December 3, 2015

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Thursday december 3, 2015 vol. cxxxix no. 114

{ www.dailyprincetonian.com } ACADEMICS

Barton ’16 awarded Rhodes Scholarship

By Ruby Shao news editor

Nicholas Barton ’16 won a Rhodes Scholarship for graduate study at the University of Oxford, the University announced on Wednesday.

Barton, an astrophysics major, will pursue a M.Sc. in Mathematical Modelling and Scientific Computing and an M.Sc. in Applied Statistics.

“Because I liked nature so much, because I spent so much time outside as a little kid, I was always more drawn to study those things that I liked,” he

said. “One of those things was stargazing, and it just really caught my interest.”

A citizen of Bermuda, Barton joins four current and former students who won United States Rhodes Scholarships last month. Thirty-two Americans and 57 individuals from other countries win the award each year.

Following his studies in the United Kingdom, Barton said he would like to conduct academic research in astrophysics.

He identified an interest in applying statistical methods to recently discovered data that has

so far received little attention.

Specifically, he noted he would like to examine exoplanets, meaning planets outside of the solar system.

“There are a bunch of new telescopes going up right now that are giving us a bunch of new data that nobody is really looking at yet, so applying these methods to this new and exciting field would be my goal,” he said.

He said that while these statistical methods are widely used in his discipline, University professors never teach them See RHODES page 4

COURTESY OF PRINCETON.EDU

Nicholas Barton ’16 was awarded the Rhodes Scholarship.

U N I V E R S I T Y A F FA I R S

Firestone begins fourth of six stages of renovation this month

By Hannah Waxman staff writer

LECTURE

{ Feature }

U. community shares perspectives on campus suicides

By Shriya Sekhsaria senior writer

Scully Hall dormitory assistant Melody Falter ’16 was sitting in her hall’s study room on Oct. 30 when she noticed a number of firefighters and public safety officers around the building.

When Falter went outside and asked for details, all she was told was that a student had been injured in Scully and was being treated at a hospital.

What happened, however, was not a mere injury: a student allegedly hanged himself on the roof of Scully.

Falter noted that several people reached out to her for details about the victim to ensure that it was not one of their friends after the incident.

“It was really sad and severing to me when there were people asking me, ‘Do you know if it was this person?’ Like, ‘Hey, I’m worried it might be my roommate. Can you tell me whether it was my roommate or not?’ ” she said.

She added that she was very affected by the incident.

“To be honest, every time I walk outside my dorm … look at that part of the building of Scully and walk past that entryway, I just think of that and it makes me sad. It makes me hurt for all the students on campus who are going through so much,” she said.

The percentage of undergraduate students seriously considering suicide at the University is

slightly lower than the national average, according to data from the American College Health Association’s National College Health Assessment.

A sample of University undergraduates in spring 2014 reported that in the last 12 months, 7.5 percent had seriously considered suicide, 0.2 percent had attempted suicide, and 32.9 had “felt so depressed that it was difficult to function.” The next assessment survey will be filled out in spring 2016, according to Director of Counseling and Psychological Services Calvin Chin.

These numbers have remained fairly steady over the past decade, he said.

Chin added that the trends and numbers at the University follow those of the national reference group very closely. The national sample for the same time period saw 8.6 percent students seriously consider suicide, 1.4 percent attempt suicide and 33.2 percent feel so depressed that it was difficult to function.

There have been 24 undergraduates, seven graduates, seven professors and four staff members who have committed suicide at the University that have been reported in The Daily Princetonian since 1876.

The first reported suicide at the University was in 1888 and involved Reverend Edward Harrison Camp, Class of 1861. The most recent took place in early 2015.

Audrey Dantzlerward ’16 was found dead in her room on Jan.

maintenance work, including replacement of windows and repair of parapets, on the roof of the Trustee Reading Room. Asbestos abatement projects are taking place on the A and B f loors.

According to the Firestone Library Renovation blog, the fourth phase is expected to finish in fall 2016.

The renovations concerning the Department of Rare Books and Special Collections are particularly complicated See FIRESTONE page 2

12, the ‘Prince’ reported that day.

According to a Feb. 4 article on NJ.com, Dantzlerward committed suicide by ingesting a lethal dose of over-the-counter sleeping pills.

Naimah Hakim ’16, who took GSS 397: Feminist Media Studies with Dantzlerward in spring 2014, said that she was devastated when she heard of what happened to Dantzlerward.

“I was upset because I felt like as a student who is a black woman, as someone who has often felt like I didn’t fit in here at Princeton, it felt like losing one of us,” she said. “It made it very difficult to focus on work for a period of time because grief is something that you deal with in those kind of moments.”

Hakim said that she attended the vigil for Dantzlerward and appreciated having that space in the immediate aftermath of her death.

“Something that Princeton students would really appreciate is having the sense that the University is actually taking the steps towards not just addressing the incident in its immediate short term sense but how on the long term, we are taking preventative steps and taking steps to reimagine life here, because it’s so much broader than any one event,” Hakim said.

She said that she criticized the fact that an email acknowledging the event was not sent out in a timely manner, so that as a community member, she did See SUICIDE page 3

Holy Cross professor Dagli discusses Islam in face of ISIS

By Claire Lee staff writer

Muslims are in a state of relative weakness, College of the Holy Cross Associate Professor in the Department of Religious Studies Caner Dagli argued at a lecture on Islam in current affairs on Wednesday.

“We need to rebuild our intellectual and cultural institutions,” he said. “There was once a definite intellectual culture, a culture of interacting that was healthy.”

Muslim Life Program Coordinator and Chaplain Imam Sohaib Sultan, who hosted the event, noted that Dagli has been at the forefront of addressing many pressing issues that have arisen in the past decade for the Muslim community.

According to Dagli, a controversial article published in The Atlantic electrified the culture of misunderstanding and hate in America against Muslims when author Graeme Wood wrote, “The reality is that the Islamic State is Islamic. Very Islamic.”

Dagli said that Wood’s emphasis on ISIS being strongly associated with Islam is problematic because his use of the word “Islamic” is ambiguous.

ISIS may be considered Islamic, but does not represent Islamic values, he said.

“You can’t be an Islamic studies professor these days

In Opinion

In Street

Columnist Imani Thornton looks at the relationship between a person’s major and involvement in student protests, and contributor Paul Kigawa explains why the point of college is to be offended. PAGE 5

Street profiles the classes taking trips over spring break, Associate Street Editor Harrison Blackman describes an “Unfamiliar Street” in the Sierras, and Street photo previews the Lewis Center production of “Cloud Nine” and BAC’s “The Motive.” PAGE S1-4

without someone not wanting to talk to you about ISIS,” he said. “You just can’t.”

Dagli called for an emphasis on strengthening Muslims themselves because they are in a state of “relative weakness.” He mentioned the successes of black movements, saying that Muslims can do better to counter Islamophobia.

The fact that questions such as “Does Islam promote violence?” continue to appear in popular media is very problematic, Dagli noted.

“Why are these questions being constantly posed all the time?” asked Dagli. “It’s astounding. If you view the question in light of the other communities, you can see just how insulting it is. Just imagine if someone were to write, ‘Does Judaism make Jews greedy? ’ It’s unthinkable in our culture.”

Dagli said that there is a power relationship in the United States in which Muslims are in a “powerless” state as a result of the questions Muslims feel they are pressured to answer. Dagli added that Muslims should push back against these questions because trying to answer them would not solve the problem.

Dagli was one of 138 Muslim signatories in A Common Word Between Us And You, a 2007 letter addressed to Christian leaders in an See LECTURE page 4

WEATHER

BEN KOGER :: SENIOR PHOTOGRAPHER

Firestone Library will be under extensive renovations until 2018.

Firestone Library began the fourth of six renovation stages in November.

The fourth phase will introduce the new space for the Digital Center for the Humanities, a renovated Rare Books and Special Collections suite and a new home for the Video Library formerly located in East Pyne.

There will also be additional open study and stacks

areas completed on the A and B f loors.

Most of the fourth phase takes places within the original 1948 building, Design and Construction Project Manager James Wallace noted.

These renovations primarily affect the A, B and C f loors of the library as well as various projects in the former Rare Books and Special Collection Gallery. Additionally, the long atrium of the building has been closed off.

This project coincides with

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given the need for heightened security and care for the priceless books that will be moved into the new space, Director of Library Finance and Administrations Jeffrey Rowlands said.

The Rare Books and Special Collections suite will feature offices and work areas for curators and staff and a new entry point for the suite in the lobby, as well as a new reading room. The project also includes the relocation of another feature in the Rare Books and Special Collections, the Scheide Library, a private collection that has been in Firestone since 1959 and has just recently been given to the University following the death of William Scheide ’36 last year, Wallace said.

The renovated B f loor will also host the Digital Center for the Humanities, a new program that applies digital technology to humanities research, Wallace noted.

Organization of the project has become even more challenging since the project managers have been coordinating maintenance, which is geographically separate from the majority of work being done, with interior renovations, Wallace added.

The entire renovation is scheduled to take 10 to 12 years with the expected end date being sometime in 2018, and will cost an estimated $250 million, according to the University Library blog.

The construction operates in vertical sections within the building, rather than f loor-by-f loor, in order to minimize disruption to students, faculty and staff, Rowlands said.

“We had to phase it in chunks of space that enabled us to continue to have all the collections in the building and to have areas that allow people to study and do research,” Rowlands added.

He pointed out that the presence of students, faculty and staff within the building complicates the renovation process.

“There are always challenges, particularly in Firestone, because we are working alongside occupied space and we are discovering a lot as we open up the original building to demolition, and expose conditions that couldn’t have been anticipated,” added Wallace.

Students may have been experiencing disturbances to their work, which Rowlands suggested is most likely due to the ongoing maintenance projects on the roof of the Trustee Reading Room.

He noted that the Firestone renovation team is making serious efforts to diminish loud noise in the main parts of the building by conducting noisy projects at night.

“I mean, if you need to renovate the library, you’re going to make some noise, right? So I don’t think it’s a huge issue and I think if anyone was really bothered by this, they would go somewhere else,” Tyler Fair ’17, who frequently studies in Firestone, said.

He noted that the noise disturbed him a couple of times, but he simply moved to another part of the library.

“I don’t think the renovations are too disruptive. I’d say that there are still quiet places where you can study,” Kai Xin Tai ’19 said.

Tai, who works in the Resource Sharing department of Firestone located on C Floor, added that the bulk of work taking place on the B and C f loors would not significantly affect studying as these spaces have few open reading rooms.

Earlier phases focused on systems infrastructure and specific areas on the lower f loors of the original building, and the most recently completed phase renovated the book storage area for the Rare Books and Special Collections. The third phase began in February 2013 and ended in March 2015.

The fifth and sixth phases will move out to the additions that align Nassau Street, Wallace noted. He added that work in the new additions will be less complex than that within the original architecture.

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24 undergraduate, 7 graduate suicides reported at U. since 1876 SUICIDE

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not feel adequately informed.

However, Hakim added that the response was quicker with the Scully suicide attempt.

Effortless Perfectionism: Triggers of Suicidal Thoughts on Campus John Draper, project director of the National Suicide Prevention Lifeline, noted that the prevalence of social perfectionism, particularly at Ivy League schools where there is much competition, can make students more prone to thinking about suicide.

He said that social perfectionism can be defined as this belief that others expect you to be perfect, but it doesn’t mean that the others actually do expect you to be perfect.

Draper added that social perfectionism can hold in a variety of contexts, ranging from grades to money, to achievement, to social standing at school, or even achieving a certain status in a fraternity or school politics.

“If there’s a perceived failure then the person may then believe that ‘I’ve thoroughly disappointed others and shamed,’ ” he said. “And when people feel that way sometimes they can feel very alone, very ashamed, sometimes believe mistakenly that there is no redeeming themselves, that there’s no hope for them to be able to achieve the kind of support that would be given to them if they did achieve these goals.”

Chin noted that he sees students every day who talk about their belief that they are not good enough, since everybody else seems to be doing well and they are the only ones struggling.

Hakim said the Mental Health Initiative Board, which she cochairs, discussed social isolation and exclusivity of campus groups, which is particularly toxic for those that do not find a niche on campus, as factors that may contribute to suicidal thoughts.

“We have a campus culture that’s one where it’s difficult to talk about failure and making mistakes, where there’s a lot of anxiety that’s bred out of a culture like that’s super fast-paced, where people can’t bear idea of [not] being successful in everything that they do,” Hakim added.

Draper added that suicide could unsurprisingly be prevalent among faculty members too, since they, like students, experience competition and other factors relating to the campus atmosphere.

In particular, he said that the race for tenure and other forms of competition could yield high levels of anxiety and depression among faculty members, who should be given a safe space to talk anonymously about things bothering them.

According to a April 16, 2012 ‘Prince’ article, former senior lecturer in Spanish and Portuguese Antonio Calvo committed suicide four days after he was notified of the University’s decision to suspend him on the basis of improper conduct, effective immediately.

The family learned of his April 12, 2011, death two days after the event, but the University did not release a statement announcing the news until April 15, at 10 p.m., saying that Calvo had passed away and was on leave at the time.

Draper said that another feature that makes people prone to suicide are cognitive distortions.

“People who are often depressed or anxious have these cognitive distortions, where they have this … catastrophic way of looking at things … that ‘I’m either perfect or I’m worthless,’ ” he said.

Draper added that people with suicidal tendencies tend to look at the future in ways that are only negative.

“They cannot see necessarily that other people don’t see them as a burden, that other people do care about them, that other people do see value in them,” he said. “All they can see is their

worthlessness, essentially.”

Reflections of survivors: Thoughts during suicide attempts Zhan Okuda-Lim ’15 said that he had severe suicidal ideation one night during his freshman spring when several issues relating to emotional and physical bullying bubbled to the surface.

“In the worst of it, there were some thoughts that repeated themselves over and over again in my mind, thoughts like ‘Will they remember me? Will people remember me if I were to take my own life and die — if I were to kill myself?’ ” he said. “It was a very surreal and strange mindset to be in as I recall it … It was a very, very frightening place to be.”

Okuda-Lim added that what was scariest at that moment was that he did not really know what resources and help were available on campus. Since he did not know about CPS and was unsure about whether his residential college adviser would listen, he called his parents.

“I remember being on the phone with my parents for I don’t know how many hours that night,” he said. “Their goal was to make me tired enough to go to sleep [and] sleep it off. The next morning, I woke up and felt really numb, felt really tired.”

He added that even though a friend referred him to CPS the next morning, he was reluctant to seek help because he was unsure of what it did.

Another student, who was granted anonymity in order to freely discuss the topic, took time off from the University due to mental health reasons and said that she briefly contemplated attempting suicide one late night in Nov. 2013.

She said that she had severe mental health struggles for a few years in a row at that time.

“Often times, when it comes to depression and other mental illnesses, the mental illness itself can skew your perspective of the world,” she said. “Mental illness can come inside your brain and twist it and say ‘No, you’re not worthy; no, you’re a bad student; no, you’re letting everyone down. And it can tell you that the world would be better off without you even if that’s not true.”

In a few minutes after seriously contemplating suicide, she reached out to a few people who surrounded her for the night and helped her through it.

“I called them for their sake,” she said. “I knew that it would be so difficult for them if I did kill myself. I knew that it would be painful for all the people who loved me. So for their sake, I reached out. And once I got past that moment, I realized that I do want to live for my own sake.”

She said that one of the most helpful resources to her that night was a staff member of a Christian group on campus, who simply kept listening to her rants and affirming her worth.

“She didn’t try to minimize my pain at all,” she explained.

“She didn’t try to say ‘Oh, it’s okay, there are lots of people who go through this and they’re fine.’ She didn’t say that,” she explained. “She did not say ‘Just think positive thoughts and you’ll be fine.’ She didn’t say ‘Just stop thinking negative thoughts and you’ll be fine.’ She didn’t tell me that my emotions were invalid. But she did tell me to realize that … I do want to keep living.”

The Aftermath: Forced withdrawal vs. voluntary leaves of absence The student said she decided to take time off from the University after the incident, explaining that she needed to have some time to take care of herself instead of pouring all her effort into dealing with life at the University.

However, she noted that the reaction from the University caused her to feel alienated.

“It felt as though they were trying to do everything they could to push me off campus as soon as they found out I was leaving for ‘mental health’ reasons,” she said. “I didn’t just feel unwanted; I felt despised.”

She added that the University should be using more compassionate language in communication with the students on leave for mental health reasons.

In Feb. 2012, a freshman, “W.P.”, filed a lawsuit against the University for allegedly being asked to withdraw from the University following a suicide attempt, according to a discrimination complaint filed with the United States District Court of New Jersey.

The student’s complaint listed 10 causes of action, including violations of components of the Fair Housing Act Amendments, the Rehabilitation Act and the Americans with Disabilities Act. In the complaint, the student

“Suicide prevention is really everybody’s business. It should not just left to professionals — we should all take responsibility.”

John Draper,

project director of the National Suicide Prevention Lifeline

noted that as he was leaving the hospital, he was informed that the University had evicted him from his dorm room, that he was prohibited from his classes and that he was banned from all areas of campus, according to an article in the ‘Prince’ published on Feb. 13, 2014.

Although W.P. was not forced to withdraw, the University notified him if he did not withdraw voluntarily, he would have to leave since he had missed enough of his classes to warrant withdrawal.

Chin said that the Universi-

ty has mandated leave only in three cases in the past decade.

He explained students are often sent to a higher level of care, usually hospital. Many of them are discharged and return to campus immediately, while others choose to take a voluntary leave of absence, he added.

Vice President for Campus Life W. Rochelle Calhoun added that the University policy of mandatory leave and assessing imminent threat to self or others is very individualized to ensure that the University has the resources to support the student.

“The importance of having such a policy in my mind is that it saves life,” Calhoun said. “It is upsetting to people, but the reason we assess is because it saves lives. It helps in many cases for individuals to address important health and mental health issues. The goal is not punitive, it is restorative.”

Calhoun said that there is no formula to assess whether a student is at imminent risk or not, and that the only goal of the administration is to get students the help they need.

Ameliorating Campus Climate An April 15, 1993 ‘Prince’ column that was written anonymously by a suicide survivor argued that the silence around the University campus needs to be broken.

“The silence originates from this atmosphere of intimidation that is created when we allow ourselves to be too connected with our image,” the article read. “Through our individualistic natures, a vicious cycle is created by not speaking and thereby not giving others the opportunity to speak.”

Draper said that making the campus community a judgment-free zone to talk about what is bothering people at the University will help alleviate

feelings of loneliness and anxiety.

“The burden isn’t just on sending people to the counseling center because quite frankly, where problems typically are first discussed are between friends and between loved ones, and not at a counseling center,” he said.

He added that it is important for friends and loved ones to know what to do, and that the University should be involved in more community-based efforts to make the community more emotionally well off.

Hakim said that the Mental Health Initiative Board would like to see the University calendar modified to increase break time for students to reduce prevalent stress.

“There’s a lot that we wish were different in terms of University policy,” she said. “The work that we do is work that is not overnight. It’s work that is long term. And though we have seen some very meaningful culture changes, there’s a lot left to do.”

Calhoun said that the University needs to be proactive and diligent in the support it offers students as they deal with any crises or individual emergencies they feel.

“My stance is that one is too many, and our approach should be from that stance,” she said.

She noted the importance of community members in suicide prevention, saying that we, as a community, have a responsibility to know what the resources are and to be accessible to students whether they are in distress or not.

She added that while she does not have the responsibility or training to counsel, she has the responsibility to be a resource “Suicide prevention is really everybody’s business. It should not just left to professionals — we should all take responsibility,” Draper said.

The Daily Princetonian

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Thursday december 3, 2015

Dagli calls for Muslims to combat Islamophobia

THANKSGIVING

LECTURE Continued from page 1

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attempt to alleviate tensions and encourage cooperation between the two religions.

Dagli said that what made A Common Word effective was that it was premised on the idea that there would be no attempt to change any religion. Instead, it explicitly said that Muslims are going to remain Muslims and Christians are going to remain Christians; nothing was going to change.

The document emphasized two prominent ideas, love of God and love of the neighbor, that both religions promote.

Dagli added that A Common

Word was a very fruitful way for people to have positive dialogue.

Dagli said that the Amman Message is a document that attempts to define Islam and encourage people to agree to “be more civil to one another across sectarian lines.”

Titled “Interpreting Islam in Turbulent Times,” the talk formed part of the “Islam in Conversation” series. The Sultan said the series believes in the exchange between various thinkers and artists on issues affecting the Muslim community. He noted that the mission of the Muslim life program is to provide a forum through which people can come together and have meaningful conversations.

Barton ’16 joins 4 other U. affiliates as Rhodes scholar RHODES Continued from page 1

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MARIACHIARA FICARELLI :: CONTRIBUTING PHOTOGRAPHER

Mariachiara Ficarelli photographed lanterns on a beach in San Francisco during Thanksgiving break.

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in classes, so he has learned bits and pieces on his own. Barton’s senior thesis also models the distribution of exoplanets in binary star systems.

But he noted that if he wants to continue on, he would benefit from learning the material in a more formal setting.

On campus, Barton serves as a co-chair of the Outdoor Action Leader Trainer Committee.

He has developed and taught leadership courses and led leader training trips.

His role has given him explicit knowledge of many different types of leadership, allowing him to draw on tools and techniques that he would not otherwise think of, Barton said.

“I’ve developed a very broad style that can be applied in many situations,” he said.

Barton plays varsity squash and his team named him the most improved player his fresh-

man year. He also contributed as part of the 2013 Ivy League champion team.

He said his student-athlete experience has influenced him mostly by improving his time management. For example, he cited the large time commitment of practice six days per week.

“It’s a really a good support system to have a bunch of your closest friends keeping you accountable throughout the year,” he said. “The team is a bunch of great guys, and I probably wouldn’t be able to be where I am today without them.”

With regard to his upcoming Rhodes experience, Barton said that he is most excited about taking what he knows now and exploring the next level of academic culture.

“I really like learning new things, so this is a great opportunity to really focus in on the things I enjoy,” he said. Barton added that while he looks forward to studying, he also sees Oxford as a beautiful place with many appealing events.

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Can you be “Woke” and B.S.E.? vol. cxxxix

Imani Thornton contributor

Anna Mazarakis ’16 editor-in-chief

Matteo Kruijssen ’16 business manager

139th managing board news editors Paul Phillips ’16 Ruby Shao ’17 opinion editor Benjamin Dinovelli ’16 sports editor Miles Hinson’17 street editor Lin King ’16 photography editors Natalia Chen ’18 Sewheat Haile ’17 video editors Leora Haber ’16 chief copy editors Caroline Congdon ’17 Joyce Lee ’17 design editors Austin Lee ’16 Julia Johnstone ’16 prox editor Rebekah Shoemake ’17 intersections editor Jarron McAllister ’16 associate news editor Do-Hyeong Myeong ’17 associate opinion editors Jason Choe ’17 Shruthi Deivasigmani’16 associate sports editors Sydney Mandelbaum ’17 Tom Pham ’17

Y

ou might know the type: the social justice warrior on your Facebook feed, posting provocative articles about white privilege, gentrification or the death of yet another black person killed by a police officer. If you’re anything like me, you might assume that these warriors would probably be one of those humanities or social science major. They take classes with really long titles about race, gender or nationality and use words like “intersectional” and “problematic” more than your average B.S.E. major.

Of course, these are all stereotypes and surely there must be warriors on your Facebook and Twitter feeds that do not fit the aforementioned descriptions. After the protest I can only wonder: what role does an academic discipline have in “wokeness”?

In case you’re unfamiliar with the term “woke,” a Blavity article writes that it is a state of being that “provides us with a basic understanding of the why and how come aspect of societies’ social and systemic functions.” Regardless of the name we give it, such a state of being has existed throughout the decades in similar forms. This consciousness gives many in this country the needed fire to fight for something that may not even affect them.

My own “wokeness” was activated less by my own experiences and more by articles, literary works and University courses that made me question our social order.

I participated in the walkout because I both agreed with nearly all of the original demands of the Black Justice League and, as many of the non-black participants did, I felt the need to support my fellow students in alleviating their feelings of oppression. However, as I walked out of my philosophy class on the day of the protest, I wondered how many people would be walking out of their classes. How many people would be walking out of their chemistry class? Their engineering class?

History? African American studies? In the frenzy of the two days of protest, I saw a post on Yik Yak about how student protesters could not be engineers because they seemed to have so much time on their hands. Later, I saw that several Yakkers had doubts that racism currently plays much of a role on Princeton’s campus.

At some point, I looked around me as I sat on the damp floor of Nassau Hall and wondered how many of my fellow protesters were engineers or in the “hard sciences.” Of the fellow protesters I recognized, many were current or prospective members of the english, politics, sociology departments, or the Wilson School.

A great number also were or had been in my African American studies courses. I thought about

my friends not in those disciplines — STEM majors — and many of them were not there.

Was it that students in the “hard sciences” genuinely did not agree with the Black Justice League, or was there something more?

As my observational skills are not proper investigational tools, I conducted a survey gauging how participation in the Black Justice League protests was linked to academic department. I hoped to understand whether humanities students are more prone to this kind of action. I sent this survey to the Whitman College listserv, a pool of random University students (as residential colleges are randomly assorted at the underclassman level) as well as posting it on my own Facebook page and that of the Black Justice League.

I asked five questions, only two of which I believe have quantifiable relevance here: “Were you involved in the walk out, sit-in and/ or general protest in solidarity with the Black Justice League?” and “If you are affiliated with the University, which [academic] department(s) do you belong to?”. I received 48 responses from undergraduates who clearly indicated academic department affiliation. After splitting the responders’ academic disciplines into the sections of B.S.E and A.B., the aggregate data indeed showed a relationship between participation in the protests and that of academic discipline, where a pvalue of 0.03389 at a significance

level of 0.05 percent indicated that the relationship is unlikely due to chance. Compared to the 50% of A.B. students who participated, only 16% of B.S.E. students surveyed were involved.

Perhaps one of the greatest things this survey called to mind was how certain academic requirements could play a role in what many would call the “wokeness” within an academic department. For example, a chemical and biological engineering concentrator is required to take seven distribution requirements, but this does not necessarily require that a CBE major take a class pertaining to Social Analysis, classes that often focus on the diversity of identities and cultural norms.

While this is not to imply that CBE majors and those in similar fields are entirely uninterested in such courses, we must ask how course requirements in social analysis (or lack thereof) play a role in the correlation between academic discipline and participation in on-campus protests.

Our “wokeness” does not have to agree with others’, nor must it be binary. I challenge the campus community to rethink the ways it understands activism on campus and the role academic discipline has in whether we are indeed “woke” enough to note the concerns of our fellow peers.

Imani Thornton is a sophomore from Matteson, Ill. She can be reached at it4@princeton.edu.

december!

associate street editors Harrison Blackman ’17 Jennifer Shyue ’17

grace koh ’19

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associate photo editors Gabriella Chu ’18 Grace Jeon ’17 associate chief copy editors Chamsi Hssaine ’16 Alexander Schindele-Murayama ’16 editorial board chair Jeffrey Leibenhaut ’16 Cartoons Editor Terry O’Shea ’16

NIGHT STAFF 12.1.15 senior copy editors Jessica Ji ’18 Grace Rehaut ’18 Maya Wesby ’18 staff copy editors Nina Rodriguez ’19 News Marcia Brown ’19 Christina Vosbikian ’18

The point of college is to be offended Paul Kigawa

contributor

“T

he point of college is to be offended,” my friend said as we left our annual middle school reunion. His words took me by surprise, and we soon ended up in a conversation about rising tension on college campuses. It seemed to the two of us that recent student protests across the country were asking, tragically, for less exposure to controversial material.

Last spring, Columbia undergraduates sought a “trigger warning” for scenes depicting sexual assault in the Ovid portion of their famed Core Curriculum. At Duke this past summer, an incoming freshman protested against an LGBT memoir that ran against his “Christian moral beliefs.”

The ongoing or recent protests at Amherst College and at

the University have demanded, among other things, to remove the names of historical figures whom some consider too offensive to acknowledge any longer.

And with the removal of the names of Lord Jeffery Amherst and Woodrow Wilson, Class of 1879, comes the unforgiving nature of reality — with their names gone, their legacies and, more importantly, the lessons learned from their flawed histories, may well fade with them.

The list of such natured protests goes on.

In many regards, these protests offer valid points. The state of campus life across the country is far from perfect, and can be truly flawed in its handling of equity in race, gender, sexual orientation and many aspects of identity. It is glaringly clear that we have a long way to go. However, I would caution against limiting exposure to controversial material. In fact, as my friend and I agreed, we should embrace such material. As long as it is positive,

thoughtful and produces constructive dialogue, we should be open to offense.

When each of us goes to college, he or she presumably hopes to leave the four-year experience wiser and more prepared for the “real world.” Yet to take advantage of such a transformative experience, we need to be open to all ideas — new and old, liberal and conservative, tame and offensive. To drastically simplify and apply the Hegelian Dialectic, we begin young adulthood in the “thesis” phase — we are largely a product of our parents’ views and the comfortable opinions of our childhood. If stuck in such a rut, we change little and do not evolve. Hegel argues that it is only through the phase of “antithesis” — exposure to challenging viewpoints and material that is offensive to our previously held beliefs—that we can finally think independently and understand for ourselves. This leads to the “synthesis” of old and new ideas, to create unique and trans-

formed beliefs held on our own.

From this, true change and progress can occur.

Yet amid the connotations of hate speech and personal insult that come with “being offended,” there’s a value of being offended — on an intellectual basis — that we fear or avoid. In a markedly polarized society, we subscribe to media that champion our political beliefs and watch TV channels and online clips that regurgitate our views back to us. We make friends based on political affinity, take classes with professors who share our beliefs and rarely interact with polar opposites in the political spectrum. We seek out protection from opposing views in “safe” classrooms and dorms when, as with language immersion programs, differences in belief should pervade every inch of our life on campus. Even “smart” ads, which populate all of our devices, use search histories to align themselves with our political opinions. In such an age, our stances rarely have obstacles

against which to rage and evolve.

Even worse, many movements and counter-movements today deny the validity of opposing views through the damning power of labels. Often, the first rebuttals that come to our lips are that other viewpoints are racist, classist, sexist, communist or a whole other host of “-ists.”

When we use such labels, there’s no need to consider the validity of such “offensive” claims, and that is where we fail to learn.

Today, the word “offense” often holds a negative connotation.

It implies insult, harm insulted me. Yet when we understand the notion of “being offended” as a constructive experience, both sides can be spurred from the trenches of comfort and the norm. Only then can we take advantage of the diversity of opinions at the University, and only then can we learn and grow.

Paul Kigawa is a freshman from New York, N.Y. He can be reached at pkigawa@princeton.edu.

Thursday december 3, 2015

Sports

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{ www.dailyprincetonian.com }

Tigers continue climb toward the top

by James Sung :: Contributing Photographer Last year, the women’s basketball team defied the odds and the dominant squad made it through to the second round of the NCAA tournament, going undefeated in the regular season. This year, the Tigers (5-1) will be looking to continue their momentum from last season. Just last week, senior guard Michelle Miller became the 23rd women’s basketball player in program history to net 1,000 points in the Tigers’ decisive 85-48 victory over Seattle.

Tweet of the Day “We are the generation that consumes news strictly through push notifications” Alexandra wong (@ youarewong), senior, women’s golf

Stat of the Day

9 matches This weekend, the women’s squash team swept Drexel, winning all 9 matches.

Follow us Check us out on Twitter on @princesports for live news and reports, and on Instagram on @ princetoniansports for photos!

Thursday december 3, 2015

The Daily Princetonian

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magic school trips SEATBELTS, EVERYONE! TRAVELING WITH SPRING 2016 COURSES The best classes transport students to new levels of intellectual understanding — but it’s also pretty nice when classes include all-expenses-paid spring break trips. Street scoured the course catalog to bring you the inside scoop on four classes going to Cuba, Italy, Peru and Puerto Rico.

ART 367 in Peru

ART 466 in havana ANGELA WANG Staff Writer

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ANDIE AYALA Staff Writer

Most travel bucket lists might be considered incomplete if they neglect to include Peru’s Machu Picchu and the ancient Incan capital of Cusco, but if these places are on your list, here’s your chance! The course ART 367: Inca Art and Architecture, cross-listed as LAS 373 and ANT 379, offers students the occasion to travel to both one of the the oldest continuously inhabited archaeological capitals in South America and the world’s coolest lost city during spring break 2016.

Funded by the Department of Art and Archaeology, the course will give 12 students the opportunity to witness the architectural wonders of the Incan Empire first-hand. The largest empire in pre-Columbian history, the Inca Empire is known for having some of the finest stonework of the Americas.

In addition to teaching the course, postdoctoral fellow Andrew J. Hamilton, who specializes in Andean art from the pre-Columbian period, is in the process of writing his forthcoming book “Scale and the Incas,” which “examines the conceptual role of scale in Inca material culture and built environments,” according to Hamilton’s biography on the art and archaeology department’s webpage.

In Hamilton’s words, the point of the class “would be to bring the students to Cusco to be able to explore the city and get a sense of it spatially, which would be next to impossible in a classroom

otherwise.”

Students who participate in the course will have to choose an object or space, such as the Plaza de Armas in Cusco, and will analyze the meaning of its history, visit the object, conduct further research and construct a final paper based on these conclusions.

Hamilton explains that part of the reason for the excursion is that there is an aesthetic phenomenon of Incan architecture that can only be personally physically experienced.

“The discipline of art [and] architecture has often described Incan architecture as undecorated, or unadorned,” Hamilton said.

Yet, as Hamilton describes, when you see a wall through the course of a day and really witness its texture and consider the different ways that it looks in the morning sun or the noon sun, you realize that the nature of the image looks completely different depending on the time of day and the space that you are in.

The course’s interdisciplinary approach incorporates readings and knowledge from anthropology, art history and archaeology. As such, there are no requirements for prerequisites or majors that students have to take before applying for the class, and students will be able to tailor their research to the discipline in which they are most interested.

As Hamilton states, “An experience like this is such an important part of curriculum at a place like Princeton. It’s the sort of the life-changing experience that you have in college that makes you become dedicated to the material.”

LAT 333 in ITALY DANIELLE TAYLOR Senior Writer

While most students may see Latin as a dead language, one course this spring is bringing it back to life by immersing students in Roman terrain. In an email statement, Yelena Baraz, the professor of LAT 333: Vergil’s Aeneid, said that the course studies the epic poem in Latin by focusing on Italy’s landscape and topography to study how Roman identity was formed.

According to Baraz, Vergil’s Aeneid follows the Trojan hero Aeneas and other survivors after the sack of Troy by the Greeks. The Trojans are searching for a new homeland, believing that the gods will reveal the location to them.

The perfect site is gradually revealed to them, and although they do not know that Rome will develop into a metropolis with significance that will reverberate across the millennia, they can look to the future with hopes that their new home will come to represent who they are. For the Romans of Virgil’s time, the epic

President Barack Obama announced the restoration of diplomatic relations with Cuba last December, but if you’d like to visit Cuba before the embargo potentially ends, then take ART 466: Havana: Architecture, Literature and the Arts. Led by professor of art and archeology Esther Roseli da Costa Azevedo Meyer and professor emeritus in the english and comparative literature departments Michael Wood, you’d get to travel to Havana during spring break.

“The course is meant to allow us to think of Havana as a kind of real place and an imaginary place at the same time,” Wood said, elaborating on the interplay of Havana’s architecture with its cultural associations.

Wood will give lectures and insights on Havana from literature and movies. According to Wood, one of the movies will be “The Last Supper,” a Cuban historical film by Tomás Gutiérrez Alea, a pioneer of the New Latin American Cinema movement. The syllabus also details the reading of “Three Trapped Tigers” by Guillermo Cabrera Infante, a supporter of the Communist Revolution.

Da Costa Meyer will lead the students to look more closely at the colonial buildings of Old Havana, architecture from the Revolution, as well as Vedado, a Havana neighborhood built in the early 20th century.

“Much of Havana is in ruins, but ruins can always be restored: The city has thus

preserved what other Latin American and Caribbean cities have destroyed,” da Costa Azevedo Meyer said.

CDs might be added to the syllabus, according to Wood.

“Neither of us has any professional connections to music,” Wood said, “but I was thinking that both the music itself and the forms of music and the lyrics of the songs will be an interesting way into things that people imagined.”

A typical day on the trip will consist of visiting museums, self-guided exploration, examining buildings and discussing books and movies, as well as meeting people. For example, Leonardo Padura, an author of Cuban detective fiction, will meet and discuss his work with the students, Wood explained.

Harvard professor Julio César Pérez, a participant in the city’s Master Plan, will talk to the students, along with other architects from all over the world, according to da Costa Meyer.

“The whole world is watching Havana to see how they preserve this extraordinary metropolis,” she said.

The trip will consist of 15 juniors and seniors from various majors. The applications submission period closed on Dec. 1, so it is not certain who exactly will be on the trip.

From literature to movies to architecture and maybe even music, the class will enrich students’ understanding of Cuba comprehensively.

When asked what he is most looking forward to, Wood answered, “Just walking around and getting a feeling of the city in general.”

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poem conveyed their hopes for defining a cohesive Roman identity revealed through iconic monuments and spaces.

Funded by a grant from the 250th Anniversary Fund for Innovation in Undergraduate Education, the spring course will visit Rome, Roman sites in the Bay of Naples, a Greek site near Salerno, and various sites in Etruria. Admittance is by application only and requires LAT 203 or instructor permission as a prerequisite. “[These sites] flesh out the different populations that contribute to this composite picture of Italy, both historically and within the poem,” Baraz said. Not only will students study Roman identity and its interaction with its Italian setting, but they will also be able to view

objects from varying Italian cultures in their original context to better shape their understanding of the poem.

“Since we will be reading the text in conjunction with studying the sites that are described in them, it will enhance the course to be able to visit the sites and see, for instance, where they are in relation to each other,” Baraz said. Students will each prepare a project that combines analysis of the poem with the physical monuments and locations. While on the trip, they will present these projects at the relevant sites to obtain a deeper understanding of the significance of location to the formation of identities — not only that of the Trojans, but also

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Thursday december 3, 2015

UNFAMILIAR STREET

U.S. Route 395 in the Eastern Sierra, Calif.

HARRISON BLACKMAN Associate Street Editor

‘Unfamiliar Street’ is a column series in which we take you around the world and introduce you to a cool STREET far from the well-trod gravel of Prospect Avenue. o get to one of the most beautiful places on Earth, you have to drive through hell.

U.S. Route 395 stretches from the Canadian border to the mouth of Southern California’s Interstate-15 in the Mojave Desert. As a Californian by birth, I tend to identify all interstates as “freeways,” but it’s roads like Route 395 that I specifically label as highways — the two-lane road that stretches endlessly through a desert horizon. The nature of this endless horizon means two things — there will

T

be extraordinary beauty along the way, but this beauty is perhaps more appreciated with your growing familiarity with the great spaces of emptiness, landscapes without water, places with the haunting reminder of nature’s cruel power.

Case in point — one of the first stops on your journey into The Wasteland from the Los Angeles Metropolitan Region might very well be Adalento, Calif., home to a great deal of subdivisions, a minor league baseball team, and unfinished residential developments. Vacant lots with paved cul-de-sacs, plans for more housing that died with the Great Recession, imply that in this landscape, something is very wrong. There

is no water. People shouldn’t live here, but they do.

This pattern changes as you descend into the Owens Valley, where there used to be a lot of water until 1920s-era 1913 aqueduct-building caused the draining of Owens Lake. Still, black and sinister volcanic rock and small, glittering lakes adorn the land, leading you as you race around sharp, snaggle-toothed mountains, the eastern edge of the Sierra Nevada range. Stunning landscape and proximity to Hollywood have made this territory the filming location for many Westerns. The region also doubles as Afghanistan in more movies than you would think (“Iron Man,” for one). A film museum celebrates this

COURTEST OF WIKIPEDIA

Aerial photograph of Bishop, Calif., which U.S. Route 395 runs through the Sierra Nevada range.

history in Lone Pine, the resort town adjacent to Mount Whitney, the tallest peak in the lower 48 states.

In part of the region’s darker history, you pass by Manzanar, one of the major sites of Japanese internment during World War II. A small visitor center and a rebuilt watchtower are all that distinguish a site that has been cleared of its barracks and fences, the desert reclaiming the site, obscuring the legacy of wartime fear and xenophobia.

But you keep going, and you start to notice how civilization brings water to otherwise arid land. Each settlement can be seen from afar by the sight of green. Trees and grasslands are maintained through irrigation, and you begin to respect the power of engineering, the tenacity of peoples who settled here, who lived here before anyone else, the strange hardiness of living far from the coasts and far from everything, really.

You pass through Independence, and then Big Pine. Finally you arrive in one of the last outposts on your journey — Bishop. The largest town in the Owens Valley, with a population of just under 4,000, is home to a railway museum and the legendary Erick Shat’s bakery.

When I was there last, clouds of ash from fires across the mountains left the town’s skies in an eerie fog. The air tasted of dust.

But the 395 continues, ascends into the caldera of a dormant supervolcano volcanic chain. The destruction from a recent brushfire has left many trees as blackened trunks. Eventually, something happens and

you cross into a different world — Mammoth Lakes — and the landscape transforms from desert to idyllic mountain resort.

Log cabin architecture abounds in this pine-wooded environment, and you wonder how this is possible, considering the landscape you left. Sparkling, tranquil lakes, spectacular mountainsides, sandy terrain and thin air suggest that you have indeed arrived in a form of heaven. To the uninitiated, Mammoth Lakes is the equivalent destination for Angelenos as Yosemite is for the Bay Area.

It is a ski resort in the winter, and a fishing and camping paradise in warmer months.

Full disclosure: Mammoth Lakes and Bishop were the sites of many vacations my family took when I was a child. This summer I stood at the foot of Horseshoe Lake in Mammoth, returning to the place of beauty surrounded by a dazzling, treacherous landscape.

In Mammoth, near Horseshoe Lake, there’s a plot of trees that are all dead. Volcanic activity has produced a carbon dioxide vent that kills trees. Signs tell you not to sleep on the ground nearby, for fear of asphyxiation.

Like the spectacular desert landscape, whose danger lies in its unrelenting heat and cold and its dearth of water, Mammoth’s beauty obscures the volcanic secret beneath. There’s always trouble in paradise, a snake in Eden. A Manzanar in a valley of natural wonder.

Regardless, Route 395 will take you there — to wasteland, to strange and daunting places, to paradise — and back.

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Virgil’s contemporaries during the time of Augustus.

According to Baraz, one significant moment in the poem occurs when Aeneas is walking around a wild place and readers are asked to map out future buildings and monuments in this site, which will become Rome. While in Princeton, students will study those monuments and their meaning for Romans of Virgil’s time. When students travel to Italy to follow Aeneas’ path, they will be able to experience Rome as Vergil’s contemporaries did and gain more profound understanding of both the epic poem and its terrain.

“Think of studying what it

means to be American in terms of landscape and monuments,” Baraz added. When studying the history and significance of monuments, such as Mt. Rushmore and the Statue of Liberty, viewing photographs of them can be informative; however, experiencing the monuments in person can change how we understand their importance.

Similarly, studying the Aeneid in a classroom setting can be useful, but the full weight of the significance of the Trojans’ experiences, and the way in which Romans under Augustus related to them, cannot be fully grasped without visiting the fated landscape of Rome in person.

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Thursday december 3, 2015

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CLOUD NINE EXPLORES COLONIALISM THROUGH FRESH, SEXY LENS Photos courtesy of LIN KING Street Editor The Lewis Center for the Arts presents “Cloud Nine,” a twoact British comedic play by Caryl Churchill that explores political and sexual oppression in colonial times. The show is directed by faculty member Robert Sandberg and features Victoria Gruenberg ’16, Tyler Lawrence ’16 and Will Plunkett ’16. Performances will be in the Matthews ’53 Acting Studio on Dec. 4-5, 11, and 13 at 8 p.m., and Dec. 12 at 2 p.m.

SPA 327 in PR DANIELLE TAYLOR Senior Writer

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Unlike many of the other tripbased classes offered next semester, SPA 327: Latino Global Cities isn’t going abroad, but to another corner of the United States: Puerto Rico.

Traveling to San Juan over spring break, the course studies urban Latino cultures in cities throughout the United States, the Caribbean and Spain. Cross-listed as a Spanish, urban studies and Latino studies course, SPA 327 requires a 200-level Spanish course, or instructor permission, and a one-page motivation letter, followed by an interview, to be selected as one of 14 students allowed to take this course. Priority is given to students who are planning on concentrating in Spanish and Portuguese.

“The first part of the course is a preparation of the travel. The second part will use the trip’s experience to analyze other comparative cases,” associate professor of Spanish and Portuguese Germán Labrador Méndez said in an email. Funded by the Spanish and Portuguese department and the Princeton-Mellon Initiative in Architecture, Urbanism & the Humanities, the course is built around the trip, but students will spend the weeks preceding spring break in preparation for the experience.

In an email statement, professor emeritus of Spanish and Portuguese explained that the course will pay a lot of attention to Puerto Rican history and the Puerto Rican diaspora in the United States, especially in cities such as New York, Hartford and Orlando. The course especially focuses on San Juan, a unique city because of its connections to the Caribbean, its reshaping by Spanish colonialism and subsequent remolding by U.S. imperialism since 1898.

Some of the course’s texts include

the works of Julia de Burgos, Pedro Pietri and Federico García Lorca.

Additionally, the course references work by Efrén Rivera Ramos, Ed Morales, Julia Ramírez, Mike Davis and David Graeber. To complement the literary and sociological texts, the artwork of Tania Rivera and Francesc Torres will be analyzed, along with the work of musicians such as Manu Chao, Camarón and Enrique Morente. Furthermore, students will watch screenings of documentaries and a concert in February by Miguel Zenón, a renowned jazz musician.

“We will also have an opportunity to meet and engage in dialogue with visual artists, musicians and scholars, as well as with activists dealing with the enormous repercussions of the debt crisis,” Díaz-Quiñones added. While students will learn more about Puerto Rican cultural traditions, they will also discuss American citizenship in a U.S. colony with Rivera Ramos, a scholar from the University of Puerto Rico. Students will also travel to Cayey to discuss race and racism in Puerto Rico and other global Latino cities with Isar Godreau. The class will meet with community leaders and government officials in San Juan to discuss the economic crisis, which stems from debt owed by the government and public corporations.

While exam questions will include fun topics such as Latino salsa, Puerto Rico’s beaches and everyone’s favorite topic — gastronomy — the course will also focus on serious issues faced today in Puerto Rico, and specifically in San Juan, including race, citizenship, the debt crisis and environmental issues. The trip will serve to establish a panoramic perspective on how the shaping of cities like San Juan can inform the experience of people living in those places.

BAC DANCE PRESENTS

THE MOTIVE Photos courtesy of LIN KING Street Editor

This weekend, Black Arts Company Dance brings us the ultimate murder mystery: it’s sensual, energetic and just a little terrifying. Performances will be in the Frist Film/Performance Theater on Friday and Saturday at 6:30 p.m. and 9 p.m.

STREET’S

TOP TEN Applications you should have started earlier

1 3 5 7 9

IIP.

2 4 6 8 10 CAMPUS PICKS PICS.

The class that goes to Havana.

The class that goes to Peru.

The class that goes to Greece.

The class that goes to Italy.

The class that goes to Puerto Rico.

The class that goes to the Princeton Cogeneration Plant.

The GEO class that goes to an undisclosed location.

Law school.

MUSIC VTONE PRESENTS “TEMPO TANTRUMS” 1879 Arch Thursday, 10 p.m.

VTone is Princeton’s one and only East Asian a cappella group — though they also do English songs! — and is having its annual fall arch in, yes, an arch. Grab late meal (or grab an underclassman’s late meal) and head over to hear the sweet strains of songs by artists ranging from Bastille to Winner to Jay Chou float through 1879.

EVENT THE NASSAU LITERARY REVIEW PRESENTS “FALL & WINTER ISSUE LAUNCH PARTY” Small World Coffee Thursday, 10:30 p.m.

The Nass Lit wants to you to “drop it like F. Scott” with a hot pot of coffee at everyone’s favorite spot, Small World. (Is it too late for us to submit our poetry for publication in this issue?) Channel hip Brooklyn coffeehouse vibes at the biannual Nass Lit launch party, featuring free coffee, free live music and a free open mic.

POETRY ELLIPSES SLAM TEAM PRESENTS “(AMPERSAND)” Theatre Intime Thursday, Friday and Saturday, 8 p.m.

Why “(AMPERSAND),” you ask? Because Ellipses’ winter show will feature more than just poetry — poems will be accompanied music & dance & photos & films for a mixedmedia show unlike anything the group has done before. Chapbooks of original poetry will also be sold for $5.

HEADLINERS AND HEADSHAKERS headlines you didn’t read this week DAILY PRINCETONIAN STAFF

Whig-Clio marks 250th anniversary; political clu b is quietly older than coun try

ssau Post office relocated to 259 Na for amid debate, old location eyed m restaurant development ... hm

Through Arts and Transit Project, Fenwick Hospitality Group expands restaurant empire’s territorial possessions

Berdahl-Baldwin ’16, Hosie ’16, Low ’16 named Marshall Scholars; the force is strong with these ones

N.J. Supreme Court rejects appeal to halt Institute for Advanced Studies construction, the Institute’s academic empire grows stronger

Czulak ’17, Wu ’17 to enter runoff election for USG presidency; waffle fries will never die, just fade away

DANCE LEWIS CENTER OF THE ARTS PRESENTS “PRINCETON DANCE FESTIVAL” Berlind Theater Friday, 8 p.m.

Saturday, 2 p.m. and 8 p.m.

Sunday, 1 p.m.

It’s back! The Lewis Center’s annual dance festival, this year at the end of the fall semester instead of in February, will feature students performing two pieces first staged in the ’80s, as well as four works by faculty and guest choreographers.

MUSIC PRINCETON UNIVERSITY WILDCATS’ 28TH ANNUAL JAM Taplin Auditorium Friday, 7 p.m.

Princeton’s youngest and most purple all-female a cappella group, the Wildcats, is having their 28th annual jam. That’s right — even though they’re the youngest all-female a cappella group on campus, they’ve been having jams for longer than most of us have been alive. This year’s love-themed show features guest performances by La Vie en Cello, eXpressions, Old NasSoul, and Songline.