VOLUME 106, ISSUE NO. 5 | STUDENT-RUN SINCE 1916 | RICETHRESHER.ORG | WEDNESDAY, SEPTEMBER 22, 2021
Majority of classes return to in-person instruction this week and next
AIDAN COLON / THRESHER ILLUSTRATED BY ROBERT HEETER
SAVANNAH KUCHAR
EDITOR-IN-CHIEF
The majority of classes with 50 or more students will transition back to in-person learning between Sept. 20 and Sept. 27, following an email from the Office of the Provost announcing this return. Previously, courses with 50 or more students were kept online, even as other classes returned to in-person learning after the second week of the semester, according to an email from the Office of the Provost on Sept. 2. The latest change, sent to the Rice community Thursday Sept. 16, comes in response to a decline in COVID-19 cases on campus, as well as a lack of evidence of transmission within the classroom. During the week of Sept. 13, 18 of the 6,400 tests on
campus came back positive, according to Kevin Kirby, chair of the Crisis Management Committee, in his Sept. 20 COVID response weekly update. In an email to the Thresher, Provost Reginald DesRoches said the decision was made with feedback from instructors, students and parents in mind. “I consistently strive to get input from a broad scope of invested individuals when making decisions about course instruction,” DesRoches wrote. “I am in constant discussion with the university’s executive leadership team and our academic leaders.” Rebecca Smith, an assistant teaching professor in computer science, said in an email that the announcement last week initially came as a surprise, though
she understood the reasoning behind it. This fall, Smith is teaching COMP 215, an undergraduate course on program design, with over 50 students enrolled. “I’m encouraged to hear that there has been no classroom spread so far, and I hope that continues to be the case,” Smith said. “As long as it’s safe to do so, teaching in person is my preference.” According to last week’s email, instructors who wish to remain online for the remainder of the semester must submit a request to the Office of the Provost. DesRoches said so far, instructors of 12 courses with 50 or more students have made such a request and all have been granted the exemption.
SEE IN-PERSON CLASSES PAGE 2
Black Art at Rice: A Conversation with Chavonté Wright GRACE XU
FOR THE THRESHER
PHOTO COURTESY CHAVONTÉ WRIGHT
Editor’s note: This is an installment of Black Art at Rice, a Q&A series that aims to shed light on the inspirations, influences, wisdom and work of Black artists in the Rice community. Have someone in mind whose art should be spotlighted? Nominate them online. Chavonté Wright (Martel College ’16) works primarily in graphite and charcoal and draws from her personal experiences to depict realms ranging from Black literary figures to scenes reminiscent of her childhood as a native Houstonian. She reflects on how the Black experience inspires her work, particularly in the spaces within joy and suffering. Currently, Wright is a Ph.D. student studying sociology at Indiana University, and readers can explore more of her art at chavonte.com and @musemedit on Instagram. Rice Thresher: When did you get into art? Chavonté Wright: I started drawing seriously, if that can be said, in high school. I took an art class and I was like, “Okay, this is cool. I’m comfortable with graphite.” As a high schooler from Houston, I entered some work into [the Texas rodeo] and got a finalist award for this picture of spurs that I drew with graphite. From there I was like, “Okay, this is something that I really enjoy doing and working with.” I liked messing with the different shades, and so I took one art class at Rice … I enjoyed drawing there but ended up focusing on sociology.
RT: What was your time at Rice like, and how have your studies in sociology influenced your experiences with art? CW: I got into sociology at Rice because of my experiences in high school. I was the first in my high school to get into Rice, and that’s not because my friends aren’t smart. We had a new high school built, and they zoned all the students in apartment complexes below [a certain] income to that one school. We had metal detectors at the door. It was a different experience than I would see at the other high schools in the district that were less racially diverse and less socioeconomically disenfranchised. Once I got to Rice … I sat in on a sociology course, and it was the only place where people were talking about the things that I experienced. I became interested in education and inequality and race and gender and ethnicity. That has shown up in my work more recently with my focus on Black literary figures and Black children and with them dancing — which is an expression of joy and not them having to grow up too fast, by way of protesting or knowing realities of the world that they live in that force them to be vigilant in ways that children I don’t think should have to be, so soon. RT: What inspires you in your art? CW: I guess I’m inspired by things that I find interesting or beautiful. As I’ve gotten older, I’ve also drawn boyfriends because, you know, I find them beautiful at some point.
SEE BLACK ART AT RICE PAGE 9