8

THE PIONEER LOG FEATURES

MARCH 1, 2013

Diversity Dialogues explore role of community space

BY EVA GOELLNER
STAFF WRITER

Alumna Claire Cummings works on revolutionizing the food industry

Tomorrow, March 2, the Ofce of Multicultural Affairs will be hosting the rst of two upcoming events as part of this semesters Diversity Dialogue series. The dialogues are events focused on opening up healthy and important discussions by educating students and community members about the many diverse groups of people that make up the Lewis & Clark campus and surrounding Portland area. Carley Matsumoto (13), the Ofce of Multicultural Affairs intern and coordinator of this event, describes the theme for this years dialogues as exploring the role of community space in the Portland area by holding discussions and visiting different cultural spaces around the area. The event will focus specically on exploring the history of the role of the African-American community in Portland by visiting the Black United Fund in Northeast Portland. Matsumoto chose this particular theme because the theme of the series challenges students to understand how other groups who may live in the same area and share the same physical space as them experience it in a completely different way, said Matsumoto. It is a means to gain insight and engage in honest conversation around topics that you do not often nd in classrooms, and having an outlet that explores issues of social justice and diversity is something I think is crucial to creating an inclusive and socially aware LC community. Earlier in the year, this series covered and discussed the role of Portlands Japanese American community while visiting the Nikkei Legacy Center. Later this April, the subject matter will switch from race to the experiences of disabled students at LC and how they are part of the culture on campus as whole. For those interested in attending tomorrows event, there will be a group gathering at 10 a.m., and the tour will begin at 10:30 a.m. with a lunch following the tour.

Dear Virgins, I like this person in one of my classes. We have not yet talked to one another, but we have made lots of eye contact. Im not sure if its irtatious eye contact or not. Im thinking of asking this person out, but Im not sure how I should do it. I know I should probably talk to them rst, but I get really nervous. Besides, there isnt really time to do that when we are in class. I could pass them a note, but Im worried that might be too juvenile. But maybe it would be cute instead? Help! Sincerely, Hoping for some pillow talk after all this eye-fucking P.S. Are you vestal virgins? Dear Hoping for some pillow talk after all this eye-fucking, I had some pretty intense eye contact with my cat this morning, but the closest my cat has come to expressing that she wants to date me was: once I dreamed that she told me she wanted to bite a hole through my tongue. There are lots of different kinds of eye contact, and if you have a staring contest with your cat, it can only ever mean one thing: your cat is an animal. One type of eye contact I avoid at all costs is eye-fucking.. When I like a person in one of my classes I usually avoid looking at her. So I am proud of you for that. If I were in your shoes I would not talk to this person at all ever; I would not even sit by them. In my opinion, there is nothing more shameful than expressing you are romantically interested in a person and nding out said person is not interested in you. If I were you I would just try to seem really smart and funny in class, participate in the discussion and do all the reading. If this doesnt get your beloveds attention, at least you will get a good grade in class. Also, I was a vestal virgin, but since the fall of Rome I have been trying to get some booty. Sincerely, Gay Lady Virgin

PHOTO COURTESY OF CLAIRE CUMMINGS

Cummings sits and chats with Chet, a farm manager from Sidhu Farm a Bon Apptit provider. BY KATHERINE JERNIGAN
STAFF WRITER

fter graduating with a degree in international affairs and a minor in environmental studies, Claire Cummings (11) has worked professionally on resolving issues in the food system. Cummings spoke with the Pioneer Log via email about what her life at Lewis & Clark was like and how she transitioned into the professional world and came to work as the West Coast Fellow for Bon Apptit Management Company. Q: What were some of your favorite things about being a student at Lewis & Clark, and what kinds of things were you involved with? I was pretty involved on campus: I co-chaired the Environmental Affairs Symposium, I was president of the Student Alumni Association, I was on the Senior Gift Committee, I was a student leader for the Urban Action freshman orientation trip, I was part of a number of student groups, etc. I did a lotprobably more than I should have. I think my favorite experiences were co-chairing the

Environmental Affairs Symposium and studying abroad in Spain. Both greatly inuenced my current path. Q: What was your experience co-chairing the Environmental Affairs Symposium like? Co-chairing the Environmental Affairs Symposium was one of the best experiences of my college career. At the time, I had never done anything like it, and when I was rst selected for the position I was unsure of myself and my ability to plan such a huge event. I was also initially unexcited about the topic we were given to work withFollowing the Food Chain. However, as I began reading and researching more about sustainability in the food system and I began to understand the deep connection between food and the environmental and social problems I was concerned about, my attitude changed. It is funny looking back and realizing that my experiences with the symposium are what inspired me to pursue a career in changing the way food is produced, distributed and consumed in our country! It really was the experience that helped me nd

my calling! In addition, while planning the symposium, I also had the opportunity to make great connections with movers and shakers in the Portland food community (one of which led to an internship with the Portland Bureau of Planning and Sustainability Food Policy and Programs, another of which helped me get my job with the Montgomery County Food Council and another of which led me to the Bon Apptit Fellowship I have now). I gained more professional and resume building experience from the one year I spent planning the event than I ever did during my entire high school and college paid work experiences combined. It really was one of the best experiences of my college career, and it amazes me that I was ever on the fence about doing it. (I think I actually had to have multiple people encourage me to apply because I really didnt think I was cut out for the job!)

VIEW THESE FEATURES IN THEIR ENTIRETY AT HTTP://WWW.PIOLOG.COM.

Applying learning styles across disciplines

BY LINDSEY BOSSE
STAFF WRITER

In general, we spent the rst 13 years of our life in an educational system that pushed verbal and logical teaching and learning styles. Some were able to explore different learning styles, such as kinesthetic, auditory and visual, depending on how adventurous your various teachers were growing up. Two other forms of learning styles that we sometimes forget are actually learning styles are social versus solitary learning (a.k.a. being alone versus being in a group). Now, at our little liberal arts college on a hill, we are able to shape shift between learning styles and disciplines as if education were a food court in a mall instead of a structured cafeteria.

Of course, the sculptor uses his hand to create, thus using a kinesthetic approach, but in making his art did he read about techniques, mathematically plot out models or watch someone else to emulate as he designed? Twenty-two professors answered questions about learning styles in a survey sent out last week, in which I asked them to identify the aforementioned learning styles they nd useful for themselves and their students. In a comment section, one professor wrote, I nd all of these useful. I suspect the importance of learning styles is exaggerated. New studies suggest there isnt much good evidence to support this idea. Given a preconceived notion I had that no person was limited to just one favorite learning

style, professors were given the option to Check all that apply during the survey. They had to choose which learning styles they identied with as learners, as well as which learning styles they felt are most associated with how they conduct their classes. Over 70 percent of professors chose verbal, visual and logical as their favorite learning styles, both for themselves and for their classes. Every professor chose at least two forms of learning style, for both personal and classroom categories, but the majority chose three to four styles. Most professors answered that they were fans of individual and group learning in their classrooms but claimed that they learned better alone. Studies and learning style websites emphasize that there is no single way to learn that works

for everyone. One professor commented, Its my sense that we sell ourselves short when we say, I can only learn in x way, when in fact wed probably benet from trying out new things and challenging ourselves to learn in different ways. Going into this survey, I assumed that certain subjects were more closely identied with certain learning styles. For example, I had expected to see studio art professors choose kinesthetic learning styles more often, and it seemed obvious that English professors would choose verbal learning styles. However, many English professors chose logical learning as an option, while a ceramics professor chose auditory learning as an option. I also asked how professors dealt with students when con-

fronted with misunderstanding or difculty with the material. No professor suggested that learning styles held an explanation for why some students have trouble, regardless of the discipline. In general, patience and communication were the number one factors in helping a student with the material, not changing the learning style. This means that learning can be done in an innumerable variety of ways, no matter what youre studying, who youre learning from or what youve done in the past. Both students and professors can benet from this perspective and use it to shape their approaches to learning. That whole Exploration and Discovery thing might have a greater point than Ive ever given it credit for.