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ONE HUNDRED AND TENTH YEAR, ISSUE XXX

Reflections MONDAY, JUNE 5, 2017

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2 | MONDAY, JUNE 5, 2017

Table of Contents Pg. 3 Duke’s ‘work hard, play hard’ culture through health data Pg. 5 Research vs. teaching: faculty face challenges in dual roles Pg. 6

Long-time economics professor dies at age 82 Pg. 6 National Academy of Science appointee discusses research Pg. 8 Ashby stalls curriculum vote to reconfigure, get faculty input Pg. 11 A year of DukeALERTs: DUPD maintains focus on Central Pg. 13 One year in: From West Union to the Brodhead Center Editor’s Note With its almost 9,000 acres of land, Duke can sometimes feels huge and overwhelming. A rigorous academic workload and an active social life can be hard to balance. With so much to do and so much happening, the semesters can fly by. With the delayed campus power plant decision and curriculum vote, a review of the year’s DukeALERTs and a recap of West Union’s first year since reopening; as always, there is a lot occuring on campus. Although classes are over for most students, the news never stops. The summer editon of The Chronicle gives all of us an opportunity to reflect.

Han Kang | The Chronicle

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MONDAY, JUNE 5 2017 | 3

Duke’s ‘work hard, play hard’ culture through health data Likhitha Butchireddygari The Chronicle A national survey reveals insights into how the habits and health of Duke undergraduates differ from their peers nationally and Duke graduate students.

Organized by the American College Health Association, the health assessment was taken by 378 Duke undergraduate and 508 graduate students during Fall 2016.

The survey taken at Duke was part of a national undergraduate health assessment, which included responses from 27,787 students of 51 different universities, about half of which were private. Tom Szigethy, associate dean and director of Duke Student Wellness Center, said that Duke’s Institutional Research administers the survey every other year in the fall.

“There’s always the question of does like attract like?” Szigethy noted. “Does a campus like Duke attract a certain persona of people that are more likely to be the numbers that we have on here? If we want the numbers to change, how do we shift the community so that we encourage people to shift?”

Sex and protection One interesting trend from the survey is that Duke undergraduate students had less sex than undergraduates nationally and Duke graduate students. Whereas more than 45 percent of Duke undergraduates hadn’t had sex in the 12 months prior to taking the survey, less than 35 percent of undergraduates nationally and just 20.6 percent of Duke graduate students hadn’t been sexually active within the prior year.

“There’s a lot of people that don’t get into the hook-up behavior, or if they want to have

sex, they want to have it with one partner who they’re dating and who they’re in a relationship with,” Szigethy said. “That has been consistent over the years. It tends to be a pocket of students that tend to be sexually active, but the majority are not.”

Szigethy added that undergrads at Duke choose not to have sex for a multitude of reasons, including their religious and family background. However, he also noted that many students are monogamous, which meant that they were only sexually active when they were in a relationship.

Whereas about 45 percent of respondents of the national survey were in a relationship, only about 26 percent of respondents of the Duke undergraduate survey were in a relationship. Whether that’s because there are fewer couples

less than 10 percent.

Duke undergraduates also use contraception less than undergrads nationally and Duke graduate students. In their last instance of vaginal intercourse, 51.8 percent of college students nationally used a method of contraception. Only 41.5 percent of Duke undergraduate students used contraception, which Szigethy noted was a “huge risk.”

However, more than 65 percent of Duke graduate students used a method of contraception during their last vaginal intercourse. Szigethy attributed to this discrepancy to the additional experience and different lifestyle of graduate students.

“It is because they are older. You have a number of grad students that are married as well,” he said. “A lot of times it’s all about family planning. They’re not being as cavalier about the decision.”

On the bright side, Duke Jeremy Chen| The Chronicle undergraduates have less unprotected sex at Duke at the undergraduate level or when drinking alcohol than their peers. the sample for the Duke survey was not Only 14.5 percent of Duke undergraduates representative is unclear. reported having unprotected sex during However, it may explain why Duke the last year when drinking alcohol, undergraduates felt “very lonely” at a compared to 22 percent nationally. much higher rate compared to their Drinking and drugs counterparts nationally. Whereas about 60 percent of college students reported Duke undergraduates drank more feeling very lonely at least once during than the national average. Nationally, the 12 months, nearly 80 percent of Duke about 63 percent of undergraduates undergrads felt the same. consumed alcohol within the last month But for those who were sexually active of when the survey was administered. during that year, a higher percentage That number rose to 72.2 percent for of Duke undergraduate students–– Duke undergraduates. particularly women––had more partners.

However, when they did drink, Duke Nationally, 15.1 percent of college women undergrads consumed about the same had three or more sexual partners. At Duke, number of drinks on average compared to that number rose to 22 percent. Amongst graduate women, that number hovered at See HEALTH on Page 14

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MONDAY, JUNE 5 2017 | 5

Research vs. teaching: Faculty face challenges in dual Rob Palmisano The Chronicle How important do Duke professors consider their teaching responsibilities? During summer break many get a respite from instructing undergraduates, professors reflected on how they balance teaching with other obligations.

A faculty member’s job is divided into three parts— teaching undergraduates, conducting research and serving the University, through activities such as managing a department or sitting on a committee.

Although young faculty members are often hired for their research proficiency and then quickly begin serving on University committees, learning how to effectively teach often comes more slowly. Several faculty members addressed how they have been able to balance these three obligations and hone their teaching skills along the way.

Learning to teach Patrick Charbonneau, associate professor of chemistry, described teaching as a multifaceted task that requires many different skills. “[Teaching] means being at the front of a classroom and telling a compelling story,” he said.

But incoming faculty may not be prepared to do this when they first arrive at Duke.

Kenneth Glander, professor with tenure of evolutionary anthropology who has retired from teaching, explained that when Duke offered him a job after graduate school, he had not yet learned how to become an effective instructor.

Susan Alberts, Robert F. Durden professor of biology and anthropology, noted that there could be more instruction in teaching for faculty.

“Duke doesn’t explicitly train new faculty how to teach,” she said.

Although Duke will sometimes try to help faculty improve their skills in the classroom, there is no mandatory course or mentorship centered around teaching, said Owen Astrachan, professor of computer science.

One department facilitates a program to help provide a higher quality of teaching.

Edmund Malesky, professor of political science, explained that the political science department administers a certificate program for graduate students on teaching politics.

He noted that graduate student teaching evaluations factor into the department’s recruiting process for its new professors. After hiring applicants, the department pays particular attention to their courses and is prepared to offer them assistance if necessary.

Even so, there has yet to be a young hire who requires additional attention, he noted.

“I actually think [our young faculty hires] are really good,” Malesky said.

Competing commitments However, no amount of instruction in teaching changes the fact that faculty must balance their teaching with their research. Charbonneau explained that everyone addresses this balance differently.

“There’s not a single recipe that works for everyone nor everytime,” he said. “Things are in flux between what’s happening in your class and what’s happening with your research, so there are always some compromises that have to be made on both sides.”

Glander noted that he was lucky to be able to conduct his fieldwork in Madagascar, Costa Rica and South America during the summer, which meant he could devote more time to his teaching during the semester.

“Ideally in my field, it would be preferable to be present with the nonhuman primates year-round, but that’s obviously not possible, and I have to work with that,” he said.

Astrachan said that although his research is based on pedagogy and curriculum, the grants he receives from the National Science Foundation are not necessarily specific to Duke, which makes it “a little tricky” to balance his teaching with projects using those grants.

Brian Hare, associate professor of evolutionary anthropology, noted the tradeoff between being an effective teacher and a researcher.

“Certainly, when you’re teaching, you’re not going to be able to write as many papers or submit as many grants,” Hare said. “The problem is, [without

ASIAN & MIDDLE

EASTERN STUDIES Seats are available in the following Fall 2017 AMES course offerings

For additional information, please contact 919 668-2603.

AMES 208S/TURKISH 209S/AMI 309S/ ICS 217S

Geopolitics and Culture

Study of countries on the geographical periphery of the commonly defined Middle East: Bosnia, Turkey, Armenia, Chechnya, Iran, and Afghanistan. All of these countries have deep Middle Eastern ties and traditions, sizeable communities with Middle Eastern origins and connections, and recent histories of cultural and ethnic conflict and violence. Exploration through films how the Middle Eastern components and histories in these conflicts have been displayed, distorted and obscured as the conflicts have been depicted through the lenses of U.S. or Soviet/Russian geopolitical interests. Shai Ginsburg

AMES 251/LIT 211/AMI 253/VMS 231 Indian Cinema

Traditional Indian aesthetics emphasizes the experience of the viewer. Less attention is paid to how the “external” world is represented; far greater attention is paid to how the “internal” world is stirred by a work of art. In this introduction to Indian cinema we will extend our usual way of analyzing the latent ideology of art by practicing traditional Indian sensitivity. We will ask ourselves the following questions: What kind of participation does a film invite?

Who does it encourage us to become as we watch the film—how alert, how sensitive, how informed, how speculative? What emotional effect does the film have upon us? Could that effect be described as catharsis? What might traditional Indian theoreticians mean when they describe the “tasting” of basic emotions induced by a work of art as the height of aesthetic experience? Satti Khanna

AMES 254/MUSIC 235/RELIGION 246/ CULANTH 259 Music

in South Asia

Special to the Chronicle Patrick Charbonneau, associate professor of chemistry, explained that professors approach the balance between teaching and research differently.

Music of South Asia explores the central position music holds in the cultures of North and South India and Pakistan. We will get to know South Asian musicians and their instruments, genres, performance traditions, and contexts. In addition, we will study the relationship of music to social, religious, historical, and philosophical trends, informed by listening to the musical forms themselves in recorded and live performances. From the Court of Akbar the Great to the Bollywood studios, music provided and still provides the sound track to this most ancient and most modern of world cultures.

Jonathan Kramer

teaching], you wouldn’t be able to recruit students to come work for you.”

He explained that he specifically designs his classes to get students excited about the material covered so that he can recruit them to participate in his research.

Alberts said that teaching and research are intellectually “synergistic” activities. Although research tends to be more focused in two or three areas of a discipline, teaching forces you to “zoom out,” she explained.

“If I don’t teach, it’s really easy to get a little lazy about what the current literature is and how people are currently thinking about various problems in biology,” Alberts said.

John Aldrich, Pfizer-Pratt University professor of political science, mirrored Alberts’ view, explaining that the broader context of his class helps inform the specific analysis required for his research.

See RESEARCH on Page 17

AMES 304/ICS 306/AAAS 306

Africa and Arabia

This course explores communities, cultures, and connections between Africa and Arabia. It provides concepts, information, and theories that help students understand cultural relationships between Arabs and Africans, historical backgrounds, migration within and emigration from the two groups, and areas of collaboration and contention in the globalized world.

Selected themes of religion, language, music, and narratives against European colonialism will be examined as case studies within overlapping configurations of identity politics. Scholarly readings, political biographies, films, guest experts, as well as visiting local religious and diasporic communities are vital components of the course. Students will correspond and collaborate with students from Egypt, Morocco, Senegal and Uganda.

Mbaye Lo

AMES 373S/RELIGION 373S/ICS 380S/ ETHICS 373S

AMES 438S/AMES 549S/AMI 438S/CULANTH 438S/ ICS 407S/SXL 438S/VMS 438S/GSF 438S/LIT 438S

Techno-Orientalism: Asian/America, (Post) Human and Science Fiction

Course examines global Science Fiction genres in literature, film, and social media as case studies to understand broad historical and social formations of Otherness, the Alien, Citizenship, (Im)migration. Studies racial assumptions in popular culture, domestic and international law, discourse of the human and human rights, science and technology industries, and other disciplines. Explores interdisciplinary intersections of race, gender, sexuality, class, and geopolitical divisions and interactions in Asian/American Studies and Postcolonial Studies from the past to the present.

Nayoung Aimee Kwon

Islamic Mysticism

Teachings, texts, and institutions of Sufism as it expanded from Iraq and Iran to India and Indonesia, from twelfth to the twenty-first century.

Omid Safi

AMES 431.001 and AMES 431-01D/ LIT 214.001 and LIT 214-01D/ AMI 250.001 and AMI 250-01D/ VMS 235.001 and VMS 235-01D

Modern Chinese Cinema

Films, documentaries, television series, and soap operas produced in Mainland China in the post-Mao era, modern and contemporary Taiwan, and Hong Kong.

Topics include the history and aesthetics of the new wave cinema, soap operas as the new forum for public debate o popular culture, and debate over the relationship between Euro-American modernist and the national cinema. Guo-Juin Hong

AMES 435S/POLSCI 435S/ISS 435S

Chinese Media and Popular Culture

Examines contemporary Chinese media traditional news press, radio and TV, new media such as the internet and social media, and popular culture, including cinema, popular music and fashions. Uses cross-cultural, interdisciplinary, and comparative approach. Focuses on how China views itself and constructs its global images, and how the world views China through media and popular culture. Primary objective is to understand political, ideological, and social changes since the Reform Era that began in 1978. No foreign language prerequisites are required. Kang Liu

AMES 620S Critical Genealogies of the Middle East

This course provides an in-depth investigation into the various theoretical and textual traditions that inform interdisciplinary Middle East studies with a focus on History, Cultural Studies, Religion and Social Sciences. Interdisciplinary in scope, the course will maintain a disciplinary rigor so that students learn how knowledge is produced within the framework of specific disciplines. Foci include social history, literary theory, critical visual studies, and postcolonial theory. Erdağ Göknar

AMES 631S/AMI 633S/LIT 631S/ VMS 631S

Seminar on Modern Chinese Cinema

Films, documentaries, television series, and soap operas produced in mainland China in the post-Mao era. Topics include the history and aesthetics of the cinema, soap operas as the new forum for public debates on popular culture, the emerging film criticism in China, the relationship of politics and form in postrevolutionary aesthetics. (Same as AMES 431 but requires extra assignments.) Research paper required. Guo-Juin Hong

AMES 738 Theories of Minority

Discourse

Course will introduce a variety of critical theories of minority discourse, or discourses associated with minority groups within a more dominant cultural tradition.

Carlos Rojas

AMES 790S Special Topics in Language classes offered through AMES: Arabic, Chinese, Hebrew, Hindi, Japanese, Korean, Persian, Tibetan and Turkish. http://asianmideast.duke.edu/undergraduate/lang uage-studies

Critical Asian Humanities Methodologies

Course offers in-depth introduction of theories and methodologies that may be used for the study of East Asian Humanities. Nayoung Aimee Kwon

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6 | MONDAY, JUNE 5, 2017

Professor with deep loyalty National Academy of Science to University dies at age 82 appointee discusses research Likhitha Butchireddygari The Chronicle Craufurd Goodwin, James B. Duke professor emeritus of economics, died in April after more than 50 years of service to the University.

Bruce Caldwell, one of Goodwin’s colleagues and director of the Center for the History of Political Economy at Duke, said that Goodwin had successfully defeated cancer during his 50s. However, when the cancer returned a few years ago, the road to recovery was less clear. Caldwell noted that after more than a year of battling the cancer, Goodwin

decided to stop the treatments.

Goodwin died April 20 at age 82. He will be remembered by his friends, family, colleagues and students for his service to Duke University and his kind and generous nature.

“When you live a life like that as a scholar, your thoughts are always there and will continue to impact and affect people,” said Goodwin’s former student Ibana Anand, Trinity ‘17. “That’s just powerful to know.

He’s not truly gone. He’ll continue on through all the work he’s done and all the people he’s affected.

Paul Dudenhefer, another one of Goodwin’s colleagues and assistant director of the EcoTeach Writing Program in the department of economics, said that he admired Goodwin for knowing how to live life well.

“He lived a full life and a very good life,” Dudenhefer said. “That included preparing for leaving his life. A week before he died, [his wife] Nancy emailed me to tell me that Crauford has four library books in his office that he wants you to return, so even at the very end, he was being responsible.”

‘He cared deeply about this place’ A native of Montreal, Canada, Goodwin received his Ph.D. from Duke University in 1958. During his professional career at Duke, Goodwin had served as dean of the Graduate School and the Fuqua School of Business Chronicle File Photo Administration, advisor to the Graduate Craufurd Goodwin, above, was pictured in and Professional Student Council, university 1966, when he was just named director of international studies.

See PROFESSOR on Page 18

Grace Mok The Chronicle Michael Tomasello, James F. Bonk professor of psychology and neuroscience, was elected to the American Academy of Arts & Sciences and National Academy of Science. Tomasello received his Bachelors of Art from Duke in 1972 and his Ph.D from University of Georgia at Athens in 1980. The Chronicle sat down with him to talk about his work and career. The conversation has been condensed and edited for clarity.

The Chronicle: Based on your research, what kind of advice would you give to academia?

Michael Tomasello: Potentially, some of the stuff we have done on children’s collaboration could be useful in educational settings—peer learning and peer collaboration, rather than just getting things from the teacher. More and more schools are doing more of that, but I would probably suggest more, because when you collaborate with a peer, you do a lot more thinking about what the other guy is thinking. When the teacher is just telling you stuff, you tend to be more passive.

College students notoriously do not enjoy group projects because there’s often a free loader. Part of the human cooperation complex is excluding free riders. What would have happened earlier in human evolution is if you and I spend all afternoon hunting an antelope, and

Courtesy of Duke Photography Michael Tomasello was also elected to the American Academy of Arts & Sciences.

someone else comes up and says, “I’ll have some too,” we have a natural tendency to say, “No, you don’t deserve it.” What you need to mimic the real situation is what we call partner choice. In earlier humans, you would have had a situation where you go out hunting and you get to choose our partners. That way, everyone would know very quickly who the free loaders were, and no one would choose them. What you would do is structure the situation in which people got to choose partners and you had multiple group projects over the semester, and every one of them would have a free choice of partners.

See ACADEMY on Page 16

Cultural Anthropology Fall 2017 courses

Enroll now!

CA 101D.001

MW 10:05-10:55 lecture W Th F discussion groups

Introduction to Cultural Anthropology

Instructor: Starn

This course is an introduction to cultural anthropology. We will begin with an examination of general issues and questions about the field, and then move on to consider a series of key topics, among them politics, religion, race, gender, mass media, social movements, environmentalism, sports and leisure, globalization, and cyberculture.

CA 148.01

TuTh 1:25-2:40

Israel/Palestine

Instructors: Stein and Weinthal

Introduction to the Israel/Palestine conflict, studied through an interdisciplinary lens, including scholarship from the fields of anthropology, environmental studies, history, geography and cultural studies. Themes include: competing nationalisms, environmental politics and resource management, peace building, refugees and displacement, humanitarian crises and challenges, representational politics.

CA 290S.02

Climate Change

M 3:05-5:35

Instructor: Folch

Advanced undergraduate seminar on anthropogenic climate change acceptance, denial, and science communication. Uses cases of belief, doubt, and ecological crisis drawn from anthropology, natural sciences, and public writings. Appropriate for students interested in global politics, science and technology studies, and environmental issues.

CA 301.01

MW 11:45-1:00

Theoretical Foundations

Instructor: Folch

This course, which is primarily oriented towards the majors in Cultural Anthropology, critically examines the history of the discipline of anthropology, especially the intellectual currents and major theoretical developments from the nineteenth century to the present in the context of historical and social changes pertaining to such issues as colonialism and its demise, resurgence of ethnicity and nationalism, focus on race, ideology, and power, and the phenomenon of globalization.. It also traces the impact of these changes on the discipline.

CA 302.01

WF 1:25-2:40

Fieldwork Methods

Instructor: Wesolowski

This course is about epistemology: how we know what we know, how we gather information, how we transform information, impressions, documents, interviews into ethnography. The course examines “the field” – both anthropology as a discipline (a ‘field’ of study) and the site where anthropologists work: the field.

Combines theories of anthropological fieldwork methods with practice, including participation, observation, and interviews. This course examines classic ethnography as well as criticism, focus on ethics of epistemology and representation.

CA 432S.01 W 3:05-5:35

BUDDHIST MEDITATION COMMUNITY

Gender, Sex and Citizenship

Instructor: McIntosh

This course explores current issues and debates relating to the relationship between gender, sexuality and global flows of people, labor, capital and ideas. We will consider feminist analyses of the citizen-subject and foundational questions central to this area of study relationship between cultural representation, queer subjectivities, and sexual citizenship. The course examines scholarship on gendered vulnerability and the welfare state; the politics of ‘terror’, security, and stereotyped masculinities; domestic labor and contemporary slavery; and the controversial debates about the connections between sex tourism, human trafficking and commercial sex work.

Cultivating and Sharing Wisdom and Compassion

www.bmcduke.com

The Chronicle

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MONDAY, JUNE 5 2017 | 7

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BRIDGING FAITH & LEARNING

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The Chronicle

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8 | MONDAY, JUNE 5, 2017

Curriculum vote stalls to reconfigure, get faculty input Katherine Berko The Chronicle After three years of planning, discussion and several drafts, the new curriculum proposal for undergraduates was put on hold at the end of the Spring semester.

In September 2014, the Imagining Duke Curriculum committee was formed to design an improved curriculum for students in the Trinity College of Arts and Sciences, reassessing undergraduate requirements at the University. The Arts and Sciences Council was scheduled to vote on the curriculum— called “The BluePrint”—at its April 13 meeting. However, the voting process was postponed to Fall 2017 in order to incorporate additional faculty feedback.

“Our commitment to enhancing the Duke undergraduate curriculum remains unchanged. We have the freedom to take our time and thoughtfully create a curriculum that showcases the signature strengths of Duke, energizes our faculty and departments and prepares our students for success in any way they desire,” wrote Valerie Ashby, dean of the Trinity College of Arts and Sciences, in an email. “The Imagining Duke Curriculum Committee has conducted interviews, gathered research and data analyses and we will use these resources moving forward.”In the April meeting, Ashby proposed pausing the curriculum revision process after speaking with a majority of the 32 Trinity department chairs about the proposed changes, noting that she wanted faculty to cast aside all “negative energy.”

“A narrow passing [of the curriculum] doesn’t feel great to me as a start for a successful implementation, which is our responsibility,” she said at the time.

for students,” Hasso said.

Through meeting with faculty members and students, the IDC committee has found that many members of the Duke community regard Curriculum 2000 as inflexible and counterproductive, said Alexander Rosenberg, R. Taylor Cole professor of philosophy. Students appear to take classes to fulfill the distribution requirements rather than actively engaging them.

“We all know that the current curriculum—Curriculum 2000—is almost no part of any student’s calculation in deciding to come to Duke, as opposed to attending one of the other comparable universities,” Rosenberg said.

He explained that he wants a curriculum that would instead be a magnet for potential Duke students, citing Brown University’s Liliana Reyes | The Chronicle curriculum as an example of success in this Valerie Ashby, dean of the Trinity College of Arts and Sciences, paused the curriculum vote at area. the April meeting of the Arts and Sciences Council.

Faculty feedback Some faculty members said they felt that the process for creating a new curriculum has been relatively successful.

“The process seemed reasonable to me in that the IDC committee conducted a lot of meetings, where if you were paying attention as a faculty member or an administrator, there were many opportunities to meet with people in the IDC,” said Owen Astrachan, professor of computer science.

However, Astrachan noted that he believes the IDC committee made a decision about the direction of the new curriculum early on and did not take into account other faculty members’ thoughts on what the curriculum should look like.

Other faculty members were more opposed to the IDC committee’s process.

“There was an overall sense they were evacuating any rigor from the undergraduate curriculum,” said Frances Hasso, associate professor in gender, sexuality and feminist studies. “Essentially, it seemed there were multiple agendas and not all of them were being transparently communicated.”

She explained that in the proposal some majors in the sciences had many requirements—which seemed designed to reduce requiring students to take classes in other areas to expand their knowledge.

Hasso also voiced concerns that the reengineering of the curriculum was being used as a solution for larger problems in student life that had little to do with Curriculum 2000, the existing curriculum for Trinity students.

“To me, the process was poorly thoughtout and promised to produce more problems

Making changes During the 2016-17 academic year, amendments were added to the curriculum proposal, which the IDC committee hoped would resolve different concerns. For example, a program called “The Duke Experience” was initially proposed. This would be a “multidisciplinary team-taught” year-long seminar that all first-years would be required to take.

Under the proposal, students would not only have to complete a major but also a “secondary depth,” along with a “mentored scholarly experience,” which could be satisfied with anything from a traditional capstone course to an independent study to a Bass Connections program. “[The Curriculum 2000] is very labelSee CURRICULUM on Page 15

Spring 2017 Course Offerings from

Global Cultural Studies LIT 390S-03 (7065)

Special Topics in Literature: Case Histories, Violence, and HumanType Tuesdays & Thursdays 3:05pm-4:20pm Catherine(Cate) Reilly LIT 110-01(4815)

Introduction to Film Studies

Tuesdays 3:05pm-7:00pm & Thursdays 3:05pm-4:20pm Markos Hadjioannou FOR MORE INFORMATION VISIT www.globalculturalstudies.duke.edu

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The Chronicle

Jeremy Chen | The Chronicle

The Chronicle

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MONDAY, JUNE 5 2017 | 11

A year of DukeALERTs: DUPD maintains focus on Central Isabelle Doan The Chronicle Since last June, 10 DukeALERTs have been issued to members of the Duke community. John Dailey, chief of the Duke University Police Department, noted that examples of recent security improvements include significantly increasing security and police staffing and visibility, especially around Central Campus, replacing all door locks on Central Campus, adding Blue Light phones and implementing the LiveSafe app. He also noted that Duke continues to upgrade campus-wide outdoor lighting to LED lights.

Crime in 2016 Dailey noted that five sexual assaults were reported for criminal investigation in 2016.

In each case, a suspect was identified.

“We continue to partner with different groups on campus to bring this number down,” Dailey wrote in an email.

He noted that the most common crime across all three campuses is theft, but that the number of thefts has decreased each year for the past eight years.

Additionally, one student was a victim of an on-campus robbery, but zero cases of aggravated assault were reported on campus in 2016. Dailey said eliminating crime at Duke is a matter of “convenience, openness and freedom.”

In a national health assessment survey conducted by the American College Health Association, the average student at Duke reported feeling less safe in the areas surrounding campus than the national average. 40.7 percent of Duke students said they felt “very safe” in the community near campus during daytime, compared to 51.8 percent of students nationwide. At nighttime, this figure decreased to 7.7 percent for Duke undergraduates, making it lower than the national average of 19.1 percent.

On the other hand, students at Duke tended to feel more safe on campus than students nationally. During the day, 95.2 percent of students said being on campus was a “very safe” experience, and at night, 40.7 percent of students felt this way. The national average for these figures was Adam Beyer | The Chronicle somewhat lower—86.5 percent and 36.6 Two robberies and one sexual assault were reported by DukeALERTs on Central Campus, percent, respectively. which is pictured above.

Security improvements Student concerns with security, especially on Central Campus, have risen in the wake of a number of thefts. Some students called for more security cameras to be installed on campus.

Dailey previously wrote that Duke has “significantly increased the number of cameras across campus recently” and that “over 800 [cameras] have been installed.”

Larry Moneta, vice president of student affairs, confirmed that the cameras had only been installed on East Campus.

However, Dailey confirmed that more cameras will be installed in the upcoming year.

“We are working with Housing, Dining and Residence Life to begin camera installation in the West Campus residence halls,” Dailey wrote. “New cameras are approved by a camera oversight group that considers the balance between risk mitigation and privacy concerns.”

In April, Vice President for Administration Kyle Cavanaugh noted that an assessment of security cameras would

be conducted during the summer, and that cameras in parking garages, as well as entries and exits of buildings had been implemented as part of a pilot program for such cameras.

In the coming years, especially as Central Campus is phased out, Dailey assured students that student safety on the campus remains a priority.

“Central Campus will continue to be an area of focus until students are no longer there,” Dailey wrote.

Kenrick Cai contributed reporting.

12 | MONDAY, JUNE 5, 2017

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MONDAY, JUNE 5 2017 | 13

One year in: From West Union to the Brodhead Center Bre Bradham The Chronicle In the renovated West Union’s first year back open, the building has become the “epicenter” of student life on campus.

The dining center, which houses 13 eateries by local vendors, reopened on August 29, 2016 following a multi-year, $95 million renovation.

The Board of Trustees voted at their May meeting to rename the facility in honor of outgoing University President Richard Brodhead, dubbing the venue the Richard H. Brodhead Center for Campus Life.

“Five years ago, I think most people would have said that the Bryan Center was the center of campus; West Union didn’t feel like a student union building,” said Brian Taylor, Trinity ’16 and former chair of Duke University Student Dining Advisory Committee.

Now however, the building has become the “natural epicenter of campus,” Taylor said, especially since most campus eateries are housed there.

The goal of the renovation was to “set a new bar for college dining,” wrote Robert Coffey, executive director of dining services, in an email. To do so, the new West Union brought in specialized kitchen equipment—a custom, round Asian bun and dumpling steamer that is one of four in the nation, a custom pair of copper-clad tandoor ovens, a pair of NitroCream liquid-nitrogen instant ice cream makers and a wood-fired pizza oven, among others.

“The reaction from the Duke community has been overwhelmingly positive, from the look and feel of the facility to the quality and variety of the food and the excellent service,” he wrote.

Coffey noted that the revamped venue has

Cameron Beach | The Chronicle After a $95 million renovation, the Brodhead Center reopened last August.

also caught the attention of several national organizations, leading to West Union’s inclusion among the “9 Best New University Buildings in the World” by Architectural Digest and Duke’s number one ranking in The Daily Mea’s 2016 list of the “Best Colleges for Food in America.”

Senior Quinn Steven, co-chair of DUSDAC for the upcoming year, also praised the space for providing “a sense of community” for upperclassmen, similar to what first-year students are able to experience at Marketplace.

She said that prior to its reopening there was no singular place on campus where people could eat and regularly expect to run into their friends.

“I think that the West Union solved that issue by really being a center for campus life,” Steven

said. “I’ve had group meetings in the study rooms upstairs, we have DUSDAC meetings there every week, I’ve studied there with friends until the wee hours of the night, I’ve eaten there—it really is an all-purpose space that serves the community in a way that no space had previously in our time at Duke.”

Taylor, who chaired DUSDAC for three years before stepping down at the end of this school year, was able to experience the old West Union as a first-year before construction efforts began in 2013. He explained that prior to renovations, the building lacked usable space and was filled with University offices.

Comparing the new against the old, Taylor said he appreciated West Union’s student-oriented spaces and emphasis on local food options, as opposed to larger franchises.

“The biggest transition would be that we went away from having one main dining hall and a few chain vendors to having a lot of different, local Durham restaurants there to offer food,” he said.

Il Forno—one of the vendors in the renovated West Union that serves woodfired pizzas and other Italian fare—has had a particularly successful year, wrote Scott Morse, owner of Brenen’s Restaurant Group and operator of Il Forno, in an email.

He noted that their two most popular items have been their artisan pizzas and fresh-made pasta bar, and that while their lunch business has been “slightly” better than their dinner business, both have been very strong.

“Il Forno’s first year inside West Union couldn’t have gone better,” Morse wrote. “It’s hard to imagine, but it actually surpassed my expectations.”

But with West Union now taking the spotlight of the campus food scene, some other vendors said they have taken a hit.

Steve Mosh, owner of the Bryan Center vendor Red Mango, told DUSDAC in February that the smoothie and yogurt shop’s sales have dropped since the newly renovated union opened.

“We took a huge hit, big time—along with everyone else in the Bryan Center,” Mosh said at the time.

The University also faced backlash from food trucks during the academic year, primarily due to Duke’s decision to move them away from their original spots in the chapel quad.

Larry Moneta, vice president for student affairs, defended the University’s position, noting in an email in September that West Union’s reopening played a role in the move.

Students during the year also lamented See WEST UNION on Page 16

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HEALTH from page 3 other undergrads. Duke undergrads and undergrads nationally both consumed an average of about five drinks. Duke graduate students on average consumed two less drinks than the undergrads.

Women, at Duke and nationally, consumed fewer drinks than men. Szigethy explained the differences in the drinking habits of men and women by referencing the survey data and data from AlcoholEdu, an online education program about alcohol assigned to Duke students.

“The women are feeling safer in the pregaming area to be drinking and then they go out,” he said. “The men are drinking because they want to hook up with up somebody.”

He also said that once women have had one bad experience with drinking too much, they tend to adjust their behavior quickly.

However, men typically require multiple unpleasant experiences with drinking before choosing to amend their behavior.

For college students who drank alcohol in the last 12 months of when the survey was administered, 31.3 percent of undergraduate men nationally experienced forgetting where they were or what they did. However, at Duke, that number shot up to 40 percent.

Duke undergraduates also use smoked marijuana slightly more than their counterparts across the country. Nationally, 19.8 percent of college students used marijuana within the last 30 days of when the survey was administered. At Duke, that number was 24.6 percent. Szigethy noted that some of the students smoking marijuana are using it as a sleep aid.

“This year, I’ve seen more people coming in who are using pot towards the end of the night in order to get themselves to go to sleep, which is another concerning piece,” Szigethy

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14 | MONDAY, JUNE 5, 2017

said. “Can’t even fall asleep without assistance from a drug? With it being a street drug, you never know exactly what’s in it.”

Mental health Women––nationally and at Duke––more frequently reported experiencing a variety of mental health issues. However, Duke graduate students reported lower rates of every mental health issue. Whereas 64.1 percent of Duke undergraduate women have “felt things were hopeless” at some point within the last 12 months of the survey, only 44.7 percent of undergraduate men reported the same.

One of the greatest disparities is amongst feelings of “overwhelming anxiety” and intense sadness. Whereas about two-thirds of Duke men reported feeling very sad some time during the year of the survey, four-fifths of Duke women reported feeling

the same. Regarding anxiety, less than half of Duke undergraduate men reported feeling overwhelmingly anxiety, yet nearly three-quarters of Duke women experienced intense anxiety.

Another discrepancy was the percentages of men and women feeling “so depressed that it was difficult to function.” Within the year prior to taking the survey, almost half of Duke undergraduate women reported feeling very depressed at some point.

However, just 30 percent of Duke undergrad men reported the same.

Duke undergraduate women also reported seriously considering suicide, attempting suicide and intentionally injuring themselves at twice the rate of undergraduate men. More than 15 percent of women reported seriously considering suicide, 2.8 percent reported attempting suicide and almost 10 percent reported Jeremy Chen| The Chronicle

intentionally injuring themselves.

Danielle Oakley, director of Counseling and Psychological Services, wrote in an email higher rates of women than utilize CAPS compared to men, which is consistent with counseling centers across the country.

She also explained how mental health is impacted by societal factors, especially for women of color.

“Less social stigma exists for women to express emotions and to ask for help, therefore we see them in higher numbers,” she wrote. “There are also cultural factors in which women are much more likely to be sexually abused or sexually assaulted, as well as experience sexual harassment, discrimination and sexism. For women of color and other marginalized identities, the reality is worse based on intersectionality. The reality of women’s lived experiences often result in mental health concerns that need professional help, especially if attempts to get support in their academic, social and work communities are met with invalidation.”

Szigethy noted that there are a number of resources at Duke for students who feel that they are at risk of harming themselves, including the Counseling and Psychological Services and DukeReach.

“It’s a high-end school. We do recruit a lot of Type A personality students, who are very driven people,” Szigethy said. “The question becomes how many people wrestle with the idea of failure or dealt with it prior to coming here? When they do come here and the heat is turned up somewhat, how do they react and respond, and do they have the resources? A lot of times, students have not had to ask for help before they come to Duke.”

Stress and sleep During the previous year of the survey, a greater percentage of Duke undergraduates See HEALTH on Page 15

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HEALTH from page 14 rated their overall level of stress as “more than average” or “tremendous” compared to college students nationally. More than 55 percent nationally ranked their stress at that level, yet almost 65 percent of Duke students felt the same.

Szigethy noted that some of this stress stems from Duke students’ strong performance and reputation of excelling in high school. In the months leading up to their first days at Duke, many new students feel that they will finally feel at home with similarly capable peers, he explained.

“Then, when people get here, they add the pressure of ‘I better fit in because these are my peers,’” Szigethy said. “Now, I’m also not seen as special because everyone here is bright. How do I define who I am?”

Participants of the survey were asked to identify what factors had been traumatic or very difficult to handle within the prior year. Whereas “academics” and “careerrelated issues” had a higher percentage of Duke undergraduates concerned, “family problems” and “finances” were less of a concern to Duke undergrads.

One peculiar difference was related to the “death of family member or friend” as a factor for trauma or stress. Nationally, more than 16 percent of college students reported this issue as very difficult to handle. However, at Duke, eight percent of undergraduates reported the same. Szigethy explained that there could be a number of explanations for this difference.

“It’s interesting factor. In some ways, you wonder if finance has something to do with it. People have more resources, probably more health care, so therefore addressing things earlier on, any kind of illness,” he said. “It may depend on where people live. There’s a lot of different rationales that can tie into this.”

At Duke, 38.6 percent of undergraduates reported “stress” as a factor affecting academic performance, and 21.5 percent of undergraduates reported “sleep difficulties” as a factor. A smaller percentage of Duke graduate students reported both of those factors as affecting their academic performances––18 percent reported “stress” and less than 10 percent reported “sleep difficulties.”

Compared to undergrads nationally, a lower percentage of Duke undergraduate

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students reported not getting enough sleep most days of the week. However, a higher percentage of Duke students also reported feeling tired, dragged out or sleepy during the day for most of the week.

“If a lot of them feel rested in the morning, but they’re feeling sleepy and groggy during the day, my question there would be selfcare,” Szigethy said. “How much wellness and self-care are people doing? So, they’re feeling sleepy and groggy during the day. Are they eating right? Are they balancing their meals?

Are they pushing too hard and not giving themselves a break to rest?”

Nutrition and exercise Duke undergraduates tend to have better eating and exercise habits than their counterparts nationally. Whereas more than two-fifths of Duke undergraduate women reported getting three or more servings of fruits and vegetables per day, the percentage for college women nationally was closer to one-fourth.

Female Duke undergraduates also got more exercise than their counterparts nationally, with higher percentages of Duke females doing moderate-intensity and vigorous intensity cardio or aerobic exercise for more days during the week.

Szigethy, however, said to be cautious with high percentages of students doing vigorous exercise five to seven days a week, noting that it might be “extreme behavior.”

“It’s fine to do two to three times a week of cardio and off lay it with some other kind of exercise, but not necessarily the extreme factor,” he said. “If we have higher numbers here, is it people who are doing extreme behavior? Is it the same people who aren’t eating all that much and might have a disorderly eating problem?”

Most Duke students had a healthy weight based on their Body Mass Index. Almost three-quarters of Duke undergraduates fell in the healthy weight category compared to 58 percent nationally. Sixty percent of Duke graduate students fell into the healthy weight category.

“When you take an eye-scan of the Duke campus, we are a pretty healthy campus overall,” Szigethy said. “People do eat healthy overall. You don’t see an enormous amount of overweight student, but what we do see is good number of underweight students. How do we get the entire student body to be moderate?”

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Duke undergraduate women reported being “diagnosed or treated by a professional” for anorexia within the prior year at twice the rate of their counterparts nationally. The number was greater than four percent at Duke compared to less than two percent nationally.

Additionally, there was a higher percentage of male Duke undergraduates in the underweight category than there were college men nationally––7.1 percent for the former and 4.4 percent for the latter. Szigethy noted that body image was becoming just as much a concern for men as it is for women.

“I think nationally, it’s changing. Men are becoming just as affected by body image as women are,” Szigethy said. “You’re seeing people spending more and more time in the gym. If you go to the gym here at five o’clock on Friday, you’re going to see it packed. So, I think that there’s just as much concern.”

CURRICULUM from page 8 oriented, so anything we can do to move away from labels would be great,” said Astrachan in regard to some of these revisions.

The IDC committee hoped that revamping the curriculum to include these elements would encourage students to take ownership of their educations, rather than simply crossing off requirements.

However, different faculty members remained dissatisfied with the IDC committee’s ideas. As the months passed, additional amendments were made to the curriculum proposals, including lowering the original 36 credit requirement for graduation to 32. The number of “credit/no credit” classes that students would be allowed to take also decreased from six to four.

In February 2017, the “Duke Experience” component proposed in earlier drafts was renamed “Frameworks.”

Under this new label, students would be required to take three thematically organized courses—one in social sciences, one in the natural sciences and one in the humanities—and a Focus program could be substituted for “Frameworks.”

The new draft also required students to complete a “Foundation” by the end of their second year, which consisted of one course corresponding to a Writing

101 class, one in a second language and one with quantitative inquiry objectives.

The shift to mandate a class in a second language was a notable departure from the position outlined in the previous draft, in which students were required to fulfill one “Languages and Culture” requirement without necessarily taking a class taught in a language other than English.

The path forward Astrachan noticed that many of the objections to the new proposal from the faculty members seemed to arise from selfinterested concerns.

“Who was angry that the language requirement was going to go from three classes to one?” he said. “Everybody in the languages. If they had allies that weren’t in the languages, I think their objections would have had a little more credence.”

He explained that these “self-interested parties” are a main reason why the BluePrint has initially failed.

Ashby is now involving chairs of various departments much more centrally than before, as well as speaking with many directors of undergraduate studies, she noted.

“We are now discussing next steps in this process,” Ashby wrote in an email to Trinity staff in regard to the future of the curriculum’s approval process. “To begin, we anticipate a series of fall retreats with chairs, the DUS Board, [the Executive Committee of the Arts and Sciences Council], and other stakeholders, as well as a variety of town hall meetings for faculty and departments across divisions.”

Hasso explained that Ashby’s efforts are productive.

“This is compelling cross-disciplinary discussions,” she said.

Previously, there were a flurry of meetings that did not encourage such discussions, Hasso said. Meetings were very divisional, and some faculty assumed that criticisms of the curriculum proposals were primarily driven by self-interests of particular departments rather than overall concern for the curriculum.

“It’s also not true that faculty in different divisions or departments have one position,” Hasso said. “They don’t.

We all have enough friends and colleagues throughout the University to know that a lot of colleagues are concerned that students receive a high-quality cross-disciplinary undergraduate education.”

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ACADEMY from page 6

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your own work?

MT: The international [work] is really important. I find that there’s a lot of really interesting and important work going on in Europe in particular that doesn’t always get the attention that it deserves in America.

There are some things that Americans do that the Europeans don’t get, but it’s much more in the other direction. I don’t know if I can come up with something very specific, but in general, the more different ideas and different perspectives on things you can get, the better.

TC: Can you summarize your research on how humans are uniquely human?

MT: In a nutshell, I would say that great apes, monkeys and primates are very clever individually. They can solve problems on their own, they can use tools, they can predict what others are going to do, but it’s all individual and it’s involved in competition with others. And what’s happened with humans is that humans have found ways to put their heads together to become smarter. That takes place over TC: What are your lab and institute time through culture. It’s really what we call working on now? shared intentionality—that is, putting your MT: We’re working on the idea that heads together to get smarter. some of these shared intentionality things emerge quite early in infancy. Already TC: How have your academic views on human infants are attempting to relate to this subject changed over time? adults in special ways with things like joint MT: When we started, we thought that attention and emotion sharing at various chimps and other apes were not able to do times. We’re looking at how that kind of a lot of the things that they are. We thought emotional tie of shared intentionality the difference between humans and other works now. When we share, something is apes was much larger than it turned out pleasurable to us. We bond. For example, to be. We thought that chimps couldn’t if you’re having coffee with someone and even understand anything about others’ you start sharing things about yourself and mental states. But now we think that they they start sharing things about themselves, do. So that means that the comparison you naturally become closer. If you do between them and humans is a little something together with somebody, you go harder. We thought before that humans somewhere to do something, those kinds were sort of individually smarter, but then of things are part of what make us feel when we found out how smart chimps are, closer to people, and we think it’s already we started looking around for another working with human infants and adults. hypothesis. It turns out that it’s not that Part of the reason they’re interested in humans are individually smarter but that this kind of cooperative communication, they’re collectively smarter by forming emotional exchange and joint attention is cultures in which people exchange ideas. precisely to bond.

That’s the real difference.

TC: How do animals work together TC: One of your other positions is with differently from how humans collaborate? the Max Planck Institute. How do you MT: We think that in those situations, think that doing that kind of international each individual is using the other as a and cross-disciplinary work has influenced social tool. For example, one of them

gets the food and in the end they just eat—they don’t go around sharing it.

But with humans, hunter-gatherers for example, when they capture an antelope or something, they bring it back to the camp and share it with everyone. So for example, there’s a study about kids that shows that if they’re working on something collaboratively and one of them by accident—actually it’s orchestrated by the experiment—gets their reward, they keep going until the others get their reward.

But that hasn’t been done with any of the other animals. If it were, I would predict that once an individual gets their reward, they would stop before helping the other animals to get their reward. Humans are doing this in a more prosocial way, and we’re all in it together.

good or for ill. Wars are fought by armies that cooperate with one another.

On each side there are cooperative enterprises fighting each other. I think that it’s becoming more and more widely accepted in evolution that different cultural groups would compete with each other for access to resources. I think that the idea of ingroup and outgroup is part of our evolutionary heritage too. It’s quite analogous to excluding freeloaders, right? The freeloader is not part of us when we’re hunting and now we’re part of a big cultural group and working together, but now this outsider comes, and we exclude him. I guess I would say that way of operating comes from humans’ evolutionary heritage. Now we’re in a new world, and we should all cooperate, but we’re just going to have to TC: What kinds of technological figure out how to do that. breakthroughs have revolutionized psychological experimentation? from page 13 MT: The big one in behavioral research in general and child development was videotapes. I know that’s a long time the later start hours of Duke’s merchantsago, especially for people your age, but on-points vendors compared to previous videotapes only became easy to work with years. However, Coffey explained during a 30, 40 years ago. That really revolutionized DUSDAC meeting in Oct. that MOP hours everything because you could watch it in previous years were only provisional, over and over again. In our research, intended to supplement Duke’s dining this eye tracking technology was a great options during West Union’s renovation. breakthrough because it’s allowed us to Taylor added that the MOPs’ hours this figure out what apes and children are year reflected the ones he experienced thinking by seeing where they’re looking. as a first-year when West Union was With the same eye tracking technology, previously in operation. you can check out when the pupils of kids Many other student complaints were or chimps dilate. We’ve been using that to brought forth through Duke Student also see how children are understanding Government’s Fix My Campus Facebook situations, what they’re finding surprising page. From complaints that vendors were or arousing. closing early to questions about more sustainable options for takeout containers, TC: How might your research relate to ideas Steven, who is also FMC’s liaison to dining about cultural superiority and inferiority? services, noted that the Facebook page has MT: Cooperation can be used for See WEST UNION on Page 18

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RESEARCH from page 5

Glander said that his least favorite part of teaching was having students complain about their grades.

“If students are one tenth of a point away, they often In addition, faculty said that teaching can inspire feel that they are entitled to the remaining one tenth new research questions and challenge them to think of a point,” Glander said. “And I always tell them, ‘you differently about their current research. earned this many points,’ and I’m not going to bump Charbonneau explained that whenever he teaches a them up.” class, it forces him to revisit the basics of his field, which in turn gives him new ideas.

‘An incredible privilege’ Malesky said he believes it is part of his job to convey the Regardless of these negative aspects of the job, passion he feels for his own research questions to his students, professors reflected positively upon their teaching first by giving them the “foundational tools” they need to experiences at Duke. understand the material before demonstrating where the Alberts said that the opportunity to teach at Duke frontier of the discipline currently lies. remains an “incredible privilege.” Her students are bright, After mastering these foundational tools, a student is dedicated and curious, she added. then ready to go into a lab, become a research assistant for a Warren also praised the quality of students he has professor or write a thesis, Malesky explained. taught at Duke.

Astrachan called the balance between research and “Teaching smart undergraduates, such as the ones I teaching a false dichotomy, explaining that he probably have had at Duke or Princeton, is particularly rewarding,” spends more time in departmental meetings and other service Warren wrote. to the University than he does in the classroom.

Astrachan said that he enjoys watching his first-year Faculty also have commitments in addition to academia, he noted.

“Outside of Duke, [faculty] might have hobbies, family,” Astrachan said. “I think most people have several things that they balance.”

But Duke professors are up to the challenge, noted Warren, adding that Duke “naturally attracts people who enjoy making that balance.”

Becoming better teachers Along the way to mastering this balance, faculty have sought to improve their undergraduate teaching in a variety of ways.

Alberts explained that faculty might observe their colleagues in the classroom, ask them directly about their teaching styles or seek out personal instruction to further improve their teaching.

Charbonneau echoed Alberts’ view, explaining that casual conversations during committee meetings, faculty dinners and other collegial gatherings build up over time to gradually improve the quality of one’s teaching.

Becoming a better teacher also comes from experience as well as how many times you have taught the material, he noted.

For example, Warren explained that in science classes an instructor usually teaches the same class for three to five years, so they build on their experiences.

Glander took an alternative approach to hone his teaching. He said that he would directly evaluate his own performance by asking students in the earlier classes of his career how he could get future students more interested in the material. To supplement this feedback, he also videotaped his own lectures.

“It was an eye-opener watching those video tapes because I could see a lot of issues,” Glander said.

Charbonneau praised Duke for allowing him to experiment with different forms of teaching and for encouraging him to take risks in the classroom.

“One of the reasons we became faculty is because we liked learning in various forms,” he said. “Being able to teach a class in which I get to learn myself is a way I’ve been able to become a better teacher.”

Challenges and chores Although faculty discussed how teaching can be rewarding, they also voiced struggles they face inside the classroom.

Charbonneau said that he has heard students ask why Duke faculty are not better in the classroom.

“Because we bring more to the Duke community and the undergraduate experience than just how we lecture,” he said. “We want all of our faculty to be as good of lecturers as they can be, but that’s not the sole criterion of their usefulness to the University.”

Charbonneau explained that if he had infinite financial resources, he would bring on more teaching assistant support to enrich the learning experience beyond the classroom and offload part of his responsibilities like grading.

Several others noted that grading is one aspect of teaching they tend to dislike the most.

“I hate grading mostly because I care more about whether students learned the material than calculating their specific rank in the class,” Malesky said.

Aldrich described grading as a “chore,” adding that he often feels like it requires him to pass judgment on his students when there has not actually been enough time to pass judgment appropriately.

He added that he would like to see more students taking the initiative to engage with faculty outside the classroom and not just to talk about whether a project should have earned a “B” instead of a “B-.”

students change over time at Duke and seeing what his seniors have accomplished along the way.

Observing the interaction among intellectually curious domestic and international students is also fun, Malesky said.

He added that he loves creating and pursuing new knowledge, and then being able to pass this along to his students.

Other faculty seek ways to give back through their teaching. For example, Hare said he wants the same opportunities for his students to get involved with research that he had as an undergraduate.

“That moment of being asked to participate in making big discoveries as a sophomore, that was life-changing for me,” Hare said. “That’s the best part of teaching—trying to replicate what was given to me years ago.”

Charbonneau noted that teaching was the reason why he wanted to become an academic in the first place.

“I really like to learn about what I do from my research, but one of my favorite things to do is then to transmit that enthusiasm to my students,” he said.

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18 | MONDAY, JUNE 5, 2017

PROFESSOR from page 6 secretary and vice provost of international studies, among other roles.

E. Roy Weintraub, professor emeritus of economics, said that Goodwin also had connections to Duke through his family members.

“His loyalty to the institution was quite real,” Weintraub added. “He had some opportunities to go elsewhere for high administrative posts, but he stayed. He cared deeply about this place.”

In addition to his loyalty, Weintraub said that Goodwin was “wise, calm and judicious,” and was therefore suited to positions of responsibility. For instance, in 1968, after Martin Luther King Jr. was assassinated, Duke students marched three miles to President Douglas Knight’s house with a list of demands.

Weintraub noted that the chaos caused Knight to have “a nervous breakdown” and he became “incommunicado,” so a group of senior faculty members—including Goodwin—“ran the University” for a short period of time.

“Goodwin was one of those running the University as a group who had longterm Duke connections and were highly respected by the faculty and members of the Board of Trustees,” Weintraub said. “They ran the University until Terry Sanford was selected by the Board of Trustees to become the incoming president. It’s a pretty good example of good judgment.”

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reconnect with their former professor.

“I certainly know in terms of students, his impact was immense,” Caldwell said. “People who had graduated 20 years ago—when they came back to campus, if they had him in a class, they would come by and they would chat.

He would get emails and testimonials basically from students over and over again. I think he was just a really good teacher.”

One student who was deeply impact by Goodwin was Anand who took his “History of Economic Thought” course elective during the spring of her sophomore year. At first, Anand said that she was intimidated by his expectations for the class, but Goodwin’s accessibility outside of class and kind-hearted nature appeased her initial anxiety.

For Anand, Goodwin shaped her academic experience. Coming to Duke, she thought she would pursue business but also had a strong interest in literature. Goodwin’s class allowed Anand to explore the intersectionality of her passions and what that could mean for her professionally.

“His class was really the first time it hit me that I care about learning and reading and writing so much,” Anand said. “I want to grow and be a professor. Basically, I would love to live the kind of life he lived.”

Anand added that Goodwin’s support was key for her to believe that she could achieve her academic and professional goals.

“For someone like me in the class, who’s a woman and a person of color, questioning can I be a part of this conversation, is this a field that is open for me? Will I be accepted here?” she said. “He, never once, made people feel like they didn’t belong in that classroom and they didn’t belong in this field.”

‘In terms of students, his impact was immense’ Many of his colleagues said that Goodwin took a real interest in the lives of students, which made him a popular professor.

Weintraub, noting Goodwin’s high rating ‘The preeminent historian of economics on RateMyProfessors.com, simply said that in the world’ “students loved him.”

Goodwin studied the history of economics Caldwell added that he would frequently and taught several courses at Duke related to see Goodwin’s old students stop by his office to economic history. Caldwell said that Goodwin’s

classes put economics in perspective for students by tracing its history.

“He’d go all the way back to the Greeks through the 20th century, so people like Adam Smith, Karl Marx, John Maynard Keynes— these are the ideas about how the economy works or doesn’t work that he would trace,” Caldwell said. “It really helps you understand current economics better to see its history, its development.”

Goodwin was also the founding member of the journal “History of Political Economy,” which he also edited, and the Center for the History of Political Economy. Weintraub explained that the journal gave academics working in the field of political economy a platform unlike any other. “[Goodwin] is the preeminent historian of economics in the world,” Weintraub said. “He created in the field of the history of economics a different kind of way of thinking. He was, early, interested in how economics ideas got into the public sphere.”

Kevin Hoover, professor of economics and philosophy, noted that Goodwin was a “generous” academic.

“He was a very generous person—very generous with his time, very generous intellectually with considering other people’s ideas, trying to promote their work,” Hoover said. “In that sense, for an academic, [he was] very kind in a way that matters a lot to academics.”

‘Being a responsible, good citizen’ Hoover added that Goodwin was “very publicly minded.” Noting Goodwin’s interest in politics and government, Dudenhefer explained that Goodwin would have been “horrified” by today’s politics.

“I’m pretty confident in saying that he would be horrified by what’s going in Washington,” Dudenhefer said. “He comes from a very leftist, almost socialist background.

He very much believes that the point of

government was to help everyone lead a better life and that we’re all in this grand civic project together. He was very turned in many ways by the ‘rational self-interested actor.’”

Dudenhefer added that Goodwin saw participation in civic life as an important responsibility. He also noted that Goodwin was on the Orange County Planning Board for many years.

“He was a scholar and an academic who believed that a scholar and an academic have a responsibility to act in the world and to put their knowledge to good use, which is not the typical academic way,” Dudenhefer said. “Most academics are not active in the world. He felt very strongly about being a responsible, good citizen that participated in public affairs. He was very big on public sector and the role of government in society.”

WEST UNION from page 16 provided a helpful forum.

“A lot of the time, when you are boots-onthe-ground as a student, it really helps you understand what a consumer really has an issue with, rather than just theoretically what a consumer might have an issue with,” she said.

Senior Julia Medine, co-chair of DUSDAC for the upcoming year, said that despite some of the setbacks Duke Dining may have faced over the year, she sees the new West Union as a success. Duke Dining’s drive to improve the student dining experience has been key to this effort, she added.

“I do think that at the end of the day, students are pleased with what West Union offers—not just as a lovely space, but also as a wide array of options,” Medine said. “I do think that there are a lot of issues that continue to persist, but what I think is impressive about Duke Dining is that they are never defensive and they never push back when we bring issues to them about West Union, unless their hands are tied.”

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MONDAY, JUNE 5 2017 | 19

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“I came to college yearning for a faith community. I imagined one with people that I could do life with, be real with, and be present in atypical Christian settings. I have found myself growing in my faith in these areas through Cru’s ministry here at Duke. I’ve met some of my best friends at Cru.” Chris Lea Senior Pre-Med

“I’d been involved with Cru’s high school ministry so I knew I wanted to join Cru when I got to Duke. I never anticipated the tremendous growth I would witness in my own faith through friendships and discipleships within Cru. We are a community pursuing Christ together and the ministry has influenced my entire college experience.”

Melanie Park Junior Psychology

20 | MONDAY, JUNE 5, 2017

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Remembering Mike Doherty

Oh, baby!

Friends, professors memorialize the junior’s compassion, kind nature | Page 2

Duke Lemur Center says hello to four new infant lemurs | Page 3

The Chronicle T H E I N D E P E N D E N T D A I LY AT D U K E U N I V E R S I T Y

MONDAY, JUNE 5, 2017

DUKECHRONICLE.COM

ONE HUNDRED AND THIRTEENTH YEAR, ISSUE 1

Student conduct panelists: The process works Neelesh Moorthy The Chronicle This is the fifth story in a multi-part series on the student conduct process. The first story examined the experience of one student who went through the student conduct process and felt she was treated unfairly. In the second story, two legal experts criticized the student conduct regime. The third story, published two weeks ago, detailed additional students’ experiences with the Office of Student Conduct, and the fourth story, which was published last week, explored the intersection of student conduct with the University’s alcohol policy. If you have had experiences with the Office of Student Conduct that you would like to share with The Chronicle in a confidential manner, please contact Claire Ballentine or Neelesh Moorthy.

Several students who have gone through the University’s student conduct process and lawyers who have interacted with the Office of Student Conduct say that there are significant flaws in Duke’s disciplinary process.

Duke students who spoke with the Chronicle, along with a Duke Law professor, and a Durham lawyer who defends students in the student conduct process criticized the process for having hostile administrators, overly-severe punishments and undergraduate conduct boards predisposed to finding students responsible.

Students who work with the Office of Student Conduct—as panelists on the UCB or as student disciplinary advisors—have a different viewpoint. The Chronicle reached out to about 50 former UCB panelists and disciplinary advisors, as indicated by their LinkedIn profiles or OSC’s website.

The majority declined to comment or did not respond, but those who did respond defended the process against some of the criticisms made by students who went through the process and lawyers who have interacted with the process.

“The process is extensive. If you were not at fault, it will 99.9 percent of the time find you that way,” said Lorenzo Babboni, Trinity ’17 and a student disciplinary advisor tasked with helping students navigate the process, who did not sit on the UCB. “In my experience, people who go through this

Jeremy Chen | The Chronicle

process did do something they shouldn’t have done, they regret doing it, were under stress and caved momentarily. They didn’t do something major, and oftentimes they need to go through the process to make sure they understand they did something that Duke says is not a student quality they want to be promoting. It’s not perfect, but I think it’s a pretty good system for what it is.”

Defending the UCB Some students say the undergraduate conduct boards are biased against accused students. A UCB panel typically consists of three students and two faculty or staff members and makes determinations of responsibility when a case has not been resolved by either an administrative or facultystudent resolution.

For example, one student accused of cheating—later found not responsible on appeal—called the UCB hearing “the absolute worst part” of her interaction with OSC. Donald Beskind, a professor of law and faculty advisor since 1977, said that UCB panelists are often more interested in “prosecuting” a student than making an impartial determination of guilt.

And another student who was caught shoplifting accused UCB panelists of being “self-selecting” and the type of students who “derive some kind of enjoyment from

Hey, parents!

punishing other students.”

Other students who previously served on UCBS pushed back against the charges of UCB bias, saying that their motivations for joining the panel were not to punish others.

Julia Bretz, Trinity ’17, served on three or four cases and said she considered it an “honorable position” and wanted to uphold the integrity of the community. Dalton Brown, former UCB panelist on six to eight cases and Trinity ’15, also noted that he wanted to make Duke a better and fairer place by impartially enforcing the rules listed in the Duke Community Standard.

“I know that as a student, I’m not here to get people in trouble because it’s fun,” Bretz said. “I’m here to uphold the standards of the community.”

Another 2017 graduate—who served on about six to eight panels and asked to remain anonymous to speak freely about the UCB process—said that while she was at Duke, students did not join the board to punish others. They did so to either boost their resume, enforce the Duke Community Standard or because they wanted to bring a different perspective to deliberations. In her case, she joined the UCB because she had a critical perspective of the board and wanted to offer that voice, she explained.

Bretz added that OSC ensures the best possible students are selected for the UCB

by allowing current panelists to have a large say in the interview process. She said the recruitment process included a mock panel in which interviewers simulated what a hearing would be like and evaluated applicants’ responses, for example.

Several former panelists cited having students on the panel as a strength of the student conduct process because students can bring a perspective that would be missed by faculty and staff.

Bretz and Vinesh Kapil, Trinity ‘14 and former UCB member, both said OSC made a substantial effort to assure diversity in the pool of students who might serve on any given UCB panel. As a former member of Duke Rowing, Bretz said she might be selected for an athletic case—provided that she did not know the accused student—because she understands the pressures athletes face.

She suggested something similar might happen if the case involved a fraternity or sorority member or a student in the Pratt School of Engineering.

The seriousness with which students approach their role on the UCB is a safeguard to ensure a fair and impartial process, said Larry Moneta, vice president for student affairs. He agreed that creating a student-oriented process is the best route forward—especially compared to disciplinary systems he has observed in the past, including at Duke.

“You got called into the dean’s office like, ‘What the hell did you do?’ You told your story, and that dean said, ‘Get out, you’re gone for a semester,’” Moneta said.

“You’ve started in a model that was extremely informal, extremely disempowering to the student. The administrator in charge was judge and jury all at once.”

In the University’s system, there are several mechanisms through which a violation can be resolved. Students can opt for an informal resolution that does not create a disciplinary record for minor offenses, or they can go through a formal resolution. A formal resolution can either be an administrative hearing—in which an OSC dean decides if the student is responsible for the violation—or a UCB trial.

See CONDUCT on Page 13

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2 | MONDAY, JUNE 5, 2017

Junior Mike Doherty remembered for kindness, positivity Adam Beyer The Chronicle Junior Michael Doherty was much beloved by his friends, teammates and professors.

Doherty, who was 20 at the time, passed away almost two weeks ago near his home in Massachusetts. He is survived by his parents, Daniel and Nancy, and brothers, Kevin and Daniel, as well as many friends at Duke and beyond. The Chronicle spoke to several people who knew Doherty during his time at Duke. They all gave a similar depiction: Doherty was kind and friendly and while sometimes reserved, had a smile that lit up a room.

When he went missing, Doherty had just finished his sophomore year in the Mechanical Engineering program at Duke, an institution he loved deeply, friends said. Affectionately nicknamed “Doh Boy,” Doherty was popular among his friends and fellow members of Alpha Tau Omega fraternity.

Doherty’s body was found in Massachusetts last week after he disappeared on his way home a week prior. Several of his fraternity brothers who lived in the area assisted in the nearly weeklong search.

Junior Jack Ditomassi became close with Doherty through their fraternity. The two had gone to rival high schools in Massachusetts but bonded over their mutual friends and connections to home. They got close over Fall Break when they stayed on campus.

“He loved hanging out with his friends, no matter what the circumstances were,” Ditomassi said, noting that Doherty would drive people to Cook Out in the middle of the night, regardless of how much work he had.

One of Ditomassi’s favorite memories was driving back to Massachusetts together.

Special to the Chronicle A natural athlete, Doherty participated in several intramural sports at Duke and had been chosen as captain of the Club Hockey team for the upcoming season.

Although long car trips may not sound fun, Ditomassi said the conversations were amazing.

Junior Peter Ciporin was Doherty’s roommate this past year.

“He’s the type of kid that it’s hard to have a bad impression of,” Ciporin said. “You talk to him once, you can immediately tell how nice of a guy he is, how good of a friend he is to all of his friends and family.”

Ciporin explained that though they both had quiet personalities, he could tell that he and Doherty had a bond. They also participated in the Project Waves preorientation program together before their first year at Duke.

Doherty’s popularity extended into the classroom.

“He had such positive energy,” said Rebecca Simmons, assistant professor of the practice in the Department of Mechanical Engineering and Material Science. “He just always came with a smile and willing to pitch in and help out. I can’t imagine him ever complaining.”

Simmons taught Doherty last Fall in her Engineering 121 class and was slated to have him in another class after summer break. She said that she recalled his excited participation in the class’ final project: designing a RubeGoldberg machine.

The small class felt like a family, Simmons said, noting that Doherty had a quiet yet strong presence.

Michael Gustafson—associate professor of the practice of electrical and computer

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engineering who had Doherty in his Engineering 103 class—recalled his positive attitude and smile.

“I can say I know the smile that so many of his friends have talked about,” Gustafson wrote in an email. “As people were turning in the second test of Mechatronics, I remember Mike turning to me, smiling, and saying, ‘Well, that was pretty hard Dr. G!’” Friends also noted that Doherty was athletic and took to sports easily. An avid Red Sox fan, he participated in several intramural sports at Duke and was going to be a captain of Duke’s Club Hockey team next year.

Junior Jordan Siff played with Doherty on the hockey team and recalled Doherty leaving a “positive impression” on people he interacted with.

“He carried this presence everywhere he went; on the ice he was cool, calm, collected, and a player that everyone could learn from,” Siff said. “Off the ice he led by example and was a great teammate and friend. There was never a situation that could break his good spirit, and it truly radiated to the people around him.”

Scott Martin, Pratt ’14, led the hockey team during his time at Duke and praised Doherty’s selection as the team’s president and captain.

“He has always been the epitome of patience, humility, and understanding,” Martin wrote in an email. “He was an unwavering presence of optimism... meanwhile balancing that with a competitive drive and motivation that frequently sparked the fire in those around him.”

Martin added that he would miss seeing Doherty’s face in the locker room and his wry sense of humor.

See DOHERTY on Page 16

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Baby alert: Lemur Center Placing House Bill 2 in North welcomes four new lemurs Carolina’s LGBTQ+ history Caroline Brockett The Chronicle Since March, the Duke Lemur Center has announced the birth of four lemur babies— two blue-eyed black lemurs, one mongoose lemur and one collared lemur.

The young lemurs were all born within a 14-day timespan. The two blue-eyed black lemurs are named McKinnon and Poehler; the mongoose lemur is called Nacho; and the collared lemur has been dubbed Bijou. This brings the center’s total number of births this year to seven.

“Lemurs, in order to breed, are going to have to be healthy. They’re going to have to

Courtesy of Duke Lemur Center The new lemurs’ names are McKinnon, Poehler, Nacho and Bijou.

feel cared for and comfortable, and not be under stress,” said Sara Clark, director of the communications at the Lemur Center.

“The fact that we [at the Lemur Center] are this good at breeding lemurs and caring for infants is a testament to the really high quality of research that is done here.”

Clark explained that while lemurs breed and give birth at different times and have varying gestation periods, they generally breed only once a year and are only receptive to breeding for 24-48 hours each year.

Megan McGrath, the education programs manager for the Lemur Center, explains that all infants are announced approximately one month after they are born to give them sufficient time to get strong, grow healthy and bond with their mother. Once they are old enough, they may be placed on the Lemur Center’s tour path depending on their personality and their selected living space.

“Since we have about 230 lemurs here, not everybody is on the tour path because that would be a very long tour,” McGrath said. “Our curator does a really wonderful job of choosing which species and which animals might be a good representation on that path, and she absolutely takes into account the personalities of the animals involved.”

The number of births at the Lemur Center varies from year to year, mainly based on each species’ “survival plan”—which is created by a group of experts worldwide, including the Association of Zoos and Aquariums, and is focused on boosting genetic diversity within the species’ captive population. Clark stressed See LEMURS on Page 18

Frances Beroset The Chronicle North Carolina has received national attention throughout the past year for its battle regarding House Bill 2.

The controversial bill had two parts—the first required people to use the restroom for their “biological sex” and the second barred local governments from creating their own anti-discrimination policies. HB2 became law in March of 2016 in response to an antidiscrimination ordinance created by the city of Charlotte for LGBTQ+ people.

The law incurred a large amount of ire and pushback within the state and nationally. In April 2016, Durham City Council formally passed a resolution against the bill, calling for its repeal.

“The Durham City Council, the Durham County commissioners and the school board have all come out strongly against HB2,” said Wendy Jacobs, chair of the Durham Board of County Commissioners.

She said that the “bathroom aspect” of the controversial law was “really a smokescreen” to hide the fact that it was actually an “anti-labor” law.

“If you feel like you’ve been discriminated against because of your age, or your race, or because you’re handicapped or you’re a veteran, you have lost your rights in this bill,” Jacobs said.

Alongside the intrastate political resistance, North Carolina also faced economic pressures.

Paypal and Deutsche Bank both cancelled their planned expansions to

Chronicle File Photo In March, Governor Roy Cooper signed HB142, which was a compromise-repeal of HB2.

North Carolina, and the National Basketball Association issued a statement stating they would reconsider hosting the NBA All-Stars game in Charlotte in 2017, citing HB2 as a “discriminatory law.”

In September 2016, a federal court issued an injunction against the University of North Carolina system, prohibiting the university system from enforcing the portion of the law that requires individuals to use the bathroom corresponding to their “biological sex.”

The bill was also criticized for including no clear method of enforcement.

In November of last year, the bill was a major issue in the state’s closely contested See HOUSE BILL 2 on Page 16

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DUKE MARINE LAB NEW STUDENT VISITATION DAY

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MONDAY, JUNE 5, 2017 | 5

DKU event reveals how China handles academic freedom The Chronicle Academic freedom is a theme that has dogged discussions of Duke Kunshan University since the joint venture’s earliest stages. But what does academic freedom look like at a liberal arts university in the middle of China?

The process of gaining approval from the Jiangsu provincial government for a May conference on environmental justice at DKU gives a glimpse into the mechanics of academic freedom on campus in Kunshan.

“Since 2007 when we first engaged with Kunshan, I can tell you there hasn’t been an event—there hasn’t been a lecture, there hasn’t been a course, there hasn’t been a program—in which anybody at any moment tried to censor or moderate content on the DKU campus,” said Denis Simon, executive vice chancellor of DKU. Despite a perfect track record and no protocol for a veto by the Chinese government, the process of gaining logistical approval from the Jiangsu Education Department can be, at its worst, a “lethargic” one.

Simon explained that because DKU is a new university, they do not have a “typical” time frame for such a process because they have not had many cases, but said that they usually hear something within 30 days. The approval for May’s conference took longer.

Prasenjit Duara, Oscar L. Tang family professor of East Asian studies, had been planning a conference called “Environmental Justice and Sustainable Citizenship” to be held at DKU in May 2017 for a “long time” when he received notice from people at DKU that he needed to submit paperwork in December 2016 for approval by the Jiangsu provincial government.

“We put together a proposal. They wanted names and affiliations of people and their topics,” he said. “So we sent in what we had—about 20 to 25 names. We didn’t think it was an issue.”

Duara was waiting at an airport to travel to India when he got a message saying that he would need to provide additional information for the government to review.

“This was March 10 or something. So we didn’t hear anything for four months, and then they said that this was inadequate. It’s a slow and lethargic process—it’s not a very efficient process,” he said.

Duara explained that he became concerned at that point, because he knew of conferences in China that had previously had to change locations—including one of which he had been planning to attend—and due to the potential sensitivity of the topic of environmental justice. Still, he highlighted that the key difference with the conferences that had been moved and his planned one was that they had not been sponsored by a legal, established institution like DKU. Sensitive topics are not strangers to DKU’s campus, Simon explained. The University has held town halls on U.S.-China relations for two years, and Kunshan government officials have taken part in the event. They’ve also had meetings about innovation in China and professors have discussed the Tiananmen Square protests in courses.

However, as of April 19, Duara had not received definitive approval from the Jiangsu provincial government.

“Everybody was asking me, ‘Are we going to have it or not?’ because they had to make plans. So that was the frustrating thing,” he said.

Simon noted that despite some people’s concerns, there is no protocol for the Chinese government to have veto

Chronicle File Photo First classes started August 25, 2014 at Duke Kunshan University, which is located in Kunshan, China.

power over any content at DKU that is part of the university’s educational mission. This guarantee is included in DKU’s founding documents, he explained.

“At no time is there an allowance for a veto on anything that we want to do based on the content of the event—there simply is no room for that kind of censoring going on,” he said. “So that makes a kind of line in the sand that Duke has made very clear.”

He likened the process they’ve established with the Jiangsu Education Department to a “gentleman’s agreement”—DKU gives a drop copy of documents to the government so it can review them for safety reasons and so that the government can know what types of events the University is holding and if the events will have more than a certain number of foreign invitees.

“I think in this case, we submitted too much of a skeleton outline to them, so we just had to fill in some more of the blanks, a little more of the ‘who, what, where, why’ kind of

stuff,” Simon said. “Once we did that, then it was just ‘check the box’ and we were all done.”

By April 24, Duara had received word that the conference had been approved. He said that having the institutional support of DKU enabled the conference to gain the necessary consents.

“I think that this does not reflect any political arbitrariness or anything,” he said. “If anything, the problem is that it is a very bureaucratic process that is not very high on their agenda. But on the other hand, if you have your full legal status and are backed by an institution, you can do it.”

For Duara’s conference, Simon noted that the nuance of the “sophisticated” topic, paired with the proposal being translated into Chinese, may have been factors that contributed to a process that “dragged on.” He said the government apologized for the extended process and noted See DKU on Page 16

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‘It was insane’: One patient’s battle against 100 miles, cancer Sam Turken The Chronicle When Nestor Paonessa runs on trails, he is always concentrating.

He looks down at his feet, making sure he doesn’t step in a rut and sprain his ankle on the uneven ground. Sometimes, his eyes watch for copperhead snakes, which he often sees slithering across the Al Buehler Trail. On really long runs, he is gauging the best time to slow to a speed-walk.

But no run has demanded more of Nestor’s focus than the 100-miler.

In April, Nestor completed the Umstead 100 Ultra—a 100-mile endurance race through William B. Umstead Park in Raleigh. He ran it with a stage IV glioblastoma brain tumor.

The race was a high point during a period of two years that have taken him back and forth from the depths of sadness and fear to the highs of hope and happiness.

Now, Nestor is still fighting for his life as he receives treatment at Duke’s Preston Robert Tisch Brain Tumor Center. But he believes he can overcome anything after completing that 29-hour race.

“I can and will conquer brain cancer,” he said.

The diagnosis Before Nestor, 36, was diagnosed with cancer in June 2015, life was going well. He had just returned from a hiking trip to Machu Picchu, completed a grueling ultra-marathon series and was preparing to move into a new house in Durham with his wife. As an assistant general manager and personal trainer at Empower Personalized Fitness, he was in the best shape of his life.

Special to the Chronicle Nestor Paonessa defied the odds and ran a 100-mile marathon in April with a glioblastoma brain tumor.

But then headaches suddenly became common. His eyesight started to appear doubled and tilted. Soon after going to the eye doctor, Nestor was staring at an MRI scan that showed a golf ball-sized tumor on his brainstem, pushing up on the nerves of his eye. The median survival time for someone with that tumor—less than 15 months.

Nestor’s life transformed. He went into surgery days later to remove the tumor, and then started receiving radiation and began chemotherapy. He could no longer drive because of his eyesight. He could no longer work as much. Going on hikes and running—his favorite forms of physical activity—were out of the question.

At first, his spirits remained level— mostly because the whole experience was

a blur. Everything was happening so fast and he did not realize the severity of his condition. But when his hair first started to fall out in the shower, reality struck. And for the first time, he cried.

“Clumps of hair were coming out on my hands,” Nestor said. “And I was kind of like, ‘What the hell is that?’ That image did it for me in that moment. Like, ‘Holy crap this is real. I’m a freaking cancer patient.’”

‘I’m going to beat it’ On a recent, sunny Saturday morning in May, Nestor is back on the Al Buehler Trail around the Washington Duke Inn golf course. Since the 100-miler, the Puerto Rico native has mostly run a few miles a week outside of his house. But on this day, he is

revisiting the three-mile trail where he used to usually run before he had to start training on longer trails.

Running is not fun for Nestor. He said he’s not the most natural or fast runner either—his elbows jut out wide from his body, swinging from side to side with each step. But ever since college, he has tried to run a couple of miles every other day for his cardiovascular health.

In 2010, Nestor decided to run his first marathon, and he enjoyed it. Finishing it improved his fitness and made him proud. So throughout the next five years, he continued to run races of different distances. And in February and March 2015, he ran his hardest “ultra” race yet—Tough as Trails, a series of three races ranging from 10 to 40 miles long.

A few months later, the symptoms started.

After his diagnosis, Nestor spent the next months grappling with the question of how—how could a man in such great physical shape get cancer?

“It’s like, ‘What the hell was all that running for if I was going to get brain cancer anyway?’” he said. “But [my psychologist] helped me look at it from a different frame of mind where it’s because of my high level of fitness going into it that I’m going to beat it.”

And since recovering from radiation, that level of fitness has only risen.

Making a commitment Running a 100-mile marathon had been one of Nestor’s goals since the trail series.

His diagnosis initially put that aspiration in jeopardy. But while he was recovering from surgery and radiation, he concluded that running the race would help him fight See PATIENT on Page 18

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Admissions office seeks to enroll more transfer students Shagun Vashisth The Chronicle Duke administrators are seeking to increase awareness of the transfer program as they expand the University’s small transfer student population.

Catering primarily to a four-year undergraduate experience, Duke has traditionally accepted a limited number of transfer students. With a set amount of on-campus housing available, the University has avoided increasing its undergraduate student enrollment.

However, recently, the number of transfer applicants and students accepted has risen—although there were 754 transfer applicants and 40 admitted transfer students during the 20132014 academic year, there were more

than 1,200 applicants and 73 admitted students this past year.

“We want to increase the number of transfer students gradually because there’s an acknowledgement that transfer students bring a particularly valuable, useful and interesting set of perspectives and experiences to the Duke community,” said Christoph Guttentag, dean of undergraduate admissions.

Transfer students coming from technical institutions and Ivy League universities add another element of diversity to Duke’s student body, Guttentag added.

As a result, although the National Association for College Admissions Counseling—of which Duke is a member—prevents active recruitment of students enrolled at other colleges, University administrators have been

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trying to increase awareness of Duke’s transfer program.

“We feel comfortable talking about the transfer program both in our presentations at Duke and around the country,” Guttentag said. “We want to ensure that students and counselors are aware that transferring to Duke is a possibility.”

He added that electronic and social media recruitment in the coming years will help admissions administrators achieve their goals of gradually increasing transfer student enrollment. First-year admissions will not be affected by the increase in transfer students, he noted.

The application process for transfer students is similar to the first-year student application. The transfer program uses the Common Application and requires both a high school and college transcript.

Students also answer questions about their interest in transferring.

Guttentag explained that transfer applications are often uniquely interesting because the reasoning behind a student’s decision to transfer can show that the university experience is often different from a student’s initial expectations.

“Overall, we see two major reasons: some students apply simply to leave the school they are currently enrolled in, while others have a specific aspiration to attend Duke,” he said.

Once the transfer students are notified of their acceptance, members of the University community often share their experiences and thoughts on why the students should attend Duke. In the past, administrators have also worked

Chronicle File Photo Christoph Guttentag, dean of undergraduate admissions, said that transfer students are “particularly valuable.”

to improve transfer students’ initial experiences at the University.

“There was an interesting meeting between the dean of Trinity College and some transfer students a number of years ago expressing the need for a better transition,” Guttentag said, explaining that there was a desire for an orientation—not into college, but into Duke’s community specifically.

The Transfer Advisory Counselor program was thus put in place to help students adjust to life at Duke. The program, which provides all incoming students with an upperclassman peer mentor, is similar to the First-Year Advisory Counselor Program that all first-year students experience during their first year at Duke.

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A Chronicle’s guide to the campus power plant report Nathan Luzum The Chronicle A decision on a proposal to build a power plant on campus was postponed in April following a report by a subcommittee of the Campus Sustainability Committee.

Released in April, the report explored the possible alternatives to and consequences of constructing the $55 million combined heat and power plant. While the subcommittee could not reach a unanimous conclusion whether the plant should be built, it made several recommendations for the University’s consideration.

The report resulted in Duke’s decision not to bring the proposal to the Board of Trustees, and to instead allow deliberations to continue into future semesters.

The postponement came after months of debate and pushback from students, faculty and community members who have been concerned about the environmental impact of the

plant. Those concerns initially led Duke Energy, which would own and operate the plant, to delay a scheduled hearing on the construction plans from January to late spring.

According to the report, the subcommittee was formed “by choosing representatives from some of the most interested parties and groups,” including students and faculty on both sides of the debate. The subcommittee created a website for online comments, hosted a public forum in March and met weekly throughout the semester to discuss the issue.

In the report, the subcommittee recommended that the University pursue biogas—as opposed to natural gas—as a fuel for the plant.

“The subcommittee appears to be unified in its interest in the potential to power the campus on biogas rather than a fossil-based fuel and was further unified in voicing its encouragement for the University’s pursuit of a biogas fuel source as expeditiously as possible,” the report said.

The subcommittee added that Duke could consider

using swine waste from pork production operations in North Carolina as a source of biogas fuel. Because the waste is typically emitted into the atmosphere in the form of methane, harnessing the gas as fuel for a power plant would be a more environment-friendly option. The report noted that “biogas appears to be one of the largest opportunities available to [the University] to cut greenhouse gas emissions” and construction of a biogas-fueled plant “would constitute true climate change leadership.”

However, the infrastructure to provide a steady stream of biogas is not yet in place. This led some members of the subcommittee to recommend a “postponement strategy” that would allow a more in-depth exploration into the feasibility of biogas and the use of both biogas and fossil-based fuels in the interim.

The report said that the plant should be fueled by enough biogas in the first year to render it carbon neutral, with the goal for the plant to rely exclusively on biogas by the five-year mark.

“The subcommittee recommends that the University not move forward with the plant if these biogas objectives cannot be met,” the report said.

Regardless of whether the plant is constructed, the subcommittee added that biogas should remain a viable fuel to be investigated by the University.

The subcommittee also discussed other details about the plant proposal. The report questioned the justification that the plant would serve as a source of backup power in the case of a university blackout, noting that the hospital already contains diesel generators.

Whereas previous calculations had suggested that the plant would reduce greenhouse gas emissions by 47,000 metric tons, the subcommittee also found this number to be exaggerated. After accounting for natural gas leakage and the energy required to power the plant, the report suggested 10,000 metric tons—approximately three percent of campus emissions—as a more accurate figure.

If Duke does decide to build the plant, the report recommended increasing its wattage from 21 to 25 megawatts.

This would make the plant subject to the environmental regulations of the Clean Air Act. In addition, the subcommittee suggested a provision in the contract allowing the University to exit the agreement with Duke Energy after 10 years “should alternative, loweremitting technology become available.” The Campus Sustainability Committee would then meet after seven years to determine whether such technology has become feasible and make its recommendation.

Still, compared to suggested alternatives like solar power, the report found that the combined heat and power plant is the more cost-efficient option. A subgroup of the subcommittee—called the Alternatives Group—concluded that other possible options “would cost more than the CHP proposal to achieve the same level of needed services identified by the Duke Administration.” Those services include providing for the University’s current and future steam and electricity needs.

The subcommittee also agreed that a combined heat and power plant would increase energy production efficiency by about 50 to 80 percent.

The report made several broad recommendations for similar projects in the future. It cautioned the University against making announcements about large projects during summer or winter breaks, as the plant proposal was first announced in May 2016 after the end of the Spring semester. The subcommittee also encouraged the University See POWER PLANT on Page 16

Han Kang | The Chronicle The decision to approve the $55 million combined heat and power plant has been postponed.

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CONDUCT from page 1

student an opportunity to hold a mirror up to really reflect on the situation, and there are many many students as you know who For the 2015-16 year, about 60 percent get referred to the system and are found not of all misconduct cases went through responsible, and I believe that they aren’t an informal resolution process, mostly responsible or that there isn’t sufficient faculty-student and residence coordinator- information to find them responsible.” student resolutions.

“I think there are many steps before this Innocent until proven guilty? disciplinary panel,” Bretz said. “Often times Panelists recently willing to be interviewed they don’t want it to get to a panel, which I think by The Chronicle disagreed with the charge is really cool. They’re trying to do as much as that panels fail to operate on an “innocent possible to ensure it doesn’t get to that point until proven guilty” basis. because it’s kind of the last resort.”

For example, Brown said the panels he Of the 396 students who went through served on made a conscious effort to achieve a formal resolution process in 2015-16, unanimity in their decisions, although the majority of cases were settled through unanimity is not explicitly required to find an administrative resolution. Moneta responsibility—only a majority finding. emphasized that students always have the “Once we came to a decision, it was option to go through an independent UCB because we were all behind that decision, process if the student does not like the whether or not we were at that decision administrative resolution. starting out,” Brown said.

Several students who went through the But the panelist who opted to remain process say OSC administrators presumed anonymous said that whether the “innocent them responsible without hearing their until proven guilty” standard was upheld side of the story. could depend on the composition of the Although Kapil said he does not think panel. She cited an example in which administrators go into hearings with that she felt a panelist had been accusatory in mentality, he also emphasized that there questioning, but said this was the exception are students on the board for the purpose rather than the rule. of representing student experiences, which Several panelists also cited the quality likely differ from how administrators might of the deliberations as a factor leading to perceive an issue. fair and impartial decision-making, with Sue Wasiolek, associate vice president most noting that the deliberations took for student affairs and dean of students, hours at the least and could sometimes go defended administrators in OSC by noting on for days. their role as educators. Several panelists Referring to the case of one student The Chronicle interviewed said they had who said her hearing panel took only 11 positive experiences with the deans in minutes to deliberate, Kapil said this was various contexts. likely an anomaly. “[OSC deans] didn’t select this as a Other safeguards include that no panelist career in order to make life miserable for is allowed to know the student being students who are accused of doing something investigated, Bretz said, and that panelists wrong,” Wasiolek said. “They view their roles are not allowed to have information about as educators and as really trying to give the the student’s past misconduct during the

MONDAY, JUNE 5, 2017 | 13

finding of responsibility stage. The Chronicle also spoke to students who said they were asked to waive their conflict of interest rights for logistical reasons. Robert Ekstrand, a Durham lawyer who has worked on hundreds of disciplinary cases, said that such waivers were common. “[The conflict-of-interest procedure] was pretty extended, so I never served on any case where I had ever heard of any party,” Brown said.

Yet the most disturbing charge against OCS, reported by the Chronicle in its student conduct series, is that OSC investigators often provide incomplete reports to UCB and key witnesses are not allowed to testify. Legal experts, including Duke Law Professors Beskind and James Coleman, as well as Mr. Eckstrand and students, brought these deficiencies in the process to light.

The UCB process at the University begins with OSC staff gathering information and investigating the incident in question, before compiling an evidentiary packet presented to the panel. At the panel, accused students “may bring relevant material witnesses” to speak on their behalf. However, the panel has the authority to “determine the extent to which witnesses will be permitted, including relevancy of questioning and information presented.”

Several panelists interviewed said they felt the hearing packets presented to them were thorough and well-documented, often between 50 and 100 pages.

“There was never a point in time where I felt anything was being deliberately withheld from me,” Brown said.

None of the panelists could remember a situation in which a witness had been excluded from testifying either, and Kapil said that in his panels, at least one to two character references were either included via testimony or via written evidence.

Moneta and Wasiolek explained that issues

or concerns about excluded evidence or witnesses—as well as new information—are within the purview of appellate panels.

Lingering concerns However, some of the panelists acknowledged there is room for improvement in the current student conduct system.

Stephen Bryan—associate dean of students and director of the Office of Student Conduct—said panelists are not required to vote for a sanction when they vote that the student is not responsible. The anonymous panelist, however, said this was not adequately emphasized in her training.

“One problem I see is that some cases that do not have a unanimous finding of responsibility end up having a unanimous vote in favor of sanctions,” she said. “I think that it would be helpful if UCB training emphasized that board members do not have to vote in favor of a sanction if they do not agree that the student should have been found responsible.”

According to University statistics, 47 students were suspended in 2015-16, 34 students in 2014-15, 32 students in 201314 and 33 students in 2012-13. The data does not indicate if these suspensions came out of UCB decisions or through administrative hearings.

The anonymous panelist said that she noted a mentality in favor of suspension during deliberations. She suggested that in deliberations there was a mentality that a suspension would promote academic and behavioral improvement, which she said is disconnected from reality because suspension is permanently listed on a student’s transcript.

She also said that students on the panel could sometimes forget their role as representatives of the student experience.

See CONDUCT on Page 15

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CONDUCT from page 13

more important than school, so I think they’re doing the best they can to make us the best at what we’re doing and not to overwhelm us,” she said.

Still, it can be difficult to assure completely consistency across cases. Babboni said he observed this in his role as a disciplinary advisor across about 24 cases.

A student disciplinary advisor, he explained, are assigned to students when they first receive the letter from OSC outlining the allegations against them. There is also a faculty/staff advisor in case the accused student feels more comfortable discussing their case with this individual.

From there, Babboni said the role of student advisor largely depends on how the accused student wants to use him.

Sometimes he just reassures students about what they are facing and explains the next steps in the process, although he noted it is hard to say too much because he cannot tell new students about other students’ cases. Other times, he might be asked to help students write their initial response letter to the allegations.

“One of the biggest weaknesses is that it is difficult to be super consistent with these cases,” he said. “I can’t promise a student that because they did this and this and another person did the same that they’ll get the same result, because the process changes based on how students present themselves, if they’re aggressive or if they’re upset with themselves or upset with the process, and one of the roles of the advisors is discussing how to represent themselves. There’s a little bit of wiggle room that makes it difficult for students to have exact expectations about how a process will finish.”

Kapil suggested that one of the major shortcomings of the UCB, at least when he was there, is its communication. He said the body does not actively promote its work very well, in terms of connecting with the student body and explaining its role as representatives of students.

He added that some of the hostility OSC faces might stem from this lack of communication because students do not learn about how the process works until they are forced to deal with it. Improving communication could also ensure students

MONDAY, JUNE 5, 2017 | 15

realize the consequences of their actions, he said.

Modifying procedures Moneta said that there is an institutionalized process in OSC to modify procedures, starting with the student conduct advisory group which includes Duke Student Government representatives.

According to the OSC’s website, there is also a representative from the Honor Council, the UCB, selective living groups, Greek organizations and the East Campus Council. However, the names of these representatives were never updated online for 2014-15 and 2015-16.

This group, Moneta said, issues recommendations, and then at the end of the year various staffers in OSC come together to further discuss the recommendations. Lawyers for the University are also present such as University Counsel Pamela Bernard, Moneta said, but they are not given a decisionmaking role.

“Technically, I get to make the decision. I’d like to say in 16 years, I don’t know of a single occasion where I’ve said, ‘You all want to do X. I’m going to do Y,’” Moneta said. “It’s a consensus-driven process. There have been occasions where I said, “Y’all want to do X, but I don’t think we have enough information.’”

Both Wasiolek and Moneta stressed the role of the appeals board in preventing miscarriages of justice in the student conduct process, with Moneta saying they have full authority to suggest a case should be reheard.

In the 2015-16 year, of the 16 cases appealed, only two saw the initial UCB outcome changed. Four of the 17 cases appealed in 2014-15 were changed, and two of the seven in 2013-14.

“I trust the process. It’s not a perfect process,” Wasiolek said. “There will be mistakes made, there will be errors made. My hope and trust is that the appellate process will then kick in and it will work and if I didn’t trust the process, I couldn’t work with it. I would tell you the same thing about the folks in student conduct.”

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“The role of students on the board is to bring an awareness of the realities of student life and provide a peer perspective,” she said. “One issue that I have is that some students on the board get caught up in the process and end up being a little hypocritical, sanctioning students harshly for actions that are technically policy violations but are very common on campus.”

However, the other panelists The Chronicle interviewed did not agree that this mentality was prevalent.

Brown, Kapil and Bretz all said that panels deliberated intensely about sanctions to strike the right balance between helping a student grow and upholding the rules of the Duke Community Standard through appropriate sanctions.

Moneta added that this is built into the University’s policy.

Normally, sanctions require a simple majority finding of the panel, but suspensions and expulsions require either unanimity on a three-person panel or a four-person majority on a five-person panel.

“The panel tries to take into consideration whether the student is going to thrive by being suspended but also as much as we want the student to thrive, we have to uphold the DCS, and there has to be a standard,” Bretz said. “From cases I’ve been on, people don’t want kids to get suspended. That’s almost a last resort, but if the case is severe enough, that’s what needs to be done.”

She added that she felt her attitude toward sanctions changed as she heard more cases. She came to the UCB as a strict upholder of the rules but the more cases she heard, the more she realized that strict punishments are not always practical and best for the student.

The panel has the option of assigning sanctions such as meeting with a counselor or reading a book and writing an essay to promote educational growth. However, Bretz noted these sanctions are often tacked onto suspensions or probations and not issued on their own.

For the 2015-16 year, 395 students were given a written assignment as a sanction, although the data does not indicate whether this was in conjunction with or separate from suspensions and disciplinary probations.

“I think people try to be creative,” Bretz said. “How best can we help the student succeed here and help them meet the standard but also not lowering the standard for any one individual?”

Although he did not think there was a UCB mentality towards suspension, Babboni said the stakes are often higher once a case gets to the UCB. “If you’ve reached the UCB, it’s because the dean had a hard time reaching a decision, so by the time you reach the UCB you probably get a suspension or nothing because the more simple things are resolved by faculty-student resolution and dean,” he said.

Moneta added that another safeguard in the process is the amount of training panelists go through. He said panelists are presented with the University’s policy and are given training on how to ask good questions. They are also informed about proper and improper ways to approach a case and have the ability to observe a hearing before becoming a panelist.

That being said, the panelists The Chronicle interviewed had slightly different impressions of the training regime.

Although Kapil said he was appreciative of the training, he did think more live training and shadowing of other panels would be helpful. Rob Spratley, Pratt ’14 and former UCB panelist, agreed.

“I wished it had been a little longer and a little more in-depth and that we could have done a little more practice, as in we have these rules so let’s see how it works in a case,” Kapil said.

He suggested that perhaps panelists should be specifically trained for certain types of cases. For example, certain students would focus on academic dishonesty, others on alcohol. Such a system is already in place for sexual misconduct, as only students who go through extra training can serve on those panels.

The anonymous panelist said there was not much followup to the training, which mostly consisted of a one-time five-hour session in the beginning. She suggested more follow-up not only about procedure but also about the role of student conduct itself.

She added that training materials tended to focus on cases in which someone had been found responsible and suspended, and less on cases in which a finding of not responsible was made.

Bretz, on the other hand, told The Chronicle that there were several training seminars during her first year on the board, and Babboni noted that deans had an open door policy to ask questions at any time for those in the student advisor role.

Bretz said she went through a follow-up implicit bias training session. She agreed that the training was thorough but noted the inherent time limitations all students face.

“These are students, and although being a part of the conduct board is really important to people, it’s not necessarily

dukechronicle.com

HOUSE BILL 2 from page 3 gubernatorial election. Roy Cooper—who ultimately won the race by less than one percent of the vote—campaigned on a repeal of HB2, defeating incumbent governor Pat McCrory, who continued to stand by his support of the law.

Then, in December, McCrory called for a special session to discuss repealing HB2 after Charlotte temporarily repealed its original nondiscrimination ordinance.

After Cooper took office, conversation around HB2 temporarily subsided. In March, House Bill 186 began to be discussed as a bipartisan “compromise” on HB2.

HB186 would allow cities and counties to create their own nondiscrimination ordinances, as Charlotte did. However, religious organizations could be exempt from such ordinances, and the ordinances would be subject to repeal by ballot referendums.

HB186 would also have imposed harsher penalties for crimes committed in bathrooms and changing rooms.

It, however, never became law. Then, at the end of March, HB142 was signed into law, despite doubts that the compromise-repeal would be successful.

HB142 had some similar provisions to the earlier-proposed HB186, but also diverged in other ways: it repeals HB2, restricts transgender students from using the restrooms they identify with and prevents local governments from enacting their own anti-discrimination ordinances until 2020.

“We are pleased that the legislature has moved to reverse a misguided law that has caused significant harm to the state of North Carolina,” Brodhead told The Chronicle in March, referring to HB142. “This compromise is far from perfect. We continue to urge the governor and members of the legislature to find common ground that ensures equal protection under the law for

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16 | MONDAY, JUNE 5, 2017

every member of our community.”

However, not all groups were satisfied.

Many groups, including Duke’s Blue Devils United, called HB142 insufficient.

At the time, BDU president-elect and current senior Melodie Bonanno said HB142, like HB2, is a discriminatory law against LGBTQ+ people.

“Passed out of an attempt to meet the NCAA’s deadline to repeal HB2, this new bill came into existence as a closed door, backroom deal that included no input whatsoever from the LGBTQIA+ community,” she wrote. “While it repeals HB2 on paper, it in actuality replaces the old bill with one that prevents municipalities from offering legal protections to LGBTQIA+ people until 2020 and outright bans protections for transgender individuals in ‘single-sex spaces’—i.e. restrooms—forever.”

HB142 did, however, work to ease some of the financial pressure being applied to the state over HB2. The NCAA removed its prohibition on holding athletic championships in NC thanks to the compromise.

Hopes of hosting March Madness in North Carolina was likely one reason why legislators scrambled to repeal HB2. In April, the NCAA formally announced that men’s basketball tournament games will be held at Greensboro Coliseum in 2020, and the ACC also returned games to the state.

The turmoil over HB2 is not a singular event in North Carolina’s recent history, but rather another chapter in its mixed record regarding LGBTQ+ rights.

Prior to 2012, same-sex marriage was not recognized in the state. That year, voters approved Amendment 1—which codified a ban of same-sex marriage state-wide. That law was then overturned in 2014 by a federal court decision declaring it unconstitutional.

Currently, discrimination based on gender identity or sexual orientation is not prohibited and individuals are prevented from suing for discrimination based on those traits.

The Chronicle classified advertising

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The Chronicle Our favorite fonts: Bookman: ������������������������������������������������������������������������������������������� likhithabanana Palatino Linotype: ���������������������������������������������������������������������������������kenricklamar Courier: ����������������������������������������������������������������������������������������������� turksandcaicos Uhhh Wingdings? or Arial: �������������������������������������������������������������������������������virgin Cambria: ������������������������������������������������������������������������������������������������� hankthetank Helvetica: ������������������������������������������������������������������������������������������������ popefrances Jokerman from Office 2000: �������������������������������������������������������������������������� winstud Comic Sands [sic]: ������������������������������������������������������������������������������� jackofalltrades Student Advertising Manager:.............................................................Megan Bowen Student Marketing Manager:......................................................................Lizzy Pott Account Representatives:...............................Brittany Amano, Griffin Carter, TJ Cole, Paul Dickinson, Jack Forlines, Matt Gendell, Francis L’Esperance, Jack Lubin, Gabriela Martinez-Moure, Jake Melnick, Lauren Pederson, Brendan Quinlan, Levi Rhoades, Rebecca Ross, Jake Schulman, Matt Zychowski Creative Services:................................................................................. Myla Swallow Student Business Manager................................................ Will Deseran, Dylan Riley

to bring such proposals to the Campus Sustainability Committee at an earlier stage so that more input could be obtained from stakeholders.

It also urged Duke to recommission buildings using the most power and to pursue solar-powered facilities with more interest.

“The Subcommittee is in strong from page 2 agreement that addressing climate change and minimizing greenhouse gas emissions is Back in the dorms, Ditomassi recalled and must remain an institutional priority,” the frequently watching Red Sox games with report said. “Furthermore, it is unanimous in Doherty in their rooms. After a particularly its conviction that Duke University should be a painful loss, he asked if they could go listen leader in taking steps to mitigate greenhouse to sad music together to mourn. The two gas emissions.” listened to an entire Fleetwood Mac album together, Ditomassi said. from page 5 Ditomassi also said Doherty knew every line of his favorite movie—“Miracle”— about a winning USA hockey team. They bought matching jerseys to go along with that they the Jiangsu Education Department is the film, a symbol of the friendship they typically very “user-friendly” for DKU, adding had formed. that there was “no evidence” that the process A number of Doherty’s fraternity was an academic freedom issue. brothers said they intended to attend “You have to operate on the ground with Doherty’s funeral Thursday. They also have a reasonable amount of respect for your worked to launch the Michael Doherty host country,” Simon said. “I think that DKU Memorial Endowment Fund within the Pratt and the Kunshan government, the Jiangsu School of Engineering, which is intended to government and the central government provide scholarships for students studying all have a good working relationship in engineering. The fund has to raise $100,000 which we all understand the stakes in this before it can be considered an official and in which everyone is being very careful endowment. Otherwise, the funds will be to follow procedure, and at the same time used for the Engineering Annual Fund. to give wide degrees of freedom to allow us “There’s only a few words that encapsulate to fulfill our mission as a global university his being—just nice, warm, kindhearted,” operating in China.”

Ciporin said.

Despite the elongated process, Duara’s Over and over as we talked to people conference was held May 22 to May 24 at about Doherty, the same sentiments kept Duke Kunshan University. coming up: Doherty had an amazingly “I think it shows that their institution is positive attitude and a big smile. set up and has an agreement that is working.

York player, Times Syndication “We’ve The lostNew a great leader andSales ThisCorporation was the first test, in a way,” said Duara.

Eighth Avenue, New York, N.Y. friend,” Martin620 wrote.

“And,10018 it works.”

DOHERTY

DKU

For Information Call: 1-800-972-3550 Monday, June 5, 2017 For Release Tuesday, May 2,

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POWER PLANT from page 10

HB2, and its subsequent repeal, mark another chapter of the state’s evolving stance on LGBTQ+ rights, although not all are satisfied with this most recent installment—HB142.

“This bill does not just perpetuate discrimination—it makes it illegal to protect against it,” wrote Bonanno on HB142.

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MONDAY, JUNE 5, 2017 | 17

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CONVENIENCE. IT’S WHAT WE’RE ALL ABOUT. The Lobby Shop, located in the University Store, offers a variety of conveniences from crackers to candy bars, frozen foods and beverages to canned goods, natural snacks, and health and beauty aids. The Lobby Shop is open evenings and weekends to satisfy after-hours shoppers.

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LEMURS from page 3 that breeding decisions are not made by the Lemur Center as an individual entity. Instead, it’s a collaborative decision-making process.

So far this year, seven lemurs have been born at the Lemur Center, including one pygmy slow loris, two Coquerel’s sifakas and the four most recent additions. Each of the baby lemurs has a unique name, such as “Gothicus,” a Coquerel’s sifaka born in January, and “Warble”—a pygmy slow loris also born in January.

The two recent blue-eyed black lemur births are significant because there are only four blueeyed black lemurs of breeding age in captivity in North America. Of those, three are housed at the Lemur Center. In Madagascar, blue-eyed black lemurs are threatened by habitat loss and forest fragmentation, and their small protected area is susceptible to wildfires.

“The blue-eyed black lemurs actually are thought to be diminished in the wild to maybe 1,000 individuals, and in 2015 it was estimated that that species would go extinct in the wild within 11 years,” Clark said. “What we are doing is creating a safety net within human care—safe in North America—to prevent the total extinction of that species.”

Mongoose lemurs are also critically endangered due to threats such as hunting and habitat loss in Madagascar. Collared lemurs are endangered due to the same threats—as well as the local pet trade, according to the Lemur Center’s website.

This is where the baby lemurs at the Lemur Center step in as ambassadors for their wild counterparts.

“Having really engaging, cute, young animals can really pull people in,” McGrath explained. “While they’re reeled in looking at the adorable baby lemur, we can continue to reel them in on the educational facts and the conservation issues facing them.”

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18 | MONDAY, JUNE 5, 2017

Working in collaboration with lemur experts worldwide, the Lemur Center must plan and prepare to care for each lemur it breeds. Each animal brings with it a financial commitment of over $7,000 a year, and some of the lemurs can live as long as 33 years, Clark explained. Because of this, the breeding process is taken very seriously, and the Center will not commit if they believe they cannot support the animal.

Moving forward, the breeding experts at the Lemur Center will continue working in collaboration with experts from Parc Ivoloina in Tamatave, Madagascar to share their expertise in breeding, such as helping the experts from Parc form their own breeding programs.

The Lemur Center has been training Parc employees since 1987—both at the Lemur Center and on-site in Madagascar.

“We always like to say that the Duke Lemur Center is helping lemurs not just in Durham, but also in Madagascar,” Clark said. “Our goal is not just to save or help this population of lemurs in North Carolina, we also want to help lemurs in their native forests.”

She also felt powerless knowing that she could not be there with him if something suddenly happened while he was running.

“Once I realized it was that important to him…and with everything we’d been through in knowing this might be his only opportunity to do something like that, I kind of just got on board,” she said. “[But] the way I was worried about him…I could only equate that to how I felt when he was in the hospital when he was having surgery.”

After registering for the race, Nestor sometimes had second thoughts too. But he had already paid his $180 entrance fee and made a commitment. He refused to break it.

He started training about a year before the race. His goal was to run at least 55 to 65 miles per week within a month before the marathon. So on almost every Saturday morning until then, he battled the fatigue caused by chemotherapy and gradually increased his mileage. From 14 to 16 to 18 to 20. And in several months, he was running more than 40 miles—up to 12 straight hours—once a week.

When he wasn’t running, he was recovering, and there was little time to do from page 6 much else on weekends.

“I’m not washing the car, I’m not going cancer. If he could finish the 100 miles while grocery shopping, I’m toast,” he said. on chemotherapy, then he could beat brain cancer, he thought.

‘That really hurt’ When his neuro-oncologist Dr. Henry The Umstead 100 Ultra involves eight laps Friedman heard about the plans, he was around Umstead Park. The race begins at surprised. Yet, Friedman cleared him to run.

6:00 a.m. on the first Saturday of April. Most “He’s healed from surgery. He’s recovered participants keep running with headlamps from radiation,” said Friedman, who also into the dark hours of the next morning. trains with Nestor at Empower Personalized Throughout the race, runners make brief pit Fitness. “We didn’t think there was any stops where they can pick up food and change medical indication to prevent him from their clothes and shoes. The food includes doing that.” hamburgers, pizza and other items you would Nestor’s wife Ashley supported the idea but not want to eat on an ordinary run. Nestor said also had reservations. He was still receiving that when running long distances, the body chemotherapy, and she had heard that needs fat, protein, calories and carbs. extreme running could cause brain swelling.

Nestor ate his food of choice—turkey

and swiss sandwiches loaded with Kroger’s Organic Mayo—as he was running. The mayo helped him the swallow them faster— the same way water helps competitive eater Joey Chestnut devour hot dogs at the July 4 Nathan’s eating contest.

“Most of the time I couldn’t finish it in time before I started running again, so I would just be holding it,” Nestor said.

Holding it until he started walking again, he meant—nobody in the race runs all 100 miles. Rather, participants must gauge how often to walk in order to still finish within the 30-hour time limit.

Nestor decided to speed-walk all of the up-hills and run all of the down-hills and flat surfaces. That worked for the first half of the race, but finishing those next 50 miles was painful. He dealt with a sore foot, blisters and a strained calf muscle. He also had to take a chemotherapy pill around the 70-mile mark.

But at 11:30 a.m. on April 2, he finished.

“It was insane. That really hurt,” he said.

“Nothing hurt as much as the 100 miles. Not even surgery.”

PATIENT

Proving something Nestor is not the only Duke brain cancer patient to take up ultra running. Tom O’Donnell became a marathon runner after he was diagnosed in 2009. And Nestor knows other people who have become endurance athletes during or after their treatment.

Friedman has not noticed any link between brain cancer treatment and running but is not surprised that patients would want to be active. It’s a way for them to show that their health is back to what it was and that they are just as capable of doing things as other people, he said.

But Nestor has proven more than that.

With each stride during those 100 miles, he showed that his body may break down, but his mind—even with a tumor—will forever stay on course.

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