Vol. 107, Iss. 19 | Tuesday, October 10, 2017
The Flat Hat The Weekly Student Newspaper
ACADEMICS
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of The College of William and Mary
Inside COLL
Professors raise questions, concerns about implementation of the COLL curriculum EMILY CHAUMONT // FLAT HAT MANAGING EDITOR
T
he COLL curriculum first debuted in fall 2015, replacing the GER system. When the class of 2018 graduates, the last of the students following the GER system will be gone from the College of William and Mary and the COLL curriculum will be fully unrolled. The COLL curriculum was intended to provide a more structured, interdisciplinary path for students than the checklist format of the GER system. Each department on campus has been developing its own methods for implementing the new curriculum within the frameworks and courses that already exist for their majors. Some departments have been able to gain COLL designations for already existing courses, particularly for courses that were previously designated as freshman seminars that can now be taken as COLL 150 courses. Other classes can be slightly adapted to fit into the COLL curriculum. Still others must be created completely from scratch. Regardless of how long the course has existed, in order to garner a COLL designation, professors must apply through an online system called Curriculog. In this system, they must submit a draft syllabus for the course and answer specific questions about how the course fits into the COLL curriculum. According to Dean for Education Policy John Donahue, the rollout of the COLL curriculum has encouraged faculty to be
creative in developing and adapting courses. “The feedback has been very positive,” Donahue said in an email. “The COLL curriculum encourages innovation and risk taking. The faculty has really embraced this challenge. … The most exciting part of the COLL curriculum is the opportunity it presents for faculty to teach new things or to present material in new ways while continuing their close engagement with students. This is what [makes] W&M so special. Also, it’s been very satisfying to implement a program that focuses on specific skills and approaches to learning that are integral to the liberal arts and will set up students to be life-long learners.” For many departments, the COLL 300 is the most difficult piece of the curriculum to develop courses for. Designed to encourage students to encounter other cultures and experiences, the COLL 300 can be fulfilled through studying abroad, taking a course with a significant off-campus component or through a COLL 300 course. The on-campus COLL 300 courses must adhere to a theme that changes every semester, which faculty say is what makes this the most difficult requirement to fulfill. Chair of the theatre, speech and dance department Christopher Owens said that the shifting theme makes it difficult for his and other departments to design courses to fit this requirement. “The on-campus component of the COLL See COLL page 3
KYRA SOLOMON / THE FLAT HAT
ACADEMICS
Non-tenure-eligible faculty face high pressure, non-inclusive community Professor positions with no tenure prospects precarious; oppotunities for faculty, campus engagement minimal CAROLINE NUTTER FLAT HAT ASSOC. NEWS EDITOR
The College of William and Mary, like other higher education institutions, hires faculty on non-tenure-eligible or tenure-eligible tracks. NTE positions are more numerous and pay less than tenure-eligible faculty salaries. Neuroscience professor and Vice President of the Non-Tenure-Eligible Faculty Association Christy Porter said that there are many reasons to have different employment tracks in higher education.
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They would not offer, in writing, any kind of renewal. I love it here, but it’s not a position that provides security.
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CHRISTINA BAKER, VISITING ASSISTANT PROFESSOR
“The purpose of tenure in the higher education system is to protect academic freedom,” Porter said. “In order to teach, we need to know that the things we say are protected.” NTE faculty, who make up two-thirds of the arts and sciences faculty, will never be eligible for tenure. These staff members include visiting assistant professors, who are temporarily hired to cover individuals on leave for sabbatical or personal reasons; lecturers; adjunct professors; and graduate students. Lecturers are typically hired because they are an expert in a specific field or a department needs more teachers. According to Porter,
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lecturers typically do not conduct research. “To the extent that we can grant parity, we should be working towards parity,” Porter said. Over the past five years, the College has shifted its approach to NTE faculty. Porter said the biggest problem in the past was that there was little opportunity for NTE faculty to engage with each other. “I thought that there were a small number of people like me, and it turns out there was a large number of people like me,” Porter said. “The solution was to start a Non-Tenure Eligible Faculty Association. The NTEFA held meetings and social events, talked to administrators and got on committees.” Now, Porter said NTE faculty are allowed to be on college-wide committees. There is more information-sharing about procedures for promotion, and the institutional mechanisms for addressing problems are better publicized. “For anyone who is not feeling that parity, not feeling welcome, respected, ... energized, optimized … we have to work on that,” Porter said. Christina Baker is a visiting assistant professor in the Hispanic studies department and has been at the College since fall 2016. Baker said that sometimes, being an NTE faculty member affects her at work. “I don’t even have the security of a multiyear contract,” Baker said. “I have to maintain good [course] evaluations, but because I’m on the job market [every year], I have to continue to participate in research. I still have to produce articles [and] go to conferences to be viable for a more permanent position, whether that’s outside or inside William and Mary.” Baker said there was no renewal language in her contract, even when she attempted to
negotiate. “They would not offer, in writing, any kind of renewal,” Baker said. “I love it here, but it’s not a position that provides security.” Baker said that her faculty orientation session left much to be desired. “I had a really hard time even getting answers to what I was supposed to do when I got here, and they wanted me to attend a training which was before my start date, which is kind of against the law,” Baker said. Orientation, Baker said, was focused mainly on benefits and administrative information. Baker and other new staff members did not receive information about the NTEFA. “On one hand, I believe in tenure because it is a protection with changing governments on local, state and national levels,” Baker said. She added, however, that this protection comes with much less space for NTE faculty to do cutting-edge or controversial research, as job security is not guaranteed and term appointments are so short. “There’s not space for [my research] because of this old guard holding onto positions nationwide,” Baker said. According to Baker, there is systemic overuse and abuse of NTE faculty at public institutions, which are hit hardest by funding cuts. Baker said she has read articles citing increased corporate and donor pressure as the reason for the development of a hierarchical, “multi-tiered” faculty culture. More short-term, lower-paid hires and less overall TE, longer-term job offers are further representative of these changes. Not all NTE faculty have reported the same problems. Annelise Duerden is a visiting assistant professor in the English department
Stormy, High 85, Low 72
GRAPHIC BY MEILAN SOLLY / THE FLAT HAT
Inside Sports
Inside Opinions
The need for informal campus communication
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See NTE page 3
Kevin Richeson ’20 discusses how the multitude of Facebook groups inefficiently replace Overheard in informal campus communication. page 5
Undefeated in CAA play
The Tribe is ranked No. 18 nationally and defeated Towson and Davidson this weekend. page 10
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THE BUZZ
A significant fraction of the faculty did not support sections of the COLL curriculum. It should be evaluated for possible reform. The expansive definitions of domains and the ill-defined COLL 300 both need reconsideration when real data becomes available. ... Providing adequate resources to implement the vision is the decisive factor.
— Economics department Chair Berhanu Abegaz said in an email about the COLL curriculum
Winning a gold medal in Residence Life
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Maggie Evans discusses new job, involvement in Olympic Games Page 2 Spotlight
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CORRECTIONS An article printed last week incorrectly attributed quotes from Ryan Walter ’20 to an in-person interview. In reality, these quotes were provided in a written statement. An article incorrectly listed the columnist’s email as daughtersoftheamericandream.org. It is in fact, daughtersofthedream.org An article incorrectly stated the rent for King and Queen Apartments as per person, it was in fact per apartment. The Flat Hat wishes to correct any fact printed incorrectly. Corrections may be submitted in email to the editor of the section in which the incorrect information was printed. Requests for corrections will be accepted at any time.
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Director of Residence Life Maggie Evans wasn’t job searching when she found out that the College of William and Mary was hiring — but something about Williamsburg drew her to apply. A little less than two months ago, Evans began unpacking her boxes in a new city and started her first day on the job. Now, she’s gearing up to tackle housing projects and experience the traditions that she said she loves about her new school. “I was not job searching, and I can’t imagine another place where I would have considered,” Evans said. “I loved [James Madison University], I had a challenging and incredible career there. William and Mary has always been one of those places where if I saw the right position, at the right time, I’d consider it.” Prior to coming to the College, Evans worked at JMU for 27 years. In 1986, Evans started as a residence hall director. 10 years later, she began her tenure as director of residence life, a position she held for seven years before becoming executive assistant to the president. Although she’s worked in student affairs for almost three decades since graduating college, Evans said that she never anticipated pursuing it as a career. Evans earned her bachelor’s degree in communications and graphic design from Bowling Green State University, and planned on going into advertising when she graduated. “Especially when I was finding my path, things weren’t as clear,” Evans said. “Student affairs wasn’t a known career path back in the 1980s; there was less knowledge that you could have a career in higher education without being a professor that is fulfilling and challenging. Something that I hear many people in student affairs say is that the career found them. Not many people know at 12 that they want to be a university vice president. I think there is a clearer trajectory now. I always loved being an RA and it just sort of happened.” After she graduated, she wasn’t sure what she wanted to do for her first job. Then, when a friend told her about a graduate school opportunity for student affairs, she decided that it felt right, and entered Ohio State University to receive her master’s degree in educational policy and leadership. Throughout her undergraduate and graduate experience, Evans served as a resident assistant, which she said was the greatest influence on her career. “Being an RA was how I spent most of my time,” Evans said. “I was selfsupporting, a first-generation student and I was paying my bills myself. I was working at a bookstore and for a little while at an optometrist. I was able to spend my time working and studying. It was important that I could be an RA on my own time and not [be] constrained.” During her first year at Ohio State, Evans was working as an RA, but was assigned to a hall at a small community college nearby.
POLICE BEAT
SARAH SMITH // FLAT HAT NEWS EDITOR Early on in that year, she said she knew that student affairs was the best career fit for her. “When I was in my first night of grad school, I had a shift at a small college nearby, and I can remember the night before the students were moving in,” Evans said. “We were putting up signs around the building, and I just had this feeling that this was exactly where I was supposed to be.”
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Especially when I was finding my path, things weren’t as clear. Student affairs wasn’t a known career path in the 1980s; there was less knowledge that you could have a career in higher education without being a professor that is fulfilling and challenging. Something that I hear many people in student affairs say is that the career found them. —
Director of Residence Life Maggie Evans
While most of her career in student affairs has kept her in Virginia, in the summer of 1996, her career took her to the Summer Olympics in Atlanta, Georgia. During the games, she served as the housing director for the athletes’ village for satellite sports such as kayaking and canoeing. The events for these sports, because they required facilities that were not located in Atlanta, were held two hours away in Tennessee. One of Evans’ colleagues had been hired as the director for the entire athletes’ village, and had originally asked Evans to be a volunteer. She said that while she was interested in volunteering, she was very excited when a few days later she was
invited to apply to be housing director for the remote facilities. “It was very fun,” Evans said. “The best part was in the dining hall. Every meal was together, and people would be there sharing their experiences. You can’t get that anywhere else, whether you’re a sports fan or not. It’s an incredible cultural experience; people are gathering from all over the world and it’s inspirational to see.” Evans said that one of the most challenging parts of her role at the Olympic Games was staying aware of tensions between nations. One example of this, she said, was having to know what countries had poor relations with each other during the violence occurring in Bosnia in the 1990s. “It was a very extensive experience,” Evans said. “At any given time, parts of our world are in conflict, so we really had to be aware of what countries were in our village and make sure we weren’t placing roommates from countries that were on poor terms together.” Now, Evans said she is facing different challenges transitioning into her role at the College, although she’s had experience with both first year experience and residence life during her time at JMU. These challenges center around getting caught up on ongoing projects and getting a feel for what needs to be done. “It’s hard to jump in, I want to take time,” Evans said. “I started August 16, in the throes of hall openings and training, but I have experience all over those things before. I’ve been through converting a hotel a few times, I’ve been through 10 or 11 full on renovation projects, I’m pretty comfortable with that all. Now we’re in the planning stages of [renovations on Green and Gold Village] and I’m back into my housing brain.” While she said she’s not quite sure what projects she wants to tackle next, she said she is interested in looking into facilities-related issues with residence halls, including residence halls that do not have air conditioning and making sure existing air conditioning units all work properly. She said she is also interested in getting more information about renovations to Richmond Hall, which opened for the first time this fall, and how it will be used in the future. In terms of other things Evans would like to accomplish before she’s done with her first year at the College, she said she is excited to experience traditions like Grand Illumination, because she enjoyed participating in the College’s Convocation tradition. “I’m looking forward to attending Illumination and experiencing William and Mary traditions,” Evans said. “I adored Convocation. Now I’m looking forward to Yule Log — these traditions that are informed by Colonial Williamsburg’s tradition. It’s so nice being here where the history of the city and the university are one.”
Oct. 6 - 8 1
Friday, October 6 — A simple domestic assault was reported on Middle Street.
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Saturday, October 7 — Leotis Rishawn Brown was arrested on charges of assault and battery of a police officer or firefighter on Scotland Street.
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Saturday, October 7 — Nikolas Gregorio Gonzalez was arrested on charges of being drunk in public on Route 132.
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Sunday, October 8 — Innkeeper fraud was reported on Scotland Street.
The Flat Hat
Tuesday, October 10, 2017
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FACULTY
Complete renovation, staff transition reshape CSD Colleges hires Kimberly Weatherly as CSD assistant dean and director
LESLIE DAVIS THE FLAT HAT
2017 has been a year of change for the Center for Student Diversity at the College of William and Mary. After undergoing a complete physical renovation and staff turnover, the CSD also welcomed new Assistant Dean and Director Kimberly Weatherly Aug. 14. Over the past 18 years, Weatherly has worked for a variety of higher education offices, including financial aid, academic coordination and student activities. She said that her position as director of multicultural affairs at Columbia College Chicago, as well as her previous doctoral studies experience, led her to the CSD. “After my doctoral studies, I knew that I would probably finish out my career in diversity and inclusion,” Weatherly said. “I’m very dedicated and passionate about working with historically underrepresented ethnicities and identities. I also want to make sure that when we talk about inclusion, we have dynamic dialogue about race, ethnicity, identity, intersectionality, faith and socioeconomic status, [since] all of those factors affect who we are as people.” Weatherly’s on-campus initiatives reflect the influence of her dissertation, which focused
on programs that help African-American males matriculate into predominately white institutions. During her first month at the College, Weatherly began an initiative called The Barbershop, which provides a space for those who identify as males of color to converse and network. “No matter what color, I don’t see maleidentifying students as active on campus unless they are in a fraternity,” Weatherly said. Based on the organizations Weatherly has had a chance to meet with, she said most are dominated by female-identifying students. She said she wants to see more diversity regarding gender in these opportunities. The Barbershop brings students and faculty together for free haircuts, dinner, networking opportunities and dynamic dialogue. Professors who identify as males of color lead discussions and work to build positive mentor relationships with students. Topics range from academic issues, like preparing for the Graduate Record Examination, to more specific social advice, such as what to do if a person of color is stopped by the police. In addition to supporting males of color at the College, Weatherly said she intends to help all students feel heard and respected on campus,
whether they identify as Latinx, LGBTQ, AsianAmerican or African-American. Weatherly’s colleagues, Diversity Education Fellow Melanie Lichtenstein and Assistant Director Shené V. Owens, said that Weatherly has crafted her vision of the CSD to be more studentcentered. “She really wants to make this space a place where all students … feel welcome,” Lichtenstein said. “I know in the past it’s been mostly one group [that] has been served in here. She’s been making an effort to interact with the students and invite them in and to make this a space where students want to be.” Owens said that from the very beginning of Weatherly’s time at the College, she has made it a priority to familiarize herself with campus culture and meet students. “She will literally take her heels off, put on some flats and meet whoever is outside,” Owens said. “That has been very important to her [since] day one. There will be meetings that we needed to go to and rather than driving across campus, she wanted to carve out enough time to walk so that she [could] meet as many people as she could, as well as learn the campus, and that is not specific to any group of students or nationality.” Owens said that she believes Weatherly’s
efforts have been successful so far. She said she saw students and faculty who have never attended CSD events, or have not in the last several years, attend this year’s open house. Owens said this is largely due to the enthusiasm and energy Weatherly has brought to the CSD, in addition to the network she has built for herself. To gauge the climate regarding diversity on campus, Weatherly said she has immersed herself in different groups and meetings, asking students to describe the College’s strengths and weaknesses. Weatherly said she learned that students want to see more students like them represented in the classroom and have additional spaces provided for faith. “No institution is perfect, but I think William and Mary is trying, especially from the administrative point,” Weatherly said. She said she hopes that the renovations of the CSD, which include a new TV and furniture, will encourage students to use the center as a hub for studying, hanging out and holding organization meetings. “I want to make sure that students at William and Mary are able to evolve and have a wellrounded experience here and feel safe in a community that values who they are,” Weatherly said.
CAMPUS
Student problems with swipe access stem from data errors Access to residence halls, academic buildings restored following Sept. repairs ETHAN BROWN THE FLAT HAT
Life at the College of William and Mary is characterized by change. Construction on campus brings demolition and new buildings each semester. New student organizations are created and classes are added. Hidden behind this evolution lies a champion of collegiate consistency: the Tribe Card. The Tribe Card plays a role in various components of daily life at the College, including meal plans, laundry services, professional identification and access to residential and academic buildings. Last month, however, the Tribe Card’s tried and trusted capabilities appeared to change overnight. Sept. 9, multiple students reported that their swipe access was malfunctioning, leaving them unable to swipe into academic buildings and residence halls during normal access hours. It was unclear to those students if these difficulties were the result of alterations to campuswide swipe access policies or a mechanical glitch. Assistant Vice President for Campus Living Maggie Evans said that mechanical failure caused the swipe access difficulties. Evans said that issues with residential swipe access occurred due to data being misread by the university’s system and are not indicative of changes to existing university guidelines. The malfunctions disproportionately impacted returning upperclassman students.
“Returning students [accessing] halls they don’t live in [were affected],” Evans said in an email. The glitches were resolved by workers in the College’s Information Technology department later that day, allowing students to access residence halls without limitation. Independent of last month’s technical difficulties, Evans said that university policies regarding swipe access remain unchanged. According to the College’s guidelines, any student with a valid ID has access to all residential buildings from 7 a.m. to 12 a.m. From 12 a.m. to 7 a.m., access is limited to students residing in specific residence halls. Evans said that this policy is intended to ensure the safety and security of all students. Most academic buildings across campus remain open between 7 a.m. and 10 p.m. Monday through Friday and may be accessed without official identification. Beginning this semester, students are free to utilize facilities in several academic buildings on a 24/7-basis. Several instructional buildings, including Tyler, Ewell, Jones and Morton Halls, are now accessible after 10 p.m. and during the weekend. Vice President for Student Affairs Ginger Ambler ’88 Ph.D. ’06 publicized these policy changes last month in an email sent to the College’s student population. “Student access to residence halls remains the same as in previous years,” Ambler said in the statement. Gregg Shipp, the director of operations and maintenance, has helped in overseeing and publicizing the implementation of these new policies.
“The changes to the access control policy were distributed [in emails last month],” Shipp said in an email. Current university guidelines stipulate that each residence hall may revise swipe access rules at its discretion, in accordance with the College’s policy of self-determination in halls. Some residential building councils have revised their swipe access hours in accordance with football games and other campus-wide social events. Emilee Cardin ’20, a resident assistant in Monroe Hall, said she appreciates the College’s policy of self-determination with swipe access. “[Our hall’s] changing of the hours was ideally to represent the wishes of the community,” Cardin said. Cardin said that Monroe Hall’s enforcement of firmer swipe access policies during football games is vital in securing the property and safety of its residences, as its proximity to Walter J. Zable Stadium makes it a potential target for vandalism. “It’s likely that things would be damaged [if we allowed unrestricted access],” Cardin said. Some academic departments are beginning to modify established guidelines of their own accord. Adair Hall, for example, has imposed a curfew during the work week. Now, students must use their Tribe Card to enter the building after 6 p.m. Monday through Friday according to posting on the building.. Further deliberations over official swipe access will continue to evolve over the course of the year.
COLL curriculum questioned for professor experience requirements, course designations Professors express concern that COLL course restrictions disproportionately affect smaller departments, changing COLL 300 theme creates difficulties COLL from page 1
300 obviously is a floating target because there’s a different set of visitors and a different theme each semester,” Owens said. “We want to but we’re just not going to be able to have one [class] every semester.” Linguistics department Chair Jack Martin said that the focus on study abroad for the COLL 300 also causes problems for those trying to design courses for students that cannot or choose not to study off-campus. “The COLL 300 is still a work in progress because it’s very hard to estimate the number of students who need to satisfy that with courses on campus versus those who have the resources to study abroad,” Martin said. According to government and gender, sexuality and women’s studies professor Claire McKinney, there are both benefits and drawbacks to the changing COLL 300 theme. “In one sense, it’s good that you have to renew COLL 300 status because it means that you just can’t teach the same course again and again, but it creates an extra burden for professors who would be interested in doing COLL 300 classes because it means every year you have to fill out another form,” McKinney said. “You really have to be dedicated to the curriculum to apply for that.” This is the first semester the COLL 300 has been fully implemented, and the theme is “IN / EXclusion.” The themes for future on-campus COLL 300s are laid out until Spring 2019 and include “Sustainability,” “Bodies that Matter” and “Ceremony.” All COLL 300 courses taught on campus must adhere to that semester’s theme, and the speakers that are brought to campus relate to the theme as well. English department Chair Suzanne Raitt said that the English department is planning on dealing with the ever-changing theme by designing new courses for the new COLL 300 themes and then continuing to teach these courses even after the theme has ended, just as a regular English course rather than a COLL 300. “We’re encouraging all of our faculty to think of new courses they can bring online as a COLL 300 and then perhaps continue to teach it after that without the designation,” Raitt said. According to economics department Chair
Berhanu Abegaz, COLL 300s have not been a priority for the economics department at all. “We have not participated in COLL 300 … It conflates the goals of exposing students to cultural diversity in the U.S. (multiculturalism?) and to diverse cultural and intellectual traditions abroad (internationalism?),” Abegaz said in an email. “It also tries to tack on visitor-led workshops to existing courses which is unwieldy and ad hoc. I personally would like to see COLL 300 decoupled into these two distinct and coherent requirements. GER 4B and 4C did much to internationalize our curriculum and faculty, and we have unfortunately walked away from that … commitment.” In addition to the dilemmas posed by the COLL 300, departments are also working to ensure that they are still able to reach as many students on campus as they were previously able to under the GER system. Philosophy department Chair Elizabeth Radcliffe said that this was a particular worry for the philosophy department. GER 7 required students to take a course in philosophical thinking, and although courses that fulfilled GER 7 were offered in many departments, the philosophy department particularly benefitted from this requirement. “At first the Philosophy Department was concerned that, with the elimination of the GERs, students who did not know about Philosophy would not get exposure to it,” Radcliffe said in an email. “However, students seem as eager as ever to take our courses under the new COLL system, so we are pleased about that.” Some departments have even more to consider than just how to make room for majors in COLL classes. Raitt said that in addition to keeping the COLL curriculum and the needs of English majors in mind, the English department must also continue to provide the courses that allow it to be one of six majors available to students in the College of William and Mary/ University of St. Andrews Joint Degree Programme, as well as classes that fold into the programs at the School of Education. In addition to all of these considerations, when it comes to the COLL curriculum, departments also have to deal with restrictions on what kinds of professors are
allowed to teach COLL-designated classes. All COLL-designated courses must be taught by tenure-eligible and continuing non-tenure-eligible faculty. This means that the only professors who can teach COLL courses must have been hired by the College on a contract of over one year. This restriction prevents visiting professors, adjunct professors and graduate students from teaching COLL-designated courses. According to Owens, faculty of all stripes have been excited about the opportunities the new curriculum has provided to develop new classes. However, he said that there is a balancing act that must take place when a professor has to stop teaching a course in their usual rotation because they are using that time to teach a new COLL class. Owens said that this has been beneficial for NTE faculty in the theater department because as TE faculty have backed off of teaching the building blocks of the major, like Beginning Acting, NTEs have had new opportunities even though they have more restrictions on their ability to teach COLL courses. “[COLL] has allowed some of our NTE professors to teach a new class that they haven’t done before and I think for most of them that has been a pleasure,” Owens said. Raitt said that although she is fine with not allowing adjunct professors to teach COLL courses because she believes adjuncts are not paid well enough to teach such complicated and crucial courses, she does not agree with the additional rule regarding COLL 150 courses. This rule is on top of the other restrictions on what kind of professors can teach COLL-designated courses. It mandates COLL 150 courses be taught by TE or continuing NTE professors who have been teaching at the College for at least one semester. “We have really excellent visiting assistant professors and they are teaching central courses in our major, but for some reason they can’t teach a COLL 150 until they’ve been here a semester,” Raitt said. According to Donahue, the reasoning behind these restrictions is that the College values the perspective a professor can gain with the specific experiences of teaching at the College.
“The rationale here is that teaching experience is important,” Donahue said in an email. “We want faculty who really understand W&M and its students and how critical that unique combination of research and teaching is to this place. So experience does matter. For McKinney, while it is important to take into account what she calls the “precariousness” of shortterm faculty’s employment situation, she also believes that it is important not to devalue the work that visiting professors, adjunct professors and graduate students do. Since this is the first semester the COLL 300 has been fully implemented and there are still students at the College on the GER system, those involved recognize there is still work to be done with the COLL curriculum. Donahue said that he is hopeful for the future of the COLL curriculum and has seen positive results and received good feedback so far. “[College President Taylor Reveley] often uses the term ‘powerful’ to describe the W&M experience for students and I think that term applies to the COLL curriculum as well,” Donahue said in an email. “We have to remember that the former GER system had been in place for some two decades and there was a feeling among our faculty that we wanted to engage more deeply and more consistently with students through a common program that all [students] would complete in their time here. This is what the COLL curriculum is delivering, and so far it has been an energizing experience for everyone.” However, not everyone gives a ringing endorsement of the COLL curriculum. For some professors, the drawbacks outnumber the benefits, and there are still a significant number of kinks that need to be worked out. “A significant fraction of the faculty did not support sections of the COLL curriculum,” Abegaz said in an email. “It should be evaluated for possible reform. The expansive definitions of domains and the ill-defined COLL 300 both need reconsideration when real data become available. Besides, having a well-designed curriculum is a necessary but not a sufficient condition for its success. Providing adequate resources to implement the vision is the decisive factor.”
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The Flat Hat
Tuesday, October 10, 2017
ACADEMICS
School of Ed to offer ESL master’s program Prior to new degree path, students had option of bilingual education endorsement GRACIE HARRIS THE FLAT HAT
The College of William and Mary’s School of Education recently approved a new master’s program in English as a second language and bilingual education. The program will welcome its first cohort in the summer of 2018, with participating students set to take six classes and a practicum. Currently, the school offers an ESL endorsement curriculum that supplements an additional master’s in another area of education. This program primarily serves individuals who want to learn teaching strategies for classes with a large population of ESL students. Comparatively, the ESL and bilingual education program is designed for those who want to specialize in those areas. The new curriculum was co-designed by ESL and bilingual education professor Katherine Barko-Alva and curriculum chair of the School of Education Jeremy Stoddard. The pair worked in conjunction with the Wendy and Emery Reves Center for International Studies, which runs English language programs for international students and professionals as well as the modern languages department. The program draws on the popularity of the ESL endorsement program and a growing need for ESL professionals and educators in Virginia. Counties including Henrico, Chesterfield, Newport News, and areas of Northern Virginia have large populations of
ESL students, and their numbers are rising steadily. “Schools want dual language [teachers], but there are only very few people who are able to understand how dual language works,” Barko-Alva said. “And we need those people, who are here, who are going to work in the U.S. Generally, what happens is that we tend to bring dual language teachers from outside the U.S. because we don’t have the teachers who are prepared to negotiate the demands of a dual language classroom.” According to Barko-Alva and Stoddard, the program allows for greater cooperation and connection with local school districts, particularly as they implement dual language programs and cater to growing populations of ESL students. “We really need teachers who are trained to be able to do these things,” Stoddard said. The primary differences in curriculum between the endorsement program and the master’s lie in additional coursework and the bilingual aspect of the curriculum. “[The new program] turns you into that ESL professional, that ESL expert in the room, the person who is going to be able to support teachers, to support administrators and who is going to bridge language and culture with parents,” Barko-Alva said. The new offering teaches crucial skills in K-12 methodology, language principles and assessment. The assessment piece is an especially essential part of the program according to both Stoddard and Barko-Alva, as it allows educators to evaluate a student’s English-language skills and make sure they receive the
education they need. “We’re looking at cross-cultural awareness, cross-cultural education,” Barko-Alva said. “You have the sense of advocacy, so how can we use our knowledge to advocate for English learners and their families?” The program opens doors for students even beyond the realm of teaching. Opportunities range from approving texts as a school district’s ESL professional, providing support for teachers and working in language policy, advocacy, community outreach, social justice and civil rights. Students may also decide to pursue a Ph.D. after obtaining their master’s. As a one-time ESL student herself, Barko-Alva said she understands the importance of ESL and bilingual education. “It’s been a journey, but I knew that my place was in the classroom,” Barko-Alva said. “What excites me about this program is their emphasis on hope and compassion, rights and social justice and education as freedom, education as liberation.” She also emphasized that educators are not only content-area experts, but also language experts. The focus on multi-cultural education as a crucial part of bilingual education is a key part of her vision for the program. “Our English learners need to feel connected, they need to feel loved, they need to feel [cared for], and we as teachers need to make sure we’re doing everything possible to provide equitable education for them, and that’s what I love about ESL,” Barko-Alva said.
NTEFA offers respite to non-tenure-eligible faculty at College NTE professors report problems with faculty orientation, conducting individual research NTE from page 1
who joined the College this fall. So far, she said, she has felt included and welcome on campus. “In my department, I don’t feel like there’s a huge difference between how NTE and TE faculty are treated, other than occasionally different voting rights,” Duerden said. Similar to Baker, Duerden’s faculty orientation focused on practical details and paperwork. Duerden said, however, that her department has filled the gap left by the
College’s orientation program. “The [English] faculty have been more helpful in orienting me to teaching, faculty culture, department expectations,” Duerden said. Although Duerden’s experience with the English department’s orientation was not unfavorable, Baker and Duerden both said that the College could do more to ensure a standardized transition for NTE faculty members rather than leaving much of the non-administrative orientation up to departments. Baker also said that a problem that NTE
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faculty face stems from the lack of financial resources. NTE faculty do not sign contracts guaranteeing them salaries of $100,000 per year until retirement. Because of this, Baker said she believes there should be more resources allocated to paying NTE faculty more. For tenured faculty, salaries of $100,000 are not uncommon, particularly in topearning departments like law, business and engineering. “Viable resources and good salaries need to be distributed across the board without the promise of tenure,” Baker said.
For Duerden, a new member of the College’s faculty, the English department’s orientation successfully caught her up to speed, she said. However, she said she wished she had learned more about how to engage with other NTE faculty members. “You tend to be isolated in academia,” Duerden said. “It would be nice to have more access to other NTE members.” Duerden said she has been in contact with the NTEFA to remedy thi, and said that overall, her experience as an NTE has been comfortable.
opinions
Opinions Editor Brendan Doyle Opinions Editor Kiana Espinoza fhopinions@gmail.com // @theflathat
The Flat Hat | Tuesday, October 10, 2017 | Page 5
GUEST COLUMN
Tribe can’t ignore hateful messages
Akbar Naqvi
FLAT HAT GUEST COLUMNIST
KAYLA SHIRLEY / THE FLAT HAT
STAFF COLUMN
It’s okay to eat alone: An introvert’s perspective
Ethan Brown THE FLAT HAT
I’d never tasted something as sweet as freedom on the last morning of freshman orientation. After days of seminars, small groups, mingling and mixing, I relished the opportunity to discover the College of William and Mary on my own terms, devoid of repetitive small talk and numbing monologues about the COLL curriculum. That morning, I embarked on my first independent foray through the College. I read on the Sunken Garden, meandered around New Campus, and spent an embarrassingly lengthy amount of time muttering pithy phrases to myself in the reverberating Tyler Garden. To conclude my explorative morning, I ventured to Sadler Center, eager for my first official meal swipe as a college student. Armed with coffee and a bowl of Cocoa Puffs, I sat down at a small table in Sadler’s wide, circular atrium. I gingerly sipped my dark roast, ate my cereal, and watched as the soy milk in my bowl turned a muddy brown. This was the quiet breakfast that I’d longed for during the preceding days of extroversion. Yet to some bystanders at Center Court, my solitude seemed indicative of an underlying issue. Throughout my brief meal, several people approached me and asked
if I was sitting alone. When I said yes, they all reacted as if I’d burst into tears; their gazes turned pitiful, and they either quietly hurried away or offered feeble condolences. Self-consciousness began to churn inside of me, so to avoid the discomfort, I wolfed down my cereal and fled back to my residence hall. I don’t mean to disparage the students who approached me that morning, as I know their intentions were motivated by genuine concern over my wellbeing. The Tribe community prides itself on its inclusivity and compassion, and they likely interpreted my solitude as reflective of sadness or social isolation. Guided by that spirit, I’m sure they empathized with a seemingly lonely freshman and felt compelled to approach me. Still, on a campus that preaches individuality and respect, the needs and desires of the introvert should not be maligned. I simply wanted to eat alone and revel in silence for a few moments. I was not seeking pity or attempting to convey my sorrow to the world. Solitude is not shameful, and it is not deserving of special attention or unearned sympathy. Acclimating to college is a challenging and emotional process, and it’s natural for freshmen to feel stressed as they construct new lives at the College. For many firstyear students, the transition to college is made easier by constant socialization and the formation of new acquaintanceships. For others, the needs of alone time and personal rejuvenation are essential in developing a healthy, happy livelihood. Though the extroverted model is often highlighted and promoted in modern culture, both approaches toward acclimation are entirely valid. Taking time for oneself shouldn’t be viewed as a reason for shame, and the tapestry of extroverts, ambiverts and introverts is a proud component of our College’s atmosphere. I urge us to work harder in embracing it in order to cultivate an even more inclusive and respectful campus. Email Ethan Brown at ewbrown@email.wm.edu.
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For others, the needs of alone time and personal rejuvenation are essential in developing a healthy, happy livelihood.
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COMMENTS @THEFLATHAT
What if, by invoking free speech, you’re papering over with nice platitudes (and maybe even perpetuating?) this phenomenon of violence and oppression called ‘white supremacy?’ — Quinn Quinn on “Black Lives Matter protests American Civil Liberties Union”
Flyers displaying some commonly held political beliefs propagated by the Trump administration were posted in Morton Hall Monday, strategically next to flyers from departments with an opposing viewpoint. One may argue that under the First Amendment, opposing viewpoints are important and the backbone of an effective democratic society. For the most part, I would agree with these people. However, those principles do not apply in this case, as these posters were spreading dangerous misinformation. One flyer indicated that affirmative action was “government-mandated racism.” Most people with this view believe that color-blind policies are more effective and that white students are disadvantaged by these policies. These people are wrong. Glenn Loury and Roland G. Fryer, two economists whose research partly specializes in labor market discrimination, wrote a paper for the National Bureau of Economic Research in 2005 debunking the myths of affirmative action, including those that overstated its benefits. Two of the myths they addressed were the ideas that white students are disproportionately hurt by affirmative action, and that color-blind policies were more effective. They disproved both using basic economic theory and empirical evidence.
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There is a difference between having opposing viewpoints and spreading information that is either dangerous or flat out wrong. Another flyer protested the idea of a gender wage gap, arguing that it does not exist because of the caveats with the “77 cents on the dollar” statistics. It is quite ironic that the posters used data to back up their claim in this poster while ignoring it in the last one. Nonetheless, even though the statistics are correct, the interpretation of them is so misleading and egregious that they might as well be seen as lies. Although it is true that 77 cents on the dollar statistic doesn’t necessarily mean there is gender discrimination in the labor market, it also does not mean that there isn’t. The economic literature is mixed on how large it is, but no matter what is controlled for, there is almost certainly an “unexplained” gap in wages between men and women, for which it is perfectly reasonable to hypothesize discrimination. Additionally, the idea that men simply select higher wage industries, and that that fact alone debunks the wage gap, is hilariously misinformed. It ignores unobservable factors, most notably societal discrimination against women, that may have led to them choosing certain industries over others. Data that is not put into its proper context is meaningless and nothing more than propaganda. But perhaps the most dangerous and infuriating flyer was the one calling on citizens to report crimes by immigrants to the ICE. There is no need for any statistics or research in opposing this flyer. It is morally reprehensible to post such a thing, knowing that there are undocumented students at this school, and students with undocumented family members that are directly threatened by such a flyer. Alarmism surrounding undocumented immigrants is based on racist caricatures of Hispanic people as criminals, propagated to justify the building of “the wall.” Transparent dialogue and discussion surrounding the issues are important. However, anyone who had the idea to post these flyers is clearly not interested in discussion of any sort. There is a difference between having opposing viewpoints and spreading information that is either dangerous or flat out wrong. The people who posted these flyers do not deserve any kind of platform, and it is our duty as human beings to detest them. Email Akbar Naqvi at arnaqvi@email.wm.edu
The Flat Hat
Tuesday, October 10, 2017
Page 6
In favor of COLL curriculum
Sarah Smith
FLAT HAT NEWS EDITOR
Ever since my first semester at the College of William and Mary, my schedule has included at least one anomaly: natural psychology one semester, then economics, an upper-level Latin class and even introductory modern dance. I’ve loved most of these classes, but they’ve been out of my comfort zone and definitely outside of my primary academic interests. While the COLL curriculum system certainly has its flaws, it has forced me to broaden my studies and has also introduced me to some of the best departments at the College. During my first semester, while I was taking natural psychology to fulfill the everdreaded Natural and Quantitative Reasoning requirement, I also stumbled upon a class simply called “Gender” to fulfill the COLL 100 seminar requirement. I knew that I was passionate about feminist and gender studies, but this class challenged the way I viewed the world, exposed me to important ideas and introduced me to some of my closest friends. While I took that class on a whim, I’ve now declared my major in gender, sexuality and women’s studies. I’ve also enjoyed the way the COLL system frames required classes. As someone who is genuinely terrified of STEM, the phrase “lab science” makes me want to cry. I’ve used a calculus class from
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While the COLL system certainly has its flaws, it has forced me to broaden my studies ... high school and psychology classes to satisfy this requirement, which means that I’ve still been exposed to science, but at my own pace. Similarly, the Arts, Letters and Values and Culture, Society and the Individual requirements offer lots of flexibility. I believe that the COLL system is better than a typical general education program because students are not limited to boring, introductory classes. What I see as the biggest flaw of the COLL system is that it limits students’ ability to graduate early. The COLL 300 and COLL 400 requirements were not offered to the class of 2019 until this year, minus the exception of a few pilot courses. These classes come with additional requirements, too. Students in this fall’s COLL 300 courses must attend a series of evening discussions and, in many cases, write response papers about the speakers. COLL 400 classes are advertised as capstones, which seems unfair when many students are already juggling capstone experience for two majors. However, I still believe that these upper-level COLL classes are rewarding. A few weeks ago, I attended Laxmi Narayan Tripathi’s talk and performance for my COLL 300 class, and although it felt like one more thing to cram into my schedule in the moment, I left her insightful, candid presentation feeling thankful that I had attended. This coming week, I’ll get to learn about traditional Yoruba religion and the religious landscape of contemporary Nigeria during the second of these events. While writing my next response paper will certainly be overwhelming in the midst of midterms, I am so grateful that I can learn about topics outside the realm of any class I’ve ever taken at the College. Expanding liberal arts at the College is what’s supposedly at the heart of the COLL curriculum, and I believe that through things like mandated attendance at these COLL events, this is what is happening. While I am content with the COLL system as is, I do believe it needs some work. I hope that in the next few years, the College will truly figure out what each requirement should and will look like. When I first entered the College, COLL 400 was advertised as a requirement that should be completed outside of your major(s). Now, it is within your major, but it is not clear if your major’s capstone requirement will also fulfill the COLL 400 requirement, leaving open the possibility that next year, I’ll be working on my thesis while taking two capstone courses. That thought is definitely scary, but for the most part, the COLL system has a lot to offer, and I’ve definitely benefitted from it. Until next year, I’m just looking forward to the next of this semester’s COLL events and whatever random class I end up in next year (as long as it’s not a lab science). Email Sarah Smith at sesmith01@email.wm.edu.
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GRAPHIC BY KAYLA PAYNE / THE FLAT HAT
The need for informal campus communication
Kevin Richeson
FLAT HAT ASSOCIATE SPORTS EDITOR
In March of 2017, the Overheard Facebook group on the campus of the College of William and Mary was archived after conflict increased between current students and alumni on the page. While Overheard was a source of fun, lighthearted posts about anything overheard or “overseen” around campus, it also played an important role in student communication on campus. With the termination of the Overheard page, I believe there has been a drastic decrease in mass informal communication among students regarding campus activities, events and news that is not covered by administration at the College. I think that it is necessary for a new form of informal communication among students to emerge, preferably on Facebook, that has a large student following and is effective in quickly answering questions that fellow students have about certain a number of issues. There are many ways in which some form of informal communication still occurs on campus. One of these is the Facebook group Swampy Memes for TWAMPy Teens. This is a very large group with over 5,000 members that can reach out to many students on campus. However, while this group includes memes that are relevant to campus, the purpose of it is not to share information or ask relevant questions, but just to post entertaining memes. This Facebook group is funny and entertaining, but does not fill the void left by Overheard. There is also more formal communication between students through the Student Happenings weekly email. Students can submit information about events, clubs or job openings and
COMMENTS @THEFLATHAT
You haven’t been hearing Buddhists and Asian Americans giving our feedback because chances are you don’t know any current students who are of those backgrounds. Meanwhile ... we HAVE been speaking out against how ridiculous this is. — Pallavi Rudraraju on “Cultural appropriation at the Caf ”
have it included in the weekly email in order to get the information out to other students. However, this email is only sent weekly and does not give students a forum to ask questions or post about events at the last minute. As soon as Overheard fell, some alternative pages were created, but none of these pages has nearly as large of a following as the original Overheard page or even Swampy Memes. These pages were made for the same purpose as Overheard. However, because of the lower membership and much less frequent posting, people do not look at them as much. Because of this, they are not very effective in sharing information or answering fellow students’ questions. The Facebook page closest to filling the void of Overheard in terms of informal communication is William AMAry. The capitalized “AMA” stands for “Ask Me Anything”. This is a page where students can post questions about big events on campus or what something on campus is or even smaller questions like, “What’s at Sadler tonight for dinner?” or, “Is Swem crowded?” I think that this would be an effective platform for informal student communication, however the group only has 588 members. If this group was more well-known and included more people around campus I think that it would be good at partially filling the void left after the termination of the Overheard Page. Whether it is achieved through the growth and popularization of the William AMAry page or the creation of a new page, I think that informal communication between students on campus is invaluable. Not only does it help people to stay up to date on events happening on campus, but it can also be a resource for people to use when they have questions about campus or about a particular event. We must work to find a solution to the lack of informal communication after the termination of the Overheard page. Email Kevin Richeson at kmricheson@email.wm.edu.
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With the termination of the Overheard page, I believe there has been a drastic decrease in mass informal communication among students regarding campus activities, events and news ...
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COMMENTS @THEFLATHAT
The policy is especially tough for parents ... I ended up getting sent to the dean of students after my son was sick with the flu for three days ... It was completely humiliating and it made me feel like they don’t really want nontraditional students as a part of the college. — Mary Catherine Ferrell on “Dean of Students’ absence policies too stringent”
variety
Variety Editor Akemi Tamanaha Variety Editor Heather Baier flathat.variety@gmail.com // @theflathat
The Flat Hat
| Tuesday, October 10, 2017 | Page 7
A collision of faith, love and hate
PHOTO COURTESY OF GEOFF WADE
A haunting play about visionaries before the Rwandan Genocide MAGGIE MORE THE FLAT HAT
When someone you know says something unbelievable or something you vehemently disagree with, should you listen? What happens if you don’t listen, even if they were telling the truth? How would you know if it mattered until it’s too late? These are the questions posed in William and Mary Theatre’s chilling, high-tension production of Katori Hall’s “Our Lady of Kibeho,” running from Oct. 5-8 in Phi Beta Kappa Memorial Hall. Set in Rwanda in 1982 — only 12 years before the infamous genocide of the Hutus and Tutsis in 1994 — the production draws connections between themes of race, gender, religion, love and hate that hit disturbingly close to home. The play follows members of a Catholic school for girls as they come to terms with the apparent truth of one girl’s visions of the Virgin Mary. Alphonsine, one of the main characters, not only consistently has these visions, but draws two previously skeptical classmates into them as well. Everyone in the community is left questioning just how much they are willing to take based on faith. The adults in charge of the school argue about whether the girls are seeing something holy or simply seeking attention at the cost of the school itself. The tension mounts throughout the play, coming to a head as the visions of the Trinity turn truly horrific. The 15-person cast does a brilliant job of creating rich characters, and when these characters collide, the effect is enthralling. Alana Canty-Samuel ’18, Danyel Lee ’18 and Arika Thames ’19 expertly switch between the mannerisms of schoolgirls making their way in a world that does not want to hear them, and the otherworldly trances of religious visionaries. Xavier Soto-Burgos ’20, skillfully balancing frustration, authority
and open-mindedness, portrays Father Tuyishime, a priest trying to protect the girls at his school while struggling with his own religious devotion. The mercilessly skeptical obstacle to all of this is Sister Evangelique, played by Myriam Samake ’20, who is still made sympathetic with just the right balance of defiance and vulnerability. All the while the cast maintains Rwandan accents for almost three hours.
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The 15-person cast does a brilliant job of creating rich characters, and when these characters collide, the effect is enthralling.
The production details are almost as impressive as the cast in drawing the audience in. The props leave no detail out, from real dust on old books to the inclusion of “tools” that clearly call eugenics to mind. A simple set comprised of a few imposing walls becomes a surface onto which scenes — first of beauty, then of complete terror — are projected over the course of the show. These images, created by Tennessee Dixon, a freelance set and projection designer, unconsciously work with the slowly building pace of the play to relax the audience or set it on edge as needed, and pull its members into the visions that the three girls have until you feel their emotions in real time. The lighting is well done and vital to the play, signaling when a “vision” begins, ends or goes sour. The only music in the play is created by Abner Mondoloka ’18 on drums in such a way that it makes the tension grow almost without the audience noticing, until a scene reaches its breaking point. These instruments alone allow for several impressive rhythmic dance sequences, which include choreography by professor Joan Gavaler and Nadia Ross ‘17, as well as some singing by the cast. All of these components together add to the cultural element of the play and drive home the importance of the setting even more. Overall, William and Mary Theatre’s production of the 2014 play “Our Lady of Kibeho” mesmerizes the audience even while showing it what it may not want to see. Questions of faith, personal tragedy, prejudice and motive mesh with a lurking tragic backdrop to leave playgoers haunted in the best way. The final notes of the play echo the all-too-familiar feeling of ending with more questions than answers in the face of unimaginable tension, and it reminds us that the most important thing we can do is be receptive to each other — before we’re unable to do so.
iREP celebrates African-American campus culture
Event puts African-American culture on the stage for a celebration of diversity NAOMI GRUBER THE FLAT HAT
Instead of spending the evening of Saturday, Oct. 7 relaxing with friends or studying for upcoming midterm exams, a full house of students packed into the Sadler Center’s Commonwealth Auditorium for the African Cultural Society’s iREP Africa Cultural Showcase. Music blasted from the speakers as the room buzzed with anticipation for the show. The weekend-long event is a collaboration between ACS and the Center for Student Diversity to celebrate African dancing, singing and poetry. ACS is a student-run social and educational organization at the College of William and Mary that promotes awareness about African history, culture and current events. After Friday’s lecture dinner and Saturday afternoon’s Afro Zumba event, ACS’s 12th-annual Africa Weekend was in full swing. “We are here tonight to showcase the power, the grace and the poise of womanhood,” said Ka’myia Gunn ’19, opening the showcase to cheers from the audience. “We are also here to showcase the legacy of what the women of color here on campus means and beyond,” said Betty Kuflom ’19. The night opened with a powerful performance from Afrodite & Canady Family, ACS’s competitive afrobeat dance team, which recently placed first at the Sister Act Urban Dance Competition in Virginia Beach. Next, Shadin Ahmed ’19 performed pieces
focused on her life as a Sudanese-American woman. Ahmed is a spoken-word poet and student who began writing poetry during her freshman year of high school. Ahmed shares her wishes for her audience through her work. “Honor your identity. Whatever it is you have, release it. Share it with the world,” Ahmed said. Her performance spoke to the struggle represented throughout the night of balancing both an African and an American identity. “I’m African. I’m Sudanese,” Ahmed said. “I’m a modern African woman that is able to find intersections with so many identities.” Despite the technical difficulties that followed the night’s second performance, the show moved forward with Virginia Commonwealth student and artist Nia Campbell ‘19, who showcased three pieces to the audience. A presentation of ACS philanthropy followed, highlighting the organization’s focus on education and sustainability. Two more dance groups performed as well — ACS’s Habesha dance team and VCU’s African Student Union dance team. Other performances included Sudanese poet and author Safia Elhillo and Flow, a music group that serves to represent underrepresented groups on campus. Another group, the Women’s Tribute, used a combination of poetry and song in a dedication to African-American women who have contributed to the College, including the first African-American female students Karen Ely, Lynn Briley and Janet Brown. The group also paid tribute to biology professor Shanta
Hinton, the first minority professor tenured in the natural sciences at the College, and Eboni Brown ‘17, the first female African-American Student Assembly president at the College. For Nori Thurman ‘21, iREP Africa was a new and exciting experience. “My friend in one of my classes kind of broadcasted it to us and it sounded really interesting,” Thurman said. “It’s really amazing — there’s a lot of talent and enthusiasm.” Aaron Hamilton ‘21 is a new ACS member who spent the evening volunteering at the event.
“I feel like since there’s not many AfricanAmericans here, or Africans in general, that it would be great to work with other people that are like me,” said Hamilton about his decision to join ACS. “It’s something I’ve never done before. It’s a whole new experience for me, especially as a freshman in college, so I want to expand my horizons … It’s very new, very different, and I’m surprised how far we can go,” Hamilton said. After an address from ACS president Abou Kamara ’18, the showcase concluded with one final performance from Afrodite, to which the audience gave a standing ovation.
NAOMI GRUBER / THE FLAT HAT
ACS’s student dance team Habesha peforms at iREP— an event that celebrated African-American culture on campus.
The Flat Hat
Tuesday, October 10, 2017
Page 8
The Man Behind The Magic Kim Whitley reflects on a career of bringing adventure to campus SARAH FARNEY THE FLAT HAT
“Kayaks are like sports cars,” Professor of Kinesiology Kim Whitley said. “These boats are designed for maneuverability, they’re not designed to go in a straight line.” Tucked away in the basement of Adair Hall, there’s a small pool and half a dozen kayaks that make up Whitley’s lecture hall. Whitley does not look like the average professor. He opts for shorts and Chacos in place of khakis and loafers. This is because he teaches courses in the activities program like Rock Climbing, White Water Kayaking, Adventure Games, Ski/Snowboard Maine (named so because it includes a week-long trip to Maine), Adventure Sports Leadership, and Outdoor Leadership. Whitley began teaching at the College of William and Mary in the fall of 1984. He was hired because undergraduate students at the time were required to take four activities courses during their four years. Over time, the requirement was lowered to only two activity courses. In 2002, budget revisions meant eliminating the requirement altogether and cutting funding for classes like badminton, weight training, Tai Chi, scuba diving and self-defense. Now, the remaining activity classes live on as electives. However, Whitley has never had a problem finding students to fill his classes. “Everybody sees all the extreme YouTube videos, and they want to try it out,” Whitley said. Students do not need any prior experience or skill to take an adventure sports class. There is a swim test for White Water Kayaking, but Whitley teaches all other necessary skills before voyaging down an actual river. Some students pick up the activities with ease, while others require more instruction. Whitley’s teaching methods come from experience and the old Chinese proverb: “I hear, I forget. I see, I remember. I do, I know.” He believes a hands-on approach to learning is the most memorable for students, with the occasional reading and work on Blackboard. The only thing Whitley rarely does is lecture. “If they want to be lectured, there’s a lot of opportunities for that in this school,” Whitley said. “A lot of riveting lectures out there, but my style is demonstration, modeling and then problem solving.” The first thing students in White Water Kayaking learn is how to tip the kayak over and get out. Safety is the number one priority in any of Whitley’s classes, so students are taught the skills needed to stay safe from the very beginning. The way the course is taught, there is a high perception of risk but a very small reality of it. Over his 33 years of teaching, Whitley says the most imminent danger to students has come from weather. Before smartphones, it was difficult to predict the weather, which could cause problems
on river trips when there was flooding. Then there’s the sensation of being caught in a storm while white water kayaking. “Hammers of hell are being dropped on your head, it’s raining like crazy, thundering, and lightning, and you’re going ‘Holy mother of God,’” Whitley said. The most dangerous situation Whitley has ever been caught in happened on a backpacking trip to the Three Ridges in the Blue Ridge Mountains. It’s a strenuous climb to the top and a beautiful view, so once he and others climbing with him arrived, everyone wanted to stop and hang out. Then Whitley saw clouds in the distance. “Everybody, we’re leaving now,” he said. This was met with protests from confused students, but Whitley could sense the inclement weather. They got off the high ridge to the
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COURTESY PHOTO / WM.EDU
Whitley hiked a mountain that is unofficially named Mount William and Mary.
I’ve come a long way since failing my Boy Scout canoeing merit badge. -Kim Whitley
low ridge as the storm came down upon them. “Thor was throwing down lightning bolts everywhere,” Whitley said. He explained thunderstorm safety procedures to the students, which included sitting close to the ground but spread apart. Huddling together means one person getting struck by lightning will lead to multiple deaths, so students were isolated to avoid mass casualties. Luckily, the storm passed with no injuries. It remains one of Whitley’s most memorable moments. Whitley says it’s hard to pinpoint his favorite memories because his experiences are so collective. His favorite teaching moments are when students rappel down a cliff for the first time. “When someone is going down off the cliff, I love that because I get to look right in their eyes as they’re going over the edge. I can work with them, I can sense their fear, their excitement, whatever is going through their head. I can see into their soul as they’re going down the cliff.” Whitley first got involved with outdoor activities because he grew up in a dingy industrial town of 100,000 people that made him curious about the outdoors. Since then, he’s bicycled around New Zealand, climbed the Matterhorn in Switzerland, and sea kayaked around Alaska. He’s climbed Mount Elbert in Colorado doing altitude research and Mount William and Mary on the shoulder of Mount Elbert for a case study on climatization. Whitley is also the coauthor of two books for the American Canoe Association — one is an instructor manual for people looking to take the instructor certification course, and the other is an introduction to canoeing. “I’ve come a long way since failing my Boy Scout canoeing merit badge,” Whitley said. Unfortunately, the classes Whitley teaches will not be available after the spring semester because the administration has decided to discontinue the activities program. “The whole process has been a little less than straightforward and forthcoming about what’s going to happen next and how it’s going to happen,” Whitley said. “They’ve been trying to keep a low profile on it.” Last year, a student developed a petition with 1,000 signatures to keep the activity program, but there has been no mention of it by the administration. With five or six full sections of Adventure Games each semester and 40 students signed up for a week of skiing in Maine, students will be sad to see these courses go. “The big losers are of course the students,” Whitley said. “I won’t have a job, I’ll have to be a greeter at Walmart, but I’ll figure out something else.” Despite his time at the College coming to an end, Whitley would not trade his years here for any other job.
BEHIND CLOSED DOORS
Navigating the complexities of loft-bed loving
Loft-bed sex positions that will keep you and your partner safe and happy
William Watkins BEHIND CLOSED DOORS COLUMNIST
Let’s face it: in most cases of on-campus living here at the College of William and Mary, the dorm rooms aren’t as much living spaces as they are glorified refrigerator boxes — overfilled with two near adults and an excessive volume of trinkets that we falsely believed would become useful one day. Albeit, in Yates and Jefferson they are refrigerated refrigerator boxes, but refrigerator boxes nonetheless. And so, on move-in day, the idea of having so much room for extra activities successfully seduces its creator into making the decision to loft their bed. When the deed is done, there is an air of freshness about the room and you revel in the furniture-void area that you have created. However, as anyone with a lofted bed will tell you, there comes a time when all of the awkward
intercourse filled with heads hitting ceilings and nearly plummeting five feet to certain death must come to an end. In an effort to alleviate any worry that one might run out of practical methods to have a good time in bed, below is a compilation of tried-and-true sex positions designed for the lofted twin XL. The obvious first is a low-and-close missionary. One member lies on their back with legs open and the other is on top. It would definitely help to use a clasp approach, in which the top person hooks their arms underneath of the other’s shoulders while the lower of the two wraps their arms and legs around the one on top. The next is commonly referred to as “the wet laundry,” or the “low-hanging fruit.” One person
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lays on their stomach, perpendicular to the head of the bed, and bends at the waist off of the bed. The other is on their knees behind the first person, kneeling in between the other’s legs for a bent doggy style. For safety purposes, person one could have a stable object such as a chair or desk to prop their hands against, and person two could push one hand against the ceiling and use the other to anchor person one from the lower back or an ankle. The next is sometimes called the “yin-yang,” or, for a more explicit name, the sideways 69. If the title isn’t enough explanation, just lay in a feetto-head fashion and proceed with beautiful, oral pleasure. While this one is neither creative nor in the bed,
... there comes a time when all of the awkward intercourse filled with heads hitting ceilings and nearly plummeting five feat to certain death must come to an end.
this list would be incomplete without the “loft in space.” This is a standing position with one person standing behind the other. The member in front can rest their hands on the top bunk to help with balance while placing a foot on a chair for comfort. This is one of the less well known of the smallarea positions, and we’ll just call it “the hip swivel.” To start, person one is on their stomach on the mattress. Person two straddles person one’s right leg, swinging the other around himself like a belt, leaving person one with a flat torso and swiveled hips. This last one is just a touch more complicated than the previous examples. It is well known as “the spider.” It involves both parties starting in a crab-walk position — that is, sitting down with hands behind the body for support and legs bent in front. After putting the sets of legs about the waist of each other, use hands and hips for motion assistance and voilà. Now that you have a substantial repertoire to pull from for the top bunk, be sure to remember not to confine yourself to the bed when there are so many other creative ways to go twenty toes in the dorm room. With a chair, a desk and a tall closet, the possibilities are endless. William Watkins is a Behind Closed Door columnist who wants to help you maximize your dorm space and your pleasure.
sportsinside
The Flat Hat
| Tuesday, October 10, 2017 | Page 9
WOMEN’S SOCCER
College draws Elon, beats Delaware in OT
Segan nets second overtime to foil Blue Hens, give Tribe its first CAA victory CHRIS TRAVIS FLAT HAT SPORTS EDITOR Redshirt sophomore forward Sarah Segan carried William and Mary in Colonial Athletic Association play this week. Segan scored the tying goal in the final minute against Elon in a 2-2 decision and netted the game-winner in double overtime against Delaware to secure her team a 2-1 victory. Thursday, the Tribe (5-8-2, 1-3-2 CAA) played a closely-contested game on the road against Elon. The Phoenix (8-4-4, 1-2-3 CAA) appeared to take control on their home turf early, as Elon forward Meredith Christopher delivered a clean pass to midfielder Reena Wichmann, who calmly placed the ball in the bottom left corner from inside the box in the 29th minute. The remainder of the first half played out with several chances for each side, but no more goals, as Elon took a 1-0 lead to the locker room. Just six minutes into the second half, the Tribe tied the game at one. Senior defender Elysse Branton made a strong individual run down the center of the field, ultimately finding senior forward Sami Grasso, who was cutting down the left sideline. Segan Grasso collected the pass, moved inside and sent the ball across the field into the bottom right corner of the net. This tied the game at one and gave the College some life. In the 63rd minute, the Phoenix regained the lead. Christopher again
COURTESY PHOTO / TRIBE ATHLETICS
Senior midfielder Rachel Moore took 11 shots over the weekend, with four on goal. She also added a key assist on Segan’s first goal against Delaware.
found herself with the ball in the box, maneuvered to get separation from defenders and launched a shot that bounced off the post and into the goal, giving Elon a 2-1 advantage. The Tribe showed resilience, fighting until the final whistle. This effort was rewarded when Branton was tackled illegally in the box and the official awarded the Tribe a penalty kick. Segan delivered, knotting the score at two in
the 90th minute and forcing overtime. In the 98th minute, Christopher nearly found the back of the net again, but saw her one-on-one opportunity saved by Tribe redshirt senior goalkeeper Grace Smith. In the second overtime period, the College nearly found the game winner, but a pair of shots from senior back Haley Kent and classmate midfielder Rachel Moore was saved.
The contest ended in a 2-2 tie; each side finished with 17 shots, demonstrating the competitiveness of the match. The Tribe managed eight shots on goal to just five for the Phoenix. Moore led the College with six shots, two on goal, while Segan put three of her four shot attempts on target. Smith finished with three saves in net. Sunday, the Tribe returned home, desperate for its first CAA win against
Delaware (5-8-2, 2-4 CAA). Playing behind a home crowd, the College attacked from the start, and was nearly instantly rewarded when Segan scored in the second minute. Junior back Claire Robbins sent an aerial pass to Moore, who collected it to the left of the net and centered it past the goalkeeper to Segan, who calmly passed the ball into the net for a 1-0 lead. The College continued to dominate the match for almost 70 straight minutes following the goal, with many opportunities to increase the lead to two, but was unable to find the back of the net. In the 72nd minute, it appeared that the Blue Hens would foil the Tribe’s attempt for its first CAA win of the season, as defender Andrea Gunderson curved in a corner kick to net the score at 1-1. Despite a difficult late goal, the Tribe kept the pressure on, but regulation ended with the score still deadlocked at one. In the first overtime period, the College took four shots while the Blue Hens managed none, but the score remained 1-1. In the 102nd minute, Kent pressured a Delaware defender and forced a turnover. Maintaining possession of the ball, she found Segan, who gathered and unleashed a perfectly placed shot into the upper left corner to give the Tribe a 2-1 victory. For the game, the College finished with 17 shots to just six for the Blue Hens. This coming weekend, the Tribe will finish its regular season slate with road games Thursday at UNC-Wilmington and Sunday at Northeastern.
FOOTBALL
MEN’S SOCCER
New QB Battle nearly leads College back from 23-3 deficit
College nets four first half goals in cruising to win
JOSH LUCKENBAUGH FLAT HAT ASSOC. SPORTS EDITOR
CATHERINE SCHEFER THE FLAT HAT
Tribe falls to No. 18 Elon Tribe races past Huskies Once again, William and Mary fell far behind another Colonial Athletic Association opponent. And once again, the Tribe mounted a comeback that ultimately fell short. After losing in heartbreaking fashion to Stony Brook last week at home, the College (2-3, 0-2 CAA) lost Saturday 25-17 on the road at No. 18/23 Elon, as it was unable to overcome a 23-3 halftime deficit. “You can’t get yourself in a hole against a good team like that too often and expect to come back,” head coach Jimmye Laycock ’70 said to Tribe Athletics. “But we gave it a good try, we really did. Second half we came after it hard.” Less than four minutes into the game, the Phoenix (5-1, 3-0 CAA) took the lead on a touchdown run by running back Malcolm Summers, an advantage which it did not relinquish the rest of the way. The College defense kept the score at 6-0 (Elon missed the PAT following Summers’ touchdown) for the rest of the first quarter, but the Tribe offense could not find its rhythm. Slow starts have been a consistent issue for the College this season, the offense failing to score in the first quarter in four of its five games. Elon tacked on a field goal at the beginning of the second quarter, and on the ensuing C o l l e g e McKee drive, junior quarterback Tommy McKee was sacked and fumbled deep in Tribe territory, a Phoenix defender scooping up the ball. It turned out to be McKee’s final contribution of the day, as Laycock decided to pull him after Elon extended its lead to 16-0 when Summers scored
another touchdown five plays later, replacing McKee with sophomore quarterback Brandon Battle. “We just felt like we had to do something. We were just stagnant there offensively and needed to do something,” Laycock said to Tribe Athletics after the game. “It wasn’t all Tommy. I mean it was a lot of people, but sometimes in that situation you just got to look for a different spark.” Battle immediately provided the spark Laycock was looking for, completing his first three passes — matching McKee’s completions total for the game — on a drive that went 52 yards in eight plays. Sophomore kicker Kris Hooper nailed a 40-yard field goal, and the College was on the board. However, Battle could not replicate his success on the Tribe’s next drive, as he was picked off by Elon defensive back Greg Liggs Jr. The Phoenix then scored another touchdown to close out the half with a commanding 23-3 lead, the College once again facing a daunting halftime hole. Battle trimmed the deficit to 2310 with his first career touchdown pass late in the third quarter, connecting with sophomore tight end Riley Wilson to cap off a nine-play, 58-yard drive. After the game, Laycock evaluated Battle’s performance, the sophomore completing 11 of 21 passes for 155 yards. “He made a few plays, he got the ball launched a few times,” Laycock told Tribe Athletics. “He made a few plays with his legs, and gave us a little bit more … excitement.” After Elon went three and out on its next drive, the Tribe once again scored a touchdown to pull within six. Freshman running back Nate Evans, who once again led the Tribe in rushing with 77 yards on 19 carries, found the end zone on a two-yard scamper after moving the College into Phoenix territory
earlier in the drive on a 21-yard carry. The Tribe defense followed Evans’ touchdown up by forcing another Elon three-and-out, ultimately holding the Phoenix offense scoreless for the entire second half. Laycock praised his defense afterwards, but said there is room for improvement. “I thought they played real well,” L a y c o c k said to Tribe Athletics. “I think we were real shaky at the beginning Battle on defense that first drive, but we regrouped and came back and played really well … It was good play, they got to get a few more turnovers for us because we’re having a hard time offensively, but they played pretty well.” Evans’ touchdown turned out to be the final offensive score of the game, the College offense unable to finish off the comeback it had started. A 14-play, 47-yard drive ended with a 31-yard field goal attempt, but Hooper pulled his kick wide left. The Tribe began its next offensive possession deep in its own territory, and on third down Battle was sacked in the end zone for a safety to put Elon ahead 25-17. The defense forced another Phoenix punt, and the offense got the ball back with 18 seconds left and one last chance to force overtime. However, Battle was sacked again on the final play of the game, Elon’s seventh sack, the College losing its first two conference games for the second consecutive season. The Tribe will look to right the ship next Saturday when it faces CAA foe Delaware on the road. The game is scheduled for a 3:30 p.m. kickoff.
Saturday, William and Mary hit the road and squared off against Colonial Athletic Association opponent Northeastern (2-8-2, 1-3-1 CAA) and claimed a 4-1 victory on its turf. The Tribe (5-4-3, 1-2-2 CAA) came out strong and scored four goals in the first half over a span of 16 and a half minutes. The four-goal run began in the 18th minute and came from junior forward Ryder Bell off junior forward Antonio Bustamante’s first assist of the night. Seven minutes later, sophomore midfielder Reeves Trott found the back of the net with a ball centered by Bustamante. A mere three minutes later, Bustamante added to the scoreboard in favor of the College with a chip from 12 yards out from a lofted ball from redshirt senior Riley Spain. The College’s scoring streak ended on a set piece in the 34th minute with a header goal by redshirt junior forward Christian Jones. This goal marked Jones’ first career goal. The free kick was taken by none other than Bustamante, marking his third assist of the game. Northeastern was unable to find the back of the net from the field for the entirety of the game. Their opportunity came late in the 90th minute when the College gave up a penalty kick; the Huskies took advantage of this opportunity as the shut out slipped through the Tribe’s fingers. The kick was taken by Northeastern defender Martin
Nygaard, marking his second goal of the season. Bustamante’s presence demanded attention as he continually contributed to the Tribe’s victory. He was a key factor in all of the goals for the College and is the first player in two years to record three assists in one game. Not only is this on par with teammate junior midfielder Marcel Berry, the most recent player to achieve this status, but this also set Bustamante’s career-high for assists and the record for any CAA player this season. Bustamante’s three assist run also came close to the College’s record of four assists in one game that was set Nov. 9, 2000 by Doug Henry ’02 in a match against UNCWilmington. Fellow teammate Trott has recently become a dependable goal scorer for the Tribe. This season, Trott has scored four goals, three of which were from the three most recent matches. So far, eight members of the team have contributed to the Tribe’s 19 goals this season. 15 of those goals came from a powerhouse tetrad consisting of Bustamante, Bell, Trott and senior forward William Eskay. Three of these four — Bustamante, Bell and Eskay — are currently neck-and-neck in the race to earn the most assists for the season with four apiece. Moving forward, the College will host conference opponent Elon Oct. 11. This game will mark the first of three games that the Tribe will play on its own turf. The Tribe will then play Hofstra Oct. 14 followed by Virginia Tech Oct. 18 to complete the three-game homestead at Martin Family Stadium.
Tribe Football Schedule September 16: vs. Bucknell, 6 pm
October 14: at Delaware, 3:30 pm
September 23: Bye
October 21: vs. James Madison, 3:30 pm
September 30: vs Stony Brook, L, 21-18
October 28: at Maine, 12 p.m.
October 7: at Elon, L, 25-17
November 4: vs New Hampshire, 2 p.m.
sports
Sports Editor Alyssa Grzesiak Sports Editor Chris Travis flathatsports@gmail.com @FlatHatSports
The Flat Hat
| Tuesday, October 10, 2017 | Page 10
FIELD HOCKEY
COURTESY PHOTO / TRIBE ATHLETICS Sophomore forward Cata Days scored the Tribe’s first goal of the match against Towson on Friday off a pass from sophomore midfielder Cassidy Goodwin, giving the College an early lead that resulted in a 3-1 victory over the Tigers.
College remains undefeated in CAA Win over Towson improves Tribe to 3-0 in conference, 10-4 overall KEVIN RICHESON FLAT HAT ASSOC. SPORTS EDITOR
William and Mary entered last weekend looking to extend its three-match winning streak and stay undefeated in Colonial Athletic Association play. The College traveled to Towson Friday night to take on the Tigers. The Tribe played a solid match to claim a 3-1 victory and move to 3-0 in CAA competition. The College was back at home Sunday afternoon and used a three-goal outburst at the start of the second half to earn a 5-2 victory over Davidson. Friday, the College (10-4, 3-0 CAA) picked up a conference victory on the road against Towson (1-12, 0-3 CAA). Sophomore forward Cata Days opened the scoring for the Tribe just over seven minutes into the match. Sophomore midfielder Cassidy Goodwin sent a pass to Days, who blasted the shot past Towson goalkeeper Emilee Woodall to put the College up 1-0 early in the match. The College maintained its 1-0 advantage until halftime but was unable to extend the lead. Early in the second half, the Tigers scored to even out the match. Tigers midfielder Katie McNeel ripped a shot past sophomore goalkeeper Morgan Connor; midfielder Paige Zaleppa assisted on the goal. The College was suddenly in danger of losing its first conference match of the season. However, the Tribe recovered well and took the lead back with 19 minutes left in the match on Days’ second goal of the night. Senior forward Cammie Lloyd added an insurance goal with eight minutes left in the match. The Tribe held this lead for the rest of the contest and emerged with a hard-fought 3-1 victory over the Tigers. “We knew that it was going to be a tough game,” Days said. “It took us a little bit of time … but once we did [score], we kept scoring.” Sunday, the Tribe hosted the Wildcats (0-12).
The first five minutes were fairly uneventful, with both teams just trying to get into the flow of the match. The first real chance of the match was five minutes in when senior midfielder Estelle Hughes got the ball in close to goal, dribbled toward the center and fired a shot right at Wildcats goalkeeper Sarah Zeszotarski. Zeszotarski made the save to keep the match deadlocked at zero.
remained scoreless. The Wildcats had arguably the best chance thus far in the half with 12 minutes left, despite getting dominated for most of the half. Forward Nellie Turnage led a breakaway for the Wildcats and found fellow freshman forward Sydney McKenna who was one-onone with Connor. However, McKenna’s shot trickled over the line just wide of the left post, and the Tribe avoided falling behind.
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We knew it was going to be a tough game. It took us a little bit of time ... but once we did [score], we kept scoring. — Sophomore forward Cata Days
Over the next 10 minutes, the Tribe dominated play and applied nearly constant pressure on the Davidson defense. The College had a dozen shots in the first 15 minutes. At one point, the Tribe had three penalty corners in a row; however, the College was unable to convert on any of these, despite senior midfielder Emma MacLeod firing a shot off of the post. The Wildcats had their first shot with 22 minutes remaining in the first half, when senior forward Paige Albert hit a shot on goal. Connor was up to the task and deflected the shot away from the goal. The College continued to put pressure on the Davidson defense as the half progressed, but were still unable to convert, and the match
With just over a minute remaining in the first half, the College finally broke through for the first goal of the match. Sophomore midfielder Annie Snead got the ball and dribbled toward the goal before passing to sophomore forward Woodard Hooper. Hooper positioned herself to the left of the net and ripped a shot past Zeszotarski to give the Tribe a 1-0 lead. Zeszotarski had stopped the first 17 shots on goal before finally allowing the first goal of the match. The College took the 1-0 lead to the half. “We knew this team was going to come out strong. They did last year, and we knew it was going to be the same,” Hooper said. “It was about moving [Zeszotarski] instead of just
shooting on net. We found success getting in the circle a lot.” In the second half, the College jumped out to a quick start, finally converting on a lot of its chances to solidify its lead. Less than two minutes into the half, Days scored off of an assist by Goodwin to double the Tribe’s lead. Three minutes later, Hughes dribbled past a couple of defenders and blasted a shot into the left corner of the goal to extend the College’s lead to 3-0. Two minutes later, freshman midfielder Ella Donahue scored the first goal of her career after Hughes had her shot saved to give the Tribe a 4-0 lead with 27 minutes remaining in the match. Head coach Tess Ellis believes that the Tribe’s increased communication on the field led to its success in the second half. “I said to them once they started talking to each other, bad habits go away,” Ellis said. Sophomore midfielder Emily Roebuck fired a shot into the goal to cut the Tribe’s advantage to 4-1, before sophomore defender Christie van de Kamp answered with a goal of her own for the College to push the lead back to four goals. The Wildcats got another goal with less than 10 minutes remaining on their first penalty corner of the day, with defender Courtney Byler blasting a low, hard shot into the net to cut the College’s lead to 5-2. The Wildcats were unable to further chip away at the lead, and the Tribe claimed a 5-2 victory. The Tribe will travel to Old Dominion Sunday for another non-conference matchup. The College will be looking to extend its winning streak to six matches and continue to gain momentum before matches against nationally-ranked conference opponents Delaware and James Madison. “[We are] deliberately playing against ODU on Sunday, so that we would have a tough [non-conference] game,” Ellis said.
SWIMMING
Tribe begins conference play, conquers Johns Hopkins Women victorious by 62-point margin, men nearly triple Blue Jays’ score 194-68 KEVIN RICHESON FLAT HAT ASSOC. SPORTS EDITOR
Saturday, William and Mary began its Colonial Athletic Conference championship defense. Both the men and women’s teams had meets against Johns Hopkins and cruised to seasonopening victories at home in Williamsburg. Both teams are the favorites to repeat as champions in the CAA. The women (1-0) defeated the Blue Jays (0-1) by a 162-100 margin. The meet included 14 events; the Tribe claimed victories in 10. The College got off to a strong start by winning the 200-yard medley relay. The winning team included junior Katie Sell, senior Jess Crowley, senior Abby Mack and junior Annie Miller. They won the relay with a time of 1:45.73 to edge out the second-place Blue Jay team. Sell also had great success in individual events, winning both the 100-yard backstroke and 100-yard freestyle. She won the 100-yard backstroke with a time of 57.00 seconds, then came back for a victory in the 100-yard freestyle with a winning time of 52.63. Freshman Megan Bull also had a close triumph in her first meet, conquering
the 500-yard freestyle by less than a second with a winning time of 5:02.20. The meet concluded with the College coming out victorious in the 400-yard freestyle relay. The winning team included Miller, Sell, sophomore Emma Herold and freshman Tara Tiernan. They ran away with the relay in a time of 3:31.15. The men (1-0) beat the Blue Jays (0-1) in a 194-68 margin. The meet had 14 events and the College was victorious in all but one. The Tribe won the 200-yard medley relay in 1:30.53, nearly setting a new pool record for the event. Senior Wyatt Grubb, freshman Devin McNulty, sophomore Jack Doherty and sophomore Colin Wright teamed up to run away with the event. Wright also won two individual events, the 50-yard and 100-yard freestyle. In the 50-yard freestyle, Wright set a new pool record with a time of 20.46 seconds. Sophomore Chris Balbo also won two events for the College, the 200-yard butterfly and 500-yard freestyle. To end the day, the Tribe won another relay, the 400-yard freestyle, by nearly three seconds. Senior Tommy Kealy, senior Kyle Neri, Doherty and Wright combined to put the finishing touches on the College’s rout of the Blue Jays in a time of 3:05.97.
The women will hit the road for the first time this season Saturday for a meet in Greenville, North Carolina against East Carolina, Gardner-Webb and Campbell. The men will also be in Greenville, North Carolina this weekend for a meet against Gardner-Webb and East Carolina.
COURTESY PHOTO / TRIBE ATHLETICS
Sell won both the 100-yard backstroke (57.00) and the 100-yard freestyle (62.63).