Reed College Viewbook 2021 by Reed College

REED COLLEGE PORTLAND,

OREGON

REED COLLEGE A stronghold of griffins and a parliament of owls* Reed’s official mascot, the griffin, is a mythical beast— half eagle, half lion—taken from the Reed family coat of arms and meant to symbolize a fierce protection of the life of the mind. Reed’s unofficial mascot, the Doyle owl, has a somewhat less traditional origin story. Swiped in 1913 from a neighbor’s yard by a group of students who lived in Doyle house, this large, concrete garden owl quickly became a coveted prize on campus. Reed students have been showing, defending, and taking the owl from one another in epic, dramatic contests ever since.

*Collective nouns can illuminate something quintessentially true about an object: an exaltation of larks, a nest of rabbits, a worship of writers. At Reed, “a stronghold of griffins” describes our closeknit, fiercely intellectual student body and “a parliament of owls” is indicative of the discussion-oriented and cohesive nature of Reed.

TABLE OF CONTENTS

Introduction

Academics

Community

Life After Reed

Apply

Physics students estimate magnitudes of forces and demonstrate conservation of energy in the classic “egg launch experiment for two-dimensional kinematic motion.”

Introduction

NUMBERS

10:1

STUDENT-TO-FACULTY RATIO

GRANT BURGESS English major

AVERAGE CLASS SIZE

1,400

STUDENTS (ALL UNDERGRADUATES)

116 ACRES

HONOR PRINCIPLE

FRATERNITIES OR SORORITIES

Infinite PERSPECTIVES

For the first time in my life I feel challenged and engaged intellectually. Since my childhood, I’ve searched for a place like this.

Reed students are creative, self-propelled, passionate, and analytical. They take learning seriously, they care about participating in a radically inclusive environment, and they love Reed, one of the most intellectual colleges in the country. With a 10:1 student-to-faculty ratio; small, conference-style classes; and all courses taught by professors rather than by teaching assistants, the Reed experience is close-knit and rigorous.

schools, DJing at the college radio station, organizing cheese club meetings, running activist groups, and curating one of the largest privately owned comic book collections on the West Coast.

Reed professors are notable in their fields, but their primary commitment is to undergraduate education. The faculty, and the curricula they develop, promote engagement in original, critical inquiry. Reedies become active scholars pursuing their own interests and questions, culminating in the research and writing they undertake for the senior thesis.

The Reed community is guided by the Honor Principle. This ethos—to live thoughtfully and responsibly—is manifest in the behavior and conversations of students, faculty, and staff.

The passion students express in their academic coursework is complemented by their extracurricular adventures: volunteer teaching at local middle

PROFESSORS GET HIGH MARKS —Princeton Review 2018

As a student at Reed, you will be inspired to engage with complex subject matter, open your mind to new ideologies, and treat the members of your community with open-hearted curiosity and respect. You will graduate prepared to make your own exuberant difference in the world.

BEST CLASSROOM EXPERIENCE —Princeton Review 2018

UNIQUE TRADITIONS —Unigo 2013

INTRODUCTION

Introduction

6 INTRODUCTION

Located in the progressive, dynamic city of Portland, Oregon, the Reed campus encompasses 116 acres of rolling lawns and winding paths, a century of distinct periods of architectural design, over 2,000 trees representing more than 125 species, and a 28-acre watershed that is home to a growing population of wildlife and native plants.

II N N TT RR O OD DU U CC TT II O ON N

8 INTRODUCTION

2018 FRESHMAN CLASS PROFILE*

388 216 172

—The Insider’s Guide to the Colleges GEOGRAPHIC DISTRIBUTION STUDENTS

WOMEN MEN

SCHOOLING

61% 30% 4% 5%

Reed is known for its eclectic student body, intense academic environment, engaged professors, and beautiful campus.

PUBLIC SCHOOLS PRIVATE SCHOOLS PAROCHIAL SCHOOLS

26% 19% 10% 14% 8% 12% 11% 1%

CALIFORNIA NORTHEAST INTERNATIONAL OREGON & WASHINGTON MOUNTAIN/SOUTHWEST

HONORS, PRIZES, SCHOLARSHIPS Reed Students and Alumni

AMERICAN ACADEMY OF ARTS AND SCIENCES . . . . . . . . . 29 AMERICAN ASSOCIATION OF UNIVERSITY WOMEN . . . . . 23

MIDWEST

BEINECKE SCHOLARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SOUTH

CARNEGIE ENDOWMENT FOR INTERNATIONAL PEACE FELLOWS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

ALASKA & HAWAII

CHURCHILL FELLOWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 JACK KENT COOKE SCHOLARS . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 FULBRIGHT SCHOLARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

CHARTER OR HOME SCHOOLS

GATES CAMBRIDGE SCHOLAR . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 GOLDWATER SCHOLARS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 DEMOGRAPHICS – US DOMESTIC

GUGGENHEIM FELLOWS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

6% 21% 7% 1% 65%

JACOB K. JAVITS FELLOWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

AFRICAN AMERICAN OR BLACK ASIAN OR PACIFIC ISLANDER HISPANIC NATIVE AMERICAN WHITE

21% IDENTIFIED

ADDITIONALLY, AS MULTIRACIAL

1,447 STUDENTS CAME FROM 48 STATES—AS WELL AS IN 2017–18, REED’S

MACARTHUR FELLOWS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 MARSHALL SCHOLARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 MELLON SCHOLARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

FROM WASHINGTON, DC, AND PUERTO RICO—AND

NATIONAL ACADEMY OF SCIENCES . . . . . . . . . . . . . . . . . . . . . 18

43 COUNTRIES, INCLUDING

NATIONAL SCIENCE FOUNDATION FELLOWS. . . . . . . . . . . 174

FROM

PULITZER PRIZE WINNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

ARGENTINA, CHINA, FRANCE, INDIA, NEPAL,

RHODES SCHOLARS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

SINGAPORE, SOUTH KOREA, TUNISIA, AND ZIMBABWE.

THOMAS J. WATSON FELLOWS . . . . . . . . . . . . . . . . . . . . . . . . . . 67

INTERNATIONAL STUDENTS IN INCOMING CLASS

12%

*The 2018 freshman class profile is current as of June 2018. Please note: due to rounding, percentages may not add up to 100.

TRUMAN SCHOLARS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

OFF THE CHARTS

MOST ACTIVE STUDENT GOVERNMENT —Princeton Review 2018

PROFESSORS GET HIGH MARKS

TOP

—Princeton Review 2018

#7 TOP

TOP

BEST CLASSROOM EXPERIENCE

BEST COLLEGE RADIO STATION —Princeton Review 2018

PEACE CORPS VOLUNTEERS —Peace Corps Top Colleges 2014

OUTDOOR ADVENTURES —Outside magazine 2014

AMAZING BUT OVERLOOKED COLLEGES

—Daily Beast 2013

PERCENTAGE OF STUDENTS WHO GO ON TO EARN PHDS IN SCIENCE AND ENGINEERING

#3 #1

—National Science Foundation 2013

UNIQUE TRADITIONS & MOST HIPSTER COLLEGE —Unigo 2013

RANKINGS AND BEYOND In 1995, Reed captured national attention for refusing to participate in the U.S. News & World Report ranking of American colleges and universities. The decision was based on the conviction that the U.S. News ranking methodology is hopelessly flawed—a belief widely shared in the educational community. The U.S. News ranking system takes a one-size-fits-all approach, trying to compare radically different institutions with very different pedagogical missions and functions. It also ignores one of Reed’s key tenets— that the value of an education is directly related to the degree of intellectual engagement in the classroom, a facet that U.S. News does not and cannot study. Finally, the U.S. News approach creates powerful incentives for institutions to alter their operations for the primary purpose of raising their ranking. Reed does provide information to several other well-established college guides—among them, Peterson’s and Colleges That Change Lives—that describe more fully the experience, student culture, and academic environment Reed provides.

STUDENTS TRAVEL FARTHEST FROM HOME —Niche Ink 2014

A few Reed-awarded recognitions:

RIVER OTTERS ON CAMPUS —Reed College canyon

BUILDING GIANT HAMSTER WHEELS —DxOxTxUx (student group Defenders of the Universe)

UNDERGRADUATES WEARING HIGH-WAISTED ’80S PANTS —Paradox Lost (student-run coffee shop)

INTRODUCTION

Some well-deserved recognition and charming mentions from lists of college rankings:

At the end of each academic year, seniors pass through an arch formed by cheering students during thesis parade.

Academics

HILARY GRAY Classics major from Elmhurst, Illinois

ACADEMICS

It’s obvious the professors are having just as much fun as the students. I’ve never seen a professor look bored. It’s great to walk out of a class and feel like, “That was amazing! We got so much done today.”

Professor Minh Tran (far left) and students review a classmate’s choreography in a contemporary dance class.

Reed’s genuine intellectual community is manifest in the many voices, lived experiences, interests, and perspectives you will encounter in small, conference-style classes and labs. The Reed faculty is strongly committed to a curriculum that emphasizes what it means to be a liberally educated person and to a teaching philosophy that respects and nurtures the individual autonomy of students. This combination of curricular structure and personal freedom defines the academic community at Reed. At Reed every course is taught by a professor, rather than by a teaching assistant, and the student-to-faculty ratio is 10:1. Exams and papers are returned with narrative evaluations instead of letter grades; although grades are recorded for all classes, they are not routinely reported to students unless students ask to see them. Through this grading system, students become focused on consistent growth and learning rather than pursuit of a grade. Reed’s core curriculum begins with Humanities 110, a yearlong interdisciplinary course that gives you the opportunity to develop disciplined thinking and writing. Starting with a personal librarian in the first year and workshops with discipline-specific librarians in the sophomore and junior years, students at Reed

learn to develop research strategies that prepare them to find answers to their own questions and, ultimately, to write a successful senior thesis. The senior thesis, undertaken with support from a faculty adviser, is the culminating achievement of a Reed education and your opportunity to create knowledge as you explore a problem or answer a question—experimental, critical, or creative—that holds particular significance for you. Reed is one of the few institutions where every student produces a senior thesis, each of which becomes a permanent resource in the library. The Reed experience encourages you not just to think independently but to think anew—to see the world through different eyes.

Reed College is one of the most intellectual colleges in the country. . . . [T]he school offers unsurpassed research opportunities in the liberal arts and sciences. —Fiske Guide to Colleges

ACADEMICS

Academics

14 ACADEMICS

ERIC V. HAUSER MEMORIAL LIBRARY

120/week HOURS OPEN

460,000 PRINT VOLUMES

1 million EBOOKS

+22 million more THROUGH LIBRARY PARTNERSHIPS

117,000 JOURNAL SUBSCRIPTIONS

217,000 DIGITAL IMAGES

Senior thesis of every Reed graduate since the college’s founding THESIS TOWER

THE COOLEY GALLERY

The Douglas F. Cooley Memorial Art Gallery hosts four major exhibitions a year and is home to the college’s permanent art collection. Recently featured artists and exhibitions include Kara Walker’s More and Less, Jamie Isenstein’s Will Return, and E.O. Hoppé’s Society, Studio, and Street Photography.

ACADEMICS

Reed students intern at the gallery, receiving mentorship in curatorial practice and gallery operations, and work as educators in the gallery’s K–12 educational outreach initiative serving Portland Public Schools.

SCRIPTORIUM Reed students practice their letters weekly at scriptorium—part of the Calligraphy Initiative founded by the Cooley Gallery. Calligraphy has a long and distinguished history at Reed; countless Reed students have been inspired to pursue careers in the visual arts, typography, design, and literature, including luminaries like Steve Jobs and typeface designer (and MacArthur genius award winner) Charles Bigelow ’67.

16 ACADEMICS

RUNNING THE REACTOR Reed College is the only liberal arts college in the world with a nuclear research reactor. Run primarily by undergraduate students licensed by the Nuclear Regulatory Commission, the reactor provides students and faculty with a neutron source to perform scientific research in biology, chemistry, and physics; it also has been used for research in archaeology and art history. Research at the reactor centers on neutron activation analysis, a method of determining the elements present in a sample. Each year up to 15 Reedies representing a wide range of academic disciplines enter the yearlong training program to earn licenses and become student operators. Students from art, political science, and classics are as likely to attend the training as students from chemistry and physics. Officials at the Nuclear Regulatory Commission say that Reed licenses many more women operators than any other research reactor in the nation and that, in some years, Reed licenses more women than all other research reactors combined.

17 ACC A AD D EE M M II CC SS A

PERFORMING ARTS BUILDING Reed’s Performing Arts Building is an 80,000-square-foot, lightfilled space that attests to the importance of the performing arts at Reed. Completed in 2013, the building features a 99-seat black box theatre, a 180-seat studio theatre, a dance studio with a sprung wood floor, an airy sunlit atrium, a technology center, a multimedia library, an eco-roof that collects rainwater, and a plethora of windows and skylights to make use of natural light. The facility supports collaboration—both planned and spontaneous—between students and between the music, dance, and theatre departments, all of which are housed in the building.

18 18 A AC CA AD DE EM M II C CS S

MANY PATHS TO KNOWLEDGE Reed’s academic program is highly structured, yet intentionally flexible. While all students begin with Humanities 110 and graduate after completing the senior thesis, building knowledge at Reed takes as many forms and follows as many paths as there are individuals. Claire Bumbaugh-Smith

Colin Trevor

Kai Addae

Varchas Gopalaswamy

REQUIREMENTS

Environmental Studies–Biology

Theatre

Economics

Physics

HUMANITIES

HUM 110

LITERATURE, ARTS,

ENG 205 Intro Fiction: American Short Story

THEA 299 Russian Theater History & Cinema

MUS 265 Music Geography of New Orleans

ENG 341 American Literature to 1865: Sex and Gender

THEA 320 Techniques of Acting: Style

MUS 277 Music and Politics

HUM 220 Modern European Humanities (yearlong, 2 units)

HIST 240 World Environmental History

ECON 312 Theory & Practice Econometrics

ECON 201 Intro to Economic Analysis

HIST 317 The American Earth

HUM 210 Early Modern Europe (yearlong, 2 units)

ECON 358 Urban Economics

ECON 354 Econ of Science & Technology

BIO 332 Vascular Plant Diversity

BIO 101 Intro Biology I

CHEM 102 Chemical Reactivity

PHYS 201 Oscillations & Waves

BIO 366 Population Ecology & Evolution

BIO 102 Intro Biology II

CHEM 201 Organic Chemistry I

PHYS 411 Classical Mechanics II

MATH 111 Calculus

LAT 210 Second Year Latin (yearlong, 2 units)

MATH 111 Calculus

MATH 121 Introduction to Computing

MATH 141 Intro to Probability & Statistics

MATH 212 Multivariable Calculus II

PHILOSOPHY, RELIGION

HISTORY, SOCIAL SCIENCE, PSYCHOLOGY NATURAL SCIENCES

LOGIC, LINGUISTICS, MATHEMATICS, FOREIGN LANGUAGE EXTRA-DEPARTMENTAL COURSES

PE REQUIREMENT

THESIS

MATH 241 Case Studies: Statistical Analysis POL 250 Intro to Public Policy

ENG 242 Intro Drama: Intro to Shakespeare

HIST 368 Making Race

MATH 331 Linear Algebra

POL 338 Environmental Politics & Policy

ENG 363 Shakespeare: Language & Character

HIST 378 Gender and Family

MATH 384 Programming Language Design & Implementation

PE 101 Soccer

PE 101 Archery

PE 101 Juggling

PE 101 Kenjutsu Japanese Sword Arts

PE 104 Tango Dance II

PE 104 Squash

PE 102 African Dance

PE 104 Softball

Sublethal Effects of A Common Herbicide, Atrazine, on Amphibian (Bombina orientalis) Growth and Development Under Environmentally Relevant Conditions

Live the Thing: Stanislavski’s Psychophysical Technique at Work in the Plays of Eugene Ionesco

Productivity Effects of Sexual Victimization

Exact Coherent Structures with Broken Symmetry in Plane Couette Flow

MAJORS & INTERDISCIPLINARY MAJORS American Studies Anthropology Art Biochemistry and Molecular Biology Biology Chemistry Chemistry-Physics Chinese Classics Classics-Religion Comparative Literature Comparative Race and Ethnicity Studies Computer Science

Dance Dance-Theatre Economics English Environmental Studies French German History History-Literature International and Comparative Policy Studies Linguistics Literature-Theatre Mathematics

DUAL-DEGREE PROGRAMS Mathematics-Computer Science Mathematics-Economics Mathematics-Physics Music Neuroscience Philosophy Physics Political Science Psychology Religion Russian Sociology Spanish Theatre

Engineering

California Institute of Technology, Columbia University & Rensselaer Polytechnic Institute

Forestry–Environmental Sciences Duke University

Visual Arts

Pacific Northwest College of Art

19 ACADEMICS

Students choose a major by the end of their sophomore year. With their faculty adviser, they plan a program of in-depth study in at least one academic discipline. Students may design special programs that link two or more disciplines, like art and political science or history and mathematics. In addition, Reed offers several dual-degree programs, which allows students to graduate with degrees from both Reed and an affiliated institution.

20 ACADEMICS

STUDENT / PROFESSOR PROFILE NISA BECERIKLISOY AND SUSAN RENN

Nisa Beceriklisoy is a senior majoring in biology. The first in her family to earn a bachelor’s degree, she hopes to eventually earn a graduate degree in neuroscience.

functions as a neurotransmitter, a chemical that relays messages between neurons, and is involved in reward-motivated behavior.

Her adviser, Professor Susan Renn, studies behavioral genomics: how the behavior of different species influences evolution and ecology. One of Renn’s research projects, funded by the National Science Foundation, is focused on the maternal behavior of cichlids, from the family Cichlidae.

She worked with two populations of African cichlid fishes, one wild and one lab stock. Cichlids are largely maternal mouthbrooders—when their eggs are fertilized, the mothers keep them in their mouths until they grow into baby fish. After the babies are released, the mothers will pick them up at any sign of danger.

“There are thousands of species in the family that are very closely related to each other,” Renn says, “so when you create one set of genomic tools, you can use them on different species.” For her senior thesis, Nisa proposed studying whether dopamine affects maternal behavior in cichlids. Dopamine

The wild stock of cichlids exhibited good maternal instincts, automatically retrieving their babies when Nisa tapped on the aquarium glass. But with the lab stock, it was a case of out of mouth, out of mind. When those mothers got scared, they returned to their nest without their babies.

To see if the lab stock would exhibit either more maternal behavior or more frequent maternal behaviors, she injected them with a dopamine agonist, which mimics the release of dopamine. “There is a lot of research with rats and mammals to suggest that dopamine is very important in making a mother feel rewarded when she sees or takes care of her offspring,” Nisa explains. “While there are a lot of other things involved in maternal care, I hypothesized that dopamine was one of the differences we were seeing between the lab stock and the wild stock.”

ALEXI HOROWITZ

In his junior year at Reed, history major Alexi Horowitz was one of eight students to win the McGill Lawrence Internship Award. Funded by an endowment that helps Reed students take volunteer (unpaid) summer internships, particularly with organizations that support diverse populations, the award provides up to $4,000 for eight weeks of full-time work. One of the goals of the award is to extend the academic interests of students. Growing up in New Mexico, Alexi had always been fascinated by the converging and sometimes competing cultures of his home state; his senior thesis is focused on Santa Fe’s complex archeological history. “Before New Mexico became a state they’d been trying to Americanize Santa Fe,” he explains. “After statehood, in 1912, they immediately reversed their course and began to capitalize on the local traditions. It’s all built to look like this Disneyland, faux-pueblo thing.” For his internship, Alexi worked with the New Mexico History Museum in Santa Fe, conducting interviews with community members about the museum’s exhibitions. Inspired by radio programs like WBEZ Chicago’s This American Life, he hoped to develop podcasts that would capture Santa Fe’s multicultural, shared history. One of his interview subjects, aural historian Jack Loeffler, was his audio mentor. “Loeffler taught me that listening is an art,” Alexi says. “We have all these conversations but don’t take the time or care to focus attentively on what’s being said. Beneath the words, subjects communicate in the cadence and rhythm of their speech.” He learned a great deal, he adds, technically, historically, and as an interviewer. “In [New Mexico], there are all these different actors with different vantages onto the shared past,” he says. “And it’s easy to entrench ourselves in an inherited perspective—you see claims of precedence, and you see violence and injustice. The only way to build something constructive is to bring the stories together and allow them to co-inform one another, without drowning each other out.” It is a process, he says, that reminds him of the Reed classroom.

21 ACADEMICS

STUDENT PROFILE

SAMANTHA CARRICK English major from Ontario, California

ACADEMICS

We were all really good friends in my Humanities 110 conference and had such fun that we were sad it ended. We wound up looking at the reading list through a contemporary frame—what would Thucydides think of what’s going on in Iraq? It was the first time I had a class with a professor who sat in the back and let us talk. The conference style works.

Humanities 110 is a sort of laboratory. We prepare students for what it’s like to be at Reed—how to talk in a conference, how to build upon what someone else has said or take apart someone else’s argument in a polite but intelligent way, how to closely read something. I don’t care if they become biologists or lawyers or dogcatchers— students should leave Reed knowing how to read, think, talk about their ideas, and make a sound argument.

ACADEMICS

ELLEN MILLENDER Professor of Classics & Humanities

HUMANITIES 110 Humanities 110 is the foundation of the Reed College curriculum. This intensive yearlong course brings together all first-year students to introduce them to academic life at Reed while addressing some of the most persistent and difficult questions about human experience. The goals of Hum 110 are several: to illustrate Reed’s distinctive approach to teaching, to introduce you to serious college-level work, and to provide rigorous writing instruction. Hum 110 is truly multidisciplinary, taught by 20 to 25 members of the faculty representing 8 or 9 departments, providing you with the opportunity to explore various disciplines—history, literature, philosophy, aesthetics, social science—and pedagogical approaches. Perhaps most importantly, the course serves as a powerful common experience for first-year Reedies, all of whom are reading the same material at the same time. Hum 110 will give you a sense of what it means to be challenged and to generate ideas as part of an intellectual community. You’ll become adept at engaging with a text, formulating and expressing your ideas, and questioning your initial assumptions.

What is a Reedie, anyway?

ACADEMICS

JUSTIN STE WART MAJOR Mathematics-Economics HOMETOWN Whittier, California ADVISERS Jon Rork [economics] and Albyn Jones [statistics] THESIS Randomness as Fairness WHAT IT’S ABOUT A classic model, the ultimatum game, is used in game theory to examine bargaining behavior. I consider the possible mechanisms underlying the discrepancy between how economic theory suggests individuals should behave and how they do behave. WHAT IT’S REALLY ABOUT Understanding the difference between economic theory and economic reality. INFLUENTIAL BOOK E. Roy Weintraub’s How Economics Became a Mathematical Science FAVORITE SPOT The temperature is optimal at the third table in the library basement by the windows facing the Educational Technology Center. The amount of great work that I have completed at that specific table is incredible. COOL STUFF I DID Studied abroad in England, created an econometric model to forecast national consumer behavior using Twitter, really got into yoga and the philosophy of computation as taught by Mark Bedau ’76 [philosophy]. HOW REED CHANGED ME The exposure to Reed’s brilliant professors, inspiring and intelligent classmates, and fascinating questions and problems developed within me an incredible desire to learn. Finding and developing this new passion over the last four years made my decision to attend Reed one of the best in my life. WHAT’S NEXT Summer research with Professor Bedau, then I’m off to the University of Pittsburgh to pursue a PhD in economics.

If you’re a genuine intellectual, live the life of the mind, and want to learn for the sake of learning, the place most likely to best empower you is not Harvard, Yale, Princeton, Chicago, or Stanford. It is the most intellectual college in the country—Reed, in Portland, Oregon. —Loren Pope, Colleges That Change Lives

PRESIDENT’S SUMMER FELLOWS The President’s Summer Fellowship offers Reed students a chance to tackle a summer project that combines intellectual pursuit, imagination, adventure, personal transformation, and service to the greater good. The program awards $5,000 to as many as 10 students for projects that last eight-toten weeks.

GRACE ALARCON ’19 A comparative literature major, Grace traveled to Puerto Rico and New York City for her project, “Sounds of Home: Salsa, Space, and Identity Formation.” ELIOTTE GARLING ’18 Eliotte, a biology major, traveled to Israel for her project, “Unveiling the Connection Between Seizures and Learning Disability in Severe Myoclonic Epilepsy of Infancy Syndrome.” MOLIERE XU ’19 A philosophy major, Moliere traveled to Greece for their project, “Humanity, Action and Integrity: Documenting Philosophy in Greece.”

What is a Reedie, anyway?

ADRIEN SCHLESS-MEIER

ACADEMICS

MAJOR Sociology HOMETOWN Denver, Colorado ADVISER Kjersten Whittington [sociology] THESIS Open and Accessible to All?: Organizational Color-Blindness in the Portland Farmers Market WHAT IT’S ABOUT How does the Portland Farmers Market tackle issues of race and class inequity, both in regard to the organization’s vendor pool and consumer base? WHAT IT’S REALLY ABOUT The problems with giving a white face to a “progressive” institution.

The thesis tower, in the Reed library, contains a bound copy of the senior thesis of every graduate.

PETER STEINBERGER Robert H. & Blanche Day Ellis Professor of Political Science & Humanities

Reed’s faculty culture is dedicated to superb undergraduate teaching and yet, at the same time, supports and celebrates high-level research. Faculty members are teachers first and foremost, but there is a crucial interconnectedness between teaching and research at Reed. Just as research deepens and enriches teaching, so does teaching inspire and provoke original inquiry. Indeed, these are two deeply intertwined and inseparable aspects of a single activity that defines Reed College—the activity of contributing to an intellectual enterprise in which students play a crucial role.

WHEN I GOT TO REED I was brimming with excitement and overwhelmed by such a strange and magical place. INFLUENTIAL BOOK I read Cien años de soledad (One Hundred Years of Solitude) in Spanish and loved it so much that I immediately read it again in English. I wanted to be in that world as long as I could. COOL STUFF I DID Learned to make cheese and roast my own coffee. Hung out with people like Billy Collins, Common, Parvez Sharma, Hari Kondabolu, Shira Tarrant, and Inga Muscio. Joined my first athletic team, Reed crew. HOW REED CHANGED ME

As someone with strong opinions and a great desire to share them, I have often gained the most insight here when I chose to be silent.

F A C U LT Y / S T U D E N T C O L L A B O R AT I O N

ACADEMICS

Reed supports a broad range of faculty/student collaborative projects that give students hands-on research experience in the sciences and humanities. RECENT COLLABORATIVE RESEARCH PROJECTS Biology

History, Literature, Humanities

“Nitrogen Fixing Capabilities of Endophytic Agrobacterium”

“Does the Man Make the State or Does the State Make the Man? Thucydides’ Construction of Spartan Leadership”

“Primary and Secondary Effects of gdf6a on the Retinal Stem Cell Niche” “Adaptation to Stress in Two Recently Diverged Flowering Delphinium Species” Economics and Natural Resources “The Institutional Structure of Banking and its Effects on Local Economies and Community Resilience” “Planning for a Warmer Future: the Presence of Adaptation Strategies in Climate Action Plans” Physics “Phase and Amplitude Dynamics of Delay-coupled Oscillators”

“Do Animals Have Reason? An Investigation of Apuleius’ ‘Metamorphoses’ through Ancient and Modern Animal Philosophy” “Making Jews: Race and Identity in the Age of Emancipation” Political Science “How Reduction in Early Voting Opportunities Impacts Citizen Enfranchisement” “Mobilizing Poor Voters: Machine Politics, Clientelism, and Party Rallies in Latin America” Psychology “Electrophysiological Dynamics of Cross-modal Neuroplasticity”

Professor David Dalton [biology] helps Lauren Carley, a biology major from Closter, New Jersey, record data on genetically modified poplar trees for her thesis research.

G R A D U AT I N G C L A S S OF 2017 BY MAJOR

Art

Classics

Comparative Literature

French

General Literature

History-Literature

Literature-Theatre

Philosophy

4 11

Spanish

Theatre

HISTORY AND SOCIAL SCIENCES American Studies

Anthropology

Economics

Economics-Mathematics

Environmental Studies History Linguistics

4 14 7

Political Science

Psychology

Religion Sociology

33%

English

Music

Chinese

ACADEMICS

29%

ARTS AND HUMANITIES

7 14

Biochemistry and Molecular Biology

Biology

Chemistry Environmental Studies Mathematics Mathematics-Biology Mathematics-Physics Physics

JACOB C ANTER AND PAUL GRONKE

In his sophomore year, Jacob Canter took a class called “Elections: American Style” from Professor Paul Gronke [political science]. “There were just three or four of us in the course, so it was easy to get to know Paul really well,” Jacob says.

MATHEMATICS AND NATURAL SCIENCES

Biology-Chemistry

STUDENT / PROFESSOR PROFILE

9 11 6 20 1 2 15

Gronke is the founder and director of the Early Voting Information Center (EVIC), a nonpartisan research institute that disseminates information on nonprecinct place voting, including early in-person and absentee balloting. Jacob began working for Gronke as a research assistant, systematizing and archiving information about voting laws and procedures. Funded by Reed’s Ducey Internship Program, which provides students with the opportunity to spend a summer working full time in a policy-making organization, Jacob helped maintain the EVIC website. The

center’s website is used by elections scholars, officials, and administrators to study election innovations. In addition to digesting lots of information, Jacob carefully analyzed the data and wrote reports for an audience of politicians, citizens, and journalists. When Gronke was asked to testify before a presidential commission on election reform, Jacob accompanied him. “Working with Paul has given me a stronger sense of what’s going on with elections, and the administrative, technical, and policy questions that arise,” Jacob says. Jacob finds his research work invigorating and intellectually stimulating. It has contributed to his becoming a more serious thinker, with an increased ability to comprehend and connect issues and identify problems and solutions.

28 ACADEMICS Students wade into the canyon to see how dissolved oxygen affects the habitat of frogs and other amphibians.

29 ACADEMICS

SARAH SCHAACK Associate Professor of Biology

The opportunity to collaborate with curious and passionate students is one of the extraordinary features of the Reed academic experience. It’s exciting to open the door to the various aspects of the research process: wondering about something unknown, collecting data from the far corners of the world, designing experiments and learning new techniques, and distilling results and making inferences. When Reed students walk through this door, they get to experience the ultimate thrill—learning things that have never been known before.

Students choose Reed for the challenges, both academic and personal, that have made the college an intellectual powerhouse for over 100 years. To help you get the most out of the Reed experience in and beyond the classroom, a variety of learning opportunities and other services—tutoring, guidance, and workshops—are offered throughout the academic year. LEARNING OPPORTUNITIES & SUPPORT A series of Orientation experiences and trips provide an opportunity to connect with students in your class before school begins. During Orientation, you will be matched with a faculty adviser who will help guide your program of education. If you are a student from an underrepresented community, you may wish to participate in Reed’s peer mentor program, which pairs incoming students with current students to assist with the transition to Reed in the first year. Students who live in the language houses are supported by native-speaking language scholars in residence who provide both cultural and language-learning assistance for the study of Chinese, French, German, Russian, and Spanish. A Fulbright Scholar (and native speaker of Arabic) lives with students in the Arabic dorm to enhance their understanding of the Arabic language and Middle Eastern cultures.

A robust peer tutoring program, which includes free dropin and individual tutoring, provides assistance for nearly 50 percent of Reed students. As fellow students and community members, tutors understand the Reed approach to academics, and many have been tutored themselves. Individual academic coaching is also available for students who want to strengthen their time-management and study skills. Equality of opportunity and access is ensured by disability support services, which works with students and faculty members to develop appropriate academic adjustments and services for students with disabilities.

What is a Reedie, anyway?

ACADEMICS

AZIZA AFZAL MAJOR Theatre HOMETOWN Silver Spring, Maryland ADVISER Kate Duffly [theatre] THESIS “The Short Play: A Brief Moment in a Radical Structure” WHAT IT’S ABOUT I test my hypothesis that short plays’ inherent manipulation of perceptions of time and space invite a manifold present through expansion and compression, relative length, reversal, immediacy, anonymity, and a punctum to the contextual studium. WHAT IT’S REALLY ABOUT The special effects of brevity on perceptions of time, structures of performance, and story. FAVORITE CLASS In Race and Identity in American Theatre with Professor Kate Duffly, I learned how to talk about race, identity, and art within the community and when engaging with critical discourse. COOL STUFF I DID I worked on productions in the theatre department, including artistic collaborations with other students outside of class; made and printed my own coloring book; learned about civic devising in a workshop with Michael Rohd of Sojourn Theatre; and snowshoed for the first time. HOW REED CHANGED ME Reed confirmed my suspicion that there isn’t only one right way to do something and taught me how much can be gained from the differences I encounter.

STUDY AWAY Each year, over 100 students spend a semester or a year off campus, either abroad or in a domestic exchange program, as part of their Reed education. They study at places like Fujian Normal University, in China; the Sorbonne; Freie Universität Berlin; Howard University; and Sarah Lawrence. Countries with Reed-approved programs include Argentina, Australia, Costa Rica, Cuba, Ecuador, Egypt, Hungary, Ireland, Israel, Italy, Kenya, Lebanon, Palestine, Russia, South Africa, Spain, and Turks and Caicos Islands.

31 ACADEMICS

STUDENT PROFILE JO STE WART

Remembering the grinding and often unrewarding summer jobs he held while a student at Yale, Reed President John Kroger established the President’s Summer Fellowship in 2013. Each year, up to ten Reed students are awarded $5,000 to pursue a summer endeavor of academically transformational proportions. Jo Stewart, a recipient of the award, is an English major who had spent a semester in Paris studying French literature and modern dance—on weekends she worked as a bookseller at the celebrated Shakespeare & Company bookstore. When she applied for the fellowship, she had an idea to intern at a major publication, learn as much as she could, and then produce a peer-reviewed journal featuring the voices of Reed students. Jo secured a position as the summer poetry intern for the Paris Review, a quarterly literary magazine that had just moved into new offices in Harlem. She began studying back issues to get a sense of Poetry Editor Robyn Creswell’s taste. The Paris Review solicits most of its content. Jo’s job was to go through the slush pile—boxes of unsolicited manuscripts—and pass along anything that had promise.

“If I found a poem I thought Robyn would like, it took a lot of bravery to say, ‘I think this one is good,’” Jo says. “Saying that poetry is good or bad is a very uncomfortable thing to do because poetry can be so ambiguous and you don’t know if it’s a good ambiguity or a bad ambiguity. But being able to stand your ground and say, ‘This is what I like, and this is why I like it,’ is something you have to do at Reed all the time.” Indeed, Lorin Stein, the magazine’s editor-in-chief, told Jo, “I can tell you’re a Reedie.” After returning to Reed, Jo produced her first literary journal, the Reed Symposium Series, featuring the work of students and alumni. She also began studying the art of binding books at Publication Studio in Portland, where she edited their literary magazine, Weekday. “I achieved what I wanted to achieve,” says Jo, the third sibling in her family to attend Reed. “I got to put my fingers in different jars, finding different ways to engage with literature. And I made so many connections.”

AMYNTA HAYENGA Psychology major from San Jose, California

ACADEMICS

Reed has given me a sense of the field of psychology in a way that I never could have imagined in terms of how invested in it and knowledgeable about it I feel. I’m a research assistant for Professor Jennifer Corpus, who works on motivation and developmental psychology and how they relate to education. We went to a conference in San Francisco to present some of the findings of her study on motivation. Seeing the ins and outs of her research has really put me in a position to do my thesis well.

RECENT SENIOR THESES Huazejia, Anthropology

Antonio Marín, Chinese

Danielle Juncal, English

“Constructing ‘Civilized’ Subjects and ‘Stable’ Societies through the Reorganization of Space: The Nomadic Settlement Project among Tibetans in Amdo”

“The Daoist Hero’s Tale: Moral Doctrine in the Ba Xian De Dao Zhuan Stories of Lü Dongbin”

“Japanese American Internment Poetry: Lawson Inada and Mitsuye Yamada’s Re-Mapping of Memory and Identity”

Dwayne Okpaise, Art “The House of Noise and Looking: Sadistic Performance Art in Argentina in the 1960s”

Lisa Frueh, Chemistry “A Contribution to the Fight Against Malaria: Novel Synthesis and Characterization of 3-Alkylarylether-4(1H)-quinolones with Antimalarial Properties”

G Luhman, Environmental StudiesChemistry

Amah Orphelia Carenne Ellogne, Mathematics-Economics “The effect of rainfall shocks on intimate partner violence against women”

Taylor LeGrande, History

Sandesh Adhikary, Physics

“Problematizing Trees: Ecosystem Analysis of Urban Trees’ Impact on Air Quality”

“Ni Lindo, Ni Querido: How Mexican-Americans became Chicanos”

“Quantum State Measurement of the Polarization Entangled Photons”

Sun Yun Bang, Classics-Religion

Yevgeniy Melguy, Linguistics

“Radical Love: Paul’s Epistle to Philemon”

“Hearing Across Languages: Bilingual’s Perception of (Not-So-) Non-Native Stop Contrasts”

Willamae Boling, Theatre “Who Killed B.B. Homemaker?: Normative and Critical Whiteness in Beyoncé’s Videos”

33 A ACC A AD D EE M M II CC SS

MICHAEL KINCAID Mathematics-Economics major from Palo Alto, California

In a prelude to the thesis parade, seniors dressed in costume burn their notes and drafts in a bonfire after turning in their final copies and earning their laurels.

Come prepared for an experience that will blow your mind—but in a way completely different from what you’d planned on.

A captive audience of Reed students marvels at the Great Hereafter Medicine Show, a Reed Arts Week performance. Reed Arts Week (RAW) is a student-curated annual performance and visual arts exhibition that features work by Reed students alongside art by internationally acclaimed artists.

Community

36 4 COMMUNIT Y

SERRA SHELTON English major from Foster City, California

At Reed—with this concentration of amazing, wonderful minds—we challenge each other, but we also take care of each other. I can feel myself changing.

Reed students innovate, collaborate, and embrace new challenges with both intellectual curiosity and sincere thoughtfulness—and they live a life guided by the Honor Principle. As the ethos of the Reed community, the Honor Principle is not codified; instead, students, faculty, and staff constantly reexamine what honor means within the Reed context, making adjustments and staying in dialogue about the best interests of all. The Student Senate plays an influential role at Reed. Senate acts as the voice of the student body, with members participating in campus policymaking and determining funding for student organizations. Many faculty committees have student members, and students may attend regular meetings of the faculty. At its founding, Reed rejected fraternal societies and varsity sports. Over the years, this early commitment to a unified campus that fosters inclusivity and diversity rather than stratification and competition has strengthened. Student groups, organized around various social, political, and religious interests, are open to all. Residence halls are co-ed, and each floor includes a mix of class years. A special

fund that brings scholars, performers, and artists to campus and sends students off to explore Portland and the wilds of the Pacific Northwest gives every student the opportunity to enjoy cultural, social, and recreational opportunities cost-free. Even Reed’s athletic program makes a point of crafting activities that interest students with a broad range of experience and skill levels.

COMMUNIT Y

Community

38 COMMUNIT Y

STUDENT ACTIVITIES & TRADITIONS In the finals days of spring semester 1961, a simple flyer to promote a gathering of seniors spurred a decades-long tradition known as Renn Fayre. A celebration of the extraordinary academic achievements of Reed seniors, this campus-wide festival kicks off with a thesis parade, where seniors burn thesis drafts and notes in a firepit by the library surrounded by the cheers of the entire community. Music, glitter, and rose petals; a lunchtime feast; a

rivalrous softball tournament; interactive installations and art projects; and a fireworks show are a few elements that comprise the weekend celebration. Renn Fayre began as an event for seniors, but everyone is invited. This is the case for all Reed traditions: students may participate to varying degrees, but all are welcome.

For example, Paideia, both an academic and social tradition, deviates from Reed’s classical curriculum to allow any community member to share a passion, a hobby, or their expertise through workshops and seminars. Reed Arts Week, always pushing the boundaries of imaginative expression, annually showcases the individual artistic innovations of students in the performance and visual arts. Taking its name from the Talking Heads concert movie, Stop Making Sense is a highly anticipated dance party in the student union that marks the point in the spring semester when thesising seniors have begun to stop making sense. Canyon Day is a semiannual event for members of the Reed Community to join together for a day of work to help protect and restore the canyon. There’s a saying at Reed that “Reedies help Reedies,” and that extends to the flora and fauna that call Reed’s campus home. Each of these traditions shows a side of Reed— intellectual, laughable, free-spirited, iconoclastic— that together exemplify the fellowship of our community.

For the long-standing tradition of Renn Fayre softball, students and faculty members in each department come up with suitable—and rousing— team names, such as the “Gold Standard” (economics), the “µstangs” (that’s mu-stangs, physics), and “As I play dying” (English).

—Makana Castillo-Martin ’18

PA I D E I A S P O T L I G H T HAWAIIAN DANCE HULA KAHIKO AND HULA ’AUANA Who: Christy Jo Williams ’18 and Makana Castillo-Martin ’18 What: The basics of Hawaiian hula kahiko (traditional) and hula ‘auana (Western influenced) dance were taught in this fun and informative class. First, participants reviewed important terminology and basic moves, then learned a simple dance for each style.

39 39 C O M MACADEMICS UNITY

“I taught my class on Hawaiian dance because I wanted people to see that there’s more to Hawai‘i than the idea of paradise. In Hawai‘i, we have a world of culture that goes back over a thousand years, and this culture plays a huge role in our identity.”

What is a Reedie, anyway?

COMMUNIT Y

RIC ARDO ROJAS-ECHENIQUE MAJOR Mathematics HOMETOWN Portland, Oregon ADVISER John Lind ’06 [mathematics] THESIS The Dress Map over Local Fields WHAT IT’S ABOUT The Dress map is a function taking separable field extensions to their trace forms. I’m trying to give a generating set of relations for the kernel of this map in the case where the base field is p-adic. WHAT IT’S REALLY ABOUT Trying to make a really abstract thing slightly more concrete. WHO I WAS WHEN I GOT TO REED I played bass in a high school band called Murray—after Bill Murray— and spent a lot of time thinking about questions I didn’t have the tools or experience to answer. A CONCEPT THAT BLEW MY MIND Math

is about finding new truths. Starting from simple axioms, a whole world of meaningful and often surprising ideas can be discovered and proven unequivocally. FAVORITE CLASS Number Theory

was my favorite class in terms of personal growth, but in terms of actual material, that would be Galois theory with Irena Swanson ’87 [mathematics]. COOL STUFF I DID Studied abroad at the Budapest Semester in Mathematics, went to the Mathematical Sciences Research Institute in Berkeley, had a lot of fun working in the math tutoring center, and worked for the Conservation Corps making trails. WHAT’S NEXT: Studying math at Paris 13 University on a master’s fellowship, then a PhD in math or computer science.

ELISABETH THOMAS Physics major from Sequim, Washington

During my freshman year, the third floor of the substance-free dorm was the liveliest place on campus. We became a tight-knit group of friends and still sit together in commons, even though many of us have since moved to other dorms or off-campus.

LANGUAGE HOUSES Reed’s five language houses represent the modern languages taught at Reed—Chinese, French, German, Russian, and Spanish. In each house, a resident language scholar helps students gain confidence and fluency— many houses also hold weekly dinners and host campus-wide events.

THEME COMMUNITIES

Students can create a living environment focused on a specific area of interest. All the themes come from student proposals: some are long-standing—Mad Science, the Co-op, and SubstanceFree—while others change yearly. Below is a selection of recent theme dorms.

COMMUNIT Y

Students in the Arabic Culture House live with a young Fulbright Scholar selected by the Institute of International Education. “All students interested in the language and cultures of the Arabic-speaking world are invited to join.” The kitchen forms the heart of the Co-op, where students share meals and make decisions together. “We’re a family, and there is no better feeling than coming home to the dinner bell and friends gathered at the table.” Mad Science is a community of students who love late-night biochemistry study sessions, making liquid nitrogen ice cream, and watching Doctor Who. “If the words ‘For Science!’ thrill your heart, you may belong here.” Students who live in the Music Appreciation Society talk about music, listen to music, and play music (at reasonable levels and times, of course). “All members are encouraged to be active participants in the formation of the theme culture as we jam our way into paradise!” Climbers, backpackers, cyclists, kayakers, and general outdoor enthusiasts are drawn to the Outhaüs, where students come together to live outside as often as possible. “The Outhaüs is a family of Reedies interested in having fun in the great outdoors.” The verbally inclined and the literature-obsessed live together at Random House and gather monthly for a meal and book discussion by the fire. “Our house is filled with the imaginations, opinions, and characters of great writers.” One does not simply walk into Mordor, but students can walk into Tír na nÓg—Gaelic for the land of the ever-young. “Here be dragons, science fiction, fantasy, and a friendly community of nerd folk. Welcome home!”

42 COMMUNIT Y

EMILY KASTRUL Biology major from Minneapolis, Minnesota

Capoeira keeps me grounded—it’s art, combat, music, philosophy, history, ritual. And it’s fun!

ENHANCING THE WELL-BEING OF THE REED COMMUNITY Athletics, Fitness & Outdoor Programs

COMMUNIT Y

Athletics at Reed includes a nationally recognized outdoor program that leads students on white water rafting and rock-climbing trips; a sports center for fitness instruction (last year, the sports center offered 60 PE courses per quarter, including multiple types of dance, martial arts, meditation, and more); and a range of club sports (women’s rugby and men’s Ultimate both have long histories at Reed).

STUDENT GROUPS Students at Reed gather to bake pie, build mobile objects out of lumber and plywood, honor religious practices, discuss politics, explore intersecting oppressions, sing, toss fire, and craft. Here’s a sampling of student groups at Reed: /uncommons/ (gourmet cooking club) Bike Co-op Black and African Student Union Cheese Club Diversify DxOxTxUx: Defenders of the Universe Feminist Student Union The Grail (student news magazine) Greenboard The Herodotones Honor Council KRRC Radio MLLL: Comic Book Library Oh For Christ’s Sake! Oregon Climate Student Coalition Print Shoppe Queer Alliance The Quest (student newspaper) Reed College Creative Review Student Senate Sunny Day Sorbet Society & Ice Cream Society Trans and Gender Non-Conforming Peer Group Weapons of Mass Distraction (fire dancing troupe)

44 COMMUNIT Y

GRAY FUND The Gray Fund provides Reed students with the opportunity to enjoy cost-free cultural, social, and recreational opportunities in Portland and beyond, from barn dancing and hot-air balloon trips to spring break at the Oregon Shakespeare Festival.

ADRIEN SCHLESS-MEIER Sociology major

The Gray Fund allowed me to go see people like Sherman Alexie and Ursula Le Guin, learn to roast my own coffee, and cheer for the OSU football team. I know it’s contrived to talk about becoming a well-rounded individual, but I honestly think that the Gray Fund was one of the primary factors that contributed to that process for me.

45 COMMUNIT Y

PUCCI’S UNIFORM

When Emilio Pucci, the Marchese di Barsento, attended Reed in the late ’30s, he not only joined the ski team—having been on the Italian Olympic ski team in 1932— he designed the Reed ski team uniforms. Years later, it was a version of this more snug-fitting ski suit, made with stretch fabrics, that attracted the attention of a photographer while Pucci was skiing in Switzerland. He was inundated with requests by American manufacturers to produce it, and a fashion designer was born.

MOUNTAIN HIDEAWAY

Just an hour and a half from campus, Reed’s ski cabin has served as a gateway to Mount Hood for generations of students and alumni. The cabin, which underwent renovations in 2010, is minutes from Skibowl and Summit ski areas and about 15 minutes from Mount Hood Meadows and Timberline. The Alpine Trail and the Government Camp loop trails are also nearby. After a day exploring the mountain with friends, you can return to the cabin to make dinner, relax in the sauna, or play guitar by the fire.

46 COMMUNIT Y

FALL IN LOVE WITH PORTLAND Reed College is 10 minutes from downtown Portland. Crisscrossed by bike paths, public transportation, and bridges, Portland is home to an inspiring music scene, cultivated gardens and forested parks, internationally recognized museums and galleries, and Powell’s, the largest independent bookstore in the world (where the CEO is a Reedie). Within walking distance of Reed’s campus you’ll find coffeehouses, grocery stores, and a variety of restaurants. Providing a natural balance to the greater metropolitan area are the windswept beaches of the mighty Pacific and the snowcapped mountains of the Cascade Range. Reed is an hour and a half away from each, and owns a ski cabin at Mount Hood. Even closer is Multnomah Falls, one of the highlights of the Columbia River Gorge.

47 COMMUNIT Y

AMERICA’S TOP 50 BIKE-FRIENDLY CITIES

WORLD’S BEST STREET FOOD CNN Travel

Bicycling Magazine

AMERICA’S 10 BEST CITIES FOR RUNNERS Startle & Forbes Travel Guide

#13

“The only large city to earn Platinum status from the League of American Bicyclists is a paragon of bike-friendliness, with 180 miles of bike lanes and 79 miles of off-street bike paths.”

“With more than 400 carts selling everything from Korean tacos to Carolina-style barbecue, Portland is a microcosm of mobile meals.”

“Not only does the area serve as home base for renowned racers such as Kara and Adam Goucher, Shalane Flanagan, and Dathan Ritzenhein, the headquarters for Nike and Adidas are also here. While downtown Portland has a decent path by the Willamette River, the real appeal is the slew of forest trails, park paths and routes just outside of the city center.”

Life after Reed

50 LIFE AFTER REED

ARUN RATH ’92, English

Rath, the former host of NPR’s weekend edition of All Things Considered, knows how to identify the week’s top stories, make them compelling, add perspective, sprinkle a dash of humor, and make it all sound natural—in front of an audience of two million listeners. As a current correspondent for NPR and WGBH, he says his intellectual curiosity was nurtured at Reed, where he took Hum 110, explored German literature, and wrote his thesis on the poet William Blake. “That kind of mad eclecticism suited me well,” he says.

The fellowship of Reed—the academic milestones you achieve, the traditions in which you participate, and the relationships you form here—is yours for a lifetime. A Reed education is transformational. It engages you in serious intellectual work and brings out unexpected abilities and interests. Reed prepares you for anything, and it allows you to discover in yourself the taproot of your achievement. Some alumni develop careers that follow quite logically from their studies; others swerve surprisingly from their undergraduate disciplines. Barbara Ehrenreich ’63 studied chemistry at Reed and went on to become a widely read social critic and the author of 20 books. She has explored health care, peace, women’s rights, and economic justice. Steven Raichlen ’75 majored in French literature before winning a Watson Fellowship to study medieval cooking in Europe. He went on to write 29 books on travel and food, many of which have won Julia Child and James Beard awards. Emilio Pucci ’37 studied political science

at Reed and became a world-renowned fashion designer—he also designed Reed’s double griffin logo. Steve Jobs, although officially enrolled for just one semester, found in a calligraphy course at Reed the inspiration to design fonts into the first Macintosh computer. Reed graduates are bold thinkers with incredible energy who have created their own stories of leadership and success.

LIFE AFTER REED

Life After Reed

Alumni Profile

LIFE AFTER REED

ANGIE WANG ’08, LINGUISTICS ILLUSTR ATOR AND C ARTOONIST LOS ANGELES After graduating from Reed, Angie Wang decided to try making a living as an artist. One of her first jobs was an assignment for the New Yorker. She is now a prop/FX designer on the Emmy-nominated TV show Steven Universe and is one of the four co-founders of the annual comics festival Comic Arts Los Angeles. Her clients include the New York Times, Penguin, GQ, NPR, the Atlantic, the New Republic, Nylon Magazine, Mashable, Variety, the Criterion Collection, Matter, Buzzfeed, McDonald’s, American Express, O the Oprah Magazine, Wired Magazine, Lucky Peach, Popular Mechanics, Ms Magazine, Bitch Magazine, Koyama Press, Image Comics, Dark Horse Comics, Nobrow, and Houghton-Mifflin Harcourt. WHY CONVENTIONS That’s how you network. I just

cofounded a one-day festival for independent comics called Comic Arts LA. I’m really interested in encouraging the idea that the making of art is for everybody. COOLEST THING TO HAPPEN TO ME AT A CONVENTION

At LA Zine Fest, I was at a table drawing a picture of a woman with really tall hair, and this guy came up and asked me, “Can I buy this from you?” And I said he could just have it, but he said he should give me something in trade. So he started drawing Marge Simpson, and it was just a weird, random thing. I was like, “Who is this drawing me Simpsons fan art?” Then he signed it at the bottom: Matt Groening.

WHAT REEDIES DO Our graduates have applied their learning in thousands of fields and communities. ART & EXPRESSION Laleh Khadivi ’98, international and comparative policy studies Iranian American novelist and documentary filmmaker Arun Rath ’92, English Correspondent for NPR and WGBH, former weekend host of NPR’s All Things Considered Anne Washburn ’91, literature Playwright and author of Mr. Burns, a Post-Electric Play James Coddington ’74, biology Chief conservator at the Museum of Modern Art, New York Gary Snyder ’51, anthropology Pulitzer Prize–winning poet

Robert Slavin ’72, psychology Psychologist and professor at Johns Hopkins University and chair of the Success for All Foundation

HEALTHCARE & THE CURE OF ILLNESS Katherine DeLand ’95, biochemistry and molecular biology Chief of staff of WHO’s Ebola Response Preetha Rajaraman ’94, biology Epidemiologist with the National Cancer Institute Kevan Shokat ’86, chemistry Professor and chair of cellular and molecular pharmacology at UC San Francisco, chemistry professor at UC Berkeley Roger Perlmutter ’73, biology President of Merck Research Laboratories

TECHNICAL INNOVATION

INVESTING & FINANCIAL RESPONSIBILITY

Michael Richardson ’07, political science Cofounder of Urban Airship

Soofian Zuberi ’93, economics Managing director and head of Asia capital markets & financing Merrill Lynch

Larry Sanger ’91, philosophy Cofounder of Wikipedia

Robert Smith ’89, psychology Correspondent for NPR’s Planet Money Ken Rees ’84, mathematics CEO of Elevate Credit Konrad Alt ’81, political science CEO and managing director of Promontory Financial Group, LLC Jeanne Whitbeck ’78, economics Senior vice president at US Bank

EDUCATION & HUMAN POTENTIAL Eric Westervelt ’91, American studies Education correspondent at NPR Shannon Lee Dawdy ’88, anthropology Anthropologist and professor at University of Chicago, MacArthur Fellow

Steve Jobs ’76, — Founder of Apple Computer

SUSTAINABLE LIFE ON EARTH Michelle Nijhuis ’96, biology Science journalist who writes about conservation and climate change Joyce Ferris ’80, history Chief Financial Operating Officer at Nextility, a tech-driven energy company Deane Little ’78, biology CEO of New Sky Energy, a carbon-negative manufacturing company Marion Edey ‘69, political science Founder of League of Conservation Voters

CITIZENSHIP & COMMUNITY LIVING

SCIENTIFIC RESEARCH

Misha Isaak ’04, political science

Grant Meadors ’08, physics Junior Scientist/Postdoc at the Max Planck Institute for Gravitational Physics in Hannover, Germany, member of the team that fulfilled the last prediction of Einstein’s general theory of relativity

Civil rights lawyer, masterminded the legal strategy that reversed Oregon’s ban on same-sex marriage Sheldon Yett ’86, international and comparative policy studies UNICEF representative to Liberia William Hohengarten ’84, history Attorney who successfully argued the landmark US Supreme Court case on gay rights, Lawrence v. Texas Mira Kamdar ’80, French Editorial board member of the international New York Times, faculty member of the École de Journalisme at Sciences Po, author of Planet India: The Turbulent Rise of the Largest Democracy

GLOBAL CONNECTIVITY & DIPLOMACY Adnan Hassan ’88, economics Advisor of strategy, finance, and risk management at World Bank Richard Hanna ’76, economics/political science Congressman from New York Syd Cochrane ’70, philosophy Agricultural economist for the US Department of Agriculture

Janet L. Gunzner-Toste ’93, chemistry Global Project Manager, Drug Development, Genentech Arwen Isaac Dave ’89, art Design engineer for NASA’s International Space Station Gina Turrigiano ’84, biology Neuroscientist and biology professor at Brandeis University, MacArthur Fellow Elizabeth Robinson ’82, physics CFO at NASA

Alumni Profile

AR AVIND SANK AR ’91, PHYSICS TR ANSPLANT SURGEON CO-OWNER, THIRST Y PLANE T BRE WING AUSTIN

LIFE AFTER REED

Reed’s alumni database lists 636 alumni with job titles of founder, CEO, owner, or president.

Aravind Sankar almost didn’t attend Reed, but his decision to transfer from a large public university in California to a small liberal arts college in Oregon changed everything. For the past 15 years he has been a general surgeon in Austin, Texas, specializing in kidney transplants. He became fascinated with surgery during medical school, but he’s always maintained a wide range of interests, from cycling to brewing beer. WHY MEDICINE I had great mentors at Reed. The professors got to know you not just as a student, but also as a person. Professor Stephen Arch [biology] was one example. He suggested medical school and introduced me to a neurobiologist friend at the University of Texas Medical Branch in Galveston. That’s where I eventually wound up going to med school. WHY LIBERAL ARTS A liberal arts education gives you a broader view of the world that ultimately gives you a more profound understanding of whatever profession you choose. As a surgeon you can focus on technique, but you’ve got to see the bigger picture if you want the best results.

54 54 LIFE AFTER REED

GRADUATE SCHOOLS MOST FREQUENTLY ATTENDED BY REED ALUMNI

ALL DISCIPLINES

SCIENCE & MATH

HUMANITIES & ARTS

SOCIAL SCIENCES

1. Caltech

1. Swarthmore

MEDICINE

LAW

2. Harvey Mudd

1. New England Conservatory of Music

Oregon Health & Science University

Lewis & Clark Law School

3. Swarthmore

3. Carleton

2. Curtis Institute of Music

3. REED

4. REED

4. MIT

3. Juilliard

4. Bryn Mawr

University of Washington

University of California, Berkeley

5. Carleton

5. REED

5. Spelman

6. MIT

6. Swarthmore

4. Cleveland Institute of Music

Washington University, St. Louis

University of Oregon

7. Grinnell

7. Haverford

University of Washington

8. Haverford

8. University of Chicago

9. Princeton

9. Grinnell

10. Harvard

10. Pomona

Stanford University of California, San Francisco

University of Chicago

Harvard

Yale

Case Western Reserve Johns Hopkins University Cornell University of Chicago

BUSINESS University of Chicago

New York University

RANKED PERCENTAGE OF GRADUATES WHO GO ON TO EARN DOCTORATES

5. St. John’s 6. REED 7. Hellenic College Holy Cross 8. Swarthmore 9. Oberlin

2. Grinnell

6. Oberlin 7. Wesleyan 8. St. Joseph Seminary 9. Harvard 10. Pomona

10. Amherst

Harvard Cornell Georgetown University

DOCTORAL STUDY University of California, Berkeley University of Washington

Percentage Ranking by Specific Fields of Study

LIFE SCIENCES

PHYSICAL SCIENCES

SOCIAL SCIENCES

HUMANITIES

1. Caltech

1. Swarthmore

1. St. John’s, MD

2. REED

2. Harvey Mudd

2. REED

3. Swarthmore

3. REED

3. University of Chicago

3. Swarthmore

4. Carleton

4. Harvard

4. St. John’s (NM)

5. Grinnell

4. New Mexico Institute of Mining & Tech

5. Amherst

Portland State University

University of Chicago

6. MIT

5. MIT

5. Bard College at Simon’s Rock

7. Haverford

6. Carleton

6. Bryn Mawr

7. Bryn Mawr

University of Pennsylvania

Stanford University of Oregon

8. Harvey Mudd

7. Swarthmore

7. Grinnell

8. Yale

Harvard

9. Pomona

8. Haverford

8. Carlton

9. Harvard

Cornell

10. University of Chicago

9. Wabash

9. Pomona

10. Bard

10. Grinnell

10. Williams

Harvard

University of Washington Columbia Stanford Yale University of California, Berkeley

Source: National Science Foundation and Integrated Postsecondary Education Data System. The listing shows the top institutions in the nation ranked by estimated percentage of graduates who went on to earn a doctoral degree in selected fields 2001–10.

Columbia

6. Carleton

Yale University of California, Los Angeles

University of Oregon

Source: Reed College alumni database, 2014

Percentage Ranking by Specific Fields of Study

CHEMISTRY

ENGLISH & LITERATURE

HISTORY

PHYSICS

1. Harvey Mudd

1. St. John’s

1. Caltech

2. Caltech

2. REED

1. Holy Apostle College and Seminary

3. Wabash

3. Amherst

2. REED

3. REED

4. REED

4. Thomas More College of Liberal Arts

3. Yale

4. MIT

4. Swarthmore

5. Bard College at Simon’s Rock

5. Carleton

5. New Mexico Institute of Mining & Tech

6. Amherst

6. Lawrence

6. Swarthmore

7. Swarthmore

7. Bryn Mawr

7. Sacred Heart Major Seminary

9. Kalamazoo

8. Yale

8. Bryn Mawr

9. University of Chicago

10. Grinnell

9. Bennington College

9. University of Chicago

10. Rice

10. St. John’s (Santa Fe)

10. Princeton

5. Carleton 6. Allegheny College 7. College of Wooster 8. Franklin and Marshall College

2. Harvey Mudd

8. Harvard

Source: Weighted Baccalaureate Origins Study, Higher Education Data Sharing Consortium, 2011. This shows baccalaureate origins of people granted PhDs from 1997 to 2006. The listing shows the top 10 institutions in the nation ranked by percentage of graduates who go on to earn a PhD in selected disciplines.

55 55 LIFE AFTER REED

Students attend “How to Present Aptitude and Ambitions: Networking and Interviews” and learn how to build professional relationships, leverage networks, and craft strong résumés. This workshop is one of many courses during Paideia, a week of noncredit classes open to and taught by anyone in the Reed community.

56 A P P LY

Applying to Reed Reed’s admission decisions are based on many factors. Academic accomplishments are given the greatest weight. Other elements—motivation, leadership, intellectual curiosity, individual responsibility, and social consciousness—are also important. 2017 FRESHMAN CLASS STATISTICS* HIGH SCHOOL RANK Valedictorian or salutatorian. . . . . . . . . . . . . . . . . . . . 14% Top 5% . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34% Top 10% . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58% Top 25% . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84%

ADMISSION PROCESS Reed is interested in students who demonstrate a commitment to academic excellence and who will engage substantively with the Reed community. We look for • demonstrated intellectual passion; • strong verbal and quantitative skills; • demonstrated writing ability; • solid secondary school preparation (honors, advanced, AP, or IB courses when available) that usually includes - four years of English; - three years of a foreign or classical language; - three to four years of mathematics, at least through precalculus; - three years of science; - three to four years of history or social studies. Reed recognizes that applicants come from schools that vary widely in programming and quality; at Reed there are no cutoff points for grade levels or examination scores. INSTRUCTIONS

reed.edu/apply

STANDARDIZED TESTS SAT Scores—Middle 50% SAT Math. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 670–740 SAT Evidence-based Reading and Writing . . . . 640–760 ACT Composite—Middle 50% . . . . . . . . . . . . . . . . . . 30–33 *as of September 2017

Applicants to Reed may choose between two application platforms. Reed partners with the Coalition for Access, Affordability, and Success, a group of over 90 colleges and universities, and is a member of the Common Application, a group of over 600 colleges and universities. mycoalition.org commonapp.org For those applicants whose first choice is Reed and who are certain that they will attend Reed if admitted, the college has two Early Decision options, one in fall and one in early winter. CAMPUS VISITS AND INTERVIEWS

reed.edu/visit

APPLICATION DEADLINES Application Postmark Deadlines

Decisions Mailed

Candidates’ Reply

Walking tours of campus and information sessions with an admission counselor are available year-round. The ideal time to visit is during the academic year, when you can experience the full energy, enthusiasm, and diversity of the Reed community.

Early Decision I

November 15

December 15

January 10

Reed offers evaluative and information interviews on and off campus.

Early Decision II

December 20

February 1

February 15

Early Action

November 15

February 1

May 1

Regular Freshman January 15

April 1

May 1

Transfer

by May 15

June 1

March 1

FINANCIAL AID reed.edu/financialaid Reed seeks and maintains an economically diverse student body by providing need-based financial aid. Approximately half of Reed students receive some form of financial assistance, which may come in the form of institutional, federal, and state grants; federally subsidized student loans; and other awards. Reed is committed to meeting the full demonstrated need of each student. The primary source of grant assistance is Reed itself. Typical financial aid awards consist of a combination of grants, loans, and employment opportunities. Additionally, Reed students graduate with a loan indebtedness lower than the national average.

COSTS AND FINANCIAL AID Total cost of tuition, fees, room and board (2018–19)

$70,550

Percentage of Reed students receiving need-based aid (2018–19)

55%

Average financial aid package (2018–19)

$45,551

Average Reed grant (2018–19)

$40,341

Average total debt for Reed graduates (2017)

$17,336

The average total debt for Reed graduates who receive financial aid is lower than the national average ($28,950*). By keeping debt burden low, Reed makes post-graduate options like graduate studies, nonprofit work, and volunteerism more feasible for students with financial need.

*The Project on Student Debt 2014

This book is printed on papers that are made with process-chlorine-free 100 percent postconsumer waste fiber. The paper is certified by Green Seal and the Forest Stewardship Council, which promotes environmentally appropriate, socially beneficial, and economically viable management of the world’s forests. The paper was manufactured using nonpolluting, wind-generated energy. Savings derived from using postconsumer recycled fiber in lieu of virgin fiber:

792 trees not cut down

37,205 pounds solid waste not generated

2,286 pounds waterborne waste not created

73,257 pounds net greenhouse gases prevented

336,268 gallons water/wastewater flow saved

560,720,842 Btu energy not consumed

Photography Front cover: Leah Nash Back cover: Bruce Forster Photography Interior: Matt D’Annunzio, Kimberly Durkin, Shannon Hannon, Edis Jurcys, Alex Krafcik, Dan Kvitka, Nina Johnson, Leah Nash, Public Affairs

REED COLLEGE OFFICE OF ADMISSION 3203 SE Woodstock Boulevard Portland, Oregon 97202 Phone: 503/777-7511 (local) or 800/547-4750 (toll-free) Fax: 503/777-7553 admission@reed.edu reed.edu/apply

3203 SE Woodstock Boulevard Portland, Oregon 97202-8199 800/547-4750

reed.edu