long as the geothermal sources are similar in their efficiency and functionality to coal/natural gas resources, geothermal would definitely be a good choice.” The National Wildlife Federation released a 2011 report about campuses that are implementing GSHPs. Ball State university in Muncie, Indiana, replaced two of its four coal-fired boilers with geothermal pumps in fall 2011 and estimates a $2 million savings and a 50 percent reduction in greenhouse gases per year. The geothermal system at Ball State will be the largest in the country once completed, dependent on funding. For colleges that spend hundreds of millions of dollars per year on energy, geothermal is an attractive incentive. The limits The more extreme temperatures along the West Coast of the United States allow universities such as the Oregon Institute of Technology to produce electricity in addition to heating and cooling the building. Underground steam or hot water is harvested by wells and rotates turbines to make electricity; the water is returned underground, creating a closedloop system. Electricity cannot be produced via geothermal at Clarke University due to Dubuque’s geography and geology. The geothermal power on Clarke’s campus is also not powerful enough to heat or cool the new science building being built on campus. “It would not work in the science building because science buildings are very energy intensive,” says Schultes. “All the air in the science building has to be exchanged a certain number of times per hour; all the air in the fume hoods and exhausted out of the building has to be replaced with 100 percent outdoor air. So when it’s 20 degrees or 0 degrees outside, that air will have to be brought into the building and brought up to 65 or 70 degrees. Clarke is a winner Installing the geothermal heating and cooling system in the apartments at Clarke cost about $60,000 more than a traditional system, but a construction loan and utility rebate helped cover the cost. There are 48 wells and 20 heat pumps that provide heating and cooling for the 30,000 squarefoot building. To earn the ENERGY STAR, Clarke had to track and record where and how our electricity is generated; an engineer made a site visit as the final step to certification. EPA’s ENERGY STAR energy performance scale helps organizations assess how efficiently their buildings use energy relative to similar buildings nationwide. A building that scores a 75 or higher on EPA’s 1-100 scale may be eligible for ENERGY STAR certification. The Catherine Dunn apartments scored a 92. “Improving the energy efficiency of our nation’s buildings is critical to protecting our environment, “ said Jean Lupinacci, chief of the ENERGY STAR Commercial & Industrial Branch. “From the boiler room to the board room, organizations are leading the way by making their buildings more efficient “It would not work in our new science building because science buildings are very energy intensive. All the air in the building will have to be exchanged a certain number of times per hour.” and earning EPA’s ENERGY STAR certification.” Heat from the earth, or geothermal, is renewable, emits few carbon emissions, creates an even heat source, and is cheap once initial costs are recovered. Clarke installed its closed-loop system in the apartments in 1999. Students are still enjoying the reduced energy costs and consistent heating and air conditioning over a decade later. And that is something we can all celebrate. To see a slide show with videos on geothermal at Clarke go to www.clarke/edu/catalyst. Catherine Dunn Apartments Clarke Catalyst 2012 25 f Bred to Bowl IT’S NO COINCIDENCE HE’S ON THE STRIKE LIST Is not coincidence he’s in the strike list Jacob Boresch is a sophomore math and business administration major at Clarke University. He is also a member of both the bowling and baseball teams. His dad, Lennie Boresch, is a wellknown pro bowler who will soon be inducted into to the Bowling Hall of Fame. story and layout by photos by 26 Clarke Catalyst 2012 daniel valencia andie bruce Lennie Boresch has been competitively bowling since the age of 20, participating in more than 20 PBA tour events. He was victorious in the 1997 PBA Regional Players Championship in Las Vegas, earning three USBC Open Championship titles, and finishing 23rd in 2010 USBC Masters. “Going into the hall of fame it is overwhelming and exciting and hard to believe,” said Lennie, “I am honored and still in disbelief about the whole thing.” One-on-one Challenge The score is irrelevant Clarke bowler Jacob Boresch with his father, Lennie, a pro bowler and future Hall of Famer. Boresch gene Lennie, however, is not the only member of the Boresch Family to bowl at a professional level. Jacob’s grandfather was a pro bowler who may also be inducted into the Bowling Hall of Fame. With bowling clearly running in the Boresch family, it is not a surprise that Jacob’s cousin, who recently graduated from Robert Morris University, could also soon begin competing in PBA tours. It’s not surprising to hear that Jacob has inherited the bowling talents of his family. He won 2011 Midwest Collegiate Conference All-Tournament honors while being named a National Collegiate Bowling Coaches Association Academic All-American. In 2012, Jacob helped Clarke, for the first time in its short bowling history, become MCC champions. Jacob demonstrated at an early age that he was destined to follow in his family’s footsteps, with his parents soon recognizing he had the “Boresch Gene,” that had blessed both his grandfather and father. Jacob’s parents say that he first started bowling at age 4 and hasn’t stopped since. “Jacob is a good kid and has never given his parents any trouble,” said Lennie. “He has always been a good student, and works hard at everything he does. Jacob has always been a leader and a good role model for others.” A few years ago, Jacob participated in the Youth Junior Gold Championship, an annual national tournament for the top male and female youth bowlers in the United States. Out of over 900 bowlers, Jacob finished 21st. But I was a good match for him, or at least I like to think so. After the interview for this story I challenged Jacob to a match (above). “Bowl with your lesser hand.” That’s what I told him, so I would have a better chance. I was hoping he would let me win, so I could brag about beating a future pro bowler, but the competitive athlete that he is, he showed me why he’s one of the top bowlers in the area. Keepin’ it Tricky As if striking with one hand wasn’t hard enough Not only is Jacob an excellent bowler, he also has some cool tricks. He bowled with both hands and still managed to get spares and strikes, and he made it look easy on top of it all. Clarke Catalyst 2012 27 “That made me want to get more involved,” he said, adding that his success at such a large tournament gave him more confidence as a bowler. Bowling is not the only sport Jacob excels in; he is also an avid baseball fan and has been playing ball since he was a youngster. Jacob is a talented infielder for Clarke’s baseball team and is looking forward to a promising spring season with the team. When asked how his father has influenced his choice of pursuing both bowling and baseball, he explained. “My dad doesn’t force me to do anything; he encourages me to play baseball.” He added that his dad gave up a lot of things when he was younger for bowling and doesn’t want him to do the same. Jacob explains how it is sometimes necessary to get away from bowling; he enjoys nothing more than heading down to the batting cage to let off some steam. He also likes to go out and do other stuff with his dad. “Me and him are really close,” he said, “Sometimes we go fishing and have a great time away from bowling.” Lennie also said they have a great relationship on and off the lanes, “As a coach/player, Jacob is now to the point where he knows what I am thinking before I say anything, but I am still trying to pass on the knowledge that I have,” he said. In order to ensure that their lives don’t get too centered around bowling, the Boresch family tries to do as many things together as possible, with family outings being a regular occurrence. Jacob explains that because his dad is a pro bowler, his dad can be strict with him. Sometimes he needs some coaching and advice from his dad, especially when it comes to stepping up his game or when he’s goofing off. “Dad knows what he’s talking about,” proclaims Jacob. In a strange turn of events, Jacob and his father ended up competing against each other a few years back. During the Kenosha News Tournament they were drawn to play each other when they both made it into the top 16, setting up an exciting quarterfinal match-up. “It was pretty cool,” said Jacob. There were over 200 people cheering them on 28 Clarke Catalyst 2012 while they were playing. In the end, however, experience conquered youth, with the future Hall of Famer demonstrating his pedigree, beating his son 234-217. Lennie finally finished third, while Jacob bravely battled to fifth. Jacob says he would like to meet his father in a tournament again, although next time he would like it to be in the final. In regard to the future, Jacob plans on completing his double major “To have a backup plan,” said Jacob, then hopefully follow in his dad’s footsteps as a pro bowler. His dad also thinks having a backup plan is a good idea. Lennie has never pushed bowling on him and it would be totally Jacob’s decision. Lennie added that right now the PBA tour is not a very rewarding career so Jacob is in a tough spot. “He needs to get an education and a career,” said Lennie “But I do feel he has the tools and talent if someday he does wish to try it down the road. I would like to see him try some tournaments.” visit www.clarke.edu/catalyst for a video of Jacob bowling. Just a Little CRUSH story, layout and photos by tina fry As times and technologies change, one thing that remains constant is the teenage celebrity crush. Currently, Justin Bieber has us begging to be his ‘Baby’ and Megan Fox still transforms our hearts. A few years ago, the Jonas Brothers had us “Burnin’ Up.” Back in the late ‘90s, Leonardo DiCaprio rocked our boats and Christina Aguilera told us what a girl wants. Even further back, the Beatles had us wanting to hold their hands and Marilyn Monroe left all boys wishing for steam grates to be more common. Childhood celeb crushes are fodder for our most embarrassing moments. Grant Bomkamp, grad PT major: Beyonce. “Her cd was the first I ever bought.” Laura Blocklinger, senior education major: Justin Timberlake. “I was even asked to dress as him for a talent show.” Adam O’Dell, freshman music and drama major: Lindsay Lohan. “I had a thing for redheads.” Kayla Brincks, freshman AT major: N*Sync and the Backstreet Boys. “My friends and I would watch them on a videotape and we would kiss the screen.” A Classic Celeb Crush: The First Singing Teen Idol http://www.pophistorydig. com/?tag=teen-idol Adoring fans wait for Frank Sinatra in New York in 1944. When Frank Sinatra frenzy swept the country in the late forties and fifties, his teenage fans, known as “bobby soccers” because of their rolled-down ankle socks and saddle shoes, would try to swoon when standing in line before concerts. It was widely disseminated that if you put ink blotters in your shoes, they would pull the blood down from your head and you would faint. Lots of reports of fainting, but no evidence that ink blotters were involved. Clarke Catalyst 2012 29 A Gold Standard 300 Years in the making story and layout by kylee d. miller T his fall semester, Clarke faculty and staff gathered to toast the extraordinary accomplishments of six BVM sisters. “Seven generations of women and men have served this institution, but only 16 have done so for 50 or more years,” Norm Freund, philosophy department chair, said as he raised a toast. Carmelle Zserdin, Sara McAlpin, Therese Mackin, Carol Blitgen, Helen Kerrigan, and Ramona Barwick, all Sisters of Charity of the Blessed Virgin Mary, have each served Clarke University for 50 or more years as teachers, staff members, confidants, and friends. The landmark of 50 years of service to Clarke is one not easily achieved and not likely to be repeated often in the future. Each sister has cut a unique path through her time here and has had an equally unique impact on Clarke. Sara McAlpin, BVM, Clarke Class of 1956 Sara McAlpin has seen many changes at Clarke. When she entered the BVMs in the fall of 1956, Mary Josita Hall had just opened. This year, decades later, McAlpin gathered information about science for the kickoff ceremony for Clarke’s new science building. “The real grace of Clarke is that I have worked with people who are truly good. It’s an extraordinary grace,” said McAlpin. After retiring from teaching nine years ago, McAlpin took over the campus archives where she gained a unique 30 Clarke Catalyst 2012 perspective on archival development. “I love the archives which have taught me the importance of heritage,” she said. McAlpin came to Clarke from her hometown of Fort Dodge, Iowa, where she attended a BVM high school. “I had initially planned to be a biology major, but I also enjoyed literature,” McAplin said. “After graduation I taught one semester of third grade, then taught high school English and general science for two years at St. Joseph’s Academy in Des Moines.” McAlpin came to Clarke to teach American literature and writing in the English department. “I especially liked to focus on women’s literature,” she said. “When I first taught women in literature, approximately one out of every 12 authors in textbooks was a woman. In my graduate studies, I remember very few female authors being discussed. Fortunately, many more women authors are now included in the literature canon. Other classes, like autobiography, also encouraged women to see the possibilities in front of them.” This shift in focus to more female authors in recent years has created a big change in literature according to McAlpin, and the addition of young men to Clarke brought new perspectives and points of view. “I hoped that through studying literature, both female and male students would think deeply about their own lives and the lives of others and see how exceedingly complicated the world is,” she said. McAlpin’s students and friends demonstrated their appreciation for her after the Clarke fire in 1984. The fire took three of Clarke’s main buildings where both McAlpin’s office and residence were located. “I tell people I became new from the skin out that day,” she said. “It was a severe setback, but it was also a learning event. I learned that relationships are the most important thing.” The fire occurred two days before May graduation. That evening one of McAlpin’s former students gave her a copy of her American literature book to restart her collection. “Clarke is a place where you inevitably keep learning and students both appreciate and encourage that fact,” she said. Recently McAlpin found some archival materials for a Clarke graduate who is writing a book about St. Anthony’s school. “It was one of the schools where Clarke sent studentteachers. It’s been great fun to participate a little bit in this project,” she said. “It’s a blessing to have one’s health and mind. I want to use them for as long as I am able.” Therese Mackin, BVM, Clarke Class of 1950 Therese Mackin graduated from Clarke with a sociology degree in 1950. “Initially, I had planned to enter the Sisters of Charity of the Blessed Virgin Mary Congregation immediately after high school,” she said. “ Instead, I completed the Clarke program and entered the Congregation in September after graduation.” For some eight years after pronouncing first vows she taught in elementary schools in Council Bluffs, Iowa, Boulder, Colo., Omaha, and Dubuque. Her summers in the early 1980s were spent attending St. Louis University where she earned a master’s degree in theatre. “Upon completion of that program I taught drama and speech at Clarke for nine years before becoming dean of students.” Mackin changed directions 13 years later, moving into college development where she served for some 40 years. Several years prior to her retirement she was appointed Executive Vice President for Development. Mackin’s work in the development office helped fund many of Clarke’s projects over the years. “My life has been spent working for goals,” she said. Her major advancement projects included estate planning, which encourages individuals to include Clarke in their estate plans. “The time after the fire was probably the most challenging at Clarke,” she said. “But people generously responded with their time, talents and financial resources to the disaster. It’s typical of what I call Clarke’s spirit.” According to Mackin, many changes, including coeducation, shaped Clarke into the institution it has become today. “I encouraged students to learn and practice how to love one another,” she said. “Camaraderie, a willingness to give, and knowledge of how and when to lead, and how and when to follow, are crucial aspects to a student’s development, to all development. Life is about caring.” Today, Mackin lives at the BVM motherhouse at Mt. Carmel and continues to attend and enjoy activities at Clarke. Clarke Catalyst 2012 31 Ramona Barwick, BVM, Clarke Class of 1961 Ramona Barwick entered the BVMs in 1949 at the age of 18 and was given the saint name “Simone.” She had just graduated high school, “I just knew I had to go to Mt. Carmel,” she said. “I knew that my freshman year.” Barwick taught grade school for five years before being assigned to Clarke. “When I took my perpetual vows I decided to tell the Mother General that I didn’t want to be a teacher,” she said. “I grew up as an only child so I was unaccustomed to young children. Mother assigned me to Clarke and the new president, Sister Mary Benedict, and I both started the same year.” “I took on a number of different jobs for about 10 years,” she said. “I worked with food services, guests, the food menus, and the president.” Barwick began managing the bookstore and she has worked there since. “I started attending classes on bookstore management and met some very wonderful and helpful people,” she said. Barwick has had two retirements from Clarke and still volunteers in the bookstore. “I joke about my third retirement,” she said. “I’ve just been very happy here all along. I plan to volunteer as long as they’ll have me.” “God wanted me to be here,” Barwick said. “I was never assigned anywhere else, but I’ve lived in all of the original buildings. I think that was His way of giving me a new perspective and a chance to meet new people. I’ve also had the privilege of traveling to see other sisters and around the world.” Barwick still lives in a small house on the edge of campus. “I have been very blessed,” she said. “The Spirit prepares us and teaches us to be compassionate to one another. I hope that students remember that God loves them.” Carol Blitgen, BVM, Clarke Class of 1958 Attending Clarke was Carol Blitgen’s first experience with the BVMs. The many plays and concerts she participated in encouraged Blitgen be a theatre major. For two years she taught in Wichita, Kansas. “And then God caught up to me,” Blitgen said. “In the fall of 1960 I joined the BVMs, came back to Clarke, and in the spring of 1962 taught theatre over the summer and stayed.” Blitgen will retire at the end of spring semester, but has left an indelible mark on the Clarke drama department. She joins McAlpin as a winner of the Meneve Dunham Award for Excellence in Education. “I have always tried to teach in a way that meets the needs of students,” she said. “Everyone in the department tries to make the program more like a company. Everyone participates in everything and contributes to all the productions.” “I chose to stay at Clarke for a few reasons,” she said. “First, I wanted to stay at a BVM school, and then the people I worked with were just so wonderful I knew I wanted to 32 Clarke Catalyst 2012 continue to work with them. You don’t always find that in a place, and Clarke still has that feel today.” The addition of men to the Clarke campus in 1979 did not create much of a change for the drama department. “We always had men helping out,” Blitgen explained. “Students from Loras would participate in our plays and choirs so we were accustomed to having men working with us.” A bigger challenge was the 1984 fire. “It was like a bad dream,” she said. “The fire was in May, and the previous December we had just finished moving all of our costumes into a beautiful costume shop in the basement of Margaret Mann Hall.” All the costumes were lost. “Immediately people began donating things to help us rebuild our collection,” Blitgen said. Clarke’s costume collection and drama department have grown under Blitgen’s direction and flourished to produce award-winning casts and crews through the years. Retirement this spring will not be the end of Blitgen’s presence at Clarke. “I’m looking forward to taking a bit of time off, but I will always stay involved here,” she said. Carmelle Zserdin, BVM, Clarke Class of 1961 Carmelle Zserdin was born in Chicago. She attended Mundelein College before entering the BVMs and finishing her art degree at Clarke. “I loved Chicago,” she said. “You could walk to all the important places like parks and museums.” During her sophomore year, Zserdin entered the BVMs. “I had met some very wonderful BVMs. They were confident, smart, and elegant,” she said. After Vatican II in 1965, the Catholic Church underwent a number of changes. “Following Vatican II was probably one of the most exciting times here at Clarke,” Zserdin explained. “The BVM community and Clarke came more in line with Mary Frances Clarke’s values.” At that time many women religious returned to using their baptismal names. Unlike the other five BVMs who have celebrated 50 or more years at Clarke, Zserdin kept her religious name. “Through my art I was already known by it,” she said. Zserdin retired from Clarke in 2010, but can still be seen on campus regularly, oftentimes working in a new ceramic medium such as low-fire clay. “The BVMs encourage us to work after retirement if we are able,” she said. Zserdin is a pillar in the art department. As a professor emerita, she retains many of the privileges she had as a faculty member. “I was allowed to keep my studio space in the art department and so I come over to work every day. It’s nice to have the time to finish a project all the way through. Art is not easy, but it makes one’s life more beautiful. I hope students learn that.” “I have stayed friends with students for years and years,” she said. “Sometimes we’ve known each other for so long, I forget that they are students.” Just as Zserdin has been an influence on her many students, so too Clarke has had a major impact on her life. “One day in 1962 I got in a car to come to Clarke from Mt. Carmel, and some day I will get into a car from Clarke to go back,” she said. Helen Kerrigan, BVM, Clarke Class of 1942 Helen Kerrigan can still be seen on the walls of nearly every building on Clarke’s campus, even though she no longer occupies an office on the top floor of Eliza Kelly. Her artwork hangs in every building. Like Zserdin, Kerrigan is a professor emerita and was Clarke’s artist in residence for many years. She was a prolific producer of artworks. Many of the abstracts hanging in Catherine Byrne Hall, the paintings of marbles in the Student Activities Center, and the colorful pieces on display in the library are just a sample of her work. Clarke’s original shield, which can still be seen displayed on podiums and graduation rings, was designed by her. Kerrigan celebrated 70 years as a BVM in 2010 and still lives at Mt. Carmel. The BVM sisters founded Clarke and they remain a continual presence on the campus. Even after retirement, many of the sisters continue to volunteer and visit whenever possible. The landmark achievement of 50 years of service to Clarke is not often reached, but there are a few more sisters still at the university who may to reach it. Chemistry Department Chair Diana Malone, BVM, and Provost/Vice President of Academic Affairs Joan Lingen, BVM, are both celebrating 40 or more years of service to the institution. There are still sisters teaching in the religious studies, Spanish and chemistry departments as well as working in administration and Campus Ministry. The BVM traditions and core values of education, freedom, justice, and charity are still taught and lived by these dedicated women every day. visit www.clarke.edu/catalyst for links to more information on the BVM Congregation. Above: Sara McAlpin instructs an English class. Center: Helen Kerrigan,in the BVM habit ,displaying one of her portraits. Far Right: Ramona Barwick in the bookstore. Right: Carol Blitgen poses for an early staff picture. Clarke Catalyst 2012 33 34 Clarke Catalyst 2012 THE INTROVERT IN COLLEGE A Survival Guide BEING AN INTROVERT IN COLLEGE IS TOUGH. A QUIET “CATALYST” STAFF MEMBER SHARES TIPS FOR FELLOW INTROVERTS. story and layout by erin daly illustration by katie gross P icture this: You’re a resident at Clarke; it’s Friday night, and campus is bustling with activity. There’s an athletic event in the Kehl Center, a concert in Jansen, and an Apples to Apples tournament in the Lion’s Den. Plenty of students are hanging out in each other’s rooms watching movies and eating pizza. There’s something for everyone going on tonight. So what do you do? You shut out the world by curling up in bed with a good book. Duh! Well, maybe that’s not what you were thinking. But there’s a good chance that about three out of 10 people reading this jumped to their feet (assuming they were sitting down) and exclaimed, “Hey, that sounds a bit like me!” If that was your reaction, congratulations! You, like me, are an introvert! A what? The psychological community divides people into two groups based on where they get their energy. Those who are energized by their external world and who are drained by too much alone time are called extroverts, and they make up about 70 percent of the population. That makes the rest of the population introverts, meaning they’re energized by the inner world of their own thoughts, feelings, and ideas and are drained by too much social time. That’s not to say that extroverts don’t enjoy their downtime and that introverts can’t be social. We just have an innate preference for one or the other. Remember that test you took in Career Services at the beginning of your freshman year that measures your personality preferences in four different areas? The first letter, “E”or “I”, reflects a preference for extroversion or introversion. If you’re introverted like me, you’ve likely figured out that college isn’t exactly user friendly. Dorm life and parties can make you feel pressured to be social. Professors expect all their students to speak up in class. Maybe you have a roommate who’s wonderful, but you just can’t stand to spend ALL your free time with him or her. You may find yourself getting lonely in the midst of all the activity around you. But never fear! I’ve compiled a few tips for the quiet college student based on my experience and on advice from experts. • Find a club or two that you’re interested in. Join ing groups on campus is a great way to meet people and form friendships and to get valuable leadership experience. • If you’re a freshman with a roommate, get to know him or her and a few of your neighbors. Go to lunch with them. Watch a movie with them. BOOM, instant connections. • Speaking of roommates, make sure you let him or her know of your preference so he or she doesn’t get angry if you refuse an invitation to go out one night. • Talk to your professors if you’re concerned about being graded on class participation. Most of them understand that some students are quiet. But do make an effort to participate in any way you can. • Take a class that’s a little outside your comfort zone, such as Spanish or speech. Such classes are great confidence boosters. • Maintain contact with friends and family back home. This is a good way to combat loneliness. • And, perhaps most importantly, remind yourself that it’s okay to be introverted. There’s nothing wrong with you; you’re just different than most of your peers. visit www.clarke.edu/catalyst for a link to a TED talk by Susan Cain, author of “Quiet: The Power of Introverts in A World That Can’t Stop Talking.” Clarke Catalyst 2012 35 KRIS BROOKS Two Sports, One Goal Kris getting a hand from teammates Jake Peterson and Brian O’Donnell Kris with his daughter Kaylanni photo by kylee d. miller K story and layout by ethan abney ris Brooks has an interesting story that’s just as long as the drive it took to get here from his hometown, Hemet, Calif. Kris, a 22-year-old, 6 foot 6 inch junior kinesiology major, is a long way from home here in Dubuque. His love for the game of basketball has brought him here to Clarke. His drive to succeed, not only in basketball, but in life, has kept him here. It may seem as though basketball is what brought Kris to Clarke from California’s Mt. San Jacinto Community College. But really there is more to it than just that; the real reason Kris is here is for his 3-year-old daughter, Kaylanni Lynn Brooks. He is here to get an education so when he goes back home he will be able to get a good job and provide for his daughter. But while he is here it’s about playing ball. Kris’s coach at Mt. San Jacinto, a Des Moines native, played basketball for the University of Iowa and spent two seasons as an assistant coach at Grand View University before moving to California. So he had the “hook ups,” as Kris puts it, that helped Kris find a college and that led him right here to Clarke University. 36 Clarke Catalyst 2012 Kris’s basketball career had a bit of a unique start. He didn’t start playing basketball until he was in middle school. It was his eighth grade math teacher who got him to go out for the sport. Because Kris was by far the tallest kid in his class his teacher thought there was no question that Kris needed to be on the basketball team. But it took a lot of convincing. “I hated basketball” he said. “I was really into football; I loved the sport.” But when Kris went to a tryout and made the team, he never thought he would love basketball so much. Kris said coming to Clarke and being so far away from home was a big change, and at first, he was “unsure” about the team and how he felt about things. As the season went on, he says, “It all started to click. When you start to get to know the team, they are a bunch of great guys, but as the season goes on and you are playing all the time with the same guys and you have the stress of the season, things start to get ‘chippy,’ “ says Kris. “You just kind of get on each other’s nerves at times, but that always fades and things get going and we had a great season.” Kris’s teammate Charles Deenen says, “Kris likes to help the team any way he can.” Kris likes head coach Jerry Drymon: “He’s cool. He is a direct coach and is more calm and quiet even if it may seem in games as though he is loud and outgoing. “ Drymon is a really “involved” and “caring coach” added Kris. Kris says assistant coach Kyle Vejraska is younger and is more like one of the guys. “You can go to talk to him and he can tell you or teach you a more up-to-date or ‘hip’ way to do things,” he says. Looking ahead Next season will be different for the basketball team after losing seven seniors and a lot of team chemistry; it will almost be like starting from scratch. “It will add some adversity for sure,” said Kris. “I want to win conference; that’s my team goal and I want to be an All-American, that’s my personal goal for next year.” “Kris works really hard and he is always doing more than he has to make himself better” says teammate Pat Dirks “He is extremely talented and improves his teammates with his hard work; he wants you to improve your game and abilities.” What sets Kris apart from most other athletes here at Clarke and similar schools is that he is a two-sport athlete. But he is not just any two-sport athlete; he plays two of the most popular and well-established sports on campus, basketball and volleyball. This is no easy task since the two sports overlap each other for part of the seasons. So once Kris is done with basketball, he immediately goes right to volleyball, whose season has already started. Kris has been a two-or three-sport athlete most of his life so it is nothing new, but he has never done it at the college level. He says that his body is sore, more so than normal. “It will be harder during the summer and later on when I will have been practicing a lot more and I won’t have that break that I usually have,” he says. Kris’s volleyball teammate Tyler Oehmen says “KB is a phenomenal athlete. I don’t know how many times I’ve seen him before and after every volleyball practice shooting hoops so he doesn’t lose his basketball touch.” Playing volleyball started in high school for Kris. It was similar to how he started playing basketball. The volleyball coach saw this tall kid playing basketball and told Kris that he should go out for the team. It turned out Kris really enjoyed playing volleyball in high school. He would have played at his junior college but it did not offer men’s volleyball. When Kris came here to Clarke he did not come planning to play volleyball until high school volleyball teammate and Clarke alumnus Casey Sawyer decided to talk to Kris and convince him to play volleyball here. Kris said he decided to go out for the team to help keep him in shape and work on his “foot work” and “jump” for basketball. He enjoys playing volleyball and he believes it will pay off in the long run for basketball. “Kris playing with us is no gimmick either; he can play” says Oehmen. “He is also a great positive personality on the team.” When it comes right down to which sport he likes better, Kris simply says basketball: “Volleyball is fun, but there is just something about basketball. I feel kind of dumb for not liking basketball when I was young,” he says. He believes he could be a much better player right now if he would have started playing at a younger age like everyone else he plays with who started playing in elementary school. “I’ve seen him before and after every volleyball practice shooting hoops so he doesn’t lose his basketball touch.” Kris and his college basketball career take a backseat to something quite a bit more important to him, his daughter Kaylanni. He took a year off school and basketball to work so he could provide for her. Returning to college, Kris said he was a bit behind the curve with basketball, but his junior college coach helped him get back into the game and got him ready to move on to a four-year school. One reason Kris says the entire reason he is going to school is to get a good education so he can be successful and provide for his daughter. After college he plans on going back home to grad school to get his master’s degree in kinesiology. “Everything I do is for her,” said Kris. “That’s why I came to Clarke, so I could get an education and play basketball so that one day I can give her anything she wants and needs. I want to give her the life she deserves.” Kris is sacrificing a lot for his daughter who recently turned 3-years-old. “Right now is the time where she is exploring and learning everything, and I can’t be there for that,” said Kris. He says it is hard being away from his daughter but in the end it will all be worth it. “ Being here at school means that later in life I don’t have to work two jobs to provide for her. I will be able to spend more time with her when she is older,” he says. In the future Kris wants to open his own gym. He would love to coach basketball as well, younger kids if possible. But Kris’s main goal is to move back home, finish school and settle down and become a “family man.” He is a two-sport athlete in basketball and volleyball, a student always looking for more, and a future family man. Kris Brooks, a man with a plan. Clarke Catalyst 2012 37 Seniors Mike Schindel, biology major, and Craig Christopher, sports management major What are your favorite things about your best friend? Mike: ” His honesty.” Craig: “His polo shirt collection.” What makes you great best friends? Mike: “We’ve got the best of both worlds.” Craig: “Just because we were made for stuff like this.” Some thingsand were justyou meant to be... that’s and me GETTING TO KNOW CLARKE’S INSEPARABLES story and layout by sam dugan Tessa Westpfahl and Sydney Mueller, junior psychology and athletic training majors How long have you two been friends? Sydney: ”Since we were 7.” Do you think you complement each other’s personalities well? Tessa: ”Of course. We’re like a peanut butter and jelly sandwich.” Rolando Sanchez and Andre Navarro, senior communication majors Will you still keep in touch after graduation? Rolando: ”I actually plan on moving to Las Vegas and we plan to live together.” What makes you the greatest best friends at Clarke? Rolando: ”We keep it realer than a documentary.” 38 Clarke Catalyst 2012 Beth Sherer, George Reed, and Kelsey Gleich, senior athletic training majors What makes you the greatest best friends at Clarke? Beth: ”We do everything together; we have had the same classes and schedule for soccer the past four years. If you see one of us, you usually see all three of us.” Seniors Travis Gabehart, history major, Bobby Springer, finance major, and Elliott Carr, communication major What do you like to do together? Travis: ”We sit around and watch bad movies, sports and pro wrestling. We also love to get swol in the prison yard.” Describe your friendship in one word. Travis: ”Handsome.” A Tough Teacher Students Can Love story by erin daly, photos by kylee d. miller, layout by pam steffensmeier Clarke Catalyst 2012 39 T here’s a misconception among college students that professors are out to make their lives miserable: Teachers gather at the end of the day to conspire with one another and come up with fresh ways to torture their students with readings, research, writing assignments, and —gasp—forming new insights and opinions. If there’s one professor on this campus who students might think would match this desciption, it would be none other than associate professor of English Ann Pelelo. Her desire to see students succeed and her teaching style that pushes students to think critically and thoroughly has given Pelelo the reputation of being one of the most challenging professors at Clarke. Many freshmen and sophomores, frightened by rumors of the intensity of her courses, are reluctant to take one of her classes. But students who know Pelelo well are undeterred by her teaching style. “Education is an expansion of knowledge horizons, and it is often difficult to change something with which we are comfortable.” On his teaching evaluations a few years ago, assistant professor of art history Bryan Zygmont received a comment calling him “The Ann Pelelo of the east side of campus.” But rather than seeing that statement as an insult, Zygmont took it as a compliment. “We all know the reputation of certain professors,” Zygmont says. “Ann has a reputation as a wonderfully challenging professor. Most students take this as being mean. Providing academic rigor is one of the greatest acts of kindness we have.” Offering other shoes to walk in Pelelo’s own teaching philosophy echoes Zygmont’s sentiments; she believes that challenge and pushing students beyond their comfort zones are essential parts of an effective education. “Education is an expansion of knowledge horizons, and it is often difficult to change something with which we are comfortable,” Pelelo says. “But I feel it is my job to offer other horizons, other shoes to walk in, if the goal is education.” Pelelo grew up in Dubuque and swore, at age 18, that she would leave and never return. She majored in English and Spanish at Briar Cliff University in Sioux City, Iowa, and went on to receive a Ph.D. from the University of Nebraska-Lincoln with concentrations in literature of the Americas and 20th century British and Post-Colonial literature. She taught at a Nebraska community college and Schreiner University in Texas before landing a teaching job at the University of 40 Clarke Catalyst 2012 Dubuque. She taught at UD for three years before coming to Clarke in 2006. “There is much that I like about Clarke,” Pelelo says. “I like the people—all of them: the students, the faculty, the staff, and the administrators. I love being part of the implementation of a liberal arts education.” She always pushes students in the classroom, encouraging them to form new insights, think critically, avoid generalities in speaking and writing, and to dig deeply into what they are reading, and students seem to enjoy the challenge of taking her classes. Junior biology and pre-physical therapy major Maria Covington had Pelelo for both Cornerstone I and II and admits to being intimidated by the rigor of her classes at first, but she quickly warmed up to Pelelo and enjoyed having her as a professor. “She does expect students to do their work and do that work at a high standard,” Maria says. “But she is very willing to sit down and help you when you need it as well.” Expecting the best Since she teaches both basic English classes like Approaches to Literature and upper-level courses for majors, as well as Cornerstone I and II, odds are that many students will take at least one Ann Pelelo class before they graduate. Junior English, Spanish, and communication major Samm Mammoser is no stranger to Pelelo’s classes. So far, Samm has taken seven Pelelo classes, and she can attest to their difficulty. “No matter what level class you’re in with her, she is going to expect your best work,” Samm says. Pelelo’s desire for students to push their knowledge and think critically comes from her own college experience. “Professors pushed me to explore, and they had high expectations,” she says. “And they made it clear that they would be there to help me explore and to help me succeed. As a result, I honor them through emulation.” Many students enjoy the balance of challenge and individual attention that Pelelo offers them through her classes. “My favorite moments involve contact with individual students,” she says. “A student may approach me after a class or several semesters after a class has ended to say ‘thanks’ or ‘I finally get X, and I am so glad that you helped me to see it’ or something like that. Those are the moments that feed my desire to continue in this field.” “No matter what level class you’re in with her, she is going to expect your best work.” It’s also rewarding for students. Zygmont says that Pelelo’s classes allow students “to feel marvelous about themselves” for receiving an ‘A’ or a ‘B’. Fifth-year English and elementary education major Elaine Hart said that earning an ‘A’ in one of Pelelo’s 400-level courses was the proudest moment of her college career. “I had her in the past for a different class, and I was disappointed with my grade,” Elaine said. “This time, I was bound and determined to work for an ‘A’. I worked hard and I earned it. I made it my semester goal to show her what I was made of and what my writing was capable of, and I got an ‘A’. That ‘A’ is proof of her ability to pull out the unexpected best in her students who are willing to fight for it.” Pelelo’s dedication to student success extends beyond the classroom. She was the driving force in starting Streamlines, a national research conference sponsored by Clarke, Loras College, and University of Dubuque. She presented her idea to her department colleagues, Provost and Vice President of Academic Affairs Joan Lingen, BVM, and President Joanne Burrows, SC, shortly after coming to Clarke. Pelelo is pleased with the success that the conference has seen in its few short years of existence. “Originally, we hoped that at least 30 people would attend,” Pelelo says. “Nearly 100 people attended the conference the first year. The number of attendees and their states of origin have grown each year. Streamlines is one of three undergraduate conferences in the country that offers students such an opportunity.” Students aren’t the only ones reaping the benefits of Pelelo’s work at Clarke; some of her fellow professors are grateful for the energy and demands that she brings to Clarke. Zygmont says that he has learned from her the value of “being a good colleague and being generous with my time and being constructive with my feedback.” Assistant professor of English Anna Kelley, who began teaching at Clarke in spring 2009 as an adjunct, says that Pelelo has been a mentor to her just as much as she has been to students. She, like many students, was a bit intimidated when she first met Pelelo, but she quickly learned that her demanding nature is “a gift for those smart enough to accept it.” “I admire Ann’s confidence and assertiveness,” Kelley says. “I know that working with her will bring out the best in me.” Pelelo’s commitment to helping everyone she works with succeed makes her an exceptional professor. Despite the rumors, professors and students encourage the uninitiated student to take one of her classes. “Taking a class with Ann will help you succeed in other classes,” says Maria. “It will be a challenge but it’s worth it.” From left Josh McDowell and Kayla Schnoebelen in class with Ann Pelelo. Clarke Catalyst 2012 41 Molecular Modeling THEY’RE CHEMICALLY COMPELLED TO EXCEL story, photos and layout by kylee d. miller P illars of science or captains of chaos? The stereotypical science student has the potential to be both. The storied history of science nerds gone rogue is one often told in movies and novels. It is the plot to half of the comics ever written. As Clarke breaks ground on a new science building, we examine three of Clarke’s best and brightest under the microscope to see what makes a scientist. Maria Covington The Crusading Coach Always be nice to everyone. Maria’s mother instilled this motto in her daughter at a young age. It encouraged the young Maria to befriend a classmate with special needs and sparked a lifelong interest in helping people. “I guess I’m a bit different from some of my classmates because I hate research.” she said. “I like to interact with people and help them improve their lifestyles.” Maria’s early experiences brought her to Clarke University with an interest in pediatric physical therapy, a field where she can interact with all kinds of children. This past summer she interned at Witwer Children’s Therapy in Cedar Rapids. “We worked on a lot of different things over the summer. All the regular physical therapy has to be made child friendly and sometimes has to be adjusted for kids with genetic defects or other issues,” said Maria. “The biggest issue is getting the parents to understand what they need to do and how they can help their child best. It can be a real challenge.” The braniac biology and prephysical therapy major dedicates a good deal of time to her studies. “Most people don’t get that I have to study too. Just because I’m smart doesn’t mean I don’t have to work 42 Clarke Catalyst 2012 Maria Covington shows off her “spread the word to end the word” T-shirt. hard too,” she said. In her free time she continues to be a crusader for those with special needs. On March 7, Maria donned her “Spread the word to end the word” T-shirt to encourage others to stop using the word “retarded.” “I just hate the word,” she said. “I’ve worked with the Special Olympics for eight years and it isn’t the right word to use. These are people with a disability and that is how they should be acknowledged, not as something less than human.” Maria coaches track and cheerleading in the Special Olympics. Her team has competed at the state level nearly every year. “Science really clicked for me in high school, and it was the same years I was working for the Olympics,” said Maria. “In an ideal world I’d get to work with kids with special needs as a pediatric physical therapist for the rest of my life.” In addition to volunteering, studying, working on the Upper Midwest Regional Honor’s Research Conference, and serving as president of biology club, Maria is also planning her wedding. “I got engaged over Christmas break,” she said. “I’m super excited. It’s a fun thing to start planning for. It would be great if Jon Schoening perfects his research in the chemistry lab. we could move down to sunny North Carolina and live there. I don’t know anyone living there. It just sounds like a nice place to live.” Maria has been early accepted into Clarke’s physical therapy program, which she will start in the fall. “I had to lay on my classes pretty heavy this semester so I’ll just have to keep trucking along,” she says. His current position working in the Clarke chemistry department does not give him access to the deadly developed a deep understanding of research that interests him, but it how they work in the human body. has given him many opportunities But before students become too to further his understanding of how concerned the 20-year-old will chemicals and medicines affect the make a future attempt to take over body. the world, they should know that “Last year for my service project his plans are much more local and, I helped with the HIV database thus far, he has used his big brain Clarke had been working on,” he for good. said, excitedly pulling up a sample “When I came to Clarke I was torn Jonathan Schoening of the site. between whether I wanted to go The Mad Scientist “We looked at how patients into research or medical practice, “ In his apartment on campus the respond to a treatment regiment he said. “It’s how I became elected junior biochem major scrolls down by comparing data a hospital has president of Hippo Society. But as the computer screen to go over a generated. The different drug ‘cockI’ve gone on I realize that medicine paper he has been writing. It’s on tails’ have a different effect and so is not really for me. My talents lie the effects of acute mercury poisonwe went through all the data and more in the research aspect and ing. Beside him sits a little well-read compared it for the hospital.” less toward the social.” black book with green type This summer Jon will continue and ominous pictures lining “My friends joke I’m going to be his research education with an the front. It’s a book filled with internship at Washington Univera mad scientist and take over information on the world’s sity in St. Louis. “It’s through the deadliest pandemics. National Nanotechnology Infrathe world.” “I picked it up on the way structure Network,” he said. “The back from a track meet at project is titled ‘translocation of Notre Dame,” said Jon. “Don’t worry, nanoparticles in the olfactory sysJon hopes to develop his encycloI bought a T-shirt too.” He sets the tem and transport to the brain’.” pedic knowledge of deadly disbook aside to continue on with his “My friends joke that I’m going to eases and toxins into a career as a homework. be a mad scientist and take over the researcher. “I’d probably be working To many Clarke students, Jon is world,” Jon says with a laugh. His in an academic setting like a unithe embodiment of the future mad iPod beeps indicating the American versity,” he said. “I want to go into scientist; and he easily lives up to Chemical Society app has a new researching toxins and their role in the hype. He has had a long-standchemical compound of the week to the body and living organisms. It’s ing fascination with toxins and has check out. “I guess I’ve always been just all so interesting.” Clarke Catalyst 2012 43 interested in these out-of-the-box things,” he said. “When I was little everyone wanted to be an astronaut. I’ve always wanted to be the rocket scientist.” this field and then decided it’s what I want to continue to do.” Kaylee will graduate well prepared to take on environmental Kaylee Steen concerns. Through The Wunderkind her role as a departLike a comet speeding across the mental assistant for sky, Kaylee Steen’s time at Clarke the chemistry deUniversity has been brief, but partment, multiple bright. The soccer-playing scientist research classes, and will graduate a year early this spring her most recent sumwith a biochem major. “I could mer internship, she have stayed a semester longer and has had a good deal spread my classes out a bit, but of hands-on experionce I was accepted into graduate ence. Kaylee Steen makes ice cream using liquid school I just decided to go for it,” “I came to Clarke nitrogen during Chemistry Week on campus. said Kaylee. because of soccer,” Kaylee will be the youngest student explains Kaylee. “But my breaks so that I can get everyentering the University of Minneso- when I visited I met Sister Mary Lou thing done,” she said. “This was very ta’s molecular, cellular, and structur- Cafferty who at that time taught important during the soccer season, al biology Ph.D. program in the fall. in the chemistry department, and and professors are really willing Shaving one year off of her school- I realized that Clarke was a by-theto help you out with complicated ing means that she is likely to finish book school,” she said. schedules. I don’t think I could have all of her education just before she is “Everyone in the department has done as much as I have at any other 30. “The P.h.D. very high school.” takes roughly “This kind of a degree can do a standards Kaylee self-identifies as the hermit five years or so lot and I want to see how far and would science student forever inside a lab. to complete. do everyThis kind of focus will only aid her in I can go with it.” After that there thing right. the future years of graduate study. is a post-docI wanted to “I guess the big thing to know as terate time period and then I would be like that,” she said. The sisters a way of understanding what I do is go out to work,” she said. had a fire in them that has further to know that I really enjoy science,” “I’ll be focusing on biofuel reencouraged her hard work. Kaylee said. search. I’m one of those people very Whenever Kaylee gets an hour “I don’t necessarily enjoy all the concerned about global warming. I of free time in between lab work studying, but the end goal is worth would like to apply science in a way and soccer practice, she devotes it it. This kind of a degree can do a lot to help fix things. Over the summer entirely to study. and I want to see how far I can go I got lucky and had an internship in “I try to do little projects during with it.” Not only are study and lab hours long, but books for science majors are heavier than for any other major. How heavy are the major-field books a student is carrying around campus? 45.2lbs. 36.6lbs. 19.0lbs. 4.2lbs. Nursing Major 44 Clarke Catalyst 2012 AT/PT Major Business Major Philosophy Major
