2023 Spring The Honorable Mention

THE HO NOR ABLE MENTION MENTIONING WESTMINSTER HONORS COLLEGE STUDENTS SINCE 2002 Chris Peterson, left, observes Honors college students in the Environments and the Space of Art class as they draw symbols later incorporated into a mural as part of the Practitioner-in-Residence program. Photo courtesy of Brent Olson Honors college initiates Practitionerin-Residence program showcasing Chris Peterson’s collaborative mural B Y S O P H I E M A C K AY ( ’ 2 6 ) A N D S H R E E YA M A S K E Y ( ’ 2 5 ) Honors college students were bound to leave their mark on the stretches of paper covering the tables in the Simonds Seminar Room this year. But now that the marks have been torn and discarded, the space honors college students have come to think of as their own feels a little bare. Thankfully, the solution to this problem has been in the works since fall 2022. During last semester’s Environments and the Space of Art course, geology/honors college professor Nick Pollock and environmental studies professor Brent Olson ran a pilot program for the Honors college’s newest initiative: the Practitioner-in-Residence program. Pollock said that because the Simonds Seminar Room was brand new, they were “excited to move in, but I think we all thought it was a little empty.” Halfway through the semester, different classes took different steps to make it feel homier, according to Pollock. “[However, students] wanted something lasting,” Pollock said. “So, we had this idea to invite a local artist to produce some art for the classroom.” Continued on page 4 college PAGE Honors navigates digital space with THREE social media · PAGE EIGHT · Spring 2023 Volume 21 Issue 2 Student and staff profiles: Perla Garcia and José Hernández Zamudio Peer mentors make space for their mentees BY LUCAS ARICO (’24) The Honors college Peer Mentoring Program helps bring Mentors find ways to connect with their mentees by listening new students into the Honors college with mentors who create to their needs, wants, and requests as well as providing extra and share space with their mentees. Volunteer sophomores, support where necessary. juniors, and seniors currently enrolled in Honors can partake “The easiest way to connect with [my mentees] is to honestly in this program. just see what they want to do and what they think would be “As a peer mentor we are kind of the incoming Honors beneficial,” Allen said. “Sometimes a study group is beneficial students’ first resource when it comes to orientation and and other times a trip to a coffee shop or catching up in Shaw getting used to the Honors environment,” said Karlie Allen, a is what they need.” sophomore political science major, in an email. With the provided support from their mentors, mentees are Peer mentors help ensure new Honors college students feel able to thrive and grow in the Honors space and begin to forge welcomed and included in the Honors college community and lasting relationships with their fellow peers. are adjusting to campus life. “I love seeing all of the connections and academic growth “The honors community is so tight-knit on a campus that made,” said Cleo Walker, a junior Interdisciplinary Utopian is already so small and Studies custom major. that can make it a little bit “Of course, we all have easier to get accustomed to our rough patches, but campus life,” Allen said. this [year’s] group [of “Whether it’s with their fellow mentees or with me, it “As a peer mentor, my mentees] seems to be is evident that [my mentees] have become accustomed main goal is to provide encountering fewer than and are growing within the honors environment.” support and do my best to I’ve seen before.” answer any questions they Through shared classes might have.” and experiences, Honors Karlie Allen (’25) Over the course of college students continue students’ first year in the to bond with one another, Honors college, mentors grow their relationships, continue to stay in contact and support their mentees as they and begin to create their own space within the Honors college navigate the transition to college. where they feel they can belong. “Life away from home, adjusting to a whole new school “Everybody bonds over [Long Form Prompts] and I’ve schedule and structure and social life, can be super hard,” heard them talking about class readings in the lounges,” Allen said Cleo Walker, a junior Interdisciplinary Utopian Studies said. “Whether it’s with their fellow mentees or with me, it is custom major, in an email. “Peer mentors are there to share evident that [my mentees] have become accustomed and are their experiences and learning, and to serve as a helping hand growing within the Honors environment.” to whatever extent their mentees need and they can provide.” When students first arrive to Nunemaker Place, a class photo Mentors will also occasionally check-in, invite mentees to is taken and hung up in the building, allowing students to see Honors college events, and have community building events how far they have come and grown in the Honors college. which can include getting coffee or having a group study night. “Every incoming class of honors students leaves their mark Walker said, “A big part of welcoming [first-years] into the on Nunemaker and for me that’s really what the Honors Honors community is inviting them to Honors events and just community is about,” Allen said. “That’s fostering support and letting them know about community-building opportunities.” growth within each other and our environment.” “Life away from home, adjusting to a whole new school schedule and structure and social life, can be super hard. As a peer mentor, my main goal is to provide support and do my best to answer any questions they might have.” Cleo Walker (’24) 2 Honors college navigates digital space with social media BY ZIDIA GIBSON (’24) Yvonne Francis’ role as administrative coordinator entails representing the Honors college, not solely across campus, but also in digital spaces. Beyond serving as liaison between faculty, staff, and students in Honors, Francis manages the social media and online presence of the Honors college through platforms like Instagram and Facebook. “Our social media accounts are a great place to engage with the Honors community,” Francis said. “[The accounts] allow us to connect to important parts of our community, whether that’s current students, alumni, Westminster [College] trustees, or community partners.” Francis began managing the social media as part of her job responsibilities, back in August 2022. Francis said her graduate degree work, which focused on critical cultural rhetoric and creative writing with an emphasis on popular culture, social media, and memes, helps her create posts for a variety of viewers. “Understanding the theoretical pieces behind social media and how information travels on the platforms, and also staying up to date on what is currently moving through the platforms, puts me in a great position to help produce content that people enjoy,” Francis said. One post that received lots of popularity — and is an example of Francis’s expertise at work — is a video produced for One Westminster Day featuring Dean of the Honors college Richard Badenhausen parkour-ing across campus. “The alumni really loved it and current students could connect to a TikTok sound that had been trending in the past,” Francis said. Francis said social media is beneficial to the Honors college since the program shares lots of updates and news. “Often our email inboxes can get overloaded and emails can easily get overlooked,” Francis said. “It can be helpful to spread news about events or accomplishments on social media, where people can encounter them when they are already scrolling through the feed.” There are a few other Honors college individuals who contribute to the Instagram and Facebook content seen on screen, according to Francis. “I do run most of the content, but the Deans pop in here and there with some posts as well,” Francis said. “Often our student leaders in the Honors college give input on what to share or create content for the pages.” Kirsten Sumampong, a sophomore neuroscience major and a student honors associate, said SHAs contribute to this digital space using Canva, an online design and publishing tool. “Richard did buy us the premium subscription to [Canva] so on Tuesdays, SHAs gather for our morning meeting and we get to make the posts for the upcoming week,” Sumampong said. After spending an hour or so crafting content, Sumampong said SHAs will send the finished posts to Francis, who then saves them onto a phone and awaits approval by Meta (previously known as Facebook and the current owner of Instagram). “So far it has been fun to make the posts and it helps us get excited for new things in Nunemaker,” Sumampong said. “When we make the posts, it is usually the time when the SHAs get to see each other and socialize.” Social media’s ability to compile information in one accessible spot and provide additional routes of interaction make it a “really easy way for people to get involved and stay involved with the Honors community,” according to Francis. Francis said, “Our end goal is always to be as efficient as possible in sharing important information and connecting as a community, without the means of communication turning into a burden.” 3 A screenshot shows the Honors college Instagram page, including the bio, recent posts, and follower count, @westminsterhonorscollege. Photo courtesy of Zidia Gibson Continued from page 1 The Practitioner-in-Residence, which was the Honors art projects, [including] murals,” Pollock said. “We thought college’s fundraising initiative for the past two years’ One that is perfect for what we want to do.” Westminster Day, does exactly that — invite someone from Peterson had previous experience working collaboratively outside Westminster to share their expertise with the members with students of all backgrounds, from middle and high school of the Honors college community. students in Salt Lake City to doing similar projects in African The term “practitioner” villages, according to was chosen to reflect the Pollock. desire for the program Pollock said because to extend beyond similar of Peterson’s past programs where guests are collaborative works, he invited briefly onto college insisted upon involving campuses as visiting the students in every step lecturers, according to of the process. Pollock. “In a way, it forced our Instead, the Honors students to come out of college wanted the their comfort zone a little position to be open to because even though it’s a academics and nonclass that deals with art, academics alike. not everyone in that class A practitioner could be are artists,” Pollock said. any individual, ranging Without the knowledge from a community activist of how the process was Honors college students in the Environments and the Space of Art class or a scholar from a field going to play out, Pollock collaborate to draw symbols later incorporated into a mural as part of the not prominent on campus and Olson asked the Practitioner-in-Residence program. to someone involved students to be versatile. Photo courtesy of Brent Olson in city government, “We told the students according to Pollock. ‘Hey, we’re going to try this thing; it’s going to require some The ideal candidate would be someone capable of appealing flexibility on your part,’” Pollock said. “We asked them to be to multiple disciplines. Crossover between different Honors open to what this practitioner-in-residence might ask of them college seminars and groups of people is the program’s as collaborators.” overarching goal. Pollock and Olson said they themselves had to be open, as Communication professor Christy Seifert said the handing over the reins was a new experience. practitioner program is an exciting experience and opportunity “I get to do so much learning from my teaching partner for students to learn and that’s one of from and collaborate the reasons why I with people love teaching in the who will bring Honors college,” “I think it’s an opportunity to bring in new voices, new interpretations that Pollock said. “This viewpoints, new perspectives, and to do it in a way that’s pretty students wouldn’t really felt like necessarily receive at bringing in a third cool. Not a lot of schools have something like this: you have Westminster. instructor. But somebody coming in who’s going to help you work and create.” “I think it’s an now [Olson] and I opportunity to bring were both with our Christy Seifert, Honors and communication professor in new voices, new students working on viewpoints, new this thing together.” perspectives, and to Pollock said do it in a way that’s normally as pretty cool,” Seifert said. “Not a lot of schools have something instructors, “you like to feel like there’s a plan; [but Peterson] like this: you have somebody coming in who’s going to help had a plan but I didn’t know what the plan was.” you work and create.” As for the students, the active participants in the class, “a For the Practitioner-in-Residence’s pilot run, putting big takeaway was being open to new things,” Pollock said. together an application for local artists and sending it out to Not knowing what each day was going to bring added an the community was the first step, according to Pollock. Then, enigmatic aspect to the project, according to Pollock. out of 10 to 15 applications, muralist and artist Chris Peterson “[When] the instructions on what to do in preparation was selected. for class is pretty vague, it changes the way you approach and “In addition to [Peterson’s] art just being super cool, he had interact with that experience,” Pollock said. a bunch of experience interacting with students to co-design Pollock said each class with Peterson pushed them to think 4 like artists and approach the project from a creative perspective. Great Salt Lake. The symbol depicts clouds, rain, and lightning Through sharing their emotional connection to the images, the — representing change, renewal, and fertility. students were vulnerable with each other in a way that fostered “There were some students who advocated really heavily a community among them, according to Pollock. for some indigenous symbols in the mural [...] to represent Part of Peterson’s process is helping his collaborators the original peoples to whom this land really belongs,” Pollock deconstruct their assumptions of themselves as creators of art. said. “Everyone is an artist, but we all develop, throughout our Junior communications major Zidia Gibson (another education, these mental barriers that don’t exist in real life that student in the class) said the experience impacted her make us believe otherwise,” Peterson said. relationship with her classmates. The students were eager to see how Peterson’s artistic process “We created these symbols and while explaining what they worked, Pollock said. meant to us, I got to know more about people’s personal lives,” “The students were really excited [...] to be able to collaborate Gibson said. “We had created this community that [Peterson] on a piece of art that’s going to be hanging there in the room played a huge part in fostering.” hopefully for a long time, which I think is pretty cool,” Pollock The collaborative mural is prominently displayed in the said. Simonds Seminar Room. Its presence serves as a reminder that As fellow artists, Peterson’s collaborators were asked to bring Honors college students and the faculty have reclaimed the their ideas into the project. space as theirs, reflecting the values that are integral to this Senior public health major Olivia Gregg (a student in community. Pollock and Olson’s course) said Peterson applied some of his Chris Peterson’s collaborative mural is hopefully the first of tactics from past student-collaborations with her class. many Honors Practitioner-in-Residence projects. “[Peterson] had us draw symbols that were important to us Senior public health major Olivia Gregg said she would love [at] Westminster,” Gregg said. “And then we would kind of talk to see a practitioner from a field that’s not normally able to talk about how he would envision incorporating those symbols into to people in academics very often. a bigger piece of art.” “A public health professional that works on the policy side With Peterson’s goal to create an artwork reflective of the of things could be really interesting in a science Honors class Honors college community, the greater Honors community because they have the perspective of health science, but also was also asked to share what came to mind when thinking the implications in the world policy and the political sphere of about the Honors college, Westminster, and Salt Lake City, today,” Gregg said. according to Pollock. Similarly, communication professor Christy Seifert said it Through this process, the main themes and corresponding would be cool to invite a science writer like Lulu Miller. With images that would grace the walls of the Simonds Seminar her book “Why Fish Don’t Exist,” Miller combines scientific Room were identified by the collaborators. work with journalism, according to Seifert. “The symbols that came to mind for most people were “I think it would be fun to have somebody like [Miller] who things that emphasized community,” Pollock said. could come in and talk about how they bridge their scientific At the center of the mural is an atom — representing the work with their journalistic writing,” Seifert said. “I think that Honors college community. would be a really cool cross-disciplinary experience.” “The Honors college is kind of this nucleus where we all come together,” Pollock said. “We learn together, we grow together and there are all these orbits around where different interactions are happening.” While many of the symbols seemed apparent to him, Pollock said one was especially surprising. “Maybe it’s because I’ve never taken a class with Richard [Badenhausen, dean of the Honors college], but the students kept talking about a duck,” Pollock said. “The duck is a central piece in the mural.” The new mural in the Simonds Seminar Room was created by local artist Chirs Peterson and Honors college A Native American symbol students. The mural features images of Converse Hall, peacocks, a duck (which pays homage to Dean of the sits amidst an array of familiar Honors college Richard Badenhausen’s “Don’t be a duck” metaphor), and a quote that reads “Less Certainty, images: Converse Hall, the More Inquiry.” Wasatch Mountains, and the Photo courtesy of Lucas Arico 5 Targeting student wellness equips students with tools for success B Y VA N E S S A E V E L E T H ( ’ 2 3 ) College students often carry enormous pressure on their was new,” Henke said. “I didn’t realize how helpful it would be shoulders and find themselves pushing for perfection or to do meditation and thoughtful writing — just to be in my assigning self-worth based on their grades. Westminster Honors body and calm down because I realized I was a little anxious college students aren’t an exception to this trend. In a climate all the time.” In addition to the mindfulness practices, first-year Honors survey conducted in 2018, the Honors college observed a great college students also hear advice and guidance from peer number of students struggling with mental health issues. mentors during Tuesday Conversations. So, in 2019, the Honors college implemented an intentional Katherine Larson said a specific piece of advice about wellness program to support first-year students entering the friendships resonated with her from a peer mentor’s moment. stressful college environment. Using the semester-long class Larson said the advice was along the lines of “‘the people “Tuesday Conversations” and peer mentors, Honors college you meet the first week aren’t first-year students receive necessarily going to be your mindfulness practice sessions friends the entire time. If and a built-in peer support you don’t click with people system. immediately, that’s not weird.’” In 2022, the Honors college Hannah Henke said she was recognized for the wellness loved listening to the peer initiative by the Northwest mentor moments as a first year. Commission on Colleges and “Coming in[to college], I Universities with The Beacon really thought there was one Award for Excellence in Student answer on how to do it,” Henke Achievement and Success. During Tuesday said. “And then hearing all these Conversations, first-year Honors older students [...], realizing they college students are able to have such different perspectives select two mindfulness practices and things that helped them, for the semester: yoga, reflective [it] was just really helpful to writing, and meditation. realize there’s multiple ways to First-year Katherine Larson approach college.” Hannah Henke with legs crossed and eyes closed as she meditates said she had learned a couple For Henke, the peer mentor outside by Emigration Creek. Photo courtesy of Lucas Arico mindfulness practices for moments showed her she wasn’t anxiety before entering college. alone. But, the practices were not “super structured,” according to “[The mentor moments] made [college] feel more like a Larson. team like, ‘Oh, we’re all in this together. We’re all trying,’” Larson, who chose meditation and reflective writing, said Henke said. the mindfulness practices offered at Tuesday Conversations As a peer mentor this year, Henke said she was excited to were helpful, especially with the required time commitment in share her moment with the first years. the first semester. “It was really cool getting to do my peer mentor moment, “It was nice to have something at the beginning of the year because I was like, ‘Okay, this is what I’ve learned. And I’m because there’s a lot of stuff going on,” Larson said. “So it was excited to share this because I wish someone had told me this,’” kind of nice to have this allotment of time for meditating.” Henke said. Hannah Henke, a sophomore accounting major, went Targeting student wellness with Tuesday Conversations through the mindfulness program last year and also chose to creates a space for Honors college students to equip themselves practice reflective writing and meditation. for success. Henke and Larson echoed each other and said “I had done a couple yoga classes [before college],” Henke Tuesday Conversations helped them better understand how to said. “[But] I fell in love with the meditation class [...] and so navigate college. “I felt like I was able to find a better balance, using those I’ve continued meditating. And there are a couple lessons and skills that I learned in [Tuesday Conversations],” Henke said. thoughtful writing that I occasionally do when I’m feeling a “And the mentor moments just really helped me kind of get a little stressed about something.” better understanding of the community. It gives me confidence Henke said the mindfulness practices helped her ground to go out, ask questions, and just be willing to trial and error herself during that first year. and learn what worked for me.” “[The first year] was definitely hard and scary, and everything 6 Welcome to Thinking provides a unique space for first-year Honors college students to foster bonds B Y S H R E E YA M A S K E Y ( ’ 2 5 ) Few will disagree that college is challenging, and incoming students might often see it as a terrifying experience. For firstyear Honors college students, the mandatory Welcome to Thinking I and II courses act as a supportive introduction to the Honors college. Kimmy Petersen, an undeclared first-year student, said she felt these classes were well balanced. “[Welcome to Thinking] was academically challenging but [was] still filled with lots of fun and light-hearted moments,” Petersen said. These moments were the pillars to creating “a unique space for forming deeper bonds, both with my peers and professors,” Petersen said. Welcome to Thinking, and the other Honors college seminars, are discussion-based classes with inherently little possibility of not knowing classmates’ and professors’ views and opinions. Knowing one’s peers and faculty on a more personal level is also quite likely in this environment where connections are made, and bonds foster. First-year justice studies major Sophie MacKay said she first felt a connection with her Welcome to Thinking professors: Honors college professor Julie Stewart and justice studies/ Honors college professor Connie Etter. “[Stewart and Etter] are very approachable and authentic humans,” MacKay said. “I appreciated their commitment to authenticity, openness, and the fact that they encourage that with all of us.” Taking Welcome to Thinking with Etter and outdoor education and leadership professor Kellie Gerbers is how first- year neuroscience major Violet Czech became so close to two of her friends, according to Czech. “Something that got the three of us to be such close friends is when in our Honors class, we had to make an advertisement pitch for our favorite beverage — which was a really fun experience,” said Czech. These interactive class activities help cultivate the community and connections between students. In another example, Kimmy Petersen’s class sets aside a couple minutes to build rapport. “We dedicated two or three minutes each week to a Taylor Swift music video,” Petersen said. “Just having that connection and bonding over a love for a musician really created a space for friendships to form.” Although sometimes, MacKay said connecting with the peers in an academically challenging space can prove difficult. “Admittedly, I struggled connecting with our class at times because I felt like what I had to say wasn’t good enough and I talked too much, which made me very self-conscious,” MacKay said. MacKay’s perspective changed when she had a couple of peers say positive things about what she shared in class, according to MacKay. “A peer mentioned that some of the comments I had made changed how he would think about things,” MacKay said. “And I realized ‘oh people value what I have to say.’” Although it’s the course that provides the space for learning, professors play a huge role in building trust between themselves and students. “The vulnerability when everyone started sharing what their favorite flowers were and why — with all symbolisms behind the flowers — was an interesting activity,” MacKay said. Such vulnerability is crucial to academic discovery, as well as fostering connection. And that formed trust creates a space where students are comfortable with sharing their perspectives and arguments informed by their unique lived experiences. From the first semester in the Honors college, Welcome to Thinking I and II (which will be renamed as Foundational Conversations I and II starting in fall 2023) establish a space where students and professors alike are vulnerable with each other via discussions and active learning — while creating a supportive environment Three first-year students sit inside of Bassis Student Center, studying for classes and where peers see each other as individuals and catching up with each other. Photo courtesy of Lucas Arico potential friends. 7 Student Profile: Perla Garcia Nurturing Honors into a diverse and inclusive space B Y S O P H I E M A C K AY ( ’ 2 6 ) “I always knew college was part of my future, but I didn’t Council surveyed Honors college students to assess their know how to make it happen,” said Student Honors Council thoughts and experiences regarding diversity and inclusion and President Perla Garcia, a sophomore pre-nursing major, and a to gather ideas for future initiatives, according to Garcia. first-generation college student. “Students can help the program grow by spreading awareness Garcia said she was drawn to health sciences, specifically and attending council events and discussions,” Garcia said. women’s health, in high school. Her acceptance Garcia asks for every student’s engagement into Westminster College’s direct-entry nursing and that the responsibility of progress be shared program guided the pathway for her to make by all members of the Honors college. Garcia college happen, according to Garcia. said the Honors college community does need to After finding her way into the Honors listen to marginalized voices, “but it’s not their college, Garcia said she discovered something job” to educate the entire community. she hadn’t observed in other academic spaces: “Honors is getting there [progressing towards interdisciplinary seminars. more equity and inclusion],” Garcia said. “[My Honors college] discussion-based classes “Increasing how often we talk about diversity is have changed how I think of learning,” Garcia Perla Garcia wears a black one thing.” sweater while standing in front said. Garcia further asks the Honors college The striking experience of learning from of a stone wall. community to ensure their commitment to Photo courtesy of Lucas Arico one’s peers is something Garcia said she now cultivate diversity reflects the intentions of their cultivates throughout her academic endeavors. As the 2022– conversations about it. Garcia said she encourages incoming 23 SHC president, Garcia has worked with other members and continuing students alike to lean into the strong sense of of the council to create the Student Diversity Council. The community in the Honors college. Student Diversity Council’s mission is to “enhance the student “It is not any one person’s responsibility to create solutions,” experience by implementing programs that focus on diversity, Garcia said. equity, and inclusion,” according to Garcia. Garcia said some Honors college students, including herself, The council serves the Honors college community by have felt intimidated at times, wondering when and how to “providing a platform for discussions on these topics, and speak up in Honors college seminars. fostering a connection between students,” Garcia said. “Don’t worry about saying something smart,” Garcia said. During the Spring 2023 semester, the Student Diversity “We all have something to say that is very valid.” Staff Profile: José Hernández Zamudi0 Creating space for kindness BY ALHONDRA LOPEZ GARCIA (’24) AND ZIDIA GIBSON (’24) José Hernández Zamudio is the latest higher education Growing up in Mexico before immigrating to the US, professional to join the Honors college staff as assistant dean of Zamudio said he sometimes experiences feelings of imposter the program. Zamudio, whose Bachelor’s degree syndrome — the inability to believe one’s success is in gender studies, said his mission is to create is well deserved and legitimately earned from and hold space for kindness within the Honors one’s own skills and efforts. college. “I never saw myself in education,” Zamudio “When we’re trying to make career pathways, said. “I was the only one that looked like me. It or trying to find our lived experience pathway, wasn’t until high school that I had one Latino we can be very harsh to ourselves,” Zamudio teacher.” said. “[I want to] allow for kindness and maybe Making sure students feel they can take up remind people that it’s important to be kind to space and own that space, whether in Nunemaker others, but especially to be kind to yourself.” or across campus, is important, according to José Hernández Zamudio wears Zamudio said moments of being unkind to a white button up shirt while Zamudio, who said he feels more ownership of standing in front of bookshelves. oneself can turn into learning experiences. his assistant dean role six months in. Photo courtesy of Lucas Arico “Your body, your presence impacts other “Because I am a cisgendered man, and I do people as much as it impacts your own,” he said. “How are you know that I hold privileges that maybe our trans community or checking in, how are you being mindful of yourself? Because other marginalized communities [don’t] always have,” Zamudio ultimately, the only thing that we can control in this chaotic said. “The idea of having a brave space I think is more mindful world is ourselves.” of people’s experiences.” 8 Let’s Get Your Perspective How can learning a space advance or impede equity and inclusion? Tamara Stevenson Alicia Kuhlmann Professor perspective Because learning a space, any space, in any context, is unavoidable due to the infinity of humanity, space, and time, the root of this question is this: where and how does one “learn” how to “learn a space”? A child learns how to learn from parental figures or caregivers, siblings, extended family, and Dr. Tamara N. Stevenson wears a colorful dress with a variety of friends in various ways. Also, shapes and patterns with a black learning a space is culturally cardigan while standing in front informed, based on family of Shaw Student Center. traditions, habits, and values. Photo courtesy of Laurence Boswell From gender roles and senses of humor to religious or holiday observances, these so-called “acceptable” forms of these practices are learned early in life. So when one enters a new or unfamiliar space where these customs differ from what one learned at home, the space can feel psychologically unsafe because of the uncertainty, the culture shock, and the seeming “wrongfulness” of it all because it doesn’t look or feel like home. So how can the process of learning a space advance or impede equity and inclusion? One obstruction is the tactic of blurring the line between physical and psychological harm. For example, some have compared the impact of a disagreement over a value or idea to a physical attack. However, this perception is often psychologically self-inflicted with no lasting harm or consequence. Suppose the individual making the accusation has a political or economic power differential due to their dominant social group membership. In that case, this deflection impedes equity and inclusion through intimidation to penalize and silence those with beliefs and opinions that differ from the status quo. When we collectively agree to intentionally engage in the critical, thought-provoking process of learning a new or existing physical or philosophical space to expand the diversity of voices, perspectives, and lived experiences, we automatically advance equity and inclusion, which cultivates community and belonging. Let’s learn together. Student perspective Growth is such a beautiful thing, isn’t it? Maybe where I am right now is not quite where or who I want to ultimately be. But growth allows me to pursue my dreams and potential, which is far greater than what I can imagine now. Instrumental to this are the spaces where I invest myself — one Alicia Kuhlmann wears a patterned black and white shirt of which is where I learn. while standing in front of a It is these very spaces of learning brick wall. where my mind and heart are Photo courtesy of Lucas Arico awakened to new ideas, concepts, and beliefs. Such spaces are not just confined to the classroom or books, but also through a walk in the forest, a visit to a different cultural village, or a conversation sparking a greater understanding. By choosing a space to learn about something greater than myself, I can ignite an appreciation of others’ unique and beautiful aspects — and learn something about myself too. It is in these spaces of diversified learning that I can genuinely grow my capacity to love, appreciate, and understand — to become a more considerate and inclusive person. Beyond that, I can learn to appreciate where I am now, be excited about what I have yet to learn, and find the beauty in the journey of growing. But here’s the catch: I have to be intentional about where I learn. It can be easy to fall into an echo chamber or two and never know the growth or the beauty of what’s beyond it. Yes, sometimes this means walking through swamps which I might not always agree with, but even in these spaces, I can learn to grow my heart and understanding of the people behind it. Thus, the true growth that I seek in my life is rooted in intentional spaces of learning, and from it can emerge the stepping stones to the person I strive to someday be. “It can be easy to fall into an echo chamber or two “When one enters a new or unfamiliar space where and never know the growth or the beauty of what’s these customs differ from what one learned at beyond it. Yes, sometimes this means walking home, the space can feel psychologically unsafe through swamps which I might not always agree because of the uncertainty, the culture shock, with, but even in these spaces, I can learn to grow and the seeming ‘wrongfulness’ of it all because it my heart and understanding of the people behind it.” doesn’t look or feel like home.” 9 NEWS & NOTES Dawn Brockett (’05) recently published a book entitled Unrestricted: How I Stepped Off the Tightrope, Learned to Say No, and Silenced Anorexia. Lindsey Roper (’09) delivered the 2023 Grace A. Tanner Distinguished Faculty Lecture at Southern Utah University entitled “Painting on Petri Dishes: A History of Visual Media in Sciences and Call to Train the Next Generation of Illustrators.” Andy Larsen (’12) was honored on April 14 with Westminster’s Distinguished Alumni Award for his journalism work during the pandemic. Hailey Henderson’s (’15) one-woman play Blackout was recognized as “Best Drama” at the spring 2023 United Solo Festival at Theatre Row in New York City. Pratik Raghu (’15) has been named a Fellow at the Post Growth Institute, an organization exploring just transitions to flourishing futures beyond capitalism. Sierra Kane (’16) has started a new position as regional manager at YPO, a global leadership community of chief executives. Adia Thornton (’16) has accepted a position as the Director of Marketing for the Utah Symphony|Utah Opera. Jadie Adams’s (’18) latest co-authored paper, “Learning spatiotemporal statistical shape models for non-linear dynamic anatomies,” was recently published in the journal Frontiers in Bioengineering and Biotechnology. Stacy Blaylock (’18) is starting a new position as Internal Communications Manager for The Denver Public Schools. Scout Invie (’19) is currently the head of Marketing & Publicity for Torrey House Press, the Intermountain West’s only nonprofit environmental book publisher. Hailey Schiek (’20) currently lives in Charleston, SC, where she does research at the Medical University of South Carolina’s Brain Stimulation Lab and works as an Eating Disorder Recovery coach for her business called Cosana Coaching. Lia Knox-Hershey (’21) is currently attending law school at Drexel University in Philadelphia. Cami Mondeaux (’21) started a new position as a politics reporter at the Washington Examiner. Brendan Sudberry (’22) has started a new position with the development team at University of Utah’s S. J. Quinney College of Law. Paulina Martinez Koury (’23) has been awarded a National Science Foundation Graduate and Research Fellowship Program (NSF GRFP) Fellowship, which provides three years of support for graduate study, including a $37,000 stipend and $12,000 towards the cost of education each year. Alicia Kuhlmann (’23) published a paper in the Undergraduate Research Journal, Curiosity, on hers & her research partner’s work titled “A More Realistic Solution to Refugee Housing Using the Isoperimetric Honeycomb Conjecture.” Special thanks to the Westminster Honors College for their Summer Research Grant to make this publication possible. Juli Sandhu (’23) has started a new position as a tax associate at Haynie and Company. Brooke Scudder (’23) had her poem entitled “A Forest of Lost Women” published in Scribendi, the national honors literature and arts journal. She also read the poem at the Scribendi launch at the University of Montana on March 30. Mariah Trujillo (’23) served as a 2023 Utah legislative intern for HEAL Utah. Akary Herrera (’24) presented their paper “Biases Within the Harry Styles Fandom” at the Popular Culture Association (PCA) annual conference in San Antonio, Texas this April. Liliana Sauro (’24) was awarded a Gilman Fellowship for study abroad by the US State Department for fall 2023. Sophie Mackay (’26) won first place at the State DECA Conference in Business-to Business Marketing and will now compete at the national level. Jaedri Wood (’20) currently lives in Fort Collins, CO and works as a researcher for a cyber security firm based in NY, while also coaching a high school debate team. Did you do something notable? We want to know! Email your news and notes to Richard Badenhausen at [e-mail]. 10 Honors Advisory Board: Do you know about the Honors Advisory Board? B Y VA N E S S A E V E L E T H ( ’ 2 3 ) What is the Honors College Advisory Board? The Honors College Advisory Board is made up of a group of 19 alumni, college staff members, and friends of the college. The board collectively strives to support the students and the Honors college. Three times a year the board meets all together. Between those times, the Advocacy and Advancement Committees meet to focus on their targeted work. Why do we have an Honors College Advisory Board? “It always helps to have passionate ambassadors spreading the word about the powerful learning community that makes up the honors college,” said Honors College Dean Richard Badenhausen. Honors college advisory boards are a common feature of honors colleges across the country, according to Badenhausen. Often times, these boards have people passionate about the mission of honors education, Badenhausen said. “Board members have access to many personal and professional networks, which allows us to extend the reach of the Westminster Honors college story into other communities,” Badenhausen said. Catherine Foster (’17), chair of the Honors College Advisory Board, said the group’s work is still taking shape because the board has only existed for a few years. “A core aspect of our impact is in fundraising and advocating for giving initiatives,” Foster said. “These efforts directly impact, and hopefully enhance, your student experience.” on engaging honors alums in intentional ways that keep them connected to the Westminster experience. “Everything we do as board members from advocating for the Westminster experience to fundraising is all done because we believe every student who goes through this program is worth all the effort we can give,” Foster said. Who is on the board? Board members serve three-year terms. Currently, Catherine Foster (’17) is the chair of the board. Taylor Stevens (’18) serves as chair of the Advancement Committee, while Elaine Sheehan (’18) is the chair of the Advocacy Committee. Four college staff members sit on the board: • Honors College Dean Richard Badenhausen • Honors College Assistant Dean José Hernández Zamudio • Director of Fellowship Advising Alicia CunninghamBryant • Vice President of Institutional Advancement Daniel Lewis. The other 12 members of the current board are: • Kate Bradshaw (’03) • Heather Brown (’06) • Chris Cunningham (’15) • Kim Adamson (’79) • Judy Fang (’99) • Pepper Hayes (’05) • Brody Leven (’10) • Marie Martin (’08) • Allie Roach (’12) • Chris Roundy (’11) • Stacie Whitford (’92) • Hannah Williams (’16) How does the board support the Honors College community? Board members are “great cheerleaders,” according to Honors college Dean Richard Badenhausen, which he said is incredibly important. Board members provide advice; are a resource for students; and say “yes” when asked to serve in a various capacities such as being on other committees on campus, visiting with students during Tuesday Conversation, and judging in the annual statewide high school essay, according to Badenhausen. Catherine Foster (’17), chair of the Honors College Advisory Board, said the board also works The Honors College Advisory Board stands inside the new Simonds Seminar Room with some members attending the fall meeting via Zoom. Photo courtesy of Lucas Arico 11 HO N O RABLE MENTION E D ITORS 2022-2023 Vanessa Eveleth (she/her) (‘23), Managing Editor, is a communication major with a love for telling stories. Vanessa has a deep appreciation for the power of words. Writing has been part of her life since she was seven years old. At Westminster, she works as the marketing and communication assistant for the Office of Marketing, Communication, and Events. Vanessa also is the production and managing editor for The Forum. If not writing, Vanessa is likely to be tucked away in a cozy corner with a book in one hand and a hot drink in the other. Zidia Gibson (she/her) (’24), Layout Editor, is a communication major and unofficially declared film studies minor. On campus, she is the Editor-in-Chief of The Forum and a co-coordinator of the Asian American and Pacific Islander Life Program. Zidia loves playing video games and going on drives with her besties. She also has a special knack for seeking out the cats on Westminster Ave. and petting them profusely (much to both parties’ delight). Shreeya Maskey (she/her) (’26), Copy Editor, 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. Lucas Arico (he/him) (’24), Photo Editor, is a communication major and unofficially declared art minor. On campus, Lucas works in the Office of Admissions preparing for the daily campus visits. He can also be found in the Media and Design Lab creating his own designs as well as helping students with their design projects. When he isn’t doing anything, Lucas is sleeping in on snowy days, decorating his room with even more lights, and exploring the Salt Lake City area with his besties. Letter from the Editors This semester’s issue of the Honorable Mention is all about space. How does the Honors college community define, explore, and make space for one another in classrooms and in the real world? The new mural installed in the Simonds Seminar Room, created in collaboration by artist Chris Peterson and Honors college students, shows how we can learn in the process of enhancing a physical place. As society continues to go digital, we also see the Honors college building relations online with students, prospective first-years, and alumni. Stories in this issue ask you to reflect on how space is given meaning and purpose, while also reminding us to make space for ourselves: taking care of our mental capacity and wellbeing is equally as important as taking care of the physical places we reside. Honors College Westminster College 1840 South 1300 East Salt Lake City, Utah 84105 westminstercollege.edu/honors · · Spring 2023 Volume 21 Issue 2