Commencement 2014 Snapshots

Behind the scenes, faculty getting ready before the ceremony, sometimes arriving wet from the pouring rain:

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After the ceremony, gathering back in the tent (still raining) for pictures:

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Graduating English Majors w/ faculty

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Graduating Creative Writing Majors w/ Faculty

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Humanities Spring Reception 2014

One purpose of the Humanities Division’s Spring Reception is to honor that year’s award and scholarship winners. For 2014:

Wilson Scholarships

Cidney Mayes (sponsored by Misty Krueger)

Nate Sylvester (sponsored by Teal Minton)

Kara Chiasson (sponsored by Eric Brown)

Cadyn Wilson (sponsored by Kristen Case)

Grace Kendall (sponsored by Teal Minton)

Curtis Cole (sponsored by Erin Kappeler)

Sean Igoe & Nicole Lejonhud (sponsored by Pat O’Donnell)

John Buys (sponsored by Sabine Klein)

Lauren Breton (sponsored by Sabine Klein and Clarissa Thompson)

 

SANDY RIVER REVIEW Editor Choice Winners

  • The winner for Spring 2014 is Maileny Guillen for her poem “Bedroom in Arles.”
  • The winner for Fall 2013 is Cadyn Wilson for her nonfiction piece “Hymn.”

BETH EISEN MEMORIAL SCHOLARSHIP: Jill Gingras

ELEANOR WOOD SCHOLARSHIP: Kyle Manning.

MAUD L. PARKS AWARD: Kellie Sanborn.

 

Wood and Parks Awards Honorable Mention:

Nicole Byrne

Nicole Clark

Jill Gingras

Carinne Haigis

Taylor McCafferty

Jenna Silliboy

English Major Brunch 2014

English majors and faculty joined each other for brunch to celebrate all of their hard work. Congratulations to the class of 2014!

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Post-symposium Interview with Curtis Cole and Cidney Mayes

After the Wilson Scholar presentations finished, I was fortunate enough to sit down with two of the presenters, Cidney Mayes (Senior) and Curtis Cole (Freshman), to talk about their presentations. 

Cidney Mayes: Jane Austen’s Northanger Abbey Online: Creating a Digital and Pedagogical Resource for Secondary Teachers and   Students (Sponsor: Misty Krueger) Website: http://northangerclassroom.org/

Curtis Cole: Postmodern Japanese Existentialism (Sponsor: Erin Kappeler)


Interview

Me: What inspired you to create your projects?

Cidney: It was while taking a class with Misty on Jane Austen that I began thinking about it. Misty came up to me, she knew I was interested in Austen, and said that she’d help me. I wanted to focus on social context and the social sphere and translate that for the 21st century.

Curtis: I had written a paper on Japanese existentialism in ENG 181; and, after I finished, I still wanted to know more! I like big landscapes. A lot of people only look at one tree, but I don’t. I look at the tree, clouds, the forest beyond, and everything else.

Me: What was the process like? 

Cidney: Misty was like, “We’re gonna get you this scholarship!” We had to start in June, almost a year ago. I spent all summer working on it. I was going into student teaching, so I knew that I would be busy. Misty was extremely helpful. We met about once a month to check in, and continually talked through email.

Curtis: The process for me started in November, but I didn’t truly focus on it until January, and then it was like a hectic time-consuming work session.  

Me: What do you think the long term impact of your presentations will be?

Cidney: I think that the research I’m doing is ahead of the curve. My mentor is an Austen scholar, and we both really wanted to create something that would be innovative to the community. Putting Austen on the level of high schoolers is sometimes frowned upon by the Austen community. I want to bridge the gap between high schoolers and Austen through social media. By promoting the accessibility of knowledge, I was able to do that. 

Curtis: My impact is going to be more of an impression of myself. I’m hoping my presentation will prove that I’m a hard-working student. Throughout this process I was able to work with Erin, but I really wanted to work through most of it by myself—to prove that I could. 

Me: So, what’s next for you two? 

Cidney: I’m looking into getting my master’s in library services. The programming skills I gained while working on this will be great for that! Then, in a few years, I am going to buckle down and become an English teacher.  

Curtis: Well, I just started so I have a ways to go. But, I know I’m going to get my graduate degrees. Although my project doesn’t correlate directly to my goals, it gave me experience working on a long term research project. 

Me: Any final thoughts on the process? Or working with your mentor or other professors here at UMF?

Cidney: At UMF we really have a unique relationship with our professors. They’re always 100% available, no matter what questions you have. Overall, I think that both of our presentations went well. 

Curtis: I’m still pretty new here, but my experience has been great. The professors here are amazing and they always make time for you.  

End interview


Thank you both for your insight! Make sure you check out Cidney’s website above, especially if you’re an educator or future educator!

Well Being and The College Degree

“Prestigious Colleges Won’t Make You Happier in Life Or Work” according to Gallup Poll.  Click on the excerpts below to go to the full article:

There’s plenty of anxiety in the U.S. over getting into a top college. But a suggests that, later in life, it doesn’t matter nearly as much as we think. In fact, when you ask college graduates whether they’re “engaged” with their work or “thriving” in all aspects of their lives, their responses don’t vary one bit whether they went to a prestigious college or not.

The graduate survey released Tuesday suggests the factors that should be guiding college decisions are not selectivity or prestige, but cost of attendance, great teaching and deep learning, in that order.

That’s because graduates who said they had a “mentor who encouraged my hopes and dreams,” “professors who cared about me” and at least one prof who “made me excited about learning” are three times more likely to be thriving and twice as likely to be engaged at work. In a similar vein, grads who did long-term projects and internships and were heavily into extracurriculars are twice as likely to be engaged in their careers today.

College debt also has a big impact, on the negative side. Only 2 percent of those with $20,000 to $40,000 in undergraduate loans reported they were “thriving.” That’s pretty troubling, since for the 7 in 10 students who borrow. ­

In the meantime, the take-home message for students is clear, says Brandon Busteed, who leads Gallup’s education work: “If you can go to Podunk U debt free vs. Harvard for $100,000, go to Podunk. And concentrate on what you do when you get there.”