The Daily Princetonian - Mar. 28, 2019

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Thursday March 28, 2019 vol. cxliii no. 32

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Q&A

ON CAMPUS

Q&A with Dr. Raj Panjabi, CEO of Last Mile Health

William J. Burns critiques Trump administration’s foreign policy

By Vedika Patwari Contributor

One of TIME’s 100 Most Inf luential People in the World in 2016 and the recipient of the 2017 TED Prize of $1 million, Dr. Raj Panjabi is a LiberianIndian American physician, Instructor in Medicine and the Department of Global Health at Harvard Medical School, and a co-founder of Last Mile Health, an organization dedicated to bringing healthcare to rural communities in Liberia and around the world.

On Wednesday, The Daily Princetonian sat down with Panjabi to learn more about his work and his efforts to help build primary healthcare systems around the world.

Panjabi urged interested students and healthcare professionals to join him and leaders around the world in this work through the Community Health Academy platform, which aims to open source community health best practices from around the world.

The Daily Princetonian (DP): Could you walk us through your whirlwind journey?

Raj Panjabi (RP): I grew up in West Africa since my parents migrated there from India in the 1970s.

When I was nine, civil war broke out in Liberia. That set my family, and hundreds of thousands of others, f leeing. We moved to Sierra Leone and ultimately settled in North Carolina.

We were fortunate as immigrants to be taken in by other families who helped us restart our life. The community that rallied around us had a big role to play in ensuring that dreams, that would have otherwise been destroyed by the disruption caused by f leeing war, didn’t get destroyed.

Because of my parents’ persistence and because of that community, I had the chance to go to medical school. When I was 24, I wanted to go back to Liberia to see if I could serve the people we had left behind.

When I got home in 2005, what I found was just utter destruction. The physical infrastructure that you might imagine could be destroyed in a 15-year civil war was, indeed, destroyed. My school had been damaged; there was no running water in the capital. What was equally, if not more, painful was the human infrastructure we lost. So many

people had f led the country and many had not returned.

We had lost a generation of professionals.

We were left with 51 doctors serving a population of four and a half million people. Putting that in perspective, it would be like having eight doctors to serve the city of Washington, D.C. If you got sick in rural communities, where I was serving as a clinician in government clinics, you could die from conditions that no one should die from in the 21st century. We’ve lived for many decades with innovations in medicine. These innovations were simply not reaching last mile communities that were thought too hard to reach or too expensive to serve.

My father used to say that no condition is permanent, and it is a saying that comes from West Africa. My wife and I launched Last Mile Health with fellow health workers from Liberia and America in 2007 with $6000 from our wedding donations. We sometimes joke that it was either the most romantic or the least romantic thing we’ve ever done. Over the years, we’ve supported the Government of Liberia and a coalition of actors to launch a National Community Health Assistant Program, which seeks to employ 400 nurses and other frontline clinicians in rural community clinics and 4000 community health workers in remote communities. Increasingly, we’re doing similar work in support of other countries.

DP: You were based in America before you decided to go back to Liberia and start Last Mile Health.

What were your greatest initial challenges?

RP: There were some practical barriers and some personal ones. The practical ones are how do you pick the right team, how do you define the right mission, how do you ensure that the problems you’re working on are truly the problems that the community is facing. Are we serving the real needs of people that have been marginalized? It takes a while to figure that out.

We spent a lot of time listening to patients and visiting their homes. For four years, we tried a number of different projects. Then, See PANJABI page 3

Associate News Editor

According to former Ambassador William J. Burns, in an increasingly competitive and globalized world, diplomacy has never mattered more than it does today.

“We’re not the only geopolitically big kid on the block,” Burns said. “The United States has a better hand to play than any of our rivals if we play it wisely. The keys to that are not only our economic and military leverage ... our capacity to draw alliances and mobilize coalitions of countries is what sets us apart.”

On Wednesday, March 27, Burns delivered a harsh critique of the Trump administration’s foreign policy.

He was interviewed by Ambassador Daniel Kurtzer, S. Daniel Abraham Professor of Middle Eastern Policy Studies and former ambassador to Israel and Egypt.

The 33-year veteran of the foreign service and former Deputy Secretary of State argued that the current administration is “squandering” the leadership abilities of the United States.

“There’s a dismissiveness that often comes out of the President himself toward professional diplomacy,” Burns said. He claimed that President Trump’s “diplomacy of narcissism” shows “weakness and manipulabil-

ity” to autocrats around the world.

Burns highlighted Vladimir Putin’s attempt to take advantage of the weakness by interfering in the 2016 presidential election.

Burns called the attempt “a combustible combination of grievance, ambition, and insecurity,” and said that Putin took it personally when then-Secretary of State Hillary Clinton spoke out in favor of free speech while Russians protested Putin’s third term.

“It reinforced his convictions that the United States was out to keep Russia down,” Burns said. “His view was that we had intervened in Russia’s moment of weakness [in the 1990s].

Then he saw polarization and dysfunction in our political system, and he saw a way to take advantage of it and sow chaos.”

Burns expressed optimism that the Russian middle class, now stagnant in the face of Putin’s single-sector economy, might eventually seek healthier relationships with the United States.

“As it’s important not to give in to Putin, it’s also important not to give up on the Russia that lies beyond Putin,” he said.

In light of his new book, “The Back Channel: A Memoir of American Diplomacy and the Case for Its Renewal,” Burns discussed the various

advantages and disadvantages of dealing in secret.

In the case of the Iranian nuclear deal, Burns said that excessive baggage between the two countries necessitated covert talks, and pressure mounted as he and his group of five diplomats navigated the negotiations without the help of the Department of the Treasury.

“That kind of very tight circle was really essential, in this day and age, to be able to preserve the discretion of those talks,” Burns said.

“While it was a controversial decision to do this secretly at that stage, I’m convinced to this day that we would not have made the progress that we did had it not been for doing it quietly.”

Burns said that the deal, in particular its watchdog provisions, was the best of the available alternatives to eliminate the immediate threat of a nuclear Iran.

Burns emphasized the unique diplomatic challenges between prioritizing values and interests when dealing with autocratic regimes.

“It’s an important part of who we are as Americans not to check our values at the door,” he said. “We may not always be able to get our way, we may not be able to help every human rights organization that deserves our help, but I do think it’s important that we speak up on See BURNS page 2

BEYOND THE BUBBLE

Senator Ted Cruz ’92 fined $35,000

by Federal Election Commission

MICHAEL VADON / WIKIMEDIA COMMONS

Cruz ‘92 secured another six years in the Senate during the midterm election in Texas.

By Taylor Sharbel Contributor

The Federal Election Commission (FEC) has fined Texas Senator Ted Cruz ’92 $35,000 for inaccurately reporting upwards of $1 million in loans from Goldman Sachs and Citibank during his 2012 U.S. Senate race.

According to The New York Times, the Campaign Legal Center filed a report against Cruz as a response to his inaccurate reports in January 2016. The FEC then agreed that the Cruz campaign had not followed the law in a

unanimous vote.

The $35,000 fine was settled upon by Cruz’s Senate campaign and the FEC, over three years after the initial claim was brought to light.

The Campaign Legal Center was notified of the penalty in a letter from the FEC in March.

Cruz had classified the $1 million as personal funding, The New York Times reported. He originally claimed that he used his family’s wealth, saying in a 2013 New York Times interview that he and his wife agreed to “liquidate” the family’s “entire

In Opinion

Today on Campus

Columnist Gabe Lipokowitz argues for placing classes in interdisciplinary locations, and Contributing Columnist Thomas Johnson discusses allocating course credit based on workload. PAGE 4

12:30 p.m.: After Noon Concert with Peter Carter Chapel

net worth” to fund his 2012 Senate campaign. Cruz actually received $264,000 from Citibank and $800,000 from Goldman Sachs. He failed to report these sources to the FEC. The FEC oversees all political campaign activity. Candidates receiving loans or lines of credit from commercial lenders must report all details of the loan to the FEC. The New York Times reported that Cruz has called the situation a “clerical oversight.”

Cruz had reported the See CRUZ page 2

WEATHER

DR. RAJ PANJABI / LAST MILE HEALTH

Panjabi co-founded Last Mile Health, an organization that brings healthcare to rural communities in Liberia and elsewhere.

By Claire Silberman

HIGH

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The Daily Princetonian

page 2

Thursday March 28, 2019

Cruz reported loans Burns: We are woefully insufficient to Senate, reported in ethnic diversity in foreign service BURNS incorrectly to FEC CRUZ

Continued from page 1

loans correctly in filings with the Senate. However, these filings did not specify what the loans were used for, and candidates are required to report separately to the FEC. “As has repeatedly been reported, the loans were public at the time and fully disclosed on Senate ethics disclosures, but they weren’t

reported correctly on the FEC forms,” said Catherine Frazier, the spokeswoman for the Cruz campaign, in a statement to The Hill. “This agreed settlement resolves that filing mistake once and for all.”

Donald Trump also commented on the misstep during the 2016 Republican presidential primaries, saying that Goldman Sachs had “total control” over Cruz.

Continued from page 1

those issues.”

With only two out of the six Department of State bureaus having a permanent secretary assigned, Burns expressed concern over the diplomatic ability of the U.S. to speak out under this administration.

Burns also noted the importance of diversity in for-

eign service. At the start of Burns’ career, 90 percent of his peers were white, and 75 percent were male.

“We’ve begun to make progress in terms of women and men in the foreign service, but we’re still woefully insufficient in terms of ethnic diversity,” he said. “We’d get a lot further in American Foreign Service if we looked like the society we’re representing.”

Burns concluded with an

encouragement to consider a career in public service.

“Anybody who joins the foreign service now can face a really exciting opportunity to renew diplomacy and to rebuild after some of the wreckage of recent years,” Burns said. “Nothing can make you prouder to serve your country with honor.”

The talk took place in the Friend Center Room 101 at 4:30 p.m. on Wednesday, March 27.

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Burns delivered a harsh critique of the Trump administration’s foreign policy in a lecture on Wednesday, March 27.

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Panjabi: If we share our vulnerabilities, we become stronger PANJABI Continued from page 1

.............

following the data was really important. We found in our initial work with HIV that while we were able to bring HIV care to rural clinics, patients from rural areas were still the ones most likely to die or fall out of care. We interrogated that data to understand why that was happening. Sometimes, economically, the models aren’t built to serve the micro-communities. What you need is a micro-model of healthcare to work alongside the broader healthcare system where the spaces of providing healthcare aren’t necessarily just hospitals, but also homes and communities.

Personally, the problems come from doing anything entrepreneurial. So much of our culture around entrepreneurship is like “hero-preneurship.” We glorify individuals and assume a linear path. There’s an article that talks about the psychological price of entrepreneurship. In my experience, I’ve found that if we share our vulnerabilities with the people we trust, we actually turn out to be stronger and can build on our common strengths.

DP: You mentioned facing practical and philosophical barriers. Did you face any cultural barriers in bringing modern healthcare to communities that had, perhaps, not been previously exposed to it?

RP: There often are cultural challenges in the work we do. For example, I spoke to the students here about a woman named Ruth Tarr.

We hired Ruth when she was 23 and had gone about a

dozen years without schooling and without a job in the formal economy. Ruth lives in a rural village in the rainforest of Liberia in a county called Rivercess. These are the very places with the lowest rates of vaccination coverage or the highest rates of maternal and child mortality. These are the challenges we can prevent if we hire, train, and equip people like Ruth and make them part of the medical team. People like Ruth are from the rural communities you spoke about and they have a deep cultural context. For us, engaging and being sensitive to these cultural barriers is a critical part of our work. The clinic-based delivery rates have improved in Liberia due to the national program that has brought thousands of workers like Ruth into the healthcare system. If we invest in the people closest to the problem we want to solve, we’re much more likely to be successful.

DP: What does the path forward look like for you, and what are you most excited for?

RP: I’ve seen this idea of investing in more proximal community-based primary healthcare systems be implemented in different communities around the world and how powerful it can be. I first learnt about community health workers in Alaska’s fishing villages. Health workers like them make it possible for us to achieve that vision of bringing modern primary healthcare within reach of everyone, everywhere. The data generated from this global movement is tremendous. We know that if a global army of community and frontline workers

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was deployed in rural communities that lack coverage today, which half the global population does, collectively these workers could save an additional 30 million lives by 2030 if we started today.

Often, the challenges have to do with building these systems of community health workers. The questions of how do you advocate for, how do you build coalitions, and how do you optimize systems is the focus of our first leadership course on the Community Health Academy platform, which is being jointly produced by Harvard and edX and taught by a network of faculty from around the world. We sent film crews to Bangladesh, Ethiopia, and Liberia so health systems leaders can learn from other health systems leaders. Enrollment for the course be-

gan earlier this month, and already, people from over 90 countries have signed up.

I think that’s very exciting because this means that people want to learn how to do this work better, and they want to learn from their peers.

DP: For students who are interested in making a difference but don’t know where to start, what advice would you give in terms of identifying a problem and designing a solution?

RP: I have three pieces of advice. First, find what you’re passionate about and what really energizes you, not just your mind, but also your heart, your hands, and your soul. Second, match your passion to the urgent needs of the world. You don’t have to be a physician or a public health major to work in global health. My third piece of advice is to

stay in it for the long term.

This relates back to the first two pieces of advice because to stay in something for the long term, you really have to like it. This could be a long-term commitment to a place, Liberia in my case, or a long-term commitment to a cause, like extending rural healthcare. A paper published in the Harvard Business Review found that the common link between audacious social movements, like polio eradication, was long-term engagement, measured not in years, but in decades. Breakthroughs take decades, not years.

90 percent of those movements required two or more decades of engagement. As students, you have time on your side. So, if you can find something that keeps you passionate and stay close to the problem, you will be more likely to succeed.

Opinion

Thursday March 28, 2019

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Towards an architecture of interdisciplinarity Gabe Lipkowitz Columnist

B

y some measures, interdisciplinarity seems to have gained a central place in our undergraduate education here at Princeton. Some courses, like “Computer Science: An Interdisciplinary Approach” or “Interdisciplinary Design Studio” are explicitly termed crossdisciplinary. Others are given cross-listed course designations: to take an arbitrary random sample of non-language and non-writing seminar classes offered on Thursdays this semester at 11 a.m., 44 of 80 are cross listed between any number of other departments.

The benefits of such interdisciplinarity are substantial.

By institutionalizing connections between different epistemologies, the core of the liberal arts education is strengthened.

While specialization in a particular field is important, drawing connections, comparisons, and contrasts between disciplines is perhaps even more so. Through this approach, students arrive at a more holistic, contextually nuanced understanding of a particular issue.

It is somewhat peculiar, however, that despite Princeton’s numerous attempts to promote conversation between disciplines, we as undergraduates seem to be increasingly turning away from such connections.

Attitudes are not easy to quantify, of course, and it may be difficult for us, who have such a limited chronological frame of reference, to ascertain what is truly “different” about our educational attitudes from those of our predecessors. Still, several facts seem to suggest a trend away from interdisciplinarity.

Undergraduate enrollment in graduate-level classes seems to be more and more frequent among upperclass students.

These classes are by definition more specialized than undergraduate courses, so much so that they are often qualitatively different.

Within the sciences specifically, professors I’ve spoken with note an accelerating ten-

dency in recent years for undergraduates to join specialized research groups earlier and earlier. While undergraduate research is of course to be praised, one wonders whether research specialization by sophomores or even first-years may hamper exploration of other disciplines.

We often praise taking such “advanced” courses as evidence of intellectual mastery and as advantageous for applications of various sorts. Taking introductory courses in other disciplines, instead, is often denigrated as simply meant to fulfill distribution requirements.

How can we reverse this trend and reinforce, or rescue, our commitment to undergraduate interdisciplinarity? Such a pressing problem demands a solution that impresses upon us, and future generations of college students, the absolute indispensability of the connections between ways of thinking.

We need an architecture of interdisciplinarity.

To envision such a new architecture, we may begin by noting how currently, our campus urban layout reinforces disciplinary boundaries. At present, our campus is strictly organized, spatially, into several distinct academic clusters.

Each consists of built environments unifying traditionally similar academic disciplines, while excluding others.

To the south exists the natural sciences cluster (Lewis Thomas, Neuro, Jadwin, Frick, Icahn, and Guyot), to the north the humanistic axis (McCosh, East Pyne, Dickinson, Marx).

The social sciences cluster exists along Washington Road (Julis Romo Rabinowitz, Bendheim, Robertson, Corwin), an the engineering cluster (Friend, Sherrerd, E-quad) exists on the easternmost part of campus.

Such spatial distinctions are helpful for grouping students and faculty with similar interests, but these boundaries make crossing over between them exceedingly difficult. With lecture halls, precept rooms, and cafes, specific to each discipline, students are implicitly reminded every time they go to class that ways of thinking are located in a particular location, separate from others.

Intra-disciplinary rather than interdisciplinary cognition is

reinforced and internalized.

How can we employ architecture in support of, rather than against, interdisciplinarity?

When we traditionally think about what “architecture” means, we think of buildings, their designs, their materials, their forms. But we should not forget that architecture is not just about these things — it is also about the human interactions occurring within them.

In his book “101 Things I Learned in Architecture School,” Matthew Frederick calls this “space planning,” which is “the organizing or arranging of spaces to accommodate functional needs.” As Frederick points out, the way that spaces are arranged in our environment is not simple or inevitable, even if we may assume it to be so in our day-to-day lives.

Rather, their particular assortments and relationships can be shaped to communicate and encourage deeper ideas and interactions.

Frederick’s concept of spacemaking offers us a starting point to employ architecture for interdisciplinarity. While we may not be able to reshuffle the disparate layouts of the four academic clusters so they are better integrated (nor would such a move, even if feasible, be necessarily desirable), we may be able to alter the way we teach and learn in these buildings to foster such connections.

In particular, I propose that the University intentionally schedule more lectures and precepts for undergraduate classes in the spaces and buildings of seemingly unrelated departments.

To a small degree, this is already happening. I’ve noticed computer science classes held in the basement of Thomas Laboratory, probability courses in the neuroscience building; organic chemistry lectures held in McCosh 50; and politics precepts held in the astrophysics building.

At first I, and students I’ve conversed with, have interpreted these occurrences as merely random. Logistical necessity rather than deliberate decision making, I assumed, must underlie such decisions. Why hold a class of one department in the building of another?

But why not? In fact, such spatial academic cross-linking may provide a subtle, yet tan-

gible, force for reinforcing interdisciplinarity on campus.

Any number of positive consequences relating to interdisciplinarity may result. Consider a humanities major who finds they have a history precept in the E-Quad. Such a student, while at first perhaps frustrated by the extra walk, may along her way to class spontaneously get a glimpse of an engineering lecture in session along the way, or an engineering lab.

Additionally, intermingling course venues in this manner could also encourage students to take courses outside their discipline in the future.

At present, we make our course selections primarily by digital means: we visit the course registrar’s website, read course descriptions, and take into account course reviews. But what if, to return to the example above, a humanities student, glimpsing an engineering lecture along the way to class, is inspired to take such a course in the future?

Even if such interactions do not spark an interest in the discipline contained within the new physical environment, they might give the student new, original insights into connections with his or her own discipline.

One concern I could imagine some voicing to this proposal would be one of inconvenience.

For first-year engineers, for instance, it is quite convenient to have classes in the E-quad.

To this I would respond by holding that courses could still be located in venues that are relatively nearby, within the 10-minute window for students to travel between classes. One possible connection could occur between the social sciences and humanities axes. After all, Julis Romo Rabinowitz, the center of the economics department on campus, and McCosh Hall, the center of the history department, are so close as to quite literally face each other across Washington Road.

Faced with the increasing tendency toward academic specialization earlier and earlier, the University should employ architectural “space making” to cement our collective commitment to interdisciplinarity.

Gabe Lipkowitz is a senior concentrator in molecular biology. He can be reached at gel@princeton.edu.

Giving credit where credit is due Thomas Johnson

Contributing Columnist

A

s I headed into this semester’s midterms, I tried to figure out how I was going to study for my four exams. The stress of the semester had culminated in the challenge of attempting to ready myself for my tests while keeping up with regular class work as well. Most of this semester has been triage, figuring out which assignment requires the most attention, resulting in others that aren’t completed to the best of my ability. I’ll be honest, time management has never been one of my strongest skills. Knowing that, I booked a McGraw Center appointment to try and navigate the nightmare that is a Princeton B.S.E. schedule. Even after a productive meeting, I realized something extremely important. It’s impossible to manage time that doesn’t exist.

I value mastering the skill to perform under pressure.

That being said, I also find gaining thorough knowledge of a subject equally, if not more, important. I don’t want to just get by in class-

es. I want to walk away from a class feeling like I’ve mastered the subject and can now use it to further my scholarship. I don’t feel I’m able to accomplish that goal when I’m forced to take five classes in a semester. Princeton needs to start giving credits based on the workload and time commitment of a class.

Taking a certain number of classes to meet a requirement doesn’t ensure mastery of a subject. Regardless of degree, there are always going to be classes that require much more time and attention than others. By not acknowledging the commitment those classes require and the difficult schedules they create, Princeton isn’t encouraging mastery in a subject.

The amount of time and effort that it takes to juggle multiple classes makes it difficult to ever feel like I’m learning. As students, we should have the time to explore the ideas being taught in certain classes without being weighed down with the work from others. I spend so much time studying for the next quiz and completing the next problem set that I don’t gain the

understanding that comes from devoting time to a subject. This stems directly from having too many classes in order to meet the classes needed for my degree.

Last semester, a professor told me: “I could care less about your grade; what’s more important is that you know the material.” At first, I dismissed his statement. Coming from a mentality that grades were everything, it was foolish to ignore the impact my GPA would have on future endeavors. That mentality is a big part of what got me into Princeton. However, the more I thought about it, the more I realized the professor was right. I can name numerous classes that I’ve gotten an A in without learning the material. Grades are not a true ref lection of your knowledge.

Instead, classes need to be weighted by the workload and time that they entail. If a student is taking classes that include multiple meetings per week with a heavy amount of homework, they should be able to lighten their load from other classes. This would allow a better mastery of the subject and give a student more time to

learn the information being taught rather than just making do.

One could argue that no student is actually “forced” to take such a challenging semester. But with an odd number of credits needed for A.B. and 36 credits needed for a B.S.E., a student will eventually have to take a five-semester schedule. And while some try to alleviate their schedule with summer classes, the tension caused by overburdened schedules is never addressed.

Princeton prides itself on being a difficult school.

It’s one of the reasons that makes it, in my opinion, the best college to attend.

Nevertheless, the difficulty should not restrain students from gaining mastery in their field. Students should get the credit they deserve for taking a time-intensive or a heavy-workload class.

Allowing students to fully grasp the material they are taught creates better scholars. Isn’t that the point of college?

Thomas Johnson is a freshman Computer Science major from Satellite Beach, Florida. He can be reached at thomascj@princeton.edu.

vol. cxliii

editor-in-chief

Chris Murphy ’20 business manager

Taylor Jean-Jacques’20 BOARD OF TRUSTEES president Thomas E. Weber ’89 vice president Craig Bloom ’88 secretary Betsy L. Minkin ’77 treasurer Douglas J. Widmann ’90 trustees Francesca Barber David Baumgarten ’06 Kathleen Crown Gabriel Debenedetti ’12 Stephen Fuzesi ’00 Zachary A. Goldfarb ’05 Michael Grabell ’03 John Horan ’74 Joshua Katz Rick Klein ’98 James T. MacGregor ’66 Alexia Quadrani Marcelo Rochabrun ’15 Kavita Saini ’09 Richard W. Thaler, Jr. ’73 Abigail Williams ’14 trustees emeriti Gregory L. Diskant ’70 William R. Elfers ’71 Kathleen Kiely ’77 Jerry Raymond ’73 Michael E. Seger ’71 Annalyn Swan ’73 trustees ex officio Chris Murphy ’20 Taylor Jean-Jacques’20

143RD MANAGING BOARD managing editors Samuel Aftel ’20 Ariel Chen ’20 Jon Ort ’21 head news editors Benjamin Ball ’21 Ivy Truong ’21 associate news editors Linh Nguyen ’21 Claire Silberman ’22 Katja Stroke-Adolphe ’20 head opinion editor Cy Watsky ’21 associate opinion editors Rachel Kennedy ’21 Ethan Li ’22 head sports editor Jack Graham ’20 associate sports editors Tom Salotti ’21 Alissa Selover ’21 features editor Samantha Shapiro ’21 head prospect editor Dora Zhao ’21 associate prospect editor Noa Wollstein ’21 chief copy editors Lydia Choi ’21 Elizabeth Parker ’21 associate copy editors Jade Olurin ’21 Christian Flores ’21 head design editor Charlotte Adamo ’21 associate design editor Harsimran Makkad ’22 cartoon editors Zaza Asatiani ’21 Jonathan Zhi ’21 head video editor Sarah Warman Hirschfield ’20 associate video editor Mark Dodici ’22 digital operations manager Sarah Bowen ’20

NIGHT STAFF copy Sydney Peng ’22 Anna Grace McGee ’22 Celia Buchband ’22 Fatima Sanogo ’22 design Austin Lau ’22 Rachel Brill ’19

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Sports

Thursday March 28, 2019

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{ www.dailyprincetonian.com } BASEBALL

Baseball kicks off Ivy League play, drops two of three to Dartmouth

By Brendan O’Dwyer Contributor

Princeton Baseball (4–13 overall, 1–2 Ivy League) kicked off its Ivy League season last weekend with a two-day, three-game series against Dartmouth (8–11, 2–1) at Rutgers University’s Bainton Field. The Tigers fell 23–3 and 10–8 in Saturday’s doubleheader, but pulled together to defeat Dartmouth 8–2 in the Sunday finale.

Though the Tigers walked away from the weekend with a lone win, its performances during the last two games bode well for the rest of the season.

The Tigers mounted a strong showing for most of Saturday afternoon’s second game. After jumping ahead 2–1 in the first inning, they led for the next seven. The ninth inning opened with the Tigers up 6–5. It was all downhill from there.

The Big Green put up five in the top of the ninth. In response, the Princeton offense did its best to put on a show. Sophomore infielder Jake Boone — who led his

team with four hits and three runs — and freshman outfielder Nadir Lewis scored two final points.

But the Tigers just couldn’t come back. The game ended in a 10–8 victory for Dartmouth.

The Princeton players were able to produce another eight runs on Sunday afternoon — this time, to back up a masterful performance on the mound by junior pitcher Andrew Gnazzo. Gnazzo allowed only two runs across eight innings of work, setting a career high with eleven strikeouts along the way.

He led Princeton to its first Ivy League victory of the season in the 8-2 win over Dartmouth.

Senior center fielder Max West drove in four out of the eight runs for Princeton, and Lewis led the Tigers with three hits to go along with two runs scored.

The Dartmouth games took up the final weekend of Princeton’s spring break.

In the week prior to the series, Princeton had played in a total of seven games: two games against Old Dominion (16–8) in Norfolk,

Virginia, one with the University of Richmond (11–8– 1) in Richmond, Virginia, and a four-game series split with Georgetown University (6–19) in Washington, D.C. Though Princeton only managed to win two of the seven games, the vacation highlighted some positives for the team. After

only managing to scratch across three runs over the course of the three Virginia games, the Tigers’ nineteen runs against Dartmouth were definitely reassuring.

Next weekend, Princeton will continue to play in the Ivy League. The Tigers will head to Cambridge, Massachusetts next weekend to take on Harvard (11–5, 2–1)

for a three-game set. There, they will be looking for some revenge after getting swept by the Crimson in a three-game series at home last season. The following weekend, Princeton will play on Bill Clarke Field for the first time this season, matching up against reigning Ivy League Champion Columbia (6–11, 2–1).

BEVERLY SCHAEFER / GOPRINCETONTIGERS.COM

Junior Andrew Gnazzo on the mound.

MEN’S VOLLEYBALL

Volleyball falls 0-3 at BYU tournament

By Roy Kim

Contributor

Last weekend, Princeton Men’s Volleyball (10–12 overall, 8–1 EIVA) faced No. 10 Brigham Young University (12–8), the No. 1 University of Hawaii (21–0), and McKendree University (11–9) at the BYU Invitational in Provo, Utah.

McKendree and Hawaii swept the Tigers, and a near upset of the BYU Cougars ended in a loss for Princeton.

“It was really exciting to be out there,” said head coach Sam Shweisky. “They had two, three thousand people in the gym.”

“BYU’s very famous for hav-

ing a great volleyball following and a great volleyball environment,” said head coach Sam Shweisky. “They usually have five to six thousand people in the gym.”

Princeton played a close five sets against BYU, ultimately losing three sets (14–25, 21–25, 10–15) and winning two (25–19, 25–22). The standout duo of juniors George Huhmann and Parker Dixon combined for 43 kills; junior Greg Luck added a team-best eight digs.

Next up, Princeton faced powerhouse Hawaii. The undefeated Rainbow Warriors made quick work of the the team, trouncing it in straight sets (25–17, 25–18, 25–22). Dixon

led his team with 11 kills, five digs, and three blocks. He almost pulled off a third-set Tiger upset with a 5–0 run and three kills, but the effort fell short.

Despite his team’s defeat, Shweisky kept his head up.

“It was just a real treat to play against such a talented team,” he said. “We were really impressed and we were able to hang with them.”

The team’s lack of a deep bench impacted it in its final game against McKendree University. It seemed three consecutive nights of competitive games had fatigued the players. Though Princeton fought hard — Dixon and

freshmen Brady Wedbush and Nate Thompson combined for 16 kills, and sophomore Joe Kelly contributed 22 assists — the team lost in straight sets (25–20, 25–18, 25–17) to the unranked Bearcats.

The team was excited about its performance, but its three losses exposed some weak spots.

“Watching Hawaii play defense, we were just amazed,” said Schweisky. “Part of it was just their tenacity and their hunger and eagerness to play defense. And watching some of the BYU servers, we were really impressed with their serving and we wanted to emulate that.”

SAM SHWEISKY FOR THE DAILY PRINCETONIAN

Men’s volleyball at the Brigham Young University Invitational in Provo, Utah.

Tweet of the Day “Raunak Khosla and Colten Young are in Texas now and will compete for All-America honors the next 3 days at the NCAA Championships!”

Princeton Swim/Dive (@ PUCSTD),

Stat of the Day

81

Women’s water polo seniors Eliza Britt and Lindsey Kelleher have been a part of 81 victories in their four years on the team.

Heading into its next five regular-season games with a robust 8–1 in-conference record in the Eastern Intercollegiate Volleyball Association (EIVA), Princeton is focused on striking a balance between staying rested and, as Shweisky put it, “getting one to two percent better every practice” before the playoffs.

Those five games leading up to the playoffs will be undoubtedly dramatic.

On March 29, Princeton will face No. 13 George Mason (13–6, 6–2). Last year in the EIVA semifinals, the Tigers bested George Mason, then the number one seed. And on Feb. 16, the team came out on top again, walking away with a 3–1 victory. The Patriots will be hungry for redemption; the Tigers will be hungry for another win.

On April 5, Princeton will face Harvard University (6–10, 5–3), the only other Ivy League school in the EIVA. The Crimson beat the Tigers in last year’s EIVA championship match but fell 3–1 to Princeton in a Feb. 22 matchup.

Saint Francis University (11–11, 5–3) is the only team in the conference that has beaten Princeton this year. Following their 1–3 drubbing, the Tigers will be looking for revenge on April 12. The final game of the regular season falls on April 13 against Penn State (10–12, 6–2). The Nittany Lions, who suffered a 3–1 defeat at Princeton’s hands, hold the NCAA record of 15 straight NCAA Final Four appearances.

And Schweisky was eager to talk about all of them — save for one. Asked about Harvard, he laughed.

“Don’t give them any press time,” he said.

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