2023 Fall The Honorable Mention

THE HO NOR ABLE MENTION MENTIONING WESTMINSTER HONORS COLLEGE STUDENTS SINCE 2002 Professor Julie Stewart meets with student Chris Ledyard to discuss and create a customized major. Photo courtesy of Sofia Nyquist What’s your major? How a name tells a story BY ELENA ALLRED (’27) Students from Westminster University have graduated with degrees in everything from “adventure tourism & entrepreneurship” to “the neuroscience of dance.” One might think, “Wow, those seem pretty niche!” and that’s exactly the point. At Westminster, students have the option of designing their own major and personalizing their undergraduate experience through the customized major program. The customized major program allows students with interests outside of the traditional majors offered at Westminster to design their own curated experience, incorporating both class requirements and experiential learning, such as internships. Perhaps the most appealing feature: students name their own major. Customized major students are able to carve out their own niche and design a degree totally unique to them. Honors college professor Dr. Julie Stewart is the director of the customized major program, which she has headed for ten years. Approximately 12-24 students graduate every year with a custom major. With that comes 12-24 names students must create for their majors. When asked about the steps students take, Stewart said, “It’s a process of refining a name or changing a name based on the learning that happens during the custom major.” She said some students are certain on a name from the getgo and design their curriculum around that name. Continued on page 4 loving PAGE Inmemory of Kenan Ince SIX · PAGE EIGHT · Fall 2023 Volume 22 Issue 1 Student and staff profiles: Amanda Lee and Marissa Neuman Maintaining identity in different places B Y M O L LY C O U S I N S ( ’ 2 7 ) Moving to a new place is always daunting. This is especially Ana Bravo Navarro, a first-year student from Spain, adds to true when one is moving to a new location alone without the that sentiment. comfort of family, friends, and the familiarity they have grown “It is very open-minded here; maybe being in another so accustomed to. place, being an immigrant from Spain, it would be different. This is the reality for many first-year Honors college students I wouldn’t be as valued there, but they really value diversity who have traveled from outside Utah to attend Westminster here,” said Bravo Navarro. University. Bravo Navarro added, “It Where one comes from is easier to maintain your helps shape their identity: identity when people value “Your identity is a lifestyle. I think the Honors values, lifestyle, and culture you for who you are and differ depending on their will respect you no matter college is about enhancing that lifestyle, taking associated place. Thus, when what.” what you have, running with it, and growing it.” such a significant move As for Emery Hart, a occurs, it is hard for students first-year student coming Emery Hart (’27) not to feel like they are from Hawaii, she believes losing parts of themselves. that identity is always Despite this challenge, changing. being a part of the Honors “Your identity is a college has helped many students make this difficult transition. lifestyle. I think the Honors college is about enhancing that For Molly Cousins, a first-year student pursuing a degree lifestyle, taking what you have, running with it, and growing in neuroscience, one of her biggest fears in moving from it,” said Hart. Connecticut to Utah was whether she would be able to get Hart described the Honors college as a watering can, along with her peers. nurturing the little seed that’s already there and expanding her “Politics and ways of life are different from where I am from, perspective on changing identities. and because of that, I worried I would not be able to be my “Whatever is already planted there is going to come out and true self and say what I think be enhanced. You are not without getting at odds with going to change the actual others,” said Cousins. seed. You are just going to “I can stay true to my identity because individual However, that was not change the conditions you the case. are living in,” said Hart. thought and expression are something that the “I can stay true to my Westminster’s Honors Honors college values.” identity because individual college is a program thought and expression designed to help its students Molly Cousins (’27) are something that the grow and enhance their Honors college values,” said identities. Cousins. It serves as a new The Honors college beginning for many outand Westminster as a whole have a very open-minded and of-state and international students, one where they will be welcoming environment where students feel safe to be challenged, but where they can maintain the identities integral themselves and voice their opinions. to them and still be appreciated and respected for it. “It is very open-minded here; maybe being in another place, being an immigrant from Spain, it would be different. I wouldn't be as valued there, but they really value diversity here.” Ana Bravo Navarro (’27) 2 ‘Home away from home’: The lateral entry pathway into the Honors college provides opportunity and support BY HAILEY KIM (’27) Every student has a different motivation for joining the “home away from home” because of the “sense of community Honors college community, but they all share a communal and support.” experience as an Honors college student. That includes the They said that they would “absolutely recommend the handful of students Honors college” to who join via another potential the lateral entry student. pathway each year. To Withers “A lot of athletes who are interested in academics kind of get swept Despite taking and Tadehara, the under the rug, and I believe that athletes who have a genuine interest that route as a Honors college is transfer student, a crucial part of in being involved in their classes would love the Honors college.” Morgan Withers, their pathway to a senior biology learning, and they Morgan Withers (’24) major, felt “the strongly believe small core group more students of lateral entry would enjoy students really being a part of the made the transition [to Honors] so easy.” Honors college at Westminster University via the lateral entry “I fell in love with it,” said Withers, who met two of her program.   “best friends” through this opportunity. Withers also mentioned the intellectual rigor and entertainment the Honors college has provided apart from her other classes. She says some of her “hardest laughs” happened during her Foundational Conversations III class, and that she didn’t feel required to “put [herself ] in a tight fit box.” Withers said she could “finally relax” in her Honors college classes. “This empowered me to be myself and bring opinions to the table even if I had conflicting opinions,” said Withers. Because of such positive experiences, Withers mentioned she would like to expand this opportunity to a wider range of students. For example, it was important to Withers to empower more people by sharing her experiences with people on her athletic team. “A lot of athletes who are interested in academics kind of get swept under the rug, and I believe that athletes who have a genuine interest in being involved in their classes would love the Honors college,” said Withers. Another student who came to the Honors college via the lateral entry option, senior psychology major Masami Tadehara, has taken similar steps while in Honors. They have “actively recruited” other students inside their community to join the Honors college. “I spread the word because I believe that the Honors college, compared to other learning communities, makes students feel more included through their collaborative and egalitarian Akary Herrera (’24) shares her experience joining the Honors college environment,” said Tadahera. via the lateral entry pathway with prospective students at a recent open Tadehara also described the Honors college as having “more house in Nunemaker. student involvement in the learning process,” that serves as a Photo courtesy of Richard Badenhausen 3 Continued from page 1 Many others work on the kind of curriculum they wish What aspects of healthcare interest Mackay? Why is she to do first and then create a name that fits their passions passionate about equity in this context? What exactly does she and aspirations later, mean when she says according to Stewart. “policy”? “We come up with After she graduates really creative ways from Westminster in “It’s a process of refining a name or changing a name based on to make their time 2026, Mackay plans the learning that happens during the custom major.” here as meaningful to attend law school at as possible,” said the University of Utah Stewart, reflecting while simultaneously Julie Stewart, Honors professor and director of the customized on the program and earning a master’s major program emphasizing how degree in public personal each of her policy. student’s journey is. Following this Stewart works very additional schooling, closely with each of she plans to work for her students, along with two other professors close to their a public health non-profit doing policy advocacy or policy desired field. writing, and working more directly in political settings. The process is student led, but they are highly supported by Mackay says she was inspired to design her major by both Stewart and their faculty advisors. “One of the important aspects of a name is the degree to which it facilitates a story,” said Stewart. The name of a student’s customized major can tell you a lot about that person’s passions and aspirations. “It can be really important as it forms a part of that crucial story that we will tell others when they ask, ‘What’s your major?’” Stewart said. When her students are asked this question, they often surprise people with their answers, according to Stewart. Stewart has had many students with unique majors over the years, including a student who majored in “aviation marketing and management” and another who majored in “function and power of language.” When those students are asked about their major, their answers spark intrigue. The person asking the question will learn something about them just in the answer to that simple question, and will be left wanting to know more. Sophie Mackay, a sophomore, is majoring in “healthcare equity.” She’d really like to call it “healthcare policy and equity,” but she’s limited by the word count on the diploma. From the title of her major, someone can immediately tell she is passionate about justice, the healthcare system, and their intersection. Someone could also tell she hopes to apply these passions in a legal or political setting. Potential employers or graduate schools, for instance, can tell a lot from looking at An infographic depicts the percentage of Honors students enrolled in a custom major from the name of her major on her resume—but 2019-2023. Graphic courtesy of Shreeya Maskey it also leaves room for questions. 4 healthcare humanities programs at other universities. Mackay states the customized major program “allows you to take control of your education.” Kelsey Smith, a senior who is majoring in “international and humanitarian relations,” has similar things to say about the program. “I’ve been able to experience different classes from multiple different curriculums, which has allowed me to hone in on exactly what kind of major I want to have,” said Smith. She went on to describe the way in which she has been able to study international relations through a humanitarian lens by designing her own curriculum. Her journey to the actual name of the major on the diploma is similar to Mackay’s, in that it was limited by the number of characters. If not limited by word count, she would have chosen the name “international relations and humanitarian affairs” for her customized major. She knew she wanted to major in international relations in some capacity, but she struggled to find the right word to describe the Kelsey Smith continues her global and humanitarian studies during this past year’s May Term Study approach she wanted to take before Experience “Service Learning in Thailand.” landing on “humanitarian.” Photo courtesy of Kelsey Smith Smith’s custom major experience has been heavily influenced by experiential learning. and the approach she wishes to take in her field. She isn’t sure Last year, she interned at Utah Global Diplomacy and this what she will do next, but she says grad school or law school is year she is interning at the Utah State Democratic Party. Smith definitely something she is looking into. said she viewed “[internships] as kind of tests to see if that’s like As someone who values experiential learning, Smith wishes a possible career path I want to get more job experience to go into.” before continuing with her “It’s kind of like the higher education. “I’ve been able to experience different classes custom major; you combine Her custom major sets her fields to make into one thing, up well for many paths she from multiple different curriculums, which has and your internships are could take: “I have a general allowed me to hone in on exactly what kind of doing the exact same thing,” direction I want to go in, but major I want to have.” said Smith. I don’t have a specific dream She added, “I definitely job.” like my process: gathering as While customized majors Kelsey Smith (’24) much information as I can, are as varied and unique and then making a decision as the students who create based off of experiences.” them, they are united in their Smith is graduating this spring and is very satisfied with the ability to imbue students with control over their educational major that will appear on her diploma. It says a lot about her endeavors. 5 In loving memory of Kenan Ince B Y C H R I S T Y S E I F E R T, C O M M U N I C AT I O N P R O F E S S O R Last summer, we tragically lost a math and Honors college faculty member, Dr. Kenan Ince. Kenan was a remarkable person who advocated for people who didn’t have platforms, access, or sometimes even voices. Their commitment to social justice was part of everything they did as a teacher and mathematics scholar who studied knots. I am not a mathematician, but I did read a little bit about knots recently, and so I have learned that a mathematical knot is closed, without ends to tie or untie. Knots cannot be untangled or undone in such a way that a simple loop emerges. These descriptions are emblematic of how Kenan navigated ideas in the classroom. They understood that everything is entangled in a way that can’t be easily or simply tied up, nor can be hastily undone. Kenan understood that the very worst parts of human nature and the fundamental injustices of the world could be acknowledged and addressed—if we were all willing to look at the knots we’ve created and the interlocking connections that depend on each other. Kenan helped students look carefully at the most complicated “knots” to see how the decisions we make on a daily basis could create or limit space and access for those most marginalized. Kenan modeled for our students that so much depends on how you look at the knot. So much depends on what we choose to do, or not do, in our lives. When Kenan walked into class, it was like seeing a light turn on in the room. They loved teaching, and students could feel that commitment and passion. Kenan was endlessly patient with students (and colleagues) when questions emerged. They were a serious listener and a generous collaborator who could pick up on a thread of a conversation and then place it before you and say, “Look! Look at this brilliant thing you said.” They were humble and kind, enormously understanding, and deeply interested in the minds of students. Honors college seminars can be weighty and difficult, but Kenan sought to create spaces where conversations were deep, but not opaque or adversarial, as academic discourse so often is. They were willing to sit patiently as students worked through their ideas, even if it meant stumbling over words or trying to state an idea in more precise terms. Every class period, Kenan kept track of the questions and ideas that emerged throughout our discussions. They would write them on the board under the heading, “Your Interesting Ideas.” It’s a small thing, but it carries a lot of weight. Kenan wanted students to know, “Hey, I’m listening. I hear you. I see you. And look what you are capable of doing.” That kind of intellectual generosity is a gift, and it was a gift that Kenan freely gave every day without expecting anything in return. We will miss Kenan, our teacher, mentor, colleague, and friend. Professor Kenan Ince doing calculations in their classroom. Photo courtesy of Mary Alley 6 Professor Kenan Ince in their office. Photo courtesy of Mary Alley Alumni relationships: The bond that transcends graduation BY MORGAN MADSEN (’25) Alumni relationships play a crucial role in shaping the identity and culture of a university. In the heart of Salt Lake City, Westminster University boasts a close-knit community where graduates maintain a strong link to campus long after they leave. Many alums take on vital roles within the university, serving as faculty and staff, and actively contributing to the daily life of the campus community. Brett Carroll, the Assistant Director of Outdoor Programs, graduated from the Honors program in 2015. He shared how his involvement in the Outdoor Program shaped his life. “Coming to Westminster, I didn't even know that I loved some outdoor activities like hiking and downhill skiing until I learned some outdoor skills,” said Carroll. Carroll stated his time at Westminster not only introduced him to outdoor activities, but also cultivated close friendships and shaped his values. The Outdoor Program helped him recognize disparities in outdoor culture and work to create a more inclusive space for all. Yvonne Francis, currently the Administrative Coordinator for the Honors college, graduated from Westminster in 2013 with a BS in psychology and an honors degree. Francis emphasized the impact of Westminster’s interdisciplinary approach, which transformed her into a better, more openminded person. Her journey, from psychology major to administrator, demonstrates how relationships built with Westminster faculty can guide students to the right path. Binnie Green Morris is a recent graduate of May 2023 with a BS in justice studies. In their current role as Westminster’s Prospect Development Researcher and Gift Processor, Morris focuses on the behind-the-scenes work supporting scholarships and campus programs. They credit Westminster for their growth, particularly in understanding equity and inclusion. “Before I began classes at Westminster, I felt that college was something inaccessible to me…Westminster made a path to college a reality for me,” said Morris. Morris added, “I was able to attend and each year I became more confident, involved, and gained so much life experience in addition to my academic education.” Another Honors alum, Claire Prasad, who graduated from Westminster in 2018 with a degree in biology, currently works as a content specialist in the university’s Office of Marketing and Communication. She believes Westminster provided her with a diverse educational background which helps her excel in her current role. Prasad’s relationship with the university shifted from a focus on personal growth as a student to a more community-oriented perspective as a staff member. Madi Jones, an English major with a focus on creative writing and minors in both Latin and biology, graduated from Westminster and Honors in 2017. Jones currently serves as the Giovale Library’s circulation desk manager. She reflected on how her time at Westminster helped her grow and become a better person. “When I showed up to college, I thought I was all kinds of open-minded, and when I came [to Westminster] I realized ‘Oh my gosh! There’s so much I don’t know!’” said Jones. “I’m so much smarter than I was when I first started. [During my undergrad] I grew up and I became a better person.” A common theme among all alum staff members is that their favorite part of their job is getting to work with students. All expressed a deep affection for students and a genuine desire for their success. There’s been a fundamental shift from a focus on “what can university do for me” to a perspective that revolves around “what can I do for the students,” according to Jones. Westminster University is more than just an academic institution. It’s a place where growth, inclusivity, and personal development take center stage. Honors alums like Carroll, Francis, Morris, Prasad, and Jones continue to contribute to the university, further strengthening the bonds between past, present, and prospective students. “We’re all part of making education happen at Westminster, and that’s so beautiful to me,” said Morris. As Westminster continues to evolve, alumni-turned-faculty will play a vital role in shaping future students into a vibrant and inclusive community. Binnie Green (’23) stands outside Nunemaker Place, wearing an argyle sweater. Photo courtesy of Sofia Nyquist 7 Student Profile: Amanda Lee Identity within Honors BY S O F I A N YQ U I S T ( ’ 2 7 ) Curiosity, dedication, and caring for others: these are the step forward is a big part of who I am,” said Lee. Lee isn’t the only one dedicated to paving her path forward. three traits that Amanda Lee, a senior in the Honors college, believes are most integral to her identity. “I’ve always loved The faculty in the Honors college, and at Westminster, are learning—[I’m] always wanting to learn, [and] always wanting dedicated to helping her along her journey as well. “The faculty [are there for you]... and I really, really love that about Honors.” to learn more,” said Lee. In addition to her biology major and chemistry minor, Lee Although Lee has always considered herself a caring person serves as the President of PPHS (Pre-Professional with a deep sense of commitment towards the Health Society), captain of the Cross Country and people she loves, she says that the Honors college Track team, the lead Student Honors Associate in has made her more compassionate. Nunemaker, and conducts research for the Great “[In] Honors, I’ve experienced so many Salt Lake Institute. more opinions and perspectives, lifestyles Lee has found her curiosity reflected in the and experiences,” said Lee, reflecting on her Honors college, saying that the students are all upbringing in rural Idaho. “I’m [now] able to in it for the same reasons. “I love the community resonate with more people.” in Honors,” said Lee. “I love that there is so The connection and purpose that Lee has much variety in the people and majors that are Honors student Amanda Lee found in the Honors college has worked to represented... [and] we [all] want to know more stands outside Nunemaker strengthen her identity. “It’s about knowing your about society, more about each other, and more Place, wearing a fleece vest. place in a group, but also knowing that the group Photo courtesy of Sofia about the world.” has a place for you,” said Lee. “Going forward After completing her education at Westminster Nyquist with life after college, I feel like I [know] myself University, Lee hopes to attend medical school and become a [better].” Lee said she will leave Westminster and the Honors doctor. “Dedicating myself to the daily [task] of taking one college with an experience that has “broadened [her] heart.” Staff Profile: Marissa Neuman The intersection of things B Y S O P H I E M A C K AY ( ’ 2 6 ) As a third-year adjunct professor in justice studies and the Neuman believes, “Good citizens have as part of their Honors college, Marissa Neuman cultivates an educational identity their ability to build on ideas from others and work environment reflective of her identity, one focused on kindness and learn as a community.” and intellectual curiosity. She continued, “I don’t care if you leave my class and you In addition to appreciating the unique engagement of remember a specific law or constitutional amendment. I care its students, Neuman enjoys the Honors college’s use of co- that the next time you go to vote and there’s a new law on the teaching. “I like working at the intersection of these things. ballot, you know how to look at it with a critical eye.” Co-teaching is more than the instruction of A recurring theme in Neuman’s courses is interdisciplinary content, it’s the creation of language. When asked about the importance of interdisciplinary pedagogy,” said Neuman. language, particularly names, Neuman provided In her own pedagogy, Neuman calls upon her a historical example. legal and philosophical background. “I find that “Women didn’t have a name for sexual I’m more interested in questions than answers, harassment before 1975, because they didn’t have and philosophy teaches you how to ask questions, a name for this thing that was happening to them, how to find the intersections.” [and so] they couldn’t do anything about it,” said Through classes like Global Welfare and Neuman. Justice, Neuman hopes her students will receive Professor Marissa Neuman Neuman believes language and names are what she considers to be a good education, one enjoys the outdoors in Red important for identifying, naming, and combating Rocks, Nevada. that makes them “better citizens.” injustices. “It’s difficult to do something about When asked about her definition of identity, Photo courtesy of Sofia injustice until you have a name for it,” said Nyquist Neuman described it as “two-pronged.” To her, Neuman. “each of us has both the identities the world gives us, and the When asked about her goals for the future, Neuman said, identities we create. Honors really helps students cultivate that “Now that I’m here, how could I ever do anything else? This is second prong.” just clearly where I was meant to be.” 8 Let’s Get Your Perspective How do you understand the motivations and implications of the name change from Welcome to Thinking to Foundational Conversations? Nick More Kimmy Peterson Professor perspective Student perspective I interpret the name change from “Welcome to Thinking” to “Foundational Conversations” to mean the class revolves around discussion-based thinking rather than “thinking” in general. “Welcome to Thinking” was a broad title. When I was first introduced to the class, I was not sure what kind of learning style Honors college student Kimmy Peterson poses for the class would adopt—i.e. lecture, a picture outside on the individual reading, or discussion. Westminster campus. However, the name “Foundational Photo courtesy of Sofia Conversations” highlights the Nyquist discussion-based learning style emphasized by Honors college seminars: students are seated in a circle during each class session, and they get the opportunity to share each other’s interpretations of the day’s reading. I think this class, specifically, teaches students how to talk and collaborate with one another in order to gain more understanding of class readings and ideas, as well as the value of that activity. The name “Foundational Conversations” really hits the nail on the head in showing that. During my time in the class, I learned how to have in-depth conversations around challenging topics with my peers, which helped me gain a better understanding of our readings and come to some conclusions about my own ideas. In having these conversations, I learned a lot about people’s backgrounds and experiences that were different from my own, allowing me to gain new perspectives on different topics. These conversation skills are vital, not only in the academic world, but beyond the classroom. They help us share our perspective with others and explain why we are passionate about certain topics. We can gain new understandings from others who voice their opinions. In the big picture, this class really lays out the foundation for students to develop those valuable conversation skills. The history of Honors at Westminster University stretches to the Iron Age, when crude chisels and mallets were used to inscribe academic course names upon the living rock. In those dark times, students had never heard of thinking, so the entry-level course attempted, by its title, to welcome Professor Nick More, of the first-year influencers to this odd Honors college and philosophy and troublesome activity. department, wears a black After steel appeared, and people collared shirt while standing emerged from the flickering blue on campus outside. light of their electronic caves, Photo courtesy of Sofia faculty came to believe that Nyquist students might be insulted by the idea that they had never thought before, so “Welcome to Thinking” became “Foundational Conversations.” The end. Or is it? Today I want to give you a taste of something that outsiders to faculty meetings rarely experience: the blood sport that is Honors Curriculum Reform. Contemptuous slights, icy silences, unwashed coffee mugs, and mind-numbing bureaucracy are nothing new to academia, of course, but you may be surprised to learn that recent faculty efforts to change the name of the introductory Honors course provoked brawls, treachery, and murder. Okay, not murder. But brawls and treachery. (And yes, one person remains trapped underground—for now.) It all began on a Thursday. People wanted to leave. The meeting had begun at 2, and it was already 2:15. Everyone hated the name “Welcome to Thinking,” but what could possibly replace it? Frustration grew. Passions ran high. Bitter factions formed around two contenders: “Foundations” and “Conversations.” Someone said that fans of the first name should be buried to form their own ‘foundation.’ Someone else replied that fans of the second name were ‘chattering fools.’ But then, the unthinkable happened. Chairs got pushed back, and we watched as two middle-weights went at it. Half slaps were flying! And then? Pure treachery, as someone else threw the names together, and we called it a day. “I think this class, specifically, teaches students how to talk and collaborate with one another in order to gain more understanding of class readings and “In those dark times, students had never heard of ideas, as well as the value of that activity. The name thinking, so the entry-level course attempted, by its ‘Foundational Conversations’ really hits the nail on title, to welcome first-year influencers to this odd the head in showing that.” and troublesome activity.” 9 NEWS & NOTES Jonny Jemming (’97) filed an amicus brief in the Utah Supreme Court with Catherine E. Lilly in the Natalie R. v. State of Utah case supporting youth plaintiffs suing the state over the harm caused by air pollution and climate change. Stan Sarkisov (’07) has joined the law firm of Johnston, Kinney & Zulaica as an attorney in the family law department. Sharayah Cook (’08) started a position as Senior Director of Product at Billtrust. Marie Martin (’08), who was Director of Academic Quality, Integrity, and Assessment & Director of Degree Completion Programs at University of California, Riverside’s Extension program, has been promoted to Associate Dean. Lindsey Roper (’09) has joined the faculty at the University of Delaware in the department of Biological Sciences. Dallin Van Leuven (’10) now works for the United Nations Population Fund (UNFPA) co-developing a TechnologyFacilitated Gender-Based violence training package.   Danny Barber (’12) has opened his own law firm, Wasatch General Counsel, focusing on intellectual property procurement and licensing, prelitigation dispute resolution, commercial transactions, and community-based projects. Zak Burkley (’13) is now senior principal scientist at BAE Systems. Jennifer Cain (’13) is a visiting Assistant Professor of Biology at Centre College. Sabina Schill (’15) received her PhD in Environmental Engineering from the University of Colorado Boulder and joined the STEM Transformation Institute at Florida International University as a Postdoctoral Associate. Hannah Williams (’16) was recognized for being one of the “Top 50 Women Leaders of Utah” by Women We Admire. Hannah also now sits on the Honors college Advisory Board. Carissa Jean Christensen Fisher (’18) started a position as a public assistance fraud investigator in Mesa County, Colorado. She investigates and prosecutes instances of public assistance fraud in the areas of medical, food, cash, childcare, and adoption subsidy on both the administrative and criminal level. Rosanise Odell (’18) recently completed her MSc degree in Forest Management and Biology at the University of Alberta and now works for the Government of Alberta as a Forest Resource Analyst. Kiera Bolinder (’19) has been promoted to Geologist II at Freeport-McMoRan. Annette Donald Blackburn (’19) graduated from Boston College with her master’s degree in statistics and social science and received her professional certificate in data science and analytics from the University of Utah in December 2022. C. E. Janecek (’19) completed their poetry MFA at Colorado State University, Fort Collins in May 2023. In the last year, their writing has been featured in Poetry, Gulf Coast Magazine, Cream City Review, Booth Journal, Winning Writers, Sugar House Review, and Corvid Queen. Eric Mellmer (’19) has started a new position as a Psychiatric Technician at Huntsman Mental Health Institute. Ambur Staab (’19) graduated from the University of Utah Medical School in May 2023 and started as a pediatric resident physician at UCSD and Rady Children’s Hospital in San Diego, CA. Sarah Turner (’19) was named Teacher of the Year (2023-24) at Glacier Hills Elementary School in Sandy. She is in the running to be the Canyons District Teacher of the Year as well. Megan Fairchild (’20) successfully completed her MA in Geology at Cornell University last spring. Katie Saad (’20) has started law school at the University of Idaho. Jaedri Wood (’20) has started the Master’s program in Public Policy and Administration at Colorado State University. Marley Dominguez (’21) now serves as 10 the TRIO Upward Bound Coordinator at the University of Utah. Teagan Feeley (’21) has started a new position as a Research Associate III at the Altius Institute for Biomedical Sciences in Seattle. Evan Leeds (’21) received a 2023 employee spotlight from Exceed Enterprise, a day program that facilitates community outings for adults with disabilities. Charles Rey (’21) has started the PhD program in Neuroscience at the University of Utah. Chelsea Anowi (’22) started a new position as Social Media Marketing Specialist at Select Health, Intermountain. Obaid Barakzai (’22) was one of the keynote speakers at Utah Global Diplomacy’s Global Changemakers Symposium this October. Holly Howe (’22) started the doctoral program in Nursing at Johns Hopkins University. Prashanti Limbu (’22) is in her second year of a master’s degree program in Public Health at the University of Pittsburgh. Ceci Rigby (’22) works as a Research Assistant at the Chicago Botanic Garden. Saydi Anderson (’23) had her essay “The Hunger Game” and her poem “Make the Cut” selected as winners of the 2023 ellipsis student writing contests by writer and guest judge Brent Ameneyro. Saydi read her work at the ellipsis debut on April 21 and received a cash prize in addition to publication in the journal, which won the Association of Writers and Writing Programs (AWP) award for outstanding undergraduate literary journal last year. Saydi Anderson (’23) received the 2023 RMAC Outdoor Track and Field Summit Award honoring the RMAC championship athlete with the most outstanding academic performance for the year. Saydi also took first place in the 10,000-meter race at the RMAC championships. She is now attending graduate school at the University of Utah in the MA program in World Languages with an emphasis on Spanish. also been recognized with the Ronald E. McNair Fellowship. Olivia Gregg (’23) is Development Coordinator for the American Heart Association in Salt Lake City. Brooke Scudder (’23) is pursuing a graduate degree in Publishing at George Washington University. Isaac Cortés (’23) has started a position as Communications Coordinator at Summit County Utah and Summit County Health Department. Shelby Volosin (’23) has started a position as a Program Outreach Coordinator for Westminster’s Gore School of Business and the Gore Giovale Center for Innovative Leadership. Acacia Jackson (’23) won Westminster’s Student Employee of the Year Award last April for her work with the university’s Outdoor Program. Yovie Saiz Rodriguez (’23) is pursuing a Master of Public Administration degree at the University of Utah, where she has Sophie Ward (’23) presented her capstone research, entitled “Strong Emotions and Morality: Investigating the Relationship Between Empathy, Disgust, and Moral Foundations,” at the 2023 Rocky Mountain Psychological Association meeting last spring. Kelsey Smith (’24) was chosen from an applicant pool of over 500 students to participate in the Kosovo International Summer Academy, which is focused on politics, diplomacy, peaceful conflict resolution, and human rights, among other topics. Masami Tadehara (’24) won a Benjamin A. Gilman Scholarship from the U.S. Dept. of State to support participation in Westminster’s “Service Learning in Thailand” MTSE. Theo Babbitt (’27) is co-leading the Griffins On The Run club with Molly Cousins (’27) and also volunteering with the ASW Senate, which they say has been very “welcoming and inspiring.” A letter from the Student Honors Council Bridging the Gap: SHC Goals for the 2023–2024 academic year BY KARLIE ALLEN (’25), SHC PRESIDENT As this year’s president, I have the honor of working with our vice president, Morgan Madsen (’25); treasurer, Sophie Mackay (’26); and Hannah Henke (’25), secretary. This is my third year on the Student Honors Council, and I can officially state that we are more prepared to assist and advocate for the Honors college community than we have been in recent years.   This year we are focusing on bridging the gap between the Honors college student body and the wider campus community. This sentiment is shared by our Vice President Morgan Madsen, a pre-med music studies major. “I think one of the biggest goals for SHC for both me and the team this year is to focus on fostering a sense of connection among students, not just within Honors but across campus as a whole,” said Madsen in a text. “I think for a long time Honors has felt like this separate group on campus, and I want to show that we are here for students no matter who they are or what groups they belong to.” In September, SHC distributed turquoise and purple ribbons in Richer Commons in honor of Suicide Prevention Month and Mental Health Awareness. We are really focusing on providing support this year, whether it is through activities or passive legislation, SHC is playing its part in the wider campus community.   From left to right: treasurer Sophie Mackay, secretary Hannah Henke, president Karlie Allen, and vice president Morgan Madsen. Photo courtesy of Sofia Nyquist 11 HO N O RAB LE MENTION E D ITORS 2023-2024 Zidia Gibson (’24), is a communication major and unofficially declared film studies minor. On campus, she is the Editor-in-Chief of The Forum and an intern for the Office of Marketing and Communication. Zidia loves playing video games, hanging out with her besties, and drinking a caramel latte every other day. She also has a special knack for seeking out the cats on Westminster Ave. and petting them profusely (much to both parties’ delight). Sophie Mackay (‘26), is a healthcare policy and equity major and Spanish minor. She spends her time on campus working in the writing center and as an RA. She enjoys competing for the ethics bowl team and acting as a peer mentor. She spends free time with her roommates, coworkers, and friends. Sophie is an avid collector of vinyl records and decorative pins, and is the proud owner of a 1998 Ford Explorer named Charles (Charlie) Montgomery VI. Shreeya Maskey (’25), is pursuing a computer science major, although she hasn’t formally declared it yet. She likes to learn about websites whenever she can and is working as a website developer for an organization back in Nepal. On campus, she is an office assistant for the Registrar’s Office. Shreeya loves walking through the snow, hanging out with friends, and eating rice. She is finally getting over her unhealthy reliance on rice, though. Sofia Nyquist (’27), is currently undecided but is working on putting together a customized major. She loves art, design, and writing, and hopes to create a major that speaks to these disciplines. During her free time, Sofia likes to explore new areas of the city, spend time with friends, create art, discover new music and sing. She previously lived in Norway, and misses the walkability of European cities but loves the desert landscapes of Utah. Elena Allred (’27), is currently undecided but planning on custom-majoring in archivism. She spends a lot of her free time reading and playing video games. Elena is also on the Ethics Bowl team and works at Giovale Library. She is from Toledo, Ohio, but her family’s roots are in the Wasatch Front, so she spent a lot of time in the area as a kid. She loves living and studying in Salt Lake City; she especially loves the mountains, but misses the Great Lakes. Letter from the Editors This semester’s issue of the Honorable Mention explores the concepts of identity and names. Inspired by the recent name change from Westminster College to Westminster University (and Welcome to Thinking to Foundational Conversations), we asked our community about what it means to create, change, and preserve identity in various contexts. These questions also align nicely with this year’s first-year seminar theme, “The Myths that Make us.” We have included insightful perspectives from students, faculty, and alumni, exploring the diverse aspects that shape one’s identity in this unique academic community. From personal accounts to thought-provoking analyses, these articles offer a deeper understanding of the multifaceted nature of identity within our college. We hope this issue inspires meaningful conversations and fosters a stronger sense of unity within our Honors college community. Honors College Westminster University 1840 South 1300 East Salt Lake City, Utah 84105 westminsteru.edu/honors · · Fall 2023 Volume 22 Issue 1