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How alumni can help Williams students right now

Williams is cancelling in-person classes for the remainder of the year. This puts very many people in very uncertain situations right now. Students are directly asking for specific help from alumni: help with a place to stay while in flux (whether because a student is from an affected area of the world, is housing unstable, any number of reasons), help storing belongings, help with transportation. Students have started a form for alumni and community members to fill out if they’re able to help. Here’s a link to the form, and information about what they’re seeking:

Dear Williams College Graduate and/or Member of our Support Network,

Williams College informed current students at 10:40 AM on Wednesday, March 11 that they are to be fully moved-out for the rest of the spring term and into the summer by Tuesday , March 17 at 5:00 PM because of the risks posed by the COVID-19 virus outbreak. Students were notified at the same time as all staff and faculty, so there continues to be uncertainty over how low-income, international, and/or house-insecure students will be supported in this process. Some concerns are how students can afford their transportation home and the storage or shipping costs that the College has not been clear about subsidizing, how students without stable housing can have access to stable and secure housing, and how students who it is dangerous or impossible for them to travel can have their needs met.

If you are able to host a student for any duration after Tuesday until they are able to return home and/or find other housing and/or until their summer job starts, or are able to store some students’ belongings for the rest of the spring semester and through the summer (until late August / early September), we would greatly appreciate the help in this difficult and confusing time.

Thank you so much for your generosity.

Sincerest regards.

(Thank you to the First-Generation and Low-Income Students at Harvard College for their model and for inspiring this one. Much of their language and questions are copied into this form.)


Coronavirus and Williams

As the Record points out in a slew of articles, two groups of students are being hit particularly hard by COVID-19: international students, and students studying abroad.

From “International students feel impacts of coronavirus travel restrictions”:

Many international students have changed or cancelled their plans to travel home during spring break. “I have already had to cancel my trip home to Dubai, but now I am unsure of whether traveling even within the U.S., like to California for example, is worth the risk either,” Simran Sohal ’20 said. “It’s hard to distinguish between paranoid and prepared.”

KJ Kogawa ’23, whose family lives in Shanghai and who also has Japanese citizenship, agreed. “It’s affected a lot of my plans,” he said. “I don’t want to be in a situation where I’m abroad and just being told, ‘you can’t fly back’…there’s a chance that I might just stay here, which is okay… Because I’m definitely not going home… And I don’t know if I’m even going to go back during the summer.”

There’s the obvious concern for students from those countries that have been hardest hit by the epidemic, who can’t even consider going home for spring break to see their family and are worried about whether their families will be able to visit them; the CDC has so far suspended entry of Chinese and Iranian citizens foreign nationals to the US, and has travel health notices for the majorly-hit countries. This worry about travel is on top of what must be fairly constant worry for their families in those countries.

But, as the article points out, there’s also a more general concern even for international students not directly from those countries; they’re stuck wondering if, by the time spring break rolls around–or even, as someone quoted mentions, by the time commencement rolls around–if flying anywhere means getting stuck in that country, being denied re-entry, or other such complications.

Meanwhile, juniors who are studying abroad in those countries affected by coronavirus probably aren’t having the phenomenal semester they were hoping for, either.

The Record highlights Italian study abroad programs that have been cancelled and directly affecting students; I don’t know how to tell if this is because Italy is somehow the only country in which junior Ephs are currently studying abroad, or if the Record just for some reason chose not to cover what’s going on with study abroad students in the other affected countries. In any case, in their article on Italian study abroad cancellations:

Ten students enrolled in study abroad programs in Italy are facing uncertainty about the rest of their semester due to the country’s coronavirus outbreak and subsequent program cancellations. Many students have already left Italy and will finish the semester through online classes. …

Students whose programs are suspended will not be allowed to return to the College at this point in the term, according to Chief Communications Officer Jim Reische. …

All of the students’ programs will be offering online classes, through which students can finish the semester. In a break from its standard policy, the College will grant these students credit for courses completed virtually, according to Christina Stoiciu, the College’s director of study away. The College will also provide support for students who will need to make up for course deficiencies over the summer, said Vice President for Campus Life Steve Klass.

That must be a pretty big letdown: to go from, say, studying classics in Rome to apparently having the entire program suspended, so that you’re sent home and left to take classes online, going from maybe one of those Williams students’ best educational experiences to probably one of the worst.

The article implies that, while other colleges are requiring that their students who are studying abroad return home, Williams hasn’t made any such demand of its students; instead, students are coming home because the programs they’re in are being outright cancelled.

It’s unfortunate, but makes sense, of course, that Williams can’t let them back on campus, but boy, must it be a bummer for those students. Next semester, though, they will be back on campus–and if coronavirus continues to preclude study abroad, then Williams will have a pretty big housing problem on its hands when those students who would have studied abroad are suddenly all on campus.

From the Record, the College is apparently thinking about contingencies for housing issues brought about by COVID-19:

If more juniors than usual are on campus because of disruptions to study away, students would be housed according to what Schiazza called a “stepped approach.”

First, students would fill all the beds in regular housing, typically by picking into “dingles” — doubles being used as singles — and thereby turning them back into doubles. Second, rooms that Schiazza termed “double-singles,” formerly known as flex rooms for their ability to function as either doubles or singles, would be converted into doubles.

If all the dingles and double-singles were to be used as doubles, and there were still not enough room for every student — a situation Schiazza called “not likely, but still possible” in his all-campus email — doubles of at least 230 square feet would be made to accommodate a third student. These larger doubles are called “triple-doubles.”

Fun stuff.


College hires a tenured Asian American Studies professor

A big win for the decades-long movement for Asian American Studies (AAS) at Williams! From Annie Lu at the Record:

Jan Padios, a professor of American studies at the University of Maryland, officially accepted a position at the College as a tenured associate professor of Asian American studies (AAS) in the American studies department on Feb. 17. …

The position is one of two tenure-line hires in AAS approved by the Committee on Appointments and Promotions (CAP) in February 2019 …

The hiring marks a significant step taken by the College towards the AAS program after over 30 years of activism, including protests at past Previews and graduation, as well as a photo campaign in 2018. To date, AAS at the College has been largely scattered across courses in several departments, including American studies, history, English and women’s, gender and sexuality studies.

Awesome news! Very cool, to me, that Padios will automatically come to Williams with tenure, and with the explicit purpose of teaching Asian American studies–not a visiting professor, on whose shoulders the work of teaching ethnic studies classes seems to often be put, and not someone hired for a more generalist position who might also teach the occasional course on Asian American studies-related topics.

On Padios herself:

At the University of Maryland, Padios is currently a tenured associate professor of American studies, the department’s director of graduate studies and an affiliate faculty member in women’s studies and the Asian American studies program. She is also a writer of creative nonfiction, essays and poems about “family, trauma and mental illness,” she said. … At the core of her work is a historical and anti-colonial analysis of the Philippines and Filipino people, particularly in relation to the U.S. “This is how I became a scholar of Asian American studies, a field to which I am very dedicated, and one of the reasons I decided to join the faculty at Williams College,” Padios explained.

To me she sounds eminently qualified, and the relevant people who are always quoted in Record articles about Asian American studies–notably, Professor Dorothy Wang, who is an American Studies teacher who has long shouldered much of the burden of teaching Asian American-focused classes in the past, and Suiyi Tang ’20, co-head of MinCo and a major leader of the student AAS activism movement–seemed to express excitement for her hire.

Looking ahead, the religion department will be hiring a junior professor in Asian American religions next year, for which a search committee has yet to be assembled. Once the hiring process is complete, all the faculty members teaching in the AAS field will have a discussion regarding whether AAS should become a free-standing program like Africana studies and Latino/a studies or remain a part of the American studies department.

This is the one thing that perplexes me. What are “Asian American religions”? As far as I know, there are no religions that were developed independently by Asian Americans, only religions practiced by Asian Americans that might have been brought from Asia. Certainly, I think “Religious practice in Asian American communities” is a great subject for a course, but for the second Asian-American-studies-specific hire to be in religion strikes me as a pretty unexpected choice. Given that the committee on appointments and promotions gave Asian American Studies two tenure-track positions, an American Studies professor certainly makes sense to me, so Padios’ hire fits the bill perfectly. For that second position, I would have thought it would fall to a literature field (English or Comp Lit, but more likely English), or maybe something like ANSO, maybe something like WGSS. But Religion? Does anyone have thoughts on why that’s the department where the next Asian American Studies tenure-track position will be filled? To me, it doesn’t add up.


Who’s supporting the Three Pillars plan?

From my perspective (which is an admittedly very warped one based wholly on internet communications), a lot of students.

The Three Pillars plan is, of course, the proposed replacement for College Council. In the last few days, the meme page has been full of “Vote Yes” memes, many of which seem to be from the people who were on the task force that wrote the plan. I’ve received several emails from the handful of student group listservs that I’m too sentimental to take my forwarding email off of, all of which are telling me to vote yes–these being rather large student groups that have nothing to do with student politics.

Today, in the Record, the current co-presidents of CC also endorsed the plan that would lead to the abolishment of their positions:

In addition, CC as a body apparently voted to endorse the plan–though it was apparently a heavily divided vote.

In short, though the plan isn’t one that I’d previously heard anything of and seems to have come out of nowhere to some degree for me, it’s one that has all the key student players behind it, so I’m fully expecting Williams to be saying goodbye to CC very soon.


To Thesis or Not to Thesis?

…for some juniors, that is the question.

Of course, seniors have long since made their decision, and many spent Winter Study finishing up first drafts of their completed thesis instead of taking a winter study course (and the dichotomy between the fun of Winter Study for the many and the hard work of Winter Study for the few has been the subject of many a meme).

During his senior year, a friend of mine was halfway through his thesis, and was having a miserable time; he had a horrible relationship with his thesis advisor, who would shut down nearly everything he wrote, and though he still loved his department and the subject of his thesis, the actual experience was proving to be miserable. He ultimately quit his thesis and had a much, much better spring semester for it, but the process of giving it up was anguish.

While he was going through the worst of that decision, he expressed to me something quite surprising: that doing a thesis was, to some extent, part of his identity, or at least part of the identity he was hoping to form upon graduating Williams. When he was in high school, he’d always imagined doing a thesis; in fact, he’d almost chosen another school over Williams solely because theses were required there. As such, giving up his thesis was an absolutely enormous blow to his morale and sense of self.

This was utterly perplexing to me. As you can guess, I did not do a thesis, and I don’t really regret that choice; I’m pretty sure I had a much, much more enjoyable senior year because of it. But to some degree I understand; I sometimes wish I was able to say I was the sort of person who’d done a thesis, and when I was on campus, I felt that even more acutely–that I painted myself as someone more dedicated, more intellectual, if I could say I was doing a thesis.

Of course, if reasons of ego are the only thing fueling a desire to do a thesis, it’s a pretty sure sign you shouldn’t do one, just as it’s a good sign for anything fueled by ego. On the other hand, I know people who probably started their thesis for egotistical reasons; got beaten up by the grueling process; and were better for it. Certainly, completing a thesis is something to be proud of, and a mark of dedication for sure. But not doing a thesis certainly doesn’t mean you aren’t dedicated or a good student, either.

Did you do a thesis? Why or why not? Who should and should not do a thesis?


What’s the most exciting course in the spring catalog to you?

When I finally sent in my acceptance deposit to Williams and confirmed myself as a member of the next freshman class, I was pretty anxious, which lead to feelings of ambivalence about the sorts of things others around me were excited about–dorms, friends, clubs, all that. I wasn’t sure Williams was the right place for me, but it was the best option I had, so I’d picked it; that didn’t mean I was thrilled.

But over that summer before I started at Williams, there was one thing in that sea of anxiety and ambivalence and maybe even dread that made me excited, one thing that had me actively looking forward and thinking maybe I’d be happy at this place:

Looking through the course catalog.

Every semester thereafter, looking through the course catalog continued to be a joy. I think part of me loved the idea of taking some of these classes much more than actually taking them, and always has. I’d make long spreadsheets with all the classes I was interested in, put together potential schedules, agonize over which ones I wouldn’t be able to take. Later in each semester, that joy and wonder would have dulled significantly as I got through the reality of actually doing the work, actually showing up to classes–that, I wasn’t always good at. But every time the course catalog came out, I’d be overjoyed once again at the sheer possibility it represented, all the journeys it could take me on.

It’s amusing to me, but not altogether unexpected, that even now–when I was putting together my last post about Intro to CS, which involved looking through the 2020 course catalog–I still find myself gushing over courses, falling in love with them. Picking classes is one of the things I miss most about Williams.

So, I’m curious! When you look through the course catalog, what course(s) most excite you, fill you with that yearning to sign up for a class? (If you’re a current student: aside from maybe the class you’re most excited to take that you did sign up for, what’s the class you were most excited about that you didn’t sign up for?)

For me, it might be PHIL 239, The Ethics of AI. Ethical AI is such a cool topic to me, something I thought I might want to make a career when I was in school and, heck, something I still think I might want to pursue. But I always was so much more interested in it in a philosophical sense than in the technical sense, so the fact that there’s an actual philosophy class being offered about this is really exciting to me. And Joseph Cruz is an excellent teacher (difficult, but great)–I might even email him and ask for the reading list.

But I also really regret never having taken a creative writing course at Williams. So along with the standard intro to fiction writing courses, I’m intrigued by ENGL 288, Writing as Experiment: An Introductory Poetry Lab. The course description sounds like something that would really challenge and excite me, and the professor, Franny Choi, is new to the English department and sounds so cool. She’s done a lot of work in poetry with themes of social activism, Asian American identity, and science fiction, and I’d love to learn about poetry from her.


How about you?


You really don’t need to take a CS class

…unless you want a job in software engineering, might want to major in CS, or are genuinely just interested in computer science.

But wait, you might ask! What other reasons are there?

I’m thinking about the comments I’ve seen on here (and other places!), largely from people a generation or two above mine, saying that “you need to have a solid understanding of computers,” and that “employers want to see that you know a little bit about programming,” so therefore everyone should take CS 134.

To me–a CS grad currently working in tech–this is about the same as saying “employers want to see you know how to write, so you have to take a 300-level tutorial in philosophy.” The initial statement is true–it is very important to understand computers and a bit of programming, and it is important to know how to write,” but just as a 300-level philosophy tutorial won’t be appropriate for every student and certainly isn’t necessary in achieving that goal, nor is it the only or even best way to achieve it.

Yet so many people believe that taking intro to CS is absolutely critical that hundreds and hundreds of students sign up for CS 134 (Intro to Computer Science, for those who don’t know). Looking at the CS course availabilities for this upcoming semester is absolutely bonkers: there are 3 lectures with a limit of 90 students each for 270 students total in intro CS during the spring 2020 semester, with a corresponding 6 lab sections of 18 students each (…is it just me, or does the math not add up there?)

Looking quickly through other departments, I can’t find any other intro course this semester that is in quite so heavy demand. Econ 110 is 3 sections limit 40 = 120 students. Stats 101 is 2 sections limit 50 = 100 students. Psych 101 has no limit but expects 160. Semester two of intro to Art History is cancelled (…wait, what? anyone know more about that?)

Having been a TA for CS 134 only a few semesters ago, I can say with a good amount of confidence that a lot of the students in 134 did not need to be there, and regretted it.

I’m obviously not talking about the students who really think they want to major in CS, or who want to be “employable” in the sense that they really think they might want a career in software development, or even those who are just vaguely interested in mathy stuff and thought CS might be fun–or even those who weren’t sure what they were getting into, but who, in the spirit of the liberal arts, thought they’d try out something totally foreign to them. (I was one of the latter kind of students who signed up for CS 134, and look at me now!)

I’m talking about those who’ve been told how critical CS is to “the workforce,” who sign up for a CS class because they feel like they should and they feel like it’ll make them more “employable,” and for no other reason.

You know what they find out? That CS is a lot more about the science of computers than it is about the hot things like app development and startups and web design and big data. Certainly, you won’t touch on those things in CS 134. 134 is about building a theoretical and practical foundation for CS–so you’re learning about things like object oriented abstractions, and recursion, and the basics of data structures, and the underlying mechanics of computers. I, and many others, found those things incredibly fascinating and went on to study them in a whole lot more depth. Many of the students I TA’d found them totally pointless and not at all “useful” towards whatever they were hoping to get out of a CS class, because they didn’t understand what a CS class actually was.

I absolutely love CS, but please–if you’re just taking it because you feel like you “should,” because some older folks tell you that you need to “know computers,” you might end up really regretting it.

(What should you do instead to “know computers” and increase your “employability”? Well, there are tons of things, but I swear that if I’ve learned anything from entering the workforce, it’s that no matter what industry you go into, holy shit is knowing Excel helpful. Even just knowing a few basic commands and formulas and, oh boy, macros??? is enough to convince everyone that you are an absolute master of computers. There, just saved you the misery of getting through CS 134 if you went into it for employability.)


What was your favorite part of winter study?

As students enjoy the last few days of winter break before returning to campus for winter study, I’m curious: what were all of your favorite parts of winter study?

I generally enjoyed the classes I took. In particular, I loved the one travel course I took, because how could I not? It was fully paid for by the college–which was a major reason I signed up for that one in particular, since I didn’t feel economically able to do many of the others, even after financial aid would help. But, for some reason, the college was offering this course for the low price of $0, so I couldn’t not try to get in. The fact that it was a course in a tropical location during the month of January was a pretty great bonus, too. Educationally, I’d say it was only moderately successful–I wouldn’t say I got much out of it as far as the stated purpose of the course went, and that I more benefitted from just the opportunities to go to places and meet people I wouldn’t have otherwise, which is more of a general travel benefit than a course benefit, but, again–free.

As far as my on-campus classes went, I definitely got something valuable out of them: all were artistic and skills-based, so even if I didn’t always love the classes themselves, I appreciate the skills I got out of them.

My favorite part of winter study was probably the fact that my main extracurricular group was very active during winter study. We put on big events and shows over winter study, and had the time and capacity to host parties and get-togethers, as well. Planning those sorts of events with my favorite people on campus probably makes up many of my favorite memories of winter study.

I realize now that this post is pretty vague, only because I am a recent grad and the exact courses and groups I was in are fairly self-identifying for some students who might be on campus now. But, for those who are willing to be more liberal with sharing their experience, I’d love to hear: what are your favorite experiences and memories from winter study?


Press Record

I think the Record generally does a good, but not fantastic, job; I wouldn’t praise it as highly as Whitney did earlier this week, for example, when it came to that specific article (in an article about how the opioid crisis is affecting Berkshire County, it seems important to me to interview the people actually affected by the crisis and not just the public officials responding and the academics studying it).

That said, I just discovered Press Record, the Record‘s “weekly podcast that gives an overview of the week’s top news and delves into a few stories.” (It’s pronounced re-CORD, as in Press [the] Record [button]…clever!) And I’ve thoroughly enjoyed what I’ve listened to so far from it!

It’s clear that podcast editor RB Smith is pretty into podcasts; from the smooth editing and sound quality to the jingle (a vibraphone-sounding cover of “The Mountains”) to Smith’s vocal cadences (he isn’t always the narrator for the episodes, but when he is, the way he speaks echoes the way great podcasters tend to speak), it’s clear they’ve taken their cues from the likes of This American Life, and the result is high quality and enjoyable.

Check it out with Press Record’s latest episode, “12 Hours in Tunnel City,” where, as part of the Record’s Town and Gown themed issue, Smith and Record editor of communications Rebecca Tauber spend the day in Tunnel City to observe and interview the mix of townies and students who spend their days at the coffee shop. And check out their backlog to tide you over while the Record is on break!


This week’s Opinions Call-and-Response: Athletics!

Last week, we covered the Williams Record‘s call-and-response series of articles in “The Slutty Bitch Chronicles.” This seems to be the new trend in the Record‘s Opinions section: someone writes an op-ed in one issue of the Record, and three op-eds are published in response in the next. And you say debate is dead at Williams, David!

This week’s call-and-response topic: Athletic Recruitment!

The initial article: “Let’s lose the Directors’ Cup: A call to end athletic recruitment,” by Katherine Hatfield, November 20, 2019.

I’ve heard the argument that recruitment of athletes brings in more well-rounded people. The implicit opposite of a “well-rounded” athlete is a one-dimensional nerd. Academic achievement isn’t everything, of course … But our heavy recruitment of athletes glorifies a particular form of well-roundedness and a particular type of person: likely thin or strong, white and privileged. This value system is rooted in the College’s history as a place for white, privileged men, pursuing their masculine endeavors of physical dominance.

Excessive focus on our athletic program comes at the cost of the stated goals of admissions as set forth in our mission statement: diversity of all kinds, academic achievement and varied forms of personal promise. So, let’s stop recruiting for athletics.

Of course, if we stopped athletic recruitment, we would lose the Director’s Cup. But our athletic program would survive. Ideally, our current competitors in the NESCAC would also stop recruitment so that they would remain fair competition. If not, our teams could play community colleges or club teams at Div. I institutions.

Now, this week’s edition features three op-eds, all by student athletes, in response to Hatfield.

“Recruited athletes belong here: Empirical evidence as justification for the continued recruitment of varsity athletes at the College,” by Charlie Carpenter

Thus, the median GPA of sophomore, junior and senior varsity athletes is above a 3.40; the average GPA of the student body is a 3.45. Since the specific grade distributions of varsity athletes and the entire student body are not available, it is impossible to say where specifically the median GPA of varsity athletes lies – however it is certainly above a 3.40 given that 56 percent of eligible varsity athletes had above a 3.40. I understand I am comparing a median to an average (due to restrictions on available data) and excluding the first-year class; however, I think it is incredibly unfair for some non-athletes to believe their athletic peers do not deserve to be in the classroom when the numbers do not reflect this belief, which was referenced in a recent op-ed (“Let’s lose the Director’s Cup”, The Williams Record, Nov. 20, 2019). Yes, there are confounding variables such as the demographic makeup of varsity athletes, but that does not make the assertion that athletes do not perform as well their peers any more accurate.

By making this claim you diminish the quality and work of our admissions team, who carefully decide who deserves a place at Williams. This is and should not be a decision made by students. I ask that you not only respect the admission team’s decision, but also my, as well as my fellow varsity, recruited, athletes place on the Williams College campus. I would never presume that someone does not deserve to be here, and I ask the same of you.

Athletic recruitment is not the problem: If you want to change the demographics of athletic teams, change the demographics of the school,” by Sarah Lyell

While it is true that certain sports teams are predominantly made up of white students who attended prep schools, the claim that Williams lowers academic standards for athletic recruits is completely unfounded. We do not have statistics which demonstrate one way or another how recruited athletes’ grades and test scores differ from the whole of the student body. All we have is the claim that “some ‘non-ers’ feel that some of their athletic peers do not deserve to be here.” Aside from being wildly vague, is this really enough evidence to claim that athletic recruits are not academically qualified?

From my experience as a recruited athlete (albeit for a low-profile sport), I know that I was expected to have grades and test scores on par with the whole of the student body. Of course, without statistics, I cannot say with any kind of certainty whether my experience was universal. What I do know, however, is that if recruited athletes make up a third of the incoming class and are only a fraction of the group favored by admissions (including, but not limited to, legacy students, children of large donors, early decision applicants, underrepresented minorities, and students with an especially compelling talent), they cannot have significantly lower grades and test scores than the rest of the student body while Williams maintains its spot atop the U.S. News rankings.

Finally, “#whyd3: In defense of athletic recruitment,” by Lindsay Avant

Yes, I was a recruited athlete. Yes, I went to a prep school. And I deserve to be at Williams just as much as every other Williams student.

How often do you deal with imposter syndrome as a white person from New York attending a Predominantly White Institution? Well, for me, I’ve been dealing with imposter syndrome since I was 12 years old in middle school. As a Black woman who grew up in a Black neighborhood, and add that to the fact that I am by no means rich, (the only way I could attend this College Preparatory School was because of their generous financial aid) I’m sure you can imagine how going to a prep school had its challenges. One day a white person will tell me I was only there because I’m Black and the next day a different white person will tell me I was only there because I just happened to be decent at playing a game with a ball. If you would have told 12-year-old me that these comments would not cease, not when I got to high school, definitely not when I was applying to college (“Oh you’ll get into a good college because you’re Black,” and when I got into Williams the only reason had to be that I was an athlete), and, unfortunately, not in college, I’m not sure I would have believed people could be so cruel.

So, I’m sure you can imagine why I have a problem with more people telling me that I did not truly earn my place here.

Any thoughts?

Personally, my thought is that, while these back-and-forths provide a good quantity of content, they aren’t always quality. If I were the Record editors, there’s only one of these op-eds that I would have published (guess which one?), rather than have three articles saying the same thing with varying levels of coherence and persuasiveness. That’s their job, after all, as editors. Still, it does make for entertaining Wednesday afternoons.


The Slutty Bitch Chronicles

The Record‘s Op-Ed section seems to have become something of a meme recently, with students giving it an unusual amount of (negative) attention. Several Op-eds are responsible for this (see Op-eds relating to Kleiner and to Mauna Kea), but those are notable in large part because they form a professors-vs-students dichotomy on campus. In contrast, a controversial series of articles has emerged as an argument within the student body: the slutty bitch chronicles.

The original:

In defense of the slutty bitch: Not letting society dictate women’s preferences

The response:

Hold “slutty bitch” accountable for her actions: Being cis, white and privileged is never an excuse for being colorblind or trans-exclusionary

The counter-response

Guilty by omission?: Standing trial: A defense of “In defense of the slutty bitch”

Personally, I found the original article to be pretty poorly written and not to have much of a point, the second article to be over the top in its indignant outrage towards an opinion that really wasn’t much of an opinion in the first place, and the third, while a fair response to the second, just totally unnecessary to write (did these two mediocre op-eds really need a third response?).

Thankfully, something good has come out of this dumpster fire: from the Op-eds section being something of a meme have emerged some great actual memes on Williams Memes for Sun-Dappled Tweens.

And my favorite, of particular relevance to the present audience:


(At least one of these memers had to have visited EphBlog at least once in their lives, to grab that screenshot for the last meme. So on the off chance you’re reading this:

  1. Yes, stealing memes for a post is very lazy journalism, worthy of the worst of BuzzFeed. Guilty as charged. But it’s a meme, that’s what happens.
  2. Do student memers want to be credited? I’m not doing so because when I was a student I would not have wanted my name to be associated with EphBlog in any way, shape, or form, but on the other hand it’s your content that we’re…profiting? off of? [Does EphBlog make anything close to a profit?] And posting on a private meme page is not granting permission to have your name publicly associated with that material, so while I can somewhat justify to myself reposting the memes because that’s what memes are, I wouldn’t feel comfortable doing so with names.)

English Department Boycott and Effects

From the Williams Record this week:

“In the wake of a student-led protest which called for students to boycott all English classes that “do not engage substantially with race,” Chair and Professor of English Katie Kent ’88 reported that pre-registration in the department was not substantially changed from previous years. “Our enrollments show no significant difference when compared to our usual averages over the last few semesters,” she said.”

As expressed in my post last week (particularly through the comments), I’m in general support of the message of the boycott. Nevertheless, I’m not surprised. English majors continue to need to take English classes; non-majors continue to need writing intensives, and though there are many possibilities for these, English classes continue to be among the most interesting and accessible. Life at the college continues. The point, in my opinion, was never to succeed in boycotting, but to use something as extreme-sounding as a boycott to bring attention to what’s seen as the desperate need of improvement in the department.

On Thursday, the English department announced plans to hold a series of meetings regarding the department’s culture. The meetings are sponsored by the newly created “student experience committee,” which aims to collect student perspectives on the department. In an email to English majors and other students, Associate Professor of English Bernie Rhie said, “As the name of the committee suggests, our aim is to get a more textured sense of the ways that students at Williams experience the English Department. What are your thoughts and feelings about the department, and what are your hopes for its future?” Rhie added that, though the committee was formed prior to the boycott, “the announcement of the boycott obviously makes our work all the more urgent.”

Do I believe that this committee will make any more of an impact than the average Williams committee? Not necessarily. But it does reinforce for me that professors like Bernie–whom I see as the future of the department, and among those who will have the most say in what the English department becomes–take at least the message of the boycott seriously. Perhaps I’m reading that more from my own experience with Bernie than from the quote, but all the same, I believe this is a matter that certain members of the English department take seriously. Whether or not it’s a problem that can be solved by committee, knowing that there are members of the department who support it is, personally, enough–because that’s really the way I see things potentially starting to change.


Students call for boycott of English department – Williams Record

The Record has a nice, thorough article on the call for a boycott of the English department, by Danny Jin, Samuel Wolf, and Kevin Yang. Some passages, and thoughts, from the article.

The original petition said the boycott will not end until the College searches for a senior-level woman of color from outside of the College to chair the English department, immediately runs searches for tenure-track faculty members specializing in African American, Latinx, Native American and Asian American literature, and conducts an external investigation of English. The petition revised the demand for a chair, calling instead for the hiring of a senior faculty member specializing in ethnic literature.

Any thoughts on why the petition-writers reversed their demand for a chair? How do you think they came to that decision to revise their demands down? To me, the original demand just seems unnecessarily and unproductively specific, so that would be my reasoning,  but after publishing something like this and having it get such a large amount of traction, it seems odd to backstep like that.

The petition calls out what its creators see as a “racist culture” in the department.

My anecdotal evidence doesn’t and shouldn’t mean much, but from my perspective as a student, this view that there’s some degree of a racist culture in the English department, while not necessarily a mainstream or majority view, certainly wasn’t a controversial one. Even before the whole Kent-Wang altercation came up at the end of last year, it was the sort of thing that you’d hear from relatively non “radical” or politically engaged English majors, just your typical students–that English classes were unexpectedly conservative in many ways, that many professors were behind the times and used their subject matter as an excuse not to consider the importance of a world beyond the white literature that might have been their specialty. This all to say, yes, it’s news that there’s some level of organized “boycott” happening now, but for students, I don’t think this is adding so much new to the conversation as it might seem to be from the outside.

Kent also emphasized the range of professors in the department with experience in “scholarship of underrepresented groups.” She cited Owen, Love, Associate Professor of English Anjuli Raza Kolb (who currently teaches at the University of Toronto), Associate Professor of English Bernie Rhie and Franny Choi, a Bolin Fellow in English who will teach next spring.

This made me laugh a bit, that Kent’s great defense of the range of professors dealing with diverse scholarship involves so many notable absences–Love’s from last semester, Choi who isn’t even here yet, Raza Kolb who left for Toronto even after getting tenure.

From an article last year, “A closer look at departures of College faculty of color”:

Although Raza Kolb received tenure this year, she began applying for other jobs when she became worried about a possible negative outcome of her tenure decision. “The process is not designed to adequately assess the work of scholars in what are still considered marginal fields,” said Raza Kolb, who specializes in postcolonial literature. She chose to pursue the position in Toronto after she received tenure.

Raza Kolb also cited issues mentioned in the FSI report, such as a lack of recognition for the increased service burdens of faculty of color and comments from peers that she would not fit in the College community. Indeed, according to Raza Kolb, the College is hostile to faculty of color in many ways that are at first easy to miss. “In addition to issues of culture and community, the college has deep problems of discrimination and bias in many places that are hard to see at first – benefits, disciplinary and grievance procedures, sexual misconduct and harassment policies and protocols, evaluation and promotion, support for research and special projects, retention and merit recognition.”

Raza Kolb also pushed back against narratives for her departure that are centered around the geography of the Berkshires. “It’s easy to tell ourselves a routine story about why faculty of color leave,” she said. “It often comes down to location. I’m not stepping away from my position because I’m uncomfortable in Western Massachusetts. I’m reevaluating my relationship to the institution because I haven’t been treated fairly here, or seen through my pre-tenure years in a reasonable, above board way.”

During my time at Williams, I took classes with Raza Kolb, along with Rhie, who was mentioned in Kent’s list of great diverse professors. Both Anjuli and Bernie taught my absolute favorite courses at Williams, English courses which really changed the way I see literature and its role in the world. Both engage substantially with texts of all kinds–including many, many texts by white, canonical authors. Bernie’s area of scholarship is largely on Wittgenstein; Raza Kolb deals just as much with colonial literature (literature by those who colonized–think Kipling and Conrad) as with post-colonial (literature by the formerly-colonized). They deal with these texts with care and intense scholarly interest; what makes these classes so interesting, and so valuable to students, is that the texts by white canonical authors are not the only texts they treat as such. Rather, they recognize, and embrace, the fact that English literature comes from many non-white, non-canonical authors, and bring those texts as intensely into the literary conversation. That’s what made those courses so fantastic for me, and the fact that great professors like Raza Kolb are disappearing from the college seems like such a shame to me.

Finally, in yesterday’s post on the topic of the boycott, DDF wrote:

I believe that EphBlog, although unmentioned in the article, is fundamentally responsible for this turning into a national story. A comment from a longtime reader about the boycott appears on November 1. This led to blog posts from John Drew and Jerry Coyne on November 3. This led to right wing coverage at places like Breitbart and the College Fix yesterday. (I could be wrong about the causative chain. Perhaps the same person who tipped us also tipped Coyne and others.) How long before this story breaks into the New York Times?

Do we really take ourselves that seriously? Coverage by right-wing blogs desperate for any sort of story that fits their views of college students as snowflake liberals doesn’t necessarily make this a national story, and no matter how frequently EphBlog wants to declare every little controversy at Williams to be fundamental in the national collegiate political landscape, I really doubt Williams’ small-scale petitions and open letters quite warrant New York Times coverage.


Professor Evaluations Now Shorter and Online

From the Record, by Joey Fox, “Student Course Survey undergoes changes.”

Following a years-long process that went through four separate faculty committees and multiple all-faculty votes, changes to the Student Course Survey (SCS) which were first approved in 2017 will be implemented at the end of this semester.

Interesting opening line! Sounds like Joey spent a lot of time interviewing people who think this was an overly protracted process, for all that ultimately ended up changing.

What’s changing: Professor evaluations used to be two sheets, the “White Sheet” and the “Blue Sheet.” The White Sheet was a scantron-esque form that was 23 questions long, and also had you fill out information like your year, whether the course was a major requirement/pure elective/etc, and the grade you expected you’d get in the class. The Blue Sheet was for comments directly to our professor, to be received after they’d submitted grades, and you could put your name on it if you wanted to. In the last or second-to-last class session, the professor would end class 25-ish minutes early, ask for a volunteer to bring the envelopes down to the drop-off boxes in Paresky, and would leave the room for students to fill out the sheets. Depending on the class, students would either fill them out in silence, or talk with each other about what they were writing.

According to Provost Dukes Love, the vote on the second motion revealed significant disagreements among faculty over the changes.

“It was a relatively close vote,” Love said. “I wouldn’t say that this is one of the most controversial issues on campus. But really smart faculty have different views about the most effective ways of evaluating teaching performance, effective teaching.” Love clarified that some faculty wanted only one of the two main changes – reducing questions and moving online – while others wanted no changes whatsoever.

Wade agreed, adding that still others wanted even more drastic changes. “Some faculty feel that we should get rid of student evaluations altogether — that they’re biased, and that they’re measuring student satisfaction more than teaching quality,” she said. “Others feel that while flawed, student course evaluations are the one opportunity for all students to weigh in on their experiences in the classroom, and that involving fewer people in the evaluation process might lead to even more bias.”

I don’t have much of a perspective on the best way to evaluate professors, though I do think that students should have at least some way of voicing their opinions on classes–getting rid of student evaluations altogether would be absurd.

In my experience, students tended to take the evaluation forms pretty seriously. Evaluations happened at the end of the semester, when people tended to be fairly stressed with final projects being due and final exams about to start. Some had feedback that they’d been saving all semester to put on the blue sheets, and spent the entirety of the period filling out that blue sheet; others didn’t fill it out at all. Most professors would claim that they didn’t care that much about the White Sheets, and just wanted our feedback on the Blue Sheet, sometimes asking specific questions of us to put in the Blue Sheets like what we thought of the curriculum, what we thought of their method for teaching something, etc. If we knew that a professor was new and in consideration for tenure, and if they were reasonably well-liked, I think many students would overlook flaws that could otherwise be spaces for feedback, and give high marks on the White Sheets.

Experience and thoughts on end-of-course evaluations?


EphBlog as a Student

I’m curious about the answer for many of you: Why did you start reading EphBlog? How did you find it, and what has kept you here?

The question is particularly interesting for readers who are students, or who started reading it when they were. I don’t remember many students having heard of EphBlog when I was a student.

I first found EphBlog in my first year, when my first Williams “scandal”/hot issue–The Taco Six, for those who remember it–happened. I was so intrigued with following the development of the issue, and reading everyone’s thoughts on it. Yik Yak was big then, and I loved using it, not to post, but just to read what everyone was thinking, and to see people with different viewpoints talk amongst each other. I didn’t totally know how I felt about the issue myself, but I wanted to hear what people who seemed to feel, very strongly, whatever they felt about the issue, talk about it and express those positions.

Of course, there’s only so much intelligent discussion that can happen on a platform like Yik Yak, but there were a few other places I could go for my fix of opinions. There was Facebook, of course, but as a first year I wasn’t well connected at all to many people who were having those discussions on their own walls. That’s what I liked about Yik Yak more than places like Facebook–it was completely public, based on location, so anyone could read and join without having to be socially connected enough to get to witness the conversation. But either linked somewhere through Facebook, or on Yik Yak, I was able to find a few places that were expressing more long-form opinions of the sort I was interested in.

There was the Williams Alternative, which hosted a good number of pieces about that specific incident and which I don’t believe lasted much longer as a platform. And there was EphBlog, which I think I might have found at yet another remove, linked from a comment or post on the Alternative. My memory is hazy, but in any case, I remember finding myself on EphBlog at some point.

I wasn’t very impressed, to be quite honest. The opinions seemed vitriolic and provocative just for the sake of being provocative, which didn’t really interest me. I also remember opinions being somewhat acerbic towards specific people, calling out students who were writing opinion pieces and whatnot in a way that felt fairly inappropriate for older people to do to current students.

I got the sense, from other platforms, that EphBlog was viewed as kind of reactionary and, to put it mildly, crazy, old alumni who were obsessed with the opinions of 18 year olds. That was the general feeling I got of the student body’s views of EphBlog.

So it was fun, in a way, to look it up every now and then, wondering what sorts of wild opinions were beings spouted over there. It made me angry to read a lot of what was being written, and getting angry in that way is a little bit addictive. Every time there was some new scandal or hot issue on campus, I’d find myself wondering what those wild people over there at EphBlog were saying about it, and I’d read the posts, and they’d make me mad. A lot of the time, there were comments that expressed exactly why things were making me mad, seemingly regular readers who, without fail, would respond to the things I found ridiculous about the posts more clearly than I could. I myself never commented, so that was respectable for me. But then the scandal would pass, and I’d forget about EphBlog again until another few months.

Last year, though, felt like hot issue after hot issue, which is why I found myself on EphBlog more and more. Especially as there felt like fewer platforms to discuss that weren’t my own Facebook feed which really only featured the opinions of people I agreed with on it, I just wanted to read views about what was happening–any views, even if I really disliked them.

An amusing conversation happened near the end of the year, where I was eating dinner with a professor and several other students, and somehow, EphBlog came up. It was something along the lines of the professor saying, there’s some alumni blog that has really conservative and offensive takes on campus events; it was rather funny to be the one at the table who could say exactly what they talked about, what they’d discussed over the years I was there. For one, I was one of the least likely people they would have expected, and two, EphBlog was just so removed from campus life and general student consciousness, that any student being so familiar with it just seemed very, very bizarre to everyone at the table.


Integrative Wellbeing Services: Expanding and Diversifying

The Record published a two-part series on Integrative Wellbeing Services, Williams’ counseling/mental health services program. Given that this is one of my favorite Williams-related topics, I’m excited to pick out a few interesting bits. Article 1, and Article 2.

On the name and philosophy:

PCS [Psychological Counseling Services] is now known as Integrative Wellbeing Services, a change that [Wendy] Adam [the director of IWS] says represents a substantive shift in the College’s philosophy toward mental health. The therapists at the time were already well-prepared to treat mental illness, according to Adam, so her approach centered around broadening the range of services to include options aimed at fostering students’ general wellbeing in addition to providing clinical psychological services.

To me, this has some pretty clear upsides, but the downsides should certainly be acknowledged; for me, those downsides were pretty clear as a student.

The benefits, of course, are making therapy/counseling more accessible to all students and de-pathologizing therapy. Therapy can benefit everyone, and belief that you have to have a mental illness to seek therapy is a detriment. Says Adam:

“In my private practice, if someone came to see me, I had to justify their appointment to their insurance company using a diagnosis,” she said. “One of the things I love about this job is that you don’t have to have a serious diagnosis to work with us. I don’t have to worry that, if you’re having a hard time but you don’t meet all the criteria for depression, I’d have to stop seeing you after a certain time even if it would have been more effective for you to stay longer.”

“We’ve got tons of groups and offerings, where we want to meet students where they’re at,” Adam said. “That’s why there are so many ways of inviting students in. We don’t want that old story of ‘You have to be mentally ill to see a therapist’ to get in anybody’s way.”

The downside—which I experienced—is that, if you do have a genuine mental illness and need specific treatment for a mental illness, Adam’s statement that the school was “already well-prepared to treat mental illness” might have felt like a pivot away from that treatment. “Broadening the range of services” doesn’t have to mean decreasing the efficacy of mental health treatment, of course; in practice, however, given that IWS is training the new clinicians (and students in the two-year training program make up a large amount of the staff, after all), the likelihood that you’ll start therapy and see someone who’s been trained in more of a “holistic” way than a “mental-illness-focused” way is pretty high.

The effect of that can be seen from quotes in the second article:

“Charlotte Jones ’22 started seeing a clinician at IWS last year while continuing to regularly check in remotely with the therapist she has worked with for several years at home. She hoped to use the IWS sessions to process recent traumatic life events, but both of the therapists she was paired with took approaches that she found unhelpful.

“At times, it felt as though they were babying me,” she said. “It could be very demeaning… Maybe they would have been fine for a smaller issue, but for me, they were not ready to handle what I had.”

She said that she does not plan to try again at IWS – “Two times was hard enough,” she said – though she has found the crisis call line helpful for instances when she could not get in touch with her therapist from home.”

The article, and clinicians during therapy, make clear that switching therapists is always a possibility and is encouraged to find the right fit for you. But two times is hard enough! It can be really hard to keep divulging your trauma over and over, trying to find the therapist who’s most helpful in processing it.

The articles also discuss some programs that are new this year at IWS. We talked about those earlier here on EphBlog with a post by DDF (,  namely, new therapy options through the online platform TalkSpace, and new non-emergency transport options including twice-daily shuttles to get prescriptions from Rite Aid. At the time he wondered if these were the best uses of Williams’ money, or if we should “prioritize matching financial aid packages from places like Harvard first.”

My comments at the time were responding to this thought specifically, but are relevant to my general defenses of spending on IWS more generally:

Sure, in terms of optics of making Williams more appealing to prospective students, spending on matching financial aid packages from places like Harvard might be better. But I believe this is spending on making Williams actually more competitive with placed like Harvard in terms of actual student experience. In Cambridge there are places within walking distance, or using public transit options, where you can get things like x-rays and blood tests on the school’s insurance. In Williamstown, if you don’t have a car, the one bus most likely doesn’t go where you need it to, to get those medical services done…so you’re absolutely reliant on the medical transport system run by the college, which helps bridge the gap of accessing medical services resulting from Williams’s location.

As for the twice-daily pharmacy runs…I am incredibly jealous. I wasted so much time, up to my very last week at Williams, finding solutions to what should be the very simple issue of picking up prescriptions at Rite Aid. There’s prescription delivery to the health center, but the health center is open fewer hours than Rite Aid is; moreover, prescription restrictions exist. I remember one particular situation where I was prescribed a new medication that was restricted in such a way that I had to pick it up in X days, and they would not let me have it delivered; I had to pick it up in person. So I walked in single-digit weather to Rite Aid, taking a couple of freezing hours during a particularly busy week. Not a life-threatening situation, no, but one that, after a few times, definitely found me wishing I went to a school that wasn’t so darn remote.

Is this the sort of thing that prospective students will think about when debating Harvard and Williams? No, of course not, so if that’s your metric then sure, this is a waste of money. But it’s absolutely something that helps bring quality of life up to par with places like Harvard, and for that I see it as immensely valuable.

At what point do improvements to IWS become a selling point for the college? As knowledge and perception about mental health shift, I’m hopeful that a strong offering of counseling services becomes much more of a plus. And, as the Record article highlights, we really are fairly top-of-class:

“According to Klass and Adam, the ratio of students to therapists across higher education nationally — including both colleges and universities — is around 900:1, while the College’s peer institutions tend to be closer to 400:1. In contrast, the current ratio at the College is slightly lower than 145 students per therapist.

Last year, there was no waitlist for accessing therapy through IWS.

Meanwhile, the total number of scheduled psychotherapy session hours has grown by 260 percent over the last decade. That increase is due in part to the fact that students can schedule as many visits to IWS as they need. “Unlike other colleges and universities, we don’t cap our sessions,” Grinnell said. “I love that about Williams. We can really spend time building relationships with our student population. Therapy may not always feel linear — it might take some time to feel like consistent progress is being made.”

This is all really good, important stuff.


The Majority of the Record’s Editorial Board

The Record‘s editorial from this Wednesday, September 18 (“Calling for more transparency, accountability in discipline for sexual assault”) concludes with the following note:

The editorial represents the opinion of the majority of the Record’s editorial board. 

This immediately made me wonder: was this not a unanimously endorsed editorial by the Record’s board?

I hadn’t remembered seeing this message at the end of previous Record editorials; the most recent from last year don’t seem to have it. So, its inclusion here makes it seem like this was something they particularly had to make clear on this editorial–potentially because of a minority disagreement on the board.

Of course, it’s possible that this is just a new policy for the Record, and that there has been notable disagreement from the board on editorials before, simply without the disclaimer at the end. Perhaps they’ve decided that this is a statement they’ll include on all future editorials, to cover all their bases. We’ll see in coming editorials this year, I suppose.

But, assuming the more interesting case that there was a minority disagreement with the editorial. What did they disagree about?

The essential message of the editorial (as distilled by the title) is that there should be “transparency” and “accountability” with cases of sexual assault, which seem like pretty agreeable and non-offensive stances to take on sexual assault, just because they don’t really say anything. Looking more specifically, the “transparency” they cite seems to deal with release of public information:

First, we take issue with the College’s lack of public information regarding the standards for suspension or expulsion. If a student faces a semester-long suspension for sexual assault, the community currently has no way of knowing why. We as students do not even know if the College’s standards for penalties differ from year to year or from case to case. Nor does information exist as to whether disciplinary sanctions differ for cases of stalking, relationship abuse or sexual harassment as compared to sexual assault. This lack of transparency is worrying in its own right, but the College’s opacity could also intimidate and discourage survivors from reporting and pursuing cases. In the future, a rubric must clearly set out the severity of offense that merits each sanction.

I haven’t thought about this much and don’t know how much is “known” about the college’s handling of these cases. What did people know about the Bae case, how it was handled, and how such a case would be handled today? Perhaps that’s the point that the editorial is making, but my rudimentary understanding is that there are, at least, procedures that have to be followed when it comes to sexual assault cases. The actual punishment is less clear to me.

As for “accountability,” their statement is clear:

Rather, the College should establish expulsion as the presumptive, though not mandatory, punishment for students who are found responsible for sexual assault.

First, they cite statistics and studies detailing how many sexual assaults are repeated offenses, implying that the college has to be sure to expel sexual offenders the first time so that there can’t be a second time. Second, to help with students’ “perceived security,” since students will potentially feel unsafe on a campus with students who might be rapists.

This seems to be the most likely site of conflict that might have caused disagreement in the board. This hard-line stance would have the potential to harshly punish potentially innocent students. The board hedges their stance on this, with the following statement:

We recognize that increased penalties for sexual misconduct necessitate serious contemplation of the evidentiary standards that are required for a finding of responsibility, and the College must work to ensure a fair process for both parties with no presumption of guilt for the accused. Either sufficient evidence exists for a finding of responsibility or it does not, however, and we maintain that punishments short of expulsion can hardly ever be appropriate when such evidence is found.

In 2014, the college “found Bae responsible for misconduct and imposed a two-year suspension.” If this is the case, the board majority is saying, explusion should always be the next step.

What do people who disagree believe the next step should be, instead?

I understand why the board doesn’t publish a “minority opinion” when the editorial board is divided; it lessens the power of the editorial as a strong voice stating an opinion and cutting through to the campus. Nevertheless, it’d be great if editorial board members who disagreed would pen individual opinions articles (not under the “Editorial” mandate”) explaining their dissent.


Williams Mobile App

Two current students, Dysron Marshall ’20 and Kelvin Tejeda ’20, spent the summer building the new Williams Mobile app. The app is listed as developed by Williams Students Online, and accordingly it links directly with some WSO services (the Facebook, Factrak, etc). Its goal seems to be to unite services that currently exist in various places across the Williams website, on WSO, and elsewhere, into one service that makes them easier to access.

First of all–awesome effort by these two! They seemingly did this entirely for free and of their own accord (see later in the post for more on that). It’s a nice, snappy app, and they definitely deserve acclaim for their work!

I used a handful of apps related to Williams life while I was there. A lot of time, I just accessed Williams websites from my phone: Eats 4 Ephs to check the menus at dining halls and decide where I wanted to eat, PeopleSoft sites for records and logging work hours, LaundryView to save myself the walk down to the laundry room and check in advance if it was in use… Last year, Williams introduced the GET App ostensibly to unite some features, but which I only really used to add money to my ID when I’d go to do laundry and realize I was out of money. During my first year there was some sort of dining app, student-created I believe, that made Eats 4 Ephs a little prettier. And, of course, there was Yik Yak, the late and great app that really made sure I knew everything I needed to.

These students announced their summer’s-long work to students with Facebook posts: one, to Class of 202X Facebook groups saying the following:

And one with a meme, in the Williams meme group, Williams College Memes for Sun Dappled Tweens:

As the first post says, they’re hoping to get administrative support for their app, so that students can develop it and actually get paid. I don’t know what the status of WSO getting administrative support is, but I imagine the app itself could get funded in the same way if WSO does; I feel less confident about it being possible to get students paid for developing the app. That was always something that confused me, though; do WSO student developers get paid for providing an incredibly useful service, or is it treated as a club would be, where the service itself gets funded (hosting, servers, etc) but not the actual development?

Below the break, a quick look at the app!

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The Real Problem at [Williams] is Not Free Speech

Last week, I came across a thought-provoking article: “The Real Problem at Yale is Not Free Speech,” by Natalia Dashan, published in Palladium. While the article obviously deals with the author’s experiences and observations at Yale, I believe you could replace most of the occurrences of the word Yale with Williams and have an observation that, for me, remains true.

The article is not so much, in my opinion, coming down one way or another on the “free speech debate.” Rather, it’s a look at the same issues said debate takes up through a slightly different paradigm, one that rings more true to my own experiences at Williams than the paradigm of “free speech” ever did. The article’s thesis is this:

Student at “elite” colleges are increasingly rejecting the role of  becoming “the elite,” with all of the privileges and responsibilities that being in the elite comes with. Instead, students frame themselves as underdogs and fighting against the elite. The elite colleges themselves follow suit, purporting to be in line with the students in taking down an oppressive system that they are, inherently, representatives of, causing an identity crisis for colleges today. The result is “controversies about free speech” that are, at heart, more precisely rooted in powerful students at powerful universities presenting themselves as devoid of power.

Phew! If I presented that as a thesis of a paper for class, I’d probably get called out for some much-needed revision. But, the article is a hefty 10,000+ word piece, and it’s worth considering. I do recommend reading it in full, because I’ll be not always reconstructing the arguments as much as pulling out salient bits and considering how they apply to Williams. This week, I’ll look at the first half of the article: the phenomenon of how students present themselves as devoid of power, and why. Next week, I’ll look at the second half, of how that manifests in the “controversies” plaguing Yale/Williams.

A final note: I personally don’t agree with everything in this article. Though I think Ms. Dashan did a great job in terms of it being a feat of long-form publication, it is a bit all over the place, with some points tying into her argument less clearly than others. In other cases, my disagreements might come just from Williams being a different place than Yale. I’m certainly curious to hear everyone else’s thoughts.

After the break, Part One!

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Eph Send-off Party

According to Maud’s Instagram (@williamspresident, if you don’t follow her), Williams’ president attended the Princeton Regional Send-Off for new Ephs. I assume this is because she has roots in the area, having grown up in Princeton and attended elementary through high school there.

Meanwhile, I attended my first Regional Send-Off, going to a sadly Maud-less party recently. I never attended one of these parties when I was actually a new Eph, though I’m fairly sure my family received an invitation. There were a good number of new Ephs there, who seemed somewhat unsure about what exactly they were there to do, and many of them clumped together and met each other. That said, most of the alumni present were incredibly eager to engage the new students and give them as much advice as possible.

Seeing on my nametag that I had just graduated, some new students specifically came up and asked me if I had advice for them. I had an unexpected amount of trouble coming up with advice when asked for it. Maybe I’m still too close to my own Williams experience; I definitely feel that I haven’t yet fully reflected and synthesized it into a few easy things to tell them. Mostly, I turned it back on them, asked what classes they had signed up for, and talked about my experiences if I was familiar with the class or professor; I gave them some idea of what to expect during first days; and I plugged my club as one they should check out when they get to the Purple Key Fair.

Most students get to campus next Monday; first-generation and international students arrive tomorrow. What advice would you give to new Ephs as they’re about to step on campus for the first time as students?


Admission and Mental Illness

Last week’s post discussed the readmission process after a medical leave of absence due to mental illness. In the comments, DDF wrote this:

If you were Sandstrom, would you re-admit a student at (medium? high?) risk of suicide?

That brings an equally interesting, yet somehow wholly different question: should Williams admit such a student in the first place?

It’s different, of course, because it’s an admissions committee making the decision vs a smaller, less formal, and less dedicated (it’s not their only job) committee that decides readmission. Last week, we had a whole discussion about what’s in the best interest of the student, and what’s in the best interest of the school, when it comes to readmitting students who have struggled with mental illness. That all comes with the prerequisite, though, that the student told the college about their mental illness (in the form of their application for a medical/psychological leave of absence) and is now relying on the college to make a decision about their readiness to return to Williams.

To get admitted in the first place, however, they had to go through no such process. You don’t have to disclose that you have any sort of disability on your college application (I’m pretty sure that’d be a violation of the ADA). You can choose to, of course, if you want to write an essay about it.

My guess is that students with very impactful physical disabilities or diseases will often choose to do this; if their disability has had a large impact on their lives, the challenges they’ve had to overcome, and the way they see the world, then that is, quite rightly, something they can and should highlight in an essay to set them apart to an admissions committee. The fact that the student is submitting the application means that they believe they will be able to handle college life with their disability; if the admissions committee determines this is the case academically, they will admit the student and will work to provide any accommodations needed for the student’s success.

Mental illnesses theoretically work similarly, in the sense that they don’t have to be disclosed under the ADA, and that once the student is admitted they can get the accommodations they need to succeed.

However, disclosing a mental illness in a college admissions essay is probably a lot rarer–and a lot less “successful,” in the sense that it probably gives college admissions committees more reason to doubt the student’s ability to thrive than convinces them of the student’s tenacity and unique perspective. Should this be the case? If a student comes into the college with a mental illness, should their readiness for college be inherently doubted?


A Readmission Appeal, and an Appeal to Reconsider Readmission

The following letter came to my attention a few days ago, being circulated by current and past students. I think it’s worth examining, not necessarily for the specifics of the letter itself, but because of what it draws attention to–specifically, the complications of taking a mental health leave of absence, and returning. Note that I’m not attaching a link to the letter itself, because it is actually an editable Google Doc that is a petition for this student’s readmission; I’ve also redacted the student’s name, because again, I don’t want this to be about this specific student.

A bit of context, and my thoughts, before the letter after the break:

  1. Leaves of absence, for personal or for medical reasons, can be requested of the Dean’s office by any student. Students must submit a request for readmission to the Dean’s office by certain deadlines in order to be readmitted; for personal leaves, this doesn’t go much beyond approval by the Dean. For medical leaves, it’s a bit trickier; readmission requires submitting proof that whatever medical/psychological condition necessitated the leave of absence was resolved during the leave, including doctors’ letters and an evaluation by someone at the Health Center, and the application is then considered by a committee.
  2. I don’t have much information beyond the letter below, but: Student XXX ostensibly took a medical (psychological) leave of absence. She then applied for readmission to Williams, and was denied by the Deans. She is submitting an appeal, as is her right; in addition to her appeal, two friends drafted the below letter in support of her appeal, and circulated it for students, alumni, and staff to sign.
  3. As someone who took a medical (psychological) leave of absence myself, spending a full year away from Williams, I know just how overwhelming the readmission process can be. Say, for example, a student leaves Williams on a leave of absence because she is having debilitating symptoms of depression and is showing signs of suicidal ideation. She leaves Williams so that she can go home to see a therapist and a psychiatrist regularly, and once she is out of elevated danger, to learn to manage her condition. Obviously, we will want her to display no signs of suicidal ideation in order to be readmitted to Williams. But what does “the condition being resolved or managed successfully” mean? Depression is a lifelong illness that cannot be cured, successful management is tricky, and it’s hard to delineate some brightline that would make knowing when to readmit easy.
  4. I personally sought readmission when I began feeling that staying home was doing me more harm than being at Williams would have, but that’s not exactly a rave review. To the readmission committee, I presented myself as having learned so much about myself during my leave of absence, having stabilized everything on medication, and having no suicidal ideation. In reality, I wasn’t always doing great, and throughout the rest of my time at Williams, there would continue to be moments of crisis, moments where it was difficult to function, and more general periods of despair. But, I reasoned, that’s probably the case for a good third of Williams students at any time; I wasn’t doing so much worse than them, mental health wise, that I didn’t deserve to go back if I decided I was able.
  5. Even if you aren’t a fan of the rhetoric or any other point made in the letter, I would like to call attention to its point number 3: the fact that, during leaves of absence, you cannot stay on the school health insurance. For me, as it seemed to be for XXX, this was a total nightmare; I was already dealing with a debilitating mental health condition, and on top of that I had to figure something totally new out to get health insurance. Given that I was on a medical leave, it seems pretty obvious to me that health insurance is essential to helping students return to Williams, and being uninsured or underinsured is a detriment to that. If I took the medical leave because I knew I couldn’t give Williams my very best and needed time away from the school, then a school that cared about me–cared about me graduating, cared about me being able to do my very best–would ensure that, during that time away I elected to take, I had all the tools I needed to succeed. Instead, I very much felt thrown out and left to fend for myself.

Read more for the letter.

Read more


Introducing recent grad

Hello! I’m recent grad. Travel schedules prevented me from posting until now–thank you, David, for covering for me–but from now I’ll be posting on Thursdays. I chose my terribly creative screen name (would you have been able to guess that I just graduated?) because it was the first thing I thought of what seemed relevant when I only planned on making a comment or two. When David said he was going to publish that comment as a post of its own, I was rather pleased, not only because it’s nice to see your own words published publicly, but because mental health, the topic of that comment, is a subject that’s really important to me. I was dismayed, then, when that discussion instead turned to the only off-topic mess that comments here tended to be. I want to have actual, productive discussions about mental health at Williams, and other topics important to me; thus, my joining on in this experiment. That said, if anyone has a username suggestion that’s better than “recent grad,” that’s one off-topic subject I’ll be happy to discuss.

I’m not sure what my “niche” will be here, and suggestions are welcome. That said, one thing I can provide (moreso than other authors, perhaps, except purple and gold–you’re still a student, right?) is some insight into campus culture right now. I’ve graduated, but my Facebook feed and Instagram is still dominated by Williams students, the majority of whom are still students; of course, what I see there is biased by the circles I was in and the things that interested me, but nevertheless, it gives me a glimpse into what’s being talked about that, combined with my own experiences, might be useful. Student perspectives certainly tend to be misrepresented here.

My first real post will be coming tomorrow morning!


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