Colorado College News Welcome, Class of 2024! Thu, 13 Aug 2020 12:00:00 MDT <p>Colorado College welcomes 576 incoming members of the Class of 2024 and 36 transfer students.</p> <p>This year, move-in will take place over an extended five-day period (Aug. 13-17) to allow for social distancing. New Student Orientation programming will begin on Aug. 17, and Colorado College&rsquo;s 147th academic year will kick off with classes starting Monday, Aug. 24.</p> <p>The incoming first-year class, culled from a record 10,260 applicants, had a 14% admittance rate, with 19% Pell eligible, 13.2% first-generation students, and 23.4% from Colorado. Additionally there are 27 international first-year students, representing 4.7% of the class. <span>For the seventh year in a row, more than a quarter of the incoming class (32.3%) self-identify as students of color.</span></p> <p>Additionally, the class includes 43 QuestBridge students;<span>&nbsp;</span><a href="">QuestBridge is a non-profit organization</a><span>&nbsp;</span>that matches high-achieving students from under-resourced high schools with opportunities in higher education. CC is now in the seventh year of its partnership with the organization.</p> <p>The arts are well-represented among the class members: 29% are musicians (playing the oboe, xylophone, vocals, harp, and more), 22% are performing artists (acting, stage crew, directing, poetry, spoken word, film, dance), and 20% are visual artists (painting, photography, pottery, glass blowing, quilting, stained glass, costuming, architecture, leather working, carpentry, chalk art, and more).</p> <p>Members of the class are also involved in community and civic service. Among the causes they have worked with are food insecurity, healthcare, religious organizations, elderly rights, tutoring/education, homelessness, Black Lives Matter, trans rights, voting rights, environmental issues, MeToo movement, political campaigning, gun violence, equal pay, and immigration.<br /><br />Additionally, 48% of the incoming students speak at least one other language in addition to English. Of the 40 different languages spoken, they range from (alphabetically) Akan, Albanian, and Arabic, to Urdu, Vietnamese, and Yoruba.</p> <p>Members of the Class of 2024, entering college at a unique time, bring with them unique experiences. Among them are students who have:</p> <ul> <li>Worked as a lobsterwoman</li> <li>Been a kindergarten teacher</li> <li>Built a boat</li> <li>Worked as a haunted house actor</li> <li>Been an extra in Game of Thrones</li> <li>Discovered a dinosaur bone</li> <li>Graduated high school with an associate&rsquo;s degree in software engineering</li> <li>Worked as a firefighter</li> <li>A family of 10 siblings</li> <li>Been a beekeeper</li> </ul> <p>And while students may arrive with different experiences, they will start with CC&rsquo;s Common Read; this year&rsquo;s book is &ldquo;What the Eyes Don&rsquo;t See&rdquo; by Mona Hanna-Attisha. The book describes how Hanna-Attisha, an immigrant, doctor, scientist, and mother, alongside a team of researchers, parents, friends, and community leaders, discovered that the children of Flint, Michigan, were being exposed to lead in their tap water &mdash; and then battled the government and a brutal backlash to expose that truth to the world.</p> <p>The purpose of Colorado College&rsquo;s Common Read Program is to create a common intellectual experience for incoming undergraduate students, to introduce them to the college&rsquo;s core values as an academic community, and to teach them how to engage as members of CC&rsquo;s community of scholars.<br /><br />Welcome to the Class of 2024; we&rsquo;re glad you&rsquo;re here!</p> <p>&nbsp;</p> <p>&nbsp;</p> Mountain West Postpones 2020 Fall Sports Mon, 10 Aug 2020 17:30:00 MDT <p>The Mountain West has announced the indefinite postponement of all scheduled fall sports contests andMountain West championship events in response to ongoing challenges with the effective mitigation and management of the COVID-19 virus in conjunction with athletic competition. The MW board of directors prioritized the physical and mental health and well-being of the conference&rsquo;s student-athletes and overall campus communities in its decision &mdash; as it has done throughout the course of the pandemic.</p> <p>The decision, announced Aug. 10, &nbsp;affects the Colorado College women&rsquo;s soccer program, which has been a member of the Mountain West since 2014.</p> <p>&ldquo;We are in support of our conference&rsquo;s decision that places the well-being of our student-athletes at the forefront,&rdquo; says CC Vice President and Director of Athletics Lesley Irvine. &ldquo;While the decision is incredibly disappointing, we now hope to benefit from discussions and planning around possible spring opportunities for our women&rsquo;s soccer team. I have been so proud of our players and coaches and their thoughtful engagement, particularly over the last few weeks.&rdquo;</p> <p><span>&ldquo;In regards to the Mountain West postponement of our season, our team is feeling a sense of relief that a decision was made and reassured that the health and safety of one another, our friends and family, and our social peers is a top priority,&rdquo; says midfielder<strong> Tayla Wheeler '21</strong>. &ldquo;While we are disappointed in not being able to compete, we believe this decision was the most responsible to make with the current state of the virus. The fall may look different for us, but we are excited to continue to safely train and prepare for a hopeful spring season. Go Tigers!&rdquo;</span></p> <p>The Fall sports affected by the decision include men&rsquo;s and women&rsquo;s cross country, football, women&rsquo;s soccer and women&rsquo;s volleyball (with the exception of the unique circumstances involved with the military service academies). Last week, the league announced that all Fall competition in the sports of men&rsquo;sand women&rsquo;s golf, men&rsquo;s and women&rsquo;s tennis, women&rsquo;s swimming and diving, men&rsquo;s and women&rsquo;s indoortrack and field, softball and baseball was canceled. At this time, there are ongoing discussions regarding the status of winter sports.&nbsp;</p> <p>The Mountain West will begin to explore the feasibility of rescheduling fall sports competition, including thepossibility of those sports competing in the Spring, and develop options for consideration. Athletically related activities and training opportunities for enrolled student-athletes also will be evaluated consistent with NCAA legislation and guidance, as well as state, local, and campus parameters.</p> <p>&ldquo;Nothing is more important than the health and well-being of our students, student-athletes, coaches, faculty, staff, and overall communities,&rdquo; says Mary Papazian, president at San Jos&eacute; State University and chair of the MW board of directors. &ldquo;Through the hard work of many over the past several months, the conference made every effort to create an opportunity for our student-athletes to compete, and we empathize with the disappointment this creates for everyone associated with our programs. The best interests of our students and student-athletes remain our focus and we will persist in our efforts to forge a viable and responsible path forward.&rdquo;</p> <p>&ldquo;Since the start of the pandemic, our membership and staff have been working diligently to prepare for a Fall sports season,&rdquo; said MW Commissioner Craig Thompson. &ldquo;We were hopeful we could carefully andresponsibly conduct competition as originally scheduled with essential protocols in place. However, numerousexternal factors and unknowns outside our control made this difficult decision necessary. I fully understandthe impact of this outcome on our student- athletes, coaches, administrators, and staff who work so harddaily to play the sports we all love, and I share in their disappointment. We will continue to navigate this pandemic together, overcome the obstacles and return to intercollegiate athletics at the earliest opportunity.&rdquo;</p> <p>&nbsp;</p> Anna Regan ('18) Earns MAT and Joins Empowerment Community High School Mon, 10 Aug 2020 14:21:00 MDT <p>Feminist &amp; Gender Studies is proud to announce <a href="" target="_blank">Anna Regan</a> (Feminist &amp; Gender Studies '18) recently earned her Master of Arts in Teaching (MAT) degree from the <a href="" target="_blank">Relay Graduate School of Education</a> and will be joining <a href="" target="_blank">Empowerment Community High School</a> teaching 9th grade Ethnic Studies with an emphasis on Geography.</p> <p>Anna earned her MAT through the <a href="" target="_blank">Rocky Mountain Prep Fellowship</a> program, while teaching elementary school at <a href="" target="_blank">Rocky Mountain Prep</a>, whose mission is "educate scholars with the rigorous academic program, character development, and personalized support necessary to be successful in a four-year college and life." Further, their "vision is to close the opportunity gap that exists between students from low-income households and their wealthier peers."</p> <p>Congratulations, Anna! We are so proud to know you!</p> Behind the Scenes of “Come Curious” - Colorado College’s New Promotional Video Fri, 07 Aug 2020 00:00:00 MDT <p>By <strong>Roo Smith &rsquo;20</strong></p> <p>The Colorado College campus at 5:30 a.m. on a Saturday morning is surprisingly active. The kayakers are loading their boats onto their cars, the skiers are waiting outside their friend&rsquo;s dorms to pick them up and head west. As a filmmaker and photographer, I guess I&rsquo;m a part of this active 5:30 crowd more often than I would like. Chasing golden hour for the best rock-climbing photos, dreamy skiing videos, or even just filming students being students at Colorado College became a common occurrence over the coming months. For now, the early November crisp air chills the cameras in our hands as we set out to hike to one of our favorite rock-climbing spots near campus. Located only about 20 minutes south of Colorado College is North Cheyenne Canon, one of my go-to areas for hiking, running, or climbing, as well as the location for the first production day of &ldquo;Come Curious.&rdquo; Alongside my filming partner, Noah Kane, we loaded up our bags with an assortment of cameras, lenses, ropes, ascenders, microphones, and drones to capture this event as thoroughly as possible and from all angles. We arrived at the climbing location just as the sun starts to peek into the canyon. Golden hour. We made it.</p> <p>For this shoot, all we needed to do was put ourselves in the right positions to capture the essence of what climbing looks like for these students at Colorado College. Meredith Foster and Charlie Bondurant, the two climbers in this video, were total all-stars during this shoot. We&rsquo;d ask them to change their body positions, go slower, go faster, look left, put their hands in their chalk bag, tie the rope again, put on the harness again and look out into the distance all for the sake of getting the optimal angles for the video. These verbal directions became a consistent staple to my and Noah&rsquo;s vocabulary over the next five months of filming. Phrases as commonplace as &ldquo;let&rsquo;s do that one more time&rdquo; were gradually refined to &ldquo;can we please do that again?&rdquo; to provide the politest way of setting expectations as it&rsquo;s never just one more time. This became especially important when directing Colorado College cross-country athlete Halle White during the track scene. Nobody wants to hear &ldquo;one more time&rdquo; when doing sprints only to discover that we actually need about six more takes from different angles.</p> <p>On November 19, I, Noah, and our stills photographer and pre-production partner Noah Weeks arrived at the Adam F. Press Fitness Center to film what I had anticipated being one of the most exciting filming opportunities of the video. The facilities staff at CC granted us a golf cart to film this section so we could whip around the track following Halle with our cameras. The golf cart partnered with the stabilization technology of the three-axis gimbal we used to keep our camera steady resulted in some of the most professional-looking shots of my filmmaking career thus far.</p> <h4>Come Curious</h4> <p><iframe width="1920" height="1080" src="" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></p> <p>I&rsquo;m not a film major or minor. Neither is Noah Kane. We both came at filmmaking from documenting our outdoor adventures in high school. What started as surf sessions with friends translated into a video intern position at Communications during the second week of my freshman year. Now, as a senior with four years of filmmaking experience under the tutelage of the Colorado College video producers Arielle Mari and Rachel San Luis at the Communications Office, I feel capable of creating a professional-quality video that I so longingly hoped for when I first stepped foot on this campus during New Student Orientation. Although I never have taken a film class, &ldquo;Come Curious&rdquo; felt a little bit like my capstone project for filmmaking at CC. I filmed my roommate (Paul Longnecker, biker at 0:10. 0:59), friends I made during my block abroad in Serbia my freshman year (Georgie Nahess, 1:05), my best friend and skating buddy (Lili Uchida, 0:55, 1:03), my dance partner from Dance Workshop my sophomore year (Kaila Ablao 0:41), my political science advisor and academic mentor (John Gould 0:51), my co-leader for a student group for Christian athletes (CooXooEii Black 0:05) and many other students who were important to me during my time at CC. This video includes a number of people who made my CC experience special. From waking up early on weekends my freshman year with Lili Uchida to go snowboarding at Breckenridge to eating chips on Yampa field at midnight the last day of senior year with artist Michaela Khan (0:53), the people in this video represent something that makes CC such an inspiring place to live, study, and grow. These people are passionate and follow their curiosity. John Gould (0:51) is an extremely accomplished professor, author, and researcher but is one the most approachable, friendly, and caring individuals I&rsquo;ve ever met. Georgie Nahess (1:05) is currently researching COVID-19 at Stanford University but can shred down a mountain of snow better than anybody I know.</p> <h4>"Come Curious" — Behind the Scenes</h4> <p><iframe width="1920" height="1080" src="" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe></p> <p>It&rsquo;s for this reason that I wanted to make this film. I wanted to show others what I&rsquo;ve been fortunate enough to witness from the faculty, staff, and students here at Colorado College. Whether I was just bringing a camera to a dance class or following around a student in their afternoon lab class, I wanted to document what CC felt like to me. CC has been an adventure, as has the process of filming this video. From attending CC hockey games (with a camera in the crowd or singing on the ice with the a cappella group sophomore year) to snowboarding at Keystone (with a camera strap on my neck or buried in knee-deep powder with friends), I&rsquo;ve been provided with so many opportunities to discover joy, find peace, seek adventure, and explore curiosity here at Colorado College and I hope that&rsquo;s what this film communicates to its audience.</p> <p></p> Rosie Nelson ('16) Earns PhD and Publishes Three Texts Wed, 05 Aug 2020 08:19:00 MDT <p>Feminist &amp; Gender Studies is proud to announce that this past December, <a href="" target="_blank">Rosie Nelson</a> (Feminist &amp; Gender Studies and History '14) earned their PhD in <a href="" target="_blank">Sociology</a> from the <a href="" target="_blank">University of Bristol</a>, where they also completed their&nbsp;part-time MRes in <a href="" target="_blank">Security, Conflict and Justice</a> and co-founded the <a href="" target="_blank">Critically Queer Working Group</a>&nbsp;with Rosa Targett in 2017.</p> <p>Rosie's interests&nbsp;include sexuality, sexual practices, gender, desire, transgender experiences, feminism, queer theory, stigma management, and feelings of community/isolation. They have also worked in quantitative health research, focusing on patient experiences at the <a href="" target="_blank">Marie Curie Pallative Care Research Centre</a> at <a href="" target="_blank">Cardiff University</a>, and on a qualitative research project for the <a href="" target="_blank">Careers Service</a> at the University of Bristol, examining student perspectives on employability skills.&nbsp;</p> <p>Rosie's dissertation entitled "Sexual Renegades: Bisexual and Plurisexual Experiences of Sexual Identity, Gender Identity, and Romantic Relationships" asks, "How do nonmonosexuals experience, interpret, and understand gender in their everyday lives?" To answer this question, they conducted a qualitative study consisting of interviews and photo diaries with nonmonosexual participants of all genders.</p> <p>In "<a href="" target="_blank">Questioning Identities/Shifting Identities: The Impact of Researching Sex and Gender on a Researcher&rsquo;s LGBT+ Identity</a>," published in <em><a href="" target="_blank">Qualitative Research</a>&nbsp;</em>this past April, Rosie&nbsp;explores the role of reflexivity, emotion work, and insider/outsider researcher status in one queer researcher&rsquo;s experiences of conducting fieldwork.</p> <p>In "<a href="" target="_blank">Here and Queer (?): Monosexism and the Bisexual Body</a>," published in the second volume of <em><a href="" target="_blank">Talking Bodies:&nbsp;Bodily Languages, Selfhood and Transgression</a></em>&nbsp;(Palgrave Macmillan, 2020), edited by Ashton A. Bodie, Amy Bonsall, and Jonathan Hay, Rosie&nbsp;contends that the reliance on visual cues to determine sexual identity is problematic and that we must turn to discursive measures for bisexual representation.</p> <p>Last, but not least, in "<a href=";journalCode=josb" target="_blank">'What do bisexuals look like? I don&rsquo;t know!' Visibility, Gender, and Safety among Plurisexuals</a>," published in the <em><a href="" target="_blank">Journal of Sociology</a>&nbsp;</em>this past June,&nbsp;Rosie&nbsp;explores how plurisexuals represent themselves in a culture that does not see their identities as viable, often through the use of gender norms.</p> <p>Congratulations, Rosie! We are so proud to know you!</p> Cheanna Gavin ('18) Excels at the Developmental Disabilities Resource Center Sun, 02 Aug 2020 10:54:00 MDT <p>Feminist &amp; Gender Studies is proud to announce Cheanna Gavin (Feminist &amp; Gender Studies '18) is excelling at the&nbsp;<a href="" target="_blank">Developmental Disabilities Resource Center</a>&nbsp;(DDRC), where she recently became a Service Coordinator and Case Manager for children up to 3 years old.</p> <p>Since 1964, the DDRC, a nonprofit private corporation, has provided &ldquo;services and supports to adults and children with intellectual and developmental disabilities&rdquo; by offering &ldquo;quality programs and resources to people and their families in Jefferson, Clear Creek, Gilpin and Summit counties.&rdquo;&nbsp;</p> <p>As a Service Coordinator and Case Manager, Cheanna is responsible for&nbsp;coordinating screenings, managing the referral and intake process; planning, coordinating, and monitoring services and support; ensuring health and safety needs, as well as due process protections, are met; and that services are delivered according to State and Waiver guidelines.</p> <p>Congratulations, Cheanna! We are so proud to know you!</p> Action, Reaction: Adapting a Chemistry Course to Distance Learning Thu, 30 Jul 2020 14:00:00 MDT <p>Colorado College Associate Professor of <a href="">Chemistry</a> <strong>Murphy Brasuel &rsquo;96</strong> opened his Block 7 class this spring by greeting his students with &ldquo;Good morning. Good afternoon. Good evening.&rdquo; Standing before a blackboard in a video he shot with his cell phone, Brasuel welcomed the approximately two dozen students enrolled in his General Chemistry II course who were spread across the continental United States and overseas, taking the course online.</p> <p>Moving the class, with both its lecture and lab components, online was a major undertaking, especially considering the course, which is American Chemistry Society-certified, already had been shortened by half a week due to the changes in the spring schedule caused by the Coronavirus pandemic.</p> <p><a href="">General Chemistry II</a> focuses on kinetics, equilibrium, thermodynamics, and includes some electrochemistry. It&rsquo;s a prerequisite for a variety of other science classes and is taken by many Colorado College pre-health students. The course is required by medical schools, so offering it pass/not pass was not an option. Reducing the content covered in the course also was not an option, says Brasuel. &ldquo;It was a huge challenge.&rdquo;</p> <p>Brasuel videoed the lectures, first with his cell phone and as he got more practiced at it, on his computer. Donning a lab coat, sometimes he would present the day&rsquo;s lecture in front of a blackboard, which he used to help illustrate points. Other times he would video the session as he <span>&nbsp;</span><span>&nbsp;</span>worked out the problems for students with pen and paper. The labs were presented separately by CC lecturer Jared Harris, with Chemistry Department paraprofessionals <strong>Lexi Katz &rsquo;19</strong> and <strong>Riley O'Sullivan &rsquo;19</strong> contributing significantly. &ldquo;It was definitely a team effort,&rdquo; Brasuel says.</p> <p>As an analytical chemist, Brasuel says he was adept at using much of the technology involved in moving the lectures online, which was one less obstacle he faced. Still he says, distance learning can&rsquo;t replicate face-to-face instruction, and he&rsquo;s looking forward to when it&rsquo;s safe to return to the classroom. &ldquo;We did our best to work with the students; to not put them at disadvantage. But they just can&rsquo;t get the hand skills they need in a video compared to in the lab.&rdquo;</p> <p>Harris, who conducted the lab portion of the class, also lamented the lack of opportunity for students to develop the necessary practices, or hand skills, via the distance-learning format. &ldquo;Chemistry and biochemistry experiments often rely on physical skills which are ideally introduced in our general chemistry courses,&rdquo; he says. Unfortunately, the students did not have the opportunity to practice and refine their skills, he says.</p> <p>Although they did the best they could with the online format, Brasuel says it was impossible to replicate one of the most rewarding aspects of classroom teaching: being able to wander from group to group as the students tackle a problem. &ldquo;I couldn&rsquo;t walk over to a student and glance at their paper. When I do that, I can help fix their logic; I have perspective on how they are approaching the material. Sometimes there are eight different paths to get to same answer.</p> <p>&ldquo;But with distance learning, it was difficult to know how they were approaching the problem,&rdquo; Brasuel says. &ldquo;It&rsquo;s hard to get a student unstuck via an email. The student has to know how to ask the question; how to formulate their question.&rdquo;</p> <p>Retired Professor of Chemistry Nate Bower says that &ldquo;the faculty in the trenches are the ones somehow juggling the incredible demands placed on them by teaching through distance learning.&rdquo; Says Bower of his colleague, Brasuel, &ldquo;His in-class deft touch in reading where a struggling student is and then building on what they do know while they still believe they cannot master the material is <em>very </em>difficult to convert into a few lines of encouragement in an email.&rdquo;</p> <p>To help overcome those obstacles, the students also were required to attend online office hours, with Brasuel meeting with groups of students in the lecture section three times a week for 45-minute online office hours sessions. It wasn&rsquo;t the same as in-person office hours, but it did help to engage the students as a community of learners on the topic, he says.</p> <p>Harris says he and Brasuel had useful discussions prior to the start of the course which helped them clarify the learning goals of the course. &ldquo;Conducting labs online was challenging and it required us to redefine our course priorities and objectives,&rdquo; says Harris. &ldquo;Some of these challenges are inherent to a distance-learning format, but others arose from neither the students nor faculty being truly prepared to engage in this course through an online medium.&rdquo;</p> <p>One of the more cumbersome aspects of the distance-learning format was not being present while the students engaged with and struggled with the material, says Harris, echoing Brasuel&rsquo;s assessment.</p> <p>&ldquo;These are the moments when knowledge building occurs, and the remote nature of the block somewhat restricted my ability to monitor student progress in real time,&rdquo; Harris says. &ldquo;Additionally, I think this created some extra burden on the students since it was difficult for me to provide clarification in real time; therefore, in some instances, I think students likely spent more time wrestling with questions than they needed to.&rdquo;</p> <p><strong>Ben<span>&nbsp;</span>Laidlaw &rsquo;23</strong>&nbsp;would agree with that assessment.<span>&nbsp;He noted he was </span>not able to ask questions about more complex topics as soon as he thought of them, as one could do in an in-person class. However, he says the office hours and discussion boards greatly helped with that.</p> <p>The input from the two chemistry paraprofessionals was invaluable, says Harris, noting that they helped him understand where instructions for labs fell short and catching details that he inadvertently omitted.</p> <p>Additionally, Katz and O&rsquo;Sullivan met regularly with students through Zoom &mdash; they both had an hour of &ldquo;drop-in office hours&rdquo; every weekday. &ldquo;They both also went above and beyond by Zooming with students over the weekend when students requested,&rdquo; says Harris, who had 48 students in the two labs he was responsible for [Harris conducted the <a href="">General Chemistry I</a> and II labs]. &ldquo;The paraprofs were instrumental in meeting with students when I did not have the bandwidth to do so. In short, I would not have been able to manage both of my lab classes without them.&rdquo;</p> <p>Brasuel also added an extra credit component to the class, with the activities being provided by Bower. &ldquo;Some of the activities were based on labs we have done or that have been done at other schools,&rdquo; he says. &ldquo;I redesigned them to be &lsquo;home portable&rsquo; and non-toxic based on my experience developing a kit of labs that I put in my backpack to take to a Peace Corps volunteer teaching in a mud brick school in western Kenya.&rdquo;</p> <p>The extra credit labs were meant to provide parallel, not replacement, experiences to what was covered in the course, but without the expensive lab equipment or highly exacting techniques that professors try to instill through the usual chemistry laboratories, says Bower.</p> <p>The extra credit options included an acid base activity, kinetics activities, and a colligative property activity. Laidlaw, who participated in an extra credit option (the acid base activity), says having options to choose from for the extra credit was greatly appreciated. He was able to work through the logic of the project on an individual basis, which he says was fun for him.</p> <p>&ldquo;Certainly on-campus, a lot of learning goes on through the &lsquo;hands-on/minds-on&rsquo; laboratory experiences, says Bower.&nbsp;&ldquo;So, hopefully the activities will encourage students to pursue research or more lab experiences when they get back to campus. That would be ideal.&rdquo;</p> Tess Gattuso ('15) featured on WeforShe Thu, 30 Jul 2020 11:30:00 MDT <p>Feminist &amp; Gender Studies is proud to announce <a href="" target="_blank">Tess Gattuso</a> (Feminist &amp; Gender Studies '15) was recently featured on the "<a href="" target="_blank">Ones to Watch</a>" list published by&nbsp;<a href="" target="_blank">WeforShe</a>,&nbsp;a "women's advocacy group that finds practical ways to bring about a gender-balanced landscape in television."</p> <p>Tess was featured for her multi-cam half-hour special "Two Moms and a Dad" about a "progressive college professor living with her wellness coach wife and adolescent son" who "takes in her loud-mouthed, self-made father after he's charged with tax evasion."</p> <p class="">Tess is a writer, comedian and content creator based in Los Angeles. After getting&nbsp;her start in television as the Writers&rsquo; PA for Marvel&rsquo;s <em>Jessica Jones</em>, Tess became&nbsp;a Content Producer for <a href="" target="_blank">Comedy Central</a> and&nbsp;contributes to <em><a href="" target="_blank">The New Yorker</a></em> and <em><a href="" target="_blank">Reductress</a></em>. She&nbsp;has written for Disney, AwesomenessTV, and Little Dot Studios, and has created a 10x10 digital comedy series for screen reality studio Bazelevs. She also served as a Writer-in-Residence and voice actor at Toonstar, and is also a house performer at Second City, where she improvises hour-long musicals.</p> <p class="">You can check out her comedy on <a href="" target="_blank">Twitter</a> and <a href="" target="_blank">Instagram</a>.&nbsp;</p> <p class="">Congratulations, Tess! We are so proud to know you!</p> Melissa L. Barnes ('15) Receives Inaugural Graduate Writing Fellowship Mon, 27 Jul 2020 07:32:00 MDT <p>Feminist &amp; Gender Studies is proud to announce Melissa L. Barnes (Feminist &amp; Gender Studies and Psychology '15) recently earned the inaugural <a href="" target="_blank">Graduate Writing Fellowship</a> from the <a href="" target="_blank">Center for the Study of Women in Society</a> (CSWS) at the University of Oregon for her research on police brutality.</p> <p>Melissa, a Ph.D. Student in Psychology at the University of Oregon, will use the fellowship to continue working on her dissertation entitled &ldquo;Gendered and Racialized Police Violence Towards the Black Community: Feminist Integration of the Concepts of Betrayal Trauma, Collective Trauma, and Vicarious Trauma.&rdquo;&nbsp;</p> <p>According to CSWS, &ldquo;Barnes has collected new data and developed new theory on several projects that touch on racial discrimination, gender sexual violence, and disclosure of sexual violence. Her dissertation project draws on all this work to propose a creative merging of three previously siloed research literatures&mdash;betrayal trauma theory, vicarious trauma, and collective trauma&mdash;with a focus on the intersectional issue of gender and racial police brutality.&rdquo; According to her Dissertation Chair <a href="" target="_blank">Dr.&nbsp;Jennifer Freyd</a>,&nbsp;&ldquo;It is theoretically deep and empirically ambitious and it going to make a huge contribution.&rdquo;</p> <p>Congratulations, Melissa! We are so proud to know you!</p> Natalie Dupille ('13) Publishes In Spite of Ourselves Fri, 24 Jul 2020 12:22:00 MDT <p>Feminist &amp; Gender Studies is proud to announce <a href="" target="_blank">Natalie Dupille</a> ('13) recently published <em><a href="" target="_blank">In Spite of Ourselves</a></em>, a&nbsp;full watercolor comic that follows Natalie and her partner Allie through a 140-mile bike trip through Central Oregon.</p> <p class="">Natalie, a cartoonist and illustrator based in Seattle, employs <a href="" target="_blank">creative art</a> to focus on documenting travel, relationships, and the natural world. Her work has appeared in many publications and anthologies including <em><a href="" target="_blank">The New Yorker</a>, <a href=";mbid=social_facebook&amp;mbid=social_facebook&amp;utm_brand=wired&amp;utm_brand=wired&amp;utm_medium=social&amp;utm_medium=social&amp;utm_social-type=owned&amp;utm_social-type=owned&amp;utm_source=facebook&amp;utm_source=facebook" target="_blank">WIRED</a>, <a href="" target="_blank">The Washington Post</a>, and <a href="" target="_blank">The Stranger</a></em>. Natalie&nbsp;was also a founding member of and inaugural artist at the <a href="" target="_blank">Pacific Science Center&rsquo;s Artist-in-Residence Program</a>.</p> <p class="">Click <a href="" target="_blank">here</a> to read a review of&nbsp;<em>In Spite of Ourselves&nbsp;</em>by&nbsp;Ryan C. of&nbsp;<em>Four Color Apocalypse</em>.</p> <p class="">Click here to see Natalie's work in <em><a href="" target="_blank">The New Yorker</a></em>, including a piece published alongside Tess Gattuso (Feminist &amp; Gender Studies '15) just this month.</p> <p class="">Congratulations, Natalie! We are so proud to know you!</p>