By Michan Myer, Associate Director of the Center for Writing and Lecturer in English
July 5, 2017
It’s no secret that college students burn the proverbial midnight oil—especially when they are faced with final exams and papers. University libraries, including Norwich’s Kreitzberg Library, have long responded accordingly, extending hours as late as 2 a.m. to accommodate late-night studies. In like fashion, Norwich’s dedicated writing coaches decided to meet students where they most needed help—even if it meant eschewing some beauty sleep.
Planning for the “All Night Write” began at the Northeast Writing Center Association’s annual conference at PACE University in April where Norwich’s writing coaches not only shared their research and experience, but also won a team scholarship for student excellence. After attending a workshop at the conference, the coaches set to work, and the first annual event came together. Instead of leaving students to toil in lonely, energy-drink-fueled confusion, The Center for Writing coaches decided to hold an all-hands-on-deck writing event on the eve of finals for the spring semester. On April 30, from 7 p.m. to 2 a.m., writing coaches led 30-minute walk-in sessions, accompanied by the important support of food and coffee.
What a night it was! Coaches held over 50 writing sessions, and students brought all types and levels of writing assignments, from first-year English essays to engineering and history thesis projects. The atmosphere was percolating with collaboration and brewing coffee. Students and coaches alike infused their projects energy and excitement, and new ideas met excellence in expression as the coaching sessions progressed.
Graduating senior engineering student and writing coach Artmiz Golkaramnay remarked, “I felt helpful! And the students seemed to feel like they got the help they needed too.” The collaboration extended beyond the sessions as well, with many students remaining in the second floor study area and calling on the “floating coach” for quick citation questions, sentence read-throughs, and moments of encouragement. In fact, the turn-out exceeded expectations, resulting in the delicious O’Maddi’s food being devoured before 10 .pm. Even after the food was gone, though, the coffee and tea were flowing—and the ideas followed suit—until the very end of the event. The final coaching session wrapped up at 2:05 am, when a security officer informed the team that the building was closing.
The “All Night Write” was a rousing success, with students commenting that the only improvement they could think of for next year would be more food (isn’t it always?!). It’s safe to say that the Norwich community can look forward to many more excellent collaborations as The Center for Writing continues to work to promote a culture of writing across campus.
August 30, 2017
Associate Professor of Criminal Justice Travis Morris is a terrorism and policing scholar, who directs the Peace & War Center at Norwich University. He is the author of the recent book Dark Ideas, an exploration of how violent jihadists and neo-Nazis ideologues have shaped modern terrorism. On Tuesday, Morris addressed the Norwich community at Convocation. A copy of his prepared remarks follows.
President Schneider, Provost Afentio, deans, faculty, staff, guests, and most importantly the class of 2021: It is indeed an honor for me to be here today.
Incoming students, let me again welcome you to Norwich University. It’s a well-known fact that the audiences rarely remember what a speaker says. So with that in mind, I’ll be direct.
Each one of you is taking a risk by sitting there. Let me explain.
You face numerous challenges over the course of four years. And as you know, every challenge has two sides, success or failure.
As you think about your upcoming four years at Norwich, expect to be tested, intellectually, ethically, and some of you, physically. Expect to ask numerous questions. Expect to learn who you really are and make lifelong friends. Expect to emerge from Norwich more informed, service oriented, and a better person. I know that you have already thought about this and this is why you chose to come to Norwich. Norwich has been in the business of producing some of finest leaders, who have impacted countless lives around the globe and by sitting in those chairs, you aspire to join their ranks. You, however, are at the beginning of this journey, but you are not on this journey and risk taking alone.
The administration, faculty, and staff want you to succeed. We want you to excel and make us proud. But at the same time, we want you to be challenged, so that you leave here with the ability to make the world a better place. We know that some of you sitting here will reach the top positions in the military, government, corporations, academia, the arts, technology, engineering, medicine, law enforcement, and non-profits. We also know that some of you will face tremendous academic, personal, relational, and professional challenges during your four years. However, thousands have gone before you. But as General Sullivan states, “Hope is not a method.” You won’t make it back to these seats for graduation four years from now based on hope.
Taking risks is really a Norwich tradition. “I Will Try,” our motto, is really about taking a risk. That’s it. Norwich’s motto means that you take risks. You either make the shot or not. You either graduate or don’t. You pass the test or not. You either save the life or don’t. I also believe that “I will try” was never meant to be said in a comfortable chair or in a lackadaisical tone. Often the Norwich motto is uttered in stressful, uncertain situations with high stakes.
The first Norwich risk taker was our founder, Capt. Alden Partridge. You’ll pass his statue who knows how many times during your four years at Norwich. His ability to face challenges and take risks have impacted thousands. And you and everyone else sitting here today is part of his legacy. However, his actions took place a long time ago and have normalized over time. The courage required or the consequences of failure is often forgotten or taken for granted. It’s hard to picture Capt. Partridge sitting at his desk in 1866 after ... the impact of the Civil War. He began the fall semester with only 19 students. Imagine the risks involved! Or Dr. Homer L. Dodge, former Norwich professor and president, was also a risk taker. Like Capt. Partridge, he challenged teaching conventions of the day. He also visited a young man in Omaha, Nebraska, named Warren Buffet, before Buffet became one of the richest men in the world. Dr. Homer L. Dodge liked what he heard and invested thousands of dollars based on this young man’s advice, and guess what? That risk paid off. His thousands became millions. Taking risks can end in success sometimes.
If you allow me to offer you some points from my perspective that may be of benefit to you as you take risks and face the upcoming challenges during your time at Norwich. In some small way, I hope to share some lessons learned. These points are meant to assist you and come from serving as a Ranger-qualified infantry officer with the 10th Mountain Division, my years as a police officer, and as a criminologist at Norwich.
You cannot do it alone. You cannot do it alone. The United States Army Ranger School is one of the toughest training courses the Army has to offer. To me, a 22-year-old at the time, Army Ranger School was a lifetime of challenges, with the very real risk of failure crammed into a few months. Ranger students train to exhaustion, pushing the limits of their minds and bodies. Ranger School students learn whether they can lead or follow when tired, hungry, physically on the edge of exhaustion, and pushed to their often previously untested limits. Ranger School was more like getting into a car wreck. It was a collision, not a jostle. I learned that it is possible to actually sleep and walk at the same time. At one point in the school I thought the sunset was a mountain rock ledge that I continually tried to step under but later realized that it really was a hallucination caused by carrying over a hundred pounds of gear, starvation, sleep deprivation, pushed physical limits, and the stress of being evaluated. To be sure, any soldier who attends Ranger School will be a better leader for it.
You see, no matter how prepared you are mentally or physically, you will break down at some point. You’ll have moments where you think you just can’t go any farther, and you need someone to tell you that there is only one mile left, someone to take 25 pounds of equipment off your back so you can make it up the mountain or through the swamp. You have a Ranger buddy, someone who you are paired with throughout the entire school if you both make it through. Your Ranger buddy not only helps, but becomes someone you don’t want to let down. You actually can do more than you imagine because someone is there to push and support you. Being a lone ranger is not the goal, and my Ranger buddy is a lifelong friend. There is a reason that some of you call each other Rook buddies—you need them.
You may not know this now but you soon will: You are surrounded by some of the finest faculty and staff in the United States. I’m honored to know them and call them colleagues. They are here to push you, challenge you. But also assist you to carry your academic load when you feel like you can’t go any further. Notice I said, “assist.” You still have to shoulder the weight. But they will both encourage you and hold you to a standard. They will see potential in you that some of you don’t currently. Some of them will spark an idea, offer a word of encouragement, challenge you in such a way that it will alter your life path. Some of you will stay in contact with them for the rest of your lives (or theirs), because they played a pivotal role in impacting you during your time here. So remember: You cannot do it alone. Depend on others. Find a mentor.
Own your mistakes. Some of you have been pulled over by a police officer. In another life, before academia, I used to be that guy who met you by the side of your vehicle. I have heard every excuse imaginable and those even unimaginable. These include, after finding drugs in a suspect’s pants pocket, being told with a straight face that these were not his pants. He just put them on at a party he just left. I never asked why he wasn’t wearing pants at the party in the first place. What I learned from those thousands of interactions with the public was that some people were honest, despite what they had done, and told the truth. They owned that they had broken the law. They had moral courage and recognized they had made a mistake when they, in fact, had.
You will make mistakes at Norwich. Some of you more than others. However, be honest and tell your professors, cadre, RA, parents, friends that you made a mistake. Corruption begins at the smallest levels at first, and then it will grow. Own your mistakes. Learn from them. Deal with the consequences and move on. Show yourself to be someone that others can trust.
Small tasks turn into large ones. Some of you in the distant future will write a dissertation for a PhD. While some of you this year will feel like you are working on a dissertation, you can be certain that the faculty will tell you that you are not. I look to my colleagues, who know how arduous, psychologically challenging, and difficult the dissertation process can be. Fifty percent of PhD students don’t finish and most of it has to do with not being able to finish the dissertation. During the dissertation process, you have a committee that reviews your work. When I was almost at the end of my dissertation, a committee member told me that I had to make certain changes. However, these changes would take over a year to complete. A year or more. The next day, as I sat looking at an empty computer screen trying to move the project forward and wondering how I was going to support my family, progress started with one small task. Putting words on a page. Words were soon typed on the screen, which then become sentences, which became pages, which become chapters and moved the project ahead one day at a time or really one word at a time. The dissertation was successfully defended and that chapter closed.
Translation to you… . Don’t get overwhelmed by the challenge of your papers, projects, or labs. Pick one thing you can do, be consistent, and do it. These small things will eventually lead to completing a larger, much more complex project.
Put yourself in unfamiliar territory. In 2017, news about the nation of Yemen, which is located at the southern tip of the Arabian Peninsula, involves war, al Qaeda, ISIS fighters, or the biggest cholera outbreak in decades. However, I was able to do some research there several years ago. Yes, those news headlines are unfortunately true. But they’re not the only Yemen. Just like there is never one side to a cube. One cannot simply paint a nation, region, or a people group with broad brush strokes. To me, Yemen reminds me of some of the most hospitable people I’ve ever met, amazing mountaineers, unsurpassed scenery, kindness, and a remarkable history. Being in unfamiliar territory can often challenge your own biases or assumptions. You leave seeing yourself and that territory with enlightenment.
You are in unfamiliar territory right now. NU is unfamiliar to you, the Corps is unfamiliar, university academics is unfamiliar, and Vermont may be unfamiliar. But, believe it or not, this will soon become your new normal. You and your environment will equalize. Don’t become stagnate when it does.
There are [many] nations represented at Norwich. Make it a goal of yours to welcome them, learn from them, and ask them questions. Going overseas does not have to involve physical travel. It can begin with the international student in your residence hall, classroom, or platoon. Study overseas if you can. And if you can’t, spend a semester overseas, participate with NU Visions Abroad or another overseas NU experience. Continue to find unfamiliar territory for you to explore.
Believe that you are talented. Every one of us is talented. Some talents are more visible and valued than others, but we all have them. I can remember a student in class a couple years ago who may represent, in some way, the way some of you may think right now. When I asked a question during class, he would almost always raise his hand and give a well-thought, articulate answer. One day after class, we had a conversation, and I was shocked to hear him describe himself as being “not that smart.” I disagreed and questioned why he thought this way and was told that he was not a good test-taker. He was told by a teacher in high school that he was not intelligent and should focus on athletics. Maybe he needed to learn how to take tests more effectively. Maybe others only saw his kinesthetic intelligence. Maybe he did not know the most effective way to process information. But somehow along the way, they missed that he was intelligent. Although this may not be the case for you, it’s important for you to find your true talents and be proud of them.
It is critically important for you to know that you are talented and to be confident in whatever it is you can do well, even to the point when others tell you the opposite. For some of you, you’ll discover your talents here at Norwich. You’ll find that you can write, translate, solve, interpret, mediate, create, make, and the list goes on. Believe in your talents.
Make the most of every situation. Like it or not you now live in Vermont. Make the most of your time here, enjoy it. This will become easier after your rook year. There are always positive rays of light no matter where you are. I agree, sometimes, depending on the circumstances, the rays can be very dim, but they are there. The challenge is to find them, but you can. But for you, you’re in one of the most beautiful parts of the country. Don’t become numb to the beauty around you, no matter what the season, and chose to make the most of this special place you now reside. Making the most of every situation is more about a philosophy than Vermont. Some of you, though you don’t know it now, will find yourself in very tough and unwelcoming places. Make the most of it, and try to see the best in others.
Class of 2021, you are beginning a journey that involves risk, but it will change you. Four years from now you will not be the same person. One of the rewards staff and faculty share is to see how you change from first year students to seniors. You will face challenges. You will fail and you will succeed. But in the end, when you are sitting here once again for graduation, you will be prepared to lead others through some of the most difficult circumstances this world can throw at you. Becoming that type of person does not happen by hoping it does or without thoughtful planning. For almost 200 years, Norwich University faculty and staff have helped students like you give the world hope and set an example of what it means to be a leader, work hard, make the right choice, and get the most out of life. When you walk past Capt. Alden Partridge’s statue remember that he was a risk taker. He worked with others. He was honest, talented. He made mistakes and made the best of situations. Your Norwich journey started a few days ago when you arrived on campus. Remember that you are not alone in this process. Use all of Norwich’s resources to prepare you to lead, serve, and impact the world. Four years will go by fast. So make the most of your time at Norwich. Make us proud now and in the future. We’ll see you in the classroom tomorrow.
Audrey Seaman ’13
The Norwich Record
The start of college can be overwhelming. But imagine that your first days at the university are also your very first days in the U.S., and it is January in Vermont, and you’re from Nigeria, where temperatures soar above 80 degrees that time of year. Nobody tells you to prepare for the first time your nostrils freeze together when you inhale outdoors—it just happens.
This was the reality for Kenechukwu “Kene” Onwe ’21 when he arrived at Norwich University this past January to begin his architecture studies. During his first days in Vermont, he wanted to call home to let his family know he was safe and well. Unfortunately, Kene didn’t have a working phone, so he paid a visit to the university Help Desk.
There, he met Allen Gagnon, a senior user support specialist with Norwich’s Information Technology Department who offered him the use of the office phone. During that encounter, Allen began to see that all wasn’t well in the student’s life. “I just got this feeling that something wasn’t right,” he explains.
So he made a point of reconnecting with Kene, and learned that the 19-year-old was facing serious financial challenges. His sponsor had backed out at the last minute—a sponsor is a third party who agrees to help with tuition, room, and board. He desperately wanted to work, but a delay in processing his Social Security card also delayed his ability to get a job. On top of that, his F1 visa restricted how much and where he could work. Kene’s situation was critical and acute. Without help, he would have to return to Nigeria.
“He didn’t like accepting help from me, but I told him he had to,” Allen says.
After exhausting all sources of financial assistance available to international students, Allen acted on advice he received from Norwich senior vice president for student affairs, Frank Vanecek, and started looking at the adoption laws in Vermont. He learned that he could adopt an adult, even though Kene’s family is alive and well in Nigeria. In March, Allen, a bachelor, became a first-time parent. Kene moved into Allen’s Williamstown home. He is now eligible for U.S. financial assistance as well as Allen’s employee tuition scholarship.
Allen expressed genuine surprise at the suggestion that he has channeled the spirit of Norwich University founder, Captain Alden Partridge. As a single man, Partridge adopted George Musalas Colvocoresses, a boy who had escaped Greece after the massacre of his family. George grew up to become a lifetime Naval officer, serving on the Wilkes Expedition and as commander of the Saratoga during the Civil War. The low-key Allen shies away from the comparison, but Kene, who also goes by Samuel, wants the world to know about his adoptive father’s generosity, saying, “He just kept telling me, ‘You owe me nothing. All I want you to do is someday help someone else.’”
After knowing each other for just a few months, Allen and Kene became a family. And in May, the family expanded to three when Allen welcomed Kene’s friend, civil engineering major Emmanuel Adu ’21 from Ghana, into his home. Without the stress of housing costs, Emmanuel is now able to focus on his tuition. “Every single day, Allen’s helping hands motivate me to keep fighting,” Emmanuel says.
Over the summer, Kene and Emmanuel worked six days a week for Benoit Electric on the Norwich construction projects; both have been asked back next summer. During the school year, they will work for Sodexo, Norwich’s foodservice provider. While Allen’s help hasn’t answered all of the financial challenges, he has put their goals within reach, and he remains determined to do everything he can to get his newfound family across the finish line with their education. Most important, he has given them hope.
“We must keep on trying,” Allen says in true Norwich spirit. “We must never give up.”
Updated September 12, 2017
Norwich history professor and ultra-marathoner Rowland Brucken rarely takes the easy path—he is a lifelong Cleveland Indians fan, after all—or the conventional one. During high school, he didn’t start a band, he founded a chapter of Amnesty International. Today, Brucken serves as the human rights organization’s Zimbabwe country expert and testifies on behalf of Zimbabweans seeking U.S. asylum. At Norwich, he teaches courses on human rights and international law, civil rights, and the prosecution of human rights abuses, as well as surveys of U.S. foreign policy, U.S. history, and the history of baseball. Brucken says he strives in the classroom to inspire students to inform themselves, engage with peers, and reach their own conclusions. “If students have the ability and will to do that, then I’m the happiest professor ever.”
What questions do you explore in your scholarship?
The main question around a lot of my research now is, how can societies heal from mass trauma? Whether it’s torture, genocide, systemic human rights abuses, what are the alternatives? What are the options that victims and survivors have? A second, larger question is, how has international human rights law evolved, especially since World War II? In what areas, regions, and times has it been effective in deterring human rights abuses or holding people accountable? In what areas has it been ineffective?
You returned to Zimbabwe earlier this year. What were you doing there?
I gave a paper on truth commissions to a government-sponsored research conference, which was a bit awkward. I also met with civil society groups, human rights organizations, to talk about how Amnesty can best help them given that the next year is probably going to be particularly difficult in Zimbabwe. Lastly—and something unexpected—as part of a transitional justice working group, I gave some feedback to the parliament of Zimbabwe on a truth commission bill that they are now debating. What kind of truth commission to set up in response to past human rights abuses.
You said next year will be difficult there. Why?
There are national elections scheduled for 2018. Whenever there have been elections, the government has increased surveillance and repression of perceived political challengers, as well as human right activists who document human rights abuses. Also, the ruling party might implode; the opposition party is relatively fragmented; and the economy has bottomed out. All of those make for a very uncertain campaign. The government with a monopoly on violence can act unpredictably and arbitrarily in employing torture and detention, among other weapons.
How did your interest in Zimbabwe come about?
It started when I studied abroad when I was in college, during my junior year back in 1990. I wanted to go a country that no one in my college had ever been to. I was at a place called Ranche House College in Harare, the capital. But I also ended up hitchhiking all over the country on my own.
What distinguished that experience for you?
Zimbabweans are culturally an incredibly generous and kind people. For example, when you ask somebody here in the United States, “How are you?” They say, “I’m fine.” In Zimbabwe, it translates into, “I am fine—if you are fine.” There’s a communitarian emphasis. I met many Zimbabweans all over the country. People would be cooking by the side of the road. I would just stop off and have dinner with them. They took me in as a college student, a 20-year-old guy who didn’t really know what he was doing with his life. They took me in, and they gave me their food, their wisdom, their hospitality. I’ve never forgotten that. It’s a debt that I can never repay as a human being.
Did you run on your most recent trip?
I did. I did. I forgot that Harare was a mile above sea level. I ran the same distance, but was often out of breath and had to run slow. I’m not one to back down. I just adjust my pace.
Are you still training for ultra-marathons?
I am. I’ve got one more 100-miler left in me. I’m doing two marathons this [year]. I’m looking at doing another 50-miler in the fall. It’s foolishness is what it is.
You study the history of baseball. Did you play as a youngster? Were you a fan?
I played horribly in little league for two years. I grew up in Cleveland, and so I’m a lifelong Cleveland Indians fan. When I was in elementary and junior high school, the Indians would finish last or next to last every year. Rooting for a losing baseball team, it taught me a lot about life. About being grateful for small victories and about loyalty and that every opening day is a new year. So hope emerges every year right in springtime with flowers and trees. Baseball has such rich history. I couldn’t imagine teaching a course on football history that brings in so many cultural, economic, foreign policy, political, race, class, and gender aspects as baseball does.
Interview edited and condensed for length and clarity.
Supported by a 2015-16 independent study leave, Professor Rowly Brucken, Ph.D., completed the first chapter of his next book, tentatively titled, Tangled Treads: American Human Rights Policy, 1776 to 1990. The work builds on a Dana Fellowship that identified four themes of American human rights policy: protect American sovereignty, limit human rights to civil and political guarantees, enforce at the state level primarily, and seek to spread these rights around the globe.
The chapter on the American Revolution applies these four themes to the political struggle to justify separation from Great Britain and to mobilize the population for war and sacrifice. These themes derive from Enlightenment thought as filtered through revolutionaries living across the Atlantic who were determined to create a republic, a form of government new to the era. He will use this first chapter to draft a proposal for a book contract with Northern Illinois University Press.
Editor’s note: Independent study leaves constitute the University’s sabbatical program, with awards based on scholarly proposals for projects intended to enhance the professional effectiveness of faculty through study, research, writing, travel related to professional development, and/or practical experience in the faculty member’s field.