Transitions

Cover photo: Greater Roadrunner, by Walt Anderson

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Prescott CollegePROUDBoard of Trustees member David Meeks ’73is former owner of Sonoma Rentals, a suc-cessful equipment rental company, and hasserved as president of the KAKATUFoundation, the Meeks family foundation.

Several years ago David and his siblings visited the Prescott College Kino Bay Center for Cultural and Ecological Studies on theGulf Coast of California in Sonora, Mexico,to learn first-hand about the EnvironmentalEducation and Community LeadershipProgram (EECLP).

The EECLP fosters environmental awareness,community stewardship, and leadership skillsthrough weekly classroom sessions, field activ-ities, and community projects that reach 600local youth between the ages of six and 17.

One visit to witness the joy and excitementof the children as they learned how to carefor their natural surroundings was all it tookto convince David and his family that EECLPis a program worthy of philanthropic support.

The KAKATU funds support the Center’sConservation Fellowship Program fellows,who implement the EECL Program. To date, the Kino Bay Center has awarded fellowships to 26 social and environmentalscientists from five countries.

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In addition to KAKATU’s grants to Kino Bay, David Meeks is astrong supporter of the Annual Fund for Academic Excellence. If you already give to one of Prescott College’s special funds,please consider a second gift to the Annual Fund atwww.prescott.edu/give or mail donations to Prescott CollegeAdvancement Office at 220 Grove Avenue, Prescott, AZ 86301.

EECLP students

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PublisherMarjory J. Sente

EditorAshley Mains

DesignerMiriam Glade

Contributing WritersWalt Anderson • Corey Archipley • Edie Dillon • ChristineDuffy • Sam Frank • Larry Frolich • Aryn LaBrake • RichLewis • Ashley Mains • Candace McNulty • Salli MaxwellLorayne Meltzer • Terri Pearson • James Pittman • Cheryl

Schwartz • Marie Smith • Melanie Wetzel

Staff PhotographersDenise Elfenbein • Miriam Glade • Aryn LaBrake

Daniel Roca

Photo ContributorsWalt Anderson • Corey Archipley • Melanie Bishop • DanCampbell • Eric Dhruv • Benjamin Drummond • AnitaFernández • Tom Fleischner • Sam Frank • Rob HindsLaurel Inman • Dan Logen • Sher Shah Khan • Lorayne

Meltzer • Overdue Media LLC • Travis Patterson • PrescottCollege Archives • Bridget Reynolds • Rebecca SalemKado Stewart • Phil Weddle • Christine Weller • Melanie

Wetzel • Kristopher Young

Vice President for Institutional AdvancementMarjory J. Sente

(928) 350-4509 • [email protected]

For Class Notes and address changes, contact Marie Smith • [email protected]

Send correspondence, reprint requests and submissions to:Ashley Mains

Prescott College220 Grove Ave., Prescott, AZ 86301

(928) 350-4506 • [email protected]

Transitions, a publication for the Prescott College community, ispublished two times a year by the Office of InstitutionalAdvancement for alumni, parents, friends, students, faculty, andstaff of the College. Its purpose is to keep readers informed withnews about Prescott College faculty, staff, students and fellowalumni. Transitions is available online at www.prescott.edu.

©2012 Prescott College

Prescott College reserves the right to reprint materials fromTransitions in other publications and online at its discretion.Prescott College is committed to equal opportunity for itsemployees and applicants for employment, without discriminationon the basis of race, color, creed, sex or sexual orientation, age,disability, marital or parental status, status with respect to publicassistance, or veteran’s status. This policy applies to theadministration of its employment policies or any other programsgenerally accorded or made available to employees.

Contact Admissions at(877) 350-2100 • [email protected] the Liberal Arts, the Environment, and Social Justice

WWW.PRESCOTT.EDU

ContentsTransitionSTransitionS3 Wilderness Stewardship Meets Academia4 Eco League Field Courses5 An Unexpected Crossroad6 Interpreting Place: Walt Anderson Sabbatical 8 PROViDE: Sustainable Disaster Recovery10 Tucson Center Update11 Improving Teacher Quality Grant11 50 Years of Shared History 12 Master of Arts in Social Justice and Human Rights13 Social Conservation: Anita Fernández14 Prescott College Sustainability Initiatives 17 Ties to the Association for Experiential Education19 Alumna Kado Stewart’s LGBTQ Camp20 Journal of Sustainability Education21 Earn a Certificate in Coaching22 Practical Experience: Practicum with

HawkWatch International

Departments23 Class Notes25 Alumni Briefs26 Faculty & Staff Notes28 In Memoriam29 The Last Word

In Transitions we reference graduation dates and associated programinformation as follows: Current students are designated with ananticipated year of graduation and the phrase “B.A./M.A./Ph.D.program” following. Undergraduate programs alumni are indicatedwith their year of graduation. Graduate alumni are designated withan M.A. or Ph.D. included before their year of graduation. With thegoal of maximum readability in mind, when a degree is explainedor otherwise defined within editorial content, formal notation is notapplied. For alumni who did not complete a degree at PrescottCollege, the last year of matriculation is used to designate whenthey were in attendance.

Graduation Year Notation

Dear Friends,

“Sustainability” is a widespread buzzword these days—so many institutions are work-ing hard to be green and to focus on conserving resources (economic, social, natural,cultural). At Prescott College, we are walking our talk about sustainability and conser-vation, and we want to share some examples in this issue of Transitions.

By signing the American College and University Presidents’ Climate Commitment,we have promised to become carbon neutral in the next few years. Our newly con-structed student townhouses, for example, will produce 20 percent more energy thanthey use. To strengthen our impact on these important—indeed, critical—issues, wepartner with organizations such as the Arizona Wilderness Coalition and the StudentConservation Association, among others. We’re also part of two higher education consortia: the Eco League and the Consortium for Innovative Environments inLearning, a growing network of progressive colleges across the United States. Thesepartnerships increase our capacity and options for students working in the fields ofsustainability and conservation.

We are an ongoing organizational member of the Association for the Advancement ofSustainability in Higher Education and will be holding a workshop this spring inconjunction with one of their consltants, Mitch Tomashow, through our annual Ph.D.in Sustainability Education Symposium. Our Journal of Sustainability Education isanother example of the College’s significant contribution to the global knowledge onpreserving, conserving, and sustaining the natural environment and existing culturaltraditions.

Before sustainability became a buzzword, Prescott College was a pioneer in the field,leading the way for others to follow. Consonant with the Prescott College missionand focus on experiential education, our faculty and students are deeply involved inresearch and hands-on practice. The stories in this magazine highlight the work offaculty members Walt Anderson and Anita Fernández, along with alumnus KristopherYoung’s sustainable disaster relief student project turned full-time nonprofit,PROViDE, and the lobbying activities of Arizona Wilderness Coalition interns.Theseare but a few of the exciting projects that continue to be initiated and implementedby the Prescott College community. They reinforce the primacy of sustainability andenvironmental stewardship that has been a hallmark of the College throughout its history.

Today, the College is in a time of transition. We’re building and improving the physical plant, expanding digital resources, developing a Master of Arts in Humanitieswith a concentration in Social Justice and Human Rights, launching professional certificate programs through the Lifelong Learning Center, and looking toward abright future. Nonetheless, with all these changes, Prescott College remains true towho we are and have always been: a champion of the liberal arts, the environment,and social justice.

Warm regards,

Dr. Kristin R. Woolever

President’s Corner

President Woolever planting treeat the Dan and Barbara Garvey Welcome Center, 2010

Transitions Spring 20122

By Sam Frank M.A. ’08

Since 1984, Prescott College has been at the forefront ofwilderness advocacy, playing a significant role in facilitatingthe protection of nearby wilderness areas such as

Woodchute, Sycamore Canyon, Munds Mountain, and GraniteMountain. “As a result of the College’s involvement in the Arizona

Wilderness Act of 1984, six Wilderness Study Areas on thePrescott National Forest were designated: Granite Mountain,Juniper Mesa, Apache Creek, Cedar Bench, Castle Creek, andWoodchute, with extensions on Pine Mountain and SycamoreCanyon,” says Doug Hulmes ’73, Prescott College alumnus andcurrent faculty member. “With the passage of the

1990 Arizona DesertWilderness Act, many moreareas were designated through-out Arizona. Hundreds of let-ters, wilderness inventories,and reports, as well as testi-monies given by faculty, staff,and students from PrescottCollege were critical toArizona’s wild places seeingprotection under those acts.”Today, through an innova-

tive partnership with theArizona Wilderness Coalition(AWC), a statewide conservation organization dedicated to pro-tecting and restoring Arizona’s wilderness heritage, the Collegehas strengthened its commitment to working at the crossroads ofexperiential learning and applied conservation. Beginning in 2003, Prescott College and AWC began part-

nering on a project in which AWC provided support forLimited-Residency Master of Arts Program students to studyArizona’s public lands and the policies that govern them.Students Jason Williams ’01, M.A. ’05, and Jay Krientz M.A. ’05,began a systematic inventory of US Forest Service and Bureauof Land Management potential wilderness lands. Jason and Jay also provided in-class instruction to on-campus

undergraduate students on public lands policy and wildernessmanagement, involving them in the real-world application ofland and wildlife conservation. The partnership also supportednumerous independent study projects, internships, and SeniorProjects as it sought to give undergraduate students experiencein public lands and wilderness policy that complemented theiracademic studies.Over the years, this mutually beneficial partnership has

amassed an incredible portfolio of education and conservationsuccess stories, touching hundreds of Prescott College students’lives while making substantial contributions to protectingArizona’s natural heritage.

One of the accomplishments born from the AWC partnershipoccurred in 2009, when Fossil Creek, a limestone/travertine trib-utary to the Verde River, became Arizona’s second Wild andScenic River through the Omnibus Public Lands ManagementAct of 2009 signed by President Obama. The proposal for Fossil Creek’s Wild and Scenic River designa-

tion was created by Matt Duperrault ’03 as a Senior Project underthe supervision of Jason Williams. At one point, five PrescottCollege students, dressed in suits and ties, walked through the hallsof Congress asking the nation’s elected leaders to support thisWild and Scenic River designation.After the Fossil Creek experience, the partnership set its sights

on two new projects. With thefinancial support of AWC, thepartnership now employs a full-time Prescott College researchfaculty member, Sam Frank M.A.’08, who manages current effortsto protect the Upper Verde Rivernorth of Prescott as Wild andScenic. Sam also leads AWC’sinnovative WildernessStewardship Program, whichmakes use of volunteer studentsand members of the local com-munity to restore and monitorexisting wilderness areas in

National Forests throughout the state. Often this work is incorpo-rated directly into the Prescott College curriculum.As a result of the partnership, community volunteers, federal

agency staff, and elected officials have cultivated relationships thatprovide Prescott College students with a wider, real-world per-spective on conservation matters, giving them the exposure andexperience necessary to succeed after graduation. Many studentshave gone on to fill leadership positions in land managementagencies and nonprofit organizations across the country. “Ongoing partnerships with organizations such as the Arizona

Wilderness Coalition give our students the opportunity to learnhands-on how to mobilize legislative and policy changes to pro-tect and preserve important natural resources,” says PaulBurkhardt, College Provost. “I believe our alumni are inspired in their life’s work by the

dedication and ethics modeled in the collaborations of our facultyand staff with community leaders and these organizations.Sustaining such relationships is critical given the economic, politi-cal, and ecological challenges we face.”

The Prescott College–AWC partnership depends on the generosity of donors to sus-

tain itself over the long term. If you have an interest in joining the support team or learn-

ing more about this great endeavor, contact Marjory Sente, Vice President for Institutional

Advancement at (928) 350-4509, or Matt Skroch of the Arizona Wilderness Coalition

at (520) 326-4300.

Transitions Spring 2012 3

Wilderness Stewardship Meets AcademiaThe long-standing collaboration of Arizona Wilderness Coalition and Prescott College

Steve Munsell ‘74 and the Park and WildernessManagement class at Sycamore Canyon, 2011

Eco League Field CoursesAn experience in synergy for students and faculty

By Edie Dillon M.A. ’06, Eco League Coordinator

Years ago author Barry Lopez received an environmentalaward from Prescott College. A crowd gathered in thechapel for a free-ranging conversation with this most elo-

quent of environmental advocates. Someone asked how we cankeep up our spirits and energy for the work when the news seemsalways so bleak. Lopez compared our environmental work toswimming across a large river; when someone’s head goes belowthe surface, others must buoy her. It is a question of community,and support, and knowing you are not alone. I often think of thisanswer when I meet students who come to Prescott College foran Eco League exchange semester. The Eco League lets studentsknow that whatever corner of the country their college callshome, there are other people, in other corners, who share a simi-lar commitment and passion,people who create a raft ofinspiration and support. The Eco League joint field

courses offer an especially pow-erful opportunity to build theseconnections while providing arich place-based educationalexperience. During the joint field course, students from variousEco League colleges share diverse interests and take advantage ofthe expertise of professors from across the consortium. Each field course is hosted in a different bioregion. The theme

of each Eco League field course, always titled Humans in Place,provides a framework for examining the relationship of people tosocial and natural communities from a variety of perspectiveswherever the course takes place.The first Eco League field course took place last year. Titled

Humans in Place: the Natural and Cultural History of Maine’sCoastal Islands, and taught by Prescott College’s Tom Fleischner,College of the Atlantic’s John Anderson, and Meriel Brooks fromGreen Mountain College, this was an intensive interdisciplinaryexamination of the changing relationship between humans andthe landscape in the Gulf of Maine, a region where people have

lived continuously for several thousand years. Taking advantage ofthe College of the Atlantic’s unique seacoast location and facili-ties, students carried out bird, plant, and marine mammal surveys,interviewed gulf residents, and analyzed human settlement pat-terns. As they developed a deeper understanding of the interactionbetween human society and nature, the students built transferableskills in applying this understanding to different bioregions.The next Eco League field course is already developed.

Business faculty member KarenFleming from Green MountainCollege and Kathleen Cronen fromAlaska Pacific University designedHumans in Place: SustainableBusiness and Community inVermont, which will be based atGreen Mountain College this May.

It will include a number of in-depth case studies of a range ofsuccessful Vermont sustainable businesses with which PrescottCollege has close ties. Students will learn sustainable business the-ory and practice and examine how sustainable businesses operatein and influence their communities. In August 2012 Northland College hosts Humans in Place:

Natural and Cultural History Interpretation of the Apostle Islands,team taught by Prescott College’s Lee James and Northland’sElizabeth Andre. Lake Superior’s Apostle Islands are home todiverse and unique biotic communities. The islands also have along and storied history of human occupation. Traveling by kayakto gain a deeper understanding of place, students in this coursewill learn to tell the various stories of this fascinating area andgain interpretive skills that can be used in telling the importantstories of other invaluable and threatened places.

Transitions Spring 20124

A League of its OwnThe Eco League is the only college consortium in the

United States dedicated to sustainability education and theactive pursuit of environmental studies within a liberal artsframework. Students can attend any of the Eco League schoolsfor two non-consecutive semesters while enrolled at theirhome college. The Eco League provides many of the advan-tages of a university – a large and talented faculty and unique,sophisticated facilities – while delivering individualized atten-tion at small schools renowned for experiential learning.

The Eco League Colleges are:• Alaska Pacific University (Anchorage, Alaska)• College of the Atlantic (Bar Harbor, Maine)• Green Mountain College (Poultney, Vt.)• Northland College (Ashland, Wis.)• Prescott College (Prescott, Ariz.)

For more information on the Eco League and the joint field courses, see www.ecoleague.org.

Participants in Humans in Place: the Natural and Cultural

History of Maine’s Coastal Islands on Grand Manan Island

Amanda Posey of

Green M

ountain College

“The entire experience was by far one of thebest classes I have ever taken. The groupdynamic was incredible and the diverse interestsof the entire group (including the professors)really contributed to all aspects of the course.”– Student, Eco League Joint Field Course

An Unexpected CrossroadHow a detour during my Pacific Crest Trail solo led me to Prescott College

By Corey Archipley ’11

For better or worse, and like many, life left me without atruly safe home base when I was young. Subsequently Ilearned to forgo the luxury of authentic personal down-

time. “Survive and succeed” became the name of the game. Once I had succeeded to the point I considered the pinnacle ofmy bicycle industry career, I thought I could break away from thesurvival and success game—to tem-porarily retire to a safe home base.

I decided to partner up with mybrother and work on his sustainableagriculture project in SouthernCalifornia. While the time spent onthe farm with my brother and his gra-cious wife was enriching, it turns outI’m no farmer. My own safe homebase had yet to be found. I decided tofall back on a trusty old friend,Mother Nature.

When times got tough during myyouth, Mother Nature always took mein her arms. The Pacific Crest Trail(PCT) had always been on my radar,so I decided trekking it was going tobe the way to find a peaceful breakfrom recent life experiences.

My sister-in-law befriended awoman named Lucy Khoury wholived near their farm community andhad mentioned my plans to her. Anavid hiker herself, Lucy took interestand asked if she could join me for aday or two on the trail while I was onthe Southern California section. She seemed nice enough, so Ihappily agreed. The rendezvous would take place eight days after Istarted the hike at the Mexican border. Little did I know the dayLucy met me at the trailhead would not be another day of hiking,but a day of life-changing significance.

Lucy found me quite ill and unable to continue hiking. Whilethe immediate cause of my extreme dehydration and digestivedistress were due to tainted water and severely high daytime tem-peratures, I now look back on my dilapidated health as symptomsof still playing the same old game: survive and succeed.

I had fallen back into my old patterns of just pushing throughbad situations that at one time were crucial for carrying on. I hadforgotten how to let Mother Nature guide and nurture me. Lucyand I decided she should take me home so I could regroup andheal.

Lucy not only invited me into her home to recover, shewholeheartedly invited me into her life. A complete stranger(other than sharing a passion for the outdoors), I was treated likekin. In her care, in her home, I could embrace vulnerability. I


explored my needs as they relate, not to the needs of others, butto someone whom I had become unacquainted with over the pastseveral years: me. My time with Lucy was a true gift.

During my time in her home, which ultimately turned out tobe a seven-week stay, I was granted the opportunity to draft theblueprints for an emotional compass that, now constructed, has

guided me towards my most meaningful,purposeful, and socially connected lifepath. I owe this great fortune to the gracious, inquisitive, and nurturing capacity of Lucy. We shared life stories fromtragedies to successes, dreams and fearsabout our futures, and what drives us toremain hopeful in a sea of unknowns.

I pored through readings about earthsystems science, the subjectivity of thehuman experience, and the dual frailty and resilience of the natural world and thehuman spirit. Lucy came to recognize mycraving for learning, and so she told meabout her son Colin’s ’00 experience inacademia and his eventual success atPrescott College.

Colin’s story was quite inspiring. Likeme he struggled with the traditional struc-ture of academia. Like him I needed morefreedom to explore academics on my ownterms—in a way that was not about fulfill-ing a preset program with a genericpurpose.

When I eventually left the healing andnurturing space Lucy and I had created, I left with a greater senseof purpose—a dream to be an agent of change. I hopped back onthe PCT for another three weeks, long enough to see and feel thenurturing grace of Mother Nature. Having seen some of the bestof the High Sierra Mountains, I moved to Seattle and thenenrolled in Prescott College.

My experience at Prescott College was significantly morepowerful and enriching than I could have imagined. Having thecomplete autonomy to create my own academic scheme was asmuch a gift as it was a challenge. With every new piece of infor-mation learned or perspective achieved, I was compelled to createmy following term’s curriculum with as much or more meaning.I earned a Bachelor of Arts in Global Mental Health and HumanDevelopment with a Senior Project that examined the relation-ship between structural violence and mental health. This was primarily a research project that involved building my own philosophy that explains the roots, processes, outcomes of, andpossible interventions for structural violence. I also spent time volunteering in a homeless shelter to observe and participate in

Corey

continued on page 27

6 Transitions Spring 2012

Anyone who has attendedknows that PrescottCollege is a special place,

a dynamic community of com-mitted learners whose lives echothe school motto: For the liberalarts, the environment, and socialjustice. But place extends wellbeyond the campus boundaries.The College is embedded in thecommunity for which it’s named:Prescott, in Arizona.

For those of us engaged in on-campus delivery, Prescott is ourhome, our larger community. Weare not a virtual college; we arefirmly grounded in place. Though our classes in Sonora, Alaska,Costa Rica, Kenya, and Nepal are place-based in a good sense,most of us live, study, and work here in Prescott.

After a productive year of sabbatical leave, I am back at PrescottCollege helping my students discover the values of place. MyEcology students undertake a sense-of-place project, conductingan intimate interrogation of a special landscape over time. WetlandEcology and Management classes focus on the Upper Verde Riverand its watershed; thanks to a generous grant from The NatureConservancy, they document the impacts of a recovering beaverpopulation on the river—an amazing story of ecosystem rebirth.My Interpreting Nature through Art & Photography students

choose a theme to interpret, thencreate artworks and a powerful pho-tographic story to exhibit/offer tothe greater community as an homageto place—and to our roles within it.

To a naturalist, there could hardlybe a richer, more diverse place tolive and work than Prescott.Embedded in a mosaic of pine forest,chaparral, pinyon-juniper woodland,and grasslands, we are within an houror two of Sonoran and MojaveDeserts, as well as high-elevationmontane and alpine environments.The Crossroads Center at PrescottCollege could well symbolize the

magic of being at a biotic crossroads, an intersection of continen-tal biodiversity.

A sabbatical leave offers opportunity and responsibility. ThoughI had enriching experiences ranging from northern New Mexicoto Sonora to Japan, the majority of my leave was devoted to thisplace—Prescott. I moved to Granite Dells, the object of consider-able professional focus long before I found “the blue house”perched on Precambrian outcrops not far from the green ripariancorridor of Granite Creek. My connections to this place grew inbreadth and depth, and my commitment to share my learningstrengthened. My camera became an extension of my naturalist’seyes, a tool to help me express my love of science, art, and place.

Interpreting Place: Prescott, ArizonaBy Walt Anderson

Young Great Horned Owl

My personal connections resulted in tangible service to the Collegeand surrounding community.

For years I’ve volunteered on Prescott’s Open Space AdvisoryCommittee dedicated to identifying and protecting local naturallandscapes. Our efforts resulted in acquisition of some key propertiesguaranteeing that future citizens will have crucial outdoor amenitiesand recreational opportunities. But shifting political winds anddeepening economic woes collided to reduce the opportunity fornatural area protection through that means. Undeterred, some of uscreated a nonprofit group, the Granite Dells PreservationFoundation (GDPF) with the freedom to pursue conservation andeducation activities without political shackles. Our main focus is onGranite Dells and its lakes, the heartland of Yavapai County—thelocal equivalent, we envision, of Central Park in New York.

Simultaneously, I worked with other citizens, primarily fromPrescott Audubon Society, toward the dedication of the Watson andWillow Lakes Ecosystem Important Bird Area (IBA). The area hasbeen recognized for a few years with the IBA designation, a resultof citizen-science volunteers collecting valuable data and making astrong proposal, but it was time to really go public—to awaken localand regional people (as well as the City Council) to the significanceof this place. On April 16, 2011, the grand event, “Get Out … GetInto It,” brought out thousands of participants to show just howmuch draw and dollars the lakes and their bird populations candeliver to the local economy.

To help assure that the quality of the lakes and their value towildlife and to people can be sustained, I serve on the lakes/water

issues committee for the City. In addition, I work with a smallteam of visionaries (most with strong ties to Prescott College) onthe “Watershed We Want” proposal, a “community-based, collabo-rative project designed to unify and integrate management of thenatural environment, science-based watershed education, anddevelopment of a sustainable economy with input from diversestakeholders.”

In all my local activism efforts, I use my words and photo-graphic images to interpret the beauty and importance of ourlocal environments.

Without the support of Prescott College for my sabbatical, mycreative efforts would have been limited; now they help mereturn to teaching refreshed, invigorated, and enriched with prac-tical projects that infiltrate and enliven all my classes, even as Icontinue my activism in the Prescott community.

7Transitions Spring 2012

Walt Anderson, Glassford Hill and Granite Dells at Watson Lake, Prescott, Ariz.

Walt Anderson has been an Environmental Studies facultymember in the On-Campus Undergraduate Program since1991. He has been referred to as “the naturalist of old cast inmodern times, the next generation of a proud and ancient line-age.” His field experience spans the globe: East Africa,Madagascar, Brazil, Ecuador (including Galapagos),Argentina, Australia, Antarctica, Mexico, Alaska, AmericanWest, and beyond. Walt teaches and advises on natural histo-ry, ecology, wildlife management, wetland ecology and manage-ment, interpreting nature through art and photography, eco-tourism, and field biology.

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Doobie and Gervais at Haiti Gardens in Turbe, Haiti, 2010

PROViDE:Sustainable Disaster RecoveryBy Aryn LaBrake ’09, ’15 M.A. program

PROViDE holds that ecologically sustainable programs enhancedisaster-affected communities, and more importantly, individualsand their offspring. “Further, an integral element to truly helping those in need is

investing people in their own recovery. This ensures that pro-grams will continue far into the future and synthesizes traditionalknowledge and technical expertise. “PROViDE has turned into a way to fill the glaring void

between emergency disaster response and long-term develop-ment in a sustainable and ecological way … although I stillhaven’t made any money doing it yet!“I am still learning how to run an organization, and I’ve

learned that much more than just fulfilling our mission isentailed in running PROViDE, or any organization for that

matter.” Incorporation, the IRS, building andmanaging a board of directors, accounting, market-ing—the list goes on. Kris has recently been focusing efforts of the

organization in Haiti following the January 20107.0 magnitude earthquake there.“Now that much of the short-term, temporary

relief has subsided, it is time to begin the long climbthat will provide Haiti with solutions to sustainablycombat their ongoing issues of food security, eco-nomic wellbeing, lack of access to healthcare andeducation, as well as sturdy and affordable shelter.”

The SustainabilityCouncil at Prescott Collegehas helped fund much ofthis work. “Many faculty,staff, and students haveexpressed great interest inour work and have givenme great moral supportthrough my tenure atPrescott College.” Kris seesPROViDE and PrescottCollege working moreclosely in the future, espe-cially by providing PrescottCollege students with serv-ice learning opportunities

at one of PROViDE’sproject sites in Haiti or Sri Lanka. According to Kris, project develop-

ments are gaining momentum throughdonations and small grants, and a steadyinterest in volunteer opportunities. “I am

hopeful and confident that within the next five years I will beable to focus entirely on PROViDE as a career that compensatesme and the efforts I have made.”

Learn more about PROViDE at www.provide4life.org or findPROViDE on Facebook.

According to the Flow Theory, you reach a state of mindconsidered to be in “flow” when your passions anddevotion are so connected with what you are doing,

that the action seems automatic. Kristopher Young M.A. ’11clearly demonstrates that his role as Founder and ExecutiveDirector of PROViDE, Participatory Response Offering Vitalityin Devastated Environments, affords him the tranquility of gen-uine flow.Prior to arriving at Prescott College, Kris was attending to

his passions of wildlife–urban interfaces while working forDavey Resource Group, leading a team that vaccinated over10,000 trees in New York City in an effort against the Asianlong-horned beetle. While in NYC, Kris made a connectionwith a group from Sri Lanka called the Foundation ofGoodness.Kris worked with the

Foundation of Goodness inSri Lanka throughout 2007assisting in the creation of a“Green Team” of youth work-ing to protect the environ-ment, and other effortsincluding subsistence agricul-ture, ecopreneurship, andother small livelihood projectsdesigned with and supportedby locals. He wanted to domore of the same, so he creat-ed PROViDE.“I decided that the time

had come to gain more theo-retical knowledge to support whatwould be PROViDE’s mission to offerlong-term ecological solutions to stimu-late struggling economies in areas ofdeveloping nations recovering from dis-aster,” Kris explains. “It was importantfor me to find a program that wouldallow me to continue my studies whileworking from anywhere in the world.”By joining the inaugural graduate

teaching assistantship program class(GTAP), Kris was able to co-teach undergraduate courses inFire Ecology, RestorationEcology, and SocialEntrepreneurship while workingtoward his master’s degree. InMay of 2011, Kris finished a Thesis on the need for disaster-affected people to participate in their own recovery, andreceived a degree in Sustainable Disaster Management andDevelopment. “I started PROViDE selfishly, wanting to gain fulfillment

while traveling and making a little money, but it has turned intosomething much larger.” Kris believes that PROViDE is working toward the greater

good of society by focusing their efforts on those in societywho are perpetually overlooked, or worse, exploited. Secondly,


Kristopher Young at Shalom Institute, 2011

“My studies at Prescott College supportedthe theory of PROViDE, whereas my workwith PROViDE is the praxis of my studies.”– Kristopher Young

Tree nursury, La Ferme Blanchard, 2011


Charles Franklin ParkerLegacy SocietyMaking a Difference by Supporting theVision of Tomorrow’s Leaders

AnonymousRichard Ach ’73 James AntoniusBetsy BoldingDan & Sue BoyceBrad & Ruth BradburnSusan N. Coleman TrustJess Dods ’70 Mark Dorsten ’99Henry A. Ebarb Ph.D. ’09 Decedent’s Trust Kristi ’96 and Dale EdwardsAlbert EnglemanDr. Daniel & Barbara GarveyMark ’73 & Gwen GoodmanDean and Verne C. LanierKathryn “Kate” Hughes RinzlerThe Hulmes Family LegacyEricha ScottThe Secundy FamilyMarjory and Frank SenteJames Stuckey & Beverly SantoAndrew Sudbrock ’91 & Elizabeth Clayton ’91 Mary Trevor ’95 & Toni KausMerrill WindsorNora WoodsFulton Wright, Jr.Sharon Yarborough ’73

* Members as of April 2012

For further information visitwww.prescott.edu/give or contact theAdvancement Office at (928) 350-4505 [email protected].

EXCELLENCEtrue

4545years

“Leave your legacy” through plannedgiving. Commit a direct gift to PrescottCollege in a process that maximizestax and other financial benefits. A giftcan take the form of cash, stocks andother investment instruments, includinglife insurance, works of art, land, orother assets.

Tucson CenterUpdate

Suzanne Dhruv M.A. ’05 has accepted a temporaryappointment as Director of the Tucson Center throughJune 2012. Suzanne has a long history with Prescott

College as a Limited-Residency Master of Arts Programgraduate and co-founder of the Ironwood Tree Experience,part of the Prescott College Center for Children in Naturehoused at the Tucson Center. Suzanne’s experience with theTucson Center and her knowledge of the local communitywill serve her well in this position.

The Tucson Center wishes longtime Limited-ResidencyUndergraduate Program faculty member Vance Luke a fondfarewell as he retires this spring. Vance worked for 18 yearswith teacher education students in the southern Arizonaregion, where he applied his special interest and skill inworking with underserved populations. He was an active and engaged mentor for many students over the years, and his passion and sense of humor will be greatly missed.

The Ironwood Tree Experience (ITE) was recently featured on the Arizona PBS Cronkite NewsWatch for its innovative “little free library” – part of the Coronado HeightsKids Corridors project funded by a Kresge FoundationTucson P.L.A.C.E. Initiative grant. Conceived as a tool tohelp promote literacy, the little free library incorporated intothe Coronado Heights neighborhood consists of an enclosedbookcase installed at children’s height where kids can borrow a book to read in the immediate play area or takehome and return later. Watch the video here:http://vimeo.com/39241255.

*

ITE staff partners and Coronado Heights kids, 2012


Prescott College was selected by the Arizona Board ofRegents to receive professional development funds for anImproving Teacher Quality grant program. Collaborating

with the Yavapai County Education Service Agency (YCESA),Intel Math Agency, and several school districts, Prescott Collegehas been awarded $318,480 to provide mathematics content andinstructional skills training for teachers of grades 4–8 from acrossYavapai County. The “West Central Arizona Intel Math Initiative”also includes support for enhancement of the undergraduatedegree programs in Teacher Education at Prescott College.Instruction will be led by faculty members Dr. Joan Tomoff andRoxane Ronca, with Project Director Dr. Melanie Wetzel.Participating teachers will attend a two-week summer workshop,followed by three Saturday sessions during the fall semester at thePrescott campus. The Intel Math program at Prescott College is modeled after the highly successful Science Learning and Literacy, 6–8th grade teacher

professional development course developed in a partnership between the College and the YCESA last year, also funded through anArizona State Board of Education grant. Under leadership of Prescott College faculty members Danny Brown and Dr. Melanie Wetzel,the Science Learning and Literacy program engaged 30 middle school science teachers from Yavapai, Coconino, Navajo, and Apachecounties for academic content development on the theme of the science of sustainability. Instructional activities in fields such as biogeog-raphy, soil science, geologic history, fire ecology, water resource conservation, climate, and renewable energy were designed for experien-tial learning in the middle school classroom. The participating teachers completed graduate-level coursework and were awarded certifi-cates for continuing education credits.

Prescott College ReceivesImproving Teacher Quality Grant

50 Years of Shared History Exhibit at Prescott Public LibraryDuring the month of April the Prescott Public Library

Viewerie held the Prescott College “50 Years of SharedHistory” exhibit. The exhibit and a reception held at thelibrary highlighted the College’s long connection with thepeople of Prescott, Ariz.In March 1962, the Prescott College Founding Fund

was established with goal of raising $1 million. With theslogan “It’s up to you in ’62! To Open the Door in ’64!”Congregationalist Reverend Dr. Charles Franklin Parkerand a team of volunteers brought the local communitytogether. The Founding Fund Headquarters were locatedin downtown Prescott (see photo right).

The Prescott College Founding Fund headquarters

located in downtown Prescott circa 1962

Cover of the 1962 Prescott College

prospectus used to raise money for

the Founding Fund

Participants analyzing water at a rural pond, 2011

New Program in Tried and True TraditionThe first on-campus delivery of graduate studies with a concentration in Social Justice and Human Rights

When it came time to develop new on-campus graduateprograms, faculty were asked to brainstorm – to dreamup their ideal curriculum – and they looked to one of

the principles we hold most dear. It’s a key term in our motto:“For the liberal arts, the environment, and social justice.”

The on-campus concentration in Social Justice and HumanRights within the Master of Arts in Humanities, our first on-cam-pus graduate program, is designed to prepare students to tacklechallenges of economic, social, political, and environmentalinequality. The curriculum enables the development of the practi-cal and analytical skills, experiences, and connections required tocollaborate toward social justice at all levels. Areas of concentra-tion within the program willinclude: human rights advocacyand research, grassroots com-munity organizing, and strategic media and communi-cations.

“With the excellent facultywe have to teach in this pro-gram, there isn’t a college inthe country that can trulycompete with it,” says PaulBurkhardt, College Provost.“We have professors that areon the ground in the mix of national and international social jus-tice and human rights issues.”

And that’s exactly where scholars in the program will findthemselves the minute they start. Students will spend their firstsemester in the field; the charter class will begin with a month-long, intensive orientation in Los Angeles gaining hands-on fieldexperience, preparing them to get the most out of the College’stheory and practice-based pedagogical approach.

“We don’t study social justice as an object,” explains MaryPoole, director of the program. “We engage with people who areengaged with social justice work.”

Following the intensive orientation, the fall term incorporateslearning on the road in Arizona in a team-taught suite of coursesled by scholar/practitioners with longstanding involvement insocial justice movements and organizations in the region. Studentsare immersed in many of the issues that make Arizona a micro-cosm of the global crises of the 21st century, including militariza-tion and conflict on the US-Mexico border, immigrant rights,environmental and economic justice, the expansion of incarcera-tion and surveillance, indigenous struggles for tribal land rightsand cultural survival, and conflicts over education and racial andethnic justice.

Second semester, in Prescott, students focus on core curriculumproviding historical and theoretical context for social justice andhuman rights work. At this time students also identify the specificskills that they will focus on developing, which will lead to theirthesis and final project (i.e., skills involved with media campaigns,fund raising, opinion polling, advocacy or social justice journal-

ism, community organizing, legislative advo-cacy, and the like).

“With the small cohort size of 14 stu-dents and the practice-based approach, this isan incredibly intimate and hands-on learn-ing environment,” Poole says. “Our aim is totrain students who want to be agents ofchange in social justice and human rights to

go out into the world with the tools to be effective.”Students will undertake a practicum in the summer or final fall

semester, which will prepare them for the development of theirfinal project in the third and final semester. Students culminatetheir work in a participatory social justice research paper or proj-ect. There are three options: a research paper/thesis; an organiza-tion/campaign project report; or a media and communicationsproposal and product.

“We have so much to celebrate here at Prescott College; notthe least of which is new programs to breathe life and passioninto new generations of students, the future of our country, thefuture stewards of the world,” says Burkhardt.

It was the Jewish scholar and theologian Rabbi Hille thatasked, “And if not now, when?” At Prescott College, we ask thesame question every waking moment, and it’s why we’re pilotingan on-campus concentration in Social Justice and Human Rightswithin the Master of Arts in Humanities. Based upon the strongdemand from students for this program, we will be seeking HLCapproval for a separate master’s degree designation in Social Justiceand Human Rights for fall 2013.

In order to make the SJHR concentration accessible, there are generous fel-lowships available to help with the cost of the program. If you are interest-ed in participating, please contact the Admissions Office at (877)350-2100 or [email protected]. Application deadline is May15, 2012.


Students talk to Eurofresh workers in Nogales

US-Mexico border fence

nessed Tucson students engagewith an inspirational teacher,watched previously uninspiredindividuals come to class despiteinfluences of poverty and mar-ginalization, and felt on a viscerallevel the unfairness of a law thattakes away a rare and meaningfuleducation.

The emotional response manypeople have to this issue is noth-ing, Dr. Fernández says, without application of that passion in thelucha – or fight – to retain ownership of one’s education. Shedemonstrates this power-to-the-people pedagogy not just withher words and academic skills, but by participating in demonstra-tions, including a student teach-in, amidst a walkout on the hun-dredth day of the ban on ethnic studies in Tucson.

The lucha to create multicultural sustainability permeates Dr.Fernández’s work at Prescott College and in the founding andcontinued work of La Tierra Community School, the onlyExpeditionary Learning elementary school in Northern Arizona,located in Prescott. She helps shape and produce, and thenemploys, activist-minded teachers who understand their responsi-bility to stay informed on key issues, to organize responses, and tointegrate culturally responsive teaching into their classrooms.

La Tierra Community School has an integrative focus on thecultures and languages of the Southwest, as well as a commitmentto social and environmental justice. Now in its second year ofoperation, La Tierra recently received a federal start-up grant, oneof only seven charter schools in Arizona to receive such funding.Led almost exclusively by Prescott College graduates, the schoolinfuses Spanish language into the daily curriculum, and grade lev-els offered will expand from the current K–5 to K–8 in 2014.

The students go on wide-ranging expeditions all over Arizona,take part in a pen pal program with students from Nogales, and

participate in an environmental edu-cation camp, all of which promote thedevelopment of a critical thinkinglens at a young age that will helpthem make positive – and ultimatelysustainable – social change.

That Dr. Fernández has orchestrat-ed all these actions illustrates her ded-ication to creating connectionsbetween our respective cultures tosustain an intelligent discourse andcontinue to teach our children per-sonal and cultural respect for them-selves and the “others” they encounterevery day.

Conservation of a Social Kind: An Intelligent RevolutionFaculty member Anita Fernández’s sabbatical focused on social justice


By Salli Maxwell ’99

In 2010 the state of Arizona eliminated ethnic studies frompublic school curriculum, in the name of “preventing resent-ment,” according to a controversial law. Prescott College

Education faculty member Dr. Anita Fernández is an active partof a coalition of educators challenging the law’s non-sustainablerationale.

“The basic tenets of public education include the right to learnabout your culture,” Dr. Fernández explains, “to see yourself in thecurriculum, to be respected, and to be exposed to multiple per-spectives.” She is concerned that the divisive law, under which theMexican American Studies (MAS) program in Tucson has beenremoved, could set a precedent for replication in other states.

Dr. Fernández asserts that dismantling the MAS program does-n’t make sense from a scholar’s analysis of the program outcomes,and she explained this perspective, appealing to the TucsonUnified School District board of directors as a representative ofthe Arizona Ethnic Studies Network in January.

Her analysis revealed that the program has turned out college-ready students with the ability to assess multiple perspectives andcreate an analytical lens that applies to making positive change intheir community. “The program measurably engages its studentsto be well equipped for a productive life,” she says, “which leadsus to conclude that the attempt to dismantle this program is arace-based attack.”

The Board, however, upheld the decision to remove the classes,which it considers a violation of the controversial Arizona HB2281 law signed by Governor Jan Brewer two years ago.

In addition to making presentations and sitting on panelsdevoted to the topics of ethnic studies and education, Dr.Fernández hosted a showing of the award-winning documentary,Precious Knowledge, at Prescott College last fall. Precious Knowledgeis an inspiring depiction of MAS lessons in personal and culturalrespect as they are taught in Tucson classrooms, with general back-ground on the ban on ethnic studies.

The film moved many in the audience to tears as they wit-

Film promotion, Precious Knowledge

Anita Ferná

ndez


Housing Rendering, Weddle Gilmore Architects

Talking the Walkof Sustainability

(see story page 15)

By James Pittman ’97

We often speak of “walking the talk” of true sus-tainability at Prescott College, as a way tocommunicate how our values are being put

into action. In fact, our entire history as an institution ofhigher education has been dedicated to environmentalresponsibility and social justice. The phrase “walking thetalk” almost suggests that our steps are following ourwords, though; at this time it might be more accurate toaddress the need to “talk the walk,” as oursustainability actions are now acceleratingfaster than our ability to communicate thesechanges—there is a lot going on that wewant to share.

First are the changes that can be seen oncampus with construction of the new studenthousing, the Campus Commons, and parkinglot upgrades. Current activities are followingfrom an extensive multi-year participatoryprocess that involved students, faculty, staff,and community neighbors in the design ofour physical campus as an expression of ourvalues.

The new studenthousing facility is inadvanced stages of con-struction and, oncecompleted, will houseover 100 new students in state-of-the-art residential units.We are targeting a Gold-level certification for new con-struction, within the Leadership in Energy andEnvironmental Design (LEED) rating system developed bythe United States Green Building Council, and we maywell exceed that goal. Elements designed for LEED pointawards include high-density development, maximization ofnatural day lighting, habitat protection measures, water-efficient fixtures and landscaping irrigation via rainwatercatchment systems, recycling and reuse of building materi-als, regional materials sourcing, and use of ForestStewardship Council certified wood, among many otherpoints for innovation in design.

Energy use is one of the most significant areas ofapplied sustainability values in the campus housing. To saveenergy and money, the design uses advanced energy mod-eling for passive solar design, thus drawing on naturalcooling and heating. High-efficiency lighting fixtures andEnergyStar appliances will also reduce the buildings’ ener-gy footprint. The roofs will be covered with active solarphotovoltaic systems that are projected to generate asmuch as 20 percent more electricity than the buildingsconsume.

Many of these same elements and strategies will be apart of the central Campus Commons project. TheCommons design is based around a water theme of flowand ripples. Native and edible landscaping, recycled mate-rials, energy-efficient lighting, and other elements willmake this new campus commons area consistent with ourvalues and the rest of campus. Considering the aqueoustheme of this project, it is fascinating to note that con-

struction crews recently discovered a natural spring flowingbehind the Garvey Welcome Center (home to the CollegeAdmissions Department)—an energetic symbol that has helpedenliven our sense of harmony with the natural world and hopefor continued recruitment success. A French drain will be installedto route the water to irrigate landscaping on campus.

Parking lot improvements across campus were also planned aspart of our agreement with the City to build student housing.

Landscape architectsworked with ecologicaldesign students to devel-op and install a system ofbioswales and retentionbasins that will holdstorm water runoff,increase soil infiltration,and reduce oil and fueltransfer.

Bioremediation pitshave been installed ineach parking spot tocatch oil and fuel from

vehicle engines, and in thefuture we may inoculate thesewith bacteria or fungus to helpbreak down the petroleumbyproducts. Parking lots located

directly within the floodway are being paved with concrete inorder to further reduce the transfer of oil residue. These strategieswere evaluated and determined to be more effective than perme-able pavement strategies typically used in large-scale parking lots.More information is available in a white paper on the College’sGreen Initiatives web page.

In addition to these other initiatives, we are actively working tocomplete our Climate Action Plan for making progress towardscarbon neutrality as part of the American College and UniversityPresidents’ Climate Commitment. The first steps we have madeincluded development of purchasing and investment policies sup-porting markets for energy efficiency and renewable energy tech-nology. We are also in the final stages of a comprehensive energyaudit of the entire campus that will result in long-term plans forefficiency enhancement through building envelope improvements,heating and cooling system upgrades, lighting efficiency measures,and other strategies. A student team of Sustainability ResearchAssistants have been working around campus to inventory appli-ances and analyze comfort zones of our building climate controlsystems, and also interviewing people across campus about theirexperiences with energy use.

A new reinvestment fund has been established for investing inenergy efficiency and renewable energy projects, and cost savingsfrom those projects will be directed back to that fund in order toincrease our commitment over time. Project funding has beenmade available to launch proposals that College community mem-bers have for energy efficiency measures and solar energy applica-tions. One of the first projects funded in this way was the installa-tion of a solar photovoltaic system generating electricity for theDan and Barbara Garvey Welcome Center.

Energy conservation measures are also being implemented


Solar Installation at the GarveyWelcome Center

There will be more and more opportunities for stu-dents, faculty, staff, and other community members totake part in sustainability efforts that make best use oftheir creativity, talents, and innovation.

through Information Technology with upgrades to units in the Library and computer labs. A central energy efficiency management sys-tem will also be installed for controlling computer sleep cycles and off-hour downtime, with potential to result in energy cost savings ofover 50 percent for computer use. Energy monitoring technology systems and user-friendly dashboards will be launched in the next yearto provide a more transparent way for the College community to view and track energy use across campus.

With our strong commitment to protecting, conserving, and restoring biodiversity, we are also continuing the success of the 15-yearButte Creek Restoration project. We will undertake native species planting and irrigation systems in the next year to improve our stew-ardship of this tremendously valuable riparian ecosystem at the heart of our campus.

These are only a few of the many great things that are going on across Prescott College. The exciting projects are so extensive that wedo not have enough space to share all the details. The Crossroads Café and Community Supported Agriculture (CSA) are improving theways that we provide healthy, local, organic food options for community members. We are looking closely at the ways in which we areimproving wellness, diversity, and social justice in our community. Our financial management systems are improving efficiency and trans-parency in a manner that will help us better align these with our sustainability values.

Efforts go well beyond the Sustainability Department, and as we finalize and ratify our comprehensive Sustainability Plan in the com-ing months, there will be more and more opportunities for students, faculty, staff, and other community members to take part in effortsthat make best use of their creativity, talents, and innovation. We are creating the College anew as we travel the journey of our educa-tional path. Many thanks to those who have contributed to this process. There is tremendous potential as we move forward together.


James Pittman is an alumnus ofthe On-Campus UndergraduateProgram and the Director of

Sustainability at Prescott College. He teaches in allprograms with a focus on sustainability science andpractice, ecological economics, and whole systemsdesign. For over a decade James has been a profes-sional consultant serving government, business,industry, nonprofit, tribal, and other communitystakeholders. Past clients have included thePresident’s Council on Sustainable Development,the USDA Forest Service, the US Department ofEnergy, the City of Washington, D.C., theWashington State Department of Ecology, theEcoSage Corporation, a Fortune 50 software corpo-ration, and many others. James also teaches ecologi-cal economics, systems thinking, and dynamic mod-eling at the Bainbridge Graduate InstituteSustainable Business MBA program.

For more information about sustainability initia-tives at Prescott College visit the Green Initiativespage online or contact James Pittman [email protected].

Student at Crossroads Café

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James Pittman

CSA at the Bookstore

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By Ashley Mains M.A. ’11

Sure, the shortest dis-tance between pointA and point B is a

straight line. But straightlines don’t always providethe enriching and trulyenlightening momentsthat lead to self-discovery,a well-rounded worldview, and the opportunityto make one’s passion aprofession.

Like many people withties to Prescott College,

early adjunct faculty member and current Board of Trusteesmember Dan Campbell views life, and education, as a journeywhere the experiences along the way suffice as standard enoughto measure one’s accomplishments.

Dan wandered his way from a degree in Transcendentalistliterature to adventure education (as an instructor and residentnaturalist for Colorado Outward Bound) to teaching field ecologyat the College of Marin in California, then to opening an envi-ronmental education field school in Marin, and on to experientialeducation, where he helped found the Association for ExperientialEducation and received one of the first graduate degrees in thefield. Eventually he established a career devoted to conservation.

Dan has worked with The Nature Conservancy for 27 years inBelize, the Bahamas, Jamaica, and Arizona, where he currentlymanages the Verde River Program from Prescott.

“This won’t make any sense when I tell you, but by the time Igot to the fourth grade I couldn’t read. My third grade teachertold my mother I was retarded,” Dan says. “It was way early interms of the diagnostics that are available today. I was actuallyhyperactive and wouldn’t sit for reading about Dick and Spotjumping, but I was made to feel so insecure and so self con-scious.”

His mother knew better and took it upon herself to institute areward system where for every 100 pages of assigned reading, Dangot to choose a book of his own to read. “I ended up reading allthe Golden Guides on fish and birds and trees and Indians of theSouthwest. They were mostly pictures. I’d polish off one and getanother and then all of a sudden I realized, huh, reading is howyou learn. Reading is interesting.”

Still, it was only the books about real-life topics and peoplethat interested Dan, the things with a concrete connection to theworld of experience around him. By the time he got to OberlinCollege, Dan began reading about learning deficits and realizedthat the best way for him and others like him to learn was to tieeducation to the person where they physically are.

This realization led to jobs writing field guides for OutwardBound and several educational institutions in Colorado andCalifornia with an interest in tying academic subjects like geologyand history to experiences in the outdoors. When Rick Medrick,Dan’s then boss and current Prescott College faculty member inSustainability Education, told him about the very first Master ofEducation in Experiential Education program in the country thathe’d helped develop, Dan jumped at the chance.

“It was in this master’s degree program that I discovered expe-rienced based learning works in everything – in anthropology andmath and whatever. I met just an incredible number of people


Experience at the Heart of EducationDan Campbell shares his journey of discovering and helping define experiential education

The Connection

AEE founding group.From left to right: Maria Weber (ColoradoOutward Bound Secretary), John Rhoades,Tracy Leiweke, Ron Gager (back), and RickMedrick, Boulder Colo., 1972, photo byDan Campbell

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that were working in this field and it still didn’t have any name.We began recognizing that the movement we were starting wasgoing to be a profession for many of us. And yet there was noth-ing to support that.”There was no certification. There were very few, if any, insur-

ance plans that could cover the kinds of outdoor activities theywere doing. There was no centralized way of learning about jobopportunities aside from word ofmouth relay. All of these thingswere impediments to the devel-opment of a career path in experiential education.“This conclave of people from coast to coast came together

and we ended up calling ourselves the Association for ExperientialEducation.”Just five individuals signed the AEE charter in 1972 – Dan,

Rick Medrick, Ron Gager, Tracy Leiweke, and John Rhoades. Allhad travelled their own wandering path into the world of experi-ential education, and each except for Rick eventually wanderedaway from work as educators. But the legacy of their fight tolegitimize the field has continued with the work of many over theyears – many with ties to Prescott College (see sidebar).Today, the AEE provides accreditation and risk management to

a variety of experiential education institutions, publishes the well-respected, peer-reviewed, scholarly Journal of Experiential Education,maintains the Jobs Clearinghouse – a web-based listing of full-time, seasonal and internship openings – negotiates discounts formembers on equipment and instructional resources, and hosts net-working events including an annual national conference.The connection between Prescott College and the AEE is a

“gimme” to Dan. “Frankly, it was the same people who inventedPrescott College, who invented Outward Bound, who inventedAEE. Forty-plus years ago there were a lot of people droppingback in to higher education with the GI bill, or wanting to settledown some after these really vital lives of doing other things andthen realizing that experience is the best teacher. They figured;why not build experience right into the curriculum insteadspending four years in a university lab?”Prescott College puts experience at the forefront of its On-

Campus Undergraduate Program and always has, with therequired month-long orientation taking place, most often, out inthe wilderness of Arizona. There’s an affective component in thesetypes of experiences that Dan believes traditional education lacks.“It’s not just cognitive. It’s about what else you learn from a

wilderness experience or from a death-defying experience orfrom a team-building experience or from discovering you’re theleader for a thing when you’ve never been a leader for anythingbefore. All of a sudden – boom – they’re all listening to me? Thisis real life out here, we could get hurt or lost, and yet they’re lis-tening to me?“If you can build those kinds of feelings and affective attributes

and traits into people as a part of their four-year curriculum,they’re coming out much better rounded than anybody that’sdone the four year stint in their state university that never hadthat experience.”Those who would characterize experiential education as

“camping college” make Dan laugh. “Sure there are people drawnto Prescott College to learn these heroic sorts of outdoor skills, or

people for whom traditional learning is absolutely impossible, theones that couldn’t have made it anywhere else. But what’s hap-pening today is a nice mix that includes very serious studentswho know exactly what they want to do, who are ready to takeadvantage of the amazing opportunities the school offers.”Dan insists there’s nothing wrong with outdoor-based or any

other type of experiential education, as long as the physical placesand activities are contextualizedthrough academic disciplines tied tothe specific locale.“Take the US-Mexico Border

Studies class for example. It’s onething to discuss the challenges of crossing the border, but youactually take kids from Prescott down there and, sure, you mayalso be camping – but you get within 50 feet of the border andyou find a backpack here and a shoe and a water bottle there andyou start realizing the human drama of it. “Of course there’s coursework that precedes it. There’s course-

work that follows it. You talk about macroeconomics, social jus-tice, the anthropology of the myriad migrations north and souththat have occurred across that border since the ice age, and onright up to the point where we build these big steel structures tostop people. But the experience of being there, seeing it, experi-encing it, talking to Mexicans, talking to the people that are pro-viding water at the border, nothing beats it. Nothing.”In his own life Dan has found experiential education to be the

most critical pedagogy for exploring and understanding the worldaround him. It has provided him a well-rounded world view andled him into a series of passionate professions. In his opinion,Prescott College is doing it better than ever. “Prescott was one ofthe first to offer this thing called experiential education and has areputation for still being one of the best.” Most other options, hesays, are simply imitations.

The Prescott College-AEE ConnectionCurrent Board member Dan Campbell and facultymember Rick Medrick were founding members ofthe Association for Experiential Education. FormerPrescott College President Dan Garvey was thefirst paid executive director of the AEE from 1988to 1991. Current faculty members Steve Pace andDenise Mitten have served on the Board ofDirectors, and both served as President – Stevefrom 2005 to 2008 and Denise from 2002 to 2006.Steve Pace won the Servant Leader Award in 2009in recognition of his active leadership service to theAEE and its members. Current faculty member andalumnus David Lovejoy ’74, Denise Mitten, andRick Medrick have each won the Michael StrattonPractitioner’s Award for demonstrating the abilityto bring about significant change and impact thelives of students. And Dan Garvey and DeniseMitten have each delivered the Kurt Hahn Address,Dan in 1997 and Denise in 2011.

“Prescott was one of the first to offer thisthing called experiential education and hasa reputation for still being one of the best.”


By Candace McNulty

Kado Stewart ’08 was recently named woman of theyear by Echo Magazine, Arizona’s premierLGBTQ magazine, for her work with LGBTQyouth at her OUTdoors! Camp.

It’s Labor Day weekend. A group of youngpeople gather around an 80-foot pine treestrung with ropes and decked with a tiny,

distant platform, way up there. Those who feelready for the challenge—ready to challengethemselves—make the long climb to the plat-form and hurl themselves into space, trusting inthe harness, the ropes, their counselors. That’s the goal of this summer camp experi-

ence: to show participants how much they canaccomplish, how they can rise to a challenge,how they can learn to trust. The youths atOUTdoors! Camp already know challenge.They identify as LBGTQ—lesbian, bisexual, gay,transgender, queer; many have experienced diffi-cult family reactions, or harassment by school-mates. Prescott College alum Kado Stewartfounded OUTdoors! Camp for LGBTQ youthin 2008 to meet such young people’s need.Kado developed “gay camp” as her Senior

Project, observing that “most summer camps are not inclusive ofLGBTQ. A lot of youth get done with the school year, and thenthey get sent to summer camp, where they end up getting bulliedfor being gay or transgender. So… for us it’s really about makingsure that our youth are feeling accepted, that they’re gaining self-confidence.”Coming from a childhood in small-town Wisconsin, Kado

knows what it’s like to feel isolated and unsupported—how hardcoming out can be without the benefit of understanding andcompassion, causing rifts in the family and the loss of friends. Shecompleted an associate degree in cultural studies, was a campcounselor, and had enjoyed some adventure education growingup. The seeds of her inspiration were already taking root. Kado signed up for a Wilderness First Responder certification

course in California. NOLS canceled it, suggesting one inFlagstaff instead, so she headed for Arizona. “It was kind of meant

to happen, I think,” Kadomuses, because her instruc-tor was Erin Lotz, PrescottCollege AdventureEducation faculty member.Kado ended up applying toand being accepted to twocolleges that year. She chosePrescott based on her admi-ration of Erin.She took adventure ed

courses with Steve Pacefocusing on small groupdynamics and interpersonalcommunication, and severalon outdoor management.“But I realized I wanted tofocus on gender and sexual-ity. [So] I took a lot ofcourses with Ellen Abell.”The combination of thesetwo topics were a perfectrecipe for what wouldbecome OUTdoors! Camp. “Ellen and Steven were a

catalyst for me. I had a lotof big ideas and a lot of

energy, and they both told me, ‘You can do this,’ and helped mefigure out what that would look like. I would have done it, Ithink, regardless of where I went to school, but with the help ofmy Prescott College instructors as well as Jane Cabot ’07 and JillHewins, I was able to design what I really wanted to do.”OUTdoors! Camp is a program of one n ten, a Phoenix center

for LGBTQ youth. Kado’s team has built a four-day summercamp experience serving youth from 14 to 24 years of age—150of them last summer, along with cabin counselors and workshoppresenters, totaling 250 people experiencing the weekend. Arriving at camp, participants face their first challenge: surren-

dering their electronic devices so they’ll concentrate on face-to-face bonding. Icebreakers, name games, and other teambuildingexercises bring them together. And they learn to communicate inanother way—through drumming, Kado’s “other passion,” in agiant drum circle of all 250 participants.

OUTdoors! CampAlumna’s Senior Project turns helping LGBTQ youth into a career/calling

OUTdoors! Camp participants

Kado Stewart



The Journal of Sustainability Education (JSE) began as aproject of Ph.D. Cohort 3 students at Prescott Collegewho wanted to see a resource for a field with little dedi-

cated publishing. “The Journal of Sustainability Education provides a much-

needed resource and forum for discussing and promoting theintegrated concepts of sustainability among educators and othersinterested in a resilient future,” says Bill Crowell ’11, a Cohort 3member. “The vision for a peer-reviewed, open access trans-disci-plinary journal grew out of our very first cohort meeting, andtoday, it is a reality with global readership.”

Three years later, much of the editing, promotion, design andwebsite maintenance for the Journal is still carried out by a teamof four Prescott College Ph.D. program student assistant editors,who work closely with the JSE Editor and adjunct faculty mem-ber, Larry Frolich, also full-time faculty member at Miami DadeCollege.

Published annually in March, JSE has become a leading voicefor sustainability educators from around the world. The Journal’sinteractive online format includes rigorous academic peer-reviewed articles, along with timely publication of opinions, shortreports, case studies, and media reviews. Each edition reaches tensof thousands of readers in nearly 100 countries.

“I personally, knew it was a success and useful to others whenmy colleagues started forwarding articles from the Journal to me,”Crowell says.

The wide range of topics that have been treated in JSE articlesreflect the broad interest in sustainability among a diverse cadre ofeducators. Authors and readers come from preschool to universitysettings, both formal and informal. While sustainability is oftenperceived as having an environmental focus, JSE has consistentlyemphasized the social, cultural, and economic aspects of sustain-ability.

The Journal has published cutting-edge pieces from prestigioussustainability education organizations such as the Association forAdvancement of Sustainability in Higher Education (AASHE),the Center for EcoLiteracy, and the American College andUniversity Presidents’ Climate Commitment (ACUPCC), as wellas insightful contributions from independent and creative sustain-ability advocates such as Riki Ott, Dennis Martinez, Jamie Cloud,and Gibran Rivera.

Faculty and students from the College’s Ph.D. program havepublished scholarly articles, media reviews and creative pieces inJSE, and many serve on the Journal’s peer review board.Leadership for the journal is provided by an Advisory Board,composed principally of Ph.D. program faculty, students, andalumni.

As JSE moves into its third publication cycle with a focus inthe March 2012 issue on the geography of sustainability, the audi-ence continues to expand and now includes educators who seegeography as the ultimate “linking discipline” connecting all theelements of sustainability under one conceptual roof.

Journal of Sustainability EducationThree years after launch, this Ph.D. program project continues as leading voice in field

“The JSE has quickly become a widely read resource for sus-tainability educators working in a wide variety of settings,” saysCohort 3 member Tina Evans ’11, a JSE Advisory Board member.“Our submissions for the 2012 issue reflected the journal’s grow-ing international significance.”

Between publishing dates, JSE posts job and event announce-ments and puts out short reports and opinions on a rolling basis.Over the next year, JSE plans to implement an idea developmentspace in the form of a focused online social network called theSustainability Educators Network.

“When we started planning for the JSE, we recognized thatthere wasn’t anything else out there that did exactly what wewanted to do for sustainability educators,” Evans explains. “Ourgrowing readership demonstrates that we have indeed addressed avital need in this rapidly growing and critically important area ofeducation.”

You can keep up on the latest in sustainability education at the JSEwebsite: www.SustEd.org. If you are interested in submitting material orserving as a reviewer for the Journal, contact Larry Frolich [email protected].

Ph.D. students at Prescott College for Colloquium


Imagine, if you will, a world where individuals contributeto creating environments of compassion, balance, andempowerment; where organizations and companies

“walk the talk” of equity, inclusion, and social giving inter-nally and externally; where personal growth and successbecome priorities for all; where individuals, families, andcommunities consciously bring their “best selves” to eachinteraction. This is the world coaching strives to create.

Coaching, often called “life coaching,” is a transformation-al process where a coach and a client partner together tosupport the client in attaining goals, facilitating break-throughs, and reaching his or her full potential. Coaching issuccessfully used in a wide variety of professions, includingteaching, business consulting, personal training, therapy, med-ical practice, management, and training.

This year the Lifelong Learning Center at PrescottCollege is pleased to offer one of only two certifications incoaching available in the state of Arizona. This certification isperfect for anyone who desires to expand into the coachingprofession, or add coaching credentials to an already existingcareer such as executive coaching, leadership coaching, lifecoaching, etc.

The instructor for theCertificate in Coaching is LaurelInman ’08, a Prescott Collegealumna who has been coachingsince 2001. Laurel currentlyhelps small business ownersstruggling with the “businessowner blues” reconnect withwhat is possible and reachbeyond their potential. In addi-tion to having her privatecoaching practice and teachingcourses on coaching and self-actualization, she is the authorof Fire Your Diet.

The certificate program includes six in-person weekendcourses in Tucson, Ariz., four tele-classes, interim self-pacedexperiential exercises, and a self-paced three- to six-monthpracticum upon course completion. By the end of the cer-tificate program participants will be eligible to apply for theAssociate Coach Certification Application of theInternational Coaching Federation (ICF).

“This certificate program is aligned with the PrescottCollege mission of providing an experiential learning envi-ronment for participants to ‘be their best self,’” says CherylSchwartz, Director of the Lifelong Learning Center. “Thecoursework empowers participants to feel confident, findtheir coaching voice, experience the power of coaching bygoing through their own process, and gain skills to facilitatebreakthroughs.”

Professional Coaching The path to creating a more just and compassionate world

Certificate in CoachingThere are six courses in the certificate program – completion of all six courses is necessary to earn the full certificate.Continuing education clock hours are available. The six courses include:

FoundationsThis course covers industry standards, applications, and the anato-my of coaching.

All Mastery is Self-MasteryThis course explores the concept of how self-mastery expandsone’s abilities to produce successful outcomes and facilitate suc-cess in others.

Creating ClarityThis course covers a variety of tools and pathways to support aclient to movement from fear and anxiety around a problem intoa space of clarity and peace surrounding the solution.

Integrative DevelopmentThis course explores the Nine Personality Types of the Enneagramand how to use the Enneagram to enhance personal and profes-sional breakthroughs.

Emotional IntelligenceThis course teaches participants how to navigate emotionalstreams, how to address emotions in a session, and how to useemotions as a powerful and motivational tool for navigation.

Time and Life ManagementTopics explored include: the key principles and strategies thatstreamline action, how to maintain healthy levels of energy output,and the nuts and bolts of applying these principles to all aspects of life and/or business success.

Prerequisites of this certificate program include:Two hours of coaching, by a certified coach, completed pre-entrance and eight hours of coaching, by a certified coach, com-pleted by Certificate completion (includes two hours pre-entrance).Tuition: $2,450 for full certificate (due at time of registration –refunds with two-week notice for remaining balance of non-attended session only).Course Times: 9 a.m.–5 p.m. Saturday and Sunday (3–6 p.m.Friday classes when applicable) with one three-hour tele-class per month (specific dates TBD).Location: Prescott College Tucson Center – Tucson, Ariz.Registration: Contact the Director of Lifelong Learning for an application form and to set up an interview [email protected] or (928) 350-4110.

For further information on this and other certificate programsthrough the Lifelong Learning Center visitwww.prescott.edu/lifelong-learning.

Instructor Laurel Inm

an


After the Practicum, I was invited to work with HWIfor my Master’s Thesis on Project Black Hawk – a studyof the Neotropical raptors ranging from northern SouthAmerica to the US Southwest. The Common BlackHawk is listed in five Southwest states as either endan-gered, threatened, and/or as a species of special concern,but is not yet listed on a federal level and as a speciesgenerally receives little management attention.Reasonably unspoiled Southwestern riparian gallery

forests are essential to these hawks for nesting and hunt-ing. Idyllic stream conditions for hunting habitat areshallow channels or pools, and water quality is impor-tant. Unfortunately, Western riparian systems havedeclined 85 to 95 percent in water quality from historicconditions. Rapid population growth and multiple-usedesignations pressure the remaining Southwestern ripar-ian fragments. Therefore, the most important manage-

ment action is to conserve and improve the health of existingriparian areas and to rehabilitate historic riparian corridors. For ecological research in my thesis I modeled environment-

species relationships, specifically the spatial distribution of nestingraptors, with Geographic Information System (GIS) software. Imapped the study site to include approximately 200 miles of theGila and San Francisco rivers in New Mexico. I then traveled toNew Mexico, working alongside my graduate advisor, Mike Neal;I spent six weeks building fence, planting trees, conducting educa-tional learning stations as part of mitigation efforts, backpackingdown rivers, combing riparian forest for raptor nests, and moni-toring Common Black Hawk nests for productivity.The next step was bringing the field data into GIS and analyz-

ing it to identify what habitat variables strongly correlate withnest site preference. My thesis also addresses the hydrologicaleffects of climate change on the Gila watershed and the futuredistribution of the Common Black Hawk in that area. The purpose of Project Black Hawk, and the mission of

HawkWatch International, is to protect the environment througheducation, long-term monitoring, and scientific research on rap-tors as indicators of ecosystem health. I am the first graduate stu-dent to collaborate with HWI on Project Black Hawk and haveinspired a need for more volunteers and graduate students to par-ticipate. HWI and countless other organizations are looking forself-directed and passionate students like the ones Prescott Collegecan produce, and I have been more than happy to incorporate mywork for this organization into my studies.

For more information about HawkWatch International visit www.hawk-watch.org. To volunteer with Project Black Hawk, contact Mike Neal [email protected].

By Christine Duffy ’09, ’12 M.A. program

Each fall, most diurnal raptors(hawks, eagles, ospreys, and fal-cons) leave their breeding

grounds and migrate south. Some travelgreat distances to reach lower latitudes,like the Swainson’s Hawk, flying over10,000 miles from North to SouthAmerica. Others go just a few hundredmiles to lower elevations, such as theZone-tailed Hawk; they travel from theUS Southwest to Mexico. These raptorsseek warmer climates, supporting moreseasonally available prey, to sustain themover winter. HawkWatch International (HWI), a

nonprofit science-based organization,began long-term raptor migrationmonitoring across the Western US and Mexico 35 years ago. Themost cost-effective way to measure North American raptor popu-lation status and trends, migration monitoring is also a fantasticavenue for a graduate student or young professional to gain rele-vant competence in the field of raptor ecology – just my goal formy Prescott College Limited-Residency Master of Arts ProgramPracticum work. In a phone interview with Mike Neal, then HawkWatch

International’s Southwest Monitoring Coordinator, his first ques-tion was, “What type of vehicle do you own?” I didn’t have a carat all; he couldn’t offer me the open position. It was disappointing,but I begged just 10 more minutes to talk about birds of preywith him. Making contacts and networking are very important foran independent, self-directed Prescott College master’s degree stu-dent. I described the limited-residency program and Practicum,and just started asking him about everything I had been readingfrom my theory courses in conservation of birds of prey and natu-ral resource law. By the end of our conversation he told me he was impressed

with my questions and would go ahead and bring me on as anobserver at the Grand Canyon; we could make it work without avehicle. This was the first time my learning had been validated byan expert raptor biologist, and it felt good.I sat on an exposed rim of the Grand Canyon for two and a

half months, more than eight hours a day, six days a week, scan-ning the sky for raptors travelling south on the IntermountainFlyway. Observing 5,000 raptors during the season provided plen-ty of practice, with identification of 17 different species and learn-ing to tell males from females, juveniles from adults. I learnedHWI’s migration monitoring protocols, including data collectionof migrants and weather measurements, and was asked to leadinterpretive programs for the visiting public.

Practical ExperienceSoon-to-be double alumna Christine Duffy helps preserve raptor habitat

Common Black Hawk


George Huey ’73 The December issue of Arizona Highways was devoted to the 50 greatestphotos in 88 years of the magazine. It featured two photos by formerprofessor Jay Dusard, and one by alumnus George Huey.

David Meeks ’73 David Meeks is president of the board of directors for Sonoma SkyparkAirport, a privately owned, public-use airport. Board members work hardto promote myriad aviation activities for young people to help them gaineducation and confidence, build character, and fulfill sometimes-toughgoals.

Doug Hulmes ’74 Doug had a wonderful visit to San Diego, Calif., on January 14, wherehe performed John Muir to a capacity crowd at the Balboa Park RecitalHall. Robin Rivet ’74 invited him to perform his Chautauqua as aCelebration of Trees in conjunction with the Center for SustainableEnergy.

Matuschka ’74 Matuschka’s photography was recently published in two books: JohnLeongard’s book Age of Silver: Encounters with Great Photographers and TheNew York Times Magazine: Photographs.

Diane J. Schmidt ’74 Photojournalist Diane Schmidt presented “Darkening of the Light: ElSalvador 1981” during Open Mind at Congregation Albert, inAlbuquerque, N.M., this past October. She gave a talk and slide show ofher experiences in El Salvador during their violent civil war.

Donald Segerstrom Jr. ’74 California Governor Edmund G. Brown Jr. recently announced theappointment of Donald I. Segerstrom Jr. to a judgeship in the TuolumneCounty Superior Court.

Maggie McQuaid ’75 Maggie traveled to Washington, D.C. in September to participate in thenational celebrations of the 50th anniversary of the founding of thePeace Corps. Maggie served as a Peace Corps volunteer in Hondurasfrom 1976 to 1978, working as a rural public health promoter. In theyears since, she has been active in the Returned Peace Corps VolunteerAssociation, and she currently serves as assistant editor of Amigos deHonduras, a newsletter for returned Peace Corps volunteers who servedin Honduras. Maggie was awarded the Order of Salva Vida (La Orden deSalva Vida), recognizing her involvement and service to ReturnedHonduras Volunteers in 2009. At the September event, Maggie was hon-ored to carry the national flag of Honduras in a march from ArlingtonNational Cemetery to the Lincoln Memorial. Over 6,000 volunteerswalked under the banners of more than 120 host nations; joining thisgroup was one of Maggie’s greatest experiences.

Tom Brownold ’76 See Tom's recent photos athttp://tclf.org/sites/default/files/microsites/LandscapeILove/sonoran-desert.html.

Joseph Ruby ’80 Jay, as fellow alumni may know him, was interviewed in the Miami NewTimes as part of a feature story about the Carpetbag Brigade, a SanFrancisco performing arts group. The Carpetbag Brigade, with Jay in therole of director, puts on “visual extravaganzas using improvisation, acro-batics, music, circus antics, and butoh.”

Angela Hawse ’86 Angela was recently named the 2011 Guide of the Year by the AmericanMountain Guide Association. Congratulations, Angela!

Scott Rikkers ’90 Home and design magazine Shelter has featured an article on ScottRikkers in its Winter 2012 issue.

Brigette Buynak ’93 Brigette married Jakob Sundin on July 23, 2011, at Zaca Lake nearSanta Barbara, Calif. Brigette and Jakob met in Paia, on the NorthShore of Maui, where Jakob was on a three-month windsurfing vaca-tion. Jakob is originally from Sweden. Before leaving Maui, Brigettepassed her exams for the Hawaiian Bar! The couple now lives in SantaBarbara near the ocean where they listen to the sea lions in theevening. [email protected].

Patrick Mitchell ’93 Last year, Patrick was laid off from the City of Santa Ana due to budgetcuts. After a year of unemployment he landed at Glen Ivy Hot Springsas the director of landscapes and sustainability. Patrick manages the 17-acre spa grounds as well as all the fruit and vegetable gardens, the nativelandscapes that surround the property, and all of the company’s sustain-ability initiatives. Patrick loves his job and has really come to embracethis important place and the role it plays in making peoples’ lives morefull and healthy. Patrick has become very interested and active in sus-tainable agriculture. He also enjoys growing food for his family on theirlittle one-acre home site, where they have chickens, a goat, and horses.“I love and learn so much from my wife, Shannon, and two boys, Jackand Johnny, who provide so much inspiration,” says Patrick, who iswriting quite a bit and looking forward to publishing his second booksoon.

Susanne Nelson ’93 Susanne is married with three children (Sierra 18, Zoe 11, and Thomas6). She is a sixth-grade math teacher living in a Dallas suburb. Her emailis [email protected].

Charles M. “Monty” Roessel ’95 Charles was recently named the Bureau of Indian Education’s DeputyDirector for Navajo Schools.

Brian Cohen ’97 Since Prescott College, Brian’s career path has zigzagged from workingat an art museum in Washington, D.C., the Peace Corps in Bénin, auniversity in Kenya, the United Nations in Thailand, an NGO inCameroon, and the US Embassy in Liberia. These days, Brian is a tropi-cal forestry specialist working to reduce illegal logging in African coun-tries. If anyone is ever passing through Accra, Ghana, please don’t hesi-tate to get in touch with Brian. [email protected].

Rebecca Salem ’98 Rebecca sent this photo of PrescottCollege alumni playing on the beachon Plum Island, Mass., this past sum-mer. Pictured: Jeremy Wheeler ’96,Deva Wheeler ’99, Ethan Hipple ’00,Sarah Hipple ’99, Ellory Kimble ’99,and Rebecca Salem ’98.

Matthew Blake ’00 Matthew has been in his dream job as Delaware Bay Project Managerfor the American Littoral Society, working to care for the coast throughprograms focused on education, advocacy, and conservation. “I couldn’thave gotten this far without the support of Walt Anderson! My daugh-ter, Amanda, just turned two and our son, Ethan, is now nine monthsold.”

Matthew Brummett ’00 Matt Brummett is an instructor in fellow alumnus Cody Lundin’s ’91Aboriginal Living Skills School. He will be teaching some cool classesthrough the ALSS in 2012: Abo Kitchen, Light My Fire, and CatchingCritters, with co-instructor Mark Dorsten ’99.

Erin Elder ’01 In 2009, Erin founded a multi-disciplinary organization called PLAND:Practice Liberating Art through Necessary Dislocation, which supportsexperimental and research-driven projects in the context of its off-the-grid location near Taos, N.M. PLAND is soon accepting applications for

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The figures in her invented world bare multiple rows of razor sharp teethand glare. She considers these traits through line drawings within herpaintings, to emphasize an unresolved, half-in-this-world woman.

Craig Sponholtz ’05 Craig has been working in stream and wetlands restoration since gradua-tion; he has taught a number of workshops in the Southwest region.Dryland Solution, a small watershed restoration firm based in Santa Fe,N.M., offered a 4-day, hands-on workshop last October in an effort toincrease understanding and awareness of passive water harvesting, erosioncontrol, and stream restoration. If you’d like to know more aboutDryland Solutions please visit drylandsolutions.com.

Kristen Dillon ’06 and Jason Thomas ’06 Kristen and Jason were married on August 7, 2010. They are currentlyliving in Tucson.

Dennis Roberts ’06 Dennis completed his dissertation this past year and graduated with adoctorate in clinical psychology from Antioch University in Seattle. He isnow an instructor in the Health Sciences Department at DePaulUniversity in Chicago and also teaches online classes for the psychologydepartment at Baker College in Flint, Mich.

Heather (Quinlan) Spengler ’06 Heather married Joshua Spengler in May 2010 and is now living on theMississippi coast. She is learning to appreciate the slower pace of life inthe South while enjoying marriage and raising her 5-year-old step-daughter.

Leah Titcomb ’06 Leah is living in Brunswick, Maine, and teaching at Coastal Studies ForGirls, a science and leadership semester school. She invites you to visit ifyou find yourself in the Northeast.

Arieh Scharnberg ’07 Arieh is finishing his master’s degree from the American University ofParis in Cross-Cultural and Sustainable Business Management. He is cur-rently living in Israel working on his final internship with a corporatesocial responsibility consulting company and working with Israel’s leadingcompanies to find and assist them in social and environmental engage-ments. He has recently become an Israeli citizen.

Adam “Catfish” Baruni ’08 The Starter House, a play by Catfish Baruni, directed by Esther BlueAlmazán ’03, ran at the Beowulf Alley Theatre in downtown Tucson thispast February.

Zac ’09, M.A.11 and Celine Adair ’99With the help of two current Prescott College students, Zach Dahlmer’11 and West Howland ’11, Zac and Celine’s nonprofit, PanaceaAdventures, began developing the Healing Ocean in 2010. This 3-day seakayaking and surfing camp works specifically with families living withCystic Fibrosis (CF). With past studies and research to prove the positiveeffect that the saline environment has on CF, the first Healing Oceanprogram of 2011 was completed with HUGE success.

Jenica Faye ’09 Jenica was married to Lars Weimar on November 6, 2011, in BalboaPark, San Diego, Calif. Jenica and Lars were together throughout theyears Jenica attended Prescott College. In 2009 they moved to Ashland,Ore., where they co-founded Chee Studio, a custom web design agency.For the wedding, Jillian Van Ness ’08 created the one-of-a-kind invita-tions, place cards, prayer flags, and guestbook. Batya Ellinoy ’10 sang andpresided over the couple’s marriage ceremony.

Tara Alperin ’10 Since graduating in the Winter of 2010 Tara has continued to dance. Sheis currently working on a dance film project, which also includes PrescottCollege alumna Elizabeth Frambach ’10 as a dancer. Tara is fundraisingthrough Indiegogo at indiegogo.com/keepmestrong?a=342763.


its 2012 season of projects and residents at itspland.org. Erin’s essay“How to Build a Commune: Drop City’s Influence on theSouthwestern Commune Movement” was recently published byUniversity of Minnesota Press in West of Center: Art and theCounterculture Experiment in America, 1965–1977.The book was pub-lished in conjunction with an exhibition by the same title, organized bythe Museum of Contemporary Art Denver. Erin now splits timebetween Albuquerque and Tres Piedras, N.M. She writes, teaches,curates, and also works as Gallery Director at University of NewMexico’s Tamarind Institute. Learn more or say hello at erinelder.com.

Joe Ventimiglia ’01 Joe recently presented at New York University about experiential edu-cation, group dynamics, and facilitation techniques as part of EducationThrough Adventure, LLC. Read more about Education ThroughAdventure at www.etatraining.com.

Karen Evans ’02 After eight years in the classroom and completing a Master ofEducation in school leadership, Karen is pleased to move into the roleof dean of academics (her school’s version of vice principal) forMagnolia Science Academy in San Diego, Calif. Karen will miss thecreativity and joy of classroom teaching, but she looks forward to newchallenges and to supporting her fellow staff in her role. Karen wouldlove to hear from any Prescott College contacts! [email protected].

Hannah King ’03After leaving Prescott College, Hannah attended and graduated fromthe University of Maine School of Law and is now an attorney for theAlaska Public Defender Agency. She recently got married. Hannah ispictured here at Spencer Glacier, Kenai Peninsula, Alaska.

Zachary Lihatsh ’03 Zach had his hand-forged cutlery included in the handcrafted giftguide of the December 2011 issue of Martha Stewart Living. Accordingto the guide, Zach’s cleavers are made from recycled steel and copper.

Charles Mentken ’03 Charles is currently director of La Tierra Expeditionary School inPrescott, Ariz. The Arizona State Board of Education recently awardedthe school $230,000 through the Arizona Charter School IncentiveProgram. The elementary school will be eligible for an additional award in 2013–14. For more information, see www.latierracommuni-tyschool.org.

Catlin Smith ’03 Catlin Smith married Adam Gaensler in Thailand this past January.Adam is a music teacher and musician from Australia. The couple metin Shanghai, China, where Catlin was living and working for the pastfour years at a small international school. They are planning to move toThailand.

Anna Varney ’03 and Joshua Chamberlin ’04 Anna and Joshua were married on August 27, 2011, on Orcas Island inWashington State. They live in Seattle on their 34-foot sailboat.

Sara Campbell ’04 Sara married Jeannine Gamble on November 11, 2011, as New YorkState has recognized marriage equality. Jeannine also gave birth to their6-pound, 6-ounce son, Steven Delmar Campbell, on June 20, 2011.

Courtney Johnson ’04 Courtney Johnson exhibited her paintings at Park Life, an independentretail store and art gallery based in San Francisco, in November 2011.Courtney paints wild and gnarled women engaged in reckless behavior.

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Make Sure We Have Your Updated InfoAre you receiving the monthly enewsletter Ecos? We can’t stay in touch with you unless we have your current information such as mailing address, e-mail, and phone number. You can update your info online at http://pcalumupdate.kintera.org/ or by calling the Alumni Office at (928) 350-4502.

Introducingthe Student

Alumni AssociationThe Student Alumni Association

(SAA)/Student Initiative Counsel (SIC)is a student-run organization that existswithin the Prescott College AlumniAssociation. The mission of SAA is tocreate and foster positive relationshipsbetween all students, past, present, andfuture. Our goal is to raise funds to

implement a program that will connectPrescott College alumni and current stu-dents and encourage school pride. Pleasejoin us and learn about upcoming events

at www.prescott.edu/alumni/student-initiative-council.

Alumni and Parent GatheringsPlease join Prescott College Board of Trustee Gerald Secundyand Prescott College President Kristin R. Woolever for anAlumni and Parent Brunch on Sunday, June 3, 2012 from 11a.m. to 1 p.m. Enjoy complimentary brunch and refreshments

while engaging in conversation about experiential education at PrescottCollege. Seating is limited. Please RSVP at http://pasadena.kintera.org or callMarie Smith in the Alumni Office at (928) 350-4502.

Reminder: PC Email for LifeWe hope all alumni will register for the newly availablePrescott College email for life. Stay connected to your almamater through our recently upgraded Google Apps forEducation email service. This service is similar to regular

Gmail and can easily be forwarded to your current email address, so you’llnever miss out on Prescott College news again! Once registered, you can keepin touch with former classmates by searching for their names in the system. As a bonus, retail discounts are associated with having an “.edu” email address.For more information or to register for your Prescott College email for life,visit http://www.prescott.edu/alumni/pcmail-for-life.html today!

Alumni Briefs

Give a Gift & Win an Amazon Kindle Fire!

Give to the Annual Fund for Academic Excellence Today!

For your gift of $25 or more to the Prescott College Annual

Fund for Academic Excellence made from now through June 30,

2012, your name will be entered into a drawing for a new

Amazon Kindle Fire.

Use enclosed envelope or give online at www.prescott.edu/give.


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Faculty & Staff NotesVictoria Abel ’93, M.A., M.N.T.Instructor Victoria Abel presented the lecture “Addiction Nutrition” atthe 2011 National Conference for Addiction Professionals in SanDiego. Her article “Feeding the Addict” was published in theNovember 2011 edition of Addiction Professional magazine. She alsospoke at the Freedom and Recovery conference in California in March2012.

Mariana Altrichter, Ph.D. Environmental Studies and Cultural and Regional Studies instructorMariana Altrichter participated at the IUCN Species Specialist GroupChairs meeting in Abu Dhabi, February 23–27, 2012. She was invitedby the Mohamed bin Zayed conservation fund along with 300 expertsfrom around the world. Mariana is also the chair of the PeccariesSpecialist Group.

Randall Amster, Ph.D.Graduate Chair of Humanities and professor of Peace Studies RandallAmster published a new book, Anarchism Today (Praeger, March 2012).He also had two edited volumes accepted for publication by LexingtonBooks and Syracuse University Press. Dr. Amster co-authored chapterson immigration and the Occupy movement, respectively, for two booksdue out this spring; completed journal articles on several topics; anddelivered conference keynote addresses on “radical empathy” and theecological sphere of peace.

Melanie Bishop, M.F.A.Faculty member Melanie Bishop’s short story “Trina Comes Home”was accepted by Potomac Review. Another, “Evidence,” is forthcoming inThe American at theamericanmag.com. Her memoir, Some Glad Morning,is forthcoming on outpost19.com. Last June, Bishop taught creativewriting on Paros Island, Greece. The host school, Hellenic InternationalStudies in the Arts (HISA), serves American college student studyingabroad.

K.L. Cook, M.F.A.Arts and Letters faculty member K. L. Cook’s short story “Filament”was selected for inclusion in the 2012 Best American Mystery Stories.Thestory is also available in his recently published collection, Love Songs forthe Quarantined, which won the 2010 Spokane Prize for Short Fiction.

Jordan DeZeeuw Spencer Ph.D. ’11Both Anita Fernández and Jordana DeZeeuw attended the NationalAssociation for Multicultural Education conference in Chicago.

Anita Fernández, Ph.D.Dr. Anita Fernández, Education faculty member, was a guest on PacificaRadio discussing the recent ban on Ethnic Studies in Tucson, and alsotaught at the first “School of Ethnic Studies” held in response to theelimination of Mexican-American classes in the Tucson school district.She attended the National Association for Multicultural Education con-ference in Chicago with Jordana DeZeeuw.

Tom Fleischner, Ph.D.Environmental Studies faculty member Tom Fleischner’s The Way ofNatural History was recently listed as one of four “outstanding recentbooks” reviewed in the Gift Guide: Best of Science, in the Wall StreetJournal. As one of the organization’s founders, Tom was also featured inthe 11-minute video produced for the Northern Cascades Institute’s25th anniversary.

Lisa Floyd-Hanna, Ph.D.Dr. Lisa Floyd-Hanna presented a paper at the 2011 Southwest Fire,Restoration, and Fuels meeting in Flagstaff. With grants from the JointFire Science Program, she and several Prescott College students haveconducted research at Mesa Verde National Park. She and Dave Hannahosted a workshop on her research at Mesa Verde, attended by eightagency resource and fire managers. The National Park Service has alsocontinued funding her fire history work at Dinosaur National Park.

Deborah Ford, M.F.A.Deborah Ford, Visual Arts faculty member, exhibited in Arizona Centennial(Tohono Chul Gallery, Ariz.), Manifest Destiny (Northlight Gallery, Ariz.),and the 44th Yellowstone Art Museum Art Auction (Billings, Mont.).Upcoming exhibits include The Gaia Factor: Women for Social Justice and theEnvironment (Semmes Gallery, Texas), the National Juried Exhibit (BakerArts Center, Kan.), and Under Western Skies 2 (Calgary, Alberta). She alsoserved as Artist in Residence at Biosphere 2.

Dan Garvey, Ph.D.From January to May 2011, Prescott College faculty member and formerCollege President Dan Garvey sailed around the world with 600 collegestudents as Dean of the Semester at Sea Program sponsored by theUniversity of Virginia. In May 2011 Dan delivered a presentation to theNational Outdoor Leadership School’s International Faculty Summit.

Zoe Hammer, Ph.D.Cultural and Regional Studies faculty member Zoe Hammer publishedtwo chapters in the new book Human Rights in Our Own Backyard:Injustice & Resistance in the United States, published as part of thePennsylvania Studies in Human Rights series (University of PennsylvaniaPress).

Robert Hunt ’14 Ph.D. program Adjunct faculty member and Ph.D. Cohort 5 member Rob Hunt wrotethe introduction to the recently published book Getting Out of the Way:Living Sufism. In addition, he contributed short-chapter parables under hisSufi name, Suleiman. The book is available in Kindle version and in hardcopy at the College Library.

David Lovejoy ’73Adventure Education faculty member David Lovejoy recently presentedto the Flagstaff chapter of the American Meteorological Society Avalanchein Arizona, highlighting the unique attributes of snowpack on the SanFrancisco Peaks. David has been researching snow on “the Peaks” for anumber of years, teaching avalanche courses, and acting in snow safetyadvisory throughout northern Arizona.

Steve Pace, M.S.W.Undergraduate Human Development and Psychology ProgramCoordinator Steve Pace was invited to Chair the Accreditation Council ofthe Association for Experiential Education for the third year in a row. TheAEE Accreditation Council consists of volunteers who are experts in thefield of adventure education.

Rachel Peters M.A. ’04 Director of Field Operations Rachel Peters authored a chapter titled“Access and Permitting for Use on Public Lands” in the textbook OutdoorProgram Administration: Principles and Practices, published February 2012 byHuman Kinetics.

Jill Pyatt and DeeAnn Resk, M.A.Associate Director of Admissions Jill Pyatt, Student Leadership and EventCoordinator DeeAnn Resk, and current on-campus undergraduate stu-dents Claire Tuchel ’13 and Tony “Morgoth” Gamboa ’13 made a presen-tation about Prescott College’s unique approach to education in the con-text of sustainability at the This Way to Sustainability VII conference inMarch at California State University, Chico. Additionally, Morgoth servedas the featured student speaker. The conference is the largest student con-ference focused on sustainability in the nation.

Wayne Regina, Psy.D.Psychology and Peace Studies faculty member Dr. Wayne Regina present-ed a workshop, Bowen Theory and Domestic Mediation, to staff of theSuperior Court of Arizona in July 2011. Dr. Regina is a certified seniormediator, conciliator, and trainer for the Superior Court of Arizona aswell as a licensed psychologist and licensed marriage and family therapist.

Fall 2011 Transitions CorrectionsThe Norman and Carol Traeger Foundation and the Marisla Fund of

the Orange County Community Foundation donated to Prescott

College at the Gold and Turquoise Circle Level ($10,000 and above).


Faculty & Staff N

otes

Class Notes

Mark Riegner, Ph.D.Environmental Studies faculty member Dr. Mark Riegner received the2011 Harry R. Painton Award of the Cooper Ornithological Society forhis paper “Parallel evolution of plumage pattern and coloration in birds:implications for defining avian morphospace,” from the November 2008issue of the journal Condor (Vol. 110, pp. 599–614).

Andy SchmooklerFormer faculty member Andy Schmookler taught courses like TheMeaning of Contemporary Events between 1973 and 1975. He went onto earn a doctorate at UC Berkeley in the evolution of civilization andhas published several books on topics of socio-political psychology. In2004 Andy began perceiving something troubling in American politics –what he calls a failure to confront the truth about the forces that shapeour society. This has led him to run for Congress in Virginia’s 6th Districtin 2012. “We think that our efforts are already having some constructiveeffect, and we know that there’s just too much at stake in America rightnow not to throw oneself into the fray.” To learn more about Andy or tosupport his bid for office, visit AndySchmooklerForCongress.com or findhim on Facebook.

Marjory SenteVice President for Institutional Advancement Marjory Sente gave a pres-entation, No Fries ’Til Mail – How Tourism Brought Mail Service to theGrand Canyon, at the Smithsonian National Postal Museum’s 2011 PostalHistory Symposium, the 2012 Grand Canyon History Symposium,and at the ARIPEX 2012 (Arizona’s annual philatelic exhibition).

Terril Shorb Ph.D. ’09Limited-residency undergraduate faculty member Terril Shorb and hiswife Yvette A. Schnoeker-Shorb, a Prescott College mentor, publishedWhat’s Nature Got to Do with Me?—Staying Wildly Sane in a Mad Worldthrough Native West Press. The book chronicles people’s true encounterswith wild creatures that produced a healing effect.

Carl Tomoff, Ph.D.Carl presented “Effects of the Spring 2011 Pickett Fire on Avian Life” tothe 2011 annual meeting of the Arizona Field Ornithologists. In springand summer he volunteered as ornithologist for Sky Island Alliance’sMadrean Archipelago Biological Assessment program during two week-long field expeditions to little-known mountain ranges in northernSonora, Mexico.

Art Gallery at Sam Hill WarehouseThe Prescott College Art Gallery atSam Hill Warehouse won thePrescott-area Buckey Award forOutstanding Arts Organization.

Vicky Young ’95, Ph.D.Faculty member Vicky Young was aparticipant in this first ever meetingexamining the state of living kidneydonation. She was also part of thepsych–social work group that con-tributed to the article “Living KidneyDonor Follow-Up State of the Art”published in the American Journal ofTransplantation.

Rob Gilson ’12Rob Gilson found a rare oldfield mouse, not seen in MecklenburgCounty, N.C., since 1968. It has been documented in the state onlythree times, and North Carolina lists it as a species of special concern.The discovery also marks the near completion of a decade of work toinventory Mecklenburg’s biodiversity. The data will establish baselinesby which to compare changes in species numbers in future years – acrucial first step toward protecting native species and managing coun-ty-owned land.

Shane Snipes ’15 Ph.D. programMember of the Ph.D. program Cohort 7, Shane completed an ecoroad trip interviewing 1,000 people across America about the wordsustainability. His discoveries can be found at ecoroadtrip.com as anongoing web series.

continued from page 24

Unexpected Crossroad continued from page 5

OUTdoors! Camp continued from page 19

life with those caught in the throes of structural violence. I found mypurpose in not only helping others heal, but dismantling the forcesbehind structural violence.My Prescott College experience mimicked my experience in Lucy’s

care. I found safe and nurturing spaces created by the faculty, mentors,and my classmates that allowed me to explore my academic passions as avulnerable, emotional human being. I have emerged knowing that theforces robbing humans and any life of dignity must be thwarted. I havebecome the agent of change Lucy inspired and Prescott College nur-tured: empowered to uphold social and environmental justice for myown dignity’s sake and for the dignity of all of Earth’s inhabitants.

“We spend two hours drumming,” she says, “because music is all

about listening to the people you’re making music with—you’re com-

municating through your hands, through your energy.” Other activities,

like the high-ropes course (and the 80-foot pine tree), add in the adven-

ture education, and workshops cover such topics as handling bullying,

STDs, and safe relationship practices.

Each camp session takes about six months of full-time planning.

Workshop facilitators are educators, professional community activists, and

trained volunteers, working dawn to midnight during camp. The 100

Arizona participants they choose can attend free, thanks to a Garrett Lee

Smith suicide prevention grant and state funding. OUTdoors! also

colaborates with EMPACT, GLESN, and Cultural Sponge.

Kado and others work hard fundraising for out-of-state kids, especial-

ly younger ones “from the middle of nowhere, from rural Texas, or places

where they have no access to any support group,” she explains; given her

background, “That’s one of my big passions, outreach to rural folks.”

Out-of-staters come from as far afield as the Northeast and Mexico.

Outreach will remain a big part of Kado’s future. Her plans for

OUTdoors! Camp include partnering, consulting, and training with

other summer camps, adventure ed groups, and schools. “We’re looking

to expand to a national model,” she says, seeking out agencies who want

to replicate the concept in their states. Today, they partner with agencies

in New York, Seattle, and Utah.

Kado’s “big plans” are already helping LGBTQ youth understand that

life can and does get better once you find a source of support and a

place to safely be yourself.


Sean Hennelly ’12Sean Hennelly passed away on the

afternoon of January 17, 2012, whena group of students went rock climb-ing recreationally at the GraniteDells in Prescott. During a leadclimb, Sean, a sophomore studyingAdventure Education and Wilderness Leadership, fell andsustained a traumatic head injury.

Despite the best efforts of the other students on the scene,the Prescott Fire Department, and the Yavapai CountySheriff ’s Office Search and Rescue, Sean died before hereached the hospital.

Sean was born in Santa Fe, N.M. to Dr. MichaelHennelly and Louella Roybal. He is survived by his parents; his sister, Maria-Teresa Hennelly; his grandparents,Theodore and Sally Roybal and Helene A. Hennelly; andmany other relatives and friends. A memorial event held oncampus was well attended by students, staff, and facultyalike.

In response to Sean’s death, current student BrianAndersen ’15 has arranged a special discount on Petzlclimbing helmets for Prescott College students. With a sub-sidy provided by the Student Union Board and thePresident’s Office, helmets will be made available for privatepurchase to those who may not otherwise be able to affordthem or find the retail price prohibitive. The College isproviding ongoing support to students who were present oraffected by this tragedy.

Bridget Reynolds After a trying battle with lung

cancer, the College’s graphicdesigner of nearly 12 years, BridgetReynolds, passed away in the earlyhours of September 18, 2011, whilewith her family in Minnesota. Shestarted as an assistant in theDevelopment Office at PrescottCollege in October 1999 and soonmoved on to the role of graphic designer, earning severalawards for her sophisticated and innovative work.

Bridget was a bright spot on campus – a joy to sit andtalk with, sharing the wisdom of her experience and alwayswilling to lend an understanding ear. Through her freelanceand volunteer work for Prescott Creeks and the Elks OperaHouse, she served as an excellent ambassador of theCollege in our local community. Bridget is survived by herson Erin; three siblings; and her mother Rosemary. In pass-ing she joins her father, her son Josh, and her secondhusband.

A celebration of Bridget’s life and work was heldSaturday, October 4, 2011, at the Prescott College ArtGallery at Sam Hill Warehouse, where people had theopportunity to share their thoughts, feelings, and recollec-tions of this cherished member of our community.

Alan PaskowFormer Prescott College philosophy professor Dr. Alan

Paskow died April 5, 2011, at his home in Ridge, Md., ofmetastatic head and neck cancer at the age of 71. Survivorsinclude his wife of 44 years, Jacqueline Merriam Paskow, anda daughter, Linnea Paskow of Brooklyn, N.Y.

Maria Carreccio Clauss ’81Alumna Maria Carreccio Clauss passed away in Austin,

Texas, on August 19, 2011, after a long battle with colon cancer. She studied Early Childhood Education at PrescottCollege and used her to degree to start Primavera Montessoriand Shady Grove Community School, both in Texas. She issurvived by her husband David Clauss and children Racheland Jonathan.

In MemoriamIn Mem

oriam

Create aLiving Memorial

For several years a coordinating committee offaculty members, staff, students, and alumni hasworked on the design of a Campus Commons.It will include native landscaping, fruit trees, andoutdoor meeting and learning spaces.

Currently, group memorial initiatives for depart-ed friends, a favorite instructor, a graduating class,or cause have been started, including a memorialtree for Bridget Reynolds. Several options such asmemorial trees, benches and meeting spaces areavailable to create a lasting legacy for you or aloved one. Please consider making a gift to honora special person and to cultivate a greener futurewith Prescott College.

For more information or to contribute to a newor existing Campus Commons memorial initia-tive, contact the Advancement Office at(928) 350-4505 or [email protected].


By Rich Lewis, Prescott College Library Director

I’m proud to say that the Prescott College Library isoften cited as the best resource available to students inour limited-residency programs, but we should always

be striving to do more for our students. The PrescottCollege Library was able to add more than 89,000e-books to its collection last year as part of a six-yeargrant from the Walton Family Foundation earmarked toincrease both print and online resources. Now, half of allthe books checked out from the Library are e-books.These new assets represent an excellent resource for stu-dents and faculty alike, but also pose challenges as wetransition from traditional, tangible items into the digitalrealm of the 21st century.

The advantages of digital books are clear: e-books areinstantly and simultaneously accessible (multiple peoplecan access and read the same book from our Library atthe same time); there are no overdue fines; off-campusstudents don’t have to wait for a book to arrive in themail, and we don’t have to hassle with the time or cost ofsending items through post. Readers can customize thesize of print, search text for key terms, annotate or high-light passages, and then save a copy to their very own vir-tual bookshelf for continued reference; and the “Speech”feature provided by the College’s vendor, ebrary, will readtext aloud to you in either English or Spanish.

The techie in me believes wholeheartedly in the bene-fits of entering into the realm of ebooks; the librarian inme laments the loss of texture, character, and even thepersonality of print books – their “real-ness”; and theacademic in me recognizes the challenges of the ebookindustry, which is still in its infancy.

Some e-books can be downloaded on devices, such asKindle, iPad, and iPhone, while others can only beaccessed via a computer connected to the internet. Thiscan be a hardship for those with limited resources forsuch devices or no internet access. Also, at some libraries,e-books follow the “check-out” model, allowing only oneperson to view a book at a time (thankfully, this is not thecase at Prescott College).

Print books live on shelves, ready to be read at anymoment. Librarians choose which books remain on theshelves and for how long. We have much less power overthe length of time e-books will be in our collection. Mostebrary books are purchased in bulk through a subscrip-tion. Publishers have agreements with e-book vendors andeither party can decide to end the relationship, causingbooks to disappear from a digital collection in the blinkof an eye, and leaving librarian and readers without accessto desired resources.

Prescott College ascribes (and subscribes) to a multi-user e-book model. Libraries, after all, were conceived inthe notion of freedom to access information. We wouldprefer to buy one copy of a book and allow everyoneunlimited access to it. But not all vendors even offer thisoption. Many are still tethered to the printed book model– requiring “check out” of a digital resource to only oneperson at a time. It’s the more affordable option for pur-chase of individual titles, but only because publishers andvendors would go out of business if they didn’t keepcheck on unlimited use of a single resource, paid for once,and usable forever. Librarians, publishers, and e-bookcompanies are still exploring what a middle ground couldlook like, and we each have a voice that can shape thefuture of this industry.

With all of these challenges, the transition to e-booksstill represents a remarkable paradigm shift. While manypeople still prefer to read a tangible book, e-books offerexceptional access to a wealth of information. Part ofmoving forward, however, requires a certain amount ofletting go and reshaping how we think about books andthe ways we experience the worlds found within them.While I hope that the print book will always have a placein our culture, e-books are truly the next big step for thescholarly community. I believe that for academics, theincredible increase in access to information through e-books will more than make up for some of their short-comings.

The Last Word

E-Books: An Intangible ResourceThe Last W

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