Issue XI, Spring 2017

From left to right: Rudy Correa, Dr. Anne Dahlman, Nyairah Abdullah, Anjola Onadipe, Quentina Dunbar, Dolapo Oshin Equity Ambassadors: Promoting Inclusive Excellence by Steven Arriaza, ‘18 (Psychology; Isanti, Minn.) and Sara Baranczyk, ‘19 (Communication Arts and Literature Education & Physics Education, Saint Paul, Minn.) Diversity promotes growth both of mind ing to achieve this is through the Equity Muna Omar, (Biomedical Sciences, ‘19), and of mindfulness. Minnesota State Ambassadors. Because of the important Anjola Onadipe (Biomedical Sciences, University, Mankato has a very diverse contributions that students of color bring ’19), Dolapo Oshin (Philosophy, Politics population, with almost one-fourth of the to the program, the Equity Ambassadors and Economics, ‘17), Sean Thomez (Ex- student population being international focus on ways to ensure that there is a ercise Science, ‘18), and Kellie Wong students. Additionally, sixteen percent of fair representation of one of the most un- (Biochemistry, ’18). These students were students are domestic students of color. derrepresented groups in the program: tasked to critically look at every aspect of The Honors Program at Minnesota State domestic students of color. The Equity Am- the program, from the smallest details to mirrors these statistics in the number of bassadors serve as an advisory, support, the bigger picture, and offer suggestions international students but falls behind in and advocacy group within the Honors to make the program more inclusive, es- the number of domestic students of col- Program that is working to make the pro- pecially to domestic students of color. Dr. or enrolled in the program. The biggest gram more welcoming and inclusive. Anne Dahlman, the director of the Hon- strength of the Honors Program is its di- The Equity Ambassadors program was ors Program and creator of the Equity versity, and all the constituents of the pro- launched in the fall of 2016 with eleven Ambassadors program, said the Equity gram respect and cherish this. However, pilot students serving as Equity Ambassa- Ambassadors are “changing the Honors celebrating and embracing diversity does dors. The ten students include Nyairah Program from the inside out” in order to not guarantee the fundamental principal Abdullah (Psychology, ’19), Steven Arri- create a more diverse and equitable envi- that must underlie diversity: equity. The aza (Psychology, ’18), Yuseina Brito Lino ronment. “Even in the language we use,” Honors Program is working diligently (Elementary Education, ’19), Rudy Cor- Dr. Dahlman said, “we need to be aware to create a more equitable environment rea (Food and Technology, ‘17) Quenti- of privilege.” This is especially important and level the playing field for all honors na Dunbar (Gender and Women Studies, in the application to the Honors Program. students. One way the program is work- ’17), Ana Leyva (Music Education, ’19), Continued on page 4

1 The Spring 2017 Beacon Team The Honors Beacon newsletter was awarded 1st place in the student print national collegiatcollegiatee Editor-in-Chief category of the National Collegiate honorshonors councicouncill Sara Baranczyk Honors Council’s newsletter contest for the 2014-2015 academic year. Layout and Photo Copy Editors Sara Baranczyk

Writers Steven Arriaza A Word from the Honors Staff Sara Baranczyk by Dr. Anne Dahlman, Director of Honors Alicia Utecht I continue to be past year, we have worked hard to con- Katelynn Malecha a huge fan of the tinue cultivating the sense of community Aaron Young Beacon, which not within our program. Our Honors Program Josie Braaten only showcases is a space where students from all cor- Libby Guss the many great ners of the world and communities within Madie Hoffman talents of our stu- our region come together to become the Sarah Aldrich dents, but more best versions of themselves and to make Kristine Dunnum importantly, exhib- a difference. Our student leaders and Claire Paolo its the collabora- researchers bridge the borders between tive spirit of the Beacon’s all-student edito- countries, disciplines, and cultures to ad- rial and writer team. This team is a great dress complex real-life issues and to cou- example of the way students in the Hon- rageously pursue creative solutions. You ors Program tackle tasks: with creativity, will see this sense of global and cultural tenacity, and by supporting one another. connection in many of the articles in this The stories in this edition are a result of issue. numerous team discussions, interviews What inspires me most about our students with individuals, critiquing and revising is the fact that they don’t just discuss great of drafts, as well as meaningful fellow- ideas but they create positive change ship with peers over several months. The through hard work and practice. These team has worked hard not only to create real-life experiences make them future In this Issue well-written articles, but also to make sure leaders who inspire others around them that they include a wide range of authors, through leadership styles that genuinely Equity Ambassadors . . . . .1 topics and individuals highlighted in the appreciate cultural diversity. You will find Notes from the Staff and Editor . 2 pieces. several stories showcasing these experi- I am extremely proud of the content in this ential learning perspectives in this issues! Alumna Spotlight ...... 3 issue, which focuses on community. This Enjoy! Common Read ...... 5 Editor’s Note Community Involvement . . . .6 by Sara Baranczyk ‘19 (Communication Arts and Literature Education & Learning Community . . . . .6 Physics Education; Saint Paul, Minn.) Cookies and Conversation . . .7 Welcome to the program. The cover story especially high- Honors in Pictures ...... 8 eleventh issue of lights this theme with a discussion about the Honors Bea- building inclusive spaces within our pro- Organization Spotlight . . . 10 con newsletter! I gram that supports honors domestic stu- Professor Spotlight . . . . . 11 am very excited dents of color. Student Spotlights . . . . . 12 to introduce this This issue also features several spotlights Honorable Mentions . . . . 14 extended edition of students, professors, and organiza- newsletter with tions that have impacted the honors, uni- Infographic ...... 15 eight additional pages. It has been an versity, and Mankato community in posi- Pedal Past Poverty . . . . . 16 honor to work with the dedicated writers tive ways. of this issue. Alumni Mentors ...... 17 I would like to extend a great amount of Mentor Reflection . . . . . 18 The theme of this issue is community: thanks to the writers who made this issue from the learning community to the great- possible. They truly make the Beacon pos- Brother Sister Program . . . .19 er Mankato community, and the various sible. Word Search ...... 20 ways that community appears in this Happy reading!

2 Issue XI, Spring 2017 Alumna Spotlight by Ina Pae, ‘13 (Gender and Women’s Studies & International Relations; Jeonju, Korea) my friends, who gave me a positive im- teered at the King Sejong Institute as a pression about the program. Some of my teaching assistant. While witnessing stu- international friends from Kyrgyzstan, Ar- dents learn the Korean language, improv- menia, Serbia, and the Philippines were ing week by week, I realized that culture taking honors classes and their conversa- could be a bridge between people who tions seemed very interesting and unique. might have totally different backgrounds. One of my American friends who was a For current honors students, I want to say part of Honors suggested that I talk to Dr. that you are on the right path. I think col- Chris Corley, the director of the program lege is a small version of society. Being a at the time. After he briefly introduced me part of several groups, especially Honors, to the three honors competencies of lead- is very significant because you have the ership, research, and global citizenship, opportunity to mingle with people who I felt strongly that I wanted to be a part have different values and backgrounds. of the program and applied immediately. The Honors Program challenges you and If I remember the moment correctly, I felt helps you to be a person who is ready to happier to get accepted into the Honors work in the world. Additionally, you can Program than when I was admitted to the make lifelong friends and build academic university. and social skills. The Honors Program is In 2014, right after my graduation, I com- beneficial for students’ academic growth When I moved to Mankato, Minnesota pleted an internship at the Korean Cultur- and achievements. There are so many from Korea in 2011, I had no relatives or al Center at the Embassy of the Republic paths after graduation, and having an- friends in the area. Speaking English in of Korea in Washington D. C. I was very other academic advisor who cares about my daily life and adjusting to the Ameri- excited to pass by all the international you is a bonus of being a part of the Hon- can culture was challenging for me, but I embassies during my commuting time. ors Program. found comfort in the staff at the Kearney During my internship, I assisted several International Center on campus. Initially The Honors Program helped me grow as outreach programs to promote Korean a professional leader who can conduct when I transferred to Minnesota State cultures, such as the Embassy Adoption University, Mankato, my major was Busi- any project and appreciates diversity. Program. The program aimed to visit ele- I was getting out of my comfort zone to ness Administration. I found an academic mentary schools and teach kids about the interest in International Relations after re- understand the U.S. culture and people Korean culture through K-pop dance, Tae- in Minnesota. The Honors Program cher- ceiving advice from staff in the College kwondo (Korean martial arts), or tradi- of Social and Behavioral Sciences and ished my differences and provided the tional Korean art crafting classes. While opportunity to learn and grow in new friends who were majoring in Govern- participating in several research projects, ment and International Relations. I also ways. Joining the Honors Program gave I translated materials from Korean to En- me confidence that, as long as I have an developed an interest in Gender and glish and vice versa. I also organized Women’s Studies after having several interest, I can utilize my skills in any field and assisted K-series events, including in the world. And indeed, when I look discussions about human rights with my K-classical, K-literature, and K-exhibition. peers. back on my carreer, I can say that I was Having pride in doing cultural diplomacy able to “survive” the world. I heard about the Honors Program from work in Washington D. C., I also volun-

Make a difference in the lives of those preparing to make a difference.

Because they have the opportunity to push themselves to do more here at Minnesota State Mankato, students in the Honors Program will be ready to push for success in the real world as well.

Supporting the Honors Program has an impact on students who will be- come widely recognized, prominent, distinguished leaders, researchers and global citizens who are able to bring about change in the world, no matter what their chosen discipline may be.

Giving to the Honors Program is easy; simply visit mnsu.edu/giving and designate your gift to the Honors Program.

3 Headline (Continued from page 1) Originally, the application for the pro- couragement and gram included an essay portion where support that they applicants described leadership posi- need to create tions they have held. However, this essay successful futures prompt failed to recognize the struggles for themselves. for attaining such positions by students The Equity Am- devoid of the comforts of popularity or bassadors is im- the privilege of plentiful opportunity. Be- portant not only cause of this, the Equity Ambassadors for the Honors suggested a revision to the application, Program at this asking that applicants share their story of university, but leadership responsibilities instead of list- also for other ing their leadership positions. programs across Furthermore, the Equity Ambassadors the nation. At the Equity Ambassadors Receiving Top Presentation Award at UMRHC. From left to pushed to change the image of the Hon- 2017 Upper Mid- right: Ana Leyva, Quentina Dunbar, Dr. Anne Dahlman, and Nyairah Abdullah ors Program. Ana Leyva noted the impact west Regional Hon- of having equal representation in the pro- ors Conference in gram has helped her find her voice. “I’ve gram’s advertising has on prospective Brookings, South Dakota, Dr. Dahlman learned that it is very important to stand students. “I didn’t see many people who and three of the Equity Ambassadors, up for what you believe in and advocate looked like me” in the brochures for the Nyairah Abdullah, Quentina Dunbar, for a cause,” she said. “People may dis- program, Leyva said. She didn’t feel like and Ana Leyva gave a presentation ti- agree with you,” she continued, but it’s she could be a part of the program be- tled “Honors Equity Ambassadors: Cre- important to “hear what they have to cause there were not as many students of ating Inclusive Learning Spaces.” Dunbar say” because everyone has a “different color represented in the Honors Program commented on how isolated she felt be- perspective, [and] every perspective is as there were white students. “I didn’t ing one of a few students of color at the important.” Sometimes coming to a solu- feel like I fit in with the rest of the honors conference. “You always notice how you tion can be difficult, but the reward is well students,” she continued. Redesigning the stand out in a place,” she said. “I want to worth it. brochures to be more inclusive can great- see other honors programs have the same In the end, the Equity Ambassadors pro- ly influence the diversity of the program. push for diversity,” she continued. While gram strives to make the Honors Program “If you see someone like you in the bro- she is excited to work toward making a a community that celebrates diversity. chure, it makes you think that you can do positive change on the Mankato campus, Anjola Onadipe stated, “It’s important it,” Leyva said. Something as simple as she also recognizes that a program like to listen to other people’s stories. Going a brochure can make a powerful differ- the Equity Ambassadors needs to be im- to the meetings and hearing others talk ence. The Equity Ambassador program plemented on a bigger scale. The Equity about their experiences coming from di- seeks equity at a grand level by chang- Ambassadors’ presentation was award- verse backgrounds has increased my ing the smallest aspects of the Honors ed the Top Presentation out of the 71 pre- cultural awareness.” Kellie Wong agreed Program. sentations at the conference. This award and said, “Hearing the opinions of my The Equity Ambassador program has speaks to the desire for change in honors fellow Equity Ambassadors has opened been quite successful in its endeavors, programs everywhere. my eyes to many different perspectives— and has already made a noticeable im- Overall, the Equity Ambassadors find the things I would have never considered if pact on the program. Anjola Onadipe program to be a rewarding experience. I was not an Equity Ambassador.” The “decided to get involved because the Yuseina Brito Lino said, “I see a lot of Equity Ambassador program has made a Honors Program is a critical piece of [his] potential in students of color” and she considerable difference to the students in- experience at Minnesota State University, is very thankful to have the opportunity volved in the program, but it is still a new Mankato, and [he wanted] to be a part to make a “tangible positive changes program with a lot yet to accomplish. of improving it.” He said being a part of within the Honors Program.” The needs Other honors students can help the Equity the Equity Ambassadors is a way to im- of honors students of color are being ad- Ambassadors by “keeping an open mind prove his and other honors students’ ex- dressed because of the Equity Ambassa- to change,” stated Nyairah Abdullah; periences in the program. Another Equity dor program, and the Ambassadors feel “sharing your ideas with [the Equity Am- Ambassador, Kellie Wong, explained, that they are making a real difference. bassadors] about improvements that the “The Honors Program has provided me Ana Leyva commented, “Every thought Honors Program can make,” stated Ana with many opportunities to better myself and idea you share matters, and it has Leyva; and “building meaningful relation- as a student and an individual... [and] I the power to shape our campus and the ships with a variety of honors students,” do not want people to miss out on amaz- Honors Program for the better.” The voic- stated Anjola Onadipe. The Equity Am- ing opportunities just because they don’t es of honors students of color are being bassadors have helped the Honors Pro- feel welcome.” The revisions made to the heard, and their suggestions are working gram grow into an inclusive environment Honors Program grant students of color a to reimagine the Honors Program. For for all students to expand their learning safe space for learning as well as the en- Kellie Wong, the Equity Ambassador pro- and opportunities.

4 Issue XI, Spring 2017 Keeping the Memories Alive by Alicia Utecht, ‘19 (Communication Studies & Creative Writing; Rogers, Minn.) Otsuka acknowledges this as an inten- about her writing mindset,” a topic which tional decision which not only allows she had also spoken about at her Key- the reader to imagine them as any Japa- note Speaker presentation. “Interviewing nese-American family during the war, but [Mrs. Otsuka] taught me about being my also demonstrates clearly to the reader authentic self in a public speaking set- that they were no longer considered as ting,” an important lesson in any medium human beings. of expression. After all, authentic self-ex- During her Keynote Speaker Address on pression is part of what makes When the October 19th, Otsuka acknowledged Emperor Was Divine so powerful. For that the characters were in part based Otsuka, her writing is often inspired by on members of her own family. Otsuka’s images, and her writing is very visual as grandfather was arrested the day after a result. She also tends to approach writ- Pearl Harbor after being accused of be- ing as a process, which she works at over ing a spy. Her mother was evicted at ten time, just as a painter works on a paint- years old along with her grandmother ing for a long time before completing it. and uncle, and they were sent to an Occasionally, photographers such as internment camp, where they spent the Ansel Adams and Dorothea Lange were rest of the war. However, Otsuka does sent into the camps by the government Braden Hanafee-Major (left) interviewing Julie Otstuka (right) not know much about her mother’s life in to take pictures. Their photography was the camp; her mother rarely spoke about tightly controlled, though; they were not Every year, Minnesota State University, it, and when she did, it was never in allowed to take any pictures which show- Mankato selects a novel for the commu- detail. This reflects the attitude of many cased the watchtowers or the barbed nity-wide Common Read event. The novel Japanese-Americans who were interned. wire surrounding the camps. As a re- must reflect at least one of five different As Otsuka stated, the internment camps sult, their photographs of the internment themes—service, citizenship, cultural were not so bad in the grand scheme of camp do not represent the same authen- diversity, life transitions, and coming of what was happening in the world at that tic self-expression as Toyo Miyatake’s age—and each year, there are many time, and many Japanese-Americans felt do. His photographs remain the most on-campus events that tie into the novel. like they should not draw attention to their important photographs of the interment. For this year’s novel, When the Emperor experiences “when there [were] so many In fact, his work is so meaningful that it Was Divine by Julie Otsuka, these events people out there suffering far worse fates became the focus of the documentary included a Keynote Speaker Address by than [their] own.” However, Otsuka em- film “Toyo’s Camera,” which was shown the author, a showing of the documenta- phasized that the story of Japanese-Amer- here on campus on October 18th. Before ry film “Toyo’s Camera,” and a photog- ican internment is one which is incredibly Miyatake and his family were sent to the raphy showcase of pictures taken at sev- important and needs to be told, stating, Manzanar internment camp, he owned a eral of the Japanese-American internment “Everything I’ve ever written has been a photography studio in Little Tokyo, Los An- camps. way of trying to keep the memories of my geles, California, and was well-known for When the Emperor Was Divine is a fic- mother and what we Japanese-Americans his photographs of many Japanese digni- tional story about a Japanese-American call ‘camp’ alive.” taries and Japanese-American celebrities. family who was sent to the internment In addition to her Keynote Address, Ot- When they were interned, Miyatake man- camps during World War II. The father suka took part in Good Thunder Reading aged to smuggle along a camera lens was arrested on December 8, 1942, the Series events. Honors student Braden and had a friend build a camera box so day after the attack on Pearl Harbor, and Hanafee-Major (Theater; ‘20) had the he could take photographs of the intern- the mother, daughter, and son were evict- chance to interview her on October 20th ees’ lives. At first, this was done in secret, ed with the rest of the Japanese-American on KMSU’s “The Maverick” radio station. but soon after the camera was complet- community several months later. The nov- When describing the experience, Braden ed, the camp director called Miyatake el chronicles the family’s journey to camp, admitted that “interviewing Julie Otsuka into his office and told him that he was their life within it, and their return home. was nerve-wracking.” As an actor, he al- free to have his equipment brought in More than that, though, it highlights the ways has the benefit of hiding behind a from his studio so he could take pictures. devestating things that fear can drive character when speaking publicly. For the As a result, Miyatake was able to take far people to do to others. In being sent to interview, however, he “had to be [him] more pictures than he would have been the camp, this family is stripped of their self, and that was terrifying.” Nonethe- able to in secret, and his photographs re- individuality and even of their humanity. less, he enjoyed the experience, describ- main the only uncensored images of Jap- The reader never learns the main charac- ing it as a delight. “Mrs. Otsuka was very anese-Americans living in the internment ters’ names or anything about their per- kind,” Braden continued, “and I think we camps. sonalities and their lives before the camp. had great conversations. We talked a lot Continued on page 11

5 Rake the Town by Katelynn Malecha, ‘18 (Exercies Sciences & Pre-OT; Lonsdale, Minn.) turned out and being able to help.” The event began on a beautiful Saturday morning when stu- dents met on campus and drrove to the first house. After greet- ing the homeowners, the group began raking. Conversations started flowing and as the piles grew higher, anticipation to jump into them grew. At one of the yards, the pile was large enough to fit three people jumping into it! Not only did this event help people in their backyards, but it also provided an excellent opportunity to meet other honors students. After raking, the group rejoined at a church hall for lunch. It was great to see how many other people volunteered from various organizations to groups of friends wanting to help others. Liesel Theusch (Math Education, ‘19) commented, “Rake the Town was a great way to give back to the community. I got to reconnect with other Honors students and I had a lot of fun doing it! We were able to do so much in a few short hours of working together and felt immediate appreciation from the home owners. I would gladly do this again and can’t wait until On November 12th, 2016, Honors Student Council (HSC) next year!” raked three homes in the Mankato area to help reach the VINE Other service events that the HSC conducted this year include Faith in Action’s goal of raking 300 yards. Junior Class Rep- running a clothing drive for students, donating canned goods to resentative Steven Arriaza (Psychology, ‘18) coordinated the Echo Food Shelf, making fleece hats for Partners for Affordable event and stated, “In the Honors Program, we focus on more Housing and The Reach Drop-In Center, and creating and deliv- than just academics, but also on service events to be involved in ering Valentine’s Day cards to persons in Assisted Living. These the community. The Rake the Town event is a great way to get service events show that everyone can help out their community a sense of that community involvement and global citizenship in meaningful ways. and seeing the gratitude in people. I’m just really happy how it

How to Build Community in a Learning Community by Aaron Young, ‘19 (Social Studies Education; Saint Paul, Minn.) For many students embarking on their ties are based on particular majors or also said that being part of the Learn- journey at Minnesota State University, areas of interest, the Honors Learning ing Community gave her the chance to Mankato, many of them are overwhelmed Community is comprised of students from branch out and find others who share by the anxieties that come along with all fields of study. In order to find common common interests. the experiences. Whether it be the ex- ground among the residents, this year’s One way that Haus was able to do this citement of meeting their roommate(s) First-Year Honors Learning Community was at the Fall Retreat where she was and making new friends, or the stress of Coordinator (LCC) Madie Hoffman (Mass able to learn more about the Honors Pro- purchasing textbooks and getting ready Media, ‘19) has put together social and gram while meeting and connecting with for classes, first years have a lot on their academic events, including a game night students who share the same mindset and plates. Learning Communities are de- and a competition between the First Year interests as she does. With the various signed to help freshman have a smooth- and the Leadership and Civic Engage- opportunities that Honors and Minnesota er transition to college, allowing them to ment Upper Classmen Honors Learning State have to offer, students are able to make connections right away with fellow Communities. All of these events focused accomplish what they need while gaining students. With over ten learning commu- on building community within the Honors new knowledge about the world around nities to choose from, freshmen are given Program. Hoffman created an environ- them. As for being a part of a learning the opportunity to explore which commu- ment that was both welcoming and com- community, there are many benefits and nity best suits their interests. forting for her residents. Bethany Haus perks that come along with it. Each learn- The First-Year Honors Learning Commu- (Biochemistry, ‘20) states that joined the ing community is surrounded by others nity is a little bit different than others on Learning Community because she felt that having similar interests and goals. campus. While most learning communi- “it would connect [her] to more students” and create a sense of “belonging.” She Continued on page 16

6 Issue XI, Spring 2017 Dr. Paul Prew (left), Dr. Carol Glasser (middle), Dr. Berry (right) Fostering Important Conversations by Josie Braaten, ‘19 (Creative Writing; Glasgow, Mont.)

On Wednesday February 4th, I attended she wanted to achieve, was integral to issues are intertwined with one another. my first ever Cookies and Conversation, her success as an activist. All the groups involved benefit if resourc- and it certainly won’t be my last. Cookies es and knowledge are shared amongst and Conversation is a time for students to I was immediately struck by the relevancy each other. This information helped me gather in the Honor’s lounge, enjoy cook- of these thoughts. Because of the height- to understand how activist groups actual- ies, and hear speakers on a wide variety ened contention in our society today, ly worked toward achieving their goals. of subjects. This Cookies and Conversa- there is social change that we all want to Learning more about how communities of tion was led by Dr. Carol Glasser who see being made. However, without know- activist work with each other has given discuessed the key principles of social ing exactly what social justice is, there is me a greater understanding for how the justice. Other Cookies and Conversation no way too effectively set goals in order process of activism works most efficiently. topics included social change, a discus- to achieve the social change that we be- I thought that this was extremely import- sion led by Dr. Paul Prew, the language of lieve needs to happen. ant to learn for when we decide to start power and the power of language led by our own journeys of activism in the future. Dr. Timothy Berry, Dr. Julie Carlson, and Even though we all have that one issue Dr. Chelsea Mead, stories and storytell- that is closest to our hearts, Dr. Glasser Through discussing how social rights ing led by Dr. Julie Carlson, and a discus- stressed the importance of not viewing groups need to work together to most sion on perfectionism led by the Honors one social justice issue as more important efficiently reach their goals, Dr. Glasser Graduate Assistant Leslie Kane. than another. We can’t view social jus- discussed the unique type of leadership tice as a “change this, then change that” necessary to leading a group of passion- The Honors lounge was filled with stu- system. In addition, we need to be cogni- ate activists. In addition to working with dents, and at exactly two o’clock pm, the zant that our methods of activism toward other activist groups, she addressed the speaker for the afternoon, Dr. Carol L. our desired goal do not stymie another importance of building a community with- Glasser, was introduced. Dr. Glasser is group’s progress toward their own social in your group of activists, being flexible a faculty member with the Sociology and justice goal. An example that Dr. Glasser in how you pursue your goal, and rec- Corrections Department, as well as, an provided to us was how certain protests ognizing the strengths of your group so avid activist for the Animal Rights Move- for Animal Rights tend to objectify women that they can be used most effectively in ment. which obviously does not help to prog- the pursuit of your goal. She also stated ress the Women’s Rights Movement. the importance of not violating our morals Dr. Glasser began the session by defin- in our pursuit to get results, and of being ing social justice as “providing different Along with dispelling the notion of a hi- able to differentiate when we are doing means, appropriate to people in various erarchy of Rights, Dr. Glasser reinforced something simply for ourselves instead circumstance that allow them to all reach the vitality of building a community of of for the actual good of “the cause”. Fi- the same place.” She emphasized the im- activists who are all passionate about nally, another piece of advice which Dr. portance of knowing what social justice achieving the same social justice goal. Glasser provided concerning a communi- actually was in order to effectively enact “You need to have a community to enact ty’s pursuit of a goal, was to not “accept social change. This knowledge of social change” Dr. Glasser stated. Through this gains” just to feel like we are making justice, she said, would be crucial to set- quote she was also referring to an over- progress. She explained that this meant ting appropriate and attainable goals for all community of all activist groups, not not accepting something as a victory, if it social change to reach through activism. simply communities of activist working for wasn’t what the group was actually striv- Dr. Glasser then went on to share a few the same goal. Solidarity between activ- ing for, simply in order to feel like they of her experiences as an activist and how ist groups was key, she said, to making making progress. having a clear idea of exactly it was that gains toward your goal because so many Continued on page 18

7 Honors in Pictures

Honors Student Council November meeting, community building activity

Students at the Pizza’n’Profs event

Students and Staff at the Upper Midwest Regional Honors Conference - Making Valentine’s Day Cards for per Honors Fall Retreat sons in assisted living.

Jefferson Imasuen (left) and Ali Oku (right) at Sarah Aldrich (left) and Katelynn Malecha (right) presenting research at the National Cultures of Asia Night Collegiate Honors Conference

8 Issue XI, Spring 2017 Honors in Pictures

Asha Khalif presenting her research at the Upper Midwest Regional Honors Conference

Honors Students at a Cookies and Conversation event

Honors students enjoying a night at the theater to see The Full Monty Kiwanis Light Festival

Making worry dolls for children entering foster care

Honors Students tabling Okhumekho Kassim defending his portfolio

9 Working Against Violence by Libby Guss, ‘18 (Social Work & Spanish; Mankato, Minn.) The Committee Against Domestic Abuse volunteers give can be invaluable to the with some of the employees whose first (CADA) is a non-profit organization that organization and those it serves. Students language is Spanish. I have also seen provides residential, financial, legal, and can also help in the outreach section of first-hand how witnessing domestic vio- other advocate services to survivors of the organization, which provides services lence can affect the behaviors of a child. domestic violence and sexual assault. and resources to individuals who do not It is these actions and behaviors that add The advocates at CADA have helped the need or want to stay in the shelter. The to the fire inside me that propels me to Mankato and surrounding communities CADA outreach team also provides train- continue my education so that I may one for over 35 years. CADA’s mission is to ings to members of the community to help day make a significant positive impact on provide safety and support to victims of prevent future incidents of sexual assault the lives of others. domestic and sexual violence through ed- and domestic violence. Hurd stated, “176 The advocates at CADA have directly or ucation, advocacy, and shelter. community presentations were facilitated indirectly worked with a very high per- The services offered by CADA extend to throughout South Central MN by CADA centage of the community and are doing many people in and around the Mankato with 6,449 participants in attendance. all they can to make the city a safer place area. Kirby Hurd, the Volunteer Support Over 3000 hours of volunteering helped for everyone. I cannot stress enough how Specialist at CADA, explained that “in [them] meet [their] mission.” vital their work is in the lives of so many 2015, [CADA] served 2,806 primary Because CADA provides services to in- people and how enriching it can be to and 502 secondary survivors of domestic dividuals who are at extremely difficult volunteer at CADA. Seeing how many violence and 401 survivors of sexual vio- points in their lives, the advocates require people are affected by domestic and/ lence through [their] outreach programs.” that volunteers attend a 40-hour training or sexual assault has opened my eyes to She also said that “108 women and 172 session about advocacy in relation to the world I live in, and the work I do at children were provided with emergency sexual assault. CADA covers the cost of CADA constantly strikes down the idea of safety shelter.” CADA provides crucial this training for interns, volunteers, and “the others,” and instead builds the con- services for people in serious situations, employees. This training provides indi- cept of “us.” and the Mankato community is fortunate viduals with vital skills and knowledge to Hurd and the other staff members wel- to have them as a resource. support a myriad of individuals in crisis. come anyone interested in volunteering Additionally, CADA offers valuable vol- There are a number of ways honors stu- at CADA. They are “very accustomed to unteer experiences which honors students dents and members of the greater Manka- working with students, and [are] there- are encouraged to take advantage of. to community can help CADA in their fore accommodating and flexible with Hurd detailed many areas of volunteering mission. Volunteering is one of the most scheduling.” Hurd added, “If you’re con- that are available including “answering influential ways to help CADA, but dona- sidering an internship, it’s good to plan crisis calls, providing childcare for chil- tions are always greatly appreciated as ahead so [they] can try to make arrange- dren in shelter, attending court proceed- most items provided to the individuals in ments in advance; most interns begin the ings, assisting [survivors] in accessing shelter are donated. application process 2-6 months before resources, assisting with facility and prop- I have been volunteering at CADA for the internship would begin. Volunteers erty maintenance, organizing donations, about a year in both the shelter and as and interns are required to pass a back- leading groups, activities, awareness part of the outreach team. My work at ground check; it’s free to applicants and campaigns, and presentations, helping CADA goes hand in hand with my majors takes less than 5 minutes to fill out.” For maintain a comfortable and clean living of Spanish and Social Work. I have been more information, please email Hurd at space in the shelter, and more.” Volun- able to talk with a little boy who only [email protected]. teers are able to help many diverse popu- knew Spanish to help him feel included lations in a variety of ways, and the help and also have conversations in Spanish

10 Issue XI, Spring 2017 Professor Spotlight by Madie Hoffman, ‘19 (Mass Media; Omaha, Neb.) der and Women’s Studies research from my dissertation Dr. Harrison stressed that re- as a “discovery major.” She I created a book proposal, search is collaborative work. explained, “A lot of students which basically is a few sec- Researchers must get feedback normally don’t come into col- tions or chapters of my topic, from other people in order to lege knowing they will major my dissertation, and the field refine what they are doing or minor in it. They usually or fields I believed it was rel- and get to the result. “It can take a class and find that they evant to.” be mentally draining, and it is are interested in it.” Once Dr. Dr. Harrison’s publication hard to imagine that you are Harrison started to pursue that reaches many different fields ever going to finish,” Harrison major, she had mentors and of study, including gender said. She also stressed that advisors who encouraged her and women’s studies, ethnic writing and research especial- to go to graduate school and studies, sociology, and critical ly for a dissertation can be iso- then to get her PhD. Even with race studies. “I worked with lating processes, and they can taking a year off from school my dissertation advisor to de- be the hardest part of the pub- Dr. Laura Harrison, assistant after her undergraduate cide where to submit my man- lication process. “Once you professor of Gender and years, Dr. Harrison found the uscript for publication,” Harri- get to the publication process Women Studies and Honors passion to focus on her future son said. “My advisor knew of there are just hurdles you must faculty, published her first book education and ultimately her a specific series that my publi- get over, and you realize that Brown Bodies, White Babies: publication. cation would fit into, so I had a you need to have a thick skin The Politics of Cross-racial Sur- Dr. Harrison started to study lot of help from her in spread- when you get your feedback.” rogacy in September 2016. the topic of her book during ing the word on my publica- Dr. Harrison suggested that She received her doctorate in her years as an undergradu- tion. It was really important if anyone plans to publish a Gender Studies from Indiana ate, but she didn’t know that that in graduate school I was book that going to graduate University and was part of the one day she would turn it into forming and making those re- school is a great start. She first cohort across the nation a publication. She found inspi- lationships with my advisors emphasized not to be afraid to receive that specific de- ration for her research project and editors.”She sent her pro- of research and not to build gree. “It was the first Gender from a news story about surro- posal to NYU Press, and the it up as something impossible Studies PhD in the nation,” Dr. gacy, and she started to think company was interested in to do. Dr. Harrison taught an Harrison said. “That’s where I about what more was going her publication, so it sent the Honors course, GWS 220: wrote my dissertation project, on about the topic of surro- proposal out to readers who Sex & Gender Worldwide this which then became this book, gacy. “I wanted to know how then provided feedback back semester, and she is excited and it’s pretty common for we can contextualize this and to Dr. Harrison. In total, the to see what future events will people to take their disserta- relate it to what I know about revision process took around inspire her next publication. tion and revise it into their first the complexities of gender eight years to complete, and book project.” and race,” she said. “After the book was finally published Dr. Harrison describes Gen- finishing my PhD with all the in September 2016.

Common Read (Continued from page 5) Following in his footsteps recently was Dr. Gina Wenger, a rible compared to the other things going on in the world at the professor of Art Education here at MSU Mankato. Her pho- time. Once you take a closer look, though, you recognize that tographs of various internment camps were displayed at the they were no more justifiable just because they were not as showcase “What Remains: Photos of the Japanese American violent as the other sufferings going on in the world at the time. Concentration Camps” from October 3-28, 2016. Each of the Common Read events tied back to the theme that One particularly striking photograph, “Nails Revealed in the the internment of Japanese-Americans cannot and should not Clay,” was taken at the Topaz internment camp in Utah. From be forgotten. For obvious reasons, it is not a proud moment a distance, the black-and-white image looks simply like one of in American history. However, as stated by George Santaya- the ground filled with cracks, but upon closer inspection, they na, “Those who do not remember the past are condemned to were indeed dozens of nails. What seemed like a harmless repeat it.” When the Emperor Was Divine and the Common image at first became one of the nails being scattered about Read events surrounding it provided several opportunities for while people were living in the camps for them to step on at participants to continue to educate themselves about a topic any given moment. However, this is a poignant showcase of which is often overlooked in American history. It is essential a common perspective on the internment camps as a whole. to be aware of events such as this to ensure that they do not From a distance, they seem mild—not comfortable, but not hor- happen again.

11 Award Spotlight: Sydney Geisness by Kristine Dunnum, ‘18 (Human Resource Management; La Crescent, Minn.) mitted that she was unaware (SAAC). She fit their standards periences, she knew she had of how big of a deal it was to perfectly. the qualities of a good leader. be selected. She had not ap- She received the award during However, this accomplishment plied for it and was curious to the College of Business’s Fall gave her a confidence boost know how and why she, out Banquet in 2016, and gave going into her senior year. It of hundreds of potential stu- a speech to winners of other felt good to be reassured by dents, was awarded this title. various accounting awards. faculty that her work these last Geisness, out of all the senior As part of her acceptance four years had paid off. accounting majors, was elect- speech, she talked about how Looking forward to gradua- ed by a panel of people who much gratitude and apprecia- tion in May, Sydney will work reviewed students’ profiles tion she had for her outstand- with KPMG, a public account- including their involvement in ing accounting professors and ing firm, as a tax associate campus activities, clubs, and her fellow students. She not- after acquiring her CPA over extracurriculars in addition to ed that her classmates made the summer. This offer was their academic performance. class more enjoyable and extended to her after landing In June of 2016, Sydney After reviewing the student pushed her to perform well in an internship with them last Geisness (Accounting, ‘17) profiles, the panel named class. Since she is an athlete summer. Her advice to under- received an email informing Geisness as the most de- with a competitive edge, fel- classmen, specifically Honors her that she was named “Ac- serving student of this year’s low students challenged her to students, is to embrace the col- counting Student of the Year.” award. She is involved not do better which in turn led to lege experience and “make This is a very high honor in the only as a student athlete but higher grades. it your own.” Geisness is just College of Business because also as captain of the volley- one example of how hard there is only one senior who is ball team. In addition, Sydney While reflecting on this achievement, Sydney believed work and dedication will pay awarded this achievement ev- was also a member of the Ac- off in the end so long as one ery year. When notified of this counting Club and the Student that it mirrors her ability to be a leader. From various past ex- keeps an open mind to chal- accomplishment, Sydney ad- Athlete Advisory Committee lenges along the way. Student Spotlight by Alicia Utecht, ‘19 (Communication Studies & Creative Writing; Rogers, Minn.)

hopes will be able to elimi- Correa also described how ipated in a long-term study in nate preventable health con- Honors has helped him reach the microbiology department, ditions within health deficient his goals. “The Honors Pro- which is now in its final stages communities. gram has been an incredible of preparation to be presented resource throughout my un- with his team. In order to be- When asked about his great- dergraduate [career] ... The come a better global citizen, est accomplishment, Correa support from the faculty and he has travelled both within cited a time when he was staff has been outstanding,” the United States to Seattle able to put on his own fund- Correa said, adding that and Hawaii and international- raiser. He had previously they have “encouraged me to ly to Israel in order to partici- programmed other campus pursue my goals, helped me pate in summer-long volunteer events, and through those ex- achieve projects, and reflect programs. periences, he learned how to on my identity and experienc- create a project representing es.” Honors courses not only He advised other Honors stu- Rudy Correa (Food and Tech- his personal philosophies. By helped to push him academi- dents to “make the most out of nology, ‘17) has had plenty of the time his fundraiser finished, cally, but also helped to pre- the resources, faculty, courses, opportunities to get involved he had successfully raised one pare him to work in teams as and funding to maximize your and grow during his time at thousand dollars, all of which a professional. “I have held experience as an undergradu- Minnesota State University, was donated to a community manager positions in organi- ate.” Taking full advantage of Mankato, and in the Honors project in the Philippines. Cor- zations and offices that contin- every opportunity that the pro- Program. After graduating, rea described this as his great- uously work on inclusiveness gram has to offer has brought he intends to obtain his Mas- est accomplishment because and diversity, academic pro- him closer to achieving his ter’s degree in order to help he was able to contribute to gramming, and mentoring,” long-term goals. him reach his goal of creating something that he truly cared he said regarding leadership. nutritional resources that he about on a whole new level. As a researcher, he has partic-

12 Issue XI, Spring 2017 Research Spotlight: Prathibha Mangedarage by Madie Hoffman, ‘19 (Mass Media; Omaha, Neb.) to obstructed outflow of aque- she decided take individual once.” ous humor, which gives the study credits with him to de- The most challenging aspect eyes a cloudy look. velop her research project was familiarizing herself with Mangedarage and Dr. Bent- about Glaucoma. She plans to all the research that Dr. Bent- ley looked at the eyes of mice present her research at the Un- ley had already done in this under a scanning electron dergraduate Research Sympo- area. After working with him, microscope, focusing on the sium (URS) and the National the work became more man- anatomy of the Schlemm’s Council of Undergraduate Re- ageable. Mangedarage en- canal in the eyes. By looking search (NCUR) in April 2017. couraged that students think at this structure, they can find She looked forward to pre- about approaching professors how the mice develop glauco- senting her research because about research starting fresh- ma. This scan can help them she wanted to add some ex- man year. Completing an un- understand how to stop glau- perience to her presentation dergraduate research project coma before it happens. “We skills. One of the most reward- early in their college career were looking at the aqueous ing experiences Mangeda- can benefit them in the future. Prathibha Mangedarage (Bio- outflow and structures in the rage had during her research This research project helped medical Sciences, ’17) has eyes of mice under the Scan- project was writing a grant been working on a research Mangedarage get accus- ning Electron Microscope to proposal for the first time. “It tomed to working in a lab project with Dr. Michael Bent- see if we can stop Glaucoma was a rewarding experience ley from the Department of with other scientists. She plans from happening.” to learn about a process like to work for a research lab af- Biological Sciences on the writing a grant proposal,” cause of glaucoma, which is Mangedarage became inter- ter she graduates and “in the ested in this research project Mangedarage said. “It was future apply for a MD/PhD the second leading cause of something that I was always blindness. It is caused by a because she had some class- program.” She plans to use es with Dr. Bentley and heard so nervous about and it feels the research skills she learned buildup of pressure in the an- good to have done it at least terior chamber of the eye due about his research. This year in her future career. Leadership Spotlight: Mikyla Denney by Sarah Aldrich, ‘18 (Spanish Education; Jordan, Minn.)

compromise. Henry Clay him- talk about controversial topics dents looking for ways to de- self was noted as the “Great such as immigration, econom- velop their leadership skills Compromiser.” This student ic growth, global warming is to “[not] think you have to congress is so beneficial be- and higher education. Groups start right away with some cause “it brings students to- created policies within those major leadership position like gether from all over the coun- distinct areas. The week long a club president or student try in an effort to teach about process let Denney see the im- government. If you’re not sure and create policy using the portance of compromise, es- how to start, or if you’re ner- art of compromise.” Through- pecially when the groups talk- vous about it, start small, such out the week, Denney worked ed with the “opposing” teams as a club secretary or a tutor, on developing her leadership who challenged their policies and then work your way up to skills. and worked to compromise by higher positions.” Something seeing the other side of the ar- else she encourages is to find Denney described her experi- gument. On Friday, all groups “something that interests you Mikyla Denney (Archeology & ence as a busy week, stating, presented their newly created so that the experience is en- Spanish, ‘17) had the oppor- “Many speakers talked to us policies; Denney’s group that joyable.” tunity to attend the Henry Clay about policy-making and com- created policy on immigration Center for Statesmanship Stu- promise. We visited important was the one that stood out. Students who are interested dent Congress in June, 2016. government buildings as well These experiences allowed in policy-making, internation- The Community Engagement as some popular attractions her to grow in leadership al relations, or working in the Office and the Fellowships Of- such as the Kentucky Horse areas like “compromising, government should consid- fice recommended her for the Park. The most important thing working together, and solving er this opportunity. Denney award. According to Denney, we did was create policy.” In problems.” would be more than happy the Henry Clay organization order to create policy, students to share about her experience emphasizes the importance of were broken up into groups to Denney’s advice to other stu- with other students!

13 Congratulations Megan!

Megan Sandberg (Environmental Science ‘17) has been awarded a Fulbright U.S. Student Program English Teaching Assistantship in Ecuador for the 2017-2018 academic year from the U.S. Department of State and the J. William Ful- bright Foreign Scholarship Board.

Honorable Mentions

• Congratulations to our honors graduates from this academic year: Kate Anderson, Nana Asong-Morfaw, Anh Cong, Rudy Correa, Mikyla Denney, Taylor Glover, Hailey Gorman, Uyi Jefferson Imasuen, Okhumekho Kassim, Bethany Koshak, Allison Maleska, Prathibha Mangedarage, Natalie Moses, Ali Oku, Dolapo Oshin, Claire Palo, Kaylin Peter- son, Amanda Roche, Megan Sandberg, Michala Schramm, Alexa Turgeon, Trisha Walker, and Ebony Wilson-Sink- field. • The following students presented research at the National Collegiate Honors Conference 2017: Katelynn Malecha and Sarah Aldrich. Other attendees of the conference included the Honors Learning Community coordinator, Madie Hoffman, UMRHC state representative Jon Smith, and the administrative assistant for Honors, URC, and Fellowships, Sadie Anderson. • The following students presented their research at the Upper Midwest Regional Honors Conference: Nyairah Abdul- lah, Sarah Aldrich, Kate Anderson, Sara Baranczyk, Andreea Bogdan, Quentina Dunbar, Brooke Ferede, Asha Khalif, Ana Leyva, Katelynn Malecha, and Ayoola Okuribido. • The following students were accepted to present at the Undergraduate Research Symposium at Minnesota State, Mankato in 2017: Asha Khalif, Courtney Sill, Alexa Turgeon, Prathibha Bamunu, Anh Cong, Rudy Correa, Uyi Ima- suen, Brooke Jones, Okhumhekho Kassim, Natalie Moses, Rachel Newinski, Natosha McClain, and Kayla Smith. • The following students presented at the National Council for Undergraduate Research Conference in 2017: Brooke Jones, Natalie Moses, Sarah Aldrich, Katelynn Malecha, and Hailey Gorman. • The following students received emerging leadership scholarships to attend the YWCA’s Women’s Leadership Confer- ence: Nana Asong-Morfaw, Nyairah Abdullah, Quentina Dunbar, Omoleso Ogunnowo, Muna Omar, and Dolapo Oshin. • Quentina Dunbar received the Commitment to Cultural Responsiveness Student Leadership Award at Minnesota State University, Mankato. • Katelynn Malecha Received the Minnesota State University, Mankato Outstanding Collegian Student Leadership Award at Minnesota State University, Mankato • Courtney Sill received the Maverick Spirits Student Leadership Award at Minnesota State University, Mankato • Anjola Onadipe was awarded the Frankel Summer Fellowship at the University of Michigan Cardiovascular Center • Madie Hoffman was recognized as the Outstanding Sophomore in the Department of Mass Media and was awarded the Sky and Mark Kunerth Scholarship • Mara Soupir was recently awarded a position in the Henry Clay Center for Statesmanship Student Congress. • Brooke Jones was recently awarded a position with the Amgen Scholars Program at Washington University in St. Louis

14 Issue XI, Spring 2017

Honors Senior Class of 2017

15 Pedal Past Poverty by Libby Guss, ‘18 (Social Work & Spanish; Mankato, Minn.)

According to the Partners for Affordable how much money they raised and how that hard work [and]… the community Housing’s website, children and youth many miles their team biked. come together [to] raise money for those ages 21 and under make up half of the in need.” Zaruba also explained that Ped- homeless population in Minnesota. Ad- This year’s race was held on Saturday, al Past Poverty is one of the only fundrais- ditionally the website states that in Blue February 25th at the Mankato YMCA. ers for Partners for Affordable Housing so Earth and Nicollet Counties, there are The teams were formed by individuals their goal is “to always have a successful 14,000 individuals who live at or below representing many different groups, event so that [they] can keep providing the poverty level and these counties also companies, organizations, clubs, and [their] programs and services to those rank as the worst in the state for cost bur- churches from around the community. that need them.” For those who want to dened renters. Partners for Affordable There were several different clubs from get involved, Zaruba says there are many Housing also stated that in Mankato last Minnesota State University, Mankato rep- different opportunities to participate and year, 1,015 individuals sought out emer- resented, such as the MSU Social Work that “you don’t have to be a serious [cy- gency shelter. These statistics point to the Club and the Minnesota State Student clist] to participate in the event.” growing issue of homelessness and the Association (MSSA). At the end of this need for affordable housing. year’s race, over $92,000 were raised Pedal Past Poverty and similar events pro- to support Welcome Inn and the Theresa vide students with the opportunity to con- To combat this issue, Partners for Afford- House. nect with and support individuals from all able Housing runs two homeless shelters reaches of the Mankato community. It is in Mankato: Welcome Inn and the There- Liz Zaruba is a staff member at Partners important to be an active member of the sa House. For the past five years, Partners for Affordable Housing and also one of city that helps to support our academic for Affordable Housing have been putting the main event planners. She says that community at Minnesota State and, char- on an event called “Pedal Past Poverty” “spending months planning this type of ity events such as Pedal Past Poverty are to raise funds for the shelters. Pedal Past event and being able to see all the par- a great way to do so. For more informa- Poverty is an event in which roughly 60 ticipation, the energy, [and] the mon- tion about Pedal Past Poverty and Part- teams of 10 individuals ride stationary ey raised on one day is just absolutely ners for Affordable Housing, please visit bikes and compete for prizes based on amazing. It’s very rewarding to see all www.partnersforhousing.org

Learning Community (continued from page 6)

Being a part of the Honors Learning Community is an easy Starting in the fall of 2017, Alicia Utecht (Communication Stud- way for all students to connect and spark up a friendship that ies & Creative Writing, ‘20) will be First-Year Honors Learning blossoms into a community. Community Coordinator and Hallie Ulrich (Anthropology, ‘18) For those who are still on the fence about joining a Learning will be the Leadership and Civic Engagement Upperclassmen Community, Haus recommended that everyone should give it Learning Community Coordinator. Both students are dedicated a shot: “Just join it. You’ll learn something from it. Either that to building communities within Honors and this university. you don’t feel like you fit in there or that it’s a perfect fit.” Either way, there is a great chance you will take away something from your experience of being in it.

16 Issue XI, Spring 2017 Learning and Growing Together by Claire Palo, ‘17 (English; Biwabik, Minn.) I interviewed Anna variety of things from her mentor, such as Ibberson (Biomedical leadership skills. The Honors 401 class Sciences & Spanish, established that communication is imper- ‘17), who was in ative in forming relationships between charge of the research mentors and mentees. Malecha is looking for the group project. forward to being about to count on her During her research, mentor and in turn they could count on she was directed her her: she says, “I believe that it should be to the College of Busi- a give and take relationship.” ness which previously “The biggest problem facing the imple- had a successful alum- mentation of the alumni mentor program,” ni mentor program. says Walters, “is resources.” Right now The College of Busi- for the program to work at its optimal ness had established level, the Honors Program would like to their alumni mentor have someone to train mentors, organize In Cynthia Bemis Abrams’ Honors 401 program to be for all levels of students: kickoffs, and conduct events so that men- course, Growing the Leader in You, stu- freshmen to senior. By having the pro- tors and mentees to get to know each dents created a project that the Honors gram be available to freshmen, it al- other better. Ibberson says that she antici- Program could implement to benefit cur- lowed them to focus on a specific area of pated that through the program, “students rent honors students as well as engage business that they wanted to pursue. The could build strong relationships with men- the alumni community. For the project, stu- students in the Honors 401 class thought tors,” so that students would be comfort- dents discussed how the Honors Program that although this worked for the College able asking their mentors questions like could be improved and what students felt of Business, it was not practical for the “What do I wear to an interview?” The was needed in the program. The class Honors Program as honors students are class hoped that events like resume build- decided that a program that helped pre- all in different area of studies and often ing could also be established in the pro- pare students for their future after college freshmen have not declared a major yet. gram; this would involve alumni coming would be beneficial to students. The Hon- Instead, the students thought that honors to campus and talking about how to build ors Alumni Mentor Program was inspired freshmen should be introduced to the idea a good resume. Walters says, “The more by this class project and is currently in the of the program, but not get involved until defined the program is, the better.” Cur- pilot phase of its implementation. sophomore year. When I talked to Ginny rently, Walters hopes to get the program The idea of the Alumni Mentor Program is Walters about the implementation of the up and running smoothly as soon as pos- to prepare students for the future by allow- program, she said that for the pilot of the sible. ing them to gain insight from former stu- program they had only included juniors; this decision resulted from the idea that ju- When asked why students should want to dents. Paired with a mentor in their specif- get involved with the alumni mentor pro- ic field, students will have the opportunity niors are beginning to think about their fu- ture after college and will still be involved gram, Walters answered, “Why wouldn’t to learn from someone who knows what it students want to be a part of it?” Students is like to work in the real world. Anna Ib- with the program next year so that the results of the program can be seen. always need mentors and the more men- berson, a student who was in the Honors tors the better, whether they are a profes- 401 course, says that students will have In the pilot phase, the program has three sional or personal mentor. Malecha also the opportunity to start networking, begin students involved. The students created encourages other students to become in- internships, and get career exposure. The LinkedIn accounts, and are currently wait- volved in the alumni mentor program: “I Honors Program established that students ing to be paired with alumni mentors. would advise other students to definitely will find mentors and connect with them Courtney Sill says she became involved sign up as all you have to do is create a through LinkedIn. Using LinkedIn allows with the program because she wanted to LinkedIn account. There is nothing to lose, students to showcase their specific inter- learn from alumni experiences. She says, only gain.” The alumni mentor program ests and the specific mentor that student is “I was hoping it would help guide me in will prepare students for their future, as looking for, whether it be someone who building my goals, both in my academ- it will allow students to build a network can help them with their specific career ics and future career.” Katelynn Malecha of connections. By the time a student has field, transitioning out of college to work, wanted to be involved with the program so entered their junior year, they know how or graduate school. The student LinkedIn that she can learn more about her career to navigate life as a student, but the alum- account is then given to the alumni pro- field—occupational therapy. She hopes ni mentor program will help students pre- gram so that they can contact alumni who that her mentor will be in her related ca- pare for navigating life outside of school. might be interested in mentoring students. reer, but also looks forward to learning a

17 Friendships with First-Years by Kristine Dunnum, ‘18 (Human Resource Management, La Crescent, Minn.) To graduate from the Honors Program Minnesota State Uni- versity, Mankato, there is a list of certain classes that honors students are required to take. This list is broken up into smaller groups. One of the essential groups is six credits of upper-level seminar classes. These classes include a service learning class, a practicum class, or an independent study. This semester, I en- rolled in a 455 Honors practicum class which allows students to earn credits using their experiences as a basis for learning. This class is a one-credit course that focuses on linking theory (learning) to practice (service or internship).This class focused on service. The class met only a few times throughout the se- mester, but we still had due dates for various discussions, as- lives in the First-Year Honors Learning Community (LC) with oth- signments, and papers. For our service project this semester er honors students. Being involved in the learning community my classmates and I focused on mentoring first-year honors stu- was a great way for her to transition into the Honors Program. dents. At the beginning of the semester we each filled out an Reflecting on her decision to join the LC, she thought that it was “About Us” sheet to highlight our major, hobbies, and groups a very cool concept of living with other honors students with that we are involved in on campus. With this information, our whom she would be taking classes. She also liked the idea of instructor, a Graduate Assistant in the Honors Program Leslie having an immediate friend group from the start of the semester Kane, paired us with first year students who answered similarly. knowing that they would have similar goals and priorities for Throughout the semester, we were required to meet with our college. She was also able to form a strong relationship with mentees and be available as a resource to them. Our mentees an upperclassman because of her involvement in the LC. were encouraged to contact us with questions about MSU or the King enjoyed having a mentor because she felt that I was a Honors Program. At the end of the semester, we were expected great resource to her, and she knew that she could come to to reflect on this mentoring experience in a final presentation me with any questions or concerns that she had. Looking for- describing our own personal mentor philosophy, which we had ward to her journey through the Honors Program, if she had cultivated throughout the semester. Discovering our mentor phi- the chance to, she would love to be a mentor to underclassmen. losophy began with a discussion with one of our own mentors. King feels, “It would be really rewarding to help a freshman I met with my friend Katie Torgeson. Through this meeting with understand what the Honors Program is.” Since she had the her, I could learn from someone who I have looked up to and experience of having a mentor, she knows what a first-year attempt to provide a similar relationship to my mentees student wants out of the mentor relationship. Following this assignment, I met with my mentee to introduce The Honors Practicum Course is a class that I believe everyone myself, explain why we were paired up together, describe that should take at some point during their four years. I have re- the goal of this relationship was to help them to feel comfort- flected on my own way and style of mentoring and have been able, and let them know that I was a resource to them. When introduced to new approaches that I will use in the future. I talking with a few of my classmates, we agreed that we do not learned that each relationship and experience with a mentee is view this relationship solely as a class assignment. It is a friend- different. No one is born a mentor because it takes practice to ship in which the mentors in this class are building relationships find out what works best. Being a mentor means being open to with first-year honors students at Minnesota State University, meeting new individuals, being available to meet up with them, Mankato. and simply being a resource to them. As I continue to nurture My mentee, Samantha King (Food Science Technology, ‘20) my relationships with my mentees, I see not only growth in my mentees, but growth in myself as well

Cookies and Conversation (continued from page 7)

I thought that these reminders were so relevant to any type of activism. It also reinforced in my mind the necessity of having a leadership, not just leadership in activism. The reminder of the tight-knit community and of forming strong working bonds be- importance of solidarity between community also reinforced tween communities in order pursue the desired goal. She also in my mind that if our communities are able to work together made some exceptionally poignant reminders about not getting from the smallest local scale, all the way to the international so caught up and carried away in the pursuit of our goals that level, our world’s system of problem solving will be much more we surrender our morals or lose sight of our originally intended efficient and intuitive because all groups, not just one with one goal. These points went beyond activism and social change opinion of how things should be, are working together to solve and spoke to the bigger picture of leadership and inter-commu- the issue. nity relations in all facets of life.

This session of Cookies and Conversation with Dr. Glasser was fascinating. I walked away with a better understanding of so- cial justice and its role in the pursuit of social change through

18 Issue XI, Spring 2017 Brother Sister Program by Claire Palo, ‘17 (English; Biwakik, Minn.) Courses The YMCA Brother/Sister Program is a of the longevity [of the commitment].” Fall 2017 program for kids in the Mankato area. Brandt believes that being a mentor for Youth ranging from ages six to fourteen the Brother/Sister program “says some- are paired with an adult mentor. The thing about student character.” Not only Art as Politics program is designed for any child who does the program set students apart from Dr. Alisa Eiman wants to be a part of it, but most of the their class mates, but it allows students to This course focuses on the myriad time, a child is recommended to the pro- gain connections in the community and ways in which art and politics inter- gram from a teacher or parent. The Broth- have resources for recommendations. sect. er/Sister program is great benefit to the Brandt also shared one of the tag lines in community because it allows the kids to the Brother/Sister program office, which A History of Water Works build stable and lasting relationships with says “two lives are changed.” The pro- Dr. Stephen Druschel mentors. It also allows college students to gram is a rewarding experience for both This course is an exploration of how be connected with younger students and the mentors and the mentees. Mentors water quantity, quality and location to be a positive influence in their lives. have the opportunity to learn more about contribute to or detract from the The program is in need of volunteers who themselves and learn how difficult it is to health and welfare of human popu- are able to meet a commitment of two be a child in today’s society dealing with lations and the ecological health of hours per week for at least nine months. self-esteem issues and social media bul- the surrounding environment. Stu- Although this may seem like a daunting lying. The program also allows mentors dents will project solutions to today’s time commitment for a typical college stu- to learn about the diversity that exists in problems and tomorrow’s issues. dent, honors student Libby Guss (Social the Mankato community. Guss says that being involved with the program allowed Work & Spanish, ’18), who has been Exploring Personal Lead- involved with the Brother/Sister program her to “see her own privileges.” Through since her freshman year, says that it is the program, children gain friends they ership through Social manageable if students set a time to meet can trust and talk to about anything. Brandt says it a great opportunity for kids Change every week; that way both the mentor Ginny Walters and the mentee have a regular schedule to “get out of the house” and have “peo- ple who care about them.” The youth also This course will introduce students to that they can depend on. The program various perspectives on leadership is also very adaptable for busy mentors: learn valuable skills: they develop man- ners and take on more responsibilities at through the lens of the social change there is the opportunity for mentors to model of leadership development. meet with kids every two weeks, but with home; they learn things such as how to order food by themselves. Brandt says Students will explore and develop a longer time commitment. Of course, their personal understanding of life happens and sometimes mentors and that the program “teaches kids to be con- fident and independent individuals.” leadership by engaging with a re- mentees will miss weeks because of va- al-world issue of their choosing. cations or college breaks. The Brother/ Right now, youth on the waiting list for Sister program is willing to be flexible the Brother/Sister program have a year as long as the mentors are committed to to wait before they get a mentor. The pro- Developing Your Mentor their mentees. Krista Brandt, an advocate gram is also in extreme need for male Philosophy in the Brother/Sister program, says that mentors: because the program pairs This course will provide opportuni- it is “all about showing up.” If a mentor mentors and mentees of the same sex for ties for in-depth investigation into cannot manage the time commitment or safety reasons, there is a long wait for leadership styles and methods, if the mentor has trouble with consisten- young boys who want to be a part of the aiming to guide discovery and cy, then they shouldn’t be a part of the program. Students—especially honors development of each student’s per- program. Brandt says that a mentor can students—are encouraged to become a sonal mentor philosophy. Students cause “more damage if they are there for mentor in the Brother/Sister program be- will apply their mentor philosophies three months, than if they had never met cause it allows students to get involved throughout the semester by collabo- the youth.” in the community and gain valuable skills rating with and guiding new Honors The Brother/Sister Program is a great like relating to people, navigating hard re- students through various mentoring opportunity for Honors students. Guss lationships, and time management. Guss opportunities. says that it is a “fun way to get involved.” says that her mentee has been a “steady Guss, who has lived in Mankato for her force in [her] life too” and that it has been whole life, says that she got to “see a dif- “fun watching [her mentee] grow up.” Full course descriptions can be ferent side of the community.” It is also Students involved in the program will be found at: mnsu.edu/honors/current- a great way to set students apart from able to see the positive changes that their students/courses14html.html others: Brandt says that involvement in youth goes through as well as the positive the program “looks really good on the changes they go through alongside their resume for college students because mentees.

19 Honors Fun Corner: Word Search by Sara Baranczyk, ‘19

Clues: GDOMESTICJNXPRRAA 1. The Equity Ambassadors are ANCXOWXSSWKVVENPR working to make the Honors Program more welcoming to ______students of color. OZIHDEKIPLZPVSBUR

EVITAROBALLOCIHRT

2. Interviewing Julie Otsuka taugh RMBBNAGNIZYIHARTL Braden Hanafee-Major about being his ______self. CUWOLUILTZTLJREPY

IQGAEMOYANUBKDSTJ 3. Dr. Glasser is an avid ______Rights Activist. QVAHAYACEUONFNOWK

CCELPJZHCVCCUUUIA 4. Dr. Harrison described research as ______work. XOVRRATEKAHOWFRQJ

YALMCUCTEGBSMZCKF 5. Sydney Geisness was recognized as the ______Student of the Year. QNECATWERUTUFAEVC

Answers to last issue’s puzzle: Transformational, Biology, Counselling, Henrique, Ducks, Architecture, Jeopardy, Cultural, Dr. Brown 6. Prathibha Mangedarage was researching ______in rats with Dr. Bently.

7. Rudy Correa cites putting on his own ______as his greatest accomplishment during his undergrad- uate career.

8. What is the Alumni Mentor Program designed to help prepare current hon- ors students for?

9. Samantha King felt like her mentor was a great ______.

10. Libby Guss says that the Brother/ Sister program is a ___ way to get involved in the Mankato community.

A member of the Minnesota State Colleges and Universities System and an Affirmative Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the Honors Program at 507-389-5191 (V), 800-627-3529 or 711 (MRS/TTY). HNRS26NE

20 Issue XI, Spring 2017