Middle schooler Sydney Murphy took the phrase “embracing the concepts” to a whole new level during her summer course. Holding a baby goat, she got up close with the farm animal, which was brought to her Caring for Critters class for a petting and milking demonstration.
Throughout the class, co-taught by Scott Purdy ’18 MAT, CC Master of Arts in Teaching student, and Brittni Darras as part of CC Gifted and Talented+ summer program, middle schoolers explored a wide range of research and got to apply their knowledge on visits to local animal shelters and rescues. Students also learned about local and global impacts of animal conservation and treatment, and developed their own action plan to address problems locally with our animal population.
Caring for Critters was just one of dozens of courses in the GT+ program that brought elementary, middle, and high school students to campus for three weeks this summer. Now in its 42nd year, the program is designed for students entering first through tenth grades with offerings to challenge their intellectual and creative abilities.
The program also brings to campus teachers who are experienced and skilled in working with gifted children and who are well educated in their fields. Plus, it provides an opportunity for CC’s Master of Teaching students to work directly with students and expert teachers in the classroom; each teacher has a CC graduate teaching assistant to help provide the individualized attention that gifted children need.
“I love to share these tools and then model for the MAT students those same strategies with the summer program students. It’s my goal to send them off as a new teacher with as many items in their toolkit as possible,” says Tiffany Hawk, teacher in the GT+ program of working with the master’s students. Hawk co-taught a course titled Farm to Fork for ninth and tenth graders with CC MAT student Savannah Teeple ’18 MAT.
Throughout the class, students explored local and global issues surrounding food scarcity, waste, and ethical practices of sustainability of food sources around the world. Students also studied real-life struggles of various cultures and developed plans to address issues that affect international citizens.
The students spent three days working directly with seven Habitat for Humanity families building and planting backyard raised garden beds in the Crestone Peak Trail neighborhood in Colorado Springs. Students also provided seeds, student-created recipes using crops from the gardens, and care instructions with the beds so that homeowners could put their new gardens to good use.
“When we are able to open our minds and explore the connections between global and local issues, we begin to see that there are so many experiences that bond us throughout the world,” Hawk says of developing the concept for the Farm to Fork class. “The beauty of this program is that students are able to experience the impact of their action. They are making community partnerships and experiencing the power of collaboration. They learn that they can make a difference.”
Hawk says she hopes the MAT students also gain practical knowledge throughout the program. “It is my hope that they take ownership and embrace the power of reflection and taking risks. My emphasis is to remain flexible with instruction and allow students to take you, as the teacher, in different paths to explore what they want to learn within our course objectives.”
From waterfalls to greenhouses to a glacial lagoon, students explored the far reaches of the Icelandic landscape, immersing themselves in the country’s culture and thriving ecotourism industry. This summer, two guides and 10 students embarked on the second-ever international trip with the Office of Outdoor Education, a partnership with the Office of Sustainability.
“Iceland has been on the top of my bucket list as a travel location for years because of the untouched wilderness,” says Matt Cole ’18 of why he wanted to participate. “This trip was the perfect opportunity to travel to Iceland and see a wide variety of all that the Icelandic wilderness and culture had to offer.”
Students completed an application process and attended pre-trip seminars before being accepted into this summer’s nine-day Iceland summer program. The trip itinerary was based on outdoor activities, with educational elements delving into sustainability and aspects of Iceland’s growing ecotourism industry.
“When we put a trip like this together, we want it to be thematic and intentional,” says Ryan Hammes, director of the Office of Outdoor Education and one of the trip’s two guides. “This one combined sustainability and the timely ecotourism topic with outdoor experiences in the natural environment.”
The group tackled hut-to-hut backpacking treks, as well as numerous day hikes. They visited a farm using greenhouses heated by geothermal to grow tomatoes, an exceptional feat, the group learned, for a country where growing such produce wouldn’t otherwise be possible because of the climate. They traveled to a horse farm and learned about the Icelandic horse, a significant part of the country’s culture. And they took a boat tour into a glacial lagoon. “In 60 years, that glacier will be completely melted, so it was a special part of our trip to get to see it,” says Ian Johnson, director of the Office of Sustainability, who co-led the trip with Hammes.
“Traveling and having the opportunity to explore the world is a wonderful experience we should all do at least once in our life, especially when it’s with a purpose,” says Jubilee Hernandez ’20 of why she wanted to be a part of the trip.
Hernandez and the rest of the group experienced all four season during their visit — from blue sky to snow. “What really makes a trip memorable is taking the time to truly explore the area, by going on walks, hikes, car rides, taking a ferry, as well as getting to know the others on the trip and making friends with strangers,” she says.
When talking about first impressions, Johnson says many students were surprised at how clean the country is, especially in the big cities and urban areas. Another theme students discussed was the environmental impact of tourism and how Iceland is working to balance tourism and preservation.
“We saw how all of these natural resources can be an asset and something to be protected; it’s very different than how we have our national park system set up,” Hammes says. “The students were doing personal reflection on how this place is different from what they call home.”
“I learned a lot about the geothermal process and what makes Iceland such a sustainable country, and that this geothermal energy potential could be possible in theoretically every country on Earth,” says Cole.
One-hundred-percent of Iceland’s energy comes from renewable resources — primarily geothermal and hydroelectric; a small percentage also comes from wind power. It’s also historically been a self-sufficient country, with many sustainable farming and fishing villages.
“Since 2010, tourism has been picking up, due to the nature, waterfall, geysers, hiking, black sand beaches, glaciers, puffins, whale watching; all of the things we experienced here,” says Johnson. “As a country, they’re struggling with it and how to [support tourism] responsibly.”
The group got a behind-the-scenes tour of a geothermal energy plant and saw how the “wastewater” from the plant spills into Iceland’s famous Blue Lagoon.
“The thing that stands out to me weeks after the trip is the connections with the group of students as well as the leaders. I knew no one on the trip and would have never crossed paths with any of them at school, however we all became very close,” Cole says.
Building relationships with one another also empowered students to embrace opportunities to venture outside their comfort zones.
“Every day brought a new adventure spent outside,” Hernandez says of her experience. “Most challenging was the trekking. I absolutely hated my life when we were hiking, but I wouldn’t have changed any part of it. It was the slips, falls, and challenging paths that I remember the most.”
Hammes and Johnson say there was certainly enough student interest in the trip to offer a similar program in the future.
This summer, 25 students from four different area colleges and universities came together to solve challenges facing our community. In its third year, the Quad Innovation Project Summer Intensive brought together 10 CC students, along with recent graduates and peers from the University of Colorado-Colorado Springs, the United States Air Force Academy, and Pikes Peak Community College to partner with local organizations in developing scalable, innovative solutions to real-world problems.
Quad Partnership Director Jake Eichengreen says he was surprised and impressed by the team dynamics. “The program this year was tremendously diverse, with a broad and inclusive representation of different academic tracts, ages, life experiences, races, and backgrounds,” he says. “Each of our teams was comprised of members from multiple schools. For many of our participants, it was their first time working closely together with students from such radically different backgrounds, and it went phenomenally.”
For example, a team comprised of a CC junior majoring in political science, a 25-year veteran of the U.S. Special Forces pursuing an associate’s degree in science, and a retired army private who just finished his third degree in advanced manufacturing at Pikes Peak Community College were working together to build an urban farm.
“I was pushed out of my comfort zone and challenged to think bigger, broader, and from multiple perspectives,” says Abbey Lew ’18, who worked on a project addressing food insecurity in the community. “I was inspired by the many community members who came to speak to us as well as by my passionate peers, all of whom are dedicated to bringing about positive change in the Colorado Springs community.”
Thomas Gifford ’18 worked with his team to reduce peak energy demand in the region by developing a new format for utility billing. He says working toward a common goal was a valuable part of the program. “Not only did I gain confidence in my own abilities, but also in the idea that I can truly contribute towards solving a large and complicated issue when working with the right people,” he says.
Thomas received a job offer from a startup called Maxletics, which he accepted and where he’ll be working for the rest of the summer; he met the company’s founders through the Quad summer program. Along with Gifford, several summer participants interviewed with and/or obtained employment with businesses or organizations that visited the class as part of the program.
Lew says she and her teammates are excited to continue pursuing their project and are currently working with various community businesses and organizations to develop a food-focused comic book that aims to increase food literacy among children.
“I’ve gained more entrepreneurial experience, learned how I work with different types of individuals, discovered the vast number of preexisting resources and opportunities in Colorado Springs, and have seen how seemingly small ideas can lead to bigger actions and impacts,” says Lew. “The most rewarding part of Quad was the connections and relationships I formed that continue beyond the end of the program.”
“My group was working on a project centered around sharing the stories of people experiencing houslessness,” says Emma Finn ’20. “It was both informative and eye opening to hear their stories and begin to understand the deep rooted stigmas that span throughout Colorado Springs and the rest of the country. I think the most rewarding part of the program will come when we get our project up and running.” She says her team intentionally begin using the term “houseless” instead of “homeless” after discussion with one community member who conveyed that, while it may be unconventional, he did have a “home.” What he was missing was a house. “After this encounter, we shaped our project around what people experiencing houslessness actually need, not what others may think they need,” she says.
It’s a program that not only benefits participants, but also the broader community. “The program offers the community access to the kind of entrepreneurial talent and young leaders capable of building new value here in a variety of ways throughout the community,” Eichengreen says. All six of the Quad Project teams chose to build projects to address major issues facing the community – food insecurity, homelessness, and peak energy consumption. “The community is the true beneficiary of the sustainable, scalable concepts our students built that open new opportunities to the homeless, stimulate demand for fresh food in food deserts, and reduce peak energy consumption,” he says.
More than 75 community members attended demonstration day in late June to hear students present their projects. Here’s a full list of the projects students developed to tackle community challenges this summer:
Stuff Comics – (CC, PPCC, UCCS)
Creating superhero comics that excite kids about healthy eating.
Finalizing funding, printing, distribution, and content partners; Committed to 1,000 copy beta version launching in September.
300 Energy – (CC, UCCS)
Creating improved formats for energy bills to encourage customers to reduce demand during peak energy usage times, while also saving users money. A bill design under consideration for further development with Colorado Springs Utilities.
Lift Me Up – (CC, PPCC, UCCS)
A philanthropic ride-sharing program for those in need. The team has secured a service provider partner and raised $1,000 towards a beta launch.
Apical Horizons – (CC, PPCC)
Building urban farms to produce food and housing for college students in need. The team identified a possible pilot site and is finalizing a modular, replicable design.
Strive – (CC, PPCC, UCCS)
A project to amplify the stories of the houseless to improve access to mental health resources. The team has identified initial houseless participants and mentors.
Avium – (CC, PPCC, UCCS, USAFA)
Creating engaging education to stimulate demand for healthy food choices in food deserts. The group’s first teaching dinner will be Aug. 5; they have secured a chef/instructor, food, venue, and marketing.
JoAnn Jacoby will join CC in August as the new library director.
Most recently, Jacoby served as associate dean for user services in the University of Illinois Library, the largest publicly funded academic library in the U.S. She has spent most of her professional career at Illinois in a number of roles over the last 18 years, including head of research and information services, coordinator of the New Service Model Program, anthropology and sociology subject specialist, and visiting assistant university archivist. Jacoby has published her research on evolving scholarly practices and library service evaluation processes in major journals in the field. She has served as chair of both the American Library Association’s Library Research Roundtable and of the Anthropology and Sociology Section of the Association of College and Research Libraries.
Jacoby has a Master’s Degree in Anthropology from Southern Illinois University and a Bachelor of Arts in English and Master’s in Library and Information Science from the University of Illinois.
Jacoby will begin leading the newly renovated Tutt Library on Tuesday, Aug. 1.
In just a few weeks, the shelves will be stocked and garage door will be open wide to Autrey Field, as the Outdoor Education Center Annex makes its home on campus as a resource for all things related to outdoor recreation.
“We’re striving to decrease the barriers to participate in the outdoors, and encouraging everyone to get outside,” says Rachael Abler, outdoor education specialist.
The 1,500-square foot space looks much like a well-outfitted garage, with lots of thoughtful storage, a check-in desk, and comfy seating; the annex will help to equip students as they embark on personal or CC-organized trips. But it’s a resource that’s open to the entire Colorado College community, including faculty and staff. From renting a daypack, kayak, or snowshoes, to advice on following trail maps or winter weather layering, the new space will bring together all outdoor resources in one place. Currently gear and rentals are stored in various locations across campus.
Outdoor education staff will be available to not only handle checkout and return of equipment, but also to help educate members of the campus community in doing their own bike or ski repairs.
“We’re offering the four R’s: Rentals, resources, repairs, and retail,” Abler says. “The annex can also sell consumable items at discounted rates, things you can’t rent, like camping utensils and water bottles.”
There’s also outdoor furniture, extending the center’s connection to the east side of campus and Autrey Field. Plus, solar panels on the roof offset energy usage of both the new annex and the current Outdoor Education facility.
Check out the new space: It will be open for business by the start of Block 1.
The Student Life Division is thrilled to announce Alex Hernandez-Siegel will join CC in August as the new chaplain and associate dean of students.
In his role, Hernandez-Siegel will provide leadership in in the ethical, religious, and spiritual dimensions of community life at CC, serving the entire campus community including students, faculty, and staff.
Hernandez-Siegel comes to CC from Harvard University, where he has served as university chaplain since 2012. He also advised graduate students in the organismic and evolutional biology Ph.D. program and worked for two years as a community associate director with the Pluralism Project at Harvard.
He also brings experience overseeing student academic progress and diversity recruitment in Harvard’s OEB program and leading national efforts to attract underrepresented students to the genomic sciences at the undergraduate and postdoctoral levels.
As chaplain at CC, Hernandez-Siegel will bring his own experience to guide programming, activities, and conversations that foster a welcoming and supportive environment where religious and spiritual exploration can occur.
Hernandez-Siegel will begin on campus Tuesday, Aug. 1.
This spring, ten Bridge Scholars embarked on a trek through the steamy tropical jungles of Colombia in search of a lost ancient city. It was the first trip of its kind: Taking the outdoor education experience to an international location. When they returned, they brought back much more than the physical mettle they earned on miles and miles of mountain hiking (though the physical aspect was certainly grueling).
“I didn’t realize how much more we’d get than a hiking trip,” says Dylan Compton ’19, after returning from the eight-day trip to the jungles of Colombia. “We had the cultural aspect and learning from our local guides, supporting and encouraging one another, and the physical aspect. I do think everyone underestimated how much we should physically prepare for this,” Compton says.
The trip took place over Spring Break 2017 and was a collaboration between the Office of Outdoor Education, the Butler Center, the Office of International Programs, and the Academic Dean’s Office. The participants were first-year and sophomore students in the Bridge Scholars program, which serves as a gateway into college life for first-generation students, who applied for the opportunity to travel to Colombia over Spring Break.
Throughout the trip, students got to explore and experience the local culture, learn about its rich history, and develop their own leadership style and skillset. All participants completed CC’s Ahlberg Leadership Institute Backcountry Level I Training curriculum throughout Blocks 5 and 6. Now, they’re qualified to lead fellow students on Outdoor Recreation Committee and New Student Orientation Priddy Experience trips.
“Our goal is to help these students develop as leaders,” says David Crye, assistant director of the Office of Outdoor Education and one of the trip guides. The trip was the culmination of a two-year process initiated by the Office of Outdoor Education to make CC’s outdoor experiences more inclusive.
“The college has had several conversations about the outdoor culture at CC, outdoor education, how to continue to engage a spectrum of people with different levels of experience, and with different ideas about outdoor culture,” says Paul Buckley, director of the Butler Center and assistant vice president, who led the trip along with Crye. “This is an ongoing collaboration; we are always in pursuit of ways to make these (outdoor education) opportunities more inclusive.”
Compton says he experienced the trip both as a participant and also through the lens of being a future trip leader. “It’s interesting to recognize how much the group dynamic can affect what people get out of a trip, and learning how to foster that positive dynamic.”
It’s a positive dynamic that can make a difference for students as soon as they arrive at CC. NSO trips are important in developing students’ initial connection to the campus community. “The investment to develop this more diverse group of leaders, who also have a keen interest and ability to help nurture an inclusive experience for those new students, the importance of that can’t be overstated,” Buckley says.
For many of the participants, it was their first time traveling out of the country; for students like Karina Grande ’20, the success of the jungle trek has empowered her to explore other travel opportunities.
“After going to Colombia, I feel like I could travel anywhere,” she says. “I’m starting to make a list of where I want to go; it made it possible to think that I can actually go outside the US and travel. I’m trying to take advantage of every opportunity to travel abroad and experience the outdoors abroad.” Next up for Grande is this summer’s trip to Iceland with the Office of Outdoor Education. She says trips like the one to Colombia not only built her confidence, but also strengthen relationships with other students.
“You get a different connection with people in the outdoors. You’re not tied to the internet, or your phones. My favorite part was connecting with one another, the talks we had over dinner. In the span of a week we became a little family together,” Grande says.
Buckley says experiencing a trip like this creates strong bonds among participants. “It helped me to understand firsthand how meaningful it can be to develop relationships with people on these trips. Having the shared experience creates a unique connection. That’s special.”
They also got a taste of the local culture, with guides preparing locally sourced meals for them at the camps where they stopped each night along the trail.
“It was better than what I cook at home, and this was out in the jungle,” Crye says. “Fish, fresh juice, plantains; it was very local, we ate whatever what the locals would eat. And everyone would try things. The group was awesome – they were very open to experience it all.”
Grande says she embraced local meals at the end of each long day of hiking. “After the six hours on the trail, we got to have coconut rice and plantains and fresh fruit, the food was really great,” she says.
The long hours of hiking were often followed by group discussions about the region’s culture and history; Buckley says it was also a chance to think intentionally about the definition of “the outdoors” and how we engage with it. “It doesn’t have to be extreme, it doesn’t have to be expensive. It is about the relationship between the environment and people. We were thinking about how to nurture this interest in the outdoors for a range of students, students with a range of experience in relation to the outdoors; these student leaders will now help their peers to engage with their environment differently while they’re here at CC,” he says.
“We’re excited to see how this ties in to the greater goal of the college to make sure our experiences are welcoming and open to all,” Crye says. “Making sure we have knowledgeable, experienced leaders that reflect the diversity of our student body will help ensure there are different perspectives on every trip.”
Buckley says he will continue to foster support for this new program, and would gladly lead another trip. “I’m all in with this partnership. I strive to facilitate the cultural exchange and to help the leaders think about how they themselves will help facilitate a more inclusive experience for other students. That’s my passion point, that’s why I do what I do.”
For those who haven’t experienced a trip like this, or an opportunity to get outside their comfort zone and test physical and mental limits, Grande says, don’t be discouraged. She learned she’s stronger than she thought she was.
“A lot of it is not just physical strength, it’s mental strength. If anyone’s hesitant about not being able to do it, don’t worry about your physical abilities. It’s all mental strength, and you’ll acquire that on the trip. It will make you a stronger person. For us, it was a shared intensity; and we were in it together.”
Photos courtesy of Padah Vang ’19.
Courses and field trips don’t end with the conclusion of Block 8. Summer Session 2017 is underway with 225 CC students, along with 12 visiting undergraduates from around the country enrolled in 28 courses combined over Blocks A and B. This week marks the start of three months of programming and academic study.
“We’re thrilled to see such a rich variety of academic and extracurricular programming this summer,” says Jim Burke, director of Summer Session, “we’re continuing the vibrancy of the academic year into the beautiful summer months.”
This year, Burke and his team also expanded the pre-college program to five courses, and have enrolled 50 students so far for the block beginning July 10.
And, CC’s graduate programs in the Department of Education have two tracks of students, 35 Masters in Education students and 29 students enrolled in the Literacy Intervention Specialist Certification Program (LISCP).
CC students are traveling all over the world, with 158 undergraduates enrolled in 13 summer off-campus courses. Course offerings range from language and culture courses in Brazil, Senegal, and Spain to studies of archaeology in Israel and the arts in Bali.
Additionally, 118 students are conducting research with over 40 faculty members on- and off-campus this summer.
CC expects to enroll more than 30 international students in the next academic year, and is expanding its Global Scholars Program course offerings to include three tailored courses designed to provide students with the opportunity to adjust to U.S. classroom culture in a higher education context, as well as gain a valuable introduction to the intense academic pace of the Block Plan.
Throughout the summer months, prepare to welcome plenty of visitors: CC Summer Conferences will host 17 conferences bringing more than 1,800 participants to campus June 3-July 29. This year’s participants hail from all over the United States along with Germany, Russia, Canada, and Japan.
Plus, this year marks the 33rd season for the Summer Music Festival. The program will feature 27 concerts on campus and around the Colorado Springs community June 4-24. The festival also hosts 54 pre-professional fellows working with 27 top classical performers and educators.
Follow along with @ccsummersession on Instagram for a look at CC life all summer long.
By Stephanie Wurtz
The hints of summer that are finally in the air on the CC campus might cue a flashback for Cari Hanrahan, senior assistant director in the Office of Admission, to the end of the 2015-16 academic year, when she was preparing to embark on the trip of a lifetime with Dan Morris ’16, paraprofessional in the Department of Music. It was last summer when she headed out on a six-week-long trek that began two hours south of Charleston, South Carolina, in Huntington Island State Park. As the two group co-leaders for the organization Overland Summers, Hanrahan and Morris were taking a group of high school students on the “American Challenge,” a bike trip all the way across the United States.
The trip took the group of 16- and 17-year-olds and their guides across the country, through small towns (and larger ones) experiencing “some of the best hospitality imaginable,” according to Hanrahan. “People were constantly asking if we needed anything. Strangers at campgrounds lent us their cars to get groceries; we had a state park ranger give us five pounds of pasta for one of our dinners when our group forgot to buy it.” It was a sense of generosity they experienced across the varied terrain and communities that make up the US.
The crew met up and assembled their bikes right in the Charleston airport. From there, the route took them through the deep south: Georgia, Alabama, Mississippi, Arkansas, as they made their way west. 13 riders: 11 high school students, Hanrahan and Morris.
Accommodations were modest, with the group camping part of the time and staying in community centers and churches the rest. “We stayed in a lot of churches,” says Hanrahan, “in the south there was nowhere to camp, and churches were the hub of these small towns; some even threw us potlucks. Or we cooked on camp stoves outside and took showers under spigots.”
The cyclists gained a new respect for the Great Plains when crossing into Kansas. Think it’s flat? Well, it’s actually a 3,000-foot climb. The route through Colorado meant climbing La Veta Pass and 10,800 feet of Wolf Creek Pass. “The kids crushed it!” Hanrahan says. Then they hit the four corners, the south rim of the Grand Canyon, and headed into the Mojave Desert.
To beat the scorching summer heat, the group crossed the desert in two days, 110 miles the first day and 111 miles the second, and woke up at 2:30 a.m. with temperatures already in the triple digits. Those were the only two days they rode directly with a support vehicle; it followed the riders with headlights to light the route before the sun came up. “It was like we were biking through the moon,” says Morris, “as the sun started coming up, the desert was a weird grey color.”
Each region of the country had its own challenges and beauty to share. “Every day was a new landscape and incredible scene,” says Hanrahan. “Every state is different and has a different culture. Every day, we met new people and were blessed to learn their cultures.”
One might think covering an average of 90 miles a day for 44 days would be the hardest part. Or crossing the San Gabriel Mountains, covering 50 miles of climbing. Or maybe it would be the biggest mileage day: 121 miles from Cortez, Colorado to Kayenta, Arizona. Actually, for the high school students, the two leaders say it was about learning efficiency and teamwork.
“For such a long trip, it’s about getting into a routine and these kids hadn’t done it before,” says Morris. “We got up at 4 a.m. until they could prove they could get camp packed up faster; the hardest thing to teach them was to pack their panniers (the bags on the sides of the bikes for carrying gear) to get things onto their bikes effectively and efficiently.” Fortunately, the high schoolers were given a three-month training plan to get them ready. Hanrahan says that helped. “Our kids were quick, strong, and athletic. And fun — they were so much fun!”
The cumulative effect of 39 full days of cycling, added to the stress of being responsible for the high school riders, left an impression on Morris and Hanrahan.
“It was terrifying — this is the ultimate trip that Overland Summers offers; there’s a lot of trust involved in that,” Hanrahan says. “We had to focus on things day by day. It forces staying present in the moment, relying on your co-leader and trusting each other. That’s how you shoulder it.” Plus, to participate as a leader, she took a leave of absence from her work in the Office of Admission, which added stress.
“I would do it again, but I will never be able to do it again. How many jobs give you two months off? The trip itself was amazing, but the prep was crazy,” she says. “I worked and worked to get things done in the office so that things were still running when I got back. It was tough to prep two months of work in advance. But it was worth every extra hour.”
Wrapping up the end of the academic year and preparing for a multi-month bike trip took a toll, leaving Morris little time to train. “It was the hardest thing I’ve ever done — that or graduating from CC,” Morris says. “I was a double major, so wrote two theses, had graduation, then biked across the country. On the last day of the trip, during breakfast I was signing a lease for a place to live, it was a little chaotic.”
The chaos was a distant memory as the group pulled in to their final stop, ending at the Santa Monica Pier in Los Angeles. “They had blocked off the pier for us!” Hanrahan remembers. “There were hundreds of people there with signs, cheering for our group: Parents, grandparents, friends, and a number of cheering tourists all there for the team.”
While she may never be able to recreate this cross country trip, Hanrahan says she’s inspired to do parts of it again, in the company of another very special rider. “My dad had stage four non-Hodgkin’s lymphoma; he’s in remission and doing incredibly well. He’s creating a bucket list now, and riding across the country is on it. I plan to do part of that with him.”
Heading into a new summer provides the opportunity to get back to the basics, Morris says, reflecting back on the forced simplicity of the trip. “Cari and I miss it. When we came back to this routine it was so much more complicated. Car, house, job, benefits. On the trip, it’s just ‘what are we going to eat today? ‘which pair of socks are the cleanest,’ it’s so simple.”
What did you do last summer? Or better yet, what will you do this summer? Wisdom from last year’s two CC riders still resonates: not thinking about the end or the destination, but thinking of every day as its own adventure.
The Public Interest Fellowship Program acts as a “matchmaker” between Colorado College students who have an interest in the social sector and nonprofit organizations that are doing innovative work in the public interest.
PIFP offers paid summer and yearlong fellowships, which give CC students and graduates meaningful opportunities to explore possible career directions, gain practical work experience, and have an impact on the social issues of their state and communities. At the same time, PIFP partner organizations gain access to bright, highly competent, and energetic CC students, who enable the organizations to increase their capacity to improve the lives of others.
PIFP sponsored its first cohort of fellows in 2004, and over the years has placed 346 fellows with 76 organizations. Through its yearlong program alone, PIFP has employed close to 5 percent of CC’s graduating class during the past several years. Approximately 23 percent of the PIFP fellows are hired to stay on with their organizations after their fellowship terms are complete. Congratulations to the latest class of PIFP fellows!
2017-18 Yearlong Fellowships
Emilia Delgado Heinz, ACLU of Colorado
Samantha Saccomanno, Bell Policy Center
Katasha Nail Dasilva, Caring for Colorado
Terrell Blei, CO Consumer Health Initiative
Zoe Gibson, CO Education Initiative
Zijing (Michael) Wu, CO Fiscal Institute
Emelie Frojen, Conservation Colorado
Emma Kepes, Denver Scholarship Foundation
Livia Abuls, DSST Public Schools
Natasha Riveron, Innovations in Aging Collaborative
Robin Berk, ICAST
Cassandra Cohen, Mental Health Colorado
Karolina Szymanska, OMNI Institute
2017 Summer Fellowships
Morgen Seim, ACLU of Colorado
Mary Rose Donahue, The Arc Pikes Peak Region
Lindsey Salhus, Atlas Preparatory School
Julia Gledhill , Bayaud Enterprises
Siqi Wei, Catamount Institute
Marcela Onate-Trules, Chinook Fund
Elena Perez, City of Colorado Springs (Department of Parks, Recreation, and Cultural Services)
Carina Rodriguez Jaimes, CO Dept of Health Care Policy and Financing
Elianna Clayton, CO Department of Health Care Policy and Financing
Jared Russell, CO Department of Health Care Policy and Financing
Manuel Meraz, CO League of Charter Schools
Catherine Braza, Greenway Fund/Fountain Creek Watershed District
Emma Kerr, The Gill Foundation
Olivia Berlin, *NCSL Communications Division
Ethan Greenberg, *NCSL Education Program
Jack Gurr, OMNI Institute
Willa Rentel, One Colorado Education Fund
Lily Weissgold, Palmer Land Trust
Valeria Peralta, ProgressNow Colorado Education
Marlee Akerson, Volunteers for Outdoor CO
*National Conference of State Legislators