South wing reopens after two-year renovation
"It was a total gut job," says Harry Gaines, Director of Physical Plant, talking about the newly renovated South wing of Greenfield Community College. "Everything went: toilet fixtures, lights, conduits, right down to bare steel and concrete and brick."
Opened in 1974, the 31-year-old facility has been undergoing a much needed renovation to remove asbestos, improve handicapped accessibility and reconfigure learning areas to better serve what President Robert L. Pura calls "the best small college--anywhere." The south wing is the second part of a three-phase renovation process that is expected to be completed in 2008, with the re-do of the central core of the main campus.
"All the steel columns and structures were re-sprayed with a nonasbestos-containing insulating material," says Gaines. "Then came new walls, steel studs, sheetrock walls, insulation in the ceilings, new conduits, new lighting fixtures, new electrical fixtures, new banisters, new treads for the concrete stairs, the whole nine yards. So it's been totally rebuilt and it looks great."
"It's light and airy and welcoming," agrees Professor Beth Erviti, who teaches in the anatomy and physiology lab. "It's a much brighter, more open space. The benches are set up so that students are seated in a semicircle that focuses their attention on the instructional area."
Associate Professor Mary Ellen Fydenkevez likes the set-up of the chemistry lab. "We have space to move around in, space for students to have pieces of equipment on the benches," says Fydenkevez. "Now we can work in smaller groups, so students are getting more actively involved in the experiments. They definitely learn better in the smaller groups.
"As an instructor," continues Fydenkevez, "I'm able to move more easily through the lab, helping students with questions. That may seem like a small thing, to be able to more quickly around the room, but it's really important."
There are five functioning hoods for doing experiments with chemicals that give off gases; each student bench has a sink, plus room to set up two or three different pieces of equipment simultaneously. "It's as good as any lab you'd find in any college in the valley," says Fydenkevez. "We love it!"
"The other really exciting piece of this project," says Professor Brian Adams, chair of the science department, "is our new science studio."
"It's like an open courtyard surrounded by the science faculty offices," says Erviti. "There are no walls to the space; it's completely open. There are desks and tables and book cases and we'll soon have computer stations and some comfortable seating, like a sofa."
"Our hope," says Adams, "is that this becomes a vibrant gathering area for students to work both independently and cooperatively, with and without instructors."
That's already happening, according to Fydenkevez. "I gave my first exams this week and saw many of my students gathering there beforehand, talking with each other. So they're doing a lot of group learning outside of class, but yet they have access to the faculty offices which surround the area."
The new science gathering space was inspired by the popular Math Studio in the East Building, where students find more than just solutions to homework problems; they develop a sense of community.
Educators are discovering that students are more successful--and graduation rates improve--when students make friends and feel part of a community. At a community college, where students typically commute to school and combine school with jobs and family responsibilities, spaces like the new science studio help them to make personal connections.
"It builds friendships," says Fydenkevez. "I'm hearing about students who are now carpooling together, or meeting for dinner later. I think that's important because that helps students to feel comfortable in the GCC environment. So the science center is helping to build a community based around the studying of science."
Also landing home in the South wing after two years' exodus are the art, music and photography departments.
"The only thing in the South that has not been completed," says Gaines, "is the Sloan Theater. It was redesigned for better handicapped access. Thanksgiving is the anticipated completion time. It's going to be a nice theater." Seating capacity will be about 115, down from 135, as a result of the renovations.
The south entrance, which is closest to the parking lots, continues to be the main handicapped accessible entrance. A new elevator just inside the door is 42 inches wide versus the old one, which was 36 inches wide. You take it up to the first level to go straight through the corridors into the core and the north wing.
A color-consultant architect advised on the color scheme, which is slightly different for each floor. "In 1974, it was done in the walnut tones, the black tiles and the dark brown colors," says Gaines. "The walls were light-colored, but all the woodwork and the doors and everything were very dark. What we wanted was to do it lighter and brighter. It's come out very, very nice and we've had very positive responses to it."
"It's funny how things happen," says Judi Singley, Associate Dean of Health Occupations, "but this summer Allen Davis (GCC Foundation Executive Director) received one of those alumni response cards from a woman who graduated from our nursing program in 1970. Her name is Judith Benvenutti and she indicated that she was the dean of health occupations at Mississippi Gulf Coast Community College. She mentioned that she was coordinating a rural health grant and I thought, 'Oh, this is a person I definitely want to connect with at some point in the future.'
"Then Hurricane Katrina hit. I didn't make the connection right away, but a professional journal ran a story about different colleges affected by the hurricane and one of the colleges mentioned was Mississippi Gulf Coast Community College. I thought, 'Oh, my gosh--we know somebody there!'
"I tried to reach Judith by phone and couldn't get through, so I sent her a letter and she e-mailed me back. Their school has re-opened and students have slowly been coming back. But she told me that most of their students were still living in shelters and they are in desperate need of kids' clothing and diapers and books and pencils and crayons and things like that. Even with money, there's no place to go buy the stuff you need.
"So I put the word out to faculty and students and right away they wanted to help out. They just started leaving things on the table outside my office. We filled over 40 cartons with clothes, kids' supplies, diapers, and more. One night, the Paramedic students gave me a half-hour out of their class time to help box everything up. We've also gotten cash donations to help offset the cost of shipping.
"These are health occupation students who are struggling with their own challenges of being community college students. So to be able to help their peers directly has tremendous meaning for them.
"Our hope is to become like a sister college to this health occupations program. I can't speak for the rest of the college yet, but we hope to provide some ongoing support because this is what they need now, but they'll need something different next month, next semester. So our intention is to stay connected and continue to find out what it is that they need. If we can provide it, we'll try to help."
GCC instructor is one of 30 nationwide chosen for new program
"I feel that part of the key to being able to work effectively with students is having a lot of different techniques and approaches I can use," says Curtis Mitchell, instructor of mathematics. "The best way I've found to identify different approaches that work is to talk with other teachers."
Mitchell will have the opportunity in the coming year to talk with college math teachers nationwide as a Project ACCESS Fellow. Funded through a grant from the ExxonMobil Foundation, Project ACCCESS is a mentoring and professional development initiative for two-year college mathematics faculty. Its goal is the development of a cadre of new two-year college mathematics faculty who are effective members of their profession.
Fellows attend two consecutive national meetings of the American Mathematical Association of Two-Year Colleges and the Mathematical Association of America, the first of which takes place in San Diego in November. "It looks like I'll be in workshops for as close to 24 hours as you can get!" says Mitchell, who is looking forward to the chances to network and brainstorm with the other Fellows. In the coming year, Mitchell will attend MAA Section meetings and participate in its activities.
Mitchell will both learn and share techniques for teaching mathematics to students with diverse needs. "We teach students with very different learning styles who benefit from either a more visual or a more hands-on approach to mathematics," explains Mitchell. "These include students with different backgrounds, students for whom English is a second language, and older students for whom it's simply been a long time since they've had a math course."
One of GCC's success stories which Mitchell will be sharing with other two-year college math teachers is its Math Studio. "We have a room set aside for students to come in and work on math problems," says Mitchell. "There's a faculty member available most of the day, and students also work with one another. We have a lot of tools in there in terms of hands-on models, and it's full of resources. It's been very popular with students, so it's certainly a program I would like to pass on to people."
Mitchell is one of only 30 math educators nationwide to be selected for the program. He suggests that part of the reason he was chosen is the extraordinary and on-going level of support which GCC gives its teachers. "They (Project ACCCESS) want some assurance that when new Fellows in this program bring back ideas for innovative teaching, there'll be some support in implementing those ideas. The department and administration here have been hugely supportive of me in applying to this program, and that certainly made a difference."
GCC students will benefit from Mitchell's Fellowship through an ever-widening array of math learning tools for the classroom and the Math Studio.
"I tried in my application to articulate that I have a real commitment to mathematics teaching," says Mitchell. "I really do want to work to reach as many students with differing strengths and weaknesses and challenges as I can."
Prepares students for careers in computer technology
Greenfield Community College and the Marlboro College Graduate Center have signed an educational agreement that enables GCC students who graduate with an Associate of Science degree in computer information systems or an Associate of Arts degree in Liberal Arts/Computer Science to earn a Bachelor of Science degree in Management Information Systems utilizing the online learning expertise of the Marlboro College Graduate Center of Brattleboro, Vt.
"The agreement with Marlboro College was developed to increase access and facilitate our students' transition toward the baccalaureate degree," says President Robert L. Pura. "Tailoring the online learning experience for every GCC student entering Marlboro is at the heart of our shared vision. My thanks to GCC and Marlboro College faculty and staff, who have worked hard to develop this program."
Students will benefit from Marlboro's expertise in melding new initiatives with traditional pedagogy, according to Marlboro College President Ellen McCulloch-Lovell. "The Marlboro College Graduate Center was the first in the nation to offer online educational opportunities over ten years ago," says Lovell. "The new agreement offers GCC students the opportunity to take advantage of the Graduate Center's expertise in online education and its emphasis on meeting individualized learning goals."
Marlboro College Academic Director Kevin Bell will work with each student to map out a plan of study that builds on what they already know and, particularly, on their interests going forward. The result is an individualized curriculum that can be tailored to either the creative or the technical side of information technology.
The online courses are supported by academic advising, financial aid counseling and technical support available both online and by telephone to its toll-free number. The high level of student support reflects the Marlboro pedagogy, developed over 60 years, with its emphasis on mentoring, advising and low student-to-faculty ratios.
"We don't just apply technology because it's a cool thing to do," says Bell. "We apply technology having analyzed exactly how and where it enhances academic instruction."
In addition, online learning makes it possible for the Marlboro College Graduate Center to employ faculty "who are out in the field working in these areas and bringing real cutting edge developments to our academic environment," says Bell. "This gives students access to instructors who otherwise wouldn't be available to physically come to New England and stand in front of a classroom. We have experts in project management, network delivery, web design, all of the courses that fit our curriculum."
Online learning is especially attractive to students seeking careers in information technology, says Bob Welsh, chairman of the Department of Business and Information Technology at Greenfield Community College. "These students obviously have a bent towards computer work, and we have found that online courses have been the most popular the school has offered."
The flexibility afforded by online learning is equally important. "Many of the GCC students who will enroll live and work in this area," says Welsh, "and it will save them the commute."
Students completing the program, according to Bell, will be "highly qualified and very marketable potential employees."
"They could be working for major companies as system administrators, maintaining the networks," says Welsh.
All of the credits earned by students at Greenfield Community College will be accepted by the Graduate Center of Marlboro College towards its Bachelor of Science degree in Management Information Systems.
"What I really like about this opportunity," says Welsh, "is the fact that it recognizes the value of the education given to our students in preparing them for the baccalaureate degree, and the opportunities that it opens up for them. The fact that our students are going to be able to start working as soon as they leave GCC, and continue in a degree program through the Graduate Center of Marlboro College, is a very big plus."
To learn more, please call Kathleen Maisto, Transfer Coordinator, at (413) 775-1207 or e-mail maisto@gcc.mass.edu.
"Economics touches your life on a day-to-day basis, in every possible, imaginable way," says Thomas Simmons, Professor of Economics. "This is not just some ivory tower theory that you take in school. Economics is all around you."
As an undergraduate majoring in polymer science at Hofstra University, Simmons took an economics course that, he says, opened up a whole new way of looking at life.
"When they showed me how almost every decision I made in life," says Simmons, "from which vehicle I drove to school, which courses I took, to what I had for lunch, how all of these are fundamentally economic decisions. It just changed my whole way of thinking, and that was 20 years ago!"
Since then, Simmons has been passing on his passion for economics to students at Greenfield Community College. And now, with the publication of two new books, "Principles of Microeconomics" and " Principles of Macroeconomics," both published by Cat Publishing of California, that universe is expanding to students across the country.
Microeconomics, explains Simmons, is the study of the choices that individual consumers make when confronted, say, with the change in gas prices. Or the decisions that individual businesses make, such as. how late should we stay open? "It's the small decision-making aspect of the economy," says Simmons.
"Macroeconomics is when you take all of those decisions and roll them together: What does the resulting society look like? So macro is simply the sum of the micro."
Simmons' textbooks are unique in that they are geared to students just learning about economics. "I think very often textbooks write over the level of incoming, principles-level students," says Simmons. "They present concept A and they expect the student to jump to conclusion D without explaining the steps involved in B and C. So my chapters will say, for instance, 'All right, here's how you calculate a country's gross domestic product. What you want to do is this and this and this' and I walk them through how they would construct those tables or work through those formulas on their own."
Simmons draws on his own experiences to bring economic principles to life. For instance, students learn about economics and natural resources from a case study on land use at the Pine Ridge Indian Reservation, where Simmons spent a summer with his family.
"One of the major elements of any economics discussion of natural resources is the issue of property rights," says Simmons. "Are they clear? Are they secure? Having spent a summer several years ago at the Pine Ridge Indian Reservation, I was able to see first-hand how overlapping jurisdictions created problems in terms of protecting the archeological resources at Pine Ridge. So what I was able to do was actually take that experience and write it up as an example within that chapter so students could see how these different issues play out in a real world situation."
Simmons' macroeconomics textbook differs from others in that it presents the four philosophical approaches to managing a macro economy with equal emphasis. "I have an opinion," he says, "but it is not my job as a teacher to tell students, 'this is the right approach,' but to present the different tools and mechanisms and proofs of the success or failure of those four approaches and let them develop their own philosophy of what the government should or should not do.
"Quite frankly, I think my macroeconomics book presents that far more objectively than many texts that I've seen."
Simmons' examples are sprinkled with humor, such as fictional businesses like "Vinny's Burger Emporium" and " Skanky Subs" ("skanky," explains Simmons, is slang for something that is gross and sleezy), and fictional countries like the Republic of Little Italy with streets like Mulberry and Flatbush Avenue, which hark back to New York City.
But you don't have to talk long with Simmons to understand that the real attraction of his textbooks is their contagious enthusiasm for the study of economics.
"I think many people approach economics with the idea that it's some mystical mathematical science that is really hard to grasp, and it's not! You go to the store and you decide to buy the $4 jar of Skippy over the $3 jar of store brand and you've just made a very conscious, objective decision on value. That's an economic decision. So it doesn't have to be a science that is far removed from the average college student. It's what they're living every day.
"The consequences of those decisions, for all of us, are directly related to satisfaction and personal happiness in life. On a greater level, it is a picture of a nation's standard of living and where they're going."
A graduation at any time is an achievement worth celebrating, but a diploma that beats the odds is all the sweeter to nontraditional students. That's why Greenfield Community College, with the Family Literacy Collaborative, has invited all the students who have earned their GED (General Educational Development, the equivalent of a high school diploma) since 2001 to a graduation ceremony and reception.
"People work very hard to get their GEDs," says Jean Boucias, Director of Testing at Greenfield Community College and GED Chief Examiner. "It's a great achievement and we want to celebrate that."
On Thursday, Oct. 6th, from 5:30 to 7:30 p.m., more than 70 GED graduates and their families will participate in a traditional Commencement ceremony at Greenfield Community College. Graduates will march to Pomp and Circumstance in caps and gowns paid for by Franklin Hampshire Employment and Training. Local businesses have donated flowers and pizza. GCC and the GCC Foundation are donating food and soft drinks. Volunteers have offered to press the gowns, do the calligraphy on the diplomas, bake the graduation cake and take pictures. "It's been a great collaborative effort," says Boucias.
Every graduate has triumphed over setbacks in their educational journey to earn the GED. "There's a whole gamut of reasons that would force people to drop out (of high school)," explains Boucias, "from social to economic, including maturity level. There's not a blanket reason. Everybody has their own reasons that might feel like the right reason for them at the time, and later they realize that they do need to come back and get their GED."
For Bernardston resident Anita Morris, 66, the reason was family. "I got married early and had five children, one right after the other," says Morris. "I did try to get (the GED) at one time, but I didn't have transportation so I couldn't keep going."
Last year, her granddaughter, who was pregnant, was facing a similar dilemma. "I had just retired," says Morris, "and she said she would like to get her GED but she had no way to get there. So I said to her, 'If they'll let me sit it on it, I'll take it with you.' They said they would, so I started on my own journey!"
"Going together helped us a lot," says Morris, "because I probably would never have done it if I hadn't had somebody to go with, and I don't know that she would have, either. But then she had complications with her pregnancy and so she didn't finish. But I just hung in there."
For 35 years, Morris worked in a factory. Now, on the strength of her GED, she enjoys a part-time job with the housing office in Turners Falls. "I love my job!" says Morris. "I dared to do this and it's so much fun learning new things."
For Greenfield resident Timothy Ovitt, 47, the GED program was "something that I should have done a long time ago and just never did, and now I feel proud that I have. Actually, it was enjoyable," says Ovitt. "Just the way that Dave (the instructor at the Armory GED site) was teaching us. It wasn't like he didn't have the time for us. If we didn't know something, we could ask him and he would show us until we knew it."
Ovitt's father, wife and daughter will be attending the ceremony. "Yeah, they're proud of me," acknowledged Ovitt. Armed with his GED, Ovitt is thinking about taking some computer courses at Greenfield Community College. "I'd be interested in that as a career," he says.
Speakers at the graduation ceremony include GCC President Robert L. Pura, Greenfield Mayor Christine Forgey, and state GED Chief Examiner Thomas Mechem, from the Mass. Department of Education. In addition, several of the graduates will share their stories.
"I think you have to be constantly setting examples for your kids," says Morris. "Even with my granddaughter, when she didn't finish hers, I thought of dropping out and then I thought, 'No, I have to endure so that she'll maybe go back' and I think she will." Morris's message will also be about perseverance and second chances.
"You have to keep pushing forward," says Morris. "I've learned that you can fail and try again and nobody will even notice, probably. You can't just give up because you didn't make it the first time. You get up and start again."
"When I read Val's obituary and learned she was a member of the first graduating class of GCC and somebody to whom GCC was very important, it all just fell into place," explains Regina E. Curtis ('86), president of the GCC Alumni Association. "It was our first time ever marching in the parade as a contingent, and this was the perfect opportunity to showcase one of our original alumni and how her life demonstrates what we have been saying all along: that GCC changes lives."
On September 8th, the opening day of the Franklin County Fair, GCC alumni marched in memory of Valorie Knowlton, former director of campus safety and security, who died this past summer following a two-year battle with leukemia.
"Our whole life revolved around GCC for the last 18 years," recalls her husband, Dick Knowlton ('69), a past president of the GCC Alumni Association. "Val was in security; it was her life's career. She was a state police officer assigned to Greenfield Community College; recently, she became a sheriff's deputy also."
It was a 24-hour job, and it was also her passion. Dick can recount many instances when Val would go above and beyond the requirements of her job. "She felt good about being able to help people who were having domestic problems," he said recently. "She would meet privately with people, mostly females, who were undecided what to do about an abusive relationship, and she would sit down with them and explain how things worked, what they could do and what she could do to help them. She would actually drive them down to the courthouse if necessary.
"In another instance, there was a lady whose car became unregistered on the campus and Valorie confiscated her plates, because that's what police officers have to do until you come back with the registration," says Dick. "But then she drove her to her home in another town. That's full service! But Val was like that. she would bend over backwards to keep everybody as happy as possible.
"She believed that everybody deserved to be treated fairly and she had a certain amount of discretion that she used. But when the chips were down, you do what you got to do."
Val and Dick met as students at GCC, but not for the first time. "When we were in the fifth grade at Federal Street School in Greenfield," recalls Dick, "we taught the other kids how to kiss! And then when we both were attending GCC--that would have been in 1965--our paths crossed again and it was love at first sight. We stayed together 40-1/2 years after that."
The diagnosis of leukemia came as a shock. "We had no clue that was going to happen," says Dick. "So what we talked about at first was how she was going to fight this. She was a really good fighter and put up a heck of a battle. In the end, the cancer just was stronger than her body could fight off, but she gave it her all.
"We had a lot of time to talk in the last six months on death and dying. We also got to talk about what we'd hoped for each other, whoever went first. I think we had a deep sense that we'd had a really good life together."
Last July, the leukemia left her bloodstream and got into her tissues, including the liver. It was around this time that Val and Dick discussed an endowed scholarship for a student studying criminal justice at Greenfield Community College.
"She said that she really wanted to do something for the college if she didn't make it," says Dick. "I would say we've had a phenomenal response." So far, over $2,000 has been donated in Val's memory.
Her legacy for students, suggests Dick, is "to be honest, use discretion and be fair--but do your job."
Val died on Monday, August 1st. "I think the one thing I'm thankful for is that I did have the opportunity before she died to talk with her," said Dick, "and that's only possible because her nurse withheld enough medication on Saturday morning so that she was lucid when we got there. We had a talk, with great difficulty, and I thanked her for the 40-1/2 years we had together and told her I loved her. And then they increased the medication and she was unresponsive until Monday, when she died."
"We had about a dozen marchers (in the Fair parade) who all looked great in their new Alumni Association T-shirts," says Curtis. "Dick Knowlton was sitting in front of the GCC Downtown Center, giving us the big 'thumbs up,' which was great to see.
"I hope everybody knows a little more about Val because of this," says Curtis.
For information about donating to Val's scholarship or any other, please call Allen J. Davis, executive director of The GCC Foundation, at (413) 775-1602.
Emerging nationhood in Iraq provides backdrop for tribute to U.S. Constitution
"Oftentimes we think of the Constitution in the abstract and claim it for our own, without actually studying its language to understand what the founders of our country had in mind when they were trying to set the parameters of their vision of government," says Leo Hwang-Carlos, Associate Dean of Humanities. "I think it's important for people to understand that there's both a cultural connotation and a literal interpretation to what it is to be an American. Particularly in a time of war and a search for patriotism, we need to understand what patriotism and nationhood really mean."
As Iraq struggles with creating its first constitution, Greenfield Community College will pay homage to the document of governance that has held us together since Sept. 17, 1787 with a public reading of the U.S. Constitution on Sept. 19th. A special exhibit, "Celebration of our U.S. Constitution," outside the GCC library will include information on the founders and their powerful rhetoric in their deliberations, as well as on the Bill of Rights. In the cafeteria, table tents will focus on individual articles of the Constitution, and a comment board will invite members of the GCC community to share what the Constitution means to them.
Hwang-Carlos sees parallels between the process under way in Iraq and the creation of our own Constitution. "One of their big issues is how much of a secular or a religious state are they creating? That's still a highly debated point within our own country.
Hwang-Carlos calls Iraq "a very complicated place," and notes that drafting a constitution calls upon people to make compromises.
"I think that nationhood is an evolutionary process," he says. "It's something that evolves and grows out of identify and consciousness, and that doesn't happen in a flash. I think part of the issue in Iraq is this sense of a deadline, and external forces pressing upon the nation to create something quickly.
The College's observances are sponsored by the GCC Response Initiative group. Nationally, General Tommy Franks will lead a recital of the Preamble on the Internet, television and radio on Sept. 16th, and the carillon at the Freedoms Foundation at Valley Forge will lead a national bell-ringing.
Free forums for everyone who makes or enjoys art of all kinds
"This community is laced with artists," says Bob Barba, Director of Community Education. "I think that one of the things that's been most striking to me is how many artists there are out there, many of whom have day jobs."
Reaching out to those artists with professional growth and networking opportunities has become a priority for Greenfield Community College. President Robert L. Pura has long recognized the economic value of the so-called " creative economy" to this region, and encouraged Barba and Dean of Humanities Leo Hwang-Carlos to support it with new programming.
The result is three "Creative Conversations," one each in September, October and November, which bring together students and community members with prominent local artists to explore humanities-based topics that bridge the academic and pragmatic issues of life as a working artist or craftsperson.
The first one, set for Wednesday, Sept. 21 at noon in Stinchfield Lecture Hall on the GCC campus, will focus on "The Sacred and Profane." Moderated by Professor Budge Hyde, participants will discuss how the arts and creativity connect with what society categorizes as sacred or profane. Ivon Schmuckler, a guitar builder with a shop in Northampton and director of the Leeds Guitar Makers School, will be one of three prominent area artists on the panel. A time for questions and a reception will follow. The event is free and open to the public.
"I think as our region grows more and more into a creative-based economy, these are the people who are going to propel us into the next stage of evolution as a community," says Hwang-Carlos, who hopes the new programming will nurture the creative spirit and improve networking among local artists, craftspeople, members of the creative economy and students. Subsequent sessions will focus on "Truth and Beauty" (October) and " Art as a Centering Force" (November).
It's a role that Greenfield Community College is uniquely suited to play, says Barba. "There's a real recognition of the importance of the arts to this college," he says. "Whereas I think a lot of community colleges are being sort of pulled into thinking of themselves as being primarily about workforce development, GCC, I think, has a very broad idea of what workforce development ought to be. That includes helping artists in the way that "Creative Conversations" does. It doesn't have anything to do with how to make a living as an artist. These three themes are big! They're philosophical. They're not, like, how to sell your product better."
"Our greatest asset is our creativity as a country and our ability to think of things in new ways while retaining the heritage of the past," says Hwang-Carlos. "That's really what learning in the Humanities is all about."
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