The Reporter: Fall 2023 - Issue II by Hatter Network

THE

EPORTER Fall 2023 Issue II

Exams and the Hourglass on Learning A dive into the effects of testing and how students can self-care

Hear how different disciplines are welcoming Artificial Intelligence

How local activists are organizing for environmental protection

Academia in the Age of AI: Insights from Stetson Professors

Sick and Submerged: Fighting for The Right to Clean Water

LETTERS Dear Reader, I joined a rowing team and became a coxswain nearly ten years ago. My job is to steer the boat, improve it during practice and win on race day. However, my top priority as a coxswain is safety. I do all I can to avoid putting my boat in scenarios where we get swamped, but I can only do so much. Some variables, however, are simply out of my control. When the weather gets bad while we’re out on the water, or when a careless boater sends a wake crashing over the side of our boat, my primary concern is to get my rowers back to the dock safely and in one piece. Here’s my advice for when the water gets rough: Keep your eye on the goal, control what you can control and find a way to adapt to whatever else gets thrown your way. Serious reflection can wait until you’ve got your feet on solid ground. For those of you who feel like you’re drowning in papers, projects and finals right now: You can do it. Keep calm, make a plan and stick to it. You’ve got this. Stressed but Surviving, Cas Bradley, Editor-In-Chief

Dear Reader, This semester is just flying by: one minute we were studying for midterms, a little 140th anniversary in between, and now finals have us busy counting down the days till it’s time to go home. During this issue of the Reporter, our team of writers worked in a period of stress and pressure that accompanies the last bit of the semester. Stress, classes, stress, studying and repeat– a cycle that, at the end of the day, is the epitome of a swamped college student. In this pond of stories, you’ll be able to relate to music majors as they talk about their own busy lives, discover the lilipads of stress and coping methods during exam season, and learn about some hot topic news that’ll bring a new perspective. While you may have various papers and energy drinks scattered across your desk, this magazine is a perfect way to prop your legs up and destress through our gift for you. As the last issue for the semester, we wish you a happy exam season and winter break! We look forward to presenting you with eye-catching, new stories when we return to campus. Happy Reading, Alis Cadena, Executive Editor

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Dear Reader, When we began writing the Swamped issue of the Reporter, we knew it would line up with finals season here at Stetson so I’m sure plenty of you are feeling that mixture of exhaustion, anxiety and frustration. Writing and editing this issue while in two senior research classes and applying to grad school has had me relating to this theme a touch more than I’d like to admit. Let’s just say I’m writing this letter at 2:32AM with an empty Alani Nu just inches from my laptop. Within the pages you’ll find excellent stories from our team of talented writers. Some of my personal favorites include deep dives into the place of AI in academia and a trek into nature to examine environmental initiatives being pushed locally. There are truly lots of helpful resources on campus if you too are feeling over-scheduled or just plain overwhelmed. All I’ve got to add to those voices is the reminder that I’m right there with you, totally swamped. Gotta run! Carlye Mahler, Managing Editor

Dear Reader, If you’re anything like myself or the other lovely editors that work hard every semester to bring you these magazines… You’re probably tired. It’s about that time in the semester, and no matter how long you’ve been in school, neck-deep in academics, I think it’s safe to say we all feel a little swamped right now. I wanted to take a moment to remind you that you’re not alone in this. This issue is filled with stories of stress, triumphs and everything in between, and it’s fair to say those are shared experiences. We’re all navigating the challenges that come with being a student, and I hope it serves as a comforting reminder that you’re not the only one feeling the weight of it all. Sometimes, knowing that others are in the same boat can make the journey a little more bearable as you row through this swampy season of life. The team has poured their hearts into creating something that reflects the essence of our shared struggles. So, take a break from the chaos and cozy up with a warm drink because we could all use a break. Chilling in the swamp of senioritis, Hayden Collins, Creative Director

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EDITORS

Cas Bradley Editor-in-Chief

Alis Cadena Executive Editor

Hayden Collins Creative Director

Ciara Kelley Arts & Culture Editor

Carlye Mahler Managing Editor

Hayle Morgan Fact Checker

Sisi Small Webmaster

Reagan Shivers News Editor

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ou What’s stressing y Honors credo

o u t?

Staff

Cas Bradley, Editor-in-Chief Grad school Hayden Collins, Creative Director applications Alis Cadena, Executive Editor of The Reporter Carlye Mahler, Managing Editor of The Reporter Reagan Shivers, News Editor of The Reporter Ciara Kelley, Arts & Culture Editor Venus Turnbull, Creative Staff Maria Latour, Creative Staff Cristal Sherman, Creative Staff Emy Acosta, Photographer Brooke O’Brien, Social Media Director Sisi Small, Webmaster Brandy Bennet, Staff Writer Senior year is Carla Rosario, Staff Writer stressing me out!! Lili Sheridan, Staff Writer Applying to Sara Ward, Staff Writer internships! Lanajae Gaffney, Staff Writer Iris Hunt, Staff Writer Alondra Y Rivas-Jimenez, Staff Writer Abigail Denton, Staff Writer Applying to grad De’Vanese John-Baptiste, Staff Writer schools!! Senior thesis Emma Weiss, Staff Writer Hayle Morgan, Copy Editor

JOINING US

When it comes to joining Hatter Network, we are never not excited about someone wanting to join our ranks. If you want to write, The Reporter is the place. If you like to appreciate art, music and writing, Touchstone Literary Arts Journal is where it’s at. If you want to create your own podcast, or learn how to use the tech in our radio station, WHAT Radio is there. Hatter Network is an extacurricular media program run by students, for students, to provide them with the information we think they need to know, or an outlet for their creative endeavors. If you’re interesed in getting involved, please email our Editor-in-Chief, Cas Bradley, at cabradley@stetson.edu or apply on Engage.

ABOUT US

The Reporter, as part of Hatter Network, is the oldest collegiate magazine in the state of Florida. We publish four times per year, twice per semester. Florida Sun Printing prints 300 copies per issue on 8.5 x 11 inch, 80# Gloss Test, Most body text is set at 11 pound Adobe Garamond Pro or Times New Roman with 13 point leading set with a combination of regular, italic and bold. All pages are designed using Adobe Creative Suite Photoshop and Illustrator. For additional information please visit hatternetwork.com. Questions or concerns can be mailed to 421 N Woodland Blvd. Deland, FL 32723 or emailed to hatternetwork@gmail.com.

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CONT CONTE Robbery, Restitution and Ruin Controversy with the British Museum Cover Models, Savannah (’26), Models, CarlyeClarke Mahler (’24) Gillian Dodge (’26)

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TENTS Exams and the Hourglass on Learning A dive into the effects of testing and how students can self-care Facing the Music: A Deep Dive into the Busy SOM Student

Tackling the fast tempo that music students live with

Academia in the Age of AI: Insights from Stetson Professors Hear how different disciplines are welcoming Artificial Intelligence Ampersand Meet Busy Hatter, Isabella Degenhardt The Anatomy of Organization Budgets at Stetson Investigating budget reductions: Malicious or Misunderstood? Robbery, Restitution and Ruin: Controversey with the British Museum Arts and Artifacts: Digging Deep into that hot topic Dear Reader Segment Words of Wisdom from the Reporter Staff Learning Florida’s Hard History A Glimpse into the Teach The Truth Tour Centro Tea Co. Tea Review Sick and Submerged: Fighting for The RIght to Clean Water How local activists are organizing for environmental protection Playlist Swamped

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Exams and the

Written by De'Vanese John-Baptiste Graphics by Venus Turnbull Layout by Hayden Collins

Hourglass on Learning

Exam season is not for the weak. Finding the time to be social, do homework, study and rest is a breeding ground for anxiety and procrastination. Yet, these are things that students have to do consistently throughout the semester. What makes exam season more stressful than usual is the heavy impact exams have on final course grades. However, some of the methods students use to study for exams and cope with the stress of them may be unhelpful, and even stress-inducing themselves.

A Snowball Turns Into An Avalanche Suzen Langrick ’26, a student here at Stetson in the Elementary Education program, has a precise ritual she uses to study for exams. She admits that she spends more time making a plan to study than she does actually studying, because for Suzen, the setting of her study session determines whether she learns the material or not. Since what she learns makes or breaks her exam grades, she first goes on a hunt for the best place to study. The ideal study spot for Suzen is someplace quiet that avoids a lot of foot traffic. She considers whether she could realistically learn this material with a group or whether being around others will serve as a distraction. The list continues, from things as simple as whether she has all the pens and notebooks she needs for a study session, to whether she needs to look over the main topics of her courses. When she is not studying, this process leads to a lot of stress. She explains, “My sleep is affected by it, which then causes a mental health issue that comes with it. And then you know,

“The ball just starts rolling. Am I doing this right?” 8

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Alyssa Martinez ’24, who studies investment finance here at Stetson (with a minor in data analytics) shares this sentiment. When Alyssa thinks about how midterms and finals will affect her grades, and in turn, her GPA, she says of the process, “It’s kind of all like an avalanche, like a big snowball.” One thing that Alyssa and Suzen have in common is testing anxiety. The tight timeline of exam season amplifies the occurrence of avoidable situations, creating anxiety around testing. For Suzen, her accommodations require her to make an appointment with Accessibility Services to take her exams, but she has a limited timeframe to make this appointment. Missing the deadline would mean testing in an environment she has trouble focusing in, or worse, forfeiting her chance to take the exam at all. All of these factors raise the stakes and importance of getting everything about her exam preparation “just right.” For Alyssa, who shared that she is diagnosed with anxiety, finishing a test is always a huge concern for her. While taking an exam, as time runs out her anxiety gets worse. As an Involvement Intern for the Center for Community Engagement (CCE), Alyssa is used to managing her time, something she had to figure out on her own as a first-generation student. Her involvement on campus with the CCE and Alpha Alpha Alpha, the fraternity for first-generation students, demonstrate her ability to manage her time commitment. Yet the timing of exams still poses a challenge for her. For these students and others in the same boat, the flexibility of take-home projects and papers makes these options preferable to exams. Staff, educators and professionals recognize the student tendency to snowball. Lauren Hancock, the Associate Director for Wellness and Recreation and supervisor to the Well Team, recommends that students take a step back from the catastrophic think-

ing and remembering that one bad grade does not determine a class outcome, much less your entire Stetson experience. While laughing, Lauren recalls a time during her undergraduate career when she stayed up all night cramming for a test she later got an F on. While, it may not have been the easiest thing for her to accept in the moment, that F did

not hold her back from success. Although the possibility of a bad grade may not be the end-all-be-all, stopping yourself from panicking at the moment is easier said than done, and Stetson’s Multicultural Mental Health Counselor, Tiffany Toussaint, has some wise words on recognizing when your stress may be out of control. She struggles initially to come up with language that will be inclusive to the diverse community she serves, as everyone copes with stress differently. In the end she believes, “It depends on how it’s affecting your life. If you’re losing sleep, if you’re not eating well, if you’re irritable and snappy within your relationships. So if it’s interrupting your ability to live, laugh, love, all those.”

Cramming for Temporary Perfection For those with high academic standards, which Nicole (Nico) Alonso ’26 self-proclaims herself to have, grades can be everything. Nico is enrolled as a full-time student and works on campus, so her opportune time to study is at night since that’s when her schedule is open. She starts cramming for exams “the week or weeks before,” which is markedly different from how she approaches other large course assessments like essays. She expresses that breaking up the essay process and researching over time gives her “a deeper understanding of the content.” The accelerated timeline of exams makes her anxious for their end, and when she finally leaves the exam room she experiences a sense of relief, and leaves most of the information she learned for the exam behind. Nico, who describes herself as an A-B student, admits that once a particular exam is over, for her, the material is forgotten. Kaitlyn Watson ’25, a Stetson student in the STEM field, compares exams to a fight or flight response, stating,

“It doesn’t help my knowledge- you don’t have that memory of how you act in stress situations. You just kind of get through it.” the reporter

Despite this, Kaitlyn is a high-performing test taker, partly due to her understanding of exam structure. She admits sometimes, “I don’t know the answer, but I know if I write these words, I get points for them.” To a certain degree, for someone like Kaitlyn, passing a test can be more about memorizing the right boxes to check than understanding course material. For her, what often does become more dedicated to memory than what she has studied for an exam are lectures that catch her attention and conversations with professors where she can get her questions answered. In comparison, Suzen Langrick ’26 feels that exams do not generally improve her understanding of course content, but low scores in classes she is not doing well in are exceptions to the rule. Suzen says, “That is the one instance where taking the exam and getting my grades back and feedback helps me understand what I am missing.” Generally, the Stetson students I spoke to who identified themselves to be high-performing on tests expressed remembering less of the information they studied for exams in the weeks after in comparison to the students who communicated not scoring as well. If good grades prove that you do not have to remember the information forever or even understand it to do well, there is little outside motivation to take it a step further and commit it to memory. However, students who perform poorly on exams reflect on them with the hope of gaining that knowledge for future opportunities at grade improvement. It is difficult to make a broad statement on whether projects, papers or exams should hold more weight as students’ strengths are so different. However, from a counseling perspective, Tiffany Touissant’s personal opinion is that, “when it comes to academics- when I hear the word ‘normal’ or ‘traditional’, or ‘this is how people learn’, ‘this is how we gauge’- I think that exams are tailored towards a very specific type of learner, and a very specific type of test taker.

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“I don’t believe that there are enough varieties of ways to gauge whether or not a student is learning that caters to neurodivergence, different types of learners” different ways of recalling information, different application processes. I feel like it’s just very rigid in its approach. Therefore, it doesn’t work for everybody.”

Why Do We Test Like We’re Running Out Of Time? Exam season at Stetson, like many other universities, is better described as exam week. Based on the interviews I completed with Stetson students, many get through exam week by treating it like a sprint. They get little water, little nourishment and little rest. Balance is abandoned and the scale is tipped to bet it all on academic success. Yet, staff and students seem to agree that this may not be the best choice for students’ overall health and well-being. When asked what could make exams easier, Alyssa Martinez ’26 expressed, “more time in between exams– if exam season wasn’t just a week [but] spread out.” Time seems to be the answer to most students’ silent exam prayers. Nico Alonso says she “can’t do a sit down exam. It has to be an essay that I can break up or a research paper over a period of time. Sitting there and being timed, that’s what stresses me out the most-that I have such a limited amount of time.” Counseling’s Tiffany Touissant made similar remarks citing back-to-back exams as a source of stress along with the rigor that accompanies it. She thinks “that there are ways to meet learners where they are– as it relates to the way that they learn and apply information.” Studying for these exams simultaneously is difficult enough, but continuing to apply yourself while

walking into an exam room for the second time in a day poses a significant mental hurdle. Exam week may not be a challenge to some students, but an alternative exists that does not penalize students for learning on a slower timetable.

Hatter Health Everyone tests differently, and there are ways to give yourself an advantage if you are not a good test taker. Take time to research and look into your classes before registering for them. If multiple professors are available to teach a course you need, look for someone whose teaching and grading methods work with your skills and weaknesses. Use your time wisely, and plan ahead so you are best prepared to deal with the demands of the class. If you remember one thing when you are stressed about classes, let it be the words of Well Team’s supervisor, Lauren Hancock, “I want Hatters to take care of yourself, you only have one life and I’d rather students focus on taking care of themselves and being the best version of themselves rather than trying to be the best academic version of themselves.” Students and staff alike gladly offered up coping skills you can practice, whether before, during or after exam season, to stay the healthiest version of you.

The counseling guide to success • Prepare for exams by learning information as it is presented • Learn self-care techniques • Monitor your responsibilities to avoid overcommitment • Monitor your emotional state, even if that means asking friends how you’ve seemed recently • Grounding techniques • Be disciplined with your coping techniques, as coping skills are built over time and may not be initially successful. • Visit one of the Counseling Center’s Coping Skills Workshops • If exam season has you stressed, explore “the why.” • Use Academic Success and Accessibility Services!

Student coping skills to copy • If you feel like nothing more can be done, just do what you can • Meditate • Face masks • Go for a walk • Take a long, hot shower • Work out • Practice breathing exercises • Have a study session with friends • Have something to fidget with while you’re testing • Make sure to do one thing from your daily routine • Use the break after exam weeks to rest and regroup the reporter

Written by Carlye Mahler Photos by Emy Acosta Graphics by Cristal Sherman Layout by Hayden Collins

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“I practice all the time. That's all I do. And when I have free time, it's like, what do I do? I have no idea.” These words from Alexander Ortiz Vélez ’24 completely align with the perception of music students on Stetson’s campus. Just ask any group of students lounging around the CUB which majors are the busiest. They’ll throw out a few of their own majors before someone inevitably mentions music students.

Zero Credit Courses One topic that came up in multiple interviews was the zero-credit classes that music students are often required to take. Several degree requirements for music students weigh in at zero credits, such as MUSC 252 Composition Seminar, which despite being a zero credit class meets for 50 minutes once a week.

I sat down with five students from the Stetson School of Music along with a faculty member and the Dean of the School of Music, Dean Washington Garcia, to get a fuller picture of the music student experience at Stetson University.

When breaking down the specifics of her schedule, Floyd spoke on the credits of the classes on her schedule, saying, “a lot of them end up being zero credit classes, which is frustrating, but it is what it is.”

Student Workload

Vélez referred to these shorter classes as “tiny little nuggets of time,” which could be stressful to manage and spend the in-between time efficiently.

I began questioning each student by asking them to describe their workload and challenging them to explain the busy music student trope. This question really broke the ice, and a few students even laughed through their answers.

Financial Pressures

“So I think it's pretty hefty. I think more than even workload I consider it almost like a lifestyle,” said Vélez, who is well into his senior year as an Organ Performance major. Alex Fisher ’26, a Vocal Music Education major said frankly, “Pretty insane. I think I'm taking 11 classes right now.” John Wiese ’27, a Violin Performance and Music Composition major, credited his personal circumstance for the weight of his workload, calling it “incredibly overwhelming” saying that it was “due in part to the double major, and the amount of stuff that I do outside of my classes.” Emma Floyd ’26, a Music Education major, mused on the structure of the classes, adding,

“All the classes kind of coexist within each other. And so it's just a constant cycle that's never ending.”

Multiple interviewees also referenced the financial stressors of being a music major during our interviews. Fisher emphasized their desire for the School of Music to provide more opportunities for financial aid precisely due to the difficulty that comes with holding a job as a music student.

“Since we're doing so much within that building [Presser], in terms of hours within the week, I feel like it's unrealistic to expect people to be able to get jobs.” Alumni Evan Hernandez ’23 more specifically added, “I did end up having to take a loan my senior year, I didn't lose any scholarships; I came here with full tuition. But obviously, tuition keeps going up and up and up.” Even students with full tuition scholarships face this dilemma at Stetson. As tuition rises, those scholarships often don’t rise alongthe reporter

side the price. Students who chose Stetson under the premise of a full ride can find themselves scrambling to fill the gaps with unexpected debt, especially when degree requirements make employment a particular challenge. Other financial stressors within the School of Music came up during interviews. “Well, you of course, have to buy your own instrument. And if you're not expecting that, you know, coming out of high school and being like oh, my gosh, my instrument's not good enough I can't keep up with these people,” Hernendez added. Particularly for vocalists, Floyd mentioned, “We

have to pay for someone to play the piano for us and we have to meet with them once a week. We have to bring them to our lessons once a week. Then we have studio rehearsals and we have actual recitals. So it adds up. And that has to come out of our own pockets. So yeah, there is a financial stress there.”

The Faculty Perspective I also sat down with Dr. Zavlunov, Associate Professor of Music History, to ask about the faculty perspective on the School of Music’s reputation for having busy students. When asked about what contributes to the stereotype of the busy music student he had two explanations. First,

“The School of Music curriculum, in some ways, is the most complicated of any program within this institution, Stetson, as a whole.” Second, “The students in the school of music are involved in different kinds of musical activities, right? There's classroom activities, there's chamber music activities, there's studio lessons, and then there's large ensembles, right, and they have to juggle all of these things.” Getting down to specifics, Dr. Zavlunov points to these stressors as originating more from the discipline of music rather than the Stetson School of Music specifically, stating, “It is not unique to Stetson, by any means. It is very common for the Schools of Music, this level of engagement, kind of continuous engagement, daily engagement is part of the discipline of music.”

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Dr. Zavlunov pointed out that even the stressful parts of the Stetson School of Music structure are part of what makes Stetson so particularly great. He zeroed in on the high-level of training that students receive while also existing within a liberal arts institution, explaining, “They have to balance both the rigorous classroom experience with professional training. That's what makes this program with

its 12 majors, both so challenging in some respects, but also so unique and exciting.”

Positives While everyone interviewed had their share of stress and busyness, each interviewee also went out of their way to emphasize that they love what they do and love Stetson’s School of Music. Fisher emphasized the warmth of students and faculty, noting, “Stetson really has it together with the camaraderie that like we, as faculty and students have together.” “Dr. Washington Garcia, is incredibly, incredibly supportive of our individual efforts,” pointed out Wiese, who shared that Dr. Washington Garcia has been encouraging about setting up projects to bring Wiese’s own personal goals and ideas into fruition. Dean Washington Garcia, who came to Stetson in 2021, took the time to sit down with me and speak about the environment that Stetson’s School of Music aims to have through some of the initiatives that he’s taken on during his time here so far. “We have continued to strengthen and focus even more on providing opportunities for students for experiential learning opportunities, as well as professional development opportunities. ”

“I love the fact that we are a very relationship rich environment, the School of Music.” When it got to the tough questions about the stereotype of the busy music student, Dean Washington Garcia wanted to emphasize that he is open to listening to student concerns. One avenue that he highlighted through which he gets the opportunity to hear about student issues is the School of Music Student Advisory Council. “I meet with the student advisory council regularly or sometimes every week, but at least every other week.” He added a specific example of how a conversation with the student advisory council can lead to action. “Last year, for example, there were some concerns about the practice rooms, we addressed the practice rooms.” Dean Washington Garcia wants students to know that he is here to support them, adding, “I've tried to make myself as available as I can to be able to connect with the students on a one on one. To make sure that they know that I'm here to support them.”

Speaking on his love for Stetson’s School of Music, he got into specifics, stating,

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Student Suggestions Whether on the student advisory council or not, the students that I spoke with were not shy about pointing to constructive changes they would like to see from the School of Music. “Oh, I think a lot more attention to self care,” said Vélez who pointed out that the busyness of life as a music student can lead to confusion and poor self care habits, especially post-graduation when alumni may find themselves with more free time than they know how to manage. He also added, “some of the classes I believe could be joined and not make it so separate from each other.” Doing so could possibly address the scheduling issue with all these ‘nuggets of time’ as he referred to them. Hernandez cheekily leaned into the microphone as she said, “I hope that with the $15 million they raised this year, they will help people out with scholarships and more travel opportunities, because those are really good.” “I think there should be some built in finances for pianists,” said Floyd, building on her frustration with the finances coming out of student pockets. She also added that while the student counseling center is certainly a resource, “I kind of wish there would be more like music student oriented counselors, just people who really get it.” She explained that since the music world is sometimes a culture of its own, there are gaps that exist when speaking to the general counselors.

Wrap Up At the end of the day, Stetson’s School of Music is undeniably impressive and draws a high caliber of students who strive to achieve great things. I think that Alex Fisher summed it up best when they put the music student so aptly- “I feel extremely privileged to be here, which is why I'm willing to hustle and work 15 hours while also taking 11 classes.”

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Academia in the Age of AI: Insights from Stetson Professors Story by Abby Denton Layout and Graphics by Venus Turnbull

In November 2022, the world witnessed a monumental shift in its perception of Artificial Intelligence with Open AI’s launch of Chat Generative Pre-trained Transformer, commonly known as ChatGPT. This generative text chatbot unlocked a new era of AI with its capacity for user interaction, making it a lifeline for many students swamped in their coursework. The dynamic platform allows users to pose follow-up questions, specify desired responses and translate informal thoughts into words in a way unseen before. However, the release of ChatGPT, while a seemingly sudden awakening of AI, was merely a notable development in the ongoing evolution of Artificial Intelligence. Dr. Joshua Eckroth, an Associate Professor of Computer Science at Stetson University with a focus in Artificial Intelligence, attests to AI’s subtle yet profound influence in our daily routines. As he aptly puts it, “When I hold my phone to my face and it recognizes me and unlocks my phone, that’s AI. Text actions in iMessage, GPS routing, lane assist in your car, or smart thermostats are all actually algorithms that came out of an AI.” With the progression of Artificial Intelligence, these once astonishing innovations have seamlessly permeated our daily lives. Dr. Eckroth observes that “AI is embedded in all the things we do – it’s just interesting that now, because of this dramatic increase in performance and compatibility.

“Everybody is talking

about AI as if it hasn’t been there the whole time.” This insight prompts those working in higher education to wonder whether ChatGPT will follow a similar pattern of integration as other AI algorithms. Could it seamlessly embed itself into academia, despite its limitations and the looming concerns of academic integrity?

AI in the Classroom ChatGPT’s introduction exposed the valuable role that Artificial Intelligence can have in classrooms. Dr. Chris Jimenez, a professor of global literature and representations of catastrophe, recognizes the evolving dynamics of academics, stating, “I’m having, as a professor, to design assignments that are cheating proof.” To meet this challenge, Dr. Jimenez redesigned his approach to writing assignments by shifting away from traditional means of student production. He initially generates a 1500-word essay using ChatGPT, and then tasks his students to “pare it down to 1000 words, and also incorporate quotes and evidence.” This approach encourages students to transform pre-existing content into their own words and traces the differences in individual ideas and AI generation. Dr. Jimenez further emphasizes, “What I really want to know is how students can turn that into their own writing… and, from the student perspective, it should be about your ability to demonstrate how brilliant you are.” Similarly, Dr. Melinda Hall, a Philosophy Professor with a specialty in bioethics, also attempts to find a balance between individual thought and AI generation. She suggests a collaborative approach, conveying to her students in a recent assignment that “their writing had to be their own, but that they should have a conversation with ChatGPT before writing to brainstorm.” Dr. Hall’s approach acknowledges the creative potential of AI in brainstorming sessions, while also encouraging students to lean more heavily on their own knowledge. Dr. Eckroth has also shifted the grading style in his Computer Science classes, where AI-powered tools like Copilot, a generative code predictor, play an important role. He tells his students, “You can use anything you

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want – I even encourage using these kinds of tools.” Additionally, when asked about the role of these AI-powered tools in computer science education as a whole, Dr. Eckroth described the benefit of students familiarizing themselves with these resources. He states, “it’s going to make [students] more efficient on the job, and they’re probably going to be expected to know how to use it anyways.” He also acknowledges the level of proficiency that is required to operate these tools effectively, especially among code generators that “just see a narrow situation and dump out its best attempt at solving the problem within a narrow context.” Because of AI’s limited contextual understanding, Dr. Eckroth suggests that the widespread use of these tools may not result in the reduction of learning that many fear, but rather accentuate a different type of learning that prioritizes information literacy. He explains the importance of filtering while using generative AI, “You don’t just take the suggestion and move forward, you have to critically read it, meaning the user is forced to constantly respond and critique as the tools provide suggestions.” This emphasis on critical reading and active engagement in the learning process may result in a shift away from the traditional production-based demonstration of learning, like we are already seeing from professors such as Dr. Jimenez and Dr. Hall. Instead of assignments being focused on how well a student can reiterate information that was given to them, with the addition of generative AI, assignments may now test how well a student is able to ask the right questions in its prompts, refine generated material, and think beyond the surface-level contextual capacity of AI. The increased adoption of AI tools by some professors at Stetson reflects the changing landscape of education, where AI is now viewed as a partner in the learning process rather than a replacement. This shift recognizes the advantage of using technology in the learning process, while also preserving the critical nature of students. With each innovative approach and experiment, educators like Dr. Eckroth, Dr. Hall and Dr. Jimenez are paving the way for a future where students are acquainted with modern tools, enabling them to think beyond the capacities of AI.

Concerns of AI Although many support the adoption of Artificial Intelligence, significant concerns loom over what this could mean for the environment, academic integrity and the learning process. Dr. Hannah Markley, an assistant 18

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professor of transatlantic nineteenth-century literature, criticizes the threat that AI usage poses to the process of learning. They emphasize that “artificial intelligence learned from humans, but it did not learn to be human from humans. And more importantly, whatever learning is, it is not clear to me that’s what artificial intelligence does.” While Dr. Markley’s perspective reflects skepticism among some professors at Stetson; it also highlights the ongoing debate surrounding AI’s integration in education. Dr. Markley’s commentary highlights a fundamental question about AI’s alignment with traditional notions of learning. They elaborate that AI operates under the assumption that ‘learning’ is something quantifiable and performative, while in reality, human learning defies such categorization. “The context window for understanding what learning is is a human life,” Dr. Markley adds, suggesting that AI drastically falls short in bypassing the learning experience. Regarding writing assignments, Dr. Markley suggests that

“Writing is not about

proving you know something; writing is about fiFI guring out what you think, and I cannot tell you what you think, and

.”

neither can AI

Thus, while students may use AI to speed up and perfect the writing process, they are as a result cheating themselves out of the introspection that successful writing requires. Dr. Markley also expresses the importance of the imperfection of writing, stating, “I want to see the broken pieces, I want to see the places where you’re struggling to say something. And so, I think that is one of the things that gets lost in the rush to integrate these tools that supposedly makes work easier and faster.”

Additionally, the environmental repercussions of AI usage mark another significant concern. Research conducted by Emma Strubell, Ananya Ganeshat and Andrew McCallum at the University of Massachusetts Amherst reveals alarming figures. The training process of just one AI model emits more than 626,000 pounds of carbon dioxide, which is equivalent to the amount of greenhouse gas emissions produced by 62.6 gasoline-powered passenger vehicles driven for a full year. Dr. Hall speaks to this concern, stressing, “if we’re going to tell students to use [AI] all the time as part of their Stetson degree, we better have a sense of what that footprint is and publish it. It is important to remember that if we were to lean all the way in, we would be supporting a bunch of systems that are not in line with our values, so we should be sure to not lean in too hard.” Dr. Hall advocates for the utilization of AI while remaining aware of its limitations, acknowledging that “Our choices always carry consequences, and we must be mindful in our decision-making.”

Embracing the Unknown while Remaining Critical In the evolving landscape of higher education, institutions stand at a crossroads, facing the rush to embrace new technologies while also preserving long-honored traditions of learning. When asked about the path forward for higher institutions, Dr. Hall emphasizes an approach rooted in the trust of students, stating, “I definitely do not think outlawing AI and policing our students is the way to go.” Similarly, Dr. Eckroth’s hope for Stetson and other educational institutions is a progressive approach to AI integration. He states “I just hope Stetson can be perceived by the other schools as forward thinking, innovative, and helpful. This is what students are looking for, and this is what is going to set them up for the future they are entering into, and not just teach them things from the past.” Dr. Jimenez, guided by his position as a humanist, emphasizes the essential role of humans in the next era of AI. He states, “I believe there has to be a role for humans in this future that is to come, but one of the challenges is that AI is going to make us up our game, or else we will fall behind.” Therefore, the rise of AI does not risk human achievement, but rather raises the bar. Humans must elevate their efforts and intellectual capabilities to work in tandem with the advancements of AI, or else they risk falling short of exponentially increasing language models. Higher learning institutions have long been places for exploration of the unknown and finding ways to tackle insurmountable challenges. Dr. Jimenez applies this to the conversation of AI: “AI could be used to either exacerbate our fears, or encourage us with a new kind of bravery to face things that we have never faced before.” The journey forward with artificial intelligence, while plagued with many challenges, is also brimming with opportunities for growth, creativity, knowledge and unforeseen accomplishments. As Dr. Jimenez inspires,

“Institutions of higher learning are all about bravery.

We are about braving the unknown. We’re about braving our own ignorance and surpassing

.”

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Stream Stetson’s best (and only) radio station live on hatternetwork.com 20

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Ampersand Meet Isabella Degenhardt Meet Isabella Degenhardt

Written by Alis Cadena Photos by Reagan Shivers Graphics by Cristal Sherman Layout by Hayden Collins

Writer: Alis Cadena Photographer: Reagan Shivers

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I sat down with Isabella ‘26, a multifaceted Stetson University double majoring in Finance and Business Law, with a minor in Psychology and concentration in Investments.

Q. What are you involved in at Stetson? I– honestly, I’m all over the place. My main thing that I've been really focusing on recently is working for the, as an analyst, for the Hatter Angel Network. And it's a student led venture capital fund that we recently went to Atlanta to listen over. I think it was 500 or 800. Company– startup companies pitch their pitch decks to us, it was about two minutes each pitch deck and where we were allowed to network with industry professionals. And another thing I do with Stetson, probably… I'm also the representative for Hatter Angel Network as a board, I serve as a board observer for Xendoo accounting. It's one of the startup companies that the network invested in, in 2021.

Q. Okay, what are you involved in outside of Stetson? So, I just actually got an internship a couple of days ago for a company, a startup company called Care Yaya. So it's a paid internship, and it's a health tech startup that they're based in North Carolina. Their mission essentially, is to advance, advance homecare for elderly individuals and medically vulnerable children. And basically, what I'll be doing is I'm going to contact in case managers and see CTOs and CFOs of the hospitals and skilled nursing facilities and hospitals that are surrounding University areas, because I need to spread awareness about their program. I work for them for about 15 to 20 hours a week, where I commute back and forth to Orlando and here and talking to people, people in the assisted living facilities to spread awareness about the program. I also assist my mom in our 22

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real estate business. I'm a real estate investor. Currently, we have two units running in Sarasota. Right now my mission in real estate is really looking for other properties to invest in. I, also a big part of my outside of school, is modeling. I've been modeling since I was like four years old. I started in Asia. But when I moved to the U.S. in 2018, I stopped until I started again in the U.S. market in 2020. And I've been doing it ever since. I'm signed with three agencies: Professionally Pretty, Model Scout and Lan Models in Hong Kong. I also competitively dance. My passion, is dance. It’s a lot of work and pressure but it’s really rewarding. I find myself doing mentally better when I can dance.

Q. So, like how do you get everything done? Okay, so previous semesters, it was, I was able to work around my busy schedule, because most of my class attendance wasn't– weren't, they weren't mandatory. So I would just go when I felt like I needed to, and that I'm a straight A student, so I maintain all A grades. But it does get difficult because, since I'm taking five classes a semester, and I have two internships. It's really hard for me to manage the time but the easiest way I've found to, being able to manage it, is dedicate about, I don't know, three hours a day, just to sit down without any distractions, and working on all of my assignments, getting them done as soon as possible… I really just, I keep a really structured count Google Calendar. And I am checking off all the shots that I have to do.

Q. Do you think you fit the standard of a swamped student? Yeah, I–I honestly think I do fit the stereotype. I guess. It's just, I keep myself so busy with like, three, four or five different things that it's, I barely ever have free time. But the best part about staying busy, and the way I do, is that I don't feel like I'm like, incredibly overworked… Although I do feel overworked if I don't feel like I'm not getting rewarded

from it. Because I know everything that I do, I'm doing it for a purpose. For modeling, it's to build my portfolio to build income and pay for my law school, saving up for law school. But in for, you know, all of my real estate stuff. It's, it all has, you know, accumulated in creating this really good resume and basis foundation for my future business. You know, adventures, I guess.

Q. Do your professors make adjustments to your circumstances when it comes to traveling and things like that?

Q. Yeah, absolutely. So how are you faring right now with midterms?

No, not really. Yeah, unless it's a set Stetson event, they don't really excuse me. So for every, so one of my classes is for every class I miss, they take off 2% of my final grade. And so I've been really just asking my professors for extra credits and make up for that 2%. So yeah, so that's what I've been doing to keep my grades up is just a lot of extra credit. And honestly, that's like, probably my biggest life hack is going to office hours talking to them, getting to know them.

Oh, they're definitely really rough. For me. I think I pull– So my midterms are thankfully almost over. I only have one more paper to write, which I'm still knocking that out. But last week was, that really heavy week for me because I had four shoots during the week, but I also had three exams and two written like exams. And so it was a really hectic week, I had probably pulled like two all nighters trying to finish everything. But I honestly, I was very, I was very satisfied with the results that I got on my midterms. It's, I, how I like to look at it is you really can't just, you can't get around like the stress of midterms. So it's like it's rapid and you know, ‘knock it out and all’ I just kept thinking in my head. I'm like, okay, just after this week, after this week, after this test, you know, it's just it's almost over like and then you can get some rest.

Q. Do you have any more life hacks for people who have a strenuous life or are thinking about adding more to their schedule? Adding more to your schedule? I think. So, so I’m the type of person who is like, if I can do it, I'll do it. You know, and if I can learn it, I'll learn it. And so I've been really trying to reflect on my decisions and because my schedule is so busy now I have to take a step back and really evaluate what I'm investing my time in. And is that viable, or you know, a good thing to be investing in? Is it going to serve my interests? Will it be beneficial for me, or am I just doing it? And if you know, if you're wanting to add something to your schedule, you should really sit back and think, ‘Hey, am I doing this because it'll be beneficial for my career?’ Maybe that's a good thing to add into if you have the time. But make sure that you, you know, have enough energy and enough for more to dedicate your time to. the reporter

The Anatomy of

Organization

Written by Alis Cadena Layout and Graphics by Hayden Collins

Budgets

at Stetson

New dilemmas are beginning to arise due to behind-the-scenes budget issuance toward student and department organizations. This is not due to the typical budget cuts, but rather the budget reallocations that are decreasing the amount of money student programs receive. While this is not profoundly affecting the pockets of Stetson students, this situation does influence the present and future of campus vibrancy. The fact of the matter lies in the projected enrollment trajectory, a process that is based on how many students are expected to attend Stetson the following school year. Coordinator of Student Organization Advising and Programming,

Crystal Baroni, explains, “So it's [the budget] not being cut, it is being reallocated based on how many fees were paid from students that enrolled.” 24

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The aforementioned fees that students are required to pay as part of their tuition is The Student Life Fee, which is money entrusted to the Student Government Association to distribute to various departments, student organizations and groups to use for their operations at Stetson. Many students might have recognized the increase in their billing statements, notably due to the bill passed by SGA in the 2022-2023 school year that raised the Student Life Fee by $20.

Although it might seem like a trivial price at first glance, with the hefty amount of money Stetson students are already paying, it can make quite a difference to many on campus. What is to be remembered, however, is the main objective of the seemingly debated fee for student organizations. Director of Student Development and Campus Vibrancy Jimmy Kelly speaks on the matter,

“The intention of the student activity fee is for it to go back and benefit the student experience.” Homecoming Week and events produced by Hatter Productions are just a few of the contributions that enhance the student livelihood at Stetson. The money utilized from the Student Life Fee outputs just as much, if not more, benefits to the student body than they would have otherwise. Stetson student Alexandria Metivier ’26 says, “I like going to Stetson events because it’s a safe and accessible way to hang out with people. It’s also a chance to relax during a busy semester.” Despite the Student Life Fee increase, budgets still had to be reallocated across campus. The main root of this cause is neither the Stetson faculty nor the SGA, but rather the students who did not enroll. “All of that is based on how many people we think are coming back for like sophomore, junior, senior year classes, as well as how many students enrollment management thinks that they will be able to bring into the first class and through transfer students. So when we hit that mark, we have the projected budget,” Kelly elaborates. The mark Kelly was referring to was not met this 20232024 school year. When the student enrollment projections are not met, the need for budget reallocations arises for student departments and organizations. “In turn, we allocated more money than we actually brought in. So that's where we had to see like, okay, the budget cuts had to happen because we have money allocated that we don't actually have,” Kelly concluded.

Students dropping out of Stetson at the last minute is becoming a more frequent occurrence; enough for Stetson to designate a proper name to this hindrance that’s stirring up all the changes. Senior Vice President of Enrollment and Marketing, Jeffery Gates, explains that it is classified as “Melt, or students who say that they're going to come by submitting an enrollment deposit, and then who don't show up, you know, when classes start.” This issue is not for Stetson’s lack of trying, either. There is a fairly large pool of applicants that Stetson is receiving and reviewing. Gates says, “As of today, our applications for the Fall of ‘24 are 24% higher than they were last year at this time.” This ‘melt’ is one of the main drawbacks that contributes to the misinterpretations made by current students, leading some to blame Stetson entirely. Though, it is not just a factor out of Stetson’s control, but universities nationwide. According to the Brookings Institution, college enrollment has declined since the pandemic, with the biggest declines happening in Fall 2020 as first-time enrollment decreased about 10% and overall enrollment fell 2.5%, slowing ever since. This decline is certainly not missed at Stetson, as student melt continues to tamper with the enrollment trajectories made before the start of the school year. The ramifications of this difficulty circle back to student departments and organizations, causing a need for revised budget allocation. Despite this notable change in budget, however, student organizations were not impacted– only department programs and organizations were. “In doing budget cuts, the student organization money was not touched. So we were very happy, like as we had to cut budget because of enrollment numbers,” Kelly happily reiterates. Unlike department organizations, which operate directly for the university and are allocated a set amount of money by SGA, student organizations are generally run by students themselves and anyone interested in joining. In order to operate, student organizations must obtain their money from SGA budget hearings, a process where SGA distributes 13.5% of the Student Life Fee once a semester. Based on the case student organizations present, SGA decides the reporter

on how much money they need. In turn, student organizations continue to operate as per usual, but the same cannot be said for department organizations, as some took rather significant hits this school year. “We pulled money from other spaces, basically, department operations was the main draw, but then also some department programs like Hatter Productions, or homecoming, and some of that there's like a couple of those organizations that have much larger budgets that we took down,” Kelly explains. In total this year, department programs received $265,500 across the board. While this seems like a solid amount compared to the preliminary estimation of $296,700 made before the start of the school year, a $31,200 gap still had to be accounted for. This budget reallocation is then distributed to organizations based on various factors, relying on fairness and importance. “...Okay, these bigger programs are going to take a bigger hit. So like Homecoming saw a $10,000 cut. And one of the biggest reasons that was one of the more significant cut ones: it's a week long. There's a lot of stuff going on, but it's only a week kind of production,” Kelly explains. Though every department program is of equal importance to the Stetson community, the variety of factors including timing, specific use, and student-reach has to be taken into account to adequately reallocate the budget to the department programs that cannot afford to lose more of their budget. Ariel Castillo, Co-Director of Homecoming, says, “There was a lot of shuffling and like, okay, we need to lower the amount of things we're buying for this or lower the amount of Schmancy pops we ordered. All of that is basically just like, shuffling around stuff to be able to like fit within the budget that had been taken.” Even with these adjustments organizations have to forge through, students and faculty alike are set on ensuring that this does not touch the vibrancy of student life for present and future times. “It's not that we're going to like throw crappy programs out there, it's just that we have to think outside the box, and come up with new innovative exciting things that students want to see and engage with, but also 26

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operate within a certain budget,” Kelly assures. Though high-profile figures like Joe Gatto will not be appearing anytime soon, the expectations of vibrancy that students expect are not to be lowered. As Larry Correll-Hughes, Associate Vice President of Campus Life, says,

“You can get a lot of quality without as high of a price tag.” As a result of the Student Life Fee increase, student department organizations only have to focus on being frugal. To put it lightly, budget reductions could have been substantially deficient, and they could have much more to focus and worry about. However, along with the fee, another rationale contributed to the deflected reductions. Kelly emphasizes, “While our department organizations were cut, the bulk of the money came out of our own department, like operating budgets.” Direct departments, such as Campus Life and Vibrancy and the Office of Diversity and Inclusion, were also affected.

“All of these departments on campus also took significant hits, so that it didn't impact students,” he continued. As students and faculty continue to work together to adapt to the budget reductions, Stetson is also moving forward to mitigate the recurring changes of budget reduction. By conservatively measuring the projected number of students that will enroll, the worst-case scenario is that Stetson would safely make its mark or anticipate a higher number of students than expected. New projects like the Stetson Summer Orientation guarantee accurate enrollment numbers, as Gates reports, “95% of the students who came to that program [summer orientation] ended up enrolling this fall.” With these projections, the collection of student life activity fees is all the more accurate, which safely ensures the budgets of student organizations and departments in the years yet to come.

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Written by Ciara Kelley Graphics and Layout by Maria Latour

Robbery

Restitution

Ruin: and

Controversy with the British Museum

In years past, inputting “British Museum” into any search engine would most likely flood your screen with guided tour rates, rave reviews and exhibit must-sees; but as of late, buried beneath the abundance of trip advising blogs, lies the culminating controversies of the once revered museum. “I stood in the African wing of the British Museum, eager to read a text panel on the origin of the dazzling art before me, but it explained, in detail, that the items on display were ransacked in retaliation—a member of that village had assaulted a British officer, and in turn, they destroyed the village. Soldiers were instructed to take as much as possible to ‘cover the debt of the retaliation.’” Placards like the one described by Director of Stetson’s Hand Art Center, Natalia da Silva, have begun to pop up in exhibits all throughout the British Museum over the course of the last few years. Refusing restitution—the return of items to their proper owners—is no new issue with British-based organizations. But following the recent 28

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robberies of several storeroom items, many supporters of the British Museum find themselves questioning how the establishment can complain of theft when that is essentially how the museum acquired the bulk of its items in the first place.

“

The legacy of European-led theft or unethical acquisition of artifacts is lengthy and very contentious,” “The legacy of European-led theft or unethical acquisition of artifacts is lengthy and very contentious,” Natalia explains, “examples range from outright pillaging to cases where the individuals involved in an otherwise legitimate sale or trade did not represent any or all stakeholders.”

Founded by the 1753 Act of Parliament, the British Museum was established by the purchase of the collections of Sir Hans Sloane, physician and later president of the Royal Society. In his lifetime, Sloane had amassed almost 80,000 rarities, ranging from books and manuscripts to precious coins and medals. He specifically outlined in his will that he would only give his collections to the nation on the conditions that his heirs were financially compensated and that Parliament establishes a freely accessible museum for all to view his pieces—thus, the British Museum was born. However, Sloane’s collections were obtained unethically, reminiscent of the issues still plaguing the museum today. As a physician, Sloane worked as a doctor on a string of slave plantations in the then English colony, Jamaica. He used both Englishmen and enslaved individuals to first begin collecting plant species, and after wedding a sugar plantation heiress, used the proceeding profits to continue funding his acquisitions.Though his posthumous donation may have seemed a charitable act, the majority of Sloane’s, and consequently, the British Museum’s artifacts were acquired and purchased with the backing of slave exploitation and imperialist networks.

halls, where some of the collections are displayed. One of them was actually, you know, the collection of Parthenon Marbles. I mean, you have roof flakes, you have tile damage” says Katya, exasperated. This aging infrastructure and the plans to renovate have been an ongoing issue that predates even the COVID-19 closings. In 2018, there were reports of leakage in the Parthenon gallery, sparking concern surrounding the condition and keeping of these thousand-year-old marbles. “There were plans to update the building, because of course, it’s a historic building so it’s not like it was new,” continues Katya. “But right now they’re on hold, I guess until they figure out the theft situation, not only of course because the curator was fired, but also the director is gone, the deputies gone,” she adds. Perhaps the catalyst for the dredging up of the British Museum’s string of scandals, the ‘theft situation’ refers to the reported 2,000 items missing from the museum’s records. In the past year, the British Museum fired one of its workers accused of stealing several artifacts, but Katya muses that “It’s interesting, because actually, it was reported to the museum a long time ago.” Several years prior to 2023, the museum was notified that one of its

And the strange thing is, all the information on the founding of the museum is readily available all over their website, even with the acknowledgement that “Some ways in which objects entered the British Museum are no longer current or acceptable.” Natalia comments, “I found it curious that this information wasn’t even hidden. It was out in the open like it was normal to have and display these artifacts.” Associate Professor of Art History and Curator of the Vera Bluemner Kouba Collection at the Hand Art Center, Katya Kudryavtseva, explains how the issues with the British Museum go far beyond restitution, however. “Basically, it’s threefold,” she notes, outlining that the major controversies we should be concerned with are the calls for restitution, the current police inquiry and the actual state of the building. “There are ongoing issues with the exhibition the reporter

curators was selling its items online, but The British Museum dismissed the claims. “The museum denied any wrongdoing in items missing from the collection, and as a result, we have like 2,000 items missing,” she exclaims. The scandal has only caused more eyes on the museum, resulting in the resignation of the establishment’s director as well as the exposure of the museum’s flawed security and record-keeping systems. Even its digital archives only account for a little over half of the museum’s actual collections. “Now that the museum is in turmoil, the inventory will be done in multiple collections; but inventory is a time consuming project, which of course, will delay the development of the museum,” concludes Katya. Despite the disorder sparked by delayed development and dismissals, the British Museum’s longest standing controversy, restitution, continues to be the underlying throughline. “There are a lot of countries that are demanding return for their cultural artifacts; the most celebrated cases are the Parthenon Marbles, Benin Bronzes but also the Egyptian Government wants Rosetta Stone” shares Katya. “You see museums in Germany returning stuff, you see actually other British museums returning stuff, you see American museums returning stuff,” continues Katya, “and the British Museum, which is basically saying, ‘We are here to preserve the collection, you know, to care for it.’ Then 2,000 items are missing from your collection and your claim of preserving stuff sounds a little bit shifty.” Though the issues concerning the British Museum may indicate otherwise, the ethics of curation and ownership are not usually as contested. Natalia breaks down the negotiation process in relation to Stetson’s on-campus art museum, outlining the ideal proceedings between museum and artist. “It honestly rests on whether an artist is selling their own work. In this scenario, they produce a Bill of Sale, a Certificate of Authenticity, and ideally, define copyright and other contingencies,” she explains. “In cases where the artist is not alive or being represented by a different party, a lot of 30

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research is involved to make sure everything happens ethically.” And museums, like the Hand Art Center, are committed to going beyond just the ethical acquisition of pieces, but also ethical preservation. “We commit to caring for the object so that it is preserved for future generations, ensuring public access via exhibitions, appointments or digitization. And we do our best to prevent unethical deaccession,” comments Natalia. Deaccession, or the official removal of items from museums for selling purposes, can be done for ethical reasons like inability to secure items or changes in the museum’s mission; but facilities like the British Museum with its crumbling infrastructure, security threats and repatriation refusals trends towards the unethical. Take the highly contested Benin Bronzes, still largely housed by the British Museum, even in the face of Nigeria’s

continual calls to have them returned. “The Benin Palace was sacked, looted, destroyed,” starts Katya, “but the Benin Palace was not just the storage of artifacts; it was a major art patron. So when you destroy that, you also destroy institutional structures that have truly supported artisans in that area,” she shares pointedly. Of the nearly 5,000 artifacts referred to as the Benin Bronzes, all of which were forcibly taken during the Benin Massacre, only about 30 have been returned to Nigeria. “I was disillusioned with Europe,” remarks Natalia, who had spent her formative years as an art history student in the museums of her home, referring to both Latin America and the Caribbean. “All anyone ever talked about was going to Europe. It was viewed as a rite of passage,” she adds. But when she finally got to experience the numerous exhibits lining the annexes of the British Museum, she was confronted with the sore reminder that so few of the items in their possession were obtained ethically. The museum itself, as a public institution, adheres to the 1963 British Museum Art that prohibits the return of any artifact unless “it is a duplicate, physically damaged or unfit to be retained in the collection.”

“

So, what can be done?

I was disillusioned with Europe Well, in cases such as the Parthenon Marbles, the Acropolis Museum in Greece has been pushing for the reunification of the marbles for decades. Since the 2009 opening, Athens has had a place and exhibit for the marbles still in the British Museum’s possession, except Greece’s facility has proper ventilation and no leaky roofs—not to mention, the thirty six other marbles and the actual origin where they were found. As for Benin, they of course want their artifacts housed in their country of origin, but there are more steps to be taken than simply the return of items. “They’re interested in restitution, but mostly actually, they’re interested in programs of cultural exchange, of supporting contemporary artists,” shares Katya.

“To just return does very little for them,” continues Katya. The ‘them’ here refers to the dozens of countries that were and still are victims of the colonialist powerhouse that was the British Empire. “As much as we can condone encyclopedic museums for how collections are well done, there is some truth in the fact that actually it’s very bad that art produced by certain cultures is all there.” The British Museum prides itself on the knowledge that it is home to a diverse span of cultures, but apart from the wrongful ways in which they attained their artifacts, housing all these stolen items in one place is perhaps more a hindrance than a cultural help. Kayta adds to this point on art. “It should be circulating internationally,” she continues, “and this is actually very bad for the market value, the brand value of those artifacts.” Restitution refusal takes cultural art and artifacts out of circulation, and as a result, takes away income opportunities that would arise from the travel and exhibition of their country’s rightful pieces. “We can think we give something back and our job is done, right? Well, not with countries that do have colonial past,” Kayta points out. “They need development of institutions, and that can only be done through cultural exchanges.” It is essential to not only return the items, but also ensure that there are facilities to house those artifacts. “When you return something, sometimes shipping is free and sometimes it’s not. I don’t think it should be free shipping,” jokes Katya. “There should be expenses associated with the development of infrastructure, in institutional support, and so forth.” Museums small and large, evident through feedback from Stetson’s very own Hand Art Center, are able to conduct business and respect artists in all the ways the British Museum seems to not be able to. So, this is the time to ask why that is; why does one of the world’s most revered museums continuously fail, especially when there are ways to fix it? And can we, as art patrons, sit idly by and watch it crumble?

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Written by Najae Gaffney, Lili Sheridan and Sara Ward Graphics and Layout by Hayden Collins

Dear Reader Segment: Swamped Edition Question by Jasmine Bakhsh ’26: Do teachers think midterms actually help? Dear Reader, Around midterms, it can get stressful with the number of assignments and exams. We like to think that in the end, when it’s over, you get the grade you were hoping for, right? The grade you get shows how well you have paid attention throughout the semester and how well you have learned. I think that it’s a good thing that teachers have midterms; think of it like a mid-learning recap of what you have been taught so far in the semester. Teachers also have exams to get a sense of how far the students are within the lesson and how well they understand it. To be honest, I’ve also thought taking midterms was a waste of time or not worth the stress, but when you don’t study, you're missing out on important information that could be on the next exam or information that could be important later in your career. It's best to keep an open mind when it comes to midterms, try your best and study as much as you can even when you really don't want to. This also means making sure you are taking notes in class and paying close attention to the lectures that your professors give. Midterms are also something you should take seriously, like final exams, because it gives you an idea of what final grade you’re headed towards. In this case, it's best to treat it like an opportunity so you know what you need to work on later. If you do this, finals season will roll around and you will know how to fill in the gaps from your midterm. Najae Gaffney ’26 32

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Question by Savannah Miranda ’27: How can I best survive exam season? Dear Reader, I’m not going to lie to you, exam season can be demanding both physically and emotionally. However, there are a handful of ways we as busy students can try to take care of ourselves to set us up for success! I highly recommend getting a notebook and a fancy pen to write some small goals down. You will most definitely be swamped (see what I did there) with deadline after deadline coming at you full speed. Treat yourself to a cute notebook or even a simple clean legal pad and start writing things down. Planners are fun, but let’s be honest, after a few weeks they get ditched. The clean simple lines of a notebook are easier to jot things down as you think of them. Purchase or find a fun pen and start writing down when you want to get things done. If you love glittery ink, do it. If you prefer the Sharpie S-gel, do it. Personally, I am a black ink and pink highlighter girl. The satisfaction of crossing out items on a to-do list will be half of the fun. The other half is actually turning things in or showing up confident for your exams. This is where the goal setting comes in. The ever-looming “EXAM DAY” on your syllabus is not enticing. Instead, make goals in your notebook to study specific chapters one day, make flashcards another day, hit a page count by the weekend, edit Sunday nights — you get the gist. Create small finish lines to build up to the exam itself. The satisfaction of crossing all those little finish lines will push you to the grand finale. All that being said, it is extremely important to try and get 8 hours of sleep in order to fuel your body well enough to get through this rough part of the semester. Rest, eat, stay hydrated, get outside, treat yourself to that coffee or redbull and be kind to your body. Best of luck, Lili Sheridan ’24

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Question by LeJanise Fuster ’26: How can I manage stress and balance having multiple exams? Dear Reader, Though this may be my first collegiate midterm season, I am no stranger to the stress that comes with being a human being while balancing being a full-time student. That’s the thing: we must remember that we are human beings first. It’s easy to get caught up in the expectations we put on ourselves to succeed, but remember to give yourself grace. You are a human being who is inevitably going to make mistakes. It’s okay if you don’t ace every midterm. As cliche as it may sound, what matters is that you tried the best you could that day. All of that said, it's still totally natural to want to perform your best. Here are two tips I’ve found helpful to do well on exams:

of time could mean one more question you get right on that exam. Even if it’s setting aside 20 minutes per class each day, every little bit helps. My second tip is to remember to take care of yourself. Let yourself take breaks. I’m a personal fan of the Pomodoro Technique where you study for 25 minutes straight, then take a five-minute break. Remember to celebrate the small breaks too. I take a break to eat dinner, go for a walk to get some fresh air or take a break to shower. Sometimes, I let myself stay a few extra minutes in that shower because I know I deserve it. Taking care of yourself and your mind is key to balancing the craziness that is midterms. Sara Ward ’27

Although every college student has done it —me included —procrastination isn’t going to help. A popular concept in cognitive psychology (basically how our brain works and processes information) is the Levels of Processing Theory. Ultimately, it states that deep processing leads to better long-term memory than shallow processing. In other words, studying ahead of time is increasingly more effective than cramming the night before. Though studying the night before seems unavoidable, the more you’re able to do ahead

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Letter to the

Editors Feel passionate about recent events? Have comments on a recently published article? Or just have something important to share with the Stetson community? Write a Letter to the Editor! Send your letters to hatternetwork@gmail.com,, and you hatternetwork@gmail.com might just see it get published in our next edition!

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Written by Reagan Shivers and Carlye Mahler Photos by Reagan Shivers Layout by Maria Latour

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Learning

Hard History: Floridas

A Glimpse into the Teach the Truth Tour

At 7:55 a.m. on Oct. 7, a bus full of 40 Stetson students, led by Dr. Marvin Dunn, a Professor Emeritus at Florida International University, embarked on a bus tour of historic yet neglected African American history sites in Central and Northern Florida. Students signed up to attend this tour for a variety of reasons, but many expressed an interest in learning a history that is not taught in textbooks. For Kaise Tinglin ’26, the trip was a time to play a part in continuing this history for others. “Just having the opportunity to come out here and learn about this truth, this history that is sadly being erased slowly by the local community and state and federal government as well. I wanted to be a part of ensuring that this history doesn’t get erased.” the reporter

“I wanted to be a part of ensuring that this history doesnt get erased.” The overnight trip was free for Stetson students thanks to funding provided by the Miami Center For Racial Justice. Stetson Director of Community Engagement, Kevin Winchell, described the trip as “. . . an initiative for any students who care deeply about social and racial justice.” And went on to comment, “it wasn't hard to fill a bus with people who cared about this cause.” Winchell, a friendly face who eagerly accompanied students on the trip, noted Stetson University’s responsibility as a private institution in the state of Florida to participate in these discussions. “Public institutions have recently had many prohibitions placed upon them about what they're able to teach, what they're able to discuss. And private institutions don't have the same sorts of restrictions. That means that we have a responsibility to use our privilege of being a private institution to fill that gap . . . that our public institutions can't touch.” For Dr. Marvin Dunn, the cause is much greater 36

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than institutional values. When asked why he believes it is important to have these tours, he answered “Students are young, and they will pass these stories on to their children and to their grandchildren. And I think students can have hopes that some students in particular have a hunger for knowledge and want to know what happened.” This is a sentiment that would be repeated many times throughout the trip. A somber tone was set on the first day when the group gathered around the Hallowed Ground of the Ocoee Massacre, a burial ground nestled in an unassuming residential neighborhood. “I think looking at the Ocoee site, that is a burial

“That means that we have a responsibility to use our privilege of being a private institution to fill that gap . . . that our public institutions can’t touch.”

site for, I don't know, but upwards of 300 people buried there in a mass burial. And the starkness of it, the simplicity. It's just grass. It's just a field. It's just a fence that someone put up,” said Dr. Paul Croce, a Stetson Sr. Professor of American Studies who urged his students to attend and even tagged along himself. He paused thoughtfully, then added, “. . . it shows a disparity between the fencing awareness and the lack of attention to the severity of the crime that happened there.”

the group for a few stops to tell Willie James Howard’s story.

Students were uniquely impacted because the bus route loosely followed the path from the Five and Dime store Willie James worked at in downtown Live Oak to the Suwannee River bank where he Students asked questions about the was lynched. surrounding neighborhood and the residents’ Ending with a perception of the site, eliciting a discussion solemn visit to of the tendency to shy away from the the gravesite uncomfortable realities of American history. that Udell had A point that Stetson Political Science major, erected for him Selah Williams ’24 emphasized, “I think we're in 1994, the in an age right now, especially in Florida, where group held a moment of silence and prayer it's being erased, but specifically the hard truths for Willie James. During this time, students of American history, which focus on African had the opportunity to reflect on his life and Americans.” memory. “But I know that in his moment, he was brave, and he was courageous. And The group spent the rest of the day in Live Oak he did a lot in his fifteen years than a lot of to learn the truth about Willie James Howard, people do in their lifetime. So I just tried to a 15 year-old lynching victim who was targeted keep that positive mind and acknowledge due to a letter that he wrote and sent to a white his life,” said Selah Williams ’24. girl. His story was included on the tour route in an effort to correct the inaccuracies in how his death is remembered. This section of the tour was accompanied by Douglas Udell, a Live Oak local and friend of Dr. Dunn, who followed the reporter

For Douglas Udell, the Suwannee River will never evoke the joy that it is famously known for. “I've gotten used to it. I grew up on the river. And I knew about the river so I never fooled with the river . . I don't swim in that water. I won't fish in there. I won't eat fish out of it.” He struggles emotionally to tell the tragic story of Willie James Howard even as kayakers pass by none the wiser. But Udell accompanies the Teach the Truth tour because he sees the importance in spreading the hard truths of beloved Florida sites to younger generations amidst recent political interference with education standards.

“Woke don’t mean nothing more to me than being aware. Are you asking me not to be aware? I want you guys to be aware of everything.” 38

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“Because the history of how life was in America, for people of my persuasion is being lost. Our governor, this state, don’t even want you to learn it. They holler ‘woke, get rid of woke.’” Udell paused to look over the students walking with him before turning back to the mic and adding, “Woke don’t mean nothing more to me than being aware. Are you asking me not to be aware? I want you guys to be aware of everything.” The second day of the trip took the group to Rosewood, Florida, the site of the 1923 Rosewood Massacre. During the seven-day massacre, a white mob from the neighboring town of Sumner destroyed Rosewood and murdered several Black residents due to a falsified claim that a Black man had assaulted a white woman in Sumner. Presently, there are six confirmed African American victims and two white victims of the Rosewood Massacre; however, some estimates range from 27 to 150 African American deaths. Rosewood’s historical memory is shrouded by misinformation and resistance from the current community to recognize its significance. At the time of writing, Dr. Marvin Dunn is the only African American to own property in Rosewood, which he intends to turn into

a federal historic site to use as an educational center. As participants of the fourth Teach the Truth tour, Stetson students were allowed to visit the property in one of its earliest stages of development; the land consisted of a partially wooded area with a tent, two piles of brush, and a path that used to be the guiding railroad tracks for many Rosewood residents who fled to safety during the massacre. Together, the group walked the now barren railway path and listened to Dr. Dunn’s story of Rosewood. After an engaging discussion of the backlash Dr. Dunn has experienced in his efforts to preserve the property, students were asked to help the site’s caretakers clear the remaining brush into two large bonfires. What seemed to be a begrudging task turned out to be just as moving as previous parts of the tour. Stetson students worked as a team to carry branches and logs to the fires and expressed interest in playing such a hands-on role in preserving historic land. Jayda Precil ’25 looks forward to the future of the property: “I think it's very important, because I think, you know, obviously, we're playing a part in like . . . very important history, if it becomes a national park. And even then, we're still playing a part, whether it does become a park or not . . . So I feel like it just made a big impact.”

The tour ended at the J.W. Wright house, where African American women and children were hidden from the mob on the second floor by its white owners. The Wright home is the last building still standing in Rosewood from the time of the massacre, and Dr. Dunn hopes that it, too, will be preserved. In the last official group discussion of the tour, Dr. Dunn emphasized the importance of students carrying on the information they learned to their friends, families and classmates. Though this was the last official group meeting, the discussion did not end at the Wright home; students spent the three hour bus ride back to DeLand comparing perspectives and grappling with difficult new information. When asked what he would say to students who were not able to attend this Teach the Truth tour, Dr. Dunn was quick to answer, “The best way to learn history is to experience it directly, to go to the places where the blood was shed, where the heroes were made. And then you carry that experience in your heart. Because history is more than just facts. If all you write in history are just the facts of what happened. That's not history. That's a catalog. History is meant to be felt, and has to be felt, if change is going to occur as a result of bad history.” the reporter

Written and Photographed by Cas Bradley Layout and Graphics by Venus Turnbull

Reviewing Teas for

Tired Students Jennifer Brennan is Centro Tea Co. She makes all the teas, she bakes all the pastries—in short, she does it all.

As one of the few vegan shops in downtown DeLand, Jen takes pride in all the products she brings to her counter. All pastries are vegan and a significant amount of them are gluten-free. Additionally, she values bringing organic ingredients into her pastries and teas, and many of her ingredients are sourced locally. In her own words, “I like being able to give a child who has extreme food allergies the best birthday cake ever.”

In 2015, Jen created Centro Tea Co. and managed to snag a spot at the Deland Friday Night Market in Artisan Alley, and again a couple of days later at the annual Indie Market. She sold out of everything at these events: pastries, baked goods, dry tea, and brewed tea. People were happy, and Jen knew she had to keep making tea and baking. “She’s never made a bad pastry,” says Jeremy Canova, who works in the Soda Room Kitchen in Sidecar Market. As a disclaimer, I’m a picky eater––I know what tastes and textures I like, and I usually stick to those things. But for this review, I stepped out of my comfort zone. Take all of these reviews as you will… or go try the drinks for yourself!

Coquito Chai Latte: Green Lagoon: House-made organic toasted coconut chair, sweetened with cinnamon and vanilla with choice of mylk (non-dairy alternative milk, i.e. soy, almond, etc.). Can be served hot or iced.

Review: I got the Coquito Chai Latte iced. The coconut, chai and vanilla flavors blend together really well! I don’t usually do foam on my lattes, but the sprinkled cinnamon gave the drink a nice spiced aftertaste. I’m also usually a 2% or a whole milk drinker, but those who need or want a milk substitute will likely enjoy this latte. Rating:

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Natural mango and pineapple juice, topped with organic matcha. Review: I have not had fantastic experiences with matcha in the past. Often, it tastes way too green for my liking and the powder makes each sip… well, powdery. The Green Lagoon, though, has the perfect mix of sweetness and greenness, and despite the powder settling after a couple minutes of sitting, a quick mix left no trace of powder on my tongue. Rating:

French Flamingo:

Limeade and J’aime Berries Tea (Organic Hibiscus, Organic Rose Hips, Organic Cranberries, Organic Apple, Organic Lemon Verbena, Organic Orange Peel, Organic Raspberry Leaf, Organic Blackberry Lead, Organic Lavender). Review: The best word I can use to describe this drink is “pink.” J’aime Berries tea is sweet and floral, and the limeade adds just a little bit of bitterness to the drink. It’s a little bit lighter than the Disco Lemonade and tastes almost like a sweeter, smoother hibiscus tea. This is absolutely my favorite tea from Centro Tea Co.

Disco Lemonade:

Natural limeade topped with shaken Butterfly Pea Flower cold brew tea. Review: A sweeter, smoother Hibiscus tea. Also described as a Unicorn Arnold Palmer. Disco Lemonade is actually one of Jen’s favorite teas to make for people, especially those who have never had Butterfly Pea Flower tea before. I won’t spoil the magic, but if you get a chance to order this… Definitely ask Jen if you can watch her pour it. Rating:

Rating: In October of this year, the French Flamingo won the CoolCraft Flamingo Choice Award. This competition was put on by the CoolCraft Trail, a recent initiative for Visit West Volusia. This year’s theme was, coincidentally, “Flamingo,” and Jen’s drink was chosen as the winner by the Florida-based magazine named, you guessed it, Flamingo. This is her second CoolCraft win. While Centro Tea Co. is only officially open for pastries on Thursday, Friday and Saturday (9:00-5:00, 9:00-10:00, and 9:00-5:00, respectively), you can still purchase tea anytime Sidecar Market is open during the week. So, if any of these teas sound like something you’ll love, head down to Sidecar Market on the corner of New York and Woodland. Take a minute to peruse Jen’s selection of stickers, goodies and more, and enjoy some of the best teas and treats DeLand has to offer.

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Sick and Submerged:

Written by Sara Ward Graphics by Cristal Sherman Layout by Hayden Collins

80% of Florida’s 1,000 Springs are polluted. This is still the case after The Clean Water Act has been in place for 50 years. The legal framework of the act adversely allows for pollution when special interest groups lobby against environmental protections. The Right to Clean Water constitutional amendment aims to fix that.

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The Right to Clean Water is about more than recreational activities. Enjoying Florida’s waters, whether kayaking in the St. Johns River or swimming in DeLeon Springs, is an essential element of the Floridian lifestyle. But these activities also hold political, economic, health and social concerns. The Right to Clean Water is a potential amendment to the Florida constitution that would protect Florida waters from pollution via the everchanging effects of climate change. Its goal is to give Floridians the fundamental right to clean and healthy waters. Campaign integration Director for The Right to Clean Water Act Cheryl Rogers said,

“If you're concerned about your health personally and the health of others, [Florida’s water quality] is a huge issue.” In short, what flows through Florida’s waterways ends up in our bodies. For example, Rogers explained the threats of blue-green algae, which is rapidly growing throughout Florida. According to Floridahealth.gov, this past summer there was a blue-green algae alert issued for several West Volusia lakes such as Pioneer and Louise Lakes in Deltona and Bonita Lake in DeBary. Rogers said, "It's an algal bloom." He adds that whether or not it's toxic "depends, there's two different types.” One is absolutely toxic, and the other is bad, but not as toxic. Rogers patiently explained that the problem is you can't look at it and tell what the difference is. It has to be tested, and then you wait two weeks for the results. And then you find out. Ultimately, exposure to toxic algae could lead to illness or be fatal to animals. Especially for

humans participating in recreational activities, and can’t determine whether the algae is toxic or not. Just breathing the air of this algal bloom increases your risk for neurological diseases such as Alzheimers, ALS and Parkinsons by 25%. Additionally, East Central Regional Coordinator for The Right to Clean Water, Jim Durocher, had to shut down his kayaking business due in part to the poor water quality from algal blooms. “We weren't finding things to show people, we take people out on tours,” Durocher said. Durocher’s business began to struggle with decreasing wildlife populations. Twice in 2013, he came across a dead manatee while giving a tour.

“Nothing's worse than finding a dead manatee on a wildlife kayak tour,” Durocher said. Both Rogers and Durocher gave the same piece of advice as to how Stetson Students can contribute to passing The Right to Clean Water amendment. The solution? Eighteen-year-old Environmental Science major by the name of Asher Sochaczewski ’27. Growing up in Florida, Sochaczewski has spent a lot of time by the water. He’s seen firsthand the damage that has transpired due to unclean waters. Before coming to Stetson, he lived in Broward County, where he grew up watching the ripples of the river next to his home. “It's really bad,” Sochaczewski said hesitantly, almost as though he could smell that same river here in DeLand. “I've worn KN95 masks in a the reporter

car before. And I've smelled [phosphorus] through the windows through the mask. So that's a big problem.” Sochaczewski’s passion for environmental justice comes from his childhood experiences. He stated that he needs to know that a place he’s called home all his life actually cares about the environment, and will do something to help the environment. Sochaczewski collected 200,000 signatures in Broward, and plans to continue to serve as an ambassador and collect more signatures at Stetson. Stetson has a core value of environmental sustainability, as it houses the Institute for Water and Environmental Resilience, the Sandra Stetson Aquatic Center and the Sustainable Farming Fund. But Sochaczewski believes more can be done: “I think that’s great,” Sochaczewski said. “But they could have more solar panels and compost.” Sochaczewski aims to get signatures from Stetson students to help contribute to limiting the university’s ecological footprint. “I am going to work with student orgs and go to events,” Sochaczewski said with the intent of collecting as many signatures as possible. To fully integrate this amendment, 60% of Florida voters need to sign the petition, and that percentage is only rising. By signing the petition, you are not voting for it. You’re expressing your interest in learning more, and allowing the opportunity for democracy to decide whether it moves past the ballot. Some people may see this as a political issue, when in reality, it is an issue for all people. To Durocher, young people are the key to getting the potential amendment passed. “I'm worn out. I've been fighting this battle since I was your age. And, you know, we need young people to step up.” 44

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Sochaczewski is ready to step up, leading the charge for the youth. “I think it's important that we really do everything we can to protect the environment because Florida right now . . . is hanging in the wrong direction for the environment,” Sochaczewski said gravely.

“Our governor actually just vetoed money from the Inflation Reduction Act that would have went to energy rebates..” and would have helped us state but really, I'm just doing this like I said, because I care about the environment and I think . . . clean water is a really easy first step.” If you want to sign the petition, you can find Sochaczewski walking around campus. You can also sign the petition at FloridaRightToCleanWater.org. If you aren’t a registered voter in the state of Florida, you can still encourage your friends to take action. Additionally, The Right to Clean Water foundation is asking Stetson’s clubs to take some petitions and have their club members sign them.

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SWAMPED 46

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Curated by Alis Cadena and Carlye Mahler Layout and Graphics by Hayden Collins

The writers and editors of the Reporter have a tradition of including a playlist along with each magazine issue. The songs on the playlist reflect both the theme of the issue and the mood of the team while creating this issue. This page includes a selection of the songs on the playlist; head over to Spotify to listen to the full playlist. Yes I’m Changing - Tame Impala Running Out Of Time - Paramore i’m not okay - JVKE Burn Out - Isabel Pless Can’t Sleep - K.Flay Rät - Penelope Scott circle the drain - Soccer Mommy this is me trying - Taylor Swift Wasted (feat. Phoebe Bridgers) - Rob Moose Black on Black - Heffron Drive Basket Case - Green Day BoilingPoint - The The

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