The Profile | May Issue

May 2016

issuu.com/thehendrixcollegeprofile

Volume 104 | Issue 7

THE HENDRIX COLLEGE

OUR ODYSSEY | THE ODYSSEY ISSUE | History of Odyssey___9 Newly Funded Project Spotlights___10 International Odysseys___12 Rio and the Summer Olympics ___14

THE PROFILE

CONTENTS

Volume 104 Issue 7 May 2016

NEWS 3 Four-Year Promise

A new graduation guarantee

4 Amgen Scholar

Student headed to Harvard

4 Peace Corps Program Students gain another resource

5 Hope Coulter

New Murphy director’s plans

OPINION 6 Editorial on Odyssey

By Editor-in-Chief MK Barker

6 Senate Notes

By Casey Hawkins

7 What is Odyssey?

Defining the program

FEATURE 9 History of Odyssey How the program came to be

9 Funding Process Behind the scenes

10 2016 Grants

An overview of this year’s projects

10 International Odysseys Exchange students at HDX

11 Past Odyssey Projects Post-completion thoughts

SPORTS 14 Olympics in Rio Payton Rausch preps to volunteer

15 Bike & Build Student works for post-school goal

CULTURE

Photo courtesy of Ali Bair

THE PROFILE STAFF EDITOR-IN-CHIEF

MARY KATHERINE BARKER 501-213-5885 BarkerMK@Hendrix.edu

MANAGING EDITOR

LAYOUT EDITORS JACKIE OAKLEY LUCY MORGAN

PHOTO EDITOR

MEGAN PRETTYMAN

CASEY HAWKINS 501-231-6216 HawkinsCT@Hendrix.edu

COPY EDITOR

ASSOCIATE EDITOR

PHOTOGRAPHERS

BROOKE NELSON

16 Senior Art Majors

STAFF WRITERS

CONNOR NEWTON GINNY GREER MCKENNA JACQUEMET BAYLEY KRELL SARAH GILMOUR MARLEE BIRD GREER VEON

JAMES OWEN

MADISON DEALING JORDAN MAY ADITYA KATKE

Exhibition debut

17 Speak Like A Girl

Cover photos courtesy of: Top row, left to right: Ali Bair, Anna Conard, Anna Sheals Middle row, left to right: Ty Spradley, MK Barker, Anna Sheals Bottom row, left to right: Grace Dearing, Brooke Nelson

Slam poetry duo

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Four-Year Guarantee

NEWS

Hendrix annouces new plan to help students graduate on time

By Sarah Gilmour n February, the Hendrix Board of Trustees announced the creation of a new guarantee to help students, starting with the class of 2020, graduate from Hendrix in four years without fear of paying extra.

President Bill Tsutsui explained that the new guarantee will apply to all students who meet a few basic requirements.

“It’s pretty simple: declare a major, keep on track with your courses, stay in good academic standing, meet with your advisor, check off your requirements as things go by and things should work out within four years,” Tsutsui said.

“There may be a few little exceptions like if you are doing two majors or adding education or something, it might add on to that, but if you want to get done in four years, this program will give you that sense of security that you can get it done, or else Hendrix will pick up any additional tuition costs.”

Although Hendrix already has the highest four-year graduation rate in the state at 63

Photo by Madison Dealing

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percent, Tsutsui believes the new guarantee will make the percentage even higher. The Arkansas average four-year graduation rate at four-year state universities is 18 percent and the national average is 26 percent, according to data found on the Hendrix website.

“As you may know, Hendrix already has the best four-year graduation rate in Arkansas, by far,” Tsutsui said. “We are well ahead of the Arkansas average, well ahead of the national average, in the number of folks who get done in four years, and we’re proud of that. Of course, we’d like it to be 100 percent, but we are still doing very well comparatively . . . It’s one of the hidden things, I think, about Hendrix. I don’t think folks realize just how great our record is at getting folks done in four years, and this will just make it even better, I think.”

Tsutsui believes graduating in four years is an important part of the college experience.

“You know, you want to get started on your graduate studies, you want to get started on your

Thomas J. Watson Fellowship Awarded to Insect Enthusiast

By Marlee Bird

E

thnoentomology: the study of the relationship between insects and people.

This is the word that encompasses senior Jessa Thurman’s real passion and describes her Thomas J. Watson Fellowship. Thanks to the Watson Foundation, Thurman has the opportunity and the funds to travel the world and advocate for the insects that have enamored her for years.

Thurman’s project, titled “From Extermination to Appreciation: Ethnoentomology and Connecting to the World through Insects,” will take her to the countries of Australia, Thailand, Brazil, Peru and the United Kingdom. While abroad, she will look at and try to improve the ways in which humans relate to insects.

“A major threat is habitat loss, and that’s for all living creatures . . . but the argument that’s really been made is that if we don’t even know what’s out there in the first place and we are destroying it, then we are losing things not even to science but things that could be used [for humanity],” Thurman said. “That’s why I’m going to different places that utilize insects, whether for crops, medicine or anything else.”

Another aspect of Thurman’s project is to bet-

career as soon as possible,” Tsutsui said. “It’s fun hanging around college sometimes, but I really think college was really meant to be a four year occupation in America. It’s been like that for over a century, and all of a sudden it’s like college is getting longer. We are a traditional liberal arts college, we want to keep it a four-year experience.”

The new guarantee will not only give students financial security, but Tsutsui thinks it will also help students to think more about their graduation track.

“It’s also to get [students] thinking a little more consciously about what they need to do to get done in four years,” Tsutsui said. “It’s a positive reinforcement . . . So, this is just putting people in that mindset to think, ‘what decisions do I have to make to be successful in school?’

Nobody wants to spend more time or more money on their education.”

Jessa Thurman to travel the world, build on entomology passion

ter understand the ways in which applications of entomology can further the accessibility of scientific research. She noted the relative inexpensive nature of entomology, thanks to insect abundance, diversity and short life spans.

Such characteristics make insects perfect agents for studying major biological concepts like evolution and ecology.

Growing up near Hot Springs National Park, Thurman has always felt close to nature and its many layers. It was not until her freshman natural history class with Dr. Maureen McClung—a class she took just to get her lab credit out of the way as a possible English major—that Thurman truly found her love for collecting and studying bugs.

“One easy way to describe why I like them is they’re like tiny dogs,” Thurman said. “I enjoy studying insects because they are less self-important creatures.”

There is no doubt that Hendrix has played a large role in shaping her study of insects.

“I think it’s the professors themselves,” Thurman said when asked what the most influential aspect of Hendrix on her study of insects has been. “They are very encouraging for my interests.”

She referenced Dr. Matthew Moran as another influence.

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“He would put examples of parasitoid wasps in his presentation, and he knew that if he switched the slide and there was a parasitoid wasp on that slide, I would gasp,” Thurman said.

Thurman, who plans to be a professor in the future, will build on her growing love for bugs throughout her Watson journey, starting in Sydney, Australia. She will participate in the Hochuli Lab in Sydney, where she will be posing questions such as, “What kind of plants are you putting in your gardens? Because they can affect the diversity of insects here.”

“I’m most nervous about making friends at each place and then having to leave them,” Thurman said when talking about the fact that she will only spend three months in each country. She noted that although this will be hard, she is excited to meet other entomologists who share similar passions about insects.

“I’ve come in contact with lots of other people from around the world, strangers, who say, ‘Yes! I know what you’re talking about!’ Those are my people,” Thurman said.

Thurman noted that a lot of people have asked how exactly she plans on bettering the human connection to insects. She admitted that there is no one answer.

The project does not have a specific formula and a guaranteed outcome; however, Thurman is not too worried. Her plan is simple: have fun.

“I can laugh at myself, and that’s when other people start getting interested,” Thurman said.

Photo by Madison Dealing

Hendrix Student Takes

Harvard

Junior selected to be Amgen Scholar

By Greer Veon

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ummer allows students time to pursue interesting and exciting learning opportunities outside of the classroom. Some take on internships, others travel to foreign countries and a few students do research.

But only one Hendrix student is an Amgen Scholar.

Junior Lauren Dickinson was accepted as a 2016 Harvard Amgen Scholar, a ten-week research internship sponsored by the biotechnology-oriented Amgen Foundation.

The Amgen annually funds 20 interns at each of the 10 chosen U.S. host institutions. Besides Harvard, the list includes notable names such as Berkeley, Columbia, Stanford and MIT. “I’ll be working with a Harvard professor or researcher, along with other students in the Harvard community, and I have the opportunity to present my research at the end of the program,” Dickinson said.

She will also have the opportunity to attend several social events put on the by internship program, as well as attend the symposium that Amgen at UCLA hosts in July. The program provides many different types of research opportunities, and Dickinson currently awaits her specific placement.

“I used many [more eloquent] variations of the phrase ‘I have no idea what field of research I want to pursue’ in my application,” Dickinson said. “But to put it simply, I wanted this opportunity so I could feel less like I was closing my eyes and pointing to one in a thousand options

as I try to decide what to do after graduation.”

Typically, many individuals believe that those who major in science are headed into the medical field. Dickinson, a biochemistry and molecular biology (BCMB) major and physics minor, is one among many Hendrix students who participate in Hendrix research programs that also consider research as a potential profession.

“I’m excited for the chance to branch out and try a new project in the hopes that I’ll learn more about myself and how I want to contribute to scientific research in the future,” Dickinson said. “I’m also excited to get to know more students interested in pursuing research.”

Dickinson’s award notes her extreme talent in this field as well as her hard work at Hendrix. The students on this campus are more than comparable to top competitors among the country’s leading colleges. In other words, these kinds of award winners are putting Hendrix on a map long marked by Ivy League and major state schools.

“The Hendrix community as a whole is a supportive, yet challenging environment that fosters individuals who are competitive for a variety of opportunities,” Dickinson said. “I’m especially grateful to the science department. In my three years at Hendrix, I’ve always had pro-

fessors that developed their students’ abilities as scientists, as well as their excitement to become one. My favorite aspects of Hendrix professors are their willingness to help and their hope to see students succeed.”

Dickinson now waits until early June to move to Boston and start the research opportunity of a lifetime.

Hendrix Peace Corps Prep Program: Do you want to serve?

By McKenna Jacquemet

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olunteering with the Peace Corps has become one of the quintessential service experiences for anyone who has an interest in humanitarian aid. It is the first thing that comes to mind when someone wishes for a life-changing experience that will help to make the world a better place, and it is one of the preeminent international service organizations available to graduating students.

The Peace Corps sends Americans abroad to tackle the most pressing needs of people around the world. Peace Corps volunteers work at the grassroots level toward sustainable change, providing valuable educational, environmental, agricultural, health and developmental services.

In response to the constantly growing interest in becoming a volunteer among the student population, Hendrix has been accepted by the Peace Corps as one of 60 colleges and universities nationwide to offer the Peace Corps prep certificate program. Hendrix is the only institu-

tion in Arkansas to be accepted into the preparatory program.

The goal of the program is to help undergraduate students determine whether service in the Peace Corps is the correct path for them. It will also prepare the participants for the Peace Corps application. While the program is designed to help students develop skills that could help them land a Peace Corps position, students will be subject to the same application process as any other regular applicant.

Increasing interest nationwide in becoming a Peace Corps volunteer has made the applicant pool highly competitive. Candidates who have a college degree in fields such as agriculture, forestry or environmental science paired with fluency in a second language are ideal. The Peace Corps also looks for candidates with leadership skills and community service who have demonstrated motivation, commitment and work skills. Flexibility in terms of your

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Peace Corps geographic location, assignment area and desired departure date are all seen as advantages.

Students will also receive Special Projects (SP) Odyssey credit for completion of the Peace Corps prep experience. A student’s work-sector field experience may also be recorded as a second Odyssey credit so long as the field experience meets the criteria for another Odyssey category.

All in all, The Hendrix Peace Corps prep program is designed to make Hendrix students stand out in a competitive application process by helping them to develop skills that will enable them to succeed. The program will also be highly beneficial for other Hendrix students preparing for work in the service sector after graduation, even if they decide that the Peace Corps is not for them.

Photo by Aditya Katke

NEWS

New Program from the Murphy Foundation

New director Hope Coulter begins Murphy Scholars program

By Bayley Krell

W

ith the mission to enhance and enrich the study of literature and language at Hendrix College, the Murphy Foundation has a definite appeal to English majors and avid readers. A new program through the Murphy Foundation is looking to appeal to different demographics at Hendrix.

Professor Hope Coulter, a member of the creative writing faculty, was recently named the full-time Murphy director.

“We bring in visiting writers, poets, translators, literary scholars and theater directors for campus visits,” Coulter said of Murphy programs. “We support the language house and language activities on campus in co-curricular things such as game night or cooking and speaking your language while you cook a meal together. We send students abroad for study in literature and language.”

However, in taking on this new position, Coulter plans to expand the role of the Murphy Foundation on campus so that it can reach students that aren’t enrolled in the English department’s curriculum.

“There are a lot of students at Hendrix who

may be physics majors or music majors but they love literature and language,” Coulter said.

“They love to read, they love to write, and they don’t want to give those things up. This gives them a structured way to pursue those things.”

The goal is to do this through the Murphy Scholars program. The program just accepted its first class of students. There are 20 Murphy Scholars this year; however, when the program reaches maturity, there will be 30 students per class. As scholars apply and are accepted at the beginning of their sophomore year, there will be 90 total Murphy Scholars on campus when the program is full.

“What happens is, as Murphy scholars, they get to take Oxford-style tutorials. They get $4,000 in a study travel allowance to use on approved projects in the program,” Coulter said.

“Those can be trips in literature and language, research on literature and language. And they’re required to do one service project in literature and language.”

This year, for their service project, seven of the Murphy Scholars have chosen to volunteer at Anne Watson Elementary School in Bigelow,

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Ark. While there, the scholars have been teaching third graders writing lessons.

All of the projects that the Murphy Scholars are required to do can also be used to obtain Odyssey credits. Several of them have already been pre-approved.

“We wanted to work with existing programming. We didn’t want to complicate things even more for students. We really tried to make it dovetail with Odyssey,” Coulter said.

According to Coulter, there is no need to worry that this will, in some way, detract from the programming the Murphy Foundation already has in place. There will still be just as many literary readings and visiting authors as there were before the new program was implemented.

“I feel like [the Murphy Scholars program has] added intellectual excitement to the campus and more focus on literature and language,” Coulter said. “We really want to highlight that. I know that Hendrix does a great job of educating people in those areas, but we haven’t been as much known for what we do in literature and language. We want to elevate it and make it higher profile.”

“Am I Doing This Right?”

A senior’s reflection on Odyssey

T

he theme for this issue of The Profile— as you’ve probably already noticed—is “Odyssey,” and as we planned this issue, I thought a lot about what “odyssey” means.

Here at Hendrix, it has a unique connotation. When we think Odyssey, we think of the program that provides funding for students to participate in once-in-a-lifetime projects.

Beyond the Hendrix bubble, an odyssey can be a journey, an adventure, an exploration. So in many ways, the Hendrix and non-Hendrix meanings are the same.

Despite my astounding ability to define words, I found myself unable to answer one question: what’s the end goal of an odyssey? Surely, it must be some form of self-discovery, perhaps personal growth. Then, I began to wonder: where had my own odyssey taken me?

I remember coming home from spending my spring semester of junior year abroad, and my other friends who had also studied abroad talked excitedly with one another about how much their experiences had changed them. I sat back, unsure of what to contribute. I knew that my semester in Milan had affected me, but I couldn’t figure out how to put it into words. I didn’t feel more European, and even after spending four months in the fashion capital of Italy, I certainly didn’t feel more stylish.

Suddenly, I started to feel like I’d missed out on something—that I hadn’t yet reached the end goal of my odyssey. If I couldn’t put my finger on how exactly this journey had changed me, did it really count? Was I odyssey-ing incorrectly?

Some of those same concerns have crept back

up as graduation draws closer.

Hendrix’s motto—“Unto the whole person”—has been at the back of my mind since freshman year, and at this point, I’m just crossing my fingers that I’ll be a whole person by the time I stride across that stage and grab my diploma. But who will I be once my Hendrix odyssey comes to a close?

As I see more and more graduate school acceptance Facebook statuses going up, and as I sit here writing for the last Profile issue of the year, I feel like it’s time for me to reconsider what “odyssey” truly means.

What I’ve decided is that there’s no one moment when you’re done with your odyssey for good. We’re constantly evolving, and these journeys that we experience help shape our lives in ways that aren’t always entirely apparent. If you—like me—haven’t yet figured out who you will be for the rest of your life, don’t panic; I’ve realized that there’s no right or wrong way to go about this process of discovery.

For several of you on campus, your Hendrix Odyssey is just beginning. You have years ahead of you, filled with themed caf days, choreo-

Photo courtesy of MK Barker

By Mary Katherine Barker, Editor-In-Chief

graphed dances and new friends.

But seniors, fear not. The odyssey continues, even beyond Hendrix. Good luck, class of 2016!

COMMUNICATION BREAKDOWN:

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will admit I’m still “green” when it comes to student government affairs.

As one of several fresh faces on Senate this year, I cannot directly speak for problems encountered by previous senators. Mere weeks ago I was learning what a “motion” was and how to properly submit a Financial Committee (FinCom) budget.

The only thing I can relate to at this point is something I’ve observed that transcends any single issue we face as a student body. It has nothing to do with my status as a senator but

everything to do with my role as a Hendrix student.

My observation is not a problem in itself, but it concerns the way we—Hendrix students—react to problems.

Let’s think about some of the biggest challenges we face on campus: cultural appropriation, sexuality and diversity to name a few. Each is legitimate and deserves its weight in conversation. If an individual or a group feels marginalized, then we should all do better to act more inclusively.

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At Hendrix, we are passionate about these issues. We all have opinions and are not afraid to share them. That’s what Hendrix is about. It’s a safe haven where ideas flourish regardless of background or orientation. This openness pays dividends theoretically, but when misapplied can steer us in the wrong direction.

I have noticed that whenever controversy is stirred on campus, it’s consistently met with fierce backlash and rebuttal. People write Facebook posts littered with combative comments, formulate harsh judgments and draw

Photo by Aditya Katke

OPINION

Defining

Odyssey

By Greer Veon

W

hat exactly is the Odyssey program?

Just about every prospective student and their parents ask this question during their visit to Hendrix, but our attempt to give a good answer seems insufficient.

Yes, we hand out packets with all of the information and give specific talks in which professors and current students share their experiences with the program. We provide example projects on our website and provide funding opportunities for multiple students. We even approve some of the catalog’s academic courses to count for the program’s requirements.

On a simplistic level, the answer is clear: Odyssey is a program in which a student takes on a project he or she is interested in from one of six categories, and a student must complete at least three during his or her time at Hendrix.

If we were to get more specific, the Hendrix website defines Odyssey as “a long wandering or voyage usually marked by many changes or fortune” or “an intellectual or spiritual wandering or quest.”

But to create a universal definition to deliver to every person who asks about this program defeats the purpose of the whole program: defining the “Odyssey” for yourself.

Now, I’m not advocating that we stop our methods of informing people about the Odyssey program. Of course we have to give the meaning of the word and the general idea of what Hendrix expects its students to complete. But Hendrix does have the task of proving that the Odyssey program is worth the time and effort of every student.

I worry when I hear someone complain that completing the Odyssey program feels like “a waste.” I worry when people outside of Hendrix believe that the program means copying a model: students take these approved classes, sign up for these trips, and then the students do the required paperwork. In short, I worry that students just want to get it out of the way.

If we as students fall into this mindset and allow ourselves to believe that there is one easy way to meet the Odyssey requirements, then we

cheat ourselves out of perhaps one of the most crucial programs in our lives.

Completion should not be our priority in the Odyssey. We have to cherish the journey.

I admit, that phrase sounds like I found it from a card in a Hallmark store. Yet, despite its cheesiness, what makes the program so unique and successful is the actual process. Your experience with the Odyssey program is your dedication to self-growth: intellectually, creatively, spiritually, physically, and the list goes on.

As a community, we must continue to see the Odyssey as our call to learn about ourselves and the world around us. We should push ourselves to tap into each of the six categories, whether we choose do so in an art course or on a research trip to Greece.

And we must design it ourselves; we must construct our own definition.

What is the Odyssey? It’s the rare opportunity to explore and reflect on our own lives. It’s the person we aspire to become.

Why cooperation is Hendrix’s biggest problem

By Huntington/Clifton Senator Casey Hawkins overly-dramatic conclusions. These conflicts can escalate to where the original problem becomes worse than when it was initially brought to light.

Promoting such divisiveness does not actively contribute toward solutions. It only breeds heightened tension. As a result of this tension, students become more unwilling to carry actual conversations and are content to spam hateful rhetoric on Facebook. It’s an endless cycle where issues are frequently brought up but invariably met with equal, adverse reaction that sets us back more than it helps. Being outspoken

about an issue can be an important catalyst in resolving it, but it must be delivered within the boundaries of moderation.

It’s one thing to be passionate, but it’s another to be irrational.

Breaking the initial barrier of communication would be an important first step in fixing many of our problems.

One of our themes in Senate this year is promoting communication among our constituents, but this same idea can be applied to the whole student body. If we’re as passionate about the

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issues as we claim to be, then let’s set aside personal values and start meaningful discussions about why the issues are what they are and how we can work together to fix them.

Being outspoken isn’t enough.

Assigning blame gets us nowhere.

Deliberation is the best way to start progress.

Next time a problem arises, let’s take a step back, gauge the situation and employ some rationality to go about fixing it. A lot more can be accomplished on this campus if we can learn how to do that.

ODYSSEY

The

HENDRIX Odyssey

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At Hendrix, the Odyssey program gives students the freedom to pursue their passions around the world.

The 2016 Odyssey Issue takes a look into the Odyssey program and features students and professors experiencing Odysseys of their own.

FEATURE

The Hendrix Odyssey:

By McKenna Jacquemet

A History

ll incoming students at Hendrix have heard of the Odyssey program at least a half dozen times before they even step into their first class. It is the pride and joy of the Hendrix experience, encouraging students to engage in active learning, to step out of the textbook and into the real world.

“Odyssey” comes from Homer’s epic poem about a 20-year journey taken by Odysseus, where his adventures cause him to change as a person and become a leader. The Hendrix Odyssey program was created with just that form of transformation in mind: to inspire students to seek out and participate in life-changing experiences.

Although solidly ingrained in Hendrix culture and identity, the Odyssey program is relatively new.

In 2004, Hendrix faculty and staff began to question the relative educational merits of requirements, guarantees and opportunities and how these could be used to distinguish Hendrix

students from students at other liberal arts colleges. The Odyssey program came out of these discussions and was officially implemented in the 2005-2006 academic year.

The first Odyssey projects to receive grants set the precedent for the diverse, self-defined studies that define current Odyssey projects.

The first projects to be funded allowed three students to live with a Zen priest at a Buddhist temple in Kyoto, Japan. Another project traveled to the World Magic Seminar in Las Vegas to learn techniques from world-renowned magicians, and one student used Odyssey to develop a website for the Faulkner Country Election Commission.

Throughout the decade that the Odyssey program has been in existence, it has grown with the college and changed based on student interests. Students have explored health and well-being in Peru, street art in New York City and sustainable viniculture in California. They have asked questions about online self-preser-

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vation in social media, the role of counterfactual thought and the relationship between technology use and sleep quality.

Amidst the plethora of unique and diverse questions, all Odyssey projects exemplify the astounding curiosity of the Hendrix community.

In this way, Odyssey projects have become a way to bring out the childlike wonder of the world around us once more, with the guidance of the Odyssey staff.

The Odyssey program formed out of a search to balance the capacity of campus resources through relying upon experiential work already taking place with the need to do something new and exciting. And it has done just that, transforming into a way for students to get aid—both monetary and developmental—in following their curiosities wherever they may lead. As Homer so aptly said about his Odyssey, “The journey is the thing.”

Odyssey Funding: Behind the Scenes How funding for Odyssey projects is decided

By Bayley Krell

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ver wonder what happens between the time you hand in your funding request form and when you open the letter that will make or break your Odyssey project? Here’s a look into what it takes to decide which projects to fund and how much money each project gets.

After the project proposals are turned in to the Odyssey office, they go to the director and associate director of the Odyssey program. This year, Dr. Gess and Dr. Harper (respectively) fill these roles. Dr. Barth and Dr. Goldberg will fill these roles for the 2016-2017 school year. “[The director and associate director] read every single [proposal] and assess it for Odyssey credit worthiness and see if they have all the components they’re suppose to have,” Janina Cambiano, manager of the Odyssey office, said. “Do they have the abstract, do they say that they’re going to keep an hours log—all the hurdles that they’re going to have to go through to make sure they get Odyssey credit. Only those that get Odyssey credit are going to be considered for funding.”

According to Cambiano, this process usually takes about a week. It is important for students seeking Odyssey credit or funding to check their email regularly during this week to answer any additional questions and provide any additional material the Odyssey staff may need.

After being approved for Odyssey credit, the proposals go to the Committee on Engaged Learning, which is comprised of faculty, administrative staff and two students appointed

by Senate. Each person is given a voting sheet to vote “yes” or “no” on each project. If they vote “yes,” then there is a space to describe how much funding that project should get.

“After people do initial voting, the committee gets back together. They talk about what they’ve read. If someone says, ‘I really like this one,’ they might give their reasons and try to sway other people to vote their same way,” Cambiano said. “Then we have another vote. Eventually it will get down to the final countdown. We go by majority rules.”

The amount of funding a project receives is

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decided by the median of the committee’s suggestions rather than the average. This is to the student’s benefit, as their funding would not be dragged down by an outlying vote.

Once funding has been decided, the proposals are sent to the Committee on Faculty, which gives the final okay on each project before funding letters are sent. The letter contains an acceptance form as well as instructions and guidelines for receiving funding.

“It’s just some nice things that you understand about receiving funding because it does put you in a different class. There’s a responsibility back to Hendrix for being somebody that the college is taking a gamble on and funding your project,” Cambiano said.

After this, Cambiano types up a publicity blurb about each funded project that goes out to the entire Hendrix community.

These explanations are shared “so that people can understand what Hendrix is supporting and why the committee thought that these were the ones they wanted to fund,” Cambiano said.

ODYSSEY

Odyssey at a Glance

By Sarah Gilmour

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wice each year, Hendrix students and professors submit a variety of proposals for Odyssey projects to attempt to receive funding. This February, 42 different projects received a total of $143,183.91. Here is a quick peek into just a few of those projects.

Dr. Peter Kett

Studying structure of biological membranes Chemistry professor Dr. Peter Kett will be performing research this summer to study the creation and usage of synthetic membranes that mimic cellular membranes.

“The idea is that the area around a cell is very, very complicated,” Kett said. “It’s made up of lots of different phospholipids and proteins and lots of different things, so what people have been looking to create are called model membranes, where you take a single kind of phospholipid and form a bilayer—which is what you usually find in terms of cells—on the sur-

face, and then you can look at the structure of the film and see how it changes with pH, how it changes when you add a protein or a cholesterol or something.”

Kett will have the assistance of one student, Alexis Krone, this summer to conduct his research, with the possibility of other students being added if needed.

“I have one student who received Odyssey funding for her to work with me over the summer,” Kett said. “It’s possible I will have other students work with me as well; for now it is one

for sure.”

The research Kett will conduct this summer will likely continue in the fall semester.

“I’m currently changing positions,” Kett said.

“I’m in a visiting position at the moment but I’m in the process of switching to a tenure-track position, which means I’m going to start doing research in the fall but I’m using the time over the summer to sort of get things going before the fall starts.”

Mari Thomeczek

Safe Alternatives internship

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afe Alternatives is a treatment center specializing in helping patients who struggle with self-harm, and sophomore Mari Thomeczek will spend her summer as an intern there to gain experience in the field of psychology.

“What I will be doing is shadowing some licensed people and I’ll see the diagnosis process and the treatment planning process and the actual therapy process,” Thomeczek said. “I’ll be shadowing, mostly, at the beginning, and then when I learn more about the treatment center and more about the patients, then hopefully I will be able to lead some of the therapy groups on my own and think of ways to design certain therapy sessions.”

Thomeczek hopes the experience will help her make decisions regarding her career after Hendrix.

“I am definitely interested in psychology, and most of the people who work at Safe Alternatives have gone on the social work route of psychology, so that is something I am interested in but I ISSUU.COM/THEHENDRIXCOLLEGEPROFILE

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haven’t had much experience with,” Thomeczek said. “So, I’m hoping that this internship will give me that experience that I will be able to use to base my decision on.”

Above all else, however, Thomeczek is looking forward to the ability to form relationships with the patients at Safe Alternatives.

“I really hope to establish relationships with the patients there and learn from them and hopefully help me figure out if I want to pursue this field and give me a different experience to push myself in a different direction,” Thomeczek said.

“Really just learning more about social work, learning more about self-injury and establishing relationships with the patients at the treatment center.”

Thomeczek has been working to prepare for her internship by doing plenty of reading.

“I don’t have a ton of experience with selfinjury necessarily, but I have been reading a lot of books and articles to sort of become more familiar with it,” Thomeczek said.

FEATURE

A look at a few of the Odyssey projects that received funding Schylar Ferguson

Methodism as a global church

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very four years, the United Methodist Church has a convention during which they decide their collective beliefs on key issues of the church. For her project, sophomore Schylar Ferguson will attend the conference and look into their decision-making process.

“My project specifically is on this thing called holy conferencing,” Ferguson said. “Holy conferencing is the idea that to make decisions that are healthy for the life of the church— ‘church’ being all Christian people—you have to set aside your own emotional bias and really feel how the spirit is moving; you have to be open to compromise…open to other people’s opinions. You have to realize that your opinion isn’t the only one way to go about solving a problem. My project is about whether or not holy conferencing works and whether or not it is sustainable in the church.”

During the conference, Ferguson will be conducting research in many forms.

“What I am going to be doing is we have bishops from all over the world…I’m going to

be talking to them about how they’ve come to see holy conferencing as a way to come to decisions and whether or not they think it is a sustainable part of the church,” Ferguson said.

“There’s also going to be discussion sessions on different pieces of legislation and I’m going to be sitting in on those.”

The project aligns well with Ferguson’s interesting career goals.

“I grew up Methodist, and I am working toward becoming an ordained deacon in the United Methodist Church,” Ferguson said. “A lot of people think of being a pastor as somebody who works in a church, but that’s what we call an elder. I want to be a deacon, which is kind of more like a pastor out in the world.

What I want to do is go to seminary, and then go to medical school and study pediatric oncology or something like that and then kind of unite religion and spirituality with medicine.”

Kaersti McLellan

reshman Kaersti McLellan will be traveling to San Jose, Costa Rica, for one month this summer to volunteer for a variety of medical facilities and experience the culture of Costa Rica.

McLellan is a pre-med student who wanted to get experience not only in the medical field, but also the experience of going abroad, and that’s how her project came to be.

“I am volunteering with a group called IVHQ, International Volunteer Headquarters,” McLellan said. “They do different projects around the world in different countries. They do health care, which is what I’m doing. I’ll volunteer in clinics, senior homes, AIDS/HIV clinics. They also do things like turtle conservation or infrastructure, different things like that, or even teaching.

Basically any volunteer program you want to do abroad you can do through them.”

Costa Rica was a smart choice of country for

McLellan for several reasons.

“I knew I wanted to go to a Spanish-speaking country so I could practice my Spanish,” McLellan said. “Costa Rica was also one of the cheaper options for places to go, and my parents are the most comfortable with me going to Costa Rica, since I’m going by myself.”

The opportunity is very exciting for McLellan.

“I’ve heard really good things about Costa Rica so I really want to immerse into all that culture,” McLellan said. “I am also really excited to practice my Spanish, because I have been taking classes and stuff and I really want to solidify my conversation and things like that and I think that will help me with that. I also just really wanted to do something abroad but also do one of the things I love. So I like the opportunity to do health care stuff but also get my immersion experience.”

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Photos by Aditya Katke

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Medical volunteerism in Costa Rica

ODYSSEY

How students from all over the world wind up at Hendrix

Photo by Megan Prettyman

International Odysseys

By Ginny Greer

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mbarking on any odyssey is ambitious, but particularly so if your odyssey takes you thousands of miles from home.

Every year, Hendrix is home to international and exchange students who come to experience life in the United States. One such student, Sanya Morasi, is studying abroad from Australia. Initially, Morasi wanted to visit Great Britain.

“It’s a funny story,” Morasi said. “I initially wanted England but I woke up and said, ‘I don’t want to go to school in the rain. I want to go to the beach.’”

However, Morasi didn’t get a coastal destination. Instead, she got one of her alternate picks.

“I went through ISE [International Student Exchange],” Morasi said. “I had to put in preference for 6-10 [universities]. SD [San Diego] was my first, second Arizona; the fourth was Hendrix,” she said. “So after all that about England and the rain, I didn’t even get the beach.”

Despite her disappointment at being in a landlocked state, Morasi has found many parts of her experience to be delightful and unique.

“Being in a southern state is different,” Morasi said. “You’ll be walking and people

you don’t know will ask you how you are.

I love that part. I love that everyone is so friendly and up-front.”

Morasi has had to crack the code of the American vernacular.

“There are things you can say here that you can’t say in Australia, things you can say there that you can’t say here, and things you can say here but nobody will understand you,” she said. “You call chips ‘fries.’ One time I asked for chips at Purple Cow expecting fries and got a bag of chips.”

Morasi has found that the liberal arts collegiate experience in the U.S. inspires a more close-knit relationship with professors than her larger university experience in Australia.

“Here, a professor is going to know if you aren’t there,” she said. “In Australia, I had a chemistry course with 600 students. You have more motivation when a professor knows you.

Dr. Jackson is one of my favorite professors.

She’s so interactive. She does group work a lot and expects you to speak. I don’t want to disappoint her.”

The U.S. has also surprised Morasi with its imagination of her home country.

“For my field experience, I went to a local elementary school and they asked me if I rode kangaroos to school,” she said. “People keep

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asking me if I’ve been to Outback. A lot of friends tease me for saying ‘mate.’”

Her U.S. friends also expect her to be dauntless.

“If I’m scared of something people say, ‘But aren’t you Australian? Isn’t everything there trying to kill you?’” Morasi said. “Maybe so, but I’m not chummy with the spiders in Australia. A lot of the population is on the coast of Australia because inland is so hot and dangerous.”

Arkansas isn’t the only place Morasi has visited during her American odyssey.

“I’ve been to St. Louis, Florida, NOLA [New Orleans],” Morasi said. “I loved New Orleans because of the culture. It was just like ‘Aristocats’ because of all the jazz and culture. This one guy fell and punched a store window and no one really panicked; everyone just kept walking. There were police on horses, which was weird to me because I’ve never seen that in Australia.”

While Morasi has hopes of visiting many other nations around the globe, she says that she will take her experiences in Arkansas with her always.

“I hope to take the world with me wherever I go,” Morasi said. “Everywhere you go, you grow.”

Photo courtesy of Mat Larimer

FEATURE

Looking Back:

The effect of Odyssey after projects are over

By Connor Newton

T

he Odyssey program is one unique feature that helps set Hendrix apart from other small, liberal arts schools. Odyssey is rewarding in all facets: the planning leading up to it; the time spent engaging with your project; the memories and skills you take with you long after the project has concluded.

I sat down with a couple of Hendrix seniors, asking them to reflect on some of their Odyssey projects and how those projects have affected their time at Hendrix.

“I’ve gotten to do some first-hand learning, in archives as well as film festivals, which has helped expand the abilities that I’ve been studying in my major,” senior Adam Reece said.

Reece, who is an English: literary studies major, was part of a small group of students who took an Odyssey trip over the summer with English professor Dr. Toni Jaudon.

“We spent a week at an archive in Bowdoin, Maine. While there, we studied pop-ups and other movable books, and as much as it was research—it was also fun to experience an archive,” Reece said.

To conclude the project, Reece and the others ended up writing a paper utilizing their discoveries in the archives.

“It ended with writing about movable books/ interactive books in the digital age,” Reece said.

Reece noted that one of his favorite things about the trip was the food, courtesy of Odyssey.

“They had a really good gelato shop, too; I ate a lot of gelato,” Reece said with a grin.

I asked Reece if he had any advice for underclassman that might be wondering about the Odyssey program.

“Get to know your professors,” Reece said.

“They’re typically the ones planning or generating interesting Odyssey projects. Getting to know them means you might have a better chance at getting on one of their trips, and even if that’s not the case; they are always there to help support you with your own Odysseys.”

While Reece applied for his project after a professor designed it, a large portion of Odyssey projects are driven by students’ interests. Senior business-accounting major, Anna McCorquodale, and I discussed her time as a DJ with KHDX, and how that interest in radio led to an Odyssey project.

“I was a DJ my freshman year and I loved it, so I decided to do it again my sophomore year, but I wanted to get more involved. I started to plan out my shows more and carefully craft some

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playlists,” McCorquodale said.

Her interest in the radio station eventually led to a position on the radio station staff as KHDX’s programming director, and from there to an Odyssey project.

“It started out as a PL [Professional Leadership] project, which I was a bit confused about at first, but after spending more time on staff, I found those skills I was learning to be more transferable to my work outside of the radio station,” McCorquodale said.

In thinking about her project’s lasting impact, McCorquodale noted, “I was learning how to manage properly, which has and will help me in my future.”

As far as advice goes, McCorquodale suggested that when applying for a project, you should “always apply for funding—it’s worth it! And even if you get rejected, try again and keep applying.”

Odyssey projects can not only help out with the application of your learning while you’re at school, but the lasting effects of them can assist you after your Hendrix experience ends. And remember, your Odyssey projects go on your transcript, which means that they will follow you and impress others after you graduate.

Hendrix Student to Volunteer at

2016 Olympic Games

By Marlee Bird lmost everyone has a dream of attending the Olympic Games sometime in their life, yet rarely do people consider volunteering as a way to make this dream come true.

Through Odyssey funding, junior Payton Rausch will make a personal and career dream come true by working as an Olympic Games volunteer. Rausch aims to pursue sports event planning as an occupation, so this experience is especially important in helping her achieve this goal.

“Once I came to the end of my high school career, I knew I wanted to be a sports events planner, and one of the biggest sporting events is the Olympics, so I thought it would be a good experience to witness the event and how it plays out,” Rausch said.

Sporting events have a way of bringing diverse people together, something Rausch will explore at the Olympic Games.

“I realized some of the greatest moments in life [are] when you see all these people come together who are very diverse, and it doesn’t matter what is going on in their life because they can just enjoy the event,” Rausch said. “My favorite image of a sporting event is when all the people are cheering when the sports teams come out and everyone is holding up their phones. That’s a pretty magical scene to me, so it’s fun to re-create it.”

The application process started when Rausch was a freshman at Hendrix. The first step was a background check, followed by an excruciating period of waiting.

Next was a kind of personality test that also included a visual of the stadiums and what they would look like.

For her last test, Rausch participated in an interview with six different people from six different countries through a version of Skype. Questions included what the participants thought was the most important aspect of a venue and what they would do given certain situations.

Then she got an acceptance letter.

In late July, Rausch will leave for Rio de Janeiro, arriving three to four days before the actual games start for volunteer training.

According to Rausch, the whole system has

Photo by Madison Dealing

Payton Rausch’s Odyssey to Rio de Janeiro, Brazil

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been slightly chaotic.

“They have to give out all of the duties and locations and everything by April 30, and they haven’t even chosen half of the volunteers,” Rausch said.

Rausch is hoping to be placed in a venue during the actual sporting events, particularly soccer, or she hopes to help with the ceremony process. Volunteers are required to work a minimum of 10 days, so Rausch plans to work for about 11 days and then fly straight back to Arkansas for Hendrix soccer practice.

Rausch noted that being a volunteer at the

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games will come with its ups and downs, as she has to find her own lodging and food outside of the event; however, she will have tickets to some games as a part of her volunteer package.

“I guess coming from [the viewpoint of] my career, just to see it happen,” Rausch said when asked what she is most excited about. “I know Rio has had a lot of problems recently with the Olympics . . . they’ve had a lot of obstacles to overcome. So I think it will be good to see it in action and just be a part of the Olympics. They have been pretty influential over the years.”

Photo by Jordan May

SPORTS

Advocacy A PASSION FOR BIKING Meets & Service

By Jordan May

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ears ago in Arkansas, a bike might not have been considered an appropriate form of transportation in the city. Biking was usually just considered to be a recreational activity in rural areas.

Cities were considered to be urban, industrial centers where cars and buses dominated the streets. As a result, cities were just not built to allow biking as a proper means of transportation.

This is beginning to change, though.

Cities across the country are making it easier for people to use bikes as a major source of transportation, changing the dynamics of how people go from place to place in America.

Biking can be both a recreational activity and a notable method of transportation.

Senior Emily Kleinfelter exemplifies the duality of bikes. Biking has always been a part of Kleinfelter’s life, but it was not until the summer after her sophomore year when she worked as an intern at the Nashville Civic Design Center that she realized bikes can be more than a source of recreation. Since parking prices were so expensive in downtown Nashville, Kleinfelter decided to give biking a try.

She loved it.

Bicycling allowed her to take in the surroundings and interact with the environment, something that she would not have been able to do in a car. As an aspiring city planner, Kleinfelter

particularly enjoyed being able to see and experience the city in a new way as she rediscovered her passion for cities.

After Kleinfelter graduates this year, she will be participating in a program called Bike & Build, which leads service-oriented cycling trips that benefit affordable housing and empower young adults through civic engagement.

Starting June 16, Kleinfelter will begin her cross-country journey from Portland, Maine to Santa Barbara, Calif.—a total of 3,941 miles between the two cities. Along the way, she will

“The Odyssey program at Hendrix taught me to take the initiative to pursue my passions.”

-Emily Kleinfelter stop and help build affordable housing, while also spreading awareness about the issue.

In the U.S, a home is considered affordable if payments plus taxes and basic utilities do not exceed 30 percent of a household’s gross income. Unfortunately, many people in the U.S. do not have the financial ability to rent or own MAY 2016

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both an affordable and durable home.

In 2015, Bike & Build granted over $637,000 to 380 affordable housing organizations across the nation.

“I believe that everyone has the right to safe, decent, affordable housing,” Kleinfelter said.

“This is why I chose to spend my summer after graduating pedaling across America for affordable housing.”

While the journey that Kleinfelter is taking after college is not affiliated with the Odyssey program, the Odyssey program gave her the initiative and the ability to believe that she could take on a project like this.

“The Odyssey program at Hendrix taught me to take the initiative to pursue my passions.

Hendrix doesn’t currently offer an urban studies major. But instead of settling for a major that was close enough to what I wanted to focus on, I decided to design my own major,” Kleinfelter said.

When Kleinfelter wanted to have an internship but could not afford to do one without funding, “the Odyssey program made it possible,” Kleinfelter said.

Bike & Build combines both cycling and advocacy for affordable housing in this country.

By combining her passion for biking with work that will benefit others, Kleinfelter is embodying what the Odyssey program at Hendrix is all about.

Photos courtesy of Hendrix College Office of Marketing Communications

A Culmination in Craft

Senior art major exhibit showcases final projects

By Marlee Bird

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fter four years of learning the technique and rigor of being an artist, Hendrix senior art majors have finally been able to translate these skills into their own meaningful work in the senior art major exhibit. Seniors Hannah Gallegos, Anna Sheals and Lucy Morgan are three of the art majors whose work was depicted at the exhibit.

Gallegos presented a collection of oil paintings that focused on trees for her final project. The project, entitled “Tree Oasis,” was inspired by her own late realization of her love for trees.

“Trees are like a sanctuary to me, and they are my safe place to go to,” Gallegos said.

Her project stands out just by its size alone, as her paintings are relatively larger than most.

“I like to work on big paintings, like six foot by five foot, because it allows me to move with the trees and make the similar movements that the branches do,” Gallegos said.

Sheals featured flowers as her subjects.

“I read this book by Vanessa Diffenbaugh called ‘The Language of Flowers,’ and I loved it,” Sheals said. “It brought me back to what I actually like drawing—flowers—and more natural imagery and just reminded me of what I actually like doing.”

Morgan chose to interview different women about their own female identities, discovering what other women think it means to be “female.”

“Going abroad and coming back and all my different relationships I’ve had have really shaped who I am, and how I identify myself as a woman,” Morgan said. “And I was really interested in learning about how other women identify that way too.”

Starting in September, Morgan interviewed different women and then chose a group of the interviewees for her project. She noted that she mainly chose older women—not her younger contemporaries and peers—because she wanted to challenge herself with something less familiar.

In addition, she wanted to make sure that these paintings depicted a certain type of womanliness away from a stereotypical perspective.

“As I’ve gotten older, I’ve had a lot of genderspecific experiences occur to me and I’ve realized the real strength in women,” Morgan said.

“There is so much discrimination that occurs to other women, and I also wanted to give a platform for women to speak and be portrayed in ways that are not overly sexualized like most of art history has been.”

Painting professor Matthew Lopas was mentioned as a huge influence on the students.

Lopas, who has worked with these painters since their freshman year, testified to the artistic development the students have made. “[The students’] progression has been nothing short of astounding,” Lopas said. “Now they are doing things that are their own unique vision that have nothing to do with my assignment or how to paint or something like that.

It’s really about something that they have to say about the world and something they see in the world that is different.”

The senior art show, “New Artifacts,” can be seen in Trieschmann until May 14.

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Speak Like a Girl

CULTURE

Photo by Megan Prettyman

Slam poetry duo sparks conversation on campus

By Ginny Greer

S

ome might imagine Shakespeare or Milton when they think of poetry, but one pair of young adult women are engaging in a modern endeavor—slam poetry.

Olivia Gatwood and Megan Falley started the performance group “Speak Like a Girl” with the mission to use their talent in spoken word to confront issues of gender inequality. The pair travels around the nation presenting their poems which address issues ranging from sexual assault on college campuses to corporate capitalism in the beauty industry. The duo performed at Hendrix on March 31.

“We started it as a poetry show and we realized that it was issues of gender inequality that needed to be addressed on college campuses,” Gatwood said. “So we honed in the vision and the rest is history.”

The two now have a successful tour schedule, but the venture was not without risk.

“There was a car ride one day where we said, ‘No back up plans,’” Falley said. “We decided not to look for jobs or rent an apartment anywhere; we knew we were going to live in hotels.”

While not everyone comes to their performances with an understanding of feminism, most people appreciate the messages that the act presents.

“Our audiences are generally students who are looking for that kind of language and community,” Gatwood said. “We have had to do some required events for fraternities, and usually when people are unhappy they get quiet or leave.

But mostly we’ve encountered people who feel validated or educated.”

One goal the two have is to alter the narrow images of feminism that inhibit change.

“We’re definitely trying to dismantle the image of feminism as Hillary Clinton—a white woman in a suit in a board room,” Falley said. “That

type of feminism is destructive and hopefully more people can feel included and inclusive of others in a workshop like this.”

The name of the group itself speaks to the duo’s determination to turn feminine qualities often demeaned into empowering tools.

“The name ‘Speak Like a Girl’ was started to reverse the idea that doing something ‘like a girl’ is a negative thing,” Falley said. “Hopefully, ‘Speak Like a Girl’ is inherently Olivia and I speaking powerfully, being loud, being outspoken, being funny, and then equating girlhood with something positive. I think it’s bringing visibility to queer issues, race issues, class issues, and sexism.”

The acts often use satire as a means to reach diverse audiences, often that are not heavily involved with feminism.

“We like to say that our show is mostly funny to trick people into learning about feminism, and hopefully to encourage more people to identify with the movement,” Falley said.

Due to negative societal characterizations of the word “feminism,” Falley and Gatwood, like many young women, have not always identified with the movement.

“I was partaking in so many feminist activities—I participated in a lot of male-dominated sports and was very much about being a girl in those spaces,” Gatwood said. “When I was sixteen, I led a class-action lawsuit against an employer for sexual harassment with the sheer goal of hoping no one else would be assaulted by him, but it took until my first women’s studies courses that I identified as a feminist. There is such a stigma around the word, and it’s important that we normalize it.”

However, the duo acknowledges that feminism is not unscathed in terms of its accessibility to all people.

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“Thus far, the movement hasn’t been inclusive of all people,” Gatwood said. “But in its best form, it is. In its best form, though, people who don’t identify with it because of its unattractive stigma, I would hope that women who don’t would interrogate that.”

“The media pushes that on us because they know that powerful women who want to fight the patriarchy will not be financially beneficial to society,” Falley said. “But if we want social, political and economic equality for women, we all have to identify as feminists.

One of Falley and Gatwood’s poems speaks to how corporate greed (driven primarily by men) capitalizes on women’s insecurities.

“If the beauty industry was boycotted for one day, the entire economy would collapse overnight,” Falley said. “To us, that really said that so much of our economy is built on women feeling that they need to change themselves.”

The pair made it clear that the intent of the poem is not to shame women for using beauty products.

“We don’t believe any woman should be told what to do with her body,” Falley said. “It’s just fun to think of what would happen if we all quit it.”

Gatwood and Falley stressed that women and girls do not have to be verbally outspoken to affect change in their communities.

“I think what’s important is to know yourself, so that you know what avenue you can take to make change,” Gatwood said. “Not everyone wants to be a spoken word poet, but some people want to be doctors, or architects, or graphic designers. If we can see that feminism is accessible on every avenue, we can help young girls realize that they can make change in ways that fit their talents.”

may

CALENDAR CONWAY, LITTLE ROCK, & CENTRAL ARKANSAS Grace Askew

The Cadillac Three

May 1 - May 7 Sunday, May 1 11 a.m. Toad Suck Daze Festival. Conway.

Wednesday, May 4 9 p.m. Jake Shimabukuro. The Rev Room. Little Rock.

Friday, May 6 8:30 p.m. James McMurtry. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

9 p.m. The Cadillac Three. The Rev Room. Little Rock.

Saturday, May 7 4 p.m. 5th Annual Race to Remember. War Memoral/AT&T Stadium. Little Rock.

8:30 p.m. Patrice Pike Trio. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

9 p.m. Chris Knight. The Rev Room. Little Rock.

May 8 - May 14 Sunday, May 8 3 p.m. Mother’s Day Grand High Tea. The Empress of Little Rock. Little Rock.

Wednesday, May 11 7 p.m. Def Leppard, REO Speedwagon, and Tesla. Verizon Arena. Little Rock.

Thursday, May 12 6 p.m. Paws on the Runway. Next Level Events.

Little Rock.

8 p.m. JJ Grey & Mofro. The Rev Room. Little Rock.

8:30 p.m. Blackfoot Gypsies. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

Friday, May 13 8 a.m. UCP Golf Scramble. Rebsamen Golf Course. Little Rock.

9 p.m. Shakey Graves. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

9:30 p.m. Boom Kinetic. The Rev Room. Little Rock.

Saturday, May 14 9 a.m. South Main Vintage Market. The Bernice Garden. Little Rock.

8:30 p.m. Here Come the Mummies. The Rev Room. Little Rock.

9 p.m. Mountain Sprout. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

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Shakey Graves

CULTURE

Radio Birds

May 15 - May 21 Sunday, May 15 11 a.m. India Fest. River Market. Little Rock.

8 p.m. Radio Birds. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

2 p.m. Peter Pan. Arkansas Arts Center Children’s Theatre. Little Rock.

Saturday, May 21 10 a.m. Take Steps for Crohn’s & Colitis in Central Arkansas. War Memorial. Little Rock.

2 p.m. Peter Pan. Arkansas Arts Center Children’s Theatre. Little Rock.

Tuesday, May 17 8:30 p.m. Muuy Biien. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

Wednesday, May 18 7 p.m. Dave Matthews Band: Summer Tour 2016. Verizon Arena. Little Rock.

Thursday, May 19 8:30 p.m. Grace Askew. Sticky Fingerz Rock ‘N’ Roll Chicken Shack. Little Rock.

May 22 - May 28 Sunday, May 22 2 p.m. Peter Pan. Arkansas Arts Center Children’s Theatre. Little Rock.

May 29 - May 31

Shakey Graves

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Grace Askew

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Radio Birds

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The Cadillac Three

Friday, May 20 11 a.m. 32nd Annual International Greek Food Festival. Annunciation Greek Orthodox Church.

Little Rock.

Photos courtesy of:

Tuesday, May 31 8 p.m. Janet Jackson’s Unbreakable World Tour. Verizon Arena. Little Rock.

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1600 Washington Ave Conway, AR 72032