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Sexual assault survey results parallel national numbers

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The results of a campus climate survey on sexual misconduct conducted at the end of the 2016 winter term have been released. They reveal that campus attitudes about consent, bystander norms, sexual violence, the reporting process, stalking and many other domains are similar to statistics nationwide.

Title IX Coordinator Ashley Hinton-Moncer identified areas of focus for Transy in survivor support, trust in the university system, incident reporting, dating violence and empowering bystanders. One of Transy’s areas of strength was “believing in the cause” – 68 percent of students said they “feel they can do something about sexual violence.”

“I was encouraged,” said Hinton-Moncer. “I think that gave me a lot of hope in the work that I’m doing in seeing that students have a lot of hope in what we can accomplish together.”

While Hinton-Moncer was saddened by the numbers in Transy’s areas of focus, she hopes to use them to have more targeted conversations and improve awareness efforts.

“We do have acts of violence that happen that go unreported,” said Hinton-Moncer. “And so my hope in having these conversations and sharing the results of this survey are that people know they can report, and know how to report, and know that the report will be taken seriously.”

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Reporting Process and Resource Utilization

Utilization of the reporting process for sexual misconduct was low. Eighty-six percent of students who experienced sexual assault did not formally report the assault. In students’ time at Transy, 71 of 116 students who experienced intimate partner violence did not formally report, and 72 of 123 students who experienced stalking did not formally report.

Additionally, 93 percent of assault survivors did not seek medical treatment, 88 percent did not seek counseling services and 93 percent did not seek advocacy services after their assault.

Of the ten people who gave reasons for not reporting, the most common reason given was, “I wanted to forget it happened.” The next two most common reasons were, “I didn’t think it was serious enough to talk about” and “I was afraid others would find out.”

Despite incidents going unreported, data from other surveys like HAVEN – a required online educational course for incoming and returning students about sexual violence and consent – show that students are aware of and appreciate the knowledge of the resources available for assault survivors.

In the climate survey, 309 of 411 respondents found knowledge of the availability of on-campus confidential resources to be a “somewhat to very useful” aspect of the training they had received.

“I think a lot of that is just my need to do further education about the policy, about what happens when a report is filed so that students see what we are doing,” said Hinton-Moncer.

Hinton-Moncer is partnering with faculty, staff, and administration to be more direct and strategic with existing trainings. She is working with Health and Wellness to put up signs, informing people about confidential resources. She is also working with Dr. Melissa Fortner to create a more easily digestible flowchart of the 32-page Title IX reporting policy.

Data from the survey revealed that students who have experienced sexual assault suffer from:

Anxiety (79%)

Fearfulness (68%)

Depression (55%)

Difficulty sleeping (55%)

Students reported that their relationships and involvement suffered after their sexual assault as well:

28 people said their schoolwork suffered

11 people said their job suffered

27 people said their social/rec activities suffered

36 people said their social relationships suffered

32 people said their intimate relationships suffered

9 people said their family relationships suffered

Additionally, eleven people stated the incident resulted in a physical injury.

Yet many are not seeking the resources made available to them.

Bystander Intervention and Survivor Support

The results surrounding bystander intervention revealed a positive trend. Four out of five students said they would intervene if they “saw someone trying to take advantage of another person sexually.”

Additionally, the actual norms about bystander behavior outweighed the perceived norms. While over 75 percent of students said they would “be willing to intervene,” “decide not to have sex if someone seemed too drunk,” and “confront a friend,” 51 percent, 35 percent and 44 percent, respectively, perceived that their peers would not do the same.

For Transy, 67 students reported observing “a situation that they believe was, or could have led to, sexual assault.” Twenty-eight percent of students said they would be most likely to intervene by asking someone if they needed help, as opposed to other intervention methods.

Of 61 students who reported experiencing a sexual assault, 33 percent told their roommate, 10 percent told their parents, 16 percent told someone else and 20 percent told no one after the incident.

Thirty-two percent of students “have had a friend or acquaintance tell them that they were the victim of a sexual assault.”

The Academic Dean’s advisory for ending sexual violence has worked out partnerships with organizations in Lexington, including with the Lexington Metro Police and the Bluegrass Rape Crisis Center. They will continue efforts in bystander intervention training with Green Dot and Step UP!, as well as mandatory “responsible employee trainings.”

Administrative Trust

Hinton-Moncer was surprised with the statistics revealing low confidence that administrators would take a report of sexual misconduct seriously. Of about 440 respondents, 69 percent said it was “moderately to very likely” that a report would be taken seriously by administrators. Fifty-seven percent believed “administrators would support the person making the report” and 47 percent believed the “administrators would take corrective action to address factors that may have led to the sexual assault.”

“We’re higher than the national data,” said Hinton-Moncer, referring to those latter two statistics. “Who do students believe are the administrators that aren’t taking the report seriously? Why isn’t that a hundred percent? How can we help students understand that we take every report seriously?”

There is a national conversation taking place around issues of colleges’ handling of sexual assault allegations. The survey didn’t shy away from asking about perceptions of Transy’s handling of allegations and incident reporting.

Only five students responded “yes” to having formally reported an incident of sexual misconduct. Four of those five were satisfied or very satisfied with the university’s response.

Assault Prevalence

Transy exceeds the national average – 13.6 percent – of students who reported experiencing sexual assault after their arrival on campus. Out of 388 respondents, 17 percent “experienced sexual assault after arriving to TU.”

Of those 66 students who reported experiencing sexual assault during their time at TU, 20 students said they have “experienced a sexual assault by threat of force,” 32 students felt they were “coerced into sexual contact,” 20 students “suspect that someone had sexual contact with them while unable to consent” and 21 students “experienced a sexual assault while incapacitated.”

Twenty-nine of those students who said they experienced sexual assault said the alleged perpetrator was a student at Transy. Fifty-one out of 59 survivors reported that the person was a non-stranger. Twenty-seven of 60 reported that the incidents took place on campus.

Over half of those 66 respondents reported experiencing an unsuccessful sexual assault attempt.

Of 21 respondents, 19 reported that alcohol was involved prior to the incident. Four people responded that they had been given drugs without their knowledge prior to the assault.

To the statement “I feel safe at this school,” 340 of 487 respondents “agreed” or “strongly agreed.” Eighty-nine neither agreed nor disagreed, 39 disagreed and 19 strongly disagreed.

Of those who said they had experienced dating violence, 15 said the “alleged perpetrator attends Transylvania.”

Impact Kentucky is a “conference for students, administrators, faculty, and staff on college campuses in Kentucky” with the goal of “uprooting” sexual violence. Learn more or register for the conference here.

Demographics

Five hundred sixty-eight students started the survey, but completion rates varied from question to question, never exceeding 487.

The demographics of these 568 students largely reflected campus demographics as a whole.

Sixty-five percent of the respondents identified as female, 33 percent identified as male, 0.38 percent identified as transgender and 0.93 percent identified as another gender. Hinton-Moncer reported that the percentages of students who identified as Greek-affiliated or an athlete were consistent with the student body as a whole. Transy’s female-to-male ratio hovers around 60-to-40 percent.

Twenty-one percent of students identified as non-heterosexual. Ninety-one percent identified as white/Caucasian.

Respondents were 31 percent first-years, 25 percent sophomores, 21 percent juniors and 22 percent seniors.

The Survey

The 30-minute campus climate survey on sexual misconduct was emailed to all Transylvania students on Sunday, April 3, 2016, and the survey closed on Wednesday, April 13.

See results from a campus assault survey done in partnership between market research company YouGov and the Huffington Post here.

Hinton-Moncer and Psychology Professor Dr. Mark Jackson presented the results as part of the academic affairs series sponsored by Dean Laura Bryan on Thursday, Oct. 20 during open hour in the faculty/staff lounge. Hinton-Moncer spearheaded the development of the survey, during which she had “full support.” Dr. Jackson brought statistics knowledge. Both brought previous experience from an in-house climate survey conducted about twelve years ago.

“Twelve years ago…we constructed our own survey,” said Dr. Jackson. “In the end it was bigger than it needed to be, it was kind of clunky. We got good information from it in terms of an awareness of, ‘yes, there is a problem on campus,’ just like there is on any campus… There were some good consequences that came from it. The campus counselors that are here came arguably as a result of our efforts.”

This time around, after researching options, the contractor EverFi was used. Using a national, uniform survey allowed Transy to compare its statistics to other universities, in this case over 40. A few questions were tailored specifically for Transy, but it remained largely unchanged from the national contractor’s format.

It’s On Us is a pledge initiative to help stop sexual assault on college campuses.

The survey was pilot-tested by Dr. Jackson’s Research Methods class at the time. The students in the class gave feedback about the survey’s construction that was useful not only for Hinton-Moncer and Jackson, but also for the contracting company.

“Students found the survey to be pretty tight in terms of the questions it was asking… and a couple things that were overlooked,” said Jackson.

While campus climate surveys are not mandated by law, Hinton-Moncer said that wasn’t the main deciding factor in the decision to run a survey.

“For us… our conversation was around, ‘How can we get a clearer picture of the work we need to do and what is happening on our campus?’” said Hinton-Moncer.

“Arguably we’re ahead of the curve,” said Jackson.

Hinton-Moncer plans to do the survey on a regular basis: at least every two years, if not annually. She hopes that students will take it seriously because of the real conversations happening as a result.

“Students recognizing the importance of the survey, and having a conversation about the importance of the survey, goes a lot further than me saying, ‘please take this seriously,’” she said.

Head to Head: Does Transy do enough to promote second languages? That’s not the point.

Each Wednesday, Taylor Felts and Jacob Broyles will tackle two sides of a contentious issue facing the Transy community. This week, we ask the question “Does Transy’s current foreign language program requirement do enough to encourage practical fluency in students who don’t already speak a second language?” Due to some unusual circumstances this week— both Mr. Broyles and Ms. Felts largely agree— an opposing opinion will be provided by Opinion Editor Tristan Reynolds.

Read Taylor Felts concurring here. Read Tristan Reynolds arguing against here


 

At Transylvania, if you have no prior experience with a second language you are required to take at least the first two general classes in a language of your choice. To even ask whether or not these requirements are enough to encourage practical fluency or not is to miss the purpose of the language requirement in the first place. The intent of the general language requirements are not necessarily to provide a student with a practical level of fluency. Ask anyone who went to college and had general language requirements imposed on them how much of that language they remember. It is highly unlikely they remember much of anything or even remember anything long enough to make any meaningful practical use of the language they learned. It does not take long after the being exposed to those requirements that most people will begin to forget that they have learned if they choose not to pursue further experiences with their chosen language.

This does not, however, reflect a need for more robust foreign language requirements that encourage a level of practical fluency. The real purpose of these requirements is for the experience of learning how to learn a language,  and the exposure to the kind of thinking it takes to learn a foreign language. Learning a language forces you to think in ways that you never have before and has been shown to reap many cognitive benefits.  It is not necessarily the practical use that you may get out of the language that is important, but the fact that by learning a new language you are exposing yourself to an entirely different way of thinking as well as a culture foreign to that of your own. This purpose of the language requirement is certainly within the spirit of the liberal arts education.

Expanding the ways in which you think and the perspectives that you are able to look at the world from is the very essence of a liberal arts education. To worry about expanding foreign language requirements and expectations on students in order to “encourage more practical fluency” is to miss the point of the foreign language requirements within the context of a liberal arts education. Expanding the requirements would also run the risk of over-burdening students with general requirements.  No one should be forcibly over-exposed to something that they may have no interest in, and may not use again in any practical sense. It is a waste of the student’s time and is highly counter-intuitive, from a liberal arts perspective, to impose lengthy and in depth requirements for not only a foreign language, but any other area as well.

I believe that Transy’s foreign language requirements are best left just as they are.  A bare minimum of two semesters required in a language if you have no prior experience with one is enough to expose students to the type of thinking required to learn a language and the culture associated with the respective language.  Requiring more time and effort from students devoted to foreign language requirements in order to encourage practical fluency is not in the spirit of a truly beneficial liberal arts style education.

‘Ingroup-outgroup,’ lack of service false notions about Greek system

Letter to the Editor


I am extremely saddened and disappointed by a few of the opinion pieces appearing in The Rambler recently. This recent string of opinion pieces, particularly points raised in “Greek Series 3,” “4” and “5,” is so incredibly problematic, and in many cases, just outright false. I can really only speak for Delta Sig, and even at that, I can only speak to my individual experience with Delta Sig and not the chapter’s as a whole, but even still, I think it’s necessary for those of you who wish to continue reading to know the truth, so I’ll tackle the points that I felt were most salient both to my experience and to Transy’s environment as a whole.

One: Exclusivity and xenophobic tendencies. At first, I thought these points weren’t going to be expounded upon in the recent series because I didn’t think that they had any ground, and yet they were addressed. Greek organizations– all of them– go out of their way to meet new people every single year, in both semesters, in a genuine effort to get to know them and see if the values that we uphold as human beings are shared among these new people. If they do, we’re so excited. If they don’t, we continue being friends with them even if they aren’t extended membership. If getting to know new people and sharing meaningful values and experiences is seen as xenophobic, even the dictionary can’t help us. I have watched for four years as Greek members around me get to know new students, and I can tell any of you that without a doubt, for Greek members, meeting new students is our favorite thing in the world, because we know what these new people can offer us NOT just as Greeks, but as human beings who long to develop and get to know others for our own sake, as well as for the sake of our individual organizations.

Two: Knowledge about the Greek System vs. Calling out the Greek System for literally everything you don’t have knowledge about. This one is easy. If you’re going to open an article with (and I’m paraphrasing), “I don’t know how the Greek system works intricately and I don’t want to know that information either,” then you proceed to write an article about how internally dysfunctional the Greek system is, your entire argument and credibility vanish in that instant. It is irresponsible to critique a system’s internal workings after admitting that you don’t know and don’t want to know anything about those internal workings. It’s like saying you disagree with a political candidate over their policies, but don’t even want to know what those policies are. If anything is exclusive and xenophobic, it’s that. The Greek system critiques the Greek system. All of us, every chapter of every sorority and fraternity, KNOW that we can do better. And each year, we try. We stumble, we fall down, and we pick each other up and demand better from ourselves as we struggle to better ourselves and those around us, and it is therefore unfair to say that we’re an inherently dysfunctional system to begin with.

Three: Service. This one really, really, really hit me hard. To say that the Greek system, especially at Transy, needs to work on service to their community instead of just to their national organizations totally ignores and negates all the hard work that all of our chapters have done recently to make the local Lexington community a better place. Again, I can only speak for Delta Sig, but I am so deeply shaken and so immensely proud of our collective 5,000 hours of service to our community in this past year that it makes me want to rage when someone tells me we aren’t doing enough for those around us. We go out of our way every single day that we draw breath to better those around us, and I am so proud of Delta Sigma Phi for that. In addition, with the three service opportunities I lead weekly both for Harrison Elementary and the London Ferrill community garden, I am also just as proud to say we have representation from EVERY SORORITY ON CAMPUS helping out and contributing to the causes that I am most passionate about. Greek leadership is BUILT on service to the community, and to say otherwise proves that you misunderstand why we’re here, doing what we’re doing.

Four: Greek predestination. No one is born and bred for Greek membership. No one. The people that think they are come to Transy and find themselves completely and totally disappointed. Every year, Greek organizations go out of their way to meet people who are different than themselves to see what the organization can do for the new people, but more importantly, what the new people can do to help the organization. With Delta Sig, a large portion of our chapter is comprised of people who never imagined they would go Greek, people who never thought they would be able to come out of their shells and try something new and be brave, and people who are so unlike each other that you might think they don’t belong to the same group, but they DO, because that’s exactly what fraternity is built around: growing, building, and learning together. There isn’t an “in” group and an “out” group, and if nothing I have said can prove this, it’s as clear as day that every Greek event on campus allows non-Greeks to attend. Service events, campus and community events, even FUNCTIONS allow literally anyone to go. If Greek predestination were a thing, if we were actually only picking people in this mysterious “in” group, I would not be the man I am today because I would not be in Delta Sigma Phi. If this false perception of Greek life were actually real, I’ve been paying dues to support my fraternity for far too long.

Alex Isaac, senior

atisaac17@transy.edu

Greek Series 4: Greek life’s benefits only for ‘natural insiders’

This is the fourth part of a multipart series on the benefits and drawbacks of Greek Life on Transy’s campus. 

Read Part 1 here. Read Part 2 here. Read Part 3 here.


“Everyone should rush!” “Why didn’t you join a sorority?”

Greek members talk about sororities and fraternities like they’re just something you decide to join, and that’s all there is to it. You just sign up, and bam, instant insider. Instant meaningful relationships, instant support. Sign your name here, hand over some cash and it’s yours for the having. Brothers or sisters for life. Who wouldn’t rush?

But the rush process is not as simple – or as positive – as it’s casually conveyed. The thing is, if you “become” a member of a Greek organization, you’ve really been an insider all along. You fit in with the men or women of that organization before you even met them. What I mean is that even if you want to be part of a social Greek group, even if you want this support and love, the organization first has to consider you a natural insider. It must be a destined match. And if you don’t match, this support isn’t yours for the having. You can’t just take the support- you have to fit in. The members have to want you. And this is where the logic of the “everyone should rush” inclusive mindset falls through.

The rush process is hypocritical. The goal is simultaneously to welcome you and size you up. Good god, the thought of having my face plastered on the wall via PowerPoint slide for members to vote on whether they want me in their social group makes me want to scream. Don’t tell me that doesn’t happen, because I know it does. You can try to spin it positively, downplay the negative side. You might even accept it as a necessary evil. But I can’t get the image out of my head of one of my friend’s faces, upset at not receiving a bid from the sorority sisters she wanted, then trying again next year and not receiving a bid from anyone at all. Because she wasn’t a natural insider, she wasn’t eligible for that “instant support” the sororities advertised.

There is no room in Greek organizations for natural outsiders. So all those benefits of rushing a frat? All those positives of sorority life? All those statistics on Greeks having better mental health, GPAs, campus involvement, community engagement, and graduation rates? Great for them: but they’re only for the natural insiders. They simply defend the insiders’ logic. They confirm what those insiders already know and experience. They’re obvious to everyone, inside and out. They mean nothing for the natural outsider. And they disguise and distract from the core problem that these organizations are socially exclusive by nature. Which, as I’m led to believe, is the opposite of Transy’s educational goal. But that’s a different letter.

Greek Series 3: Greek life leaves people out

This is the third part of a multi-part series on the benefits and drawbacks of Greek Life on Transy’s campus. 

Read Part 1 here. Read Part 2 here.


 

If you’ve been out of your room on Transy’s campus for the last few weeks, you’ve seen or heard about all the wonderful things that social fraternities or sororities are doing. That’s one of the joys of living on a small campus. But if you’re like me, it’s one of the worst parts.

Many of my friends are involved in Greek life, and at times it can seem like everyone on campus is too. But I’m at least one person (and my roommate’s another) who won’t be joining any social Greek organization on campus for any of our four years here. To preface this, I am non-binary, meaning I am neither a male nor a female, so that doesn’t help when all the social Greek organizations are gender exclusive. Further, I don’t have any experience with the specific inner workings of the chapters on Transy’s campus, and I won’t pretend that I do. To be completely honest, I don’t want that knowledge.

Social fraternities have so many stereotypes associated with them, and I know you aren’t supposed to judge a book by its cover, but the more I learn about and the more experience I have with the social Greek life on campus, the more it seems to fit into those stereotypes. Greek organizations have overlooked some pretty major flaws in their members, and are not always taking disciplinary measures for actions that should warrant them. I look around and I see that one fraternity is for the party-ers, one is for the racists, one accepts everyone and then the other has like six members on campus.

Sororities, on the other hand, have their own unique challenges that put me off of them as well. Most of the sorority girls I’ve met have been kind and welcoming, or at least not outright disrespectful to my face. However, the sorority as an organization tends to be elitist, and snobby. The organization as a whole, and the members when in groups of more than about three usually, often give off–to me at least– an air of superiority. Each sorority has its own associations on campus, and I tend to get the feeling that the members think they’re better than non-members because of those special differences in the sororities.

I understand the purpose of a social organization like Greek life is to create a space for like minded people, but there are infinitely better ways to find those people than elitist, xenophobic hierarchical organizations with only that purpose. I understand that many fraternities have other regulations, such as service and grade requirements, but the focus seems to almost always be on social events, and what dances or functions or food events or smokers are going on when.

This campus is so ingrained in social Greek life that many other groups and organizations build their practice or meeting schedules around Greek life events. No groups meet on Monday night, because all the socials meet then. Multiple times I’ve had meetings rearranged or cancelled because one fraternity or the other was having a function. Often times, you feel left out if you aren’t a part of social Greek life because so much of Transy’s social life is Greek life.

What motivates goalies? We asked some of Transy’s

Goalies. For the sports that have them, they are inarguably one of the most important positions on the field. No matter how important the position is, every coach’s worst nightmare on the first day of practice for younger kids was always, “Okay, who wants to hop in goal?” For the most part, kids would slink to the back of the group or try not to make eye contact with the coach.

I’m surely guilty of trying to avoid playing goalkeeper. In my entire lacrosse career my only experience while playing goalie came in fifth grade in a summer league game where I let in ten goals in a single half. After that, I was moved to another spot on the field and never played it again.

For most of us, the idea of having balls pelted at us while we try to stop them (often using our bodies) sounds absolutely terrible. However, I wanted to get to the bottom of what is appealing to goalies about this position. What propels certain players to enjoy playing this crucial, but difficult position?

I caught up with some goalies from Transylvania teams to find out their reasons for playing the sole position most players shy away from, and acting as the last line of defense for their team. As the quote goes, “A goalie doesn’t win games, they save them.”

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A soccer goal is eight feet tall and 24 feet wide. A goalie must protect this vast area from shots sometimes being kicked from nearly right on top of them, using strictly their hands or bodies. That is exactly what Morgan Potts, senior goalkeeper for the women’s soccer team, does on a regular basis. The daunting task of protecting the soccer goal is a massive responsibility, but Potts seems to relish in being the goalie that can make big plays in big situations

“I think what originally attracted me to the position was the excitement and rush that I experienced while playing it. Also, I am a weird one and I really liked the intensity and high-pressure situations where you have to think on your feet and react in tough situations,” said Potts. “To be honest, after I started playing in the goal, it became something that I fell in love with, and [I] couldn’t imagine playing another position.”

“I am a weird one and I really liked the intensity and high-pressure situations where you have to think on your feet and react in tough situations.” Morgan Potts

What she likes about playing goalie is “the idea that I am the last one to try to stop the ball from going into the back of the goal.”

“When I make the game winning stop, or time the breakaway perfectly, or when I make a difficult save, it reminds me why I decided to play goalie in the first place,” she said. “I also like being able to see the whole field in front of me and helping communicate to my whole team.”

I then asked the obvious question: is goalie a dangerous position?

“Personally, I do not think that the position is dangerous,” she said. “Now, if you were to ask my mom, she would say it is. But goalie is a position you can’t play in fear because it translates to the game.”

Fortified Fogle and Pioneers fend off Washington & Jefferson 7-6

I then went on to catch up with my brother and teammate, senior Cooper Fogle (pictured above), who is the starting goalie for the men’s lacrosse team. What attracted him to the position initially was, that “you get to see the whole game unfold in front of you.”

“You’re the last line of defense, which makes you take every shot personally,” he said. “Being goalie also makes you work cohesively with the entire defense. That’s something I’ve always liked about lacrosse in general, is the team aspect.”

I then asked him if he feels that being a more mobile goalie is an advantage, as he is known to intercept passes and run out of the goal at times.

“Yeah, it helps on clears because it makes it easier to exploit weaknesses in the defense,” he replied. “Our defense meshes so well anyways that I don’t need to run out that much. We were top ten in the nation last year in clear percentage, which is attributed to the whole team.”

His words of advice to youngsters learning to love playing goalie were, “Stay big.”

“Stay Big”

The similarities in Fogle’s and Potts’ mentalities are what strike me the most. The passion they both share for the position, and how they both seemingly thrive off of the pressure they are placed under when making saves. One thing, however, is blatantly clear to me, though. It is a miracle only one goalie is allowed on the field at a time, because for coaches of younger kids, it would be hard to find more than that.

Alumni Spotlight: Trent Redmon finishes artist residency

On Oct. 28 and Oct. 29, alumnus Trent Redmon will be having the opening of his exhibit “Portals” at Cozy Nook Gallery in Flemingsburg, Kentucky. While Redmon was a Studio Art major at Transy, he was offered a three-month artist-in-residency at Cozy Nook from gallery owner and Transy alumnus Brent Donovan.

“I was in the University Open show at LexArts ArtsPlace, and I had a painting in that show and I won third place or something,” said Redmon. “Maury Sparrow [Communications Director at LexArts], he asked me if I wanted to do this little TV spot because ABC News was coming to do a little bit on the gallery, and so I did this two minute interview on TV.

“When I ran into Kurt [Gohde] however many days later, he was like, ‘Oh, somebody saw your TV thing and wants to give you an artist-in-residency,’” Redmon continued. “I thought he was kidding, ’cause that was pretty cool to have someone say that they wanted to pay me to make art for them, and that was pretty awesome.”

As the artist-in-residence at the Cozy Nook Gallery, Redmon stayed in the gallery four days a week discussing his artwork with visitors and painting the works, which will be on display at his opening. Redmon describes Cozy Nook Gallery’s space as “awesome,” as the building, which was bought for $100, was completely restored by Donovan and Donovan’s father to its current condition.

The logo of Cozy Nook Gallery in Flemingsburg, Kentucky, where Transy grad Trent Redmon did an artist residency this summer.
The logo of Cozy Nook Gallery in Flemingsburg, Kentucky, where Transy grad Trent Redmon did an artist residency this summer.

Another great aspect of Cozy Nook Gallery to Redmon was the “great art” and arts books Donovan had around, including a print from Keith Haring, Redmon’s all-time favorite artist. While Donovan’s art collection was able to motivate Redmon creatively, he ultimate describes his artistic process as “really off the cuff” and exploratory.

“I don’t do any planning or anything,” said Redmon. “I like starting a painting like I would start a doodle in a notebook. I start drawing shapes and reacting, just seeing where the lines go, trying to keep a good balance of organic shapes and geometric shapes, trying not to go to heavy on either side, but making sure it’s balanced out: drawing shapes and intuitively working with them, maybe seeing facial features or some sort of animal motif or something, like beaks. Just kind of figuring it out as I go, because to me, that’s what’s so fun about painting.”

'Glory,' 2016, by Trent Redmon. Taken from Trent Redmon Art, Facebook.
‘Glory,’ 2016, by Trent Redmon. Taken from Trent Redmon Art, Facebook.

During his time at Transy, the Transy art professors and courses had a lasting influence. Although Redmon originally envisioned himself as an English major, the “weird” and “unexpected” assignments in his art classes influenced his decision to become a Studio Art major.

“[Transy art classes] pushed me to work outside my comfort zone so much, and I grew a lot as an artist,” he said. “I just became more capable because I had to try to work in so many different ways. After having done all that, I was able to go back to kind of a rudimentary style of art that I made when I was younger, but with just a little more experience. My time at Transy was definitely challenging and so I think that challenge itself is beneficial ultimately in any aspect of your life.”

While Redmon finds that many people question the “unconventional” nature of majoring in such a program as Studio Art, he encourages anyone that truly knows they want to be a Studio Art major to follow through with their goal.

“My best advice would be ignore it when someone tells you that you should do something else, because you get that so much. People ask, ‘what are you going to do?’ and you know that doesn’t matter,” said Redmon. “If you want to be an art major, you know that’s what you want to do, so you shouldn’t feel ashamed or embarrassed about wanting to pursue something that interests you. If you want to go for it then just do it and do it as best as you can, and try to ignore those weird comments from old ladies about how you should be doing something else.”

Adopt-A-Cause, community service teams provide students with ‘sustained opportunity’

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The Office of Campus and Community Engagement has undergone many changes in the past year in terms of staff, mission, and projects. The office, until recently, was originally split into the two separate offices of student involvement and community engagement.

Assistant Director of Community Engagement Chelsea Clements said the decision to combine the two really made sense.

“They’re mutually beneficial,” said Clements. “They really have to go together if we’re truly going to offer an awesome engagement experience.”

Clements added that the changes have helped teach students that what they do on campus and what they do in the community do not have to be exclusive to one another. Clements explained that there is now “an added level of support to do it together.”

“It’s very direct impact. While fundraising and that kind of philanthropy does have a really important place, a lot of people really like the feeling that what they’re literally doing right now is going to help somebody,” said Laura Daley.

Other fairly new elements to the office are the five community service student teams and the Adopt-A-Cause. Although both programs have been around a couple of years, the office is focusing on promoting them this year and having students more involved.

The community service teams focus on four issues: domestic violence, education, affordable housing and food justice. There are actually two volunteer teams tackling the issue of education. One team volunteers at the Carnegie Center while the other helps with YMCA at Lexington Traditional Magnet School.

The Adopt-A-Cause program is encouraging student organizations on campus to choose a cause or a community organization they are passionate about and they will work with that specific organization all year. Throughout the year, the students will communicate and find out what the organization needs and help them in any way seen fit.

One campus organization that is taking part in this is Students Against Hunger and Homelessness. The two co-presidents are Juniors Laura Daley and Ashton Wasson. Clements explained that the benefits behind both the volunteer teams and adopting a cause is for students to have a “sustained opportunity that is not just one day.”

Daley explained that the organization has been working with the Hope Center for a couple years now. Once a week, the students make peanut butter and jelly sandwiches and take them to the center.

“Then they put them on the HopeMobile which goes around Lexington and gives out sandwiches to homeless people,” said Daley.

“There’s really an opportunity to learn. Whether that’s learning how a non-profit works or learning about the area the organization is in. There’s a lot of professional development and experience within it,” said Chelsea Clements.

Working directly with an organization like this is a very different experience than other forms of volunteering and philanthropy.

“It’s very direct impact. While fundraising and that kind of philanthropy does have a really important place, a lot of people really like the feeling that what they’re literally doing right now is going to help somebody. You know exactly who you’re helping and how you’re helping them,” said Daley. “When you partner with one organization you start forming relationships. You start to know that cause front and back, up and down. You learn and pick up on little things that you wouldn’t while doing a more expansive service.”

Students Against Homelessness and Hunger has partnered with both Sodexo and JIF. Sodexo donates all the bread every week as well as provides plastic spoons. JIF has donated peanut butter for the students to use.

Daley explained that finding those connections and resources has taught her to be resourceful and “to take advantage of what we do have access to.”

Volunteering does provide experience and learning outside of the service aspect. Clements described the whole mission of their office as being “founded on service learning. That students get the opportunity to be in the community and actually learn from it and reflect on it.”

Students who volunteer, through both the service teams and Adopt-A-Cause, gain professional and educational experience in addition to service experience.

“There’s much more to the collegiate experience than just doing well in class or on-campus organizations,” said Clements. “There’s really an opportunity to learn. Whether that’s learning how a non-profit works or learning about the area the organization is in. There’s a lot of professional development and experience within it.”

Clements also added that it is an “opportunity to create community outside of our bubble.”

Greek Series 5: Greek system can be improved

This is the final part of a multipart series on the benefits and drawbacks of Greek Life on Transy’s campus. 

Read Part 1 here. Read Part 2 here. Read Part 3 here. Read Part 4 here.


 

The benefits of Greek life are undeniable and the statistics back that up. According to Cornell, 80 percent of Fortune 500 executives, 76 percent of US Senators and Congressmen, and 85 percent of Supreme Court Justices. Yet, Greek life also promotes many issues and problems- alcohol overuse, hazing, superiority complexes, elitism and exclusion. While our sororities on campus are generally positive vehicles for student involvement, they also have many issues and have ample room for improvement. Here are five ways the sororities on campus can improve both themselves and the campus as a whole.

  1. Be more Panhellenic. This year’s Panhellenic Council has done an exceptional job promoting good relationships between chapters and encouraging a more respectful Greek community, but a certain degree of tension and competition still exists between chapters. This competition has existed for so long that it may feel inherent to Greek life and unfixable, but it can in fact change- it is simply a matter of attitude.  All the sororities on campus are chasing the same goal of creating the best membership experience possible for their members; chapters can work together, program together, and learn together to achieve this goal. Ultimately, eradicating this negativity can only come from chapter members themselves who make a concerted effort to foster a supportive and caring relationship between the chapters.
  2. Share resources and experiences with unaffiliated groups and people. Claims of Greek favoritism have long plagued the campus and been a point of contention for indies (students who are not affiliated). Whether or not this is true, Greek chapters do possess more resources than most non-Greek groups due to their sheer size and involvement. But, this does not have to put indies at a disadvantage; Greeks and non-Greeks could benefit greatly from increased collaboration and shared events. Greeks typically have better funding, a plethora of advisors for outside assistance and connections, more of a marketing pull on campus, and larger networking opportunities that other clubs do not possess.  Hosting joint events with non-Greek groups would give sororities a new perspective on their events and promote better relationships around campus, while indies would gain access to the resources that they may not have previously had access to.
  3. Promote diversity. Historically, Greek chapters have been composed of primarily Caucasian, wealthy individuals because of the money required to join such groups and because of the histories of the groups- they were created by wealthy, Caucasian individuals, so they catered to that same group. But, as Transy continues to invest in diversity, a new opportunity for Greek diversity arises. A more diverse membership would help expand the views of members, as well as lay the foundations for tolerance and acceptance. While the traditions of sororities do not change, the culture does change and incorporating new perspectives into the culture of sisterhood would provide a more informed experience for all. This change may be perceived by some as bad or as breaking tradition, but such change would ensure that Greek culture is keeping up with American culture as a whole and evolving for the better.
  4. Spread service out into the community. The sororities on campus do an excellent job serving their national and local philanthropies, but this service is often limited to on-campus events. If Greek life truly wants to be community oriented, it has to actually expand into the community. This means taking some service events off campus and getting the community beyond just the Transy bubble involved. AOII did a wonderful job with this two years ago with their Strike Out Arthritis event at the Lexington Legends’ stadium, and other sororities need to follow suit.
  5. Celebrate success. Greek life is not perfect, but it does many things well. The previously mentioned community service makes great gains for philanthropies, yet that success is rarely recognized outside the chapter. For example, Tri Delta raised $22,465 last year for their philanthropy, St. Jude’s Childrens Hospital, yet those incredible numbers were only celebrated during recruitment this semester. Only during recruitment is the success of the chapter truly celebrated, which does a disservice both to the chapters and to the community. Informing the community of Greek success would not only help change the perception of Greek life, but also would encourage more people to get involved with chapter philanthropy in the future.    

These changes may or may not amount to much– they are small changes indeed– but they have the potential to drastically change the way Greek chapters interact with both other chapters and the campus as a whole. They would create a more friendly, collaborative environment that works to benefit everyone on campus, not the Greeks. They would involve more people in the campus community, expand that community out into the Lexington area, and, hopefully, help everyone to witness the most positive aspects of the Greek system.

Greek Series 2: Fraternities have genuine goals

This is the second part of a multi-part series on the benefits and drawbacks of Greek Life on Transy’s campus. 

Read Part 1 here.


 

In the media and entertainment industry, the portrayal of fraternity life is often put in a negative spotlight. The image given to fraternities often emphasizes a supposed culture of partying, vandalism, sexual assault, and more. While it’s not hard to find an instance where a member of a fraternity has been found guilty of mischievous or dull behavior, allowing this minority of Greek students to create a stigma surrounding millions of lifetime members drastically overshadows the true purpose of Greek life. The truth is that each fraternity, both nationally and locally, is different, and you can expect different results from each individual chapter, but they all have one goal: to build better men.

The goals of almost every fraternity center around growing an individual socially, academically, and in leadership. Although fraternities are often perceived as simply being outlets for debauchery and depravity, they are much more than that. They are organizations that push men to be greater citizens, more driven students, and have stronger friendships. Fraternities were founded to develop leaders, and when the Greek process is done correctly, that is exactly what they do. Some of the most successful people in society went through the Greek process, and the list of societally prominent fraternity men carries on and on, ranging all the way from famous actors to your local politicians. Greek students have the ability to be a part of something greater than themselves, and with that, they gain leadership experiences.

Does this mean that all Greeks become legends? Of course not. The truth is that fraternities are, in part, social organizations. They offer opportunities for people to gather and enjoy themselves, and there are occasions where these events must be aggressively controlled. But to me, being Greek is about bettering yourself as a person. A fraternity is about building a sense of companionship and brotherhood with others who have the same mindset. It’s about challenging each other to be better, and holding each other accountable for your actions. It pertains to using your brothers to push you further than you thought you could go, uplifting and supporting one another, and creating a network of friendships that will last you for a lifetime. And while that may sound unrealistic to many non-Greek students, the truth is that many fraternal friendships and networks are maintained well after one’s college years.

After pledging to Pi Kappa Alpha in Fall of 2015, I looked for potential resources I would be offered. I found a large alumni network which was both willing and determined to invest in me, the potential to attend leadership summits, and a group of people with whom I connected. These are just a few aspects every fraternity seeks to employ.

The fraternity experience differs from chapter to chapter, school to school, and individual to individual, but the truth is that the Greek experience can be a life developing tool if taken advantage of correctly.

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