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contributors to this issue
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Jason Edelstein ’08
TSa senior athletic training major from Boston, DENI’m and I plan to work as an athletic trainer next FOR ST
year while applying to medical school.
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—Fuse staff
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Having done our own college searches, we know how hard it is to make the right choice, especially when all the information you get sounds so similar. That’s why we’ve created Fuse magazine, a publication that gives you a firsthand glimpse of the Ithaca College experience through stories and photography by current IC students. Is Ithaca right for you? It’s your choice—and we hope this makes it easier.
BY STU
The Ithaca College Experience | summer 2008
Chris Lisee ’10 I’m a sophomore journalism and English double major from Randolph, New Jersey. I plan to pursue a career in magazine journalism after college.
Photo Editors Julie Chung ’08 Samantha Constant ’09 Photographers Nick Deel ’09 Jeff Goodwin ’10 Steven Gorgos ’09 J.J. Ignotz ’08 Heather Newberger ’10 Videographer Laura Caccavo ’10 • • • • • • • • • • • • • • •
Dean of Enrollment Planning Larry Metzger, M.S. ’87 Director of Admission Gerard Turbide
Erica Hendry ’09 I am a junior journalism and music education double major from Boston. I’d like to pursue a career in journalism and, later, in conducting. I’ll be interning for USA Today in Washington, D.C., this summer.
Writer/Editors Mike Berlin ’08 Courtney M. Clemente ’09 Meredith Farley ’09 Shanan Glandz ’09 Maggie Hibma ’09 Nicole Meseguer ’08 Allison Musante ’10 Katherine R. Slifer ’09 Chelsea Theis ’08
Alex Meril ’07 I’m an IC alumna from Los Angeles who majored in writing and minored in English. I now live in Washington, D.C., where I work as an assistant editor at a financial publications company.
Executive Director of Marketing Communications Tom Torello ’87 Executive Editor Bonny Georgia Griffith ’92 Managing Editor Lisa N. Maresca Web Editor Elise Nicol ’83 Copy Editor Nancy J. Jacoby Research Editor Robert Nevin
Christopher Jones ’08
Amy Morse ’09
I am a senior music performance and education major. A two-time winner of the Ithaca College Concerto Competition, I plan to attend graduate school for violin performance and hope to one day play in a professional symphony orchestra.
I am a junior English major and a double minor in writing and Italian from Bayville, New York. I’m not sure what I want to do after graduation, but I’m excited to be the senior class secretary beginning in the fall!
Print Manager Peter M. Kilcoyne ’05
contents
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2 CAMPUS SCOOP • • • • • • • • • • • • • •
4
Campus Eats
Cheap Thrills
Looking for a good time? Here are 10 budget-stretching ways to have a ball. By Allison Musante ’10
Are you hungry? Whet your appetite with our inside scoop on Ithaca’s campus cuisine. By Mike Berlin ’08
16 Hands On in the Handwerker Ithaca’s museology students create a gallery exhibit of Inuit art from the ground up. By JJ Ignotz ’08
24 Sideline Support What’s it take to become an athletic trainer? One senior shares his experience. By Jason Edelstein ’08
ON THE COVER:
6
Live from Lincoln Center
18 Good Dog
Ithaca ensembles blend to perform Verdi’s Requiem at New York’s famed concert hall. By Christopher Jones ’08
21 Focus on Teaching By Allison Musante ’10
Goes On
By Erica R. Hendry ’09
By Amy Morse ’09
Photographer and professor Janice Levy shares her talent and global perspectives with her students.
8 The Newsbeat The former editor in chief of the Ithacan wouldn’t trade her experience for anything.
Raising a Guiding Eyes puppy is filled with simple joys and valuable lessons.
14 A Rower’s Tale Rowing requires commitment, teamwork, and plenty of guts, but the rewards are worth it. By Chris Lisee ’09
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26 Ice Breaker Allan Miller, M.S. ’97 studies global warming up close during an NSF expedition to Antarctica. By Alex Meril ’07
• • • • • • • • • • • • • •
28 THE REAL DEAL Got questions about IC? Our students have the answers.
Fuse Online Extras Did you know the Fuse website has fresh news, features, photo galleries, videos, and more? Don’t miss out on these hot web exclusives.
Visit fuse.ithaca.edu today! Volume 2, Issue 2. Summer 2008 Copyright 2008 by Fuse, Ithaca College. All rights reserved. Ithaca College Fuse (USPS 24143) is published four times a year, quarterly (winter, spring, summer, and fall) by Ithaca College, Office of Admission, 100 Job Hall, Ithaca, NY 14850-7000. Periodicals postage paid at Ithaca, New York, and additional entry offices. Postmaster: Send address changes to Fuse, Ithaca College, Office of Admission, 100 Job Hall, Ithaca, NY 14850-7000.
Premier Science Journal Features IC Profs The prestigious journal Science recently published articles by Ithaca College biology professor Sue Swensen and anthropology professor Jack Rossen. Professor Swensen was one of five authors on the May 16 cover story titled, “Hidden Neotropical Diversity: Greater
The data from his coauthored study, “Monte Verde:
Than the Sum of Its Parts.” The research explored the
Seaweed, Food, Medicine, and the Peopling of South
extraordinary diversity among tropical herbivorous fruit
America,” provide supporting evidence for the hypothesis
flies and its relationship to plant species diversity and
that the first Americans came from Asia by boat along
insect specialization. Swensen and her colleagues
the Pacific coast more than 14,000 years ago. The report
examined over 2,800 flies from 24 different tropical plants
was also published in Science Daily.
and cataloged 52 unique species—many of them only distinguishable at the genetic level.
Get the full scoop on both projects at www.sciencemag.org and www.sciencedaily.com.
Professor Rossen was part of a team identifying human artifacts from a site at Monte Verde, Chile, to determine how and when people reached the tip of South America.
IC Welcomes New Leaders Ithaca College bids a fond farewell to three retiring leaders—and welcomes three new ones this fall. Filling the presidential shoes of Peggy R. Williams is Thomas R. Rochon, who becomes the College’s eighth president. Rochon most recently served as the executive vice president and chief academic officer for the University of St. Thomas in St. Paul, Minnesota. Leslie W. Lewis replaces outgoing dean Howard Erlich, who spent the last 20 years at the helm of the School of Humanities and Sciences. Lewis is the former dean of the School of Arts and Sciences at the College of Saint Rose in Albany, New York, where she was also chair of the department of English and director of the American studies program. After 23 years as dean of the School of Music, Arthur Ostrander is handing over the reins to his colleague, Greg Woodward. Woodward joined the music school faculty as a composer in 1984 and has been running the College’s Division of Graduate and Professional Studies since 2003.
Ithacappella Ends the Year on a High Note Thousands of people watching. 175 teams competing. One winning performance.
The bright lights of Broadway led Ithaca College alumna Kerry Butler ’92 all the way to her first Tony nomination. Butler, a musical theater graduate, earned a nomination for best performance by a leading actress in a musical for her performance in Xanadu. The musical was also nominated for best musical. Joe Dziemianowicz of the New York Daily News says that “Kerry Butler is simply out of this world as Kira. She has gorgeous pipes, great comic flair, and puts on a fab faux Aussie accent that could make dingoes howl for more.” Butler’s career has included leading roles in Broadway productions of Little Shop of Horrors, Hairspray, Les Misérables, Beauty and the Beast, and Blood Brothers. Also receiving a Tony nomination was Tom Clark ’81, a partner at ACME Sound Partners, which was nominated for best sound design for In the Heights. For more about Ithaca’s theater program and other notable alumni visit www.ithaca.edu/hs/depts/theatre.
Ithacappella, Ithaca College’s all male a cappella group, placed fourth in the International Championship of Collegiate A Cappella, besting the likes of Penn State, Northwestern, and Oxford University. The group performed at the Lincoln Center for the Performing Arts in New York City last April after taking first place in the mid-Atlantic semifinals held at Rutgers University in New Brunswick, New Jersey, earlier in the month. Each competing team had 12 minutes to give their best performance, and members of Ithacappella gave it their all with three of their favorite songs: “Get Ready” by the Temptations, “Welcome to Paradise” by Green Day, and “Isn’t She Lovely” by Stevie Wonder. Ithacappella was named best all male a cappella group in the competition. Freshman Nate Tao and sophomore Chris Lee shared the award for outstanding soloists for “Isn’t She Lovely” and sophomore Robert Dietz won the award for best vocal percussion for the entire song set. See and hear Ithacappella at fuse.ithaca.edu.
Spring Sports Update Four Bomber teams made appearances at the NCAA Division III playoffs this spring. Women’s crew made its 10th overall appearance in the NCAA Rowing Championship, finishing third. Women’s softball finished fourth in their tournament, earning Ithaca’s seventh top-five national finish since 1999. The baseball team made its 32nd NCAA playoff appearance, and men’s lacrosse reached the NCAA semifinals, making their fourth trip to that round of the NCAA playoffs. Cory Petermann ’09 and Marcia McCord ’11 also advanced to the NCAA Division III Track and Field Championships. Petermann finished 16th in the javelin throw, while McCord finished fifth in the finals of the 400-meter dash and earned all-America honors. For more details and other varsity sport info visit bombers.ithaca.edu.
fuse | fuse.ithaca.edu | summer 2008 • 3
feature | CAMPUS EATS
Food is a major part of undergraduate life. As a new student at Ithaca College, you’ll find that many friendships are forged in the dining halls out of habit and hunger. Get a better taste of IC’s dining options with our on-campus cuisine rundown.
Terrace Dining Hall
Photos by Heather Newberger ’10 and Bill Truslow
by MIKE BERLIN ’08
Ambience Located high atop campus near the Terraces residence halls, the Terrace Dining Hall immediately grabs attention with its spiral staircase and fountain surrounded by iconic columns and hanging plants. The largest of all the dining halls, it also features an upper dining level and a section known as the island, where a few tables are situated on a platform above a shallow pool of water. The sound of trickling water, if still audible amid the busy clutter of trays and chatter of students, is a tranquil complement to any meal. Grub Fare ranges from home-style dinners at the Charleston Market to the salad, pizza, and pasta bars to the sandwich and wrap stand. These choices are pretty dependable, but many students are drawn to the exhibition cooking, where you can watch the chef prepare customizable dishes with as many fresh ingredients as you want. What’s hot? The Kosher Kitchen is by far one of the most endearing and savory aspects of campus dining. Featuring delicious kosher dishes, this spot attracts a diverse range of eaters following Jewish dietary law or not. What’s not? Getting here is a hike for students who live lower on campus. Food-wise, be mindful of the carved meats in the Charleston Market that may have sat too long under the heat lamps. It’s best to arrive early or late for lunch to avoid the noon rush.
Campus Center Dining Hall Towers Dining Hall Ambience Scenic views of Lake Cayuga and the surrounding Ithaca community are afforded from some tables in the Towers Dining Hall, located between the West Tower and East Tower residence halls. Though smaller than the other dining halls, Towers never seems too crowded, which creates a laid-back atmosphere. Equipped with cozy booths, it has more of a restaurant vibe than the other dining halls. Grub One of the largest draws is the Fresh Food Market, which serves organic, natural, and locally grown food. Aside from the typical noon fare, in-the-bag lunches are available for those on the run. Expect to get your just desserts at Towers; it’s the only dining hall on campus offering a variety of milkshakes throughout the day. They also add a personalized touch to sweets, sizzling and stirring up customizable crepes and chocolate fondue. What’s hot? Late Night is the headquarters of many students’ after-hours dining on campus. Catering to collegiate night owls, Late Night serves up themed menus. Its appeal is more than just food though; Late Night also provides an opportunity to slow down and socialize. What’s not? Towers isn’t open on the weekends. One would also be wise to watch out for burgers that look like they’ve been on the grill for too long.
Ambience As the name suggests, Campus Center Dining Hall is located in the middle of campus, making it the most crowded for mealtimes. It resembles a traditional cafeteria with its small, packed-in tables. The windows that line the exterior wall provide views of the Fitness Center, which may or may not be a bad thing for students finding it hard to cope with the all-you-can-eat service. Grub This is another place to try exhibition cooking. Students can also find a wide array at the grill and the sandwich bar, where a selection of breads, meats, veggies, and cheeses are available to stack the perfect combination. Customizable egg orders and a Belgian waffle bar make weekend brunches here popular. Those on the run can grab and go with customizable bag lunches. And for dessert, make sure to hit the ice cream stand or the baked goods on the way out. What’s hot? The vegan station entices all types of students, particularly when it comes to the crisp, warm sweet potato fries. Dining here proves that dietary ideology doesn’t have to be restricted by plain, humdrum food when innovative dishes like roasted vegetable and hummus pitas and zucchini tapenade baguettes are on the menu. What’s not? Students eating at peak hours can have a hard time finding a table. Campus Center also features the entrée, starch, and vegetable section, which, day after day, can feel somewhat like a continuously recycled Thanksgiving dinner.
Here you’ll find the Campus Center food court and the La Vincita café, which serves up gourmet coffee drinks and savory flatbread sandwiches and pizzas. At the food court, you can pick à la carte items from the grill, Mexican food stand, sandwich bar, vegetarian section, and refrigerated shelves of fresh packaged salads and sushi. A popular location for upperclassmen, campus events, and studying, IC Square is one of the largest and busiest dining spots on campus. Coffee carts located in Park Hall, the Park Center for Business and Sustainable Enterprise, and the Center for Health Sciences are quick and convenient ways to grab a bite to eat or an extra coffee. You’ll find breakfast foods—bagels, muffins, OJ, croissants, cereal—as well as salads and sushi for lunch. The newly opened Park Center cart also offers gourmet espresso and cappuccino drinks. Located in the concourse between the two Towers residence halls, this is a convenience store and a late-night sandwich shop. Amid walls lined with snacks, students can get a sub, a coffee, or a small bite to eat until two o’clock in the morning. This is Ithaca College’s one and only sit-down restaurant, located on the 14th floor of the East Tower with spectacular food and views to boot.
fuse | fuse.ithaca.edu | summer 2008 • 5
feature | LIVE FROM LINCOLN CENTER
LIVE from LINCOLN CENTER by CHRISTOPHER JONES ’08
Ever since my first violin lesson in the seventh grade with Philadelphia Orchestra violinist Jonathan Beiler, I have dreamed of playing in a professional orchestra and performing in some of the world’s most prestigious concert halls. After four years at Ithaca College, I have had a chance to live this dream—not once, but twice— as I joined my fellow IC musicians onstage at New York City’s famed Lincoln Center, home of the New York Philharmonic and Metropolitan Opera. My first performance in Lincoln Center took place during my freshman year and featured Carl Orff’s Carmina Burana. My memory of the concert is still fresh. Not only did I play on a stage that has been graced by some of the world’s greatest musicians, but being positioned closest to the piano on stage, I was called on to give the tuning note from the piano. To this day, I still boast of my “piano solo” in Avery Fisher Hall. The latest performance took place this past April and involved over 350 students from the symphony orchestra and choral union. The concert featured two masterpieces, Johannes Brahms’s Tragic Overture and Giuseppe Verdi’s Requiem. Although the majority of the
Photos by David Wanderman
I could hear multiple shouts of “Bravo!” over the thunderous applause.
participants were music majors, the ensembles also included music minors and non-music majors. We were joined by four solo vocalists: Ithaca College professors Randy Blooding (baritone) and David Parks (tenor), mezzo-soprano Leah Summers, and world-renowned Verdi soprano and IC alumna Sharon Sweet ’78. We could have spent months preparing for this challenging program, but we had only four weeks and two combined rehearsals to perfect our performance. Under these near-professional time constraints, the rehearsal process was truly an exercise in commitment and time management. Professor Jeffery Meyer led the initial orchestra rehearsals on both pieces, challenging us to approach the music with the utmost respect, maturity, and seriousness. As the concert approached, Professor Lawrence Doebler began directing rehearsals to familiarize the orchestra with his conducting style and to help us understand the spiritual aspects of the Verdi Requiem. He gave us each a copy of his own analysis of the work, complete with a full text translation, which deepened our interpretation of the piece. Each ensemble rehearsed separately until the week before our preview performance on campus, just a few days before the concert in New York City. I was amazed at how quickly the piece came together with just two combined rehearsals—much more quickly than with Carmina Burana. Undoubtedly, the intense work of every individual performer eased the challenge of unifying our sound. We arrived in Manhattan shortly before our 2:00 p.m. dress rehearsal. Entering the hall, I was immediately impressed by the grandness of the space. It was even larger than I had remembered. After a quick dinner, it was showtime. As concertmaster of the orchestra, I had the honor of walking onstage alone after the house lights went down to tune the orchestra. Being received by a full audience in this historic hall is a moment I will cherish forever! Professor Meyer was at his best conducting the Tragic Overture from memory. Having experienced this conducting feat twice, I can honestly say that nothing does more to inspire me as a musician.
Behind the Music The pieces featured at our performance are true masterpieces of the orchestral and choral repertoire. Although only 12 minutes long, Johannes Brahms’s Tragic Overture is truly an undertaking for any ensemble. Written in 1880 on a summer vacation, Tragic Overture is a work of maturity and seriousness. One of the greatest challenges of performing this piece is communicating the music’s excited and emotional energy within the restrained context of soft dynamics and a conservative tempo. Guiseppe Verdi’s Requiem was written in 1874 to honor Alessandro Manzoni, a central figure of 19th-century Italian culture and literature. Verdi had actually composed the requiem’s final movement, Libera Me, a few years earlier with the intent of collaborating with other Italian composers on a requiem to mark the anniversary of Gioacchino Rossini’s death. This collaborative work never materialized though, and Verdi crafted a requiem entirely of his own, using the already completed movement, to mark the anniversary of Manzoni’s death. Verdi’s Requiem is grand in its conception and seemingly has something for everyone. This dramatic 85-minute work features soloists, choirs, off-stage trumpets, and a full symphony orchestra.
Our performance of the Brahms piece was cohesive, spirited, and moving. The requiem was equally expressive. From my seat next to the soloists, it was astounding to hear the power with which they projected over the orchestra and choir. Professor Doebler led the orchestra with poise and reverence. I know many of the performers were deeply touched by the music’s timeless message. The audience felt it too. We received a long standing ovation, and I could hear multiple shouts of “Bravo!” over the thunderous applause. Having my family in attendance was particularly special for me because they rarely have the chance to hear my brother Aaron (a business major and member of the choral union) and me perform together. After the concert, I was greeted by an enthusiastic fan club that even included my third-grade teacher. As I surveyed the scene around me, I realized that my situation was not unique; the lobby was bustling with families, friends, alumni, and supporters. Sharing this music with our loved ones made performing even more rewarding. Since I am a senior, this performance was my last at Lincoln Center with Ithaca College. I am grateful to have had these opportunities, and I look forward to attending more of them as an alumnus. Although our time in New York City was brief, my memories from this experience will last a lifetime.
Listen up! Hear the performance at fuse.ithaca.edu.
fuse | fuse.ithaca.edu | summer 2008 • 7
feature | THE NEWSBEAT GOES ON
It’s the end of my first week of classes at Ithaca College, and I’m sitting in the Park Hall Auditorium as an unsure but hopeful freshman intrigued by the romance of newspaper journalism. And to be honest, I didn’t have an answer as to why. Like so many first-year journalism majors, in high school I had been told my writing was “wonderful.” I had won a handful of essay competitions and reported for my hometown newspaper, and majoring in journalism just seemed like the logical next step.
That’s how I found myself at a recruitment night for the Ithacan, the College’s campus newspaper. The thing that struck me about the Ithacan was that it was real—these were students who really got it, who set themselves up to meet the same standards as any other newspaper, who trained themselves by pushing each other and pooling each other’s strengths. I became a news writer. One of my first stories was following the trial of students who had been arrested in a weekend fight in the Circle Apartments. It was only my third time coming into the office and talking with the editors, but they decided to assign the story to me anyway. I’ll never know what made the editors trust me with that story given my inexperience and unfamiliarity with how crime
by ERICA R. HENDRY ’09
You learn quickly that deadlines are fast and real. stories work, but I knew enough not to ask why. I remember driving to the town of Dryden court on a Tuesday night with a photographer. The hearing was in a small room of the courthouse: the judge at a center table, the three student defendants and their lawyers in front of him—and me, awkwardly sitting in the back corner with a tape recorder, a borrowed pencil, and a brand new notebook.
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Photo by Steven Gorgos ’09
do this year. There are groups working to form new policies about campus safety after our coverage of sexual assault; an increased awareness of poverty in Tompkins County after our coverage on homeless communities, and a community-wide conversation started by our coverage of the College as it selected two new deans and a president. And then there are the job opportunities: Vanessa Schneider ’07, Anna Uhls ’07, Matt Quintanilla ’07, some of my first and most inspiring editors, are now employed by the New York Times, the Washington Post, and the Minneapolis-Star Tribune. These were their first jobs, straight out of college—and straight out of the Ithacan. The author working under a tight deadline.
The decision to give me that story is the kind of decision student editors make every day—and they aren’t just made by seniors. I was assistant news editor as a first-semester sophomore, news editor by my second semester, and editor in chief this year, as a junior. There are two freshmen on this year’s board. Seven seniors, many of whom have spent multiple years on the board, are about to graduate. It’s the perfect balance of fresh perspective and aged experience, and the majority of the learning we do is from each other. We publish every week in print and every day online. In a community of 5,000, that’s not easy. You learn quickly that deadlines are fast and real. In class, you can submit a paper by e-mail one day late and still get a decent grade, but try the same with our printing press and you’ll be empty-handed in the morning with a complimentary late fee. You’ll also learn that things don’t always run smoothly. During the first week of classes last year, two deans announced they would retire in May. Combined with summer announcements of resignation and retirement from a dean and president, these departures brought the total number of outgoing administrators to four. The newsroom was a blur of notebooks, highlighters, and calls made way too close to deadline. It came to a halt as we sent the last page to the printer—at 4:30 a.m. Not every week is like that, though I can safely say I’ve invested more time in the office (and more money in Dunkin’ Donuts) than I ever thought possible.
Can you get that kind of experience in class? The truth is, no. In class you’ll learn how to write crime stories, how to interview people, and how to research trends. But you don’t get to respond to these kinds of situations as they happen outside of the vacuum of a classroom environment. If you dive into any section, in any capacity when you get here, chances are you’ll become an editor—if you want it. The harder part is trying to leave once you realize how much you love it.
Underneath the news cycle, deadlines, and lost sleep are the benefits: the rush that comes with breaking a story to campus; hearing students and faculty on the quad or in the halls engaged in conversation about an article; exceeding expectations with new ways to tell stories with audio and video.
umbers N e h t y an b The Ithac years the Ithacan has
ber of 77 = Num ublishing ers been p rd memb orial boa it d e f o r r be raphe s, 20 = Num s, photog ad reps r e it r w f mber o rs, and 100 = Nu editors, designe aper p e copy th student tribute to esters a m e who con s f o r e ge numb ard 4 = Avera itorial bo d e e th n ’s stays o this year hmen on s e fr f o r be 2 = Num l board year’s editoria rs on this io n e s f o ber 7 = Num ial board editor ach printed e f issues o r e b m u on 5,000 = N l circulati week/tota ): r awa d(s ins. The stigious e r p t s o award w r e k a Our m m e c Pulitzer ber of Pa ered “the warded id s 4 = Num n o c ,” a er is Pacemak egiate Journalism ss. The re ll o P C te f o ia e g Priz d Colle te ia y created c o tl s n by the As also won the rece e past th as ward for Ithacan h maker a e c a P e n . Onli s in a row finalist two year cted as a le e s s e ber of tim r award 7 = Num acemake tudent for the P ed best s e rd a w a s e ber of tim w York State by th t 8 = Num s Ne in r e p in the pa a p news sociation s A s s re P New York rs a e y Apple e in n ning the times win f pring o s r e e b ow at th h 5 = Num s in t s e rb nvention Award fo Media Co t three e g e ll o C s National , including the la ork in New Y a row years in
But underneath the news cycle, deadlines, and lost sleep are the benefits: the rush that comes with breaking a story to campus; hearing students and faculty on the quad or in the halls engaged in conversation about an article; exceeding expectations with new ways to tell stories with audio and video. What has been the most rewarding, though, is creating a dialogue in the community and prompting change, which we’ve had countless opportunities to fuse | fuse.ithaca.edu | summer 2008 • 9
feature | CHEAP THRILLS
by ALLISON MUSANTE ’10
10 Ways to Have Fun without Breaking the Bank
Photos by Sam Constant ’09, Jeff Goodwin ’10, Tim McKinney, Sheryl Sinkow, and David Wanderman
Even students who love hard work need time to relieve stress, wind down after classes, and let loose on the weekends. Whether your idea of fun is going for a hike, visiting a museum, listening to some good music, or enjoying a little retail therapy, there’s something for everyone—and your piggy bank will love you! Here are 10 ways IC students kick back without spending more than $10.
Get Your Game On
Catch a Flick
There are plenty of ways to play without paying. Grab your friends and cheer on the Bombers— IC students get in free at all regular-season sporting events. The Campus Center rec room offers billiards, ping-pong, and other games to entertain you on a Saturday night or when you’re killing time between classes. Test your strength at IC’s climbing wall for only $5 per session. Or go skating at Cass Park for $4 plus a $3 skate rental fee (if you get a free Ithaca Youth Bureau rec card).
See a recent blockbuster for $3 in Textor Hall, a lecture hall that converts nicely into a big-screen, stadium-style movie theater at night. Or check out the Park School’s frequent screenings of student films and documentaries. In town, Cinemapolis and Fall Creek Pictures show independent films for as little as $6.50 on weeknights and $8.50 on the weekends.
Get Cultured From musical to drama, comedy to opera, Ithaca’s Department of Theatre Arts puts on eight main-stage shows a year with tickets as cheap as $8. Or take in a show from IC Triple Threat for only $5. Stop at the Handwerker Gallery, where you can watch screenings of student films, peruse art and photo galleries, and listen to student and faculty readings— all free!
Crank Up the Volume
Be at the Center of It All IC Square in the Campus Center hosts tons of free events during the week. Come be the judge at Ithaca Idol (a karaoke night similar to American Idol), speak out at an open mic night sponsored by Spit That (a slam poetry club), or get your groove on with a performance from IC Breakers (a break dancing club).
Laugh out Loud The Student Activities Board regularly sponsors free events featuring comedians, hypnotists, ventriloquists, and improv comics. In the past, IC has hosted Bill Burr from Chappelle’s Show and Robert Kelly, who’s toured with Dane Cook. Or enjoy a show by the IC Comedy Club, which performs nearly a dozen free shows per year.
The School of Music hosts over 300 performances a year, sometimes eight performances in one day! Most student and faculty performances are free, including ensembles, junior recitals, and senior concerts. Concert series performances by renowned musicians are $11 for IC students, but dozens of stellar visiting musicians can be heard for free each year. And don’t forget about the free concerts put on by our awesome a cappella groups: Voicestream, Premium Blend, and Ithacappella.
fuse | fuse.ithaca.edu | summer 2008 • 11
feature | CHEAP THRILLS
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His Holiness the Dalai Lama addressed a sold out crowd in the Ben Light Gymnasium last October during his presentation of the ancient Buddhist text “Eight Verses on Training the Mind.”
Get Smart
Chill Out on the Commons
IC hosts lots of free on-campus lecturers—but don’t yawn just yet. There’s something exciting and intriguing every week, from Pulitzer Prize– winning writers, world-renowned journalists, Nobel laureate scientists, Grammy-winning musicians, accomplished alumni, and IC’s expert faculty. In the past two years, the College has welcomed the Dalai Lama, journalist Bob Woodward, author Scott Russell Sanders, documentary filmmaker Rory Kennedy, and Walt Disney Company president and CEO (and IC alumnus) Bob Iger ’73—to name a few.
It doesn’t cost a thing to browse through the one-of-a-kind shops on the Ithaca Commons, like Evolution 102, which is known for its racks of retro offerings, or Trader K’s for cheap clothes. Then kick back in one of many funky coffee shops, like the Lost Dog Café, which has $8 lunch combos, $6 appetizers, and live music during the week with a cover charge between $5 and $10.
Have an Adventure You can’t call yourself a true Ithacan until you’ve visited the famous Ithaca gorges! Appreciate Ithaca’s natural beauty by hiking or walking through the dozens of trails and state parks close by (some have a small admission or parking fee). A favorite among students is Buttermilk Falls State Park, which has a steep hiking trail that rewards your effort with a view of 10 waterfalls. You’ll also find recreational trails for hiking and cross-country skiing right on campus! You can even rent gear for a small fee from the Outdoor Recreation Equipment Center located in the Fitness Center.
Turn Out the Lights IC After Dark organizes free, themed parties every semester. Saddle up for urban cowboy night and take a ride on the mechanical bull, dance the night away at the cosmic revolution party, bring your game face to the Super Bowl party, or try your luck at the dating game and casino night. It’s tons of free food and tons of fun.
Head online for details about these activities and more at fuse.ithaca.edu.
Two students studying beside some of the waterfalls in the Cascadilla Gorge. By Nick Deel ‘09
For more cool images of Ithaca visit fuse.ithaca.edu/gallery.
fuse | fuse.ithaca.edu | summer 2008 • 13
feature | A ROWER’S TALE
Photos by Chris Lisee ’09, Jeff Goodwin ’10, Heather Newberger ’10, and Bill Truslow
ARower’s
Tale by CHRIS LISEE ’09
It’s below freezing on the lake at seven o’clock in the morning, but sweat still streams down my face and into my eyes. My breath is short and labored. My legs and arms are screaming for me to stop, and my brain agrees. Still, I push on backward through the mist and cold, heart in overdrive. Why do I do this sport again?
‹ Brian Erickson ’10 coaches Jon Covney ’10 at the World Indoor Rowing Championships in Boston last February.
Rowing is a backward sport. Predawn practices. Months of training for six-minute races, races in which you can only see who you are beating, not who is beating you. But my teammates and I love it. It’s a mix of teamwork, dedication, and hard work. I played ice hockey in high school but never considered myself an athlete. I liked to run and work out but didn’t have the coordination for soccer or basketball. At Ithaca, I decided to give crew a try after seeing a poster. I’m tall and skinny, I thought. So are rowers, right? It turns out the Ithaca crew doesn’t fit any stereotypes. There were guys of all heights and weights and physical abilities. I found majors from every school. Most of the guys had never rowed before college. Rowing is a great sport for novices. Everything I needed to know—rigging a boat, rowing technique, and so on— I learned in the first few weeks. Rowers spend their entire lives trying to perfect the same stroke. A funny thing about rowing is that the people who make it look easy are the ones who are best at it. On television, you don’t see that the boat has to be balanced, that pulling the oar through the water is difficult, or that the crew must keep a precise rhythm. All these things take practice, and lots of it, which means getting on the water before sunrise, rowing in bitter winds and frigid waves, completing long runs and workouts in the weight room. Crew is a time-consuming sport, but rather than complicating my life, it provides a schedule with which to plan my day and my assignments. Crew also takes a huge physical commitment. Workouts are difficult and leave you exhausted, but satisfied. The most important aspect of crew, however, is the camaraderie. Crew is the ultimate team sport. In hockey there are substitutes to cover
you if you aren’t playing well. In crew you are committed to every piece. You have to trust and be trusted by the seven other rowers in your boat.
Crew is the ultimate team sport. In hockey there are substitutes to cover you if you aren’t playing well. In crew you are committed to every piece. You have to trust and be trusted by the seven other rowers in your boat.
Camaraderie begins during winter training, which consists of eight practices per week, running, weight lifting, and rowing on the ergometer, or erg. In winter the training is largely individual, but knowing the team is counting on you keeps you going. I have never felt such a sense of belonging; not only are these guys pushing you, but they are pushing themselves—there is something special and motivating in the mutual experience of pain and effort. While many people relax over spring break, rowers train harder. Both the men’s and women’s teams go to South Carolina for twice-daily practices on the water. After three months of erging, the water is a relief. There is nothing comparable to the feel of a boat cutting through the mist as the sun crests the distant trees. That calmness and tranquility exists even amid the frenzy of a race. Then comes the spring race season.
Women’s Crew Crew just isn’t for the boys. In fact, women’s crew has been very successful at Ithaca College. In 2005, the women’s crew became the first to repeat as NCAA Division III Women’s Crew champions when they won their second straight title at the NCAA Championships at Lake Natoma, California.
It is in the spring that teamwork is most important as eight guys and a coxswain (who sits in the stern of the boat and gives the crew commands) balance the boat and make it move. In a boat, every member contributes to a goal that is larger than the individual rowers. Crew’s greatest reward is the pain of a race and the glory of a win. But it takes supreme mutual trust. Once trust is established, it translates into brotherhood even off the water. Once concentration is found, the mental challenges of school become easier. Once balance is found, a rower can more easily find balance in life. It unifies life, giving it structure and a great sense of purpose. That is why I row.
Learn more
about Ithaca’s crews and their worst enemy, the ergometer, at fuse.ithaca.edu.
fuse | fuse.ithaca.edu | summer 2008 • 15
feature | HANDS ON IN THE HANDWERKER
HANDS ON IN THE HANDWERKER Planning a real-world gallery exhibit by JJ IGNOTZ ’08
Y
ou may think that getting good grades is the only key to a successful college career. But it’s not. I’ve learned that getting involved is just as important and valuable as making high marks. Like every college student, I wanted college to be a learning experience that would prepare me for “the real world.” As a photography student interested in all aspects of creating, marketing, selling, and displaying art, I got some great experience my senior year in a fall semester course that allowed me and seven of my classmates to plan, organize, and run an art show from the ground up in a real art gallery. I wasn’t exactly sure what I was getting myself into when I registered for the class, but it sounded intriguing. The class, taught by Cheryl Kramer, assistant professor of art history and director of Ithaca College’s Handwerker Gallery, showed us what it takes to put together an art show in a gallery setting: handling sculptures; writing about art for a catalog, label, or panel; giving gallery tours to groups; programming a show; and arranging work effectively in a gallery space.
Photos by JJ Ignotz ’08 and Heather Newberger ’10
Preparation and background research was key for a successful show. Thanks to the efforts of our professor, a local family offered to loan the College a personal collection of valuable Inuit sculpture to be displayed at Handwerker. Our first task was researching the background and history of Inuit artwork from prehistoric times to present practices. This task was massive; it took about half of the semester to learn the history of the Inuit people and their art before we could write the catalog for the exhibition. Go ahead and ask me anything. I’m practically an Inuit art historian now. During the semester, Inuit art historians visited the class to share their knowledge with us. We also took a trip to Cornell University’s Johnson Museum of Art to learn from their docents
how to give gallery tours. Although the actual opening of the show wasn’t until the next semester, preparation and background research was key for a successful show. Writing the catalog, titled Of the People: Inuit Sculpture from the Collection of Mary and Fred Whidding (see sidebar), was the most time-consuming and difficult process of all. We first had to decide how best to organize about 50 works. We divided the catalog using various important themes in Inuit life: family, community, religion, and nature. Then we split into groups to write about these sections. Once everyone’s section was complete another group of student editors made the whole thing work in a cohesive manner.
We then split into other working groups. I was in the programming group, which was in charge of any event that might happen with or in the exhibition. For instance, we initially wanted to screen a film about Inuit life alongside the artwork, but copyright laws stood in our way. So instead, we had a private screening of a film followed by a discussion, which was open to students and the public. We also gave several tours to classes and outside organizations and members of a local assisted-living community. As for installation, that group had to consider the themes of the show as well as the size of the pieces. We secured pedestals to hold and project objects, keeping in mind the space allotted to us. Scale was a challenge because we had only seen the pieces in person at the beginning of the fall semester. The objects were delivered to the gallery a week before the show opening and the installation team toiled for days over their placements. But in the end, the display was beautiful and flowed quite nicely throughout the space. Being involved in this class taught me about the importance of patience and teamwork. I also vastly increased my public speaking skills through the various tours I gave in the gallery. We did
the majority of our preparation during the allotted fall semester, but the work continued well into the spring when the show opened. The class was tough but a great learning experience. The catalog we published was a hit and is even going to be used as course material in another art history class on campus. Two other students and I were also asked to speak about our experience at the Whalen Symposium, a daylong event featuring presentations on research that students have conducted. The vast success of our show reflected very positively on our professor as well as on the art history department because this kind of course had never been offered before. I think I want to stick with art-making instead of the art-hanging side of things after college. But this class helped me understand the gallery setting inside out, and I can use that knowledge when searching for galleries to display my work. The class has already helped one of our classmates. She graduated in December and got a curatorial job in a gallery in Hawaii specifically because she had curatorial work experience. There’s no substitute for learning by doing, and the successful hands-on work of this class provided me with valuable experience and knowledge. I could ace all of my photography classes and earn praise for my photographs, but none of that would take the place of what I gained by stepping outside of the lecture hall. In the end, the blood, sweat, and tears were well worth it.
Of the People: Inuit Sculpture from the Collection of Mary and Fred Widding The Inuit, an indigenous people living in the Canadian Arctic, have a long artistic tradition that archaeological discoveries have shown to reach back thousands of years. Indeed, the long and storied history of the Inuit has been preserved through their artwork. In their native dialect, Inuktitut, the word Inuit simply means “the people” and alludes to their past and present lifestyle. Despite continuing changes to their culture, Inuit remain the people of the Arctic. Though confronted by numerous transformations to their livelihood over the past 50 years, central Inuit values have endured: community, nature, and spirituality—values we see echoed in their artistic expression. Curated by Ithaca College museology students, the exhibition highlights the distinguished collection of Mary and Fred Widding. Pivotal to the development of the Widdings’ collection is their personal relationship with the work. By sharing this collection with the Handwerker Gallery, the Widdings hope that others may discover the same connection.
Check out a video of the gallery space at fuse.ithaca.edu.
fuse | fuse.ithaca.edu | summer 2008 • 17
feature | GOOD DOG
Photos by Steven Gorgos ‘09 and Amy Morse ‘09
My experience raising a guiding eyes puppy by AMY MORSE ’09
I
had always loved dogs, but I thought I’d never be able to have one as a college student. So when I heard about the Guiding Eyes for the Blind (GEB) program my sophomore year, I was eager to get involved. I did a little research, got in touch with the area coordinator, and applied to be a certified puppy raiser. Before getting a puppy, I attended a pre-placement class where we received an overview of the program, including the general amount of time the puppies are with a puppy raiser (anywhere from 12 to 16 months) and the basic commands we would need to teach our dogs. The best part of the whole day was when we were able to work with real puppies in training! After some “puppy sitting” and a successful trial run, I got Rusty. At eight weeks of age and just 12 pounds, he was already showing his eccentric personality. He couldn’t sit still the whole car ride home. In fact, he hasn’t really sat still since. Soon Rusty and I were off to puppy class where all of the guiding eye dogs from our region came together to practice. Each week we learned new skills and were evaluated on our training techniques. We worked on such things as basic obedience, loose lead walking, and impulse control. Then we were sent home to reinforce these new skills with our dogs. Rusty needed a lot of help with his impulse control. He always sniffed the ground when we would walk, so we practiced using sniffing as a reward for good behavior. Throughout the training process we had constant guidance and support from the program’s coordinators. Raising a puppy while living on campus was no easy feat. Rusty would wake up at the crack of dawn
ready to start his day. I gradually adjusted, and once Rusty got older and learned to mind his manners, he was able to go to all of my classes with me. Having Rusty made my life somewhat different from that of a typical college student. Before I could do anything, I had to think about Rusty, his schedule, and his needs. Sometimes I was envious of my friends who lived a more carefree lifestyle. They came and went as they pleased, slept whenever they wanted, left clothing and shoes on the floors of their rooms. On those occasions, however, I would look at Rusty and remember that I was helping to make a difference in the life of a blind person. Now don’t get me wrong: having Rusty wasn’t a completely selfless act. He did a lot for me as well. He was my constant companion. If I had a particularly rough day, he could sense it, and he was always there to cheer me up. When I went running he was right there next to me—my own personal cheerleader. On days when college life got a little too serious, his carefree, playful attitude reminded me to lighten up and go with the flow. The last few days I spent with Rusty were especially difficult. Never again would I walk around campus with him. Never again would I be able to secretly pet Rusty under the desk in class. Never again would people taking campus tours stare at me wondering, “Why does she have a dog?”
At eight weeks of age and 12 pounds, Rusty was already showing his eccentric personality. That last day I packed up his crate and vacuumed the last chunk of dog hair off the floor. I pretended that I was strong, but it was a huge lie; the empty spot in my room where his cage once was looked so dull. Rusty looked at me with his sad eyes, as if to say, “Hey ma, why’d you take down my crate?” I remained composed during most of our drive to his new home at a professional training facility in Yorktown Heights, but when I took him inside, I lost it. I stayed for a while, trying to savor every last moment with him. Leaving Rusty behind was the hardest thing I’ve ever had to do. Rusty passed his final dog training test and is now training to be a guide dog. My life at IC is much quieter, cleaner, and a little sadder. I am October 2007
In-for-Training
7 May 200
September 2007
IFT stands for in-for-training. The IFT is the final test the dogs take to determine if they’re well suited for a career as a guide dog. The dogs are handled by Guiding Eyes staff. Together they do a series of commands such as sit and down. After that they do the gun test and the umbrella test. The gun test examines how the dogs respond to a loud noise and the umbrella test determines how well they respond to sudden visual stimuli. Trainers also test how quickly the dogs forgive the person who opened the umbrella so close to their faces. 2006 mber e v o N
Summer 2007
fuse | fuse.ithaca.edu | summer 2008 • 19
feature | GOOD DOG
extremely proud of Rusty and how far he has come. His boundless energy once earned him time-outs during puppy play time, and now he is becoming a seeing eye dog. Nothing can replace the things that Rusty taught me. He taught me how to be more responsible. I had to put him before anything. If he needed to go out or needed to eat dinner, it came before my needs. He helped me become more patient. He forced me to stay calm and focused to continue with his training. Nothing can ever fill the void that I now feel inside.
When I was envious of my dog-free friends, I would look at Rusty and remember that I was helping to make a difference in the life of a blind person.
From time to time I have to remind myself that it was all worth it. A few weeks ago I received a postcard from GEB that did just that. It read, “Woof! I’m having a grrrrreat time at GEB! The food is yummy and they have lots of fun toys. My roommates are cool and we love playing in the community run together. I’m having a blast learning lots of new things with my trainer! I can’t wait to make you proud. Wags-n-licks, Rusty.”
Becoming a GEB puppy raiser: If you’re interested in becoming a puppy raiser, visit the GEB website, www.guidingeyes.org.
What he doesn’t know is that I am already so proud.
Are you in?
my.ithaca.edu
f eat ur e | FOCUS ON TEACHING
Focuson Teaching by ALLISON MUSANTE ’10
Photos courtesy of Janice Levy
Keen focus, intense concentration—Janice Levy, associate professor of cinema and photography, calls it her “photography head.”
fuse | fuse.ithaca.edu | summer 2008 • 21
feature | FOCUS ON TEACHING
“You can’t think of anything else than what you’re going after,” she says. “It’s like the whole rest of the world goes away, like a hunter and its prey.” It is difficult to imagine exactly what is running through Levy’s mind when she’s on a photo shoot, but she says that if you look at her work, you’ll see the world through her eyes.
New York City to pursue photography, knowing almost nothing about it. “My undergrad study was less than the equivalent of what my students get in Introduction to Photography,” she says. Unsuccessful in finding a photography job, Levy worked as a flavor chemist before moving to Pittsburgh, where she continued her quest to become a freelance photographer. “I had a portfolio made up of about 12 artsy pictures I’d taken on a trip to Europe,” she recalls. “But they weren’t anything a professional photographer would reasonably call a portfolio.” Nevertheless, she took her photos to several advertising agencies until one finally hired her for freelance work. She began her career taking pictures around a railroad for the agency’s quarterly magazine. Levy says that in 1979, she was the only woman making a living as a freelance commercial-industrial photographer in Pittsburgh, and word of that spread quickly around town.
Professor Levy has seen nearly every corner of the world through the lens of her camera, and her work has been featured in galleries and museums across the globe. She has taught photography at Ithaca College since 1987, serving as chair of the department from 1998 to 2004. Her photography has been a model of expertise and professionalism that her students aspire to reach, and the journey to this point in her career taught her important lessons that inspire and inform her students.
“Students don’t realize that it wasn’t long ago that women in this field were still very much a novelty,” she says.
As an undergraduate, Levy wanted to be a doctor, but all that changed her junior year—when she took her first photography course. Although she graduated with a degree in psychology, she moved to
Cinema and photography major Christian Roadman ’08 has taken documentary photography and photojournalism courses with Professor Levy. He says her story of breaking into the business is
inspirational: “She knows that it’s an intimidating field to break into and really tries to prepare you for it.” Levy moved again and eventually received a master of fine arts degree in photography from the University of Michigan and taught at a community college before coming to Ithaca College in 1987. “I knew so little about the technical aspects of photography,” she says. “I didn’t know what I didn’t know. When I look back now, it’s petrifying to think I didn’t make more mistakes. So I try to send my students out there as prepared as I can.” Professor Levy has traveled throughout Europe and Latin America. But one of her favorite spots is Madagascar, an island off the southeastern coast of Africa. “When I first landed there, I thought ‘I’m in trouble,’” she says with a laugh. “This place is so beautiful—the quality of the light.” Professor Levy first visited in 1992 when she received the National Kellogg Fellowship Award, and she has visited six times since. “I keep going back because I love the people,” she says. “I love the light. I love the incongruities. I love the pace of life. I love the culture. I love how I feel when I’m there—I feel really alive.” Life in Madagascar is far from paradise for its residents, however.
For more information and an online picture gallery of Professor Levy’s work, visit fuse.ithaca.edu.
“When I look back now, it’s petrifying to think I didn’t make more mistakes. So I try to send my students out there as prepared as I can.” “It’s an extraordinarily beautiful place, but unbelievably poor, with poverty like I’d never seen,” she explains. “One time when I was there, they had a terrible famine and I was confronted with some things I had never seen before—people dying of starvation—I mean, how do you photograph that?” Levy brings these personal experiences into her classroom teachings, frequently discussing the ethical concerns of photography and ways of building rapport with photo subjects, and getting students to examine critically how a photographer should represent a particular person, country, and culture. Even though Professor Levy loves the thrill of travel, she has also been happy teaching in Ithaca these past 21 years. “I get such a charge from walking into that classroom,” she says. “I don’t know if you even realize it, but it’s such a joy for me to see my students’ faces and just see them get all excited about learning something new. I mean, what more can you ask for?”
Roadman says Levy challenges her students to think critically about the best approaches, angles, ideas, and compositions for every photo, but the payoff for succeeding is huge. “It’s not a free ride with Janice,” he says. “But it’s definitely a worthwhile one.”
Professor Levy’s awards
› New York Foundation for the Arts Fellowship › Light Work grant › 1992 National Kellogg Fellowship Award › Numerous Ithaca College faculty grants Professor Levy’s work has been featured in numerous galleries and museums:
› Herbert F. Johnson Museum of Art › Museum of Antigua and Barbuda › Spectrum Gallery › CEPA Gallery › Silver Eye Gallery › Mary Washington Galleries › American Culture Center in Antananarivo, Madagascar
fuse | fuse.ithaca.edu | summer 2008 • 23
feature | SIDELINE SUPPORT
Sideline Support A
by JASON EDELSTEIN ’08
Photos by Jeff Goodwin ’10 and Gary Hodges
s a high school student, I knew I wanted to study something in college that combined my passions for sports, health, and caring for others, so the idea of studying athletic training really intrigued me. After completing exhaustive research on athletic training programs on the east coast, Ithaca’s program stood out from all the rest. One of the nation’s oldest and most established programs, IC’s athletic training major has a reputation for producing top-notch graduates who’ve made significant contributions to the profession. During the past four years, my experience has been even more rewarding educationally, professionally, and personally than I ever could have imagined.
‹
The author works on leg rehabilitation (left) and practices ankle taping (below).
he was worried that he might have conjunctivitis. After examining the eye and contacting my certified instructor to discuss the situation, I was able to tell the player and coach that the condition was likely caused by a virus and that the player should see the team physician when we got back to campus.
It felt wonderful to hear from parents who were impressed by and thankful for the care I provided to their children. One really exciting aspect of the athletic training program is that you begin taking relevant courses early. As a first-year student I was immediately learning how to identify and treat athletic injuries. I remember bragging to friends one weekend that my homework was to practice ankle taping. My upperlevel athletic training courses involved a lot of hard work, but the combination of lecture and lab was really effective in helping me to understand the theory behind the examination of an athlete and its application in a practical situation. Given the hands-on nature of the athletic training profession, the experience you gain while working with a certified clinical instructor is the cornerstone of the program—over 700 hours of fieldwork are required before graduation, but many students do more.
When doing fieldwork with the boys soccer team at Ithaca High School, I learned what it’s like to work with the parents of injured athletes. Using my classroom knowledge, I was able to explain the type and degree of injury that players had sustained, as well as how certain treatments would improve the prognosis. At the end of the soccer season, it felt wonderful to hear from parents who were impressed by and thankful for the care I provided to their children. In the spring of my junior year, I worked with the Ithaca College baseball team. Since baseball players are prone to shoulder injury, I had plenty of chances to evaluate and manage chronic shoulder problems
with the guidance of my clinical instructor. I also helped to implement a rehabilitation program for a player who underwent shoulder surgery during the season. Initially, his rehabilitation was focused on regaining full range of motion. As he improved, however, new exercises were added to strengthen the shoulder muscles, and simulated throwing motions were eventually introduced. I took measurements of the athlete’s range of motion and strength throughout the process to measure his progress. After several long months of rehab, the player returned to the diamond the next fall, which brought me a tremendous sense of accomplishment and joy.
I remember bragging to friends one weekend that my homework was to practice ankle taping. Athletic training students also spend a great deal of time traveling with teams. When we’re on the road, a certified athletic trainer does not supervise us, so we’re restricted to providing players with prophylactic taping and general first aid. Even still, on almost every trip I took, I had at least one important learning experience that I couldn’t have gotten in the classroom. One night during a road trip to Florida with the men’s basketball team, a player knocked on my room door. His eye was itchy, and
I recently graduated, and I am extremely proud of how this program has helped me evolve into a proficient athletic trainer. Along the way I’ve built an exceptionally strong bond with fellow athletic training students and professors, and throughout my clinical assignments I was part of an athletic training staff that provided the highest level of care to athletes. Most important, I have the confidence I need to manage difficult situations in the field and develop into an expert practitioner, and potential employers are sure to recognize that.
Becoming an athletic trainer To pursue a career in athletic training, students must earn a degree from a college or university with a CAATE (Commission on Accreditation of Athletic Training Education)-accredited athletic training program and then pass an exam administered by the National Athletic Trainers’ Association Board of Certification. After graduating from such a program and passing the exam, students earn the certified athletic trainer credential. They are then able to work in a variety of settings that include secondary schools, colleges and universities, professional sports teams, sports medicine clinics, and orthopedic surgery offices.
What’s the difference between an athletic trainer and a personal trainer? Athletic trainers specialize in the prevention, recognition, management, and rehabilitation of injuries that result from physical activity, whereas personal trainers customize exercise programs for weight loss, strength training, and increased stamina.
Learn more about the athletic training major and the Department of Exercise and Sport Sciences at www.ithaca.edu/hshp/depts/ess.
fuse | fuse.ithaca.edu | summer 2008 • 25
Photos courtesy of Allan Miller, M.S. ’97
feature | ICE BREAKER
BREAKER Allan Miller, M.S. ’97, joins an NSF expedition to Antarctica as a research fellow and education consultant. by ALEX MERIL ’07
F
or some people, exploration is just a hobby. For Allan Miller, M.S. ’97, it’s a lifelong passion. He’s a licensed pilot, and in 2003 he was a finalist to become an educator astronaut with NASA. Last December Allan joined an international team of teachers and scientists on one of Earth’s ultimate ventures—a two-week research cruise to Antarctica on the Swedish icebreaker Oden. The trip was sponsored by the National Science Foundation (NSF) as one of the first activities for the International Polar Year, a global research campaign in the Arctic and Antarctic, and Allan went along as an NSF educator-researcher fellow. “I was in the right place at the right time,” Allan says modestly of his fellowship and of becoming a team member aboard the Oden. “I was always interested in exploration and going to the frontiers, whether it be space or one of the poles.” A year ago, Allan was teaching sixth grade in the Kenai Peninsula of Alaska when the NSF asked him and his family to move to the nation’s capital for a year as part of the Albert Einstein Distinguished Educator Fellowship. This program of the Triangle Coalition for Science and Technology Education brings math and science teachers to Washington, D.C., for a yearlong fellowship with federal agencies. Allan’s job was twofold: he was a consultant on K–12 education, and he furthered his own professional development by bringing back to Alaska what he learned from the fellowship. Allan’s role on the Oden expedition was primarily one of educator, using shipboard telecommunications to create journals, post photographs, and conduct teleconferences for K–12 classrooms around the country. He also served as research assistant, working alongside scientists from the United States, Sweden, and Chile who conducted a multitude of observations. One of the most interesting things he assisted in was the Antarctic Sea Ice Processes and Climate Project, a worldwide effort to collect data that are being used to create computer models showing how sea ice is changing in relation to global climate change.
exchanges with the isolated city of Magadan, in the Far Eastern Federal District, which had been a transit center of the Stalinist labor camp system. In 1990 Allan started taking regular teams of students and teachers on exchanges and visits to study in Magadan schools. Allan says his education as an exercise and sport sciences major was an integral part of his career growth. He credits exercise and sport sciences professor Betsy Keller for setting an example as the type of teacher he wants to be and associate professor Greg Shelley for giving him “a set of listening and communication skills that have been useful in every position I’ve had ever since.”
“I love the snow. I’m much better when it’s –20 degrees outside than when it’s 80 degrees.” Of all of the remarkable places he’s seen and countries he’s lived, Allan holds Alaska, where he and his family currently reside, closest to his heart. “I love the snow,” he says. “I’m much better when it’s –20 degrees outside than when it’s 80 degrees. I’m in love with Alaska.” That’s hardly a surprise for an adventure lover like Allan.
Allan’s experience was enhanced by the friendships he made with the culturally diverse staff of teachers, scientists, and crew members. While on the expedition, he realized the differences between how the United States and the rest of the world feel about climate change. “The international scientists and teachers are ahead of us in their thinking,” he says. “They’re way beyond the stage of questioning whether or not worldwide climate change is really happening. They understand it’s a human-induced problem that we need to find a way of dealing with.”
Read more about Allan’s adventures at fuse.ithaca.edu.
While Allan says that the Oden expedition made him “reinvigorated as a lifelong learner” and opened his eyes to the natural beauty of the Antarctic region, he embarked on it as no stranger to international experiences. He worked with the U.S. biathlon team and in 1996 married Joan Smith, a twotime Olympic biathlete who competed in Albertville and Lillehammer. Allan has also taught in Russia and was part of a team that helped develop student
“I was always interested in exploration and going to the frontiers, whether it be space or one of the poles.” fuse | fuse.ithaca.edu | summer 2008 • 27
› Real the
Q: Am I able to change roommates if we don’t get along? Q&As with the Fuse staff
Deal
A:
One of the best things about college is meeting new people—especially your new roommate! It can take time to adjust to sharing your room with a total stranger, but if you just don’t get along, you do have options. Consulting your resident assistant or resident director is the first step—he or she can help you talk through your issues. If things can’t be resolved, you can submit a vacancy request form or ask for a one-to-one room change with the Office of Residential Life. For more information visit www.ithaca.edu/reslife. MAGGIE HIBMA ’09
Q: I keep hearing about this thing called HomerConnect? What is it?
A: Q: What are the meal plan options? Can I bring a non-IC friend to eat at the dining halls?
A:
Ithaca offers 7-, 10-, and 14-meal plans, as well as an unlimited option called Carte Blanche. The 7-meal plan is limited to students living in the Garden or Circle Apartments or off campus. Incoming students automatically receive the 14-meal plan, but you can easily change that online. All plans come with a specified number of Bonus Bucks, tax-free money that is placed on your college ID to be used to purchase food at a variety of locations around campus. You’ll also get three guest passes per semester to use with friends, family, or for yourself. For more information visit www.ithacadiningservices.com. MEGHAN SWOPE ’11
HomerConnect is one-stop shopping for all your academic needs. You’ll use this online system to register for classes, see your midterm and final grades, and track your academic progress to ensure that you’re taking enough credits per semester to graduate on time. HomerConnect houses the full class catalog, complete with class descriptions, times, locations, and professors. Faculty advisers also use the system to keep an eye on their advisees. KAT SLIFER ’09
Q: Can students take courses pass/fail?
A:
Ithaca’s version of pass/fail is S/D/F, which is short for satisfactory/D/failure. Grades C- and above count as satisfactory and don’t affect GPA, whereas grades D+ and below will be recorded individually and affect your GPA. Most programs allow four S/D/F courses in your college career, but you can only take one per semester. Restrictions vary by major, but core coursework usually can’t be taken S/D/F. This is a great way to reduce the risk in taking challenging courses outside of your major or minor, however. MIKE BERLIN ’08
› GOT QUESTIONS
YOU’D LIKE TO SEE ANSWERED IN A FUTURE ISSUE OF FUSE ? LET US KNOW AT FUSE.ITHACA.EDU/TALKBACK!
Q: How easy is it to change majors? A:
If you’re changing majors within the same school, you’ll need to meet with your adviser to figure out your new requirements and schedule the appropriate courses, but it’s definitely manageable. If you’re switching schools—say from the School of Humanities and Sciences to the Park School of Communications— you may have to apply to the new school first. You can switch majors as many times as you want, but definitely try to figure things out by the end of your sophomore year so you have the best chance of graduating on time.
NIKKI MESEGUER ’08
Ithaca at a Glance Ithaca offers a first-rate education on a first-name basis. Learn what you love from stellar faculty; start a club, intern at your dream job, or spend a semester halfway around the world—whatever course you set, you’ll love what you do. At Ithaca you’ll have lots of choices and plenty of opportunities to find your passion in life. LOCATION In the center of the Finger Lakes region of New York State, our modern campus is 60 miles north of Binghamton and 60 miles south of Syracuse. The city of Ithaca is home to about 47,000 residents and neighboring Cornell University. STUDENT BODY 6,250 undergraduates and 400 graduate students from 47 states, 3 U.S. territories, and 36 countries. Over 70 percent of students live on Ithaca’s hilltop campus, which overlooks Cayuga Lake.
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FACULTY 461 full-time faculty and 212 part-time faculty STUDENT-FACULTY RATIO 12 to 1 ACADEMIC PROFILE 44 percent of current freshmen rank in the top 15 percent of their high school class. The high school average of most admitted students ranges from B+ to A.
PROGRAMS OF STUDY With more than 100 degree programs to choose from, Ithaca has something for everyone. To learn more about each school and the majors it offers, visit the websites below. A complete list of majors can be found on the admission website at www.ithaca.edu/admission/programs/index.php. SCHOOL
School of Business
STUDENT ENROLLMENT
700
SCHOOL HOMEPAGE
www.ithaca.edu/business
Roy H. Park School of Communications
1,350
www.ithaca.edu/rhp
School of Health Sciences and Human Performance
1,300
www.ithaca.edu/hshp
School of Humanities and Sciences
2,300
www.ithaca.edu/hs
School of Music
500
www.ithaca.edu/music
Division of Interdisciplinary and International Studies
100
www.ithaca.edu/diis
For details about Ithaca’s application process, financial aid, tuition, and more, please visit www.ithaca.edu/admission.
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DID YOU KNOW? MORE THAN 70 PERCENT OF IC STUDENTS LIVE ON CAMPUS IN ONE OF THE 30 RESIDENCE HALLS AND TWO APARTMENT COMPLEXES.
OFFICE OF ADMISSION Ithaca College 953 Danby Road Ithaca, NY 14850-7000 P: (800) 429-4274 or (607) 274-3124 www.ithaca.edu
Office of Admission Ithaca College 953 Danby Road Ithaca, NY 14850-7000 (800) 429-4274 (607) 274-3124 www.ithaca.edu
Top 5 Reasons to Visit Ithaca This Summer
1 Our friendly tour guides are standing by to show off our beautiful campus.
2 There’s almost no chance of snow.
3 It’s a fabulous time to enjoy Cayuga Lake and picnic, hike, or bike in our famous gorge parks.
4 The area is buzzing with local festivals, theater productions, and other activities to keep your parents out of your hair.
Fuse is a green publication. Read it and recycle it. Or better yet—share it with a friend! Fuse uses 23,169 lbs of paper which has a postconsumer recycled percentage of 25 percent: 48.65 trees preserved for the future • 140.5 lbs waterborne waste not created • 20,667 gallons wastewater flow saved • 2,287 lbs solid waste not generated • 4,503 lbs net greenhouse gases prevented • 34,463,888 BTU’s energy not consumed. The use of 100 percent 2 wind power equates to these environmental savings: • 3,991 lbs lbs of CO emissions not generated • 2,714 miles of automobile travel saved • The equivalent of 213 trees planted.
5 It’s way better than vacationing with your crazy relatives.