Fuse winter 2010 | vol. 3 no. 4

FUSE

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UDENTSFOR

STUDENTS

Writer/EditorsMatt Connolly ’11Alyssa Figueroa ’12Lauren Hesse ’11Mia Jackson ’11Alyssa Letsch ’10Chris Lisee ’10Danielle Paccione ’10Meghan Swope ’11

Photo EditorJeff Goodwin ’10

PhotographersCaylena Cahill ’10Mike Grippi ’10Rachel Howard ’13Martha Pace ’12Allison Usavage ’12Matt Watkajtys ’11

VideographerKyle Kelley ’10

Vice President for Enrollment Management

Eric Maguire

Director of AdmissionGerard Turbide

Executive Director of MarketingCommunications

Tom Torello ’87

Executive EditorBonny Georgia Griffith ’92

Managing EditorLisa N. Maresca

Web EditorElise Nicol ’83

Copy EditorTommy Dunne

Print ManagerPeter M. Kilcoyne ’05

Maura Gladys ’11

I’m a journalism major from Gouldsboro,Pennsylvania. When I’m not in class, I coach a youth soccer team through theIthaca Youth Bureau and freelance for the Ithaca Journal.

Brian Keefe ’11

I’m an accounting major and economicsminor from Simsbury, Connecticut. On campus, I enjoy working with the StudentGovernment Association and the CoreTrading Consultants.

Zachary Tomanelli ’11

I’m a journalism major from Marlboro, New York. I’m on the WICB sports staff and I work with Water for Sudan, the fund-raising arm of IC’s STAND chapter.

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The Ithaca College Experience | winter 2010

Having done our own college searches, we know how hard it is to makethe right choice, especially when all the information you get sounds sosimilar. That’s why we’ve created Fusemagazine, a publication thatgives you a firsthand glimpse of the Ithaca College experience throughstories and photography by current IC students. Is Ithaca right for you? It’s your choice—and we hope this makes it easier.

—Fuse staff

Michael Spears ’11

I’m an anthropology major with a recreationminor from Valley Forge, Pennsylvania. In my spare time I enjoy hiking, camping, rockclimbing, skiing, and cooking.

Mykal Urbina ’11

I’m an integrated marketing communica-tions major from Gilbert, Arizona. I am also involved with the United Way StoneSoup Philanthropy Corps.

Rose Zonetti ’09

I’m a recent graduate with a B.A. in writing and minors in environ-mental studies and journalism. I plan on pursuing work in an environmental field.

• • • • • • • • • • • • • • •

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Volume 3, Issue 4. Winter 2010Copyright 2009 by Fuse, Ithaca College. All rights reserved. Ithaca College Fuse (USPS 24143) is published four times a year, quarterly (winter, spring, summer, and fall), by Ithaca College, Office of Admission,953 Danby Road, Ithaca, NY 14850-7000. Periodicals postage paid at Ithaca, New York, and additional entry offices. Postmaster: Send address changes to Fuse, Ithaca College, Office of Admission, 953 Danby Road,Ithaca, NY 14850-7000.

contents

2 IN CLASS

3 INSIDE ITHACA

4 AFTER ITHACA

5 SPORTS REPORT• • • • • • • • • • • • •

7COMPASS PointsProfessors Eric and MargaretRobinson take teaching math in a new direction.

By Matt Connolly ’11

Plus:The Calculus of Climate ChangeApplying math to real-world situ-ations with Professor Tom Pfaff.

By Chris Lisee ’10

12 Tech TalkIn the assistive technology lab,students give voice to people who have none.

By Lauren Hesse ’11 andShanan Glandz ’09

22 Finger LakesTrailblazingIthaca boasts top-notch trails for the hiker, mountain biker, runner, and skier.

By Rose Zonetti ’09

24 Snow DaysWhen the temperaturedrops, bundle up and head outside to play in Ithaca’s winter wonderland!

By Lauren Hesse ’11

10 American InvasionGetting to work in the U.K., interns talk about their jobs in politics, journalism, and marketing.By Maura Gladys ’11, Brian Keefe ’11, Zachary Tomanelli ’11, Mykal Urbina ’11

20 Covering Comic-ConA super-reporter’s adventures at the largest comic art convention in the universe.

By Danielle Paccione ’10

14 A Perfect DuetIthaca College and local schools make beautiful music together. By Mia Jackson ’11

16 Dig It!Anthropology students unearthCayugaNation history. By Michael Spears ’11

19 Teaching to LearnThrough instructing, Professor Sean EversleyBradwell gets an education too.

By Alyssa Figueroa ’12

Housed in the School of Humanities andSciences, the new Department of EnvironmentalStudies and Science encompasses two previ-ously launched bachelor of arts programs:environmental studies and environmental science. Both have grown substantially sincetheir inception, boasting over 100 studentscurrently enrolled in a major or minor.

Whether producing and analyzing biodieselsdeveloped from dining services’ used vegetable oil or studying plant-insect coevolution inEcuador, environmental science students are gaining amazing insight from hands-onexperiences. And that’s not all! In December, environmental studies students traveled toCopenhagen, Denmark, for the United NationsFramework Convention on Climate Change. Visit fuse.ithaca.eduto read about stafferMeghan Swope’s experience there.

BIG ON THE ENVIRONMENT,

IC NOW HAS A DEPARTMENT TO PROVE IT

What can you do when none of the majors offered by IC feels quite right? You can build your own—music administration or sociopolitical photography, forexample—through planned studies. Interdisciplinaryby design, a planned studies major may incorporateclasses from all five of IC’s academic schools and theDivision of Interdisciplinary and International Studies.

While the program can be liberating, it also involves serious work. “There are a lot of logistical details that someone who just falls into a major might not have to worry about,” saysNatasha Tanner ’11. Like having to outline your courses for every semester, which she didin her program proposal to study the African diaspora.

Designed for highly motivated students with a strong work ethic and a solid idea of what they want to study, the program requires students to undergo a rigorous

application process, including submitting course lists andwriting a goal statement detailing how they devel-oped an interest in theirtopic. They also need approval from the plannedstudies coordinator, depart-ment chairs, and deans. In other words, basketweaving won’t fly, so slackers need not apply.

CLICK THISRead more about planned studies and find a list ofrecently approved majors at

fuse.ithaca.edu.

Make Your Own Major

n a recent two-day trip to Philadelphia,students of art history professor and

department chair Stephen Clancy’s got ataste of Maurice Sendak’s illustrations at theRosenbach Museum. Too Many Thoughts toChew: A Sendak Stew was curated by Ithacaalum Patrick Rodgers ’81, who serves as the traveling exhibitions coordinator at theRosenbach. All about food, eating, and beingeaten in such classics as In the Night Kitchenand Where the Wild Things Are, the exhibi-tion represents just a small fraction of themuseum’s collection of more than 10,000Sendak illustrations and manuscripts.

Crediting travel for developing his interest in art and architecture, Professor Clancy feelsstrongly about getting students out of theclassroom to see great works in person. “Itengages our senses and emotions far morepowerfully than disembodied two-dimen-sional images,” he says. The weekend alsoincluded time at the Philadelphia Museumof Art, as well as a walking tour of the cityand visits to the Gothic revival Bryn AthynCathedral and Frank Lloyd Wright’s BethSholom Synagogue.

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AN ARTISTIC EXPERIENCE IN PHILADELPHIA

INCLASSFUSE

wice a semester, the walking dead

take over the campusduring a weeklong

game of Humans versus Zombies. In this epicbattle, similar to the game Assassin, nearly80 students from every school join forces ashumans to lay waste to the zombie outbreak. The objective: for humans to stay human foras long as possible, and for zombies to kill as

many humans as possible. In this outdoor-onlygame, humans shoot Nerf guns or throwballed-up socks to stun the zombies, who, ofcourse, are indestructible. Zombies, who wearbandannas on their heads for identification,convert their human counterparts by taggingthem. Humans who are playing the game wearbandannas on their arms. Bryant Francis ’12says the best advice he can give those eager totake on the zombies is: “Stay human.”

ZOMBIEST

ATTACK IC!

Earlier this year the IC AccountingAssociation (ICAA) received theGold Award of Excellence as anOutstanding Student Chapter of the Institute of ManagementAccountants. This top award goes to those chapters that pro-vide high-quality programs andstrong documentation.

The ICAA puts on many eventsthroughout the year, includingmanuscript competitions, com-munity service projects, guestspeakers, and social gatherings.

This award has been won by theorganization numerous timesover the past 20 years. Chapterpresident Jake Zimmerman ’10says, “The key is to find a goodbalance of programming that students are interested in, alongwith events that will help themgrow as they become profession-als.” Learn more about the club at www.ithaca.edu/business/clubs/icaa.

fuse | fuse.ithaca.edu | winter 2010 • 3

With over 25 new clubs so far just this fall, and more than 150 total, there areplenty of ways to get involved.

Standing Room OnlyThis performing arts company

engages singers, dancers, actors, and musi-cians in all stages of their craft, whether it be onstage, backstage, directing, choreo-graphing, or accompanying.

CakeWanna talk tunes? This music

magazine features interviews, news, andupcoming concerts and events.

Creative Writing ProjectStudents post their works of fiction,

creative nonfiction, and poetry online, then give and get feedback from their peers.

Ithaca College for Invisible Children (IC 4 IC)

Dedicated to creating awareness about child soldiers in the war-torn regions of Uganda andthe Congo, the club raises funds to help rebuildcommunities devastated by the conflict.

To Write Love On Her Arms (TWLOHA)

Ithaca College launched a chapter of this non-profit organization dedicated to presenting hopeand finding help for people struggling withdepression, addiction, self-injury, and suicide.

5NEWSTUDENT ORGANIZATIONSYOU SHOULDKNOW ABOUT

IC Accounting Association

Gets the Gold

INSIDEITHACAFUSE

To see even more IC clubs, go to www.ithaca.edu/csli.

Cookies s a business administration majorat Ithaca, Amber Spiegel ’05 spent

her free time making bread and desserts for her roommates. “I was the residentbaker,” Spiegel says. After deciding to make a career out of her hobby, she continuedher studies at the Culinary Institute ofAmerica. But it was her Ithaca educationthat allowed her to take the next step.

“My background in business admin-istration and marketing gave me courage to pursue my own business,” says Spiegel,who went on to launch her own cookiecompany, creating themed confectionsfor weddings, parties, promotions, andgifts. “The overall experience at Ithacagave me the confidence to take on thisendeavor. In the School of Business, we were constantly working in groups, making presentations, learning to takeconstructive criticism, and preparingfor life after graduation, all of whichhave contributed to my success.”

Take a look at Spiegel’s mouth-wateringworks of art on her blog (amberspiegel.blogspot.com) or buy some from her Etsy shop, SweetAmbs. Find the link atfuse.ithaca.edu.

aren’t just for Girl ScoutsA

Want to start your own business someday? Talk tosomeone who’s done it himself. Jared O’Toole ’08graduated with a degree in business finance butultimately decided finance was not for him. Instead he created his own business. Under30CEO consists of a social network, online magazine, and web seminars for young entrepreneurs. In November heand cofounder Matt Wilson began broadcasting a national radio show via Small Business Television.

O’Toole (right) firmly believes in branding and marketing with newsocial media. “You’ve got to build your personal brand,” he says.“You have to get a blog up and running and start making a name for yourselfdoing whatever you want.” Twitter and Facebook are great resources,too. Not only do they reach a large interested audience, but they arefree and easy to use. “It’s free marketing,” O’Toole says. “That wasn’teven a possibility 10 years ago.”

Check it out at under30ceo.com.

From dorm life to fashion, from

dining to gardening, the online

magazine Shoestring focuses on

living the good life for less and in a

greener way. The magazine recent-

ly featured two Ithaca alumnae,

Khrista Trerotola ’07 and Giulia

Rozzi ’00. Trerotola’s“Diva on a Dime”

blog offers advice for thrifty living in

a small space. Being a city dweller

and living within her means isn’t a

question but a statement, and her

definition of the good life.

Rozzi, who keeps a hilarious

blog of epistles to random objects,

wrote one blog post in particular

for Shoestring:“Dear Tiny Apart-

ment.” All of you college-bound

students, current students, and

especially recent grads will cer-

tainly be able to relate!

See their work and get other

brilliant tidbits of advice at

www.shoestringmag.com.

shoestring

ENTREPRENEURIALS P I R I T

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Game,Set,Matchfor BombersTennis

CLICK THISCheck out IC teams in actionin our sports photo gallery at

fuse.ithaca.edu.

The Ithaca College men’stennis team made historyrecently when the doublesteam of Taylor Borda ’10and Josh Rifkin ’11 (below,from right) finished in thirdplace at the IntercollegiateTennis Association SmallCollege National Champ-ionships. The third-placeshowing secures All-Americanstatus for the duo, a first forIthaca men’s tennis. Already

the career record holder indoubles victories, Borda now claims 62 career wins.The pair’s two victories inthe nationals tournamentalso moved Borda into a tiefor most career wins in thesquad’s history, with 113 singles and doubles wins.

The women’s tennis team is on a roll, too. In Octoberthey won their fifth straightEmpire 8 title. The Bombers,

who became the first team to shut out every opponentin the conference tourna-ment, earned the league’sautomatic bid to the NCAAplayoffs in May.

he women’s cross-country teamhas been on fire this season withthe help of one of their newcom-

ers, Jenn Randall ’13. When the Bombersran at the New York State Collegiate TrackConference championship, Randall placedfourth out of 97 runners and was the topfreshman finisher. Named NYSCTC rookie of the year, Randall also garnered an impres-

sive streak of six Empire 8 Runner of theWeek awards.

In addition to Randall’s personalsuccess, IC’s women’s cross-countryteam was named 23rd best in thenation by the U.S.Track & Field &Cross Country Coaches Association.

CROSS-COUNTRYSPEED DEMONS

Cold and rain couldn’t stop Ithaca’s women’s varsity 8 crew at this year’s Head of the Charles Regatta in Cambridge, Massachusetts. The crew received a fourth-place medal, besting 31 teams in the collegiate eights division. “To get medals at such a prestigious race is very exciting,” says co-commodore Aliyah Emas’10.The Bombers had a successful fall season, winning the collegiate eights event at the Head of the Genesee in Rochester and finishing second at the Head of theFish in Saratoga Springs. “We are definitely hungry after [finishing fourth at] lastyear’s national championships,” says Emas, “and I think that is what is ignitingthe fire and propelling us forward.”

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Fast Finishes forWomen’s Crew

SPORTS REPORTFUSE

WHAT’S ONLINEDid you know that fuse.ithaca.edu is updated with fresh web exclusives every week? Don’t miss these hot new features!

Visit fuse.ithaca.edu/tags/web_exclusives for all this and more!

First-Year Students Making IC Home The start of a new adventure! This video provides a firsthand look at move-in day with the IthacaCollege class of 2013.

Flaming Bananas, Apples, and the OnionCheck out photo galleries of flaming bananas Foster in the dining halls, Applefest downtown,and the Onion’s Seth Reiss’s visit to campus!

Roaming Campus with Fuse’s Roving ReporterStaff photographer Mike Grippi grabs a video camera and shares an insider’s view to all things IC.

Photo of the WeekKeep checking this photo gallery for great shots of IC students working out, hanging out, anddancing up a storm.

Tune In to Eleven—Fuse’s New Music Blog Follow the Fuse staff as they plug into the Ithaca music scene.

BLOG

PHOTOGALLERY

MULTIMEDIA

PHOTOGALLERY

MULTIMEDIA

he math classroom can be a foreboding place, filled with

complicated equations and conceptsthat require their own language todecipher. And most math students at some point in their educationfind themselves wondering, “Howwill I apply this to real life?”

That is just the question that EricRobinson, a professor of mathemat-ics at Ithaca College, found himself asking. What started as a privatequestion almost 20 years ago hasdeveloped into a full-time passion.Eric and his wife, Margaret Robinson,an assistant professor in both mathe-matics and education, are on theforefront of math education reformin this country.

These days in many public schools,math students are split up into twoor more levels according to their abil-ity. The intent is to be able to cater tothe needs of students more precisely.For those students tracked in lower-level classes, however, “the outcomewas that students never got to havethe opportunities the other kids did,”says Eric. “Once they split, they wereon separate tracks.”

One of the goals of CurricularOptions in Mathematics Programs for All Secondary Students, or COM-PASS, is to create a teaching systemthat is fair to all math students, saysEric. Since 1997 he has been thedirector of COMPASS, a programstarted through a National ScienceFoundation grant that he applied for. COMPASS challenges certainassumptions in math education andexplores why students should studymath. The Robinsons want to findout what teachers want their stu-dents to know, and to determinewhat value there is in just teachinglessons straight from a textbook.

While the Robinsons have beeninvolved with efforts to reform bothcourse content and teaching meth-ods in math instruction since 1992,this past summer an Ithaca alumnasuggested a way to apply their workto a new area. Faith Muirhead ’00, a program director for the Math andScience Partnership in New YorkCity, contacted her former mathteacher Margaret Robinson and proposed they try mixing students of different math abilities togetherin one classroom.

H&S: Faculty Profile

by MATT CONNOLLY ’11


IC Professors Take TeachingMath in a New Direction

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H&S: Faculty Profile

In an era of increased testing,the Robinsons push for morecritical-thinking skills.

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Two sixth-grade math teachersin the Ithaca City School District(ICSD) agreed to work with theRobinsons, Muirhead, and a numberof volunteer middle school studentsthis past summer to develop thenew method of instruction, calleddifferentiated instruction. Whatemerged was a whole differentapproach to teaching.

“The teacher isn’t standing up in front of the classroom lectur-ing,” Margaret explains. Instead,instruction moves toward a for-mat where students with differentstyles of learning can engage withmathematics. To explore the con-cept of equality, these students weregiven this problem: A zookeeperwants to weigh all his animals,but he only has a balance scaleand bags of feed. How many bagsof feed are equal to one lion? Twolions? Students experimented,adding and subtracting animalsand feed bags while getting thechance to think about the math

properties of ratios, addition, andintegers. There is no solution to theproblem, no final answer. Studentscan go as far as they want. In fact,Eric observed that the students“started acting hungry for moreinformation.” They brought uptheir own questions and were moreactively engaged in the class.

This approach means a whole lotmore for the Robinsons than devel-oping new lesson plans. Teacherswere asked what they expectedstudents to learn from the lesson,and then evaluated the effective-ness of the lesson: How did studentsdemonstrate understanding? Whatdid students still need to learn?What is the next step to addressthese needs?

At the end of the summer work-shop, Kim Fontana, director of staff development and research forICSD, told the Robinsons, “I neverwould have believed it could bedone.” Fontana found the programsuccessful enough that she agreed

to pilot two sixth-grade classesusing differentiated instruction.

The program with ICSD is only the latest work the Robinsons havebeen doing. In an era of increasedtesting, the Robinsons push formore critical-thinking skills. Thehow of knowing is as important as knowing the material itself. AsEric explains, the approach ofCOMPASS, differentiated learning,and other similar projects involvesa reorientation of goals. “Studentsshould be able to develop an equa-tion from a context and explainwhat the solution to that equationmeans,” says Eric.

The Robinsons believe that mathcan be a tool for dealing with theissues that people must confront ineveryday life. Whether that tool cancreate an array for the distributionof cell phone towers, or a system tomap and interpret climate changedata, math is evolving to meet achanging environment.

More on COMPASSCOMPASSassists schools,teachers, parents, andadministrators who areinterested in improvingmath opportunities for their students. The organ-ization conducts research,makes policy recommen-dations, and creates innovative curricula.

Learn more about the COMPASS project and the work the Robinsons do at www.ithaca.edu/compass.

orty years from now, warmer tem-peratures may mean that Rieslings

will no longer reign as the premierwine of the Finger Lakes region. Atleast that’s what mathematics pro-fessor Tom Pfaff’s research indicates.

In independent study courses, Pfaff ’90 has been working withstudents to sort through data fromthe National Center for AtmosphericResearch to create mathematicalmodels of climate change. Thesemodels are applied to real-world situations, such as wine and maplesyrup production. Riesling grapesrequire a number of cool nights at the end of the growing season;without them, quality may diminish.Meanwhile, other Old World viniferagrapes, like those used to make chardonnay and cabernet franc,could improve with warmer wintertemperatures and a longer growingseason. That information couldhelp local wineries decide whatgrapes to plant.

It’s one of the many ways Pfaffintegrates sustainability and real-world information into his teaching.“When I teach upper-level mathclasses, abstraction and theory arethe important things to do,” Pfaffsays. “But when you’re teachingcourses like Calculus I or freshmanstatistics, you want to keep it asapplied and real and concrete asyou possibly can to make it engaging to those audiences.”

Environmentally savvy and health-conscious, Pfaff and his wife, Janice,grow their own produce, trying toharvest something from the ground

every month: garlic, carrots, parsnipsthat survive ground freezes, greensgrown in cold frames (a box placedover plants to protect them fromfreezing), berries, and quinces. In thecorner of his office, right by the pic-tures of his four beaming boys, sits acommuter bicycle, its gears and chainrusty from the winter’s salt and mois-ture. “You really can bike in Februaryaround here,” Pfaff says, even thoughit has reduced the bike to just oneuseful gear and brake. Though it’s hisninth year at IC, only recently havecolleagues begun to comment on thebike’s “fuel efficiency,” he says.

For Pfaff, education is as muchabout gaining book knowledge aslearning social responsibility. So he’sintroducing math courses to the cur-riculum that you won’t find at anyother school, like last fall’s Oil, Energy,and the Future of Society. For a recentassignment, he had students analyzeoil usage statistics from varioussources for their credibility.

“People have to have a solid under-standing of why groups are concernedabout climate change and about oiland coal use, so you have an educatedpopulation voting and making deci-sions,” Pfaff says.“Unless people havean understanding of what’s going on,there’s no reason to do anything dif-ferently. So education is an importantfirst step toward any sort of changein a society.”

by CHRIS LISEE ’10


Applying math to real-world situations with Professor Tom Pfaff

THE CALCULUSOF CLIMATE CHANGE

“Education is an importantfirst step toward any sort of change in a society.”

Learn more about the Department of Mathematicsat www.ithaca.edu/hs/depts/math.

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COOL MATH CLASSESCheck out these thought-provoking courses taught by Professor Pfaff.

Oil, Energy, and the Future of SocietyThis class investigates the relationship between mathe-matics and culture, particu-larly the mathematical ideas of those who live in traditional or small-scale cultures.

Statistics for Business,Economics, andManagementProfessor Pfaff covers descrip-tive statistical techniques,introduction to probability,statistical inference, correla-tion and regression analysis,and multiple regression. Datasets and exercises are chosenfrom the fields of business,economics, and management.

Mathematical Reasoning with Discrete MathematicsFocus is on the underpinnings of and strategies for mathemat-ical arguments that constitutemathematical proof. Studentslearn to employ these strategiesand concepts to create basicmathematical proofs.

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Internships

It’s easy to assume that spending a semester in London is all about sipping tea, sightseeing, and soaking up the local culture, but each year some75 London Center students get a jump on theircareers with exciting internships in and aroundthe city. Here are just a few of the valuable real-world experiences students have had lately.

British Internships Sharpen Students’ Career Goals

From left: Parliamentary candi-date Kevin Bonavia joins internZach Tomanelli ’11 and twocampaign supporters outsideCliffs Pavilion Theatre inSouthend-on-Sea, England, topromote the Labour Party’s free theater ticket program.

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Soccer fanatic Maura Gladys’11took time out from her intern-ship with the Times of Londonto attend a Manchester derbymatch, where rivals ManchesterCity and Manchester Unitedface off.

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Keyword AnalysisBy Brian Keefe ’11

Apart from the incredi-ble London culture,the main attraction of studying abroad for

me was an internshipopportunity. Even more attractive,instead of scrambling aroundLondon looking for work myself,the experienced and helpful LondonCenter staff found a placement forme before I arrived.

Perfect Storm Media, a smallonline marketing firm, designsInternet-based ads for clients, whichsounds simple enough. However,the actual system is much morecomplex. Daily tasks of the em-ployees include keyword mining,algorithm refinement, negativekeyword analysis, and other com-plicated phrases that I won’t gointo. Their pioneering work withGoogle AdWords—they virtuallyredefined the entire online adver-tising model—has enabled PerfectStorm to secure very high-profileclients, including Seatwave(Europe’s largest fan-to-fan ticketexchange), GlassesDirect (theU.K.’s largest direct seller of eye-glasses), and Borro (the U.K.’slargest online pawnbroker).

I spent most of my time analyz-ing keyword data, creating newkeyword combinations, reviewingcompany financials, and sendingmonthly invoices to clients. Aboutonce a week I got to meet withexecutives and marketing direc-tors doing business with PerfectStorm, and I quickly learned thatface time with clients is crucial ina market where huge amounts ofmoney are invested into advertis-ing campaigns.

Sports Reportingwith theTimesof LondonBy Maura Gladys ’11

For my internship in thesports department atthe Times of London,I wrote stories for their

website, wrote photo cap-tions, and formatted articles to bepublished online.

I also got to shadow reporters in the field as they covered pressconferences and did interviews.Some of my favorite moments:watching staff writer Patrick Kiddinterview Charlotte Edwards (captain of the English NationalWomen’s Cricket Team); helpingstaff writer Russell Kempson cover a press conference at the ArsenalFootball Club training ground; and covering a professional gameby myself (my biggest passion issoccer!), which was both scaryand exciting at the same time.

Being part of one of the world’smost historic and successful paperswas an unbelievable experience. I soaked up as much informationand insight as I could by sitting in on sports staff meetings, pick-ing my coworkers’ brains, andreading up on cricket and rugby.All summer, I felt so lucky to beworking alongside and learningfrom some of the country’s mosttalented journalists.

Creating OnlineHomes for London PlaysBy Mykal Urbina ’11

I interned two days a week at AKA UK, aLondon-based theater-marketing agency. From

the very start, AKA gaveme a great deal of responsibility,immersing me in London’s theaterculture. I especially loved that mywork combined two of my definingassets—the skills I’ve learned as anintegrated marketing communi-cations major and my irrecoverableaddiction to Facebook.

My supervisor gave me com-plete rein to launch and maintainsocial networking campaigns forthe major West End productions of Jersey Boys, Legally Blonde, andThree Days of Rain. I loved fillingsuch an integral role in the agencyand am proud that I was able to usemy knowledge to produce signifi-cant results for AKA: a successfuland lasting online presence forsome incredible productions.

ParliamentaryProceduresBy Zachary Tomanelli ’11

Thanks to the LondonCenter, I secured afirst-rate internshipwith parliamentary

candidate Kevin Bonavia,who was tapped by the LabourParty to run against the ToryParty M.P. now representing theconstituency of Rochford andSouthend East. I was able tomeet members of Parliament and take a private tour of theHouse of Parliament, also known as the Palace of Westminster. Ilearned the intricacies of theBritish political system. I wrotepress releases and organized eventsfor Bonavia. Perhaps most interest-ing were the weekends I spent onthe doorsteps of ordinary Britishcitizens, listening to them air theirconcerns and share their stories.

I talked to one gentlemanwho had just returned from Iraq. I spoke with an elderly womanwho wanted to know what couldbe done to get a bus stop closer to her home so she did not have towalk to her doctor’s appointments.These conversations enabled meto experience Britain on a morepersonal level and gave me aunique perspective into Britishculture. The only thing I am left to wonder is how long it will beuntil I can return.

Checking out cricket matches. Shopping in Piccadilly Circus. Experiencing theBeatles’ hometown of Liverpool on the “Magical Mystery Tour.” Punting on the RiverCam in Cambridge. Watching Shakespeare’s The Winter’s Tale in Stratford-upon-Avon,the bard’s birthplace. Exploring Stonehenge. Listening to live British bands. Theseare just some of the cool things these four students got to do while studying in theU.K. Check out their stories online at fuse.ithaca.edu.

Learn more about IC’s London program atwww.ithaca.edu/oip/London/index.htm.

“I felt so lucky to be working alongside and learning from some of the country’s most talented journalists.”


HSHP: In the Lab

by LAUREN HESSE ’11 and SHANAN GLANDZ ’09

TECHTALKIn the assistive technology lab, students

give voice to people who have none

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ow does a child fill his pillow-case with candy on Halloween

night if he isn’t able to say trick ortreat? If he’s lucky enough to workwith graduate students in the assis-tive technology lab at the School ofHealth Sciences and Human Per-formance, he can get hooked up witha mobile communication device that,at the press of a button, will shout itout for him.

The assistive tech lab, part of thelarger Sir Alexander Ewing Speechand Hearing Clinic, has a dual pur-pose—to educate students and toprovide specialized services to the

local community. People of all agesand differing communication skills,from stroke victims who’ve lost theability to speak to children who’venever been able to, come to the labbecause of the sophistication of theequipment. “We have clients whohave disabilities from cerebral palsyto global developmental delays toautism,” says clinical instructor TinaCaswell. Students get hands-onexperience showing these clientshow to work with a wide range ofstate-of-the-art technology.

And what technology it is. Thewalls are lined with adaptive com-puting devices such as joysticks,alternative digital keyboards thatassist nonreaders using voice com-mands and symbols, and eyeglasses

that act as a mouse, allowing patientsto control the computer with justhead movements. There are alsolower-tech options, including arange of toys that children withimpaired motor skills can play withat the touch of a button or flick of a switch, and mobile messengersthat allow nonverbal patients tocommunicate via a computer and a small speaker.

Having the opportunity to workwith this cutting-edge technologywas part of what drew JenniferGrove, M.S. ’09, to Ithaca College.“Actually getting to learn it, to see

it, to touch it, and to try it wasreally amazing to me,” she says.This equipment is available toundergraduate and graduate occu-pational therapy, physical therapy,and speech-language pathologyand audiology students to empowertheir patients and connect them tothe world.

Laura Badger, M.S. ’10, took on aclient as part of her Augmentativeand Alternative Communications(AAC) class, an 11-year-old boywhose cerebral palsy has renderedhim nonverbal. With Badger’s help,the boy has learned to use the tech-nology in the lab to express histhoughts and emotions in ways he never could before.“You can seethat he has so much to say, so it’s

just about trying to break it down toa level that he can work at right now,”explains Badger. “It’s one of the mostfulfilling areas that I’ve worked in,personally. Giving a person a way tocommunicate—that is what speechpathology is, and it is such a reward-ing experience.”

Badger’s client uses a computerprogram called Writing with Symbols,which allows him to type wordsand use picture icons to write text.To speak, he uses an AAC called aDynaVox MT4, giving him the abilityto hold conversations and expresshis thoughts. The lab has its own

DynaVox communication boardsranging in price from $100 to$7,000. These boards have symbolsand pictures that can be producedright in the lab, where they arelinked to their respective spokenwords. Then users can hold conver-sations through the touch pads.

Having such sophisticated tech-nology in a clinical education settingis beneficial for clients, who comefrom all over Tompkins County. Butit’s also beneficial for IC students,who gain valuable experience usingthe tools and interacting with a vari-ety of professionals in their fields.

“Students do a ton of learning in this lab,” says Grove. “If youthink of how far technology hascome,” she continues, “solutions

that have never existed before haveopened doors in amazing ways.Technology unlocks doors for people with disabilities.”

The lab provides learning oppor-tunities that cannot be found in alecture hall or textbook. After work-ing with her own client, Badger feelsmore confident in her abilities as aspeech pathologist. “Not a lot ofschools offer this type of experience;you usually have to go elsewhere to work with this population or beexposed to the level of technologythat’s out there,” she explains. Andwith expanding technology comesexpanding opportunities for IthacaCollege students to have access to the latest advances in the field.


Fab LabsOther hands-on laboratories in HSHP include:

• Movement analysis laboratory

• Physical and occupationaltherapy clinic

• Robert R. Colbert Sr. Wellness Clinic

• Center for Life Skills• Athletic training clinic

Learn more about programs in health sciences and human performance at

www.ithaca.edu/hshp/index.php.

“Giving a person a way to communicate is what speechpathology is about, and it is such a rewarding experience.”

Laura Badger, M.S. ’10 teaches a local boy with cerebral palsy how to use technology that can help him communicate. ‹

H

MUSIC: In the Field

A Perfect

DUETIthaca College and local schoolsmake beautiful music togetherby MIA JACKSON ’11

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t’s Monday at 12:30 p.m., and juniors in Ithaca’s music education program have taken over four classrooms at the Immaculate Concep-

tion School downtown. In room 203, Daniel Mahoney ’11 and CaitlinHenning ’11 try to get their fifth and sixth grade guitar students to make a smooth transition from a C chord to an F. Down the hall, Laura Gladd’11 and Adrianne Wood ’11 lead a choral ensemble. Downstairs in thepre-K room, Donald Haviland ’11 moves a stuffed elephant from one little child’s head to the next, singing “Willabee, Wallabee, Woo.” Andaround the corner in room 105, Brendan Kimball ’11 leads anothergroup of prekindergartners in singing “The Itsy Bitsy Spider.”


Of the many music education part-nerships Ithaca has with other schools,the relationship with ImmaculateConception is the longest-standing,going back to 1946, when the twoschools were just a few blocks awayfrom each other. And unlike otherarea schools where IC studentscontribute to the music program, atImmaculate Conception these stu-dents are the music program. Asso-ciate professor Jennifer Haywood’94, who was once a student teacherand then a graduate mentor at Im-maculate Conception, now overseesthe program. What she liked about

it then—“the opportunity as anundergraduate to fully experi-ence singing, conducting, andteaching with equal opportunityfor scholarship and artistry”—still applies today.

Last spring David Cruz ’10 completed this rigorous yearlongexperience at Immaculate Concep-tion, which he said was greatpreparation for a career in teaching.“I’ve learned a lot about patience,”he laughs, “especially with theyounger students. I learned youhave to give twice the energy tomake students really respond toyou and want to learn the lesson.”

Kimball, though only a monthinto his Immaculate Conceptionteaching, agrees. “I teach pre-K,which can be difficult. One of the best and the hardest thingsthat I’ve learned is that they willgive back exactly what you give to them!” But he feels prepared. “The education program here isvery positive and encouraging.”

Cruz says his first teaching expe-rience—with fifth and sixth graders—was “nerve-racking.” In the end,though, he was impressed with hisstudents and his efforts as a teacher.“The way the students responded

is something that stuck out to me,”he recalls. “The feeling of respectthat I gained from them reallymade me feel confident that Icould teach them and that theywanted to learn from me. It madeand continues to make me lookforward to teaching.”

Even as juniors, these studentsaren’t going in cold. “Unlike otherstudent teaching programs,” saysProfessor Keith Kaiser, who’s chairedthe music education departmentfor seven years, “our studentsparticipate in fieldwork during allfour years of their undergraduatedegree, including a major student

teaching experience during thejunior year.” The first two yearsare dedicated to foundational study.Freshmen and sophomores alsotake Music Field Experience coursesto observe teachers. Then as juniors,the real fun begins—fieldwork.

It’s Tuesday at 11:00 a.m., so the third-floor lobby of the WhalenMusic Center is rapidly filling withIC music education students. Someare carrying two or three instrumentcases; others have posters they’lluse as teaching aids. They look morelike young professionals than collegestudents: no jeans, no T-shirts, no

baseball caps, no flip-flops. Themen are in coat and tie; the womenin dresses, skirts, or dress pants.As teachers, they need to look thepart. A different group of studentswill head down to ImmaculateConception today, while othershead off to four different elemen-tary and middle schools across thecounty to give one-on-one instru-mental lessons.

By senior year, when IC studentteachers have to lead classes withoutthe benefit of daily on-site supervi-sion and mentoring by College faculty,students from most music programsare in front of a classroom for the

first time. But for Ithaca seniors,whose placements span the statefrom outside Buffalo to Long Island,running a class is old hat.

This year, Cruz starts an intern-ship at Beverly J. Martin ElementarySchool in Ithaca, teaching secondthrough fifth grade music classes,and he feels more than prepared.“Having the junior student teach-ing program is definitely a plus,”he says. “At some schools, a seniorteaching program is all that’s re-quired, and you don’t have anyprior experience.”

This intense preparation pays off: While many music educationmajors continue on to master’s programs, every single one who’sactively looked for a job teachingmusic has found employment with-in a year of graduating from IC. Yetanother reason that, as ProfessorKaiser says, the music educationprogram at Ithaca “is universallyrecognized as one of the, if not the,finest in the country.”

“Unlike other student teaching programs, our students participate in fieldwork during all four years of their undergraduate degree, including a major student teaching experience during the junior year.”

For more information about the music education program, visitwww.ithaca.edu/music/programs/mused.

Learn where music education graduates are now at fuse.ithaca.edu.

H&S: In the Field

AnthropologyStudents UnearthCayuga NationHistory

DIG IT!by MICHAEL SPEARS ’11

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first day of excavations andhad been working for lessthan half a day when wemade the find: a beautifullyincised 1,100-year-old dec-orated pipe bowl. The thrillof discovery is exactly why I am an anthropology major,which combines academi-cally based education withhands-on experience.

This summer I took my second ArchaeologicalField School course at Ithaca College, led by ProfessorJack Rossen, head of the anthropology department. On an unplowed and undisturbed piece of farmlandin Levanna, New York, near the northeast side of Cayuga Lake, 11 students mostly from IC andTompkins Cortland Community College (whichcosponsored the course) helped Professor Rossenunearth a Native American village dating from the 900s. Amazingly it was well preserved just a few inches under the forest floor. Levanna, as the site is called, was a Cayuga village. The Cayuga are part of the Haudenosaunee,better known as the Iroquois Confederacy. One thousand years ago the Cayuga dwelled on the land surrounding Cayuga Lake,including modern-day Ithaca.


MFrom left: The summer 2009 team at Levanna; in the lab, Professor Jack Rossen examines an artifact; students get to work at the site.

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H&S: In the Field

Digging in a 2-by-1-meter holemight not sound exciting, but Iloved it, and with the approval of the Cayuga Nation, our classhelped to reshape and reclaimtheir past, which has up untilnow been told primarily from a Western perspective. ProfessorRossen has been at the forefront of restructuring relations betweenNative Americans and archaeolo-gists, working to bring directinvolvement with the descen-dant community, in this case theCayuga, into the archaeologicalinvestigation. That first pipe bowl and the more than 100,000artifacts subsequently recoveredhelp to piece together a newunderstanding of the Cayuga his-tory and the roots which connectCayuga people today to theirancestors who lived in this areaover a thousand years ago.

Professor Rossen invited twoCayuga natives from the SixNations Reservation in Ontarioto return to their homeland andexcavate alongside us. They

brought great insights to our daily discussions on

the site, the Cayuga past,and native life today.

I learned thatthe Cayuga

community is organized today asit was at the site 1,100 years ago:around the longhouse. In fact,Haudenosaunee means “peopleof the longhouse.”

Meeting chiefs and clan moth-ers, who share equally in theleadership of the Cayuga Nation,taught me of the undying respectthe Cayuga hold for their pastand emphasized the importanceof our excavations. It also showedme how much more advancedCayuga culture was than Westernculture in terms of gender equal-ity. Long before American womenhad the right to vote, Cayugawomen were equals within theNation, and the clan mothershand-selected chiefs to representtheir clan within the longhouse.

The Native Americans visiting the site during excavation led meto understand not only the his-torical significance of the site, butalso the spiritual power embodiedwithin it, and the powerful entitiesheld within the artifacts that werebeing uncovered daily. As I wasworking one day, an Onondagafaith keeper toured the site, thensat on a log in long silence nextto my excavation square. Whatbecame obvious to me throughhis reverence of the site is thatthe artifacts are not solely artifacts

but are messages from the Cayugapast working to teach us what hasbeen lost to time. Now I see that the innate winged design fragmentsof herring bone ceramics that Iunearthed so often are a culturaltransmission from mother to daugh-ter that has carried on to Cayugapotters of this day.

Now, Levanna has been back-filled, and all there is to see arepatches of grass. Yet the learningand discovery continue. After thedig, I worked on soil flotation toidentify the plant remains at thesite. And in last fall’s ArchaeologyLaboratory course, ProfessorRossen taught us a variety of tech-niques to use in analyzing theLevanna artifacts. Given the vastnumber of artifacts and the differ-ent avenues that will be explored,the analysis is likely to continuefor several years to come.

Discover more archaeological research opportunities available to IC students atwww.ithaca.edu/hs/depts/anthro.

The more than 100,000 artifacts we recovered connect Cayuga people today to their ancestors who lived in this area over a thousand years ago.

FACULTY SPOTLIGHTJACK ROSSENProfessor and chair of theanthropology department Jack Rossen loves to dig into history. He came to work with the Cayuga through hisinterest in local archaeologyand history.

“After arriving at IC in 1996,”says Rossen, “I became aware of the deep-seated racismagainst Native Americans in this area, including openlyoperating anti-Indian organi-zations. I wanted to reformarchaeology to be a positiveforce for native people, and to help students understandhow intertwined the past andpresent are. We cannot beginto understand complex issuessuch as Indian land claims,gaming, and cultural survivaland revitalization without thoroughly understanding the past.”

He and associate professorBrooke Hansen cofounded the Native American studies

minor, a program thatincludes special events,field trips, and intern-ship opportunities.

The author (right) examines artifacts in the lab.

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ean Eversley Bradwell, assistant professor inthe Center for the Study of Culture, Race, and

Ethnicity (CSCRE), believes in the saying, “The more I learn, the less I know.” He constructs his classesbased on that philosophy, walking into classrooms as a coparticipant in the learning process. “I don’t teachwhat I know; I teach what I want to learn,” he says.“That’s what keeps my classes fresh and exciting.”

After earning his undergraduate degree in politicalscience and a master’s degree in education from theUniversity of Rochester and a Ph.D. in policy, analysis,and management at Cornell University, EversleyBradwell began working at Ithaca College in 2001 inthe Center for Teacher Education. In 2005 he movedto CSCRE, where he currently teaches classes such as Critical Race Theories in the United States andHip-Hop Cultures.

In his classroom, he puts as much responsibilityand ownership on students as possible. Instead of lecturing, he facilitates conversation to get studentsthinking in different ways. “Most students come hereto obtain knowledge, as if they don’t impart knowl-edge or can’t create their own knowledge,” he says.“I’m trying to get them to create new ways of thinkingabout the world.”

Natalie King ’12, who took Eversley Bradwell’sIntroduction to African Diaspora Studies last year,

says he may be the most challenging professor she’s ever had. “The discussions, debates, and insights of each class took us down new avenues that we didn’t know existed,” she says. “Sean isextremely talented in provoking his students to think in different perspectives.”

Eversley Bradwell uses a variety of media in his classes—books, film, audio, the Internet—and though he may teach a course with the same title semester after semester, he always changes the material to keep the learning process going.“Otherwise knowledge gets stale,” he says. “Andknowledge is never static.”

Active both at the College and in the community,Eversley Bradwell serves on the President’s AdvisoryCommittee for Diversity, as faculty-in-residence for the MLK Scholar Program, and on the Ithaca

City School Board. He is also a member of severalacademic services on campus and a frequent key-note speaker and lecturer.

Eager to encourage dialogue, Eversley Bradwellwants to get students to start thinking differently and talking about those differences in order to discover more about themselves and others. “Anexcellent class is one that inspires conversations outside the classroom.”

DIIS: Faculty Profile


A New Face in theCenter for the Studyof Race, Culture, and EthnicityWhat does new CSCRE assistant professor Miranda Hallett think of IC so far? “I’m enjoying the enthu-siasm of the student body,” saysHallett, who earned her Ph.D. in cultural anthropology at CornellUniversity. She also appreciates the small size of her classes, whichinclude Introduction to Latino/aStudies, Introduction to WhitenessStudies, and Nation, Migration,Citizenship. “We can really get toknow the students, work with them,and integrate their life experiencesinto the course.”

FACULTY SPOTLIGHT

Learn more about the Center for the Study of Culture, Race, and Ethnicityat www.ithaca.edu/cscre.

THROUGH INSTRUCTING,PROFESSOR SEAN EVERSLEYBRADWELL GETS ANEDUCATION TOOLEARN

TEACHINGTO

by ALYSSA FIGUEROA ’12

“Knowledge is never static.”

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Covering

by DANIELLE PACCIONE ’10A super-reporter’s adventures at the largestcomic art convention in the universe

Like a kid at Disneyland for thefirst time, I wandered awestruckthrough aisle after aisle of comicbooks, video games, memorabilia,and colossal advertising exhibitsfrom every major Hollywood studio.As the convention center filled up, it began to look more and more like Halloween in July.

Weaving through the crowds, I spotted fans of all ages dressed asthe Mad Hatter, Poison Ivy, HarryPotter, and Spock. Some even brought

props, like lightsabers. The creativ-ity of the costumes was astounding,as was the abundance of spandex.But there was no time to stop andgawk at the authentic Alien andPredator duo walking in my direc-tion. I was on a mission: to make myway to legendary Hall H, the mainconference room for the convention.Super- powerful press pass in hand,I bypassed the line (rumored to beup to six hours long) and took aseat next to a writer from IMDb.

Internships

Intrepid reporter Danielle Paccionereporting for duty. Time: Dawn.Location: San Diego Convention Center.Darting around camping tents, leap-ing over sleeping bags, and dodgingdeath-ray glares from jealous fanswaiting to get in, I zoomed to thefront of the line, flashed my presspass, and dove into the chaos ofComic-Con 2009...

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Digital camera? Check! Laptop? Check!

The author (center) at Comic-Con,sporting swag from her internship.

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Video camera, batteries, Cell phone?

Check, check, andcheck!...


Between my courses at thePark School and writing forthe Ithacan, ICTV, and theIthaca Times during my firstthree years at Ithaca College,I thought I’d experiencedevery medium and learnedall about multimedia tech-nology, but reporting atComic-Con was a real eye-opener to the way journalismis changing. There were noreporters with notebooks orhandheld recorders. Instead,it was photos, videos, andarticles being edited anduploaded right there as thenews was happening, reach-ing the web instantaneously.It seems that most journalismtoday is all about timeli-ness and choosing the bestmedium to tell your story,even if it means you have toshove a few paparazzi.

WHAT COMIC-CONTAUGHT ME ABOUT

Check out video from Comic-Con 2009 at

fuse.ithaca.edu.

During the four-day event, I cov-ered everything that went on insideHall H as part of my summer in-ternship at Famous Monsters TV, ahorror and science fiction websiteand online television companybased in Santa Monica, California.(They’ve since moved to the SanFernando Valley and are now calledFamous Monsters of Filmland.)This plum internship came cour-tesy of the Ithaca College James B.Pendleton Center in Los Angeles,an extension of the Roy H. ParkSchool of Communications that’sopen to juniors or seniors with amajor or minor in communications.

At Comic-Con, I wrote about pressconferences and presentations fromthe cast and crew of upcoming majormotion pictures such as The TwilightSaga’s New Moon,Sherlock Holmes, andAvatar. I covered panel discussions

about soon-to-be-blockbuster-hitslike Ironman 2, starring RobertDowney Jr., Scarlett Johansson, andGwyneth Paltrow. The film’s director,Jon Favreau, also addressed theaudience about what they can expectfrom the superhero sequel. Theappearance of Robert Pattinson andKristen Stewart to promote TheTwilight Saga’s New Moon elicitedshrieks and tears of excitementfrom numerous fans in the audience. I listened intently to Hollywood

directing legend James Cameron(Titanic and the Terminator series)and powerhouse producer PeterJackson (The Lord of the Rings,King Kong) as they explained themovie-making magic behind theirmuch-anticipated sci-fi projectsAvatar and District 9, respectively.

Most journalists were there to generate online content for variousnews organizations, myself included.We all raced to be the first to put upthe best articles, videos, and photos.

Reporters representing hundreds ofentertainment websites pushed andshoved for power outlets in order to get their articles up. Getting thisdone as fast as possible was impor-tant, as each event was quicklyfollowed by the next.

As a journalism major, I’m usedto writing articles and reviews under a tight deadline. But what’s onlinemedia without visuals? I’m no pho-tographer, but I grabbed my cameraand sank into the sea of paparazzi

swarming around the Hollywood A-listers. There was no time for being starstruck, though. Securityheld back the screaming fans as Istruggled to get the perfect photo to accompany my articles. I glancedto the professional photographersbeside me for tips. The lights fromthe thousands of cameras flashingaround me blurred my vision as I raised my hand and gathered the courage to yell Transformersstar Megan Fox’s name. “Megan!”

I screamed. “Mind posing?” I askedthe actress politely, waving mycamera above my head. With herhand on her hip, she faced mycamera and gave me a wink. Thephotographers beside me thankedme for the great photo op.

Some of the event’s greatest mo-ments called for video rather thanwriting. When Johnny Depp greetedhis director and friend Tim Burtononstage, thousands of people rushedtoward the actor to record him ontheir camera phones.

Four days, 20 posts, four articles,and hundreds of photographs later,my mission was complete. For the sequel, next summer someonefrom IC will get to cover Comic-Con2010: me! I landed a full-time jobwith Famous Monsters of Filmlandand will head to California aftergraduation. Stay tuned for the fur-ther adventures of super-reporterDanielle Paccione!

There was no time to stop andgawk at the authentic Alien andPredator duo walking in mydirection; I made my way to themain conference room and took aseat next to a writer from IMDb.

Recreation

by ROSE ZONETTI ’09

THE HIKERJust a mile from IC’s campus, Buttermilk Falls State Park luredLauren Glattly ’10 back again and again freshman year with the challenge of the steep Rim Trail and the mellowness of the ParkTrail. “The stone stairs and walls, little waterfalls, and natural round pools make this an enchanting hike,” she says. “At the bottom, hikers are treated to a lovely view of the falls.”

Glattly’s love of hiking inspired her to enroll in EnvironmentalSentinels: Becoming a Natural Scientist, which led to her discovery of all sorts of on-campus trails. She chose a spot in the woodsbehind the Garden Apartments to journal for the course and stilltakes frequent walks through this miniature forest. Her favorite spot to hike, however, is through the woods behind Boothroyd Hall.“It’s really gorgeous, and you can immerse yourself and get lost without fear of not finding your way back to campus,” says Glattly.

OTHER FAVORITES• Cascadilla Gorge, basically a nonstop staircase with views

of cliffside mansions from downtown’s Fall Creek area up toCollegetown and Cornell.

• Taughannock Falls in Trumansburg (eight miles up the west side of the lake), a mostly flat trek to the highest single-drop falls east of the Mississippi.

THE MOUNTAIN BIKERThe possibilities for biking in Ithaca—despite the hills—are endless. Nationalcycling magazines routinely feature Ithaca in their destination pieces. Bikemagazine included Ithaca in the “Top 5 Mountain Biking Towns,” and Bicyclingmagazine called it “a cycling nirvana.” And though Ithaca didn’t make VernonFelton’s “America’s Best 10 Trails” cover story for Bike, it was included in hissubsequent blog “The 10 We Shoulda Picked.” His favorite spot in the area?Hammond Hill State Forest in Dryden, just 14 miles from campus. “It’s fairlyremote, it’s heavily wooded, it’s twisty, and it’s full of short, mellow climbs andoutrageously fun descents,” he wrote.“There are also a ton of fallen trees andlog-overs to hop over. It’s just a ton of good, cross-country single-track.”

Mike Blizniak, M.S. ’10, former president of the IC Cycling Club, agrees.“Hammond Hill offers great views and less technical riding,” he says. For moreexperienced riders, he recommends the “great single-track riding” at ShindaginHollow State Forest, 2,000 acres of woods and 18 miles of trails in Caroline,10miles from Ithaca. Singletracks.com ranks it among the best in the world.

OTHER FAVORITES• Connecticut Hill, an 11,000-acre wildlife management area in Newfield.• Swan Cycles, for great trails, as well as expert advice on equipment.

Find helpful links to more information about these trails

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Read more about running routesin Ithaca at fuse.ithaca.edu.

“Skiing makes winter go by faster, and it’s a great workout.”

THE RUNNER“It is great to be able to avoid running on pavement, and it is such beautifuland challenging terrain,” says women’s cross-country captain AmandaBoccio ’10 of the three-mile loop through the woods behind IC’s Terracesresidence halls. “The scenery and change of environment make for a relax-ing and enjoyable run.”

Just off campus you’ll find the South Hill Recreation Way, a 3.3-mile flat,gravel trail that mostly follows an old railroad bed along Six Mile Creek. Itfeatures numerous dirt path offshoots that offer runners a variety of routes.Some of these connect to the Mulholland Wildflower Preserve, which offersmore varied terrain as it winds above the creek and around reservoirs. Color abounds when the wildflowers come to life in spring and summer.

OTHER FAVORITES• The Waterfront Trail, two (flat!) miles downtown in Cass Park along

Cayuga Lake and the inlet. • The 560-mile Finger Lakes Trail, which connects Connecticut Hill,

Robert Treman State Park, Danby State Forest (a cross-country teamfave), and Shindagin Hollow in the 50 miles within Tompkins County.

THE CROSS-COUNTRY SKIERLooking to get outside during the snowy months? “Skiing makes winter go by a little faster, and it’s an amazing workout,” says Mary-Katharine Huebener ’10, copresident of IC’s Nordic Ski Club.

The club, which accommodates both competitive and recrea-tional skiers, frequently tours the trails behind the Terraces andoccasionally wanders down South Hill Recreation Way. But the club’s favorite place to ski is Swan Cycles, six miles east of Ithaca.“Glenn Swan grooms the fields around his farm in the winter, and our team, the Cornell ski team, and other skiers utilize the awe-some groomed trails all winter,” says Huebener.

OTHER FAVORITES• Podunk Ski Touring Center, north of Trumansburg, for rentals,

instruction, and five miles of groomed trails.• Connecticut Hill, with over 20 miles of skiing on unplowed roads

and trails. Just be warned: It’s a favorite among snowmobilers too!

Recreation

When the temperature drops, don’t hibernate—bundle upand head outside to play in Ithaca’s winter wonderland!

By now you probably know thatwinters in Ithaca can be cold. Really cold. But you don’t have to stay cooped up in your dorm room until the springthaw. Check out these activities thatIthaca has to offer.

Strap On Those BoardsGreek Peak is the nearest ski resort, andIC Ride, Ithaca’s recreational skiing andsnowboarding club, can help get you there.Or you can join the Nordic Ski Club or theSki Racing Club for more formal trainingor competitions. The College’s rolling hillsalso make for great winter terrain. Areasby Boothroyd Hall, above the Terraces, andnear Emerson Hall are all ideal places toget your snow on! Bring a snowboard, skiblades—heck, even your sled—and joinother students in winter-only festivities.

For more information on these activities, visit fuse.ithaca.edu.

by LAUREN HESSE ’11

LaceThose SkatesThe ice rink at downtown’s Cass Parkhosts the local coed recreational icehockey league as well as open skating.And if you’re not Wayne Gretzky orMichelle Kwan, don’t sweat it. CassPark offers lessons for all ages.

Winter Is GorgesSummer isn’t the onlytime Ithaca is gorges.Many of the gorges andfalls are just as beauti-ful in the winter. NearbyTaughannock Falls StatePark is open year-round.Don’t forget your camera—when the falls freeze,they form incredible icesculptures.

Cruisin’ Crucifers!Ever feel the urge to hurl a large root vegetable?

Are you blessed with a com-petitive streak? Then the Ithaca Farmers’Market’s annual Rutabaga Curling WorldChampionship is for you. A Cornell grad student took home the gold last year (“along with eternal glory, honor, and fame,”according to the Games’ website). Will ICclaim the championship this year? Please, no practicing in the dining halls.

Take a Hike!Wading through thigh-high snow can makefor a slow slog. But throw on some snow-shoes and you’ve got a fun winter workout.You can rent a pair from Cayuga NatureCenter or IC’s Office of Recreational Sports.Once you’re hooked, a new set from down-town outfitters such as Finger Lakes RunningCompany or Eastern Mountain Sports willset you back anywhere from $100 to almost$300. Trek around campus or explore thetrails described in“Finger Lakes Trailblazing”on page 22.

Ithaca offers a first-rate education on a first-name basis. Learn what you love fromstellar faculty; start a club, intern at your dream job, or spend a semester halfwayaround the world—whatever course you set, you’ll love what you do. At Ithaca you’llhave lots of choices and plenty of opportunities to find your passion in life.

LOCATIONIn the center of the Finger Lakesregion of New York State, ourmodern campus is 60 miles north of Binghamton and 60 miles south of Syracuse. The city of Ithaca is home toabout 47,000 residents and neighboring Cornell University.

STUDENT BODY6,400 undergraduates and 500graduate students from 47 states, 4 U.S. territories, and 80 countries.Over 70 percent of students liveon Ithaca’s hilltop campus, whichoverlooks Cayuga Lake.

FACULTY465 full-time faculty and 241 part-time faculty

STUDENT-FACULTY RATIO12 to 1

ACADEMIC PROFILEThe high school average of mostadmitted students ranges from B+ to A.

APPLICATION DEADLINEFebruary 1: Freshman applicationsfor fall admission due

PROGRAMS OF STUDYWith more than 100 degree programs to choose from, Ithaca has something for everyone. To learn more about the different schools and the majors they offer, visit the websites below. A complete list of majors can be found on the admission website at www.ithaca.edu/admission/programs/index.php.

SCHOOL STUDENT ENROLLMENT SCHOOL HOMEPAGE

School of Business 700 www.ithaca.edu/business

Roy H. Park School of Communications 1,450 www.ithaca.edu/rhp

School of Health Sciences and Human Performance 1,300 www.ithaca.edu/hshp

School of Humanities and Sciences 2,300 www.ithaca.edu/hs

School of Music 550 www.ithaca.edu/music

Division of Interdisciplinary and International Studies 100 www.ithaca.edu/diis

For details about Ithaca’s application process, financial aid, tuition, and more, please visit www.ithaca.edu/admission. ›

Ithaca at a Glance

OFFICE OF ADMISSIONIthaca College953 Danby RoadIthaca, NY 14850-7000800-429-4274 or607-274-3124www.ithaca.edu

DID YOUKNOW?IC’S CLINTON B. FORDOBSERVATORY HOSTSPUBLIC NIGHTS TO VIEW THE NIGHT SKY.

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Fuse is a green publication. Read it and recycle it. Or better yet—share it with a friend!Fuse uses 21,390 lbs of paper that has a postconsumer recycled percentage of 30 percent: 54 trees preserved for the future • 22,897 gallonswastewater flow saved • 2,533 lbs solid waste not generated • 4,988 lbs of greenhouse gases prevented • 38,181,150 BTUs energy not consumed • 9,547 miles of automobile travel saved • The equivalent of 656 trees planted. The inks contain 27% renewable resources.

Get the inside scoop on Ithaca.CHECK OUT: www.ithaca.edu

CHECK IN: my.ithaca.edu

Office of AdmissionIthaca College953 Danby RoadIthaca, NY 14850-7000800-429-4274607-274-3124www.ithaca.edu

Fuse winter 2010 | vol. 3 no. 4

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Transcript of Fuse winter 2010 | vol. 3 no. 4