2025 Spring The Honorable Mention

THE H ONORAB L E M E N T I ON MENTIONING WESTMINSTER HONORS COLLEGE STUDENTS SINCE 2002 Honors college students in Arts and Performance pose at Abravanel Hall while attending a concert for the Utah Symphony. Photo courtesy of Matt Kruback Art makes the mind BY RYLEE CUDNEY (’27) AND INDRA KRUEGER (’27) A Westminster Honors college education extends beyond in Honors college art classes to unite artistic expression reading and writing; creative arts are also a crucial part of the and academia. Students have the opportunity to creatively experience. When students think of an honors college, they interpret their passions while connecting with peers in new might think of reading pages upon pages of research articles ways. and literature as well as writing essay after essay. While it Art allows Honors college students to explore the flexibility would be disingenuous to say Honors college students of meaning-making. In particular, Honors college art classes don’t become very familiar with long, difficult readings and open the door to all sorts of students, creating a unique writing argumentative essays, Westminster’s Honors college environment that encourages growth, personal expression, curriculum is disciplinarily diverse. and, simply, fun. The college offers two classes with an art focus: Arts and By its very nature, art is ascribed meaning by both the Performance and Environments and the Space of Art. In these viewer and creator. Art puts authorship over meaning into the classes, art offers to the mind what academic jargon cannot. hands of everyone. Matt Kruback, an art professor currently Poems, stories, portraits, still life, abstract and realism, teaching Arts and Performance during spring semester of ’25, painting, and sculpture—all these mediums come together said “There’s no answer section in the back of the book of Art. Continues on page 4 PAGE SIX PAGE EIGHT Letter from the Honors College Advisory Board · · Spring 2025 Volume 23 Issue 2 Student and staff profiles: Michael Clark and Chris LeCluyse The art of argumentation: Westminster’s speech and debate program B Y N AVA S H A R M A ( ' 2 8 ) In the fall semester of 2024, with the support of the Honors experiences and history to deliver a speech. Persuasive college, the speech and debate program was founded, coached speech is one example of a more prepared event, where by Westminster University alum, Tanner Latham. The program students spend time outside of a tournament preparing and emphasizes skills such as critical thinking, persuasive speaking, polishing their piece. In all instances, it’s not about who is leadership, confidence, and right that makes a good argumentative reasoning. speaker. As Dean says, “A These same competencies good speaker is engaging, are stressed in Honors interesting, and fun to college classes. Ultimately, watch.” the program offers a While it is easy to platform to engage in shy away from conflict, critical conversations and speech and debate thoughtful argumentation. encourage students to Asher Dean (’28), a embrace disagreement as literature, media, and an opportunity for growth writing major, debate and understanding. officer, and Honors college “Often you will be student has found the presented with a side to program to be pivotal to argue that you disagree Westminster's speech and debate team poses for a group photo in Idaho. his personal growth. Dean with,” said Dean. Photo courtesy of Nava Sharma has gained confidence In the world of speech in his own voice while and debate, decorum understanding how to offer constructive feedback by being is key. It’s not about who speaks the loudest, but about actively involved in critiques with his teammates. sharpening your argument through research and reason. The practice of giving The art of argumentation and receiving criticism is more than just winning. has strengthened the As Dean said, “the most “In a time where disagreement often leads to bond among those important aspect of speech division, this new Westminster offering equips involved in speech and and debate is how it forces debate. Dean states “we you to better understand students with the tools to foster understanding have so much fun every your own opinions and the and respect.” time we are in a room opinions of others.” together.” Taking a step back Dean says that “at the from black-and-white tournaments we compete narratives represents a step against other students towards understanding “Taking a step back from black-and-white in several speech events, the complexities of any narratives represents a step towards which usually involves given argument. a prepared speech or In a time where understanding the complexities of any given devising an impromptu disagreement often leads argument." speech, and one debate to division, this new event.” Westminster offering By offering multiple equips students with the events to participate in like Impromptu, Extemporaneous tools to foster understanding and respect, even in the face of speaking, International Public Debate Association style opposing viewpoints. and more, tournaments encourage students to explore The program isn’t just about learning to argue—it is different strategies and communication styles that fit their about learning to lead, listen, and think critically. own needs and interests. For those who want to take their critical thinking and Impromptu and Extemporaneous represent the more argumentation skills to the next level, the Westminster improvisational side of speech and debate—students are University speech and debate program offers an excellent given a limited set time to prepare and then use their own outlet. 2 Conversations across difference: the 2025 Kim T. Adamson Lecture featuring artist and activist Genesis Be B Y B E AT R I C E D Y E ( ’ 2 7 ) How can we advocate for change in spaces that seem inherently As the world becomes increasingly polarized, our capacity oppositional to our beliefs? That was the question Genesis Be to have these kinds of thoughtful and reflective conversations tackled in her January 29th matters more than ever. presentation in Westminster’s Instigating meaningful Vieve-Gore concert hall. The and lasting change requires “If you can’t empathize, you’re not adding anyevent included a viewing learning, as Be advocates of Be’s recent documentary for, to both “stand your thing to the table.” Mississippi Turning, a brief ground and create common lecture, and an interactive ground” while also “ask[ing] Q&A. All events were focused questions that help us to Genesis Be, Kim T. Adamson Lecture featured on Be’s advocacy work for understand our world more artist and activist the removal of confederate fully.” As one audience imagery from the Mississippi member pointed out during state flag and emphasized the the Q&A, “we care more importance of creating thoughtful and open dialogue with both about each other than we think we do…everyone’s a complex sides of political and personal conflict. human being, worthy of dignity.” As she expressed in the lecture, Be is dedicated to creating a world where she and others can “look at the Mississippi flag and feel welcome.” Even as a wide portion of the South actively shuts her out, she still works to create the space for them in her heart necessary to foster the kind of empathetic change that’s deeply needed in these kinds of political conflicts. Although it shouldn’t be revolutionary to exercise empathy in these kinds of polarized political spaces, there was something shocking about watching Be sit at a round table with individuals opposed to the alteration of the flag and attempt to openly understand their perspectives, despite her reluctance to “give credibility to groups who don’t fully see [her] as human.” As part of her call to move political discussion off the screen and into real life, Be even goes as far as to invite Louis, a confederate descendent and pro-flagger, into her home to try to understand his side of the story. As part of this conversation, Be explained to the audience the kind of techniques she employs to create productive conversation as part of her work with Moral Courage, an educational organization dedicated to creating empathy and de-escalating conflict during difficult conversations. It was powerful to see this kind of work in action with Genesis and Louis, as they both worked to understand each other and create a more nuanced view of the conflict surrounding the Mississippi flag. This kind of conversation was in part only possible due to the openness and vulnerability they both approached the situation with. Watching Genesis and Louis drink tea on the front porch, cicadas chirping, and sitting barefoot on the carpet steps of Be’s home, reminds us that there is a sense of shared culture and humanity ordinarily absent from political discussion. But this sense of humanity is 2025 Kim T. Adamson Lecturer Genesis Be addressing the audience. deeply needed; because, as Be stated in her lecture, “If you can’t Photo courtesy of Magnus Shannon empathize, you’re not adding anything to the table” 3 Continued on page 4 Students write on whiteboard in the Arts and Performance class. Photo courtesy of Meghan Wall We have to find that meaning and those answers for ourselves.” flexibility as a meaning-making medium allows the mind to This unique quality of the discipline encourages students to expand with the act of interpretation. make their own meanings, both in interpreting art and creating Arts and Performance and Environments and the Space of their own. Art foster spaces where students can falter, fail, and flourish. Meaning need not remain static, either. Sunshine Rhodehamel The class enrolls students from a wide variety of disciplines and (’27) described an from differing levels exercise she did during of familiarity with an Honors college art art. Art is invaluable class: “The professors in the Honors college showed the class several curriculum because “Expression and vulnerability are skills that can be honed art pieces without it presents students through practice. Including art in curricula can allow for letting students know with opportunities to the building of these skills in the classroom.” the artists. Students try something new, were asked for their or to exercise their opinions before creative skills in a revealing who had different setting than made each piece.” a typical art class. Reflecting on the impact of the exercise, Rhodehamel said “the Students are encouraged to experiment with different effect was remarkable— comments during the first phase of the mediums, so even those who come into these classes with activity were entirely positive, while the second phase was met prior artistic experience can explore outside of their comfort with silence and repulsion. The added perspective of knowing zone. According to Kruback, an art studio can be a laboratory who the artist was changed the meaning of the art.” Art’s where artists go through experimental procedures with 4 various materials. in Mackay’s experience in Arts and Performance. She said The opportunities within the Honors college’s art- that the best thing about the class was “connecting with the centered classes might come with growing pains, but without vulnerability that came from art.” Mackay’s experience shows them, there is no growth. Sophie Mackay (’26) is majoring that expression and vulnerability are skills that can be honed in health policy and equity, and through practice. Including art experienced anxiety coming into in curricula can allow for the the Arts and Performance class in building of these skills in the the spring of 2024. She had little classroom. experience with 2D mediums The confinement of art as an such as drawing or painting, while activity of childhood and only most of her classmates were skilled childhood treats the discipline in those areas. as meaningless play, positioning Despite her nerves, when play as antithetical to serious Mackay presented her drawings inquiry. The two Honors to the class, she was met with College classes in the arts posit acceptance and appreciation. a different way of thinking about Mackay reflected on the experience, play. Instead, play is a way to “What I was lacking wasn’t talent interact with the world; there is or skill, but confidence, and more always knowledge, experience, so courage to do something that and learning to be gained from didn’t have a prescribed formula.” it. These classes provide a place Throughout her Arts and where, in the words of Kruback, Performance class, Mackay was “we can celebrate the pure joy of able to practice courage. Reflecting making things.” on her creative projects, she said, Students often lose touch “I felt a lot prouder of myself with their creative and artistic doing that than any good essay sides as they grow up. Mackay I’ve ever written.” Art is critical said the most fun part of Arts to the Honors college because and Performance was “being Students in the Arts and Performance seminar work during class. of the skills and opportunities it able to fall back in love with Photo courtesy of Meghan Wall gives students in boarding their dance.” Serious inquiry need perspectives and boosting their not be confined to the page confidence. of a peer-reviewed publication; it can be interwoven with Kruback says that some regard art as being superfluous and both the lives of students and professors. Fun, learning, and indulgent because of a framework which conceptualizes art skill-building can happen simultaneously. Art is essential to as “a childish sort of endeavor.” Such association encourages the Honors college because it not only allows students to cutting art out of curriculum altogether, especially in higher develop new skills, but it helps them get back in touch with education. a sense of childlike wonder about the world. A lack of opportunity for students to explore and grow An undergraduate degree can be completed without the through art, as Kruback says, “tells the chemistry major that arts, but it would be lacking a certain depth that exercising because you don’t know how to draw a beautiful still life, creative skills brings to one’s life. Kruback says, “Art perhaps you’re not an artist.” Kruback deliberately challenges this can exist as a question that’s posed to others as opposed to a narrative in his class by providing space for Honors college statement, or as an addition to being a statement.” students to participate in art. It is quite possible that the most important knowledge Everyone, regardless of ability or major, is an artist in that is gained in life comes not from tangible formulas or Arts and Performance and Environments and the Space of written words. Inquiry of meaning, growth of the mind, Art. Art is given a place at the table of epistemologically expression of personal ideas, and the joy of creation: this all valuable disciplines. Practicing art is a unique way of bringing derives from art. Continue to paint, continue to love, and personal expression to the forefront. An example of the continue to define the undefinable. Art makes the mind; art importance of highlighting personal expression can be found makes the Honors college. “Art is essential to the Honors college because it not only allows students to develop new skills, but it helps them get back in touch with a sense of childlike wonder about the world.” 5 Letter from the Honors College Advisory Board BY MARIE MARTIN, BOARD CHAIR (’08) While Honors college students revise their papers, design experiments, and plot compelling careers and social justice initiatives, the Westminster Honors College Advisory Board works behind the scenes to make an impact on the future of the Honors college. Since its formation in 2020-2021, the sixteen-person Advisory Board has worked with Dean Richard Badenhausen and other campus leaders to enhance the effectiveness of the Honors College. One of the Board’s priorities is to facilitate meaningful connections between students, alumni, and the wider community and to open doors for students through internships, mentorship, networking, and career opportunities. Board members serve as valuable resources for students, sharing expertise and offering guidance whenever possible through events such as the annual fall Alumni/ Student Networking Mixer. Catherine Foster, the Board’s Inaugural Chair, says “Our work can be subtle, too, in simple ways like raising the College’s visibility locally and nationally by promoting it through our professional networks and on social media. When we elevate the Honors college, we ensure more people recognize the outstanding work happening here.” Foster now serves as Past Chair and was recently named to Westminster’s Board of Trustees. Advisory Board members also participate in meetings, ad hoc committees, and special events. The Alumni Book Club, for example, is an initiative that brings together Honors college alumni to read and discuss the annual honors common read. A significant part of the Board’s work involves raising financial support for the Honors college in consultation with the Advancement Office. Taylor Stevens, Vice Chair and recent recipient of Westminster’s 2025 Young Alumni Award, noted, “Many of us benefited from the generosity of past donors to the Honors college when we were students. The advisory board’s goal now is to help alumni understand the importance of their donations—whether big or small—in the lives of those who attend Westminster today.” Each board member also makes an annual contribution to Honors, demonstrating their own personal commitment to its success. The Board has had great success in this area, as the Honors College Community Time project was one of the few initiatives to exceed its giving goal during this year’s One Westminster Day. Each Board member is proud to give back to the Westminster community in a meaningful way. Four years in, the Board is just getting started. The Honors College Advisory Board members look forward to today’s Honors college students continuing our efforts through future service. Honors College Advisory Board members Greg Yerkes (’15), Elaine Sheehan (’18), and Catherine Foster (’17) join Honors College staff members Richard Badenhausen and José Hernández Zamudio during this year’s One Westminster Day tabling event. Photo courtesy of Richard Badenhausen 6 Sculptures from the Micro to Macro art show are displayed in a glass showcase on white shelves. Photo courtesy of Brittyn Jennings From Macro to Micro BY BRITTYN JENNINGS (’28) The Westminster Dolores Doré Eccles Ceramic Center spring art show, entitled “Macro to Micro: A Changing Utah,” presents approximately fifty small ceramic works examining the climate crisis’s vast impact on Utah’s physical and cultural landscape. Brittyn Jennings (’28) and Sofia Nyquist (’26) both have works within the show and share their relationship with art and the Honors college within this story. The Honors college prides itself in designing classes that not only develop the habit of thinking in students but also help students find and refine their voices. This intellectual foundation is essential for artists, whose work is a means of personal expression and social commentary. Jennings, an Honors college student custom majoring in ceramics, finds the curriculum taught within Honors parallel to the skills necessary to be a successful artist. Jennings says, “The Honors college has challenged me to analyze the world in multiple perspectives, ask deeper questions, and articulate my thoughts clearly—all of which directly move into my artistic practice.” Jennings continues, “My art is a response to my environment, internal and external, and I am confident that The Honors college has given me the tools to research, reflect, and create with intention.” The Honors college’s interdisciplinary curriculum allows students to absorb an abundance of subjects, enriching their 7 practice. Nyquist, a justice studies major with an art minor, says “I’ve explored philosophy, social justice, and literature in ways that have fundamentally changed how I think about my work. Understanding, for example, feminist issues or global social structures gives me the tools to create art that is both informed and impactful. Honors has taught me that it’s not just about aesthetics, but rather telling a story that matters.” The Honors college’s small, discussion-based curriculum also prepares students for the essential collaboration of the art world. “I have gained confidence in discussing my work and receiving critique” says Jennings. “In both my ceramic classes and Honors, the ability to articulate ideas and defend your perspective is crucial. Seminar-style discussions have helped me become a more thoughtful communicator, which is just as important in a gallery as it is in a classroom.” “Macro to Micro” shows how local Utah artists engage with formidable global issues; however, it also serves as a testament to Westminster’s Honors college and the way it prepares students to think critically, communicate effectively, and create with purpose. The program ensures that graduates enter the world not only as skilled artists but as thoughtful, informed individuals ready to make an impact through their work. Student Profile: Michael Clark Voice of the Honors college BY ABI MILLS (’27) For second-year Honors college student Michael Clark enjoys is “that it’s multidisciplinary, and so [Honors college (he/him), the arts and performance have always gone hand professors] are really open to working in different fields.” in hand with academics. Clark is a vocal He incorporates the arts into more performance major; you can often find him than just his art-based classes. “Even my practicing his vocal repertoire in Jewett classes that are not centered around art Center for the Performing Arts and Emma in the Honors curriculum… allow me to Eccles Jones Conservatory, returning from incorporate music or art that I love.” an opera performance at the Capitol Theater Clark often takes an artistic approach with fellow Honors college student Eleanor to projects and provides a unique musical Scoville (‘27), or playing video games and perspective to Honors college class studying with his roommates. discussions. Clark also plays jazz piano and guitar on Clark is not only a member of the Honors top of vocal performance. “I’ve done plenty college but is also employed as an Honors of different kinds of singing within the scope college SHA events coordinator. He enjoys of my degree… I’ve definitely developed a the ways that role allows him to connect greater appreciation of classical singing in Honors college student Michael with his community: “It’s fun to be able to college,” he explained. facilitate a good study space for students Clark (’27) stands outside This April, Clark appeared as the spirit as Nunemaker Place in a gray who need it; Nunemaker Place is one of the well as performed in the ensemble in Henry sweatshirt. most unique spaces on campus and it is a Photo courtesy of Beatrice Dye Purcell’s Dido and Aeneas. really cool spot for the Honors college to One aspect of Honors that Clark especially call home.” Staff Profile: Chris LeCluyse Writing musically BY ISABEL HILL (’26) The director of Westminster’s writing center, Chris composer intended, but what’s cool about older music is LeCluyse, resides in the mysterious, fluorescent lit, that the performers really have to bring a lot to it.” LeCluyse also sees performance itself as a kind of Northeast corner of Bassis Center for Student Learning “problem solving.” Early music is often in Nightingale Hall. Beyond his training performed in a historical language, which in the literary arts, Chris has also studied may be open to interpretation. LeCluyse vocal performance. His ongoing experience states that “as a singer, I can’t muse on with music has shaped his perspective on various possibilities of how a word might the intersection of creativity and traditional be pronounced; something has to come out academia. of my mouth, so I have to make a decision.” LeCluyse says that while people usually LeCluyse recognizes that these kinds “associate creativity with the arts, academic of creative problems encourage students writing can also be creative.” He notes that to think for themselves––like the original even though “other people before us have performers of “early” music. decided what a research paper is…we can He says that this “kind of problem use the structure of a research paper as a Honors college professor Dr. solving can lead to divergent thinking, place to create something new.” Chris LeCluyse stands outside where you’re not just parroting what you've LeCluyse enjoys performing “early wearing a blue shirt. been told, but you are…purposefully trying music” from “the Middle Ages and Photo courtesy of Chris LeCluyse to come up with alternatives.” Renaissance…music from a time in which Ultimately, Chris states that repeated the performer was considered the locus of academic opportunities for creative creativity.” improvisation are important for encouraging every student He points out that “today, classical musicians often to “add something to the music as [they] perform it.” see their job as simply faithfully transmitting what the 8 Let’s Get Your Perspective What has the Honors college taught you that has been useful in your creative pursuits (and/or vice versa)? Megan Wade Meghan Wall Professor perspective Student perspective Where some question the overlap of an Honors college classroom and the dance studio, I find alignment among collaboration, interdisciplinary thinking, and reframing of authority in artistic and teaching practices My creative pursuits inform and are informed by experiences Honors college professor I have with engaged students Meghan Wall stands in front and co-faculty in Honors college of Nunemaker Place wearing classes. a purple blouse and jacket. Co-teaching mirrors creative Photo courtesy of Beatrice processes in choreography where Dye dancers contribute their individual artistic voices to creative outcomes. Learning with and from an interdisciplinary colleague reinforces my belief that creative work is about cultivating a dynamic exchange toward a collective experience, rather than a singular vision. My creative endeavors are interdependent with other ideas, bodies, approaches, backgrounds, and skill sets. In the same way, the exchange of knowledge in the Honors college classroom is co-created across content, faculty facilitation, and student-driven discussions. Teaching in this way sharpens my choreographic attention to respond in the moment where I embrace uncertainty as a generative tool. For me, the opportunity to explore ideas outside of dance enhances my conceptual toolkit/toy box as a choreographer, influencing how I approach and develop my creative practices. Co-teaching disrupts hierarchical models of knowledge transmission while choreographic processes also challenge traditional notions of authorship. Truly, who owns human movement and who owns collectively generated knowledge? The focus on experiential learning and improvisation in discussion-based learning further parallels choreographic spontaneity. Honors college class conversations evolve unpredictably: on the best days, with passion and deep listening. Likewise, movement invention and insight emerge through invested improvisation, revealing connections that could not have been planned or predetermined. Art is a hand that dips its fingers into everything it touches, leaving an imprint and coming away stained with color. Art is politics, faith, and every emotion under the sun. Art is an honorable pursuit that connects to every discipline. The Honors college at Westminster offers a place where art collides Megan Wade (‘26) stands with science, economics, sociology, outside Nunemaker Place history, and itself. wearing a green long sleeve I’ve written poetry about shirt. environments that have shaped me, Photo courtesy of Beatrice I’ve painted watercolor to understand Dye relationships between humans and animals, and I’ve created a podcast episode that discusses the sociology surrounding dating habits in religion. These projects were made possible by Honors college professors that were unafraid to extend outside of their own discipline while encouraging their students to do the same. The Honors college taught me that art can be a tool for examining source material and academic subjects that are often rigid and difficult to understand. I’ve gotten so much more out of my classes when using a creative approach because my mind was open to making connections and pushing my own boundaries of discovery. As a literature, media, and writing major with a creative writing emphasis, I use my writing skills to generate creative project and essay prompts, to dig deeper into analyzing source material in every assignment, and to provide a creative perspective that might be underrepresented in a more STEM focused class. I am always impressed by professors’ willingness to engage with art and the creative process, but I feel like as Honors college students we can all do better at embracing it ourselves. Write a short story, paint a picture, mold a sculpture to make your claims. I promise it will stretch your learning beyond where you thought it could ever go. “I’ve gotten so much more out of my classes when using a creative approach because my mind was open to making connections and pushing my own “Creative work is about cultivating a dynamic boundaries of discovery.” exchange toward a collective experience, rather than a singular vision” 9 NEWS & NOTES Teresa Elias (’04) recently started a new position as Vice President of Marketing at Xyngular Corporation. Westminster University. Marya Tykal Smith (’12) has started a new position as Senior Leadership Consultant at BTS, the global leadership development company. Morgan Anderson (’13) recently published a co-authored paper entitled “Towards the definition of treatment wetland pathogen log reduction credits” in Science of the Total Environment. Zak Burkely (’13) recently published a co-authored paper entitled “Microresonator photonic wire bond integration for Kerr-microcomb generation” in Nature Scientific Reports. Christian Swenson (’15) will be starting the PhD in Religion program this fall at the Graduate Theological Union in Berkeley, CA. Sara D’Agostino Burke (’19) recently joined Lucid Software as a Senior Manager of Strategy. Jaedri Wood (’20) graduated from Colorado State University with her Master’s in Public Policy and Administration with a specialization in International Policy and Management. Teagan Feeley (’21) recently published a co-authored essay entitled “Hidden evolutionary constraints dictate the retention of coronavirus accessory genes” in Current Biology. Rebekah Ford (’21) has graduated from medical school and has placed as a resident in the University of Utah’s Anesthesiology Program. Calvin Golas (’21) started a new position as Senior AI Software Engineer at Sorenson Communications. Cami Mondeaux (’21) is now Congressional Reporter at the Deseret News. Isaac Cortés (’23) has started a new position as Public Relations Coordinator at the Utah Transit Authority. Brynlie Green Morris (’23) has been promoted to Assistant Director and Prospect Researcher of Advancement Services at Shelby Volosin (’23) has started a new position as program coordinator at the Business Leadership Hub at the Quinlan School of Business at Loyola University in Chicago. Henry Pernichele (’24) has started a new position as regional economist at the Utah Department of Workforce Services. Lily Crofts (‘25), presented her paper “Echoes of Memory: Lessons and Responsibilities from the Holocaust” at the 2025 Popular Culture Association & American Culture Association National Conference, in New Orleans, LA on April 16-19. Sophia DiGeronimo (’25) was named to the 2024 RMAC Women’s Soccer First Team All-Conference. Luka Biggs (’26) received Honorable Mention All-Conference. Shreeya Maskey (’25) participated in her first ever 24 hours Hackathon with team members Makenna Worley (’26), Arogya Upadhyaya (’26), and Nic Van Der Werf (’25). They won first place in the Datathon category at HackUSU 2025, held at Utah State University. Shreeya Maskey (’25) and Makenna Worley (’26) worked with faculty Kathryn Lenth on creating CircuitCraft over Summer 2024. CircuitCraft is an educational tool designed to help students taking CMPT 328 Computer Architecture draw circuit diagrams. They presented their Summer Undergraduate Research at GeekFest during the fall 2024 semester. Katherine Larson (’26) is assistant designing for Westminster’s production of Ride the Cyclone. Beatrice Dye (’27) and Ellie Grieve (’27) are now managing the art gallery space in the basement of Converse. Anyone interested in showing art is encouraged to contact them. Hailey Kim (’27) was accepted to an MSTP ACCESS program—a research program that supports students seeking future MD-PhD degrees and provides research experience, physician shadowing, stipends, and housing at Washington University in St. Louis for the summer 2025. Collin Curtis (’28) and Kale Davis (’27) were named 2024 Benjamin A. Gilman Scholars for their studies abroad in Thailand this May. Did you do something notable? We want to know! Email your news and notes to Alicia Cunningham-Bryant at [e-mail]. 10 Congratulations to former managing co-editors of Honorable Mention, Shreeya Maskey (’25) and Sophie MacKay (’26), for their first place victory in the National Collegiate Honors Council 2024 Publications Contest! Photo courtesy of Richard Badenhausen Katherine Metcalf Nelson Writing & Creative Arts Awards This annual writing competition honors Katherine Metcalf Nelson, an educator, art historian, and painter, who taught classes at Westminster from 1975-1987, including teamtaught seminars. The Nelson Writing Awards are selected by the Honors College Council and presented at the annual Honors college spring celebration. Category 4: Arts – “Goddess of Human Nature” by Rylee Cudney and “On ‘Perception and Consumption: A Skewed Reality’: This Body is Not an Apology” by Sophie Mackay. Best Paper Overall: “Data as Anesthesia: Numbing Society to the Pain of the Carceral State” by Sophie Mackay. Category 1: Foundational Conversations – “Live in Your Truth” by Rylee Cudney and “We Are Not Separate” by Indra Krueger. Congratulations to the winners of this year's Katherine Metcalf Nelson Writing & Creative Arts Category 2: Sciences – “Data as Anesthesia: Numbing Society to the Pain of the Carceral State” by Sophie Mackay. Award! You can submit your essay to next year's awards in January of 2026 for the opportunity to Category 3: Social Sciences – “Navigating the TikTok Ban: Exploring Milton Friedman’s Philosophy in the Digital Era” by Morgan Madsen. share your writing and win a $1000 cash prize. 11 HO N O RABLE MENTION E DI T O RS 2024-2025 Lucinda Smith-Lahrman (’26), managing editor, is a literature, media, and writing major with literary studies concentration and a gender studies minor. Currently working in the writing center on campus, she hopes to attend graduate school for information sciences. She is from the St. George area. She dedicates much of her spare time to reading and writing, and her favorite genre is southern gothic. Lucinda is very proud of her extensive collection of wizard paraphernalia. Sofia Nyquist (’26), layout editor, is a justice studies major with a minor in art. Having a large variety of interests within arts and culture, Sofia hopes to pursue graduate work in curatorial studies. She works in the costume shop on campus, and enjoys spending her free time in the ceramics studio or with friends. Elena Allred (’27), managing editor, is custom-majoring in archival research. 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, OH, 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. Brittyn Jennings (’28), copy editor, is pursuing a custom major in ceramics, community leadership, and business entrepreneurship. He refines his artistic and leadership skills through his work in the Outdoor Program, Photo Lab, and as a student coordinator for Queer Compass. Brittyn aspires to become either a self-employed artist or a gallery manager. When he’s not thrifting, you’ll likely find him in the ceramics studio or mapping out his next adventure. Indra Krueger (’27), interning layout editor, is a justice studies major and a sociology minor. Their post-graduate plans remain unclear, though Indra is looking into attending graduate school for information sciences. Indra currently works in the mail room on campus and serves as treasurer for the Student Honors Council. They spend most of their free time doing crochet or embroidery while watching TV with his roommates. Beatrice Dye (’27), photo editor, is a justice studies major and art minor. As the manager of the campus darkroom, Bea hopes to help build the on-campus art community. Bea loves to spend her free time doing art of all kinds, rock climbing, backpacking, snowboarding, and knitting. Letter from the Editors The Spring ’25 issue of The Honorable Mention is a celebration of creative arts in Westminster’s Honors college. In this issue, artists in the form of students, faculty, and esteemed guests of the Honors college paint for us a picture of their creative endeavors intermingling with co-curricular practices. For some, art and academia are natural partners. For others, Honors college art classes are a healthy challenge to their academic diet. For all, creative arts are an exercise of the mind. We hope these stories inspire you to indulge your creativity. Honors College Westminster University 1840 South 1300 East Salt Lake City, Utah 84105 westminsteru.edu/honors · · Spring 2025 Volume 23 Issue 2