News and Stories from �ڰ������� /newsevents/newsroom/2026/felix-battle-26-wins-fulbright-english-teaching-assistant-award-to-germany.html /newsevents/newsroom/2026/felix-battle-26-wins-fulbright-english-teaching-assistant-award-to-germany.html Tue, 19 May 2026 15:42:00 MDT Felix Battle ’26 has been awarded the Fulbright English Teaching Assistant Award and will spend a year in Germany working as an assistant teacher in a German public school. “I’m really excited for the opportunity to both teach and learn in Germany,” says Battle, who double majored in History-Political Science and German Studies. “Spending a year in Germany will be a great addition to the learning that I have done at �ڰ������� and abroad. I’m excited to be working with German faculty and to share my experiences with German students in the classroom.” Battle wants to further his understanding of Germany’s culture and language, so he is also excited for the cultural immersion. “Back in Fall 2025, Felix was the only senior in my Haunted Histories: Colonialism, Imperialism, and the Politics of Memory class, which he navigated with such ease, engaging patiently with others’ ideas and taking on an informal mentorship role during small group work,” says Associate Professor of German Studies and Chair Christiane Steckenbiller. “I can see him thrive in his new role as a teacher and know that his new colleagues will appreciate having him as part of their community. I couldn’t be more excited for Felix as he embarks on this new adventure.” Battle says he was inspired to teach others after having such incredible professors at �ڰ�������.  “Felix is a diligent student who centers curiosity and compassion for others in his work,” says Assistant Professor of Political Science Maria Sanchez. “It is no surprise that he won this prestigious award. I am excited for him to start this new journey as a Fulbright educator and am sure he will make a positive impact!” In addition to his professors, Battle is grateful for the help and support from Fulbright Advisor Roy Jo Sartin. �ڰ������� has had Fulbright winners every year since 2011. Five of �ڰ�������’s 11 Fulbright applicants advanced to the semifinalist status for this application cycle. /newsevents/newsroom/_images/Felix-Battle-26.jpeg /newsevents/newsroom/2026/you-leave-here-today-with-a-toolkit-for-navigating-time-baker-tells-class-of-2026.html /newsevents/newsroom/2026/you-leave-here-today-with-a-toolkit-for-navigating-time-baker-tells-class-of-2026.html Sun, 17 May 2026 15:43:00 MDT Dee Bradley Baker ’86, a self-proclaimed “time traveling” alumnus from �ڰ�������’s Class of 1986, gave this year’s 569 graduates a funny, somewhat prophetic look at life beyond the hallowed halls of �ڰ�������. A renowned voice actor, Baker infused his Commencement speech with character, voicing quips and wisdom as Daffy Duck in Space Jam, Captain Rex the clone trooper in Star Wars: The Clone Wars, and Perry the Platypus in Phineas and Ferb, among others—much to the delight of the Generation Z graduates who grew up watching these shows. “You may have a well-considered plan, but 40 years of time travel has shown me that your plan is going to be wrong,” said Baker. “It’s going to be completely and utterly, gloriously, maddeningly wrong—because life is indifferent to such plans...It is going to be different—wonderfully, sometimes harrowingly, different—from anything you’re currently picturing.” Baker told the graduates he had “precisely zero idea” of what he was going to do with a BA in Philosophy when he graduated in 1986—so he just kept doing the things he’d done at �ڰ�������. “I followed my curiosity. I followed my weird and my fun,” he said. “And my weird and my fun led me somewhere extraordinarily well-tailored to who I am.” It led to a 30-year career as a versatile, sought-after Hollywood voice actor in television, film, and video games. Baker has worked on hundreds of animated shows for Nickelodeon (SpongeBob SquarePants, The Fairly Odd Parents, Avatar: The Last Airbender), Disney (Lilo & Stitch, Higgly Town Heroes, Project WITCH), Cartoon Network (Codename: Kids Next Door, The Grim Adventures of Billy & Mandy), Warner Bros. (Teen Titans, ¡Mucha Lucha!), Fox network (Klaus the German goldfish in American Dad!), as well as characters in the video games Halo, Destiny, and Overwatch. “I realized that Hollywood needed creatures and monsters,” Baker said. “Cartoons and video games and films were full of animals and aliens and beasts that needed voices. And I—with my lifelong fascination with animals, my memory of sitting in Invertebrate Biology at �ڰ������� delighted by things with too many legs, my years of live theater and improv, my deep love of monster movies and my apparently inexhaustible willingness to make strange sounds and appear idiotic—was precisely the person for this kind of job.” His golden advice? Do what you love and what you’re good at. “When those two things overlap,” he said, “you’ve found something worth building your life around.” Toward the end of his address, Baker shared his “invisible toolkit” with the graduates: Have a flexible, energized mind Know who you are Know what you care about Know what you love to do Know who you love to work with See yourself as a charged battery (“Walk into every room ready to power whatever the room needs.”) Make a habit of doing what you love "I learned at �ڰ������� that creativity is not a gift. It is a habit. Keep making things. Keep feeding your mind. Keep collaborating. Finish the job, take your bow, strike the set, and show up ready and curious for whatever comes next,” Baker concluded. �ڰ������� President Manya Whitaker conveyed a more serious message, linking the milestone of graduation with America’s 250th birthday, telling graduates: “The choices your generation makes in the next decade, even in the next year, will determine what history records about this era, what we valued, what we defended, where we stumbled, and what we let go.” She told graduates they each have “a distinct and necessary voice” to use for change. “In our lifetimes, every one of us will be asked to use our voice and find our power to change the world—to speak out with conviction,” she said. “Claim your space. Your diploma is not a period. It’s the first word of a very long sentence, of a remarkable chapter,” she said. “I have faith in you. This is your time. Raise your voice. Our democracy is listening.” Board of Trustees Chair Kyle Samuel ’92 told the 552 BA candidates and 17 MAT candidates to lean into responsibility, service, and purpose. “Don’t run from the ideas that make you uncomfortable. Run toward them,” Samuel said. “You have to risk failure to accomplish something. You have to risk being wrong, in order to keep learning.” Alumnus Chris Benoit ’03 received an honorary degree for his work as an attorney defending communities facing human rights challenges. Faculty retirees were also acknowledged for their years of service and dedication to the college: Lynne Fitzhugh (Senior Lecturer, Education), Rick Furtak (Associate Professor, Philosophy), Claire Oberon Garcia (Professor, English), Eve Grace (Associate Professor, Political Science), Hong Jiang (Professor, Chinese), Jonathan Lee (Professor, Philosophy), Carol Neel (Professor, History), Shawn Womack (Professor, Theatre & Dance), and Tricia Waters (Professor, Psychology). Dwanna McKay, Associate Professor Emerita of Race, Ethnicity, & Migration Studies was remembered for her service to the College in memoriam. Watch the full Commencement Ceremony. /newsevents/newsroom/_images/Cap-Toss.jpeg /newsevents/newsroom/2026/four-alumni-win-national-science-foundation-fellowships.html /newsevents/newsroom/2026/four-alumni-win-national-science-foundation-fellowships.html Thu, 14 May 2026 15:12:00 MDT Zachary Ginn '23 | Jordan Cosgrove '24 | Owen Rask ’24 | Heather Rolph ’21 Four recent alumni have been named 2026 winners of the prestigious National Science Foundation Graduate Research Fellowship Program. “The National Science Foundation Graduate Research Fellowship is a prestigious, highly competitive award that enables graduate students to focus more deeply on their studies,” says Rachel Jabaily, Associate Professor and Chair of Organismal Biology & Ecology (OBE). “A committee of scientists has evaluated their approach to science and plans for their projects and has deemed these recipients worthy of full support. We should be proud to have four recipients this year from �ڰ�������, but we shouldn’t be surprised because our students learned how to focus, hone and communicate their original ideas through the myriad classes they excelled in on the Block Plan while they were with us.” The Graduate Research Fellowship Program (GRFP) supports graduate students who are pursuing master or doctoral degrees in science, technology, engineering, and math fields. The National Science Foundation (NSF) established the GRFP in 1952 to recruit and support people who have demonstrated the potential to make contributions to STEM fields, STEM education, or scientific innovation. Of almost 14,000 applicants, fewer than 2,600 people were named to the 2026-27 GRFP cohort. “The NSF GRFP is the gold standard for recognizing graduate-level scientific research of high creativity, intellectual merit, and widespread impact,” says Writing Center Specialist Roy Jo Sartin, who specializes in helping students with graduate school, fellowship, and grant applications. “For �ڰ������� to produce multiple scientists of this caliber — not just this year, but most years — is a testament both to their talents and to the mentorship they received at the College."   Zachary Ginn ’23 Life Sciences – Ecology Zach Ginn '23 at Un Poco del Chocó Biological Station in Northwestern Ecuador in March 2024. This photo was taken towards the end of a three month research traineeship where he learned how to band birds. Photo provided by Ginn. Zachary Ginn ’23 is a field ecologist with a background in avian and pollination ecology, and after graduating with a degree in OBE, began pursuing seasonal field research positions across the United States and in Ecuador, Panama, and Honduras. This fall, Ginn will begin a PhD program in the Graduate Group in Ecology (GGE) at the University of California, Davis, where he will seek to untangle the drivers of elevational range shifts in montane birds in Central and South America. Ginn was inspired to begin researching birds after taking Ornithology with OBE Professor Brian Linkhart during his junior year. “On our extended field trip to remote mountains in southern Arizona, Zach was an Eveready Bunny, just as eager to hunt down hummingbirds at sunrise, work on field projects with other students for hours during the day or go on hunting expeditions to capture owls at night,” Linkhart says. Ginn is grateful for the OBE faculty who inspired and prepared him for his ecology career as well as for their help in applying for the GRFP. “Many of my upper-level classes involved mock grant proposals as midterm or final projects, which significantly helped in learning concise scientific writing and in thinking about independent research,” Ginn shares. “Along with this practice, my mentors from �ڰ�������, mainly Dr. Roxaneh Khorsand, helped me brainstorm and revise my proposal.” Ginn spent Summer 2022 and 2023 at Toolik Field Station in Alaska, conducting research for Khorsand. He returned for two weeks last summer as well, tasked with training current �ڰ������� students. Ginn worked with Khorsand and Associate Professor of Mathematics and Computer Science Flavia Sancier-Barbosa on research documenting temporal patterns of plant-insect interactions in different tundra plant communities, and published their research in September 2025. While his work on plants isn’t directly related to Ginn’s current research, it helped to inspire it. “Both the work in Alaska and my current research with birds fits under the umbrella of global change ecology- thinking about how species respond to anthropogenic change,” Ginn says. “My research in Alaska was also great training in field work, experimental design, analysis, and writing.”   Ginn is interested in applied bird conservation in Central and South America and hopes that his research can inform conservation strategies in montane habitats by working with local researchers, universities, and communities. He also hopes to pursue a career as a professor at a school like �ڰ�������. “I hope to help other students find a love for field research like I have, and the close professor-student mentorship at �ڰ������� played a huge part in my career trajectory,” Ginn adds.   Jordan Cosgrove ’24 Life Sciences – Ecology Jordan Cosgrove '24 at Garden of the Gods in May 2022. Photo provided by Cosgrove. “Being awarded the NSF GRFP is a huge honor,” says Jordan Cosgrove ’24, who majored in Environmental Science and now works as a paraprofessional in that department. “It will not only allow me to focus on research in graduate school, instead of TAing my way through, but it provides enough financial support to pursue a PhD right out of the gate, which has always been my long-term goal. I am incredibly excited to be a student again, dive into research, and find my niche in the field of ecology.” Cosgrove will pursue a PhD in Systems Ecology at the University of Montana, where she will be studying tree ecophysiology, forest carbon cycling, and optical remote sensing. She will use flux towers equipped with optical sensors and instruments that measure atmospheric gas exchange in the Lubrecht Experimental Forest to study how different forest management applications affect forest-wide carbon cycling. She eventually plans to scale up this work to incorporate satellite-based remote sensing, using field measurements as ground truthing for large scale carbon cycling models. Cosgrove conducted research with Professor and Co-Chair of the Environmental Program Miro Kummel during her senior year, where they studied the shift from homogenous to patterned vegetation cover in its early stages of development in South Central Colorado due to a decrease in annual precipitation. They presented their research at the Colorado Springs Undergraduate Research Forum (CSURF) in April 2024. “Jordan has always been exceptionally sharp and imaginative, but she also always had a keen sense of agency --- sense that if she puts her mind to it, she can do things, she can do anything,” Kummel says. “I could not be prouder of a student mentee. I am also proud of �ڰ�������, as an institution, that it gives us faculty space and resources to support these extraordinary young scientists to ‘grow up’ as scholars and do absolutely amazing things.” Prior to starting her work with Kummel, Cosgrove had originally planned to do a small independent study on the connection between microtopography and micro hydrology that underlines spatial patterning of the prairie. “The first week was not even over yet when she told me that this was so much fun that she wanted to significantly scale it up and work on it for a thesis,” Kummel shares. “The thesis writing then turned into a second manuscript-writing block. Then came a series of conference presentations including CSURF, but more importantly, a professional presentation at the Ecological Society of America.” Cosgrove spent the year after graduating working as a Student Services Contractor for the U.S. Geological Survey, where she studied the impact of land use change and sea level rise on critical wetland habitats. Cosgrove says this was a really formative role that gave her incredible experience working as a support scientist in a research setting. After returning to campus to serve as the Environmental Sciences paraprofessional, Kummel and Cosgrove submitted her thesis to an ecology journal, where the manuscript is currently under peer review. Cosgrove’s GRFP builds on the research she had done for her thesis and manuscript.   Owen Rask ’24 Social Sciences – Economics Owen Rask '24 on one of his first days as a Pre-Doctoral Researcher at the Tobin Center for Economic Policy at Yale University in Summer 2024. Photo taken by Tobin Center for Economic Policy Pre-Doctoral Fellows Program Coordinator Olivia Micca. Owen Rask ’24 is pursuing a PhD in Agricultural and Resource Economics at the University of California, Berkeley. He spent the past few years conducting research on how U.S. agricultural and conservation policy, specifically the Conservation Reserve Program, shapes the land use decisions of American farmers, and was awarded the GRFP for his proposed extension on that research project. “Being awarded the NSF GRFP signals to me that my research on U.S. agricultural and conservation policy is compelling and important enough for both the federal government and experts in the field to generously fund its continuation, and that my prior work and accomplishments in economics research are strong enough that the NSF is willing to invest in my career,” says Rask, who majored in Economics and double minored in Mathematics and Political Science. “It also means that, much as my experience as a Boettcher Scholar instilled a commitment to giving back to the state of Colorado, I will use the knowledge and expertise this fellowship supports to give back to the U.S. government for its investment in my education and career.” Rask spent the past two years working as a Pre-Doctoral Researcher at the Tobin Center for Economic Policy at Yale University, studying the economics of higher education, specifically the impact of education on the historical development of the gender wage gap. During his senior year, Rask was awarded a Faculty Student Collaborative Grant for his research on the influence of education and gender on intergenerational mobility in the United States. Rask and Assistant Professor of Mathematics and Computer Science Minho Kim researched the impact of female employment on the daughters’ upward mobility. This research became Rask’s senior thesis, and he was awarded the Ray O. Werner Thesis Award for it in 2024. “Working with Owen was a true joy and reminded me how lucky I am to teach at �ڰ�������, especially when I get to work closely with students like him,” Kim says. “Owen consistently brought strong analytical skills and careful attention to detail, along with a willingness to ask thoughtful questions and really engage with the material. He never settled for surface-level understanding—instead, he pushed himself to think more deeply about the data and what it might be telling us.” Economics and Business Professor Dan Johnson says he has been lucky enough to encounter Rask in a few of his courses, so it doesn’t surprise him that a prestigious national fellowship also recognized his excellence. “He has the hallmarks of a great scholar: curiosity, persistence, and a drive to improve himself and his skills until each challenge is solved,” says Johnson, who served as Rask’s thesis and major advisor.   Heather Rolph ’21 Life Sciences - Ecology Heather Rolph '21 uses tree climbing gear to set up a remote camera at a wolverine monitoring station near Mount Rainier National Park in Washington State in October 2022. Photo provided by Rolph. Heather Rolph ’21, who has worked as a Biological Science Technician in Yosemite National Park since 2024, wrote her GRFP application during the federal shutdown in Fall 2025, when she, a federal employee, was unable to work. "In the five years since I graduated �ڰ�������, I've spent a lot of time becoming intimately acquainted with many different ecosystems," Rolph says. "I spend nearly every day outside hiking, bushwacking, snowshoeing, and skiing to track down and understand how threatened and endangered animal populations are doing, what they're eating and how they're moving through habitats, and how anthropogenic changes might affect them. The federal shutdown provided this perfect opportunity to take a step back and think about all the questions I've built up while working in the field, and how I might use my field expertise to lead a project on something I'm really interested in."   Rolph plans to begin graduate school at the University of Washington this fall, where she will study the habitat and diet selection of Cascade red fox. Rolph decided she wanted a career researching the natural world during her Ecology class with Linkhart, where she learned how to tell spruce trees from firs, how to identify birds, how to find tracks in the snow, and how to ask questions about the natural world and then design studies to determine the answers. “I wanted all those superpowers, which prompted me to begin working in wildlife ecology,” says Rolph, who majored in OBE and minored in Journalism. “It was clear to me how much Heather loved being immersed in field study, whether we were studying forest succession while snowshoeing in subalpine forests in winter, sampling fish populations in the Yampa River, or observing bull elk bugling behavior in Rocky Mountain National Park,” Linkhart says. “Heather also was an individual with a lot of grit, as evidenced during the pandemic when she conducted an independent research project in which she estimated the abundance of flying squirrels by poring through thousands of photographs taken by remote camera traps throughout Mount Rainier National Park.” During Summer 2020, Rolph started her first paid job in wildlife ecology, where she worked for Cascades Carnivore Project (�ڰ�������P), a research and conservation nonprofit. She spent the summer hiking in the North Cascades and collecting Canada lynx scat to inform population estimates. She enjoyed the position so much that instead of returning to �ڰ������� for her senior year, she took a semester off to continue working for �ڰ�������P, this time deploying wolverine monitoring stations.  Rolph continued working seasonal wildlife ecology jobs after graduating from �ڰ������� in 2021. In 2024, she began her current position at Yosemite National Park, where she studies how Pacific fishers adjust to changing fire regimes. A common theme in her research has been montane carnivores, which were the focus of her GRFP proposal. “I'm totally fascinated by montane carnivores -- which are often challenging to study, poorly understood, and under threat -- and a desire to develop and lead montane carnivore research is what led me to apply to graduate school and the GRFP,” Rolph says.  �ڰ������� has had students or alumni named GRFP recipients every year for the past several years. Nine �ڰ������� alumni were named GRFP recipients in 2023. The naming of these alumni GRFP recipient comes as a time when �ڰ������� is becoming more and more known for its robust STEM education and strong research programs. Last year, �ڰ������� was recognized with Carnegie Classification’s new Research Colleges and Universities (RCU) designation, which demonstrates the important research �ڰ������� students and faculty do. /newsevents/newsroom/_images/NSF-generic-photo.jpg /newsevents/newsroom/2026/cc-participates-in-national-day-of-theatre-readings-for-missing-and-murdered-indigenous-women-and-relatives.html /newsevents/newsroom/2026/cc-participates-in-national-day-of-theatre-readings-for-missing-and-murdered-indigenous-women-and-relatives.html Mon, 11 May 2026 15:52:00 MDT �ڰ������� was among theatres across the country to host a National Day of Theater Readings for Missing and Murdered Indigenous Women and Relatives (MMIWR) on Tuesday, May 5, 2026. This nationwide event was coordinated by the Native Performing Arts Network (NPAN) and corresponds with the National Day of Awareness for Missing and Murdered Indigenous Women (MMIW). May 5 has been designated as a National Day of Awareness for MMIW since 2017, in response to the rape and murder of Hanna Harris of the Northern Cheyenne Tribe, as well as the murders of other Indigenous women across the United States and Canada. This event is part of the movement to raise awareness of the violence that Indigenous people in North America face. There are several acronyms that refer to this movement, including MMIR, MMIW, and MMIWR. “The event was designed to inform the �ڰ������� campus and community about this crisis which disproportionally affects Indian country,” says �ڰ�������’s Elder-in-Residence Debbie Howell. “With the display and film screening, we hoped to raise awareness about MMIWR and that action is being taken by communities to help improve legislation, data collection, and justice. We hope those in our audience learned this is a major crisis within urban and reservation areas, and hope they will continue to stay up to date with this issue and be a vocal and supportive ally.” In collaboration with the screening and readings, the Fine Arts Center hosted an educational display about the movement from May 1 through 8. On May 5, theatres across the United States hosted staged readings of works by Indigenous playwrights, as well as offered educational displays and conversations. In Colorado Springs, community members gathered on campus to watch a film screening of Somebody’s Daughter, as well as participate in companion events to the screening, including performances, readings, and talks by visiting artists, members of the Indigenous community, and �ڰ�������’s Native American Student Union (NASU). Attendees saw a stage reading of Marcie Rendon's Say Their Names, a monologue by Amber K. Ball, virtual artist in residence, and Jeff Barehand and Jaisey Bates' Never Be Afraid, and watched performances by visiting Indigenous, Native American, and Latinx artists, including W. Fran Astorga, R. Réal Vargas Alanis, Ixtlán, and Angela Hernandez.  “The purpose of these events is to honor the Indigenous Women and relatives who have been lost and raise awareness for this epidemic of missing loved ones,” says Assistant Professor of Theatre & Dance Shannon R. Davis. “It's a call to action. But in order to act, one has to feel compelled. These theatre readings that I helped to put on raise awareness that can lead to empathy and action.” Davis directed Say Their Names, and students in her class were among the students who participated in readings. “A lot of what inspired our performance was community,” says Nelson Knoche ’29, one of the students who did a reading. “It was, and still is, Indigenous women and their communities who started the MMIW movement, so we really wanted to highlight that in our performances.” To do that, Knoche and his classmates utilized group readings and movements to put an emphasis on working together and making sure people are not alone in their struggles. “The best way we can make a positive change around this issue is if we work together,” Knoche adds. “Because of that, there was only one monologue performed solo; everything else was based on community and performing together.” Ella Boyd Brocker ’27 was the assistant producer and choreographer for Say Their Names. “Being part of a national movement of artists, storytellers, and performers who are raising awareness around the ongoing legacies of settler colonial, genocidal ideologies, policies and complacency is deeply important,” Brocker says. “Nothing we do is not political, in that everything we do impacts others. I want to pay attention to how I can use my gifts, my work, my relationships with others to move people into greater awareness of themselves as a part of a whole.” Lincoln Brewer ’29, who read Voice Seven in Say Their Names, says getting to tell stories that are often ignored was a powerful opportunity. “I hope campus and community members truly feel more informed on the atrocities that plague this country and know that to make change; action is imperative,” Brewer says. �ڰ�������’s film screening event was sponsored by NASU, Debbie Howell, Institutional Equity and Belonging, and the Indigenous community at �ڰ�������. The theatre readings were sponsored by the Cultural Events Fund, and partnered with the HEC, the Fine Arts Center, Theatre & Dance, and Indigenous artists and faculty members. /newsevents/newsroom/_images/Photo-14.jpeg /newsevents/newsroom/2026/students-recognized-for-individual-accomplishments-at-honors-convocation.html /newsevents/newsroom/2026/students-recognized-for-individual-accomplishments-at-honors-convocation.html Wed, 06 May 2026 16:24:00 MDT �ڰ������� recognized the exceptional achievements of its senior class and others at the 2026 Honors Convocation this week, an annual celebration of academic excellence, leadership, and contributions to campus life and beyond. The ceremony highlighted the breadth of accomplishment across the College community. Students were recognized with awards spanning nearly every academic department, alongside all-college honors, presidential awards, and distinctions presented by the �ڰ������� Student Government Association (�ڰ�������SGA). Together, the awards reflect not only scholarly achievement but also the intellectual curiosity, service, and leadership that define the �ڰ������� experience. Among the highlights of this year’s Presidential Awards, the Dreamkeeper Award was presented to Alyna Trúc Đào ’27. The award honors Đào for demonstrating an active commitment to improving the quality of campus life for historically oppressed communities.  Đào was recognized by the Office of Residential Life for her leadership as a resident advisor. In an all-women’s residential community, Đào has worked to foster “a supportive, inclusive, and empowering environment for all residents,” exemplifying the spirit of care and advocacy the award celebrates, President Manya Whitaker said, in presenting in the award. The J. Juan Reid Award, given annually to a senior who best combines scholastic excellence with meaningful involvement in extracurricular life, was awarded to Royce Hinojosa ’26. Hinojosa has pursued leadership with intention at �ڰ�������, serving as �ڰ�������SGA president and a Priddy Leadership Program participant. “He has prioritized building a strong �ڰ�������SGA Team, focusing on activities and initiatives that help members build connections, feel pride in their work, create lasting legacies, and support the success of future �ڰ�������SGA leaders,” said Whitaker. The Van Diest Award recognized excellence in athletics, scholarship and character, and was presented this year to two outstanding male athletes, Rabbit Barnes ‘26 and Kaidan Mbereko ‘26. Selected by the Department of Athletics, the award honors student-athletes who embody integrity, achievement, and citizenship. “Rabbit is one of the most decorated student-athletes in �ڰ������� Track and Cross Country history. A national runner-up and multiple All-American, Rabbit has achieved success at the highest levels of NCAA competition,” said Whitaker. “He holds numerous school records, individual conference championships and honors including SCAC Track Athlete of the Year.” In addition to his athletic success, Barnes has excelled academically as a Neuroscience major, earning repeated Dean’s List honors, while serving as a multi-year team captain and engaging in community service. Kaidan Mbereko has similarly distinguished himself as one of the top goaltenders in �ڰ������� hockey history and among the best in the nation. Whitaker adds, “An All-American, unanimous NCHC Goaltender of the Year, he ranks among the all-time leaders in games played, save percentages, and career wins.” Beyond the ice, Mbereko is recognized as a scholar-athlete and campus leader, serving as a team captain and contributing to the broader college community. The Honors Convocation serves as a powerful reminder of the dedication and impact of �ڰ������� students. From academic inquiry and creative work to leadership and service, this year’s honorees represent the many ways �ڰ������� students shape and strengthen their community. Watch the full ceremony to see all of the award recipients. /newsevents/newsroom/_images/Students-Await-Awards-in-Audience.jpeg /newsevents/newsroom/2026/cc-and-ppsc-form-historic-partnership-creating-new-educational-opportunities-for-coloradans.html /newsevents/newsroom/2026/cc-and-ppsc-form-historic-partnership-creating-new-educational-opportunities-for-coloradans.html Fri, 01 May 2026 15:59:00 MDT An idea three years in the making is finally a reality, thanks to dedicated educators working behind the scenes to make it happen—and students in the Pikes Peak region will benefit. �ڰ������� and Pikes Peak State College (PPSC) have established a new partnership that creates a dedicated transfer pathway for PPSC students to continue their education at �ڰ�������, strengthening access to a liberal arts degree for students in the Pikes Peak region. �ڰ������� President Manya Whitaker and PPSC President Lance Bolton signed the formal agreement at a ceremony at �ڰ�������’s Gaylord Hall on Thursday, April 30. On hand to witness the historic initiative take flight were area educators, leadership from both colleges, civic leaders, staff, and members of the media. “Pathways to �ڰ�������” is the newly named initiative, and “Pikes Peak State College Transfer Pathway” is its inaugural transfer pathway. The first cohort is slated to begin at �ڰ������� in the fall of 2026. Through the partnership, �ڰ������� will guarantee enrollment of up to two transfer students from PPSC each year. The program is designed to support students from early planning through enrollment, including pre-application advising on admission, financial aid, and transfer credit evaluation from both PPSC and �ڰ������� staff. “At �ڰ�������, we think a lot about pathways—how students find their way to college, how they navigate their education, and how they go on contribute to their communities,” says Tony Cabasco, �ڰ������� Vice President for Enrollment. “Of course, those pathways are not always straightforward—and that’s why we are here today.”  “This partnership reflects a shared commitment to expanding educational opportunity in our community,” says Whitaker. “By creating a clear and supportive pathway, we aim to ensure that talented students from Pikes Peak State College can access the distinctive academic experience offered at �ڰ�������.” Under the agreement, PPSC students who earn an associate degree with a GPA of 3.3 or higher will be eligible for admission consideration at �ڰ�������, subject to standard review by �ڰ�������’s Admission Committee. Admitted students who complete required financial aid applications will be considered for all available need-based and merit-based financial aid, including the newly-expanded Four Corners Pledge. �ڰ������� remains one of only 84 colleges and universities nationally that meet full demonstrated financial need for admitted students. Sami Koller ’27 is a PPSC to �ڰ������� transfer student who was admitted this academic year and representsthe kind of student ideally geared for this transfer pathway. She earned her associate degree in Geology at PPSC in 2025, transferred to �ڰ������� last fall, and plans to earn her BA in Geology in 2027. “I was convinced �ڰ������� was out of my reach,” Koller told the audience at the partnership signing ceremony. “I was a nontraditional student, attending a then-community college, and I was certain I was not the kind of student private institutions were looking for. I had accepted that I was not smart enough to apply.” Koller says she studied hard at PPSC and made the Dean’s List and President’s List nearly every semester, and submitted her application to �ڰ�������. Once she was admitted, it came down to how she was going to pay for it. “I’m an independent student without financial support from either of my parents, so how could I possibly be able to pay for that?” Koller says. She says she learned �ڰ������� meets 100% of demonstrated financial need for students. “By taking advantage of �ڰ�������’s amazing financial aid program, my tuition is almost completely covered. Don’t let financial insecurity stop you from applying to �ڰ�������. The staff in financial aid are so helpful, understanding, and will work with you regardless of your financial situation.” It was a sentiment echoed by Bolton, who praised �ڰ������� for providing a pathway for access to local students who may have never had the rigorous liberal arts college on their educational radar. “We’re grateful to �ڰ������� for their partnership and for their commitment to students across our community,” he says. “This agreement reflects what’s possible when educators come together with a shared purpose. Our students are talented, driven, and ready for what’s next. This creates a meaningful pathway for them to continue their education and contribute to our region.” “What I love about this collaboration,” Cabasco adds, “is that it’s proof that institutions with different missions and distinct strengths can work together to support students in intentional ways.”   Key features of the PPSC to �ڰ������� transfer pathway include: Academic Advising Support: �ڰ������� will provide advising to prospective transfer students on academic programs, transfer credits, and course planning. Students are encouraged to begin the process during the fall term prior to graduation. Transfer Credit Policy: Up to 64 approved semester hours from PPSC may be transferred, in accordance with �ڰ�������’s transfer credit guidelines. Graduation Requirements: Transfer students must complete a minimum of 16 units at �ڰ������� and meet all institutional graduation requirements. Undergraduate Opportunities: Eligible students may participate in �ڰ�������-affiliatedgrants, summer institutes and projects, as well as study abroad programs, depending on their academic course of study. The partnership underscores both institutions’ commitment to student success and to building stronger educational connections within the region. “We also know that students who begin their journeys at community colleges bring valuable perspectives and experiences that enhance liberal arts education for everyone,” Cabasco says. “They enrich classrooms, strengthen campus communities, and go on to contribute meaningfully to their fields and to civic life.”  “I am so grateful to be a Tiger,” Koller says. “I hope my story can inspire others in our community to never give up on your dreams, and to always believe in you.” In their Own Words Hear more about the impact this educational opportunity will have on students in the Pikes Peak region and the community at large from �ڰ������� President Manya Whitaker, PPSC President Lance Bolton, and PPSC to �ڰ������� transfer student Sami Koller '27. Video by Julia Fuller / �ڰ�������. /newsevents/newsroom/_images/Presidents-holding-certificate.jpeg /newsevents/newsroom/2026/tigers-and-asu-to-play-for-ed-robson-cup-beginning-in-2026-27.html https://cctigers.com/news/2026/4/28/mens-ice-hockey-tigers-and-asu-to-play-for-ed-robson-cup-beginning-in-2026-27.aspx Wed, 29 Apr 2026 10:18:00 MDT https://cctigers.com/news/2026/4/28/mens-ice-hockey-tigers-and-asu-to-play-for-ed-robson-cup-beginning-in-2026-27.aspx /newsevents/newsroom/_images/hockey_april-26_resize_1600x1600.webp /newsevents/newsroom/2026/students-meet-with-japanese-american-veteran-descendants.html /newsevents/newsroom/2026/students-meet-with-japanese-american-veteran-descendants.html Tue, 28 Apr 2026 10:30:00 MDT �ڰ������� is known for experiential learning, so when students were studying the impact of World War II on Japanese Americans in Hawaii, it is no surprise that they ended up in Hawaii, having intimate conversations with descendants of Americans of Japanese Ancestry (AJA) World War II veterans. Before traveling to Hawaii, students in From Pearl Harbor to Honouliuli learned about Pearl Harbor and examined the different hardships Japanese Americans faced during WWII. They analyzed the role of the military in Hawaii, discussed the legacy of WWII in present time, and learned how to ask questions. Once on the island, the class had lunch with descendants of WWII Hawaii AJA veterans, which students say was an incredible experience. The connection with the AJA veterans was made possible by Gordon Aoyagi ’67. Kole Petersen ’27 met with Ken Inouye, whose father Lieutenant and Senator Daniel K. Inouye served in the 442ndRegimental Combat Team and received a Medal of Honor, as well as became the first Japanese American to serve in the U.S. House of Representatives. “Talking with Ken gave me incredible insight on the role of Japanese cultural values on Daniel's political virtues and parenting practices, as well as how these values have been passed down and reinterpreted across generations,” Petersen says. A major theme of the course was on humanizing history. Class instructor and Associate Professor of Psychology Jason Weaver says that instead of thinking about, “here’s what happened to Japanese Americans,” the class talked about how a particular person may have experienced events and how in present day a particular person is affected by high-level policy, as well as that person’s relationship with their neighbors and everything else in the world. “In order to do that, we have to think about people in all of their messiness,” Weaver explains. “Sometimes we want to choose a side, and that side is made up of a whole bunch of messy people who are problematic and imperfect. But getting to know them as individual people is an important part of thinking about how we relate to history as well as politics.” This lesson resonated with students, especially after they were able to speak with AJA descendants directly. “Our experiences with descendants of Nikkei who were interned, as well as working with archives of specific individuals, helped me humanize a history that has largely been ignored,” Petersen says. “Rather than assuming all Nikkei experienced World War II in the same way, the humanization of history afforded from this class helped expand our understanding of how communities form, diverge, and unite during tough periods.” Another significant part of the course was visiting the Japanese Cultural Center of Hawaii (J�ڰ�������H). “Visiting the J�ڰ�������H was an amazing opportunity to see the concepts we had been learning across the class in a much different lens,” Petersen says. “We had read books and first-person accounts compiled from resources at the J�ڰ�������H, but combing through the archives myself was a much different experience. Reading report cards, legal documents, letters, and other personal documents from Japanese Americans interned at camps gave me a more comprehensive understanding of their experiences and how they perceived their incarceration.” Ellison Namba ’28 says getting to do archival research at the J�ڰ�������H was her favorite part of the class because she was able to learn about the Japanese Internment camps from primary sources. “A couple of years ago, I was able to visit Camp Amache, a Japanese Internment camp in Colorado,” Namba says. “However, most of the buildings have been destroyed. This archival research allowed me to get a better idea of what the camps actually looked like and what it was like to be interned in camp.” Students say their visit to the Pearl Harbor National Memorial was enlightening and something that will stick with them. “I learned a lot about how the ways in which narratives are constructed can shape how we perceive an event,” Petersen says. “This experience gave me the chance to reflect on my own positionalities and recognize the difficulties in telling an objective history, especially about such a sensitive topic.”  /newsevents/newsroom/_images/Hawaii-State-Boat.jpeg /newsevents/newsroom/2026/history-majors-find-magic-in-chicago-archives.html /newsevents/newsroom/2026/history-majors-find-magic-in-chicago-archives.html Mon, 27 Apr 2026 17:02:00 MDT For senior History majors, a block at Chicago's Newberry Library helped them bring their final research projects to life using historic letters, maps, photo albums, business documents—and even century-old wedding cake. “For me, this class is the argument for the Block Plan,” says Amy Kohout, Associate Professor of History. “We can pick up our senior seminar and take it to Chicago, where our students get to conduct their thesis research as junior fellows at the Newberry Library—a world-class archive.” Known for its remarkable primary sources—like “a letter from Michelangelo or a doodle drawn in a nineteenth-century textbook by a procrastinating student,” its website notes—the Newberry also allowed students to work alongside subject matter experts, fellows in residence, and visiting scholars. “In addition to having extraordinary archival resources, the Newberry is a hub of wonderful human resources,” Kohout says. “There's something really special about an undergraduate opportunity to be working alongside practicing historians, having opportunities that I didn't have until five years into graduate school.” The Newberry Established 1887 27.5 miles of bookshelves Spans 600+ years 1.6 million books 600,000 maps 5 million manuscript pages Discovering what it's like to take an extended research trip is central to the block. Living in Chicago is a chance “to hit pause on your regular life and throw yourself into all the reading and writing and researching that's part of conceptualizing a project,” Kohout says. By the end of the trip, students have a prospectus and work plan to bring back to campus, ready to write and workshop. It's also the first time they're independently project-managing an article-length thesis, “rather than the professor saying, ‘I need you to write 4-6 pages using these materials in response to this question,’” Kohout says. The goal becomes: “How do we turn that into a really excellent research question—and then what sorts of materials might help answer that question? Then we go look at those things.” That's where the wedding cake comes in. Researching women's domestic labor and memory work, Zoe Williamson '26 drew upon the Newberry's historic family album collections, “and in one of these boxes—I've been talking about this all block because I just thought it was so cool—there was a piece of wedding cake from the late 19th century,” Kohout recalls.  “It ended up being quite the treat!” says Williamson. “It was so crazy to see all the different things an archive might hold and think of how that one object might branch out into all sorts of research directions.” “I think helping students experience those moments of exuberance is important, because a lot of archival work is just very carefully and methodically going through a lot of paper, and it can be a slog,” Kohout says. “So those moments where you get really excited, where you turn the page and there’s something you didn't expect to find—that's magic.” It can mean finding hidden treasure, she says, but also hidden sadness. Archives are “these unbelievably priceless assemblages of stuff—but the flip side is to reflect on whose lives are represented in an archive, and whose lives we might only see through fragments.” For some people, all that survives in the archive is a record of pain or violence. With these records, students reflect on their obligations as historians "to tell complex, multidimensional histories that don't just reproduce power dynamics, but help us to think in complicated ways about the past.” “So there's the magic and the cake,” Kohout says, “but there's also encountering trauma in the archive and thinking through: What is my commitment to this work? What are the ethics of practicing history, and how do I think about approaching the project that I'm trying to research and put together?” HY410/HY420 Senior Theses Neither Here nor There: Impossible Decisions of the Pacific War (Evan Cote '26) The Limits of Law and the Sovereignty of the Spirit: Conflicting Interpretations of the Mahele in Hawaiian Land Activism (Jeremy Jarecki '26) Halley's Comet and a View from Cuba, 1910 (Aden Katz '26) Sanctuaries of Power: Black Wilderness in North Carolina's Coastal Plain (1800-1865) (Will Myers '26) Statist Myopia: The True Fight of the Serbian Students (Mila Naumovska '26) Charting a Colonial Course: Hokkaido in Five Maps, 1785-1908 (Mohan Raghunath '26) Sitting on Top of the World in Cuba and Pennsylvania: Views from the Hershey Chocolate Company's Model Towns (Willa Schendler '26) Blood on the Main Line: Labor Violence and Control on the Illinois Central (Felipe Singer '26) "From A Dead John's Pocket": Symbolic and Economic Looting in the American Civil War (Emma Snow '26) Leisure and Labor: Maternal Memory Curation in Twentieth-Century Photo Albums (Zoe Williamson '26) Please Close the Iron Curtain Behind You After You Escape: Political Memory at the Site of the Pan-European Picnic (Felix Battle '26) The Afterlives of Dada (Kwynne Blaivas '26) The 1973 ‘Shower-In’ Demonstration: Archival Silences, Narrative Power, and Exposing an Administrative Cover-Up at �ڰ������� (Ethan Castette '26) Narratives of Immigration: The Immigration Restriction League as the Driving Force behind Immigration Restriction, 1890-1924 (Luke Donaldson-Reid '26) A Deep-Sea Dilemma: What The South China Sea Can Teach Us About The Future Of Arctic Maritime Cooperation (Ashley Entwistle '26) �ڰ������� history professors rotate through teaching HY410: History Senior Seminar so the block away can be offered every year, and all students have the chance to “experience one of the things that’s so exciting about being a history major and writing a history thesis.” That range of discovery plays out differently for each student. Mohan Raghunath ’26 focused on the colonization of Hokkaido, Japan, and used the Newberry's map collection to examine how indigenous people in Japan were represented in cartographic context.  Felipe Singer ’26 drew on the Newberry’s corporate documents, letters and maps for his thesis focusing on the Illinois Central Railroad and a violent incident during the strike of 1911. Williamson, focusing on family albums, says the central message of her thesis is that women’s labor shows up in many forms, and “labor traditionally carried out by women can masquerade as pleasurable, making it even more important to examine in order to disrupt gendered labor expectations. I also want to emphasize how everyday objects from ordinary people can inform historical research to shape how we think about the present.” And Evan Cote ’26 worked with “a really extraordinary collection of letters” written by a Japanese citizen who moved to the U.S. just before World War II, only to be incarcerated in a concentration camp during the war. Written after he was released, his letters went to a friend who was still in the internment camp. Cote “was poring over these letters, puzzling through the handwriting,” Kohout recalls, “and thinking a lot about what it might have been like for this man to be grappling with a sense of identity during a period of great turmoil.” Cote says he hopes his writing conveys the real and lasting weight of decisions—especially those made by people in power. “The U.S. government during the Pacific War made decisions that displaced hundreds of thousands of people. It stripped them of their rights and liberties, and their property,” he says. “By reading my thesis, I hope people understand that these actions and their impacts cut deep into the lives of these people, no matter their differences or similarities.” The long work of research, refinement, iteration and reflection “is scary, it's a little stressful,” Kohout says, “but I think it's because we care so much about producing something that feels like it really does reflect the arc of a liberal arts education. “To create something you are proud of—that's special.” /newsevents/newsroom/_images/History-700sq.jpg /newsevents/newsroom/2026/students-experience-hands-on-learning-in-intro-to-earth-systems-class.html /newsevents/newsroom/2026/students-experience-hands-on-learning-in-intro-to-earth-systems-class.html Fri, 24 Apr 2026 09:10:00 MDT Earth science is popular among �ڰ������� students. Many get to experience true hands-on learning while exploring communities. Last year, about 60 students in Spring 2025 got this experience during their Introduction to Earth Systems class. “It has been exhilarating to introduce students to working in the field, travel to remote field sites, and feel the camaraderie of being in nature and studying—and appreciating—Earth history,” says Geology Professor Paul Myrow, who taught the class in Block 6, 2025. “Over the years I have taken students in GY140 to field sites in Texas, Colorado, New Mexico, and Utah. They get to learn how to ‘read’ the language of rocks in a manner similar to deciphering old text, but it all starts with observation, meaning that one trains one’s eyes to identify what is important for unraveling its history.” Students in Myrow’s Block 6 course participated in a four-day trip across Colorado, Utah, and New Mexico. Rather than sitting in a classroom and learning about the Earth from a textbook, Myrow ensured his students physically explored areas both around campus and out of state. Students in his most recent Introduction to Earth Systems class camped in a National Forest campsite and spent a night in the wild, where they did not have access to electricity or toilets. “Having the opportunity to see and interact with the world we know through the lens we learned through was interesting and I am grateful to have had the experience,” says EJ Becker ’27, who took Myrow’s class. “Learning about how our planet is formed and then being able to translate that knowledge into my perception of the earth around me has been very interesting.” “Experiential learning and immersive experiences are central to learning in Geology and Earth Systems, because the primary sources are not texts, nor human-created symbolic or graphic renderings,” says Geology Professor Christine Siddoway, who taught Introduction to Earth Systems in Block 7, 2025. “I hope the students develop an eye for features visible in rocks along the trails and roadways throughout Colorado, and wherever their travels take them in coming years. I hope they marvel at the power and impacts of Earth events, and Earth processes that we learn about in the course. An objective is for students to ‘see’ the geology that underlies the terrain and to enjoy making their own observations by looking at and thinking about rock features, wherever they are.” Siddoway took her Block 7 class to the Rio Grande Rift, an active tectonic zone that passes through New Mexico and Colorado.  “GY140 is an earth science course, so my primary goal is to teach students how to make the right kinds of observations and interpretations in order to develop a history, or story, of what they are looking at,” says Geology Professor Henry Fricke, who taught the class in Block 8, 2025. “But I also want them to realize that what 'counts' as geology and earth science is super broad: they can study a mountain range and tell a story that covers billions of years, but they can also study an active river system and tell a story that only goes back a couple of months.” Fricke usually takes his classes on several multi-night field trips, including to the Upper Arkansas River Valley and the San Luis Valley, while exploring the mountains in between.   “The class was very field trip intensive; we spent many days roaming around in the vans and stopping at various rock sites, many just on the side of the highway in seemingly the middle of nowhere,” says Perry Davis ’27, who took the class with Fricke. “Some spots would appear uninteresting but would turn out to have evidence of volcanoes or dinosaurs or something thrilling like that. I’ve never liked science because I always felt removed from it, but it was easy to be interested when I could see and hold every rock we talked about.” Davis, who independently designed the major of Book Arts, appreciated how Fricke was able to relate geology to the topics the students were interested in. “Henry often spoke to me about connections between earth science and the materiality of art,” Davis says. “He also used a book as an analogy for the layers of the earth, and this really stuck in my head.” /newsevents/newsroom/_images/Earth-Systems-Class-Square-Image.jpeg /newsevents/newsroom/2026/career-catalyst-block-at-the-aspen-institute.html /newsevents/newsroom/2026/career-catalyst-block-at-the-aspen-institute.html Thu, 23 Apr 2026 11:00:00 MDT Twelve students traveled to Aspen, Colorado and Washington, D.C. for �ڰ�������'s Block 6 Career Catalyst course, The Art & Science of Convening for Social Change with the Aspen Institute, led by Anthony Bull, Associate Professor and Chair of Human Biology & Kinesiology, and Lora Louise Broady, Visiting Executive in Residence, Economics & Business. Students explored the innovative model of convening and leadership that drives the Aspen Institute, one of the world's most influential nonprofits. They made professional connections and learned highly transferable skills in strategic planning, executive operations, and high-stakes communication from Aspen Institute staff and President and CEO (and �ڰ������� Trustee) Dan Porterfield. The course concluded with students designing and presenting projects to advance social change in a core impact area.   Video by Jesse Achtenberg '99 and Julia Fuller /newsevents/newsroom/_images/022426_ASPEN_LR_JCOTTEN-0011_1600x1600_sq.webp /newsevents/newsroom/2026/computer-science-student-accepted-into-break-through-techs-ai-program.html /newsevents/newsroom/2026/computer-science-student-accepted-into-break-through-techs-ai-program.html Thu, 16 Apr 2026 12:47:00 MDT Mary-Kate Laibhen ’28 was recently accepted into the Break Through Tech’s AI Program, where she will learn the skills she needs to pursue her goal of a career in machine learning and cybersecurity. “Through this program, I hope to build meaningful connections and gain experience working in larger, more diverse teams,” says Laibhen, a Computer Science major. “I also want to deepen my understanding of AI and machine learning and continue developing my technical skills.” This year-long program teaches college first-year students through juniors the skills they need to be prepared for a career in data science, AI, or machine learning. Laibhen is interested in the intersection of AI and security. She wants to build smart and ethical systems that protect data in our increasingly digital world. “As technology continues to advance, I think it’s critical that AI systems are designed not only to be effective but also responsible and secure,” Laibhen says. “Being part of that work—developing tools that both innovate and safeguard—really motivates me.” Laibhen says the Break Through Tech AI Program is an incredible opportunity to help her move closer towards her career goals. “The program’s Machine Learning Foundations course will strengthen my technical understanding, while the AI Studio projects will give me hands-on experience working on real-world challenges,” Laibhen says. “I’m especially excited about the opportunity to collaborate with companies and gain insight into how AI is applied in professional settings.” Laibhen first became interested in machine learning after taking Applied Python with Assistant Professor of Mathematics and Computer Science Cory Scott last fall. “At first, I thought the subject was boring, but as we worked on different projects, I began to see how engaging and impactful it can be,” she says. “This class ultimately motivated me to apply and inspired my goal of a career in cybersecurity.” After being inspired by that class, Laibhen decided to participate in a program with NASA, where she and her teammates conducted research and explored Tiny Machine Learning (TinyML). Through this program, Laibhen learned how machine learning models can be applied on small, low-power devices, which showed her a completely different side of AI. “Being able to work on real research and see practical applications of machine learning helped my interest grow even more and made me excited about the possibilities within the field,” Laihben says. The 2026-27 cohort of the Break Through Tech’s AI Program will spend this summer completing online courses and labs through the Machine Learning Foundations summer course. After that, students will be placed on teams to work on real-life AI projects, participate in career development and networking opportunities, and receive one-on-one mentorship and career coaching from AI industry professionals. Following the successful completion of the program, students earn a certificate in machine learning from Cornell University and receive a financial award. “This program represents an important step in helping me build both the technical skills and professional connections needed to pursue a career in machine learning and cybersecurity, and I’m excited about the growth and opportunities it will provide,” Laihben says. /newsevents/newsroom/_images/Mary-Kate-Laibhen-28.jpg /newsevents/newsroom/2026/pre-law-student-wins-leaders-in-law-and-community-fellowship.html /newsevents/newsroom/2026/pre-law-student-wins-leaders-in-law-and-community-fellowship.html Mon, 13 Apr 2026 09:00:00 MDT Ceyna Dawson ’26 was recently awarded the Leaders in Law and Community Fellowship (LILAC) at the University of Colorado Law School. This fellowship is aimed at developing law leaders from communities that are underrepresented in the legal field and those who show a strong dedication to serving in public interest law. “I am so grateful to receive this fellowship because it affirms my commitment to advocate for underrepresented communities through the law,” says Dawson, a Political Science major and Journalism minor. This fellowship offers a full-ride scholarship to Colorado Law for students who show a commitment to public interest law and community engagement. It also provides fellows with mentors and community support, as well as various networking opportunities. While �ڰ������� does not have a standard pre-law track, it does offer Pre-Law Advising and courses that both prepared and inspired Dawson for a career in public interest law. Through these classes, Dawson met and cultivated relationships with local judges and practicing attorneys. “The classes I took exposed me to so many professionals and helped me start networking in the Colorado Springs area,” Dawson says. For an assignment in her Political Journalism class, Dawson interviewed Joel M. Pratt, a local attorney specializing in appellate and family law. Dawson took this class during her sophomore year and maintained a relationship with Pratt throughout her time at �ڰ�������. In Fall 2025, Dawson began interning at Pratt’s law firm, where she works about eight hours a week on different research and writing assignments. She’s learned the details of family law and is currently working on evaluating child custody legislation in a 50-state survey. “This internship has been so enriching for me,” Dawson says. “I blend the inquisitive skills that I have learned from my Journalism minor and research experience from my Political Science major to handle new assignments.” Dawson’s time at �ڰ������� prepared her for law school through its strong liberal arts education and by  the continuous support of her classmates, professors, and community members. “�ڰ������� allowed me to explore new disciplines safely and this versatility is invaluable,” Dawson says. “Whether it was through becoming a certified wildland firefighter or taking a Comparative Law course, �ڰ������� gave me the confidence to explore it all. I think this versatility and exposure prepared me to apply for law school and begin this journey. I am sure my education will be challenging, but I feel comfortable taking on law school because of my rigorous �ڰ������� education.” /newsevents/newsroom/_images/Ceyna-Dawson-26.jpeg /newsevents/newsroom/2026/cc-leads-the-pack-of-top-peace-corps-volunteer-producing-small-colleges.html /newsevents/newsroom/2026/cc-leads-the-pack-of-top-peace-corps-volunteer-producing-small-colleges.html Tue, 07 Apr 2026 11:29:00 MDT �ڰ������� is the top Peace Corps Volunteer-Producing Small College for 2026. For the second year in a row, �ڰ������� ranks as the number one Peace Corps Volunteer-Producing Colleges and Universities for institutions with fewer than 5,000 undergraduate students. This ranking considers the number of alumni serving as Peace Corps volunteers from October 2024 through September 2025. Seventeen �ڰ������� alumni served in 12 countries this past year, including Albania/Montenegro, Colombia, Costa Rica, Ecuador, Guatemala, Kenya, Malawi, Mexico, Paraguay, Peru, the Philippines, and Sri Lanka. These alumni volunteers join a long history of �ڰ������� and the Peace Corps. In 1962, Sue Hoyt Aiken ’62 was the first �ڰ������� graduate to join the Peace Corps, and since then, 410 �ڰ������� alumni have served around the world as Peace Corps volunteers. �ڰ������� is also one of only a few liberal arts colleges in the United States to offer the Peace Corps Prep Program, a pathway program jointly administered by the Career Center and the Advising Hub. �ڰ������� was named a Top Producing Small College in 2025 when 13 alumni served as Peace Corps volunteers. In 2024, �ڰ������� ranked seventh on the Top Small Colleges and Universities Historically Producing the Most Peace Corps Volunteers list. Hobart and William Smith Colleges, Kenyon College, Macalester College, and Carleton College earned the second through fifth place rankings, respectively, for the 2026 Top Producing Small Colleges list. /newsevents/newsroom/_images/peace-corps-square-1.png /newsevents/newsroom/2026/physics-major-presents-phases-of-magnets-research.html /newsevents/newsroom/2026/physics-major-presents-phases-of-magnets-research.html Fri, 03 Apr 2026 11:21:00 MDT After learning about research conducted by a professor at the University of Colorado Boulder, Axel Klomparens '26 was inspired to spend last summer exploring that research with Assistant Professor of Physics Dr. Christopher Monahan. “Dr. Monahan had a really wonderful approach to research and did a phenomenal job introducing me to the world of research,” says Klomparens, a Physics major. In their paper, “Symmetric Mass Generation with four SU(2) doublet fermions,” authors Dr. Anna Hasenfratz of CU Boulder, Dr. Simon Catterall of Syracuse University, and Dr. Nouman Butt of University of Illinois Urbana-Champaign, studied the behaviors of the phase transition of a particle transitioning into a new proposed phase. An example of a phase transition is the phase transition from water to ice. Once ferromagnets — a material that has a magnetic field, such as cobalt or iron — are heated past a certain temperature, called a material’s Curie temperature, they enter a paramagnetic phase which results in the ferromagnet losing its magnetization. This transition can be determined with a standard computer simulation. However, Klomparens and Monahan wanted to locate the transition point with an alternative method. Assistant Professor of Physics Dr. Christopher Monahan and Axel Klomparens '26 produced this plot during their research in Summer 2025. Photo provided by Klomparens. In their research, Hasenfratz, Catterall, and Butt used renormalization group (RG) theory to study the more complex phase transitions, so Klomparens and Monahan decided to also use RG theory to study the phase transition viability of magnets.  To do this, Klomparens and Monahan built a computational model of a ferromagnet. This step required the researchers to ensure the model was designed correctly and properly worked as a magnet. Klomparens and Monahan then worked with the magnetic susceptibility of the system, which helped them get a better understanding of where the phase transition point was. Klomparens and Monahan successfully created an RG flow graph approaching the transition point from the paramagnetic phase, at multiple sizes of the model. Klomparens and Monahan are now working to find the other half of the RG flow graph, approaching the transition point from the magnetic phase. Klomparens conducted this research, “From Magnetic to Paramagnetic; Finding Phase Transitions,” through �ڰ�������’s Student Collaborative Research (SCoRe) program and presented at the Student Research and Internship Symposium in September 2025. During the presentation, Klomparens highlighted the parts of the research he did over the summer, including building the model, looking at properties of magnets, and creating a plot of the phase transition. Axel Klomparens '26 spent last summer building a computer simulation of a ferromagnet to reproduce and replicate results in the scope of renormalization group theory with Assistant Professor of Physics Dr. Christopher Monahan. Pictured is the poster he presented at the Student Collaborative Research (SCoRe) Research Symposium in Fall 2025. Photo provided by Klomparens. Klomparens says he really appreciates the SCoRe program, as it opened a whole new window of possibilities that he didn’t know existed. “I had no idea what the world of research looked like prior to this summer,” Klomparens says. “It turns out I really like the research environment and have found a passion in something that I had no knowledge about a year ago.” Klomparens met with Monahan three times a week over the summer to check in and get advice. Between those meetings, Klomparens read papers, wrote code, and analyzed data. “Dr. Monahan believes that stepping into the unstructured world of research and being able to learn something, anything, all by yourself is a massive success,” says Klomparens. “Personally, I think that this helped not stress me out with trying to hit dates and helped me instead focus on learning. Dr. Monahan was incredibly helpful at guiding me in the right direction while acknowledging that this wasn't a class, so there was a chance what I would be doing one specific day would turn out to not be helpful in the bigger picture of the whole summer.” In addition to his research, Klomparens participated in a book club with members of the Physics Department who were also on campus conducting summer research, which gave students and professors alike the opportunity to remain connected with each other, despite different research work and schedules. In August, Klomparens was able to present his research to a group of physicists, including Hasenfrat, at CU Boulder. Klomparens says presenting to one of the authors of the paper that inspired his research was an incredibly cool but intimidating experience. The latest RG flow plot, produced in January 2026 from Assistant Professor of Physics Dr. Christopher Monahan and Axel Klomparens '26, shows some non-zero results on the right hand side. Photo provided by Klomparens. “I am so grateful that I got the opportunity to do that and experience that environment,” says Klomparens, the sole undergraduate student who presented alongside two graduate students from CU Boulder as well as several physicists who specialize in lattice simulations. “Beyond it just being an incredibly cool opportunity, it was also helpful in guiding us for how we're continuing the research right now in Blocks 5 and 6.” Klomparens and Monahan continued adding to their research through this semester and hope to submit and publish shortly. Klomparens used his work on this research to propel himself into his capstone project, where he looked at the underlying physics of the Ising model — the one he and Monahan used for their research — to study the one-dimensional model and compare the outright analytical solution to the computational solutions to demonstrate their agreeability. While Klomparens hasn’t finalized his post-graduation plans, he hopes to attend a graduate program in a related field. “I would love to continue my career in research, and that is all thanks to the opportunity of this last summer with Dr. Monahan,” he says. /newsevents/newsroom/_images/Alex-Roster-Photo.jpg /newsevents/newsroom/2026/computer-science-class-projects-computer-generated-art-on-campus-exterior.html /newsevents/newsroom/2026/computer-science-class-projects-computer-generated-art-on-campus-exterior.html Mon, 23 Mar 2026 09:31:00 MDT Students in Generative Art spent the past month developing computer-generated art pieces before getting to project their creations onto campus exteriors. Throughout the creative process, Assistant Professor of Mathematics and Computer Science Cory Braker Scott ’13 encouraged students to think of themselves both as computer scientists and creatives. During the fourth week of Block 6, students projected their creations onto the outside walls of Palmer Hall and Tutt Library, giving them the opportunity to exhibit their art in a way that would draw in people from across campus and force them to perfect both the aesthetic parts of their work as well as the computational and technical sides. Several students created interactive pieces, and others created projects that were site-specific by using different light installations specific to the building onto which they were projecting their art. Students used commodity projectors checked out from Audio Visual to display their projects. Additionally, the students were able to use the carbon credits to offset the AI use due to financial support of the Crown Center for Teaching. After being inspired by the demoscene videos they watched in class, Ja'Toria Johnson ’27 worked with three of her classmates to create one for their project. They decided to project their piece onto the western-facing interior wall by the entrance of Tutt Library, where the grey panels lay between the windows. “Our initial idea was to implement the geometric shapes and colors of the walls of Tutt to create our own fractals,” Johnson explains. “From there, our ideas progressed to make cool graphic scenes with animations, fractals, and music.” The four students wanted to create fun visuals that people watching would continue to view, even on repeat. “We also wanted to imitate the environment of Tutt, especially its architecture and design,” Johnson says. “We all worked hard to make sure the graphics and animations we used captured that and were easy to follow and enjoyable to watch over time.” While the generative art project was a significant part of the class, Scott also spent time teaching about the history of computational art and led class discussions about the ethics of it. Scott says when most people think of computer-generated art, their minds immediately jump to AI. “I wanted to teach a course that discussed the long history and rich mathematical background of making computational art,” says Scott, who graduated from �ڰ������� with a double major in Mathematics and Computer Science. Scott showed students different examples of computational art, some of which predate digital computers by centuries. Scott says the current debate about AI art ("is it actually art?") is the same argument that artists have been having about procedural art for decades. “We've talked about what is lost when we cede control of our artistic process to an LLM, for better or worse,” Scott says. “Along the way we've been able to have excellent conversations about labor rights, climate change, model racism and bias, what constitutes ‘real’ art, and what makes art creation feel fulfilling.” The class spent five days on the �ڰ������� Baca Campus during the third week, working with robots by painting with light and long-exposure photography. The students also conducted a trial run of displaying their pieces with digital projectors. Scott was inspired to design this class, and to include the Baca trip specifically, from his own experience at �ڰ�������, when he took Robotics with Professor Emeritus of Mathematics and Computer Science Steven Janke and Machine Learning with former Associate Professor of Mathematics and Computer Science Matthew Whitehead. “The biggest take away from this class for me is how computer science and art don’t have to be seen as two separate subjects, never to interact with each other,” Johnson says. “I’ve learned how the two can go hand in hand. As a double Computer Science and Art Studio major, this class opened a whole new world for me regarding how I see the two subjects. Mathematical functions and geometry are very much related to a lot of graphics and digital content we see today.” Video by Julia Fuller / �ڰ�������. /newsevents/newsroom/_images/031026_COMPSCIENCEART_LR_JCOTTEN_0012_500px.JPG /newsevents/newsroom/2026/cc-faculty-awarded-tenure-and-emeriti-status-at-board-of-trustees-meeting.html /newsevents/newsroom/2026/cc-faculty-awarded-tenure-and-emeriti-status-at-board-of-trustees-meeting.html Mon, 16 Mar 2026 09:33:00 MDT �ڰ������� is excited to congratulate the following five assistant professors for tenure and promotion to the rank of associate professor. Eight faculty members also received emeriti status following the approval of their retirement at the end of the 2025-26 academic year. One additional faculty member was bestowed emeriti status in memoriam following her passing earlier this academic year. The faculty promotions were presented during the �ڰ������� Board of Trustees meeting Feb. 19-21, 2026, and will go into effect on July 1, 2026. The faculty promotions come from four departments: Music, Sociology, Physics, and English. Liliana Carrizo, Associate Professor of Music and the Christine S. Johnson Distinguished Professor of Music  Since joining �ڰ������� in 2020, Carrizo has made major contributions to the Department of Music. The Music Department describes Carrizo as the epitome of a teacher-scholar at �ڰ�������— deeply committed to her students, advancing scholarship that reverberates across her discipline, and leading with generosity, care, and purpose. Carrizo is an ethnomusicologist whose work focuses broadly on music and migration. Her forthcoming monograph, Singing with Ghosts: Musical Hauntings of Iraqi Jewish Biographical Songs, is under contract with the University of Illinois Press. She is an accomplished flautist and pianist and has worked as a professional dance musician and accompanist with several international and university-based companies and programs. Carrizo has introduced several new courses at �ڰ�������, including Puente Del Mundo: The Musical Crossroads of Panamá block in Panamá. She leads courses through a vision of compassionate listening and community building. Chantal Figueroa, Associate Professor of Sociology  Figueroa is a public sociologist whose work has been widely recognized for its community-engaged approach and contributions to global conversations on mental health. Her publications include “Mental Health as an Educational Outcome” (Disability and the Global South) and forthcoming work in the Bulletin of the World Health Organization. In 2019, Figueroa worked with the Ministry of Education of Guatemala to train 250 K-12 teachers on gender violence prevention using the violence framework developed by Dr. Cecilia Menjivar. Figueroa has provided expert testimony on over 90 Guatemalan asylum cases and served as a technical advisor to the Guatemalan Congress on mental health policy. Figueroa is known for her work as a faculty advisor for students conducting research and has presented with students at several different forums on mental and public health issues. One of her former advisees says Figueroa changed her life for the better and is one of her most influential mentors. Figueroa’s students describe her as an incredible and inspiring mentor who teaches students to be brave, bold, and truthful. Her classes at �ڰ������� include Gender Inequality, Global Health, and Global Mental Health Policy. Cayce Hughes, Associate Professor of Sociology  Hughes entered �ڰ������� in 2020 and is committed to understanding the causes and consequences of social inequality and how people make sense of and respond to structural disadvantages. His scholarship examines forms of formal and informal surveillance and explores how low-income Black women navigated and responded to scrutiny and disinvestment during COVID-19 pandemic emergency food support programs. During his research, Hughes spoke to the people directly impacted by food insecurity and poverty. Hughes won the Mellon Foundation “Humanities for Our Times: From Epistemologies and Methodologies to Liberatory Creative Practices and Social Justice” Curriculum Development Grant in 2022 to support professional development for humanities faculty working with �ڰ�������’s curriculum and ongoing work towards becoming an antiracist institution. Hughes was also awarded the 2025 Social Science Executive Committee Research Grant and the 2023 Dean's Special Opportunities Research Grant. Hughes is a gifted interviewer and an engaging, student-centered teacher. His students love getting to hear about and see his research in classes with him. His courses at �ڰ������� include Urban Sociology, Deviance and Social Control, and Emancipatory Sociology. Adam Light, Associate Professor of Physics  Light is a passionate teacher who continuously mentors and advises students conducting research. Since arriving on campus in 2019, Light has advised 29 research students. Light takes several students for paid research during the summer and offers a block of research during the academic year. Light researches atmospheric pressure plasma physics and its applications, including studying the breakdown of polyfluoroalkyl substances (PFAS) and the modification of surface chemistry using plasma jets. His current research projects include diagnostic development for atmospheric pressure plasmas, detection of solvated electrons at the plasma and liquid interface, and particle confinement in force-free magnetic fields. In 2022, Light was awarded a grant from the National Science Foundation in its Launching Early-Career Academic Pathways — Mathematical and Physical Sciences program, which supported his study of the production of solvated electrons by atmospheric pressure plasma as a possible solution to the contamination of groundwater by PFAS. The award also supported �ڰ������� students in summer research and helped to fund the purchase of new scientific equipment. The Department of Physics describes Light as a fantastic colleague and an incredible research mentor. Brandon Shimoda, Associate Professor of English  Shimoda is a Yonsei poet and writer known for his ability to teach writing to students of all ages. His students describe him as a creative, engaging, and compassionate teacher. He is an award-winning author and poet, and one of his recent books, The Afterlife Is Letting Go, winner of the Colorado Book Award for Creative Nonfiction, is on the memory of Japanese American incarceration and includes testimonies of over 200 survivors and descendants of the World War II prisons and camps. Shimoda’s writing has been published in Harper's, The Nation, Paris Review, Poetry, BOMB Magazine, and more. Shimoda is the author of The Grave on the Wall, which won the PEN Open Book Award, and Evening Oracle, which earned the William Carlos Williams Award from the Poetry Society of America. His courses at �ڰ������� include Literature of Japanese American Incarceration, Put Your Hand on the Grave: The Art of Creative Research, and Asian American Creative Nonfiction/Experimental Writing. �ڰ������� also congratulates the following faculty members who were approved for retirement and given emeriti status following the conclusion of the 2025-26 academic year. Rick Furtak (2003), Associate Professor Emeritus of Philosophy  Claire Oberon Garcia (1991), Dean Emerita and Professor Emerita of English  Eve Grace (1993), Associate Professor Emerita of Political Science  Hong Jiang (1999), Professor Emerita of Chinese  Jonathan Scott Lee (1993), Professor Emeritus of Philosophy  Dwanna McKay (2016), Associate Professor Emerita of Race, Ethnicity, and Migration Studies, In Memoriam  Carol L. Neel (1981), Professor Emerita of History  Patricia L. Waters (2001), Professor Emerita of Psychology  Shawn Womack (2011), Professor Emerita of Theatre and Dance  /newsevents/newsroom/_images/Palmer-Hall_1000x1000.jpg /newsevents/newsroom/2026/colorado-college-locks-up-coach-kris-mayotte-with-5-year-extension.html https://cctigers.com/news/2026/3/10/mens-ice-hockey-colorado-college-locks-up-coach-kris-mayotte-with-5-year-extension.aspx Tue, 10 Mar 2026 16:08:00 MDT https://cctigers.com/news/2026/3/10/mens-ice-hockey-colorado-college-locks-up-coach-kris-mayotte-with-5-year-extension.aspx /newsevents/newsroom/_images/Mayotte-Action-Square.jpg.jpeg /newsevents/newsroom/2026/chris-gruschow-26-wins-award-for-health-anxiety-research-abroad.html /newsevents/newsroom/2026/chris-gruschow-26-wins-award-for-health-anxiety-research-abroad.html Mon, 09 Mar 2026 10:23:00 MDT After spending a semester in Copenhagen conducting research on health anxiety, �ڰ������� senior Chris Gruschow ’26 earned the Award for Academic Achievement Abroad from the nonprofit  Forum on Education Abroad.   “Receiving the Award for Academic Achievement Abroad for my project on health anxiety means a great deal to me,” says Gruschow, a Neuroscience major. “It serves both as recognition of the hard work my coauthors and I put into this study, and as an acknowledgement of how transformative studying abroad was for me as well as how impactful it can be for many others.” Gruschow conducted this research through Danish Institute for Study Abroad Copenhagen. He was in Copenhagen from September through December of 2024 working on his project entitled, “Structural Brain Abnormalities in Patients with Severe Health Anxiety: A Cross-Sectional MRI Study.” This project focused on whether key structures of the fear processing network affected in anxiety disorder, such as the amygdala, thalamus, and prefrontal cortex, are also implicated in health anxiety. While abroad, Gruschow performed manual corrections to MRI data and wrote the draft of his paper. Once he returned to campus, he finished the draft and went through the publishing process. Gruschow worked under the guidance of his research mentor, Dr. Julian Macoveanu, of Psychiatric Centre Copenhagen, and alongside Emory University student Anna Hampton. Gruschow and his colleagues’ research suggests that gray matter alterations in the thalamus and medial orbitofrontal cortex are shared features of health anxiety and anxiety disorders, and that the correlation between symptom severity and a distinct thalamic subregion may individuate features that differentiate health anxiety from other anxiety disorders. Gruschow plans to return to Copenhagen in the fall to study bioinformatics at either the University of Copenhagen or the Danish Technical University. He will carry with him into his future career in biological research the tools he gained while abroad, including improving his scientific writing and research skills. “Living in Copenhagen, I also gained a deeper understanding of the importance of community and shared spaces in creating a balanced, fulfilling life,” Gruschow adds. “I plan to bring this mindset into my future home after graduation.” /newsevents/newsroom/_images/CphPic.jpeg /newsevents/newsroom/2026/accomplished-hollywood-voice-actor-to-speak-at-2026-commencement.html /newsevents/newsroom/2026/accomplished-hollywood-voice-actor-to-speak-at-2026-commencement.html Tue, 03 Mar 2026 08:58:00 MST �ڰ������� is pleased to announce that one of Hollywood’s most celebrated voice actors, Dee Bradley Baker ’86, has been selected to give the Commencement Ceremony address to the Class of 2026 on Sunday, May 17, from 8:30-11 a.m., inside Ed Robson Arena.  Baker earned his BA in Philosophy at �ڰ������� in 1986 with extensive study in German, plus a wide-ranging mix of biology and art courses. He lists some of his favorite classes as invertebrate zoology, painting, and Buddhism. He also spent much of his time at �ڰ������� in choir and on stage, an early foundation for his performance career. “I am flattered and honored to be asked to speak at this year’s Commencement—40 years after I graduated, no less!” Baker said. “An actor always loves a captive audience!” Baker’s voice acting career spans over 30 years in film, television, video games, and live-action productions. He is known for voicing Captain Rex and the clone troopers in Star Wars: The Clone Wars, all five squad members of Star Wars: The Bad Batch, Perry the Platypus in Phineas and Ferb, Klaus in American Dad! —part of his recognition as a twice Emmy-nominated performer—and Squilliam Fancyson in SpongeBob SquarePants. He is renowned for creature and animal vocal performance, including Appa and Momo in Avatar: The Last Airbender. His game credits include Gravemind (Halo), Variks (Destiny), and Hammond/Wrecking Ball (Overwatch). “Voice acting was never something that I targeted,” Baker says. “Though I performed a lot, I didn’t really think I was acting material and I certainly didn’t think I had it in me to earn a living as an actor of any stripe.” “Voice acting found me as much as I found voice acting. After graduating, I just kept doing all kinds of performing that I liked to do—plays, stand-up, musicals, improv, and children’s theater,” he continues. “I learned from it all but slowly pared it down to the most amount of fun that fit me and my talents. My ascending pathway was about the fun of trial and error, not training. As one of my characters said, ‘Experience outranks everything.’”  Baker is a passionate advocate for the practical power of a liberal arts education in a changing world, saying, “the readiness of a curious mind is a kind of inoculation against anxiety in the face of accelerating change.” He says his speech will focus on how he sees a liberal arts education as an advantage—both professionally and in life. “I have a lot of advice, much of which I put on my website, a free learning resource about becoming a creative person as well as a professional voice actor,” Baker says. “Generally, I would advise students to not rush towards money, and to actively explore what calls to you—now is the window of time for that. Don’t follow your dreams—have your dreams follow you.  Train your life’s crosshairs on the intersection of what you love and what you’re good at through intentional experimentation. Follow the fun and surround yourself with people who ask more of you than you do of yourself.”  “We are proud to welcome Dee Bradley Baker back to �ڰ������� as our Commencement speaker,” says �ڰ������� President Manya Whitaker. “Dee’s extraordinary career, giving voice to some of the most recognizable characters in film, television, and animation, reflects the creativity, curiosity, and adaptability that define a �ڰ������� education. His journey from �ڰ������� graduate to one of Hollywood’s most versatile voice actors will inspire our graduates to embrace imagination, pursue meaningful work, and recognize the many ways their voices can shape the world.” If you’re looking to be entertained during Baker’s speech, you may be in for a surprise. “I may let slip out some of the characters that I have performed,” adds Baker. “Many of them aren’t human—so watch out!” /newsevents/newsroom/_images/Dee_Baker_DEEBB8063.jpeg /newsevents/newsroom/2026/students-simulate-ancient-greek-and-roman-empire-battle-strategy.html /newsevents/newsroom/2026/students-simulate-ancient-greek-and-roman-empire-battle-strategy.html Mon, 02 Mar 2026 13:41:00 MST Students employed different military strategies from the Roman Empire and experienced what wielding ancient Greek and Roman armor was like through hands-on simulations in their Warfare in Greece and Rome class. Associate Professor and Chair of Classics Richard Fernando Buxton taught students in Block 5 about how warfare was conducted in ancient Greece and Rome, the impact war had on society, and the development of military strategy and technology. Students learned why some forms of combat, such as that of the Roman legions, proved to be so effective. After discussions, readings, and lectures, students got to put their knowledge to the test through hands-on simulations, including a video game session in the Esports Lab. While Buxton is not a gamer, students have told him that they have gotten interested in ancient Greece and Rome through combat video games, which is what inspired Buxton to bring these games into the classroom. “Although now an old classic, the game I use, Total War: Rome (Remastered), is very thoughtful about its historical accuracy. It can provide a helpful visual and experiential complement to the ancient battles students read about and present on throughout the block,” Buxton says. “Just to give a simple example: it is one thing to understand in the abstract how cavalry forces aim to get around the enemy infantry's flank and quite another in gameplay to see just how much faster the horsemen start moving around your foot soldiers as you desperately try to turn these to meet their onslaught.” Students are first given about 30 minutes to experiment with different armies and formations against an AI opponent. “This was a great opportunity to reflect on past course content and think about which military strategies seemed to be most effective,” says Ethan Lapin ’27, a Mathematical Economics major. “I chose to style my army after Caesar, favoring troop quality over quantity, and making use of siege weaponry and the relative flexibility of the Roman military.” Despite having grown up playing video games, Lapin says he was handily defeated by the computer. “I realized the massive difficulty of moving troops to counter the opponent that the generals of antiquity seem to have done with such ease,” he says. “After that initial failure, I had to think about which army would be more fitting for my play style [or lack of ability].” Students then played against each other, which really upped the stakes. “It was fascinating to see how the knowledge I had built in class could translate to tactical prowess against a peer,” Lapin says. “I was able to successfully apply everything I knew about battlefields, cavalry, infantry, and even war elephants to dispatch the army of my classmate. Being able to direct my own pitched battle really helped me understand the [simulated] dynamics of these armies that is difficult to replicate on a whiteboard.” After participating in the session at the Esports Lab, students worked on a written reflection, where they analyzed what the game got correct about ancient warfare and what it modified for the sake of a better game, as well as how playing the game impacted their thinking about some aspect of combat in Greece or Rome. While the video game session was a major highlight for students, Buxton also used other creative ways to teach his material, including bringing students to the Fitness Center to use equipment to simulate what it was like to wield ancient Roman and Greek armor, which would often weigh over 60 pounds. “If the Esports Lab session is about immersing students into the role of Roman generals, the Fitness Center session is about physical immersion into the experience of the common Greek soldier: the hoplite,” Buxton says. Buxton had students wear one backpack in front and one in back, as well as a helmet. He then supplied them with cardboard silhouettes of a hoplite’s shield and of his weapons, which were cut PVC pipe segments. Students then filled their backpacks, pockets, and hands with dumb bells that accurately simulate the weight of various pieces of gear, including armor, shield, spear, and sword. “After that, we rehearse various forms of formation fighting, such as the phalanx, where each soldier's huge three-foot diameter, 15-pound round shield covered both his own left half and the right half of the man next to him, meaning one's frontside would only be wholly protected if the line stayed coherent,” Buxton explains. “Or at least that's one theory. Some scholars argue instead that once battle began, hoplites turned sideways, so the shield could then cover their entire front. We try out these various reconstructions to see which ones seem most plausible when you are actually dealing with a seven-foot pike and weighed down by 15 pounds of armor, on top of the shield your left arm is supporting.” Buxton says there is also scholarly controversy over how heavy each piece of armor was, and whether poorer soldiers would use lighter linen or leather armor instead of metal. “Accordingly, we try out different sets of weights to compare reconstructions.” Students engage in armor simulation twice: first wielding the hoplite panoply from ancient Greek armor, and then on a second visit the legionary panoply from ancient Roman armor. “After learning about each method of fighting and what it's speculated that the armies would wear, we went into the gym and simulated not only the fights, but the different methods of fighting that each scholar predicted to see what we believed was the most likely,” says Wren Cohen ’29. “It completely changed my idea of what was more plausible, and it was easy to see the flaws in each style when simulating them yourselves.” Cohen says adding weights to the armor was the most informative part of that simulation. “It's hard to get a good grasp on how heavy the armor really is without feeling the weights yourself, and while difficult to simulate perfectly, it was good enough to get a feel for it.” Students agree these hands-on experiences helped solidify their understanding of the course material. “Between readings, discussions, battle case study presentations, live reenactments in the Fitness Center, this simulation, and both analytical and creative writing assignments, I’ve been pushed to understand and think about the content in numerous ways that then gives me a deeper understanding,” Lapin says. “It is one thing to read about the influence of a cavalry charge, but it is another thing to be directing that charge yourself.” /newsevents/newsroom/_images/Warfare-in-Greece-Image-Two.jpeg