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The Thinker Summer 2019

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THE THINKERUOFL COLLEGE OF ARTS & SCIENCESecause I am a professor at heart, please indulge me in a brief recap of what the liberal arts have meant to humanity, and why the debate about the value of the liberal arts is not new at all. In preparing for this talk, I asked a few friends and young people inside and outside of academe what we mean when we talk about the liberal arts. It was interesting that so many people did not know that the liberal arts have nothing to do with a political persuasion. The liberal arts were the characteristics, the preparation, the foundation that would be required by a liberal or free citizenry. This is the idea that a democracy is only as strong as its people and that an educated citizenry would benefit from learning how to think, critique, collaborate, and commu-nicate. From Dubois to Gandhi to Mandela, one hears the refrain that education is the key to liberation and to the preservation of a free as opposed to an enslaved population. A witty colleague suggested the question would be less controversial if we dubbed our studies Conservative Arts.And today, we find ourselves tasked with defending the liberal arts in the global econ-omy. There is a great deal of angst about a young person going to college to pursue a liberal arts degree. Parents are worried about whether the tremendous investments of time and money will lead to their child graduating with a college degree that goes nowhere in terms of a job. Politicians of every stripe feel compelled based on their preference or pet peeve, to chide colleges for churning out too many anthropolo-gists, or philosophers or graduates of one language or another. Yet, I believe that a strong liberal arts education is the best preparation for addressing the challenges of globalization. Why? Because a liberal arts education teaches what the National Education Association terms the four C’s of education – critical thinking, creativity, collaboration, and communication. BSUMMER 2019Continued on page 4THE LIBERAL ARTS IN A GLOBAL ECONOMYTHE ARTICLE BELOW—“THE LIBERAL ARTS IN A GLOBAL ECONOMY”—IS AN ABRIDGED AND ADAPTED FOR PRINT VERSION OF A TALK UOFL PRESIDENT NEELI BENDAPUDI GAVE ON 3/5/19. The lecture was given as the annual Phi Beta Kappa Lecture presented by the College of Arts & Sciences in partnership with the Phi Beta Kappa Association of Kentuckiana. Over the years, the lecture series has welcomed several speakers of national prominence covering a broad range of topics and intellectual interests, all demonstrating the importance of the arts and sciences to society.

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2 | louisville.edu/artsandsciencesean-Paul and Simone. Anaïs and Henry. Mary and Percy Bysshe. History has given us no shortage of literary power couples, and continuing in this grand tradition are Department of English Professors Ian Stansel and Sarah Strickley, who manage to balance writing, teaching, and raising two young daughters.The two met as graduate students at the Iowa Writers’ Workshop on the large Victorian porch of The Dey House, a framed photo-graph of which now graces a wall in their home. The fact that this meeting sounds straight out of a novel seems perfect for the two “book doctors” – their daughters’ favor-ite way to introduce them to their friends – who now return to Iowa every few years to teach writing workshops. Stansel and Strickley joined the English department in 2015. Though Stansel had never been to Louisville before, Strickley spent her first five years in the city and has “very vivid memories of rooting vigorously for the Cardinals with a tiny pair of red and black pompoms.” The pair were quickly charmed by both the University and the city. “With the colleagues we have in the English department and the larger College of Arts & Sciences,” says Stansel, “it really feels like winning the lottery.”The two have very dierent writing pro-cesses – Strickley has recently adopted “very rigorous storytelling structures” and sticks to scheduled writing time at a desk, while Stansel’s new project is coming together “more fluidly and instinctually” as he works from the dining room table. “I always end up at the table,” he jokes. “Maybe it’s the close proximity to food.” Despite diering creative approaches, they agree that their schedules flow nicely around family life, a process made easier by their colleagues. “One of the great pleasures of working at UofL is that we’ve been welcomed into a community of scholars who are also parents,” says Strickley. Ian Stansel is the author of The Last Cowboys of San Geronimo (2017) and Everybody’s Irish (2013), a PEN/Bingham Finalist for Debut Fiction. He recently completed a new story collection and several screenplays and is currently working on a new novel. Sarah Strickley is the author of Fall Together (2018). Her short story “Dewey Dell: An American Ghost Story” was recently awarded the Copper Nickel Editor’s Prize for Prose. She serves as faculty editor of UofL’s award-winning online literary magazine - the Miracle Monocle - which can be found at uofl.me/miraclemonocle.To support the creative work and teaching of professors like Stansel and Strickley, go to uofl.me/give-English. THE BOOK DOCTORSJn May 21, the Department of Physics & Astronomy inaugu-rated its powerful new computing cluster PACER (Physics & Astronomy Computer for Education and Research), made possible by a generous gift from the family of Nathan Shrewsbury Lord and Rachel Macauley Smith Lord. PACER will allow faculty and students to engage in the frontier computational research areas of astronomy, atmospheric science, condensed-matter physics, and high energy physics. The computing capabilities of PACER will address the needs of researchers working on big-data analysis, artificial intelligence, and development of novel materials. PACER paves the way for future cut-ting-edge research with massive, detailed simulations and will aid the department with existing research on galaxy evolution and searching for exo-planets.Commenting on his family’s gift, Sam Lord states, “In the last few centuries, we humans have made a dire impact upon the Earth. For us to repair our planet to health and live to see it, we need every available tool. We need computers to create new materials, biology, artificial intelligence, and clean energy to sustain this endeavor.”To be a supporter like Sam Lord, go to uofl.me/give-physics. PACER PAVES THE WAYO

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IN THISISSUEThe Liberal Arts in a Global EconomyThe Book Doctors PACER Paves the WayBreaking 100! ACCelerateThe Liberal Arts in a Global EconomyThe Future of PolicingStorm Trackers Student SpotlightDevelopmental AdvisingMeet the Professor Lunch & Lecture12345678THE THINKER | 3leven recent College of Arts & Sciences graduates have earned 2019 Fulbright scholarships, a pres-tigious international award coveted by many high-achieving scholars. That means all but one of the twelve 2019 UofL Fulbrights got their degrees from A&S. Since 2000, A&S has produced an impressive 101 Fulbright scholars!A&S students and recent alumni also earned many other competitive awards this year. There were five Critical Language Scholars, one Goldwater Scholar, and one Rotary International Award winner. Three A&S stu-dents received Boren Award oers, but all three had to decline this scholarship in order to accept other awards or for personal reasons.One such scholar, Ben Anderson of Louisville, may be the most-awarded student in univer-sity history. The Brown Fellow, Ali Scholar and Porter Scholar awardee won, this year, Fulbright, Boren, and Critical Language Scholarships. He had to decline the Boren to accept the Fulbright. (In 2018, he also earned a Critical Language Scholarship (CLS) but declined it to accept a Public Policy and International Aairs Program (PPIA) fel-lowship.) Ben is in China for two months on the CLS and then will go on to Taiwan on the Fulbright.To see a full list of the 2019 awardees, including biographies and photos, go to louisville.edu/scholars.FULBRIGHTS: BREAKING 00!EAdapted from a UofL Oce of Communication & Marketing feature story.ast April, two standout A&S teams traveled to Washington, D.C. for the 2019 ACCelerate: ACC Smithsonian Creativity and Innovation Festival, a gathering highlighting the creative exploration and research hap-pening at ACC universities. First, Prof. Michael Menze and graduate student Jonathan Kopechek from Biology, along with Prof. Brett Janis from the Speed School of Engineering, exhibited “The Sweet Way to Preserve Blood,” showcasing their cutting-edge cross-disciplinary work on red blood cell de- and rehydration. If you ever had sea monkeys as a kid, it’s a similar concept… only this one could save countless lives by stabilizing the clinical blood supply and increasing accessibility to blood transfusions around the world.Second, the Department of Theatre Arts broke new ground at the Smithsonian when it gave the first ever dramatic performance in the National Museum of American History. After a successful Fall ‘18 run at Thrust Theatre on UofL’s Belknap campus, the African American Theatre Program reprised The Mountaintop, a fictional depiction of Martin Luther King, Jr. set entirely in his hotel room on the eve of his assassination. The performance was so well received that Smithsonian ocials expect this will be the first of many live theatre performances. ACCELERATE: CREATIVE EXPLORATION AND RESEARCHLThe 2019 student A&S Fulbright awardees are (top row, left to right): Chelsea Flint (Anthropology; Latin American & Latino Studies), Alexander Kaliannan (Pan-African Studies), Elizabeth Schaaf (English; Spanish), Seth Drake (Political Science; Latin American & Latino Studies), Miranda Hale (Spanish), Noela Botaka (Biology). Second row: Samir Kusmic (Physics), Natasha Mundkur (Political Science), Ben Anderson (Political Science), Ethan Libby Pelletier (Political Science; Asian Studies), Macey Mayes (Political Science)

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1. Critical thinking.Critical thinking allows one to have not just many jobs but many careers and many roles. I think about this as living not just the length of one’s life but the breadth of it. Nearly 200 years ago, The Yale Report of 1828: Liberal Education and Collegiate Life asserted that “The two great points to be gained in intel-lectual culture, are the discipline and the furniture of the mind; expanding its powers, and storing it with knowledge. The former of these is, perhaps, the more important of the two. Those branches of study should be prescribed, and those modes of instruction adopted, which are best calculated to teach the art of fixing the attention, directing the train of thought, analyzing a subject proposed for investigation; following, with accurate discrimination, the course of argument; balancing nicely the evidence presented to the judgment; awakening, elevating, and controlling the imagination; arranging, with skill, the treasures which memory gathers; rousing and guiding the powers of genius.” Why is this ability to think more import-ant than what you store in memory? In a February 9, 2019 article in the Wall Street Journal, our Louisville job market was ranked #8 most vulnerable to automation by the Brookings Institution, with an average of 48% of our jobs at risk. Machines have memory but not minds. That means both critical thinking and creativity will be inte-gral to the jobs of the future.2. Creativity.I have been preaching the creativity gospel at least since 1998. Machines can do pretty much anything we do faster, cheaper, and with less attitude. The human ability to create is our dierentiator. Daniel Pink declares “The future belongs to a very dierent kind of person, with a very dierent kind of mind—creators and empa-thizers, pattern recognizers, and meaning makers. These people will reap society’s richest rewards and share its greatest joys.” He goes on to say, “In a world enriched by abundance but disrupted by the automation and outsourcing of white-collar work, every-one must cultivate an artistic sensibility. We may not all be Dali or Degas. But today we must all be designers.” (A Whole New Mind: Why Right Brainers will Rule the Future, 2016).3. Collaboration.Often today, teams will be working with mem-bers from across the globe. There are few lone rangers anymore. We must come together quickly, bond as a team, deliver results, and then be prepared to move on. Most of the time, when people are let go, it is because they cannot work well with others. We hire for hard skills and we fire for soft skills. Additionally, collaboration is helped when we have shared metaphors and when we have empathy for one another. That’s where storytelling comes in. The activity of telling or writing stories, can accelerate collabo-ration while honoring diverse perspectives. The social sciences and humanities teach us not only how to tell a story but also how to listen for one and interpret when necessary.4. Communication.In Mortimer Adler’s book How to Speak; How to Listen, to communicate is to establish something in common. To communicate, one must understand the other person, be able to see the world from their perspective. Oral and written skills are among the top most desired in college students and yet they are areas that are always listed as weaknesses among graduates. Many years ago at Ohio State University at a student show, I heard an audience member yell to a performer, “I see you.” I had not heard that before and then I noticed other people yelling it as well. As I looked into it more, I learned that it was traceable back to an African tradition of greeting a person by saying, “I see you.” It wasn’t just saying “I see you – your physical presence,” but rather that “I acknowledge you – the story you bring, the ancestors that brought you here. I rec-ognize your presence in this world.” How very powerful. The traditional response to “I see you” is “I am here.” Why is that so important to com-munication? To be fully present to another and to their reality, to simply sit with them as they process a moment in time, is the greatest gift one can give. That is what we see in the plaintive and poignant Hebrew declaration, “Hineni.” Translation: Here I am. Linguistic competence, cross-cultural com-munication, empathy—these skills are more likely to be elicited by a broad-based liberal arts education.5. (Connection.)In closing, I would like to venture a fifth C— Connection or Connectedness. I firmly believe that we want to belong to something larger than ourselves, that we long to see connection and feel connected. The social sciences and humanities teach us not only how to tell a story but also how to listen for one and interpret it when necessary. So, in the spirit of transcendentalist Ralph Waldo Emerson’s The American Scholar, I would like to end with this 500 BCE non-denomi-national Sanskrit prayer meant to be recited together by teacher and student. Om, may we be protected together May we be nourished together May we work together with great vigor May our study be enlightening May no obstacle arise between us Om peace, peace, peaceContinued from page 14 | louisville.edu/artsandsciencesTHE LIBERAL ARTS IN A GLOBAL ECONOMYThe future belongs to a very dierent kind of person, with a very dierent kind of mind—creators and empathizers, pattern recognizers, and meaning makers. These people will reap society’s richest rewards and share its greatest joys. —Daniel Pink To see a video of President’s Bendapudi lecture in its entirety, go to uofl.me/pbk-lecture-2019.

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THE THINKER | 5f you’ve spent even a few moments watching one of the myriad police pro-cedurals on television, you’ve likely heard of Quantico, Virginia, home of the FBI law enforcement training center. You may be surprised to learn, however, that UofL’s Belknap Campus houses an institute that consistently ranks alongside the FBI in the top executive development training centers for law enforcement in the nation, attracting students from across the US and locales as far-flung as Lebanon and Japan. This is the Southern Police Institute.In continuous operation since 1951, the Southern Police Institute (SPI) was estab-lished to oer social, pedagogical, and technical training to ocers as a means of addressing issues of race and improving partnerships with communities. Though program oerings have since expanded to include a command ocers development course (CODC), an administrative ocers course (AOC), and extensive professional development courses, the central idea of partnering with communities remains the same. “It is crucial for law enforcement ocers to learn how to place ourselves in the community,” says director Cindy Shain. “Issues of critical interest [for our students] are building trust and transparency with com-munities, keeping pace with ever-changing technology, and recruitment and retention of quality, guardian-minded personnel.” Dwindling budgets create diculties for departments in underserved communities to provide professional development, so SPI works to meet them where they are—literally. SPI has oered command ocers training in Florida and New England; homicide inves-tigation courses in North Pole, Alaska; and background investigation training in Bamako, Mali. Shain sees enormous value in diversity in training settings. “Sharing ideas with col-leagues from a variety of agency types and locales allows participants to enlarge their views and networks to benefit their career and the profession as a whole.” Donor-funded scholarships have aided in improving diversity within the program, especially for women, who are still vastly underrepresented in the field. Shain’s pas-sion to create paths to recruit and retain women is evident, and this mission is buoyed by the Cynthia and George Nichols AOC Scholarship, which seeks both to increase the number of female ocers in command roles and to encourage law enforcement agencies to identify and develop more women for these positions. As a woman who entered law enforcement several decades ago, Shain attained many “firsts” in her career — one of the first women on patrol in Louisville and, later, the first female district commander for the Louisville Metro Police Department. After retiring from LMPD as Deputy Chief with 24 years of service, she has shared her unique expertise around the globe through her work with the International Association of Women Police and the International Association of Chiefs of Police, paving the way for a more diverse future in law enforce-ment. “One day,” Shain says, “hopefully there won’t be so many ‘firsts’ and women will be represented in equal measure.”THE FUTURE OF POLICINGIGraduating class of the 141st Administrative Ocers Course, May 2019Southern Police Institute

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What do you want to do/ be when you graduate?I want to become a Sustainable Design and Development Planner/Specialist. [I want to] focus on how to improve our built environment in order to save resources and the environment for future generations.What is it that drew you to your major?My love for the outdoors originally drew me to Sustainability. I want to protect what we have because so much has already been destroyed. I also love how Sustainability can lead into many dierent fields – economics, govern-ment, policy, and design. It can be applied to all aspects of how we live.If you were to recommend your major to someone, what would you say about it?You can go in so many directions with a Sustainability degree. Sustainability is something most people don’t really understand; they assume it just focuses on National Parks or trees. In fact, sustainability [meets] the needs of the present without compromising the ability of future generations to meet their own needs. What is something you dream of doing? My dream is to go to Nepal and to do a service program that focuses on sustainable agriculture or sustainable communities.What’s your favorite thing about UofL? I love how diverse the University of Louisville is. I also love all its won-derful resources – the wide variety of majors and state-of-the-art facilities (new athletic buildings, Speed Art Museum/Cinema, and the Belknap Academic Building). 6 | louisville.edu/artsandsciencesour smartphone beeps a warning followed by a call from the National Weather Service notifying you of another severe thunderstorm in your area. Powerful storms with damaging winds, heavy rains, and flash flooding: you know the drill. What used to be a rare occurrence now seems commonplace. Both anecdotal and scientific evidence indicate there are significant changes to weather patterns as a result of climate change. But can where you live relative to an urban core impact the severity of weather? Professors Dave Howarth and Jason Naylor (Geography & Geosciences) think so. Get this: The National Weather Service issues more severe thunderstorm warnings for eastern Louisville than any other part of the city, with weather models showing storms strengthening as they move over downtown. This phenomena seems to be true for other metropolitan areas as well. The possible cause? The urban heat island eect or UHI. Howarth and Naylor, along with research coordinator D.J. Biddle and undergraduate students Logan Twohey and Brandon Ryan, seek to understand UHI on weather patterns. An urban heat island describes when the tem-perature of the urban area is warmer than its surrounding rural areas. Scarce vegetation, impervious surfaces, and the use of dark, heat-absorbent building materials are just a few of the reasons why downtown Louisville can be up to ten degrees warmer than sur-rounding areas. Elevated urban temperatures increase energy demand and costs, air pollu-tion, and greenhouse gas emissions. And as it turns out, they may also impact a storm’s intensity. To test this theory, the research team is deploy-ing thirty Davis Vantage Pro-2 weather stations around Jeerson County to collect data on temperature, humidity, wind speed, and pre-cipitation. Their aim is to identify how UHI impacts the structure and intensity of thun-derstorms which, according to Naylor, could “help forecasters issue more timely and accu-rate severe weather warnings around cities like Louisville.” Understanding the spatial distribution and magnitude of the urban heat island could also identify areas most vulnerable to heat-related injury, helping policymakers protect the public during heat waves. “Hopefully we can con-tinue to provide information relevant to public health issues to the Mayor’s Oce and other policy makers,” Howarth says. To help make climate research like this possi-ble, go to uofl.me/give-geo. YUOFL GEOSCIENTISTS TAKE THE CITY BY STORMSPORT: LACROSSE SPORT: SUSTAINABILITYFAST BREAKSTO FAIR TRADESARAH BLALOCK

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THE THINKER | 7Think you know what an academic advisor is? Think again. hink back to your college days. What, if anything, do you remem-ber about your advisor? What kind of support or guidance did you receive in choosing a course of study? Did anyone ask about your passions or your short- or long-term goals? What about guidance on personal matters that might impact your studies? If you were a student in the 80s or before, you likely don’t even remember your advisor(s). Any memory at all is probably of a stodgy faculty advisor telling you what courses to take, signing a paper, and sending you on your way. If you already knew the classes you needed to take, advising appointments felt like a chore, a hoop you had to jump through in order to be cleared to register. The process was transactional and highly prescriptive. The advisor was the doctor, the authority figure; the student was the patient, the underling. Advising appointments could be awkward, impersonal, tedious, intimidat-ing, or all of the above.This prescriptive advising experience is analogous to teaching someone to swim by throwing them into deep water: If they don’t drown, bully for them. If they sink, well, they probably weren’t cut out for swimming anyway. Unfortunately, this way of thinking privileges those who already have experi-ence in or around the water and leaves the rest behind.Enter developmental advising. Developmental advising, an outgrowth of developmental psychology, views the advi-sor and advisee as collaborators in a journey of educational and personal discovery. The holistic, student-centered approach empha-sizes process, exploration, and growth, not just academic achievement.To set the stage, let’s return to the swimming analogy. Imagine if, instead of dumping someone in the deep end and shouting instructions from the side of the pool, the instructor got to know the swimmer first. Perhaps the instructor asked the student to reflect on their previous experiences with and around water, helped the student deter-mine what they wanted out of the learning process, looked at potential barriers to suc-cess, and collaborated with the student to create a plan for learning to swim. This developmental approach is what advisors in the College of Arts & Sciences use today. The A&S Advising and Student Services website defines advising as “a part-nership tailored to the individual student by teaching students how to utilize resources in order to achieve academic, personal, and professional success and empowering and encouraging students to think critically when making decisions.” Instead of the old “sage on a stage” notion of advising, the A&S team prefers the “guide on the ride” model. A&S advisors want their students to know that they are on this educational journey with them and are committed to their success—through both celebrations and setbacks.Since a working partnership is so critical to the desired growth, good developmental advising begins with relationship building. Danielle Dolan, assistant dean for Advising and Student Services in A&S, encourages her advising sta to spend the first five minutes of every student appointment “ice breaking.” After that, it’s time to dig in and explore with questions: ● “What are you passionate about?”● “What problems do you want to solve?”● “Who do you want to serve?”● “Let’s explore your values. How do they align with your goals?”As a long-time advisor herself, Dolan views the role of academic advising as “not so much about helping students choose a major, but rather about helping them choose a purpose.” How does she convey that lofty charge to her sta in concise but illustra-tive terms? She simply states: “I need you to be the advisor you needed when you were younger.” ACADEMIC ADVISING: THEN & NOW TTHENNOW

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THE UOFL COLLEGE OF ARTS SCIENCES THINKER SUMMER 2019 THE ARTICLE BELOW THE LIBERAL ARTS IN A GLOBAL ECONOMY IS AN ABRIDGED AND ADAPTED FOR PRINT VERSION OF A TALK UOFL PRESIDENT NEELI BENDAPUDI GAVE ON 3 5 19 The lecture was given as the annual Phi Beta Kappa Lecture presented by the College of Arts Sciences in partnership with the Phi Beta Kappa Association of Kentuckiana Over the years the lecture series has welcomed several speakers of national prominence covering a broad range of topics and intellectual interests all demonstrating the importance of the arts and sciences to society THE LIBERAL ARTS IN A GLOBAL ECONOMY B ecause I am a professor at heart please indulge me in a brief recap of what the liberal arts have meant to humanity and why the debate about the value of the liberal arts is not new at all In preparing for this talk I asked a few friends and young people inside and outside of academe what we mean when we talk about the liberal arts It was interesting that so many people did not know that the liberal arts have nothing to do with a political persuasion The liberal arts were the characteristics the preparation the foundation that would be required by a liberal or free citizenry This is the idea that a democracy is only as strong as its people and that an educated citizenry would benefit from learning how to think critique collaborate and communicate From Dubois to Gandhi to Mandela one hears the refrain that education is the key to liberation and to the preservation of a free as opposed to an enslaved population A witty colleague suggested the question would be less controversial if we dubbed our studies Conservative Arts a liberal arts degree Parents are worried about whether the tremendous investments of time and money will lead to their child graduating with a college degree that goes nowhere in terms of a job Politicians of every stripe feel compelled based on their preference or pet peeve to chide colleges for churning out too many anthropologists or philosophers or graduates of one language or another Yet I believe that a And today we find ourselves tasked with defending the liberal arts in the global economy There is a great deal of angst about a young person going to college to pursue arts education teaches what the National Education Association terms the four C s strong liberal arts education is the best preparation for addressing the challenges of globalization Why Because a liberal of education critical thinking creativity collaboration and communication Continued on page 4 We love attention of any kind! Let us know what you think and/or to request a hard copy of The Thinker via regular mail. CONTACT US