Summer School – Day 3 – Energy for Life

Today: Energy for Life (aka Photosynthesis and Cellular Respiration).

Overall, my Summer school strategy is to break up the days as much as possible, alternating lectures with hands-on activities. The schedule is a bit brutal – 9 a.m. to 4 p.m., Monday through Thursday, with an hour break for lunch. I try to never lecture for more than an hour and 15 minutes at a time, and usually a bit less. (Not that my lectures aren’t RIVETING hahahaha, but still . . . ). 😉 It helps keep everyone awake and engaged if I can mix things up a bit.

In between lectures, we did three activities today. The first: a virtual experiment where we investigated which colors of the light spectrum are most important for plant growth. In other words, how do plants respond to different colors of light? We used an online lab that can be found here, and it went really well. They “grew” plants under several different colors of light, and analyzed the results. I had them enter data into an Excel spreadsheet (the online version made all calculations automatically, but some of them opted to write their data on paper, as shown below). Then, they used the graphing feature in the online lab to visualize the data. As expected, green light was the least efficient (since the two main photosynthetic pigments reflect back green light, we wouldn’t expect it to be important for growth), but I think most of them were surprised that plants grew as well as they did under the blue light.

We also did two activities related to cellular respiration. The first was a case study prepared by the National Center for Case Study Teaching in Science: “The Mystery of the Seven Deaths: A Case Study in Cellular Respiration.” It’s an “interrupted” case study, meaning that the pieces of the puzzle are given to the students incrementally, so they have time to investigate each piece before the next is added. This particular mystery describes the 1982 Tylenol Murders in Chicago, and in order to fully solve how the victims were killed, students need to be able to follow along with the steps of the electron transport chain, during cellular respiration. This went over REALLY well. I split the class into two groups, and both groups had a good discussion where they brainstormed some ideas. I also showed a short video about cellular respiration, to help them figure out exactly where the cyanide disrupted respiration.

The final activity for the day was probably the most fun . . . I had them perform the Bromothymol blue experiment. Bromothymol blue is a pH indicator that will change color depending on the acidity of the solution. When dissolved in water, carbon dioxide will lower the pH, creating carbonic acid. (This is the same compound that inhibits shell growth of marine creatures, and is bleaching coral reefs, due to increased CO2 in the atmosphere). Putting Bromothymol blue and carbon dioxide together? Fun experiment!

During the course of the experiment, first, they sit calmly for a few minutes, then blow into a test tube with Bromothymol blue and water, and see how long it takes to change color (due to increased acidity) from blue/green to yellow. The next step is to work out vigorously for two minutes, and then blow into a new test tube.

 

 

 

 

 

In theory, the color will change more quickly after exercise, since more carbon dioxide is being exhaled (due to increased action of mitochondria in response to the heavier demand of activity, which in turn produces more CO2). And, this is exactly what they discovered! Plus, it’s awesome to watch them do ridiculous things to raise their heart rates for two minutes hahahahahaha.

 

Selected Lab Materials

Plant growth simulation:
110 Plant Growth and Colors of the Visible Light Spectrum Virtual Lab worksheet
110 Plant Growth and Color lab

Bromothymol blue experiment:

 

Summer School – Day 2 – Chemistry

The theme for today? CHEMISTRY! The morning’s lecture covered the chemistry of water, as well as organic molecules, followed by the WEIRD WATER lab, which was super duper fun! In the afternoon, we had a detergent boat regatta, and then went on a whirlwind “Tour of the Cell,” before which I activate a shrink ray in the classroom. (I have to shrink the entire class at the start of the tour, so we’re small enough to take a submarine ride through a plant cell).

I couldn’t remember quite what we did during last year’s Weird Water lab (Derek and I co-taught the course last summer, and he came up with that activity), so I put together a bunch of new stuff. It was a rotation lab with six stations:

  1. The Structure of Water, where they built water molecules out of gum drops and toothpicks. I especially loved listening to them work out how the molecules should fit together. I had each group make two or three water molecules, and then link them up with those made by the previous groups.

2. Solutions and Suspensions, where they mixed different substances with water to see what would happen. I had a selection of common food items: salt, sugar, oil, bouillon, flour, and cinnamon. (I know some of the containers say “sauerkraut,” but I had just used the empty containers). Some of these will dissolve, and go into solution; others remained suspended. The one that surprised me was the bouillon – I thought it would dissolve, but it didn’t – I think if we’d added some heat, though, it would have.

3. Adhesion and Cohesion, where they counted drops of oil, detergent, and alcohol that would fit on the surface of a penny. I think the penny was able to hold the tallest bit “drop,” but the penny held the highest number of individual drops of alcohol.

 

4. Capillary Action, where they timed how fast liquid would travel up a piece of paper (this one was kind of a dud, and didn’t work out very well; I’ll change it up next time).

5. Fun with Ice, with two activities: First they explored how ice floats in freshwater vs saltwater (I forgot to take pictures, but I’d filled water balloons with water the night before, so they could float them in buckets of water). Then they explored how dye behaves when dropped onto freshwater vs saltwater ice. We’d started this experiment at the end of class the previous day . . . each group filled one dixie cup with freshwater, and one with saltwater, and we left them in the freezer overnight. This part of the experiment was SO COOL – you can really see how the dye behaved differently. It slid right off the top of the solid block of freshwater ice, but little pockets of brine in the salt water ice allowed the dye to seep in:

 

6. Surface Tension, where they made boats that were powered by detergent. (More on this in a bit)

Overall, the lab was fantastic! It took about 2 hours, 15 minutes for them to get through all the stations, and they didn’t seem to run out of steam before the end. It also really reinforced for me the importance of having these hands-on experiences. As I wandered around the room, listening in on their conversations, it was cool to listen to them talking/working through concepts in a way they never have to do with a lecture-only class. I love teaching the lecture-only class, because I do think it’s a great way to reach a lot of students in a relatively short period of time, and I do my best to give them some cool experiences outside of class, but WOW – the students do get a lot from doing labs like this.

After lunch, we had the most fun of all: the Detergent Regatta! I challenged everyone to come up with the absolute best design for a detergent racing boat. At stake was a top-notch prize: their choice of rubber duck from my amazing array of colorful little rubber ducks.

Here are the boats:

Get ready, get set, RACE . . .

After several races, the overall winner (Ryan M) chose this adorable ducky:

We ended the day by taking a submarine tour through the cell (which I then reinforced with a lecture on the most important points). Here’s the video I use (although in class I show a version that I edited to take out some of the cell function stuff that we haven’t covered yet).

Before showing the video, like I said up above, I put the entire class through a shrink ray (which consists of me flashing the classroom lights on and off real fast by making a shrink ray noise – think a sort of electrical humming). I always tell them to REMIND me to unshrink them at the end of the lecture – it could be tragic if any of them ventured out of the classroom before being returned to their normal size ahhhhhhahahahahahaha. 😀

Summer School – Day 1 – The Process of Science

The first day of a new semester can be a bit nerve-wracking . . . wondering what the students will be like, how the group dynamic will develop. Wondering if they’ll laugh at my stupid jokes. After my introductory lecture, though, I had a really good feeling about this group. Just ten students, and all of them jumped in right from the start.

I started out the same way I always start out my introductory bio classes – a lecture on “What is Life?,” and then we walk through the process of science, using calico cats as the context for exploring the scientific method: “Why haven’t I ever seen a male calico cat? I hypothesize that there aren’t any.” (SPOILER: there are male calicos; just not very many of them. We’ll answer that mystery when we get to inheritance). We also do a root word exercise where students use a glossary of root words, prefixes, and suffixes to decipher biology words, and the scientific names of a couple of animals: Haliaeetus leucocephalus, and Phascolarctos cinereus .Can you figure out who they are? (The root word glossary I hand out to my students can be found here).This reinforces the importance and usefulness of learning root words, particularly when dealing with big “scary” science words. Plus, it’s fun.

That took us through until lunch, after which I gave my Good Science/Bad Science lecture, which focuses on recognizing the characteristics of legitimate scientific studies, and the red flags that suggest that a “scientific” claim might not be based in actual scientific evidence. The lecture was followed up by a trip to the library, where they did a quick research project investigation some advertising claim they’ve seen that struck them as being dodgy. (Almost always, they’re able to discover for themselves that there’s not any science backing up most of the crap we see advertised on TV).

This year, I decided that I wanted to include more naturalist skills in the curriculum, so to round up our day, I took them on a naturalist walk. I didn’t give them a lot of guidance this time around . . . I just took them walking through campus, with the instruction to make a list of any living organisms that they recognized, and could put a name to (we’ll revisit this on the last day of class). Then, over near the campus lakes, I asked them to sit quietly for 5 minutes, and just look and listen, and write down their observations. Usually, when I’ve asked an entire class of students to do something like this, at least a few of them blow it off, obviously not interested. But this time around, every single one of my students took it seriously. They also seemed to really enjoy it, and were interested about learning more.

It didn’t hurt that we saw some really cool things. Probably the most spectacular was this fungus that we saw in several places on campus – I’d never noticed it before, and it’s CRAZY WEIRD and cool! (I think it’s the latticed stinkhorn, Clathrus ruber).

 

Their lists were mostly what I expected – they know things like flowers and trees and grass, but not a lot of specifics. (I’ve included some of them below).

My mission for the next four weeks: to help them understand a lot more about the natural world around them than they know right now. I think we’re off to a really good start!

Selected Materials

List of Root Words
Rough Guide to Spotting Bad Science
Good Science/Bad Science Worksheet

“Live Blogging” Summer School

I’ve just finished teaching a Summer session of Biological Inquiry – the general education biology course with a lab. I had a small class – just 10 students – and we met on 15 days over the course of 4 weeks. It’s a pretty intense schedule, but I had SO much fun! This was possibly the single best group of students I’ve ever had, in terms of their enthusiasm and engagement with the material.

I wanted to blog about our adventures together, but during the actual Summer term, I just don’t have time – the pace goes too fast during class, and I spend all my evenings preparing course activities. But now that it’s done, I have some free time, and can blog to my heart’s content. What I’m going to do is blog it as if it’s happening now – I’m going to make a blog post for each day of the term, on the same day of the week as it happened originally, with a play-by-play of our daily activities. So, it’ll be like live-blogging (well, sort of), only on a 4-week delay.

Look for the first post in a few minutes. I’ll also be going back to blog some activities from the Spring semester that never managed to get published.

Summer Vacation . . . Here I Come! (Sort of, haha)

I know it’s been slow on my blog for the past several weeks, mostly because of the typical end-of-semester madness that descends. Today, however, I can happily report that the Spring, 2017 semester has been put to bed. Papers and exams graded, final grades assigned and entered into the official system. It’s nice to be able to sit down and take a breath after one of the busiest semesters I’ve had yet. (I’ll be teaching a summer session starting next week, so I’m not really on vacation yet, but I’m enjoying the week of downtime I have between the two “semesters”).

Why was I so busy? On the one hand, it’s not too surprising, as I was involved with five courses (teaching three of them solo; the other two were team-taught), and I did a lot of extra curricular work with the Copeland Creek restoration on campus, but I didn’t have a new course prep, as I’ve had every other semester I’ve taught. For that reason alone, I thought this was going to be a pretty relaxed semester. Looking back, however, when I think about at the rosters for my courses, I realize that I had more than 350 students this semester, altogether. That’s a lot of students, and I spent one-on-one time with a fair number of them – for a good part of the semester, my office hours (three hours a week at the start, and four to five hours total per week throughout the last half of the semester) were like a subway station at rush hour some days. (I’ll describe how I dealt with that in a separate post).

So yes, it’s nice to have a bit of breathing room, but at the same time, I loved having the chance to work with such a diverse array of students – from brand new freshmen to graduating seniors, across a wide spectrum of majors. Some of my favorite moments:

  • The spectacular success of the Entomology service learning activity I facilitated, for the seven students who participated
Come at me bro
Come at me bro
  • A hilarious Yellowstone ecosystem food web created by one of my Global Environmental Issues students that used internet memes to represent the organisms (primarily wolves, deer, and plants)
  • Drawings on the final exam of the bones in a human hand compared to the bones in a fin of a whale, to demonstrate one of the student’s favorite concepts during the semester
  • Having students come to office hours just to have a place to hang out between classes
  • Seeing my students’ final posters at the Science Symposium (and seeing them all dressed up in their fancy clothes for the event)
  • Receiving an adorable fairy terrarium from one of my Intro Bio students
  • One of my intro biology students coming to a creek workday, and being SUPER excited to discover that I knew her by name (she literally jumped up and down)
  • A student asking to take a selfie with me after finishing her final exam
  • Seeing the amazing transformation along Copeland Creek, as a result of all the work we’ve done throughout the semester
  • Receiving emails with links to interesting science stories that my students thought would be of interest to me (mostly I love this because it means they’re on the internet reading about science)!

And possibly my favorite:

  • Hearing back from a grad student whose CV and cover letter I helped edit, to let me know that she’d been offered the job!!

This is a very abbreviated list of favorite moments, and I have loads more things to post from this past month or so – stories to tell that have been neglected due to the flurry of activity associated with the end of the semester. But now I have time to sit down and tell them, so expect to see some new posts in the very near future.

Art Gallery Visit

Yesterday morning, we took the Science 120 students to this year’s BFA Exhibition in the university art gallery – a collection of works by students getting ready to graduate from the Bachelor of Fine Arts program. The motivation for this visit was to allow our students – who have spent the past semester designing, performing, and presenting scientific experiments – to get a feeling for the ways in which carrying out an art project may be different, or similar, to the process of science.

Our visit was graciously hosted by Art Department Chair Greg Roberts, along with three of the artists featured in the exhibition: Carley Herrera, Shannon Edwards, and Mindy Kral. The artists had agreed to speak with our students, to give them an overview of the creative process, from each of their individual perspectives.

When we arrived, we all wandered around the gallery for a few minutes. I’d never actually been inside the gallery before, and it’s a lovely space. Some of the pieces that stood out for me were a toothed ceramic jar (pictured below), handmade books that featured stunning images of a Mexican-American family and some of their family mementos, and a cascade of porcelain artifacts called “The Unrecognized Economy” (more on this piece a bit later).

After we’d wandered for a few minutes, Greg welcomed us to the gallery, and asked us to break up into three groups, so we could hear from the three artists who had agreed to speak with us.

Greg Roberts
Greg Roberts

I was part of the group that went with Carley Herrera, who told us about the inspiration for her installation, which focused on the memories that had taken place in her grandparents’ house. Along with blueprints of the actual house, and wallpaper which Carley had “stolen” from her grandparents’ garage, an array of white porcelain pots were hung, of different sizes, in a shape meant to represent a welcoming arch. In some of the pots, actual family memories were written on slips of paper.

Carley Herrera
Carley Herrera

I felt a connection to the story Carley shared about how important these memories are to her. The house my own grandparents lived in up until their deaths is so strongly tied with own childhood memories, and even now – 20 years after the last time I set foot in the house – I still dream about it frequently (actual nighttime dreams), even more so than the house in which I actually lived. I loved reading the memories that Carley had shared.

After the presentation, we had some time to browse the gallery again, and I returned to the piece that had caught my eye earlier: “The Unrecognized Economy.” I had been drawn to it earlier, as I found it aesthetically pleasing in many ways . . . the composition, the play of light and shadow, the delicate “blossoms” hung on thin wires. This time, I had the opportunity to speak with the artist, Shannon Edwards, and that’s when I really fell in love with this piece.

Unrecognized Economy
Unrecognized Economy

Originally, I had thought the porcelain pieces were meant to be poppy flowers, but Shannon told me that they’re not meant to represent anything specific – they’re meant to be non-specific artifacts, each of which represents some unpaid work performed by a woman. The piece as a whole highlights how all of these little things we do – unnoticed, underappreciated, and unpaid – add up to a substantial “unrecognized” economy. Red beads beneath each artifact represent the way our menstrual cycles can reflect the passage of time. As much as I loved the piece visually before hearing the story behind it, it means that much more to me, now. I hope very much that it is able to find a permanent home . . . it’s so, so lovely.

Shannon Edwards
Shannon Edwards and “The Unrecognized Economy”

When I asked her what got her interested in ceramics, we had a good conversation about the divide between useful items and “art” and how she wants to bridge that gap – by creating pieces that are functional, but also beautiful and meaningful in ways that our current disposable economy so often ignores. I have personally created a lot of useful items (in fabric or yarn), and putting her work into this context helped something to shift for me, as well. For example, the afghan that’s currently on my bed is something I made myself – I crocheted it out of my favorite colors, in a pattern that I thought was pretty – and now I sleep under it every night. I tend to think of it as nothing more than a blanket most of the time, but after speaking Shannon, I realize there’s absolutely no reason I can’t also view it as a work of art.

In watching the students interact with the artwork, and the artists, it seemed as though many of them really enjoyed this excursion, and learned a great deal from it. The thing I hadn’t expected was just how much I would get out of it, personally. I definitely want to make this a tradition in future years.

The BFA exhibit will be on display in the Art Building gallery through May 21st, 2017.

Field Trip!

Today, I took my Conservation Biology students on a spontaneous field trip, and it was wonderful!

We were talking about invasive species, fish in particular, and when a picture of a carp popped up in my powerpoint, I remembered that a few weeks ago, Director of Landscaping Sam Youney had mentioned to me that there are some huge koi living in the campus lakes. When I told the class that there are huge fish (2 – 3 feet long, at least) in the Art and Commencement Lakes, they were skeptical . . . so I decided that we’d go on an impromptu field trip, to see if we could find them. (We were hitting the point during lecture where I usually stop to give the class a stretch break anyway, so we just took a somewhat extended stretch break). 🙂

We left the ETC and made the short trek to the Art Building, where I sent them to fan out around the Art Pond to see if they could spot the (exotic! invasive!) koi.

In the end, we weren’t able to find any koi, although we did see a turtle (invasive red-eared slider), a turkey vulture (native bird), a lovely black doggie (domesticated, walking with its humans), and hundreds of teeny, tiny fish (center bottom photo). I’m not sure what they are – Gambusia (mosquito fish), maybe? As we walked, we also talked about overgrowth of algae and aquatic plants, invasive terrestrial plant species (of which we saw several), as well as the many native trees that form the canopy along the creek.

I’m still determined that we’ll find those koi, though. I’m offering a bounty (in extra credit points) to any student who brings me a picture of one of the huge fish* before the end of the semester. 😀

 

Loch Ness Monster
Loch Ness Monster

*Also accepting photos from anyone who spots a lake monster – I’m really thinking that SSU needs its own lake monster, wouldn’t you agree?

2017 Science Symposium

Jessi, Caroline, Jana, and Wendy
Science Symposium 2017
Science Symposium 2017

One of my favorite annual events happened today: the annual Science Symposium on campus, part of the campus-wide Symposium of Research and Creativity. I love it for so many reasons, but mostly to see my students – dressed up in their good clothes – standing with their posters and talking about the research they performed during the past year. There’s a great energy and excitement about the event . . . to be honest, I don’t even mind the last minute flurry of crises that inevitably appear as we’re all trying to get our posters ready to be printed in time for the symposium.

I’ve been involved with this event in some way from its very first year, in 2013, when it was created as a way for students in the Science 120 course (a freshman year experience for students interested in STEM fields) to showcase the independent projects they’d completed during the Spring semester. Back then, they all gave oral presentations, and the poster session was relatively small. Since then, however, the event has shifted away from being focused on Science 120, and opened up to the entire campus. Today, one of the ballrooms was opened up as large as possible, and the room was FILLED with student posters. (My Science 120 students no longer do oral presentations at the event . . . they presented posters in the main hall. We’ll be hosting a separate presentation event for them on the last day of the semester).

This year, I had 8 groups of Science 120 students presenting posters (some of whom I worked with very closely), and I helped a student in my former lab (working with western pond turtles) put together a poster comparing some of my previous findings with data she’d collected over the past couple of years. Finally, along with two undergraduate students and one of my colleagues (and dear friend) Caroline Christian, we presented a poster of our own, about the restoration we’ve been doing on Copeland Creek this semester.

First things first: getting our poster set up before the start of the event. Here is “Copeland Creek Restoration: a Model for Creek Restoration on a University Campus.” Considering that the whole thing came together in less than 48 hours (the poster, haha; the restoration has been going on for months), I’m really pleased with the way it turned out:

Once things got underway, I left Jessi and Jana to hold down the fort, and I wandered through the posters. My intention was to stop by each of my students’ posters and get back to the Copeland Creek poster. It didn’t work out quite that way, though . . . I wasn’t able to just walk past all the other posters, as so many of them looked genuinely interesting. I did stop at a few, and had great conversations with presenters. In the end, however, I did get to most of the Science 120 posters. Here’s a round-up of some of their projects (their posters all look fantastic!):

I stopped by to visit with Chelsey, and to see the poster that she and I put together the night before the symposium:

Several other current and former students presented their research, as well (although I didn’t have a direct role in most of these projects):

Dinosaur Stamps for Extra Credit
Dinosaur Stamps for Extra Credit

Another thing that was fun for me today was running into lots of my current GE students. In particular, loads of Introduction to Biology students were on hand. Since I am usually teaching that class during the time of the symposium, instead of just cancelling class, I asked them to come to the symposium, and ask questions of a few of the presenters. They were able to get a few points of extra credit by hunting me down in the crowd, and I gave dinosaur stamps to a whole bunch of students – they mostly seemed to be enjoying themselves a lot, and engaging with the presenters.

 

About half way through, all four of the collaborators on our Copeland Creek project were finally able to get together to pose for a photo:

Jessi, Caroline, Jana, and Wendy
Jessi, Caroline, Jana, and Wendy

So much love for these marvelous ladies!!!!!!! And loads of love to all my students who did such a great job with their projects. I’m so proud of them. Definitely one of the best events of the year.

Investiture of Dr. Judy Sakaki, Part 2

So many things have happened this week, and I have several blog posts to write (mostly about Earth Week events). I thought I’d post this one first, since I already posted Part 1, here.

I’d never attended an investiture before, and wasn’t entirely sure what to expect, other than the fact that included a ceremony to confer the “authority and symbols of high office” to the new president, in this case a medallion presented by CSU Chancellor Timothy White. It’s a tradition that’s been carried down from the middle ages, meant to signal the beginning of a new era for the university and campus community. I was certainly happy to see this taking place, as I’m really optimistic and excited about having Dr. Sakaki as our new president, especially after meeting her face-to-face, briefly, last semester. That’s a story that’s probably worth telling, especially today . . .

I was in the Environmental Technology Center, teaching a lab session of Restoration Ecology (along with my co-instructor Caroline Christian). The students were working in small groups on their semester projects, and Caroline and I were each sitting with a different group, giving them some guidance. Two women walked into the classroom (somewhat unusual, although not unheard of – the ETC is a net-zero energy, green building, so people are often interested in touring through it). When I looked up to see who’d come in, I realized that one of the women was Dr. Sakaki, so I went over to greet them, and invite them to come inside. Turns out she had been on a walk-and-talk on campus, and was interested to take a peek inside, and we were happy to oblige. After briefly describing our course and what the students were doing on that day, Caroline and I had a quick opportunity to welcome Dr. Sakaki. I told her, quite sincerely, how glad I was that she was here, and that I was excited about the future. In response, she told us that this was a new day, and that we, as instructors, should feel free to think outside the box and not be afraid to explore in new directions. (Paraphrased, so those weren’t her exact words, but they’re in keeping with the spirit of what she said). After an era where I wasn’t pleased with some of the decisions made by our previous president, this was music to my ears.

Me in regalia
Me in regalia

Anyway, on the day of the investiture, I arrived early-ish, so I could pick up the regalia I’d reserved (I didn’t walk when I graduated with my masters degree, so I didn’t have my own regalia to wear). When it was time for the investiture to begin, one of the first things to happen was the procession of faculty (including myself) into the auditorium, accompanied by Beethoven’s “Pastoral” 6th symphony, played by the university’s symphony orchestra. Turns out that one of the perks of being on the faculty is reserved seating – I ended up in the fourth row, so I had a great view.

The ceremony itself was interesting. It began with a Coast Miwok blessing, offered by an elder from the Federated Indians of Graton Rancheria, followed by a Buddhist offering of gratitude, offered by a CSU emeritus professor. There was taiko drumming, and poetry, and a dance performance. Several people addressed the audience with various welcome messages.

The keynote address by Dr. Michael Drake of Ohio State University focused on “The Power and Promise of Higher Education,” after which Dr. Sakaki was presented with the presidential medallion by Chancellor White. My photos aren’t great (much better ones are available from news sources online), but I thought I’d snap a few as mementos.

Dr. Sakaki’s presidential address was titled, “Dance With Change.” During her talk, she talked about the various people in her life who had helped to shape her life, including her parents, children, colleagues and community members. As she shared these stories, she ended each segment with “I am because . . .” It was a powerful, inspiring message of inclusivity and acceptance, and once again I was struck by the potential I see here for her to do some wonderful things on our campus, and move us in a better direction than our previous president did.

As an aside, “I am because . . .” was also the theme of the biographical exhibit in Schultz Hall on Dr. Sakaki’s life and family. I’d taken a walk through it earlier in the week, and found it profoundly moving. Not only did it chronicle the journey that brought Dr. Sakaki to SSU, but it shared information about her parents and grandparents, who had been sent to interment camps during the Second World War. In talking about her early life, both in the exhibit and in her presidential address, she mentioned going to the Obon Festival in Oakland every summer. This really caught my attention, as I grew up in an area of L.A. with a thriving Japanese-American community, and I attended our local Obon Festival every year, and performed traditional dances along with many of my friends from school. I know that our experiences mean far different things to us, but I like to think of this as some small connection, if that makes any sense.

After her address, the orchestra accompanied the SSU Chamber Singers in a performance of our school’s lovely new alma mater, “Sonoma State Rising”:

Our challenges we have faced and love kept us strong
Sonoma we celebrate how far we all have come
Though we live in different ways, we’re here together on this bright day
We thank you Sonoma State and now a new chapter starts
We’ll hold on to all your lessons like treasure within our heart

On the whole, I enjoyed the ceremony, and felt proud to be a part of this community. There is also a bit of uncertainty for me – as a lecturer with not a lot of job security from semester to semester, it’s a bit scary not knowing how changes might affect me, personally. But I am encouraged by the overall message of inclusivity, and dedication to providing a meaningful higher education for our students. I am certainly committed to that, and I’m choosing to trust that whatever happens in the future, I will be able to continue educating a new generation of young people, so they can live better lives.

Wendy St. John and Judy Sakaki
Wendy St. John and Judy Sakaki

After the ceremony, I returned the borrowed regalia, and went out into the courtyard, thinking I’d grab a quick snack from the reception buffet, and then head over to my office for office hours. In the courtyard, however, I noticed that there was a queue to have a photo taken with Dr. Sakaki, and I couldn’t pass up this opportunity – both to have my photo taken with her (again), and also to give her a quick personal welcome. The queue wasn’t particularly long, and I wished I was still wearing my regalia, but I hopped in line. A few minutes later, it was my turn. After taking the photo, I found myself a bit tongue-tied, but I told Dr. Sakaki how glad I was that she was here, and how excited I was to see the things she would do here in the future.

 

She took me by the hand and said, “The things we’ll do together.

Yes, I’m really happy to have her here as our new president. I think we will all have the opportunity to do great things together.