Senior Spotlight: a series on our graduating students

I took [Dr. Clark’s] advice and sought out the classes and subjects which most intrigued me and again and again I returned to religion. Intellectually, I was constantly engaged by my professors and the course-material they taught, but as an individual it was the religion department’s tightknit community that I appreciated most.

– greta close
Greta Close ’22

Why did you major in Religion?

Since I was a child, I have been curious about religion. As a “two-day saint” (a Christian affiliate who attends church on Christmas Eve and Easter), I was not raised religious, but constantly wondered why people participated in religion and what it did for them. Then on a trip to Europe in high school, I was exposed to the massive cathedrals built during the “dark ages” and I was baffled by the feats of engineering and architecture that had been the product of religion. So, when I arrived at UVM as a freshman and signed up for classes, I picked “What is the Bible?” as my TAP class, hoping to find an answer to these questions which had plagued me for years.

Although clear answers were far from what I’d discover, I’d consider this to be my best academic decision. Not only did I end up in Professor Clark’s class, in which I became fascinated by the study of religion, but as an undecided student she became my advisor. And as I played with different ideas for majors – ranging from Art History to Communications – Clark pushed me to indulge my curiosity and intellect. As a student-athlete surrounded by very clearly academically tracked individuals, this encouragement meant a great deal to me. 

Going forward, I took her advice and sought out the classes and subjects which most intrigued me and again and again I returned to religion. Intellectually, I was constantly engaged by my professors and the course-material they taught, but as an individual it was the religion department’s tightknit community that I appreciated most. By the end of my sophomore year, I declared a major in religion. 

Where do you imagine yourself in 10 years?

It’s hard for me to imagine myself anywhere in 10 years because I am so eager to travel in the present. But based on my current interests, I would see myself as an established adventure journalist living in a mountain community but continuing to travel and cover intriguing adventure stories in 10 years. I hope to be a member of a close community which values the environment, is eager to learn, and is filled with good, interesting, and diverse people. I would love to be living abroad, perhaps in New Zealand, but I’m open to living in many places. I also hope I am continuing to engage with new ideas, concepts, and arguments like I was exposed to in college… and hopefully reading more.

Imagine a first-year student has asked your advice about REL courses. What’s the one she shouldn’t dream about missing? Why?

Gosh, that’s a tough one. I would say for a first-year without previous interest in religion, a class with Professor Morgenstein-Fuerst like “Intro to Hinduism” is a great hook into the REL department. If it’s someone already interested by religion, culture, etc. I would say “Islam and Race” or “Islam and Modernity” with Morgenstein-Fuerst or “Mysticism, Shamanism, and Spirit Possession” with Brennan are very intriguing. 

If you could write any book, what would it be?

Hmmm… I think would like to write a memoir, detailing the experiences I’ve had, the people I’ve met, and the perspective I hold — that is if my life grows in interest and relevance!

Any fond memories of 481 Main Street you want to share?

I’ll always fondly remember meetings with my professors, in which I was offered tea, life advice, and always someone to talk to. Thanks to everyone who made 481 a comforting and happy place.

Senior Spotlight: a series on our graduating students

The seminar room is unlike any other on campus. Being in the religion house and thinking about how little I knew my first semester freshman year sitting at that table to feeling so much more confident in myself is a really special feeling. 

– hannah kiely
Hannah Kiely ’22

Why did you major in Religion?

I majored in Religion because I wanted to study why people practice religion and how it affects them and the world around them. 

Where do you imagine yourself in 10 years?

In ten years, I hope to be an attorney, eventually returning to Maine and living near the ocean. 

Imagine a first-year student has asked your advice about REL courses. What’s the one she shouldn’t dream about missing? Why?

Any class in the religion department that is super specific is always really fun and interesting. Women in Christianity to 1500, Islam and Modernity, and Buddhism in Sri Lanka were my favorites. 

If you could write any book, what would it be?

If I could write a book, I think it would be about the chronological journey of female subjectivity from the high Middle Ages to our modern day. A lengthy endeavor to say the least. 

Any fond memories of 481 Main Street you want to share?

The seminar room is unlike any other on campus. Being in the religion house and thinking about how little I knew my first semester freshman year sitting at that table to feeling so much more confident in myself is a really special feeling. 

Senior Spotlight: a series on our graduating students

The first class I took was with Professor Trainor about Christ and Buddha it really engaged me. I felt engaged by both the content and the questions being asked. I was really intrigued so took other classes and followed that thread. 

– jake wilson
Jake Wilson ’22

Why did you major in Religion?

I started out not having any ideas of what I’d major in, but I had always been interested in religion, and learning about how other people live and center their lives. The first class I took was with Professor Trainor about Christ and Buddha it really engaged me. I felt engaged by both the content and the questions being asked. I was really intrigued so took other classes and followed that thread. 

Where do you imagine yourself in 10 years?

Somewhere warmer than Burlington. 

Imagine a first-year student has asked your advice about REL courses. What’s the one she shouldn’t dream about missing? Why?

I loved the Jewish Creativity and Ritual Course with Professor Andrus. I think it gives a glimpse of all the different dimensions that religion courses offer. It has interning theoretical base with all these cool readings which challenged the way I thought. But also it gave me the chance to see those ideas in practice as we got to interview an artist and make our own artistic creations as part of the final projects. 

If you could write any book, what would it be?

I wish there were more books connecting more theoretical ideas about ritual, community and belief to modern life, so maybe something like that trying to connect modern music or tv shows to a lot of these ideas, showing the way they are interrelated and the ways religion is still a part of of our experience and understandings. 

Any fond memories of 481 Main Street you want to share?

It was really cool to take a lot of different types of courses in the same place each coming year, and to end with the senior colloquium there. One memory that sticks out is getting that Religion Mug in Professor Borchert’s Interpretations of Religion, this was during COVID lockdown and the class was hybrid, so the mug was a way of providing that together feeling even while behind the screen. 

Senior Spotlight: a series on our graduating students

What I loved about every class is that it would usually invite discussions of race, social structures, politics and gender into the classroom, which made it all the more special and interesting to learn about. As a result of that, it granted me the space to think critically about religion in the context of colonialism, globalization, societal norms, and so much more. It also taught me that religion is everywhere and that it intersects with every aspect of our lives, which means it can’t be ignored! 

– lena ginawi
Lena Ginawi ’22

Why did you major in Religion?

During my freshman and sophomore year of college, I honestly couldn’t figure out what I wanted to study. However, what felt like a waste of time was honestly a blessing in disguise because I eventually found the major that I truly loved: Religion!! At first, I decided to minor in religion, but as I started taking more REL courses, I realized there was something special about the Religion department and the study of Religion, so I decided to major in it. What I loved about every class is that it would usually invite discussions of race, social structures, politics and gender into the classroom, which made it all the more special and interesting to learn about. As a result of that, it granted me the space to think critically about religion in the context of colonialism, globalization, societal norms, and so much more. It also taught me that religion is everywhere and that it intersects with every aspect of our lives, which means it can’t be ignored! 

Where do you imagine yourself in 10 years?

In 10 years, I hope to be doing what I love and utilizing the skills that I’ve gained from the religion department to navigate the world. I see myself as a human rights defender in Egypt working against the oppressive and arbitrary arrests and detention of political prisoners.

Imagine a first-year student has asked your advice about REL courses. What’s the one she shouldn’t dream about missing? Why?

This is honestly a tough one for me to answer because I absolutely enjoyed every REL course that I took at UVM. However, if I were to choose a couple, I would say Islam & Race and Religion, Health & Healing! I really enjoyed Islam & Race because it granted me the space to both grapple with my own identity and to think critically about the racialization of religious minorities. I also really enjoyed Religion, Health & Healing because it helped me think about how folks use religion to make sense of illness, death and suffering in the context of colonialism and norms shaped by society.  

If you could write any book, what would it be?

I’ve always been interested in the arts and creative modes of expression! More specifically, how folks of color use poetry as a way to reclaim their narrative in a postcolonial and racialized society. So, I would probably write a book of poetry to tell my own story and to reclaim my narrative as a Muslim woman of color. 

I would also love to write a book on the Egyptian anti-imperialist movement and the effects of colonialism during the British occupation in Egypt I think it would be super interesting to explore some of the ways it has shaped political identities and social order in postcolonial Egypt. 

Any fond memories of 481 Main Street you want to share?

I loved going to the back area of the REL department and sitting on the couch until class would start. It was such a comfortable space to be in and it was a good little hiding spot if I wanted to escape from UVM’s busy campus. 

I also loved having class in the seminar room! I realized I learn a lot better in smaller classrooms spaces, and it also grants me the opportunity to establish more meaningful connections with my classmates and professors. 

Senior Spotlight: a series on our graduating students

I would tell a first-year student taking religion classes not to dream of missing Religion in Popular Culture! This class showed how much religion is in EVERYTHING in such an interesting and relevant way!

-Hannah nathan
Hannah Nathan ’22

Why did you major in Religion?

When I was a freshman selecting a TAP class, the only available class was Religion, Health, and Healing with Professor Brennan. Before the semester began, I wanted to withdraw from the class because I had never learned about religion before and I had a false idea of what the class would be like. By the end of that semester Religion, Health, and Healing was my favorite class and I was excited about taking further religion classes. The next semester I declared Religion as my major when I realized most of the classes offered are equally as interesting.

Where do you imagine yourself in 10 years?

Providing service to others. 

Imagine a first-year student has asked your advice about REL courses. What’s the one she shouldn’t dream about missing? Why?

I would tell a first-year student taking religion classes not to dream of missing Religion in Popular Culture! This class showed how much religion is in EVERYTHING in such an interesting and relevant way. The final project was also so much fun to do!

If you could write any book, what would it be?

A book about events that occurred during the Holocaust, or a book about religion in popular music nowadays!

Any fond memories of 481 Main Street you want to share?

During finals week of Fall 2021 when there were no seats in the library to study, 481 Main Street opened the building for students to have a place to study and provided snacks and coffee. It was the only good part of that final week for me and one of the reasons why I loved being a Religion Major!

Senior Spotlight: a Series on our Graduating Students

I don’t think there’s another major as interdisciplinary, nor do I think any other major makes its students better people. The Religion major has allowed me to expand the information I cherish the most and has made me a more aware, intentional, and passionate member of society.

– Alex Castellano
Alex Castellano ’22

Why did you major in Religion?

I’ve never been a fan of school, and I only originally came to college because my family wanted me to go. But after one meeting with Prof. Morgenstein Fuerst, I was hooked. I don’t think there’s another major as interdisciplinary, nor do I think any other major makes its students better people. The Religion major has allowed me to expand the information I cherish the most and has made me a more aware, intentional, and passionate member of society.

Where do you imagine yourself in 10 years?

That’s funny. Honestly, I don’t really think that far ahead, but I hope that in ten years I’m helping people and coming home to a farm far, far away.

Imagine a first-year student has asked your advice about REL courses. What’s the one she shouldn’t dream about missing? Why?

I’ve been dreading this question, because it’s too hard to choose! Probably Islam and Race or Islam and Modernity with IRMF, or African Gods/Western Museums with Prof. Brennan. These classes gave me a tangible method for thinking about imperialism and colonization in everyday life.

If you could write any book, what would it be?

I would love to publish a photography book one day. About what? I’m not sure, but I imagine a book of portraiture of some sort. I like to romanticize the idea of writing a novel, but I don’t think it’s likely.

Any fond memories of 481 Main Street you want to share?

Getting my REL house mug at the end of Religion 100 was super special (I even have a video with REL alum Becca Turley!), but I think even more special was spending my Wednesday nights in the seminar room, drinking tea and eating snacks with Prof. Brennan in African Gods/Western Museums. That was one of many moments in which I knew the Religion department was family, and I’m so grateful to have spent my four years here.

“Religion is Always in the Room:” A Reflection on Liz Kineke’s Presentation on the Prevalence of Religious Literacy

On Monday October 28, Liz Kineke delivered a talk that discussed her overall work in the news and journalism industry with an emphasis on how “Religion is Always in the Room.” During her presentation, she went over her origin story and how she got involved in reporting on religion and what she has learned. She mentioned that she learned that religion is not about what people believe, it is about what they do and how they act, which ties directly into my REL031: Introducing Hinduism class’ overarching theme of analyzing the behaviors of Hindus and understanding how Hindus use and react to their texts. 

After going over the start to her career, Kineke got into some of the more prevalent topics in her work, namely religion and politics. Kineke made sure to emphasize that in the case of politics, religion is always in the room, and that it’s impossible to have one without the other. She led with the point that although religion is deeply embedded in our culture, and is our first and most important freedom, our country lacks religious literacy. She said that four years ago religion was a white noise hum, but today it is a blaring siren, linking that fact to the idea that our country’s religious illiteracy results in violence and “micro-aggressions” towards religious minorities and an increase in white supremacy. Kineke’s allusion of the white supremacy linked with Trump’s administration relates directly to our class on Thursday where we discussed the Hindu nationalism that is associated with Ram and the Ramayana. Trump’s political views have led to an uprising in White Nationalism in the country, inspiring the narrative that white Christianity is the religion of this country, and that religious minorities are dangerous, specifically that Muslims are terrorists. In South Asia, many Hindus have used the Ramayana and Ram’s leadership as the “rightful” leader of India to jump to similar conclusions about Muslims, leading to violence and discrimination.

Kineke showed us a piece she did called Faith on the Frontlines about the riots in Charlottesville, Virginia, through the eyes of the clergy. The clergy pointed out that the white nationalist groups gathering in Charlottesville preach ideas that add to the oppression of minority religions in addition to supporting radical right-wing Conservative principles. By narrating the story through the perspectives of religious leaders, Kineke drove home the point that it is impossible to separate religion from politics, and that many of these acts of terrorism are attacks on religious minorities and a violation of our First Amendment rights. The footage she showed of the Charlottesville rally was similar in effect to the pictures we saw in class of mobs tearing down the Babri Masjid with their bare hands and then posing in front of the burning ruins with their hands in fists and large smiles on their faces. The destruction of a mosque in the name of Ram supports Hindu nationalism and claims to draw evidence directly from sacred Hindu texts, specifically Ayodhya being the birthplace of Ram as described in the Ramayana. How can the violation of someone’s sacred space be validated in the name of the most Dharmic man in all of India? How can it be allowed for the president of the United States to inspire acts of white supremacy? To adequately analyze either of these acts of terrorism, an understanding on religious beliefs and prejudices must be understood. “Jai Shri Ram” is just as much a political chant as it is a religious chant, and saluting Hitler or dressing as Klansman is just as much a religious act as it is a political act. 

I liked that in her presentation Kineke emphasized the importance of education in the improvement of our country’s religious literacy and how although it may not solve all the problems in our country, it will help educate the public on how their actions can be discriminatory or ignorant. We discuss this a lot in REL031, specifically in the context of how we have to be aware of how white people colonized and invaded India and invalidated a lot of the culture that already existed there and how our point of view effects how we learn about Hinduism. Recently, in the Halloween season, we have been talking about how often Hindu practices and gods get disrespected because people don’t know how offensive it can be to dress up as someone else’s god or hang a poster of a Hindu god up on their wall. The more we learn about Hinduism, the more discrimination and offensive acts we can erase from our daily lives.

Kineke drew my attention to the way in which religion is around us all the time, and the more we know about it, the more prepared we can be to address religious acts of violence and political ignorance. 

A Reflection on Dr. Simran Jeet Singh’s Religious Literacy Talk

On September 26th,  Dr. Simran Jeet Singh joined us at UVM to discuss religious literacy. Dr. Singh’s talk entitled “Turbans, Beards, and Hate: How Experiencing Racism Made Me a Scholar Activist” was enriched with deeply personal experiences of racial profiling, institutional racism, and sprinkles of dad humor.  

Dr. Simran Singh, September 26, 2019.

As a Sikh, activism was brought into Dr. Singh’s life at a young age. After experiencing racist remarks as an elementary school student in southern Texas, his parents –who were immigrants from India- had decided to do a workshop with fellow parents at the school. They brought homemade food and discussed their cultural background, which was obviously a lot different than his white classmates. 

He states that for his parents this workshop wasn’t about education, but survival. This is where Dr. Singh’s thesis, which he stated multiple times throughout his talk comes into play, “For people on the margins, religious literacy is a matter of survival.” Dr. Singh emphasized how you cannot always control how people treat you, but you can control how you respond to they way you are treated.  

After 9/11, Dr. Singh and his family had faced a new reality. Because they wore turbans, they were hyper visible to the rest of the world, but yet as Sikh’s, they were completely unseen. After continuous racial profiling after 9/11, Dr. Singh states that, “it didn’t matter how they saw themselves, but how other people saw them.” Sikhism is the 5th largest religion, but most Americans cannot recognize what Sikhism is, or what the people who practice it look like. With the lack of proper understanding of religious literacy in America, a lot of harm can be done, whether it is intentional or not. 

To Dr. Singh, activism is all about the power of community. Upon my reflection of this, a religious literacy activist has a commitment to social justice through both the study of religion in academic settings, while maintaining moral responsibility for said religious communities. 

So, why is religious literacy important? It gives us the opportunity to change people’s perspectives, which for some, is an incredibly meaningful experience to have.  

As a student currently studying religion, religious literacy, awareness, and advocacy work is really important to me. At the same time, it is important to note that intellectual interest in religious literacy, especially for a white university student like me, is a position of privilege that marginalized people may not have or even have the option to have.  

When I think about my position, I question how I can return my privilege in a way that is both helpful and respectful, while at the same time not overstepping any boundaries. As religious literacy advocates, we need to create a community that demonstrates activism and raises the voices of marginalized people and their beliefs.  

There is no Capital “T” Truth: Traveling with Students Abroad

By Abra Clawson ‘19

Looking across at the Mihintale Buddha. All photos taken by the author.

“So, the other tour guide was wrong, then?” one of our students asked from the back of the group. The branches of an enormous Bodhi tree stretched above us, the fence around it decorated with strings of Buddhist flags. Located in Anuradhapura, the tree is said to be one of the oldest in the world. It was the first Bodhi tree in Sri Lanka, planted using a branch from the tree in present-day India under which the Buddha reached enlightenment. The colors of the flags woven through the fences and branches were the subject of our discussion.

Our guide had just finished explaining the significance of the flag. Each color represented a different quality of the Buddha, he told the class. In his description, yellow was for the Buddha’s robes, orange for skin, and white for purity. The day before, a different tour guide in Polonnaruwa told us that the colors signified body parts of the Buddha. There, it was blue for eyes, orange for gums, white for teeth and bones, and red for blood. These colors come together in a final stripe to represent the Buddha’s multicolored aura.

Both men had authority as Sri Lankans and as official tour guides, yet the answers they provided conveyed the complications of searching for a single, “true” Sri Lankan reality.

Questions about the colors of monks’ robes elicited similarly mixed responses. One man in a small village near Kandy told us the differences in color is due to a monk’s status, with the head monk in the village wearing maroon while lower-status monks were orange. Days later beneath the Bodhi tree in Anuradhapura, the class was told that monks are just given whatever robes are available, and that the colors do not mean anything beyond what resources are offered. His answer also implied that some colors were more expensive to produce than others.

Taken aback by the contrast in the multitudes of answers from guides and locals we had talked to, some students immediately sought to find and label one answer as the “correct” one. They were asking questions which should have simple, concrete answers. Or so it seemed. This assumption is ultimately what led to the comment that one of the other guides had given us incorrect information the day before.

Later in the evening, after leaving the Bodhi tree behind, we clambered back onto our bus in order to drive to Mihintale. About a half hour’s drive from Anuradhapura, Mihintale is known as the site where Buddhism first came to Sri Lanka.

 

We were met in the parking lot by a monk who would be our tour guide, and would later be referred to as “everyone’s favorite.” He told us he was a “liberal, open minded” monk, and that he would answer any and all questions candidly.

The students immediately took to his openness, asking questions about the history of Mihintale, his own path as a monk, and the workings of the monastery. As our conversation continued over tea, he challenged some of the assumptions that students brought with them, especially about how and why people become monks. In our guide’s case, he had asked his mother to allow him to join the monastic community when he was 12 years old, going against his family’s wishes.

From the beginning, one of the goals of the UVM travel study course “Travel Writing in Sri Lanka” was to convey the various realities of this South Asian country and its people. In a country that has been involved in a 30-year civil conflict which ended barely a decade ago, it is especially important to acknowledge the differing experiences and stories of people living there. In addition, this context asks us to question why we hear certain kinds of answers, and maybe don’t hear others. Which histories are promoted, and which are pushed to the side as less valid – less “Sri Lankan”?

Over the course of our two weeks in Sri Lanka, this theme of stories and capital “T” Truth kept coming up. This culminated at the International Buddhist Museum in Kandy. As the Teaching Assistant for the travel writing class, I welcomed the opportunity to explore the museum by myself for an hour or so, while our class was observing and writing about the Temple of the Tooth complex across the street. As a religion major, I was intrigued by what information would be offered in the museum, and how it would connect to classes I have taken back in Vermont.

The first four rooms of the museum are all designed to explain the history of Buddhism in Sri Lanka, and the significance of various sites around the country. After traveling through this detailed description of Sri Lankan Buddhism, the visitor is expelled into the main hall, from which you can continue through the ground floor through rooms with artifacts from India, Nepal, Bhutan, Bangladesh, Afghanistan, and Pakistan. Or, you can walk up the central staircase to rooms on Thailand, Vietnam, Myanmar, Indonesia, Laos, Cambodia, Malaysia, China, Tibet, Japan, and Korea. This format of the museum in some ways mirrors the spread of Buddhism, and is accompanied by maps showing exactly how the different forms travelled across the continent. What was most interesting to me about this museum was the message conveyed about Buddhism which worked to give further authority to Buddhism in Sri Lanka specifically.

Take, for example, the single room containing objects from Nepal. Of the 15 or so pictures and items on display, the majority were from Lumbini, the birthplace of the Buddha. The introductory panel to the room stated that Theravada monks in Nepal are the most respected, although they consist of a much smaller population than the Tibetan or “Lamaist” monks. The only artefacts related to forms of Buddhism found in the Himalayas were a picture of Swayambhunath stupa and a model of Boudhanath stupa, both of which are in the Kathmandu valley. This dynamic stuck out to me because Theravada Buddhism is what exists in Sri Lanka, and is highlighted in the museum as being most important Nepal, even though it is the minority of Buddhists there. Thus, the museum seemed to be primarily an exercise of nationalism, even as it taught visitors about Buddhism throughout the world.

Museums are spaces which are widely assumed to be secular, objective, and authoritative – or close to it. The International Buddhist Museum calls each of these qualities into question. Walking its halls, I once again found myself questioning how and why certain Sri Lankan realities become more legitimate or popularized than others. Sri Lankan organizations often promote a unified national identity, yet little attention is given to the minority Tamil population that is predominantly Hindu. It has become a recurring discourse of “oh, and also…” which can be seen everywhere from the nation’s constitution (in reference to language and religion) to the conversations of people on the street. Yet in reality there is no single “Sri Lankan” way of life. This was made clear to our class again and again, with every contradicting explanation and every person we met.

Looking back, Mihintale was a turning point at which many students began to realize that they would never find the one capital-t True answer to their questions, and that a more interesting project is to look at the nature of the conflicting responses. Perhaps it was the openness of our favorite Monk-tour guide that allowed them to begin to shed their obsession with objectivity and their grip on Western frames of thinking. Perhaps it was the beauty of the dagobas and mountains at sundown. Either way, we left Mihintale with our energy refocused towards seeking out and accepting difference and small “t” contextual truths.

Alumni Spotlight: Rebecca Friedlander ’17

Rebecca Friedlander

Rebecca Friedlander ’17

Besides her suitcase and backpack, Rebecca Friedlander ’17 had a lot of intellectual interests to unpack when she arrived at UVM as a first year student in 2013. She was curious about psychology and archaeology—her family paid regular visits to the Chicago Science Museum and she participated in digs near her native Chicago.

To fully explore her options, she enrolled in UVM’s Integrated Humanities Program, which offers a series of courses that studies topics in-depth, from several different disciplinary perspectives. Participants live and learn together. By sharing the same intellectual journey under the same roof, she developed close relationships with her peers and faculty mentors.

It was just the sort of academic experience Friendlander was looking for. She had attended Stevenson High School in North Chicago was interested in pulling up stakes and exploring a new environment. UVM popped up as an option during her college search, and a visit to campus confirmed her early impressions—a substantial research university that projected a friendly, progressive vibe. “I ended up meeting a lot of professors on Admitted Student Day,” she recalls. “They were really impressive people, but also very down to earth.”

The program exposed her to courses she otherwise might have overlooked, and she was fascinated by her class in religion. It led her to take more religion courses, and she was especially inspired by classes with professors Ilyse Morgenstein Fuerst and Vicki Brennan. “The professors in the department really helped me grow as a person,” she said. “They pushed you academically, while at the same time being very approachable.”

Freindlander completed a double major in anthropology and religion at UVM, and after taking a year off to carefully explore her options, she enrolled in a master’s program in archaeological biology at Brandeis University. She’s interested in paleopathology (particularly osteology, the study of the structure and function of bones) in sites in mesoamerica, particularly those that were invaded by the Spanish. “I want to use the scientific aspects of archaeology to broaden our anthropological understanding of past cultures.”

Now in her first year at Brandeis, her current plan is to earn a PhD and teaching in higher education. She’s convinced that her broad liberal arts background has made her a better learner and deeper thinker.

“Both human development and religion are very closely intertwined–they inform each other,” she said. “Studying both gave me multiple areas of human understanding to draw on.”

*In this series, we have pulled text from our newly relaunched website–we want to highlight our fantastic alumni in as many venues as possible!