����̽̽

If a university education is meant to build not just a career but a productive and meaningful life, Jillian Ward’s ����̽̽ experience provides a compelling example. A native of Woodbridge, Conn., Ward was interested in entering the helping professions and declared psychology as her ����̽̽ major. It wasn’t until her second semester that she took an Introduction to Asian Religion class. She liked it so much, that she took a few more religion courses, including sections on African religion and Buddhism. After a while, she realized she was accumulating enough credits to earn a double major.

“They were the best classes I ever took, so I just kept taking them. By the time I got to upper-level classes, I felt this amazing sense of community shared by a small cohort of students and professors.”

When it came to deep discussions, developing ideas for a thesis project, or getting advice on writing and other academic projects, it was mostly faculty in the religion department whom she turned to for guidance. “The department became a sort of a sanctuary for me,” she said.

After ����̽̽, Ward graduated from the University of San Diego with a master’s degree in nursing and now works as a trauma care nurse at Sharp Healthcare in San Diego. The perspectives she gained in her religion courses at ����̽̽, and her interest in yoga, have informed her holistic approach to healing. “I did yoga at ����̽̽ and enjoyed it. Then I did it more intensely as a way of dealing with the stress of graduate school. Now I have my certification, so I see yoga as a key part of providing care that treats the patient’s mind, body, and inner spirit.”

As she becomes grounded in her career, Ward is looking forward to pursuing an MSN degree to become a nurse practitioner in hospice care.

“One of the reasons why my experience in the religion department was so powerful was the passion the instructors—every one of them—had for the subject matter and for their students,” Ward recalls. “They showed me how important it is to find something to be passionate about.”

Besides her suitcase and backpack, Rebecca Friedlander had a lot of intellectual interests to unpack when she arrived at ����̽̽ 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 archaeological digs near her native Chicago.

To fully explore her options, she enrolled in ����̽̽'s Integrated Humanities Program, which 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 Friedlander was looking for. She had attended Stevenson High School in North Chicago and was interested in pulling up stakes and exploring a new environment. ����̽̽ popped up as an option during her college search, and a visit to campus confirmed her early impression—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.”

Friedlander completed a double major in anthropology and religion at ����̽̽, 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 teach 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.”

Simeon Marsalis arrived on the ����̽̽ campus in 2009 focused on playing varsity basketball. Though he stepped away from the game after his sophomore season, Marsalis stayed at the university to earn his degree in religion in 2013 and had the rare opportunity to sit among his fellow graduates for a commencement address from his own father, famed musician Wynton Marsalis. Post-graduation, Marsalis has lived in cultural capitals New York City and New Orleans, but Burlington’s hooks remained set within the creative center of his mind. Last year, Catapult Books published Marsalis’s first novel, As Lie Is To Grin, which follows a protagonist named David on a nonlinear journey from his home in New York City to ����̽̽, and back again.

Between the writing required in his courses and the journaling and fiction he tackled in his free time, Marsalis was well on his way as a writer by the time he graduated. “My work with the Religion Department was essential to my growth as a writer,” he says. (photo: Chris Buck)

After leaving Burlington, Marsalis found himself frequently returning to study architecture on campus. The book includes beautifully detailed descriptions of some of ����̽̽’s most notable buildings. Marsalis also spent many hours combing the university archives to research the school’s blemished racial past, which plays a central role in protagonist David’s character development.

“It is about a freshman in college who questions the reasons why he has arrived at that particular university,” the author says, discussing the book’s plot. “He begins to research his own reasons for attending that university and discovers an alumni ritual with a deeply personal resonance. The campus itself is its own character within the novel. I couldn’t have written this novel if I had not gone to ����̽̽.”

Marsalis’s family roots, surrounded by musical artists, helped instill the confidence and work ethic to pursue a career in writing. “Watching my father, grandfather, and uncles all those years allowed me to see the amount of work it takes to make it as an artist,” he says. “It helped me see art not as an abstract pursuit, but as an approachable entity. I had a very real connection to the amount of time it takes to hone an art. I didn’t see it as something that was foreign and unapproachable. I saw it as a distinct language that you had to learn, but once you learn that language, that’s where the freedom and play come in.”

Spending weekends at his father’s house growing up, Marsalis also saw the amount of work required to make a living off of one’s art. “My father practices obsessively, it was all day,” says Marsalis. “There was always something to work on, whether it be the next piece, refining an old piece, or anything else. As an artist, it can be maddening because there is something you could be working on literally every second of the day. Seeing him and that work ethic, it originally really had an impact on the way I played basketball because it made me see my goals in that sport as an attainable thing that had to do with work more so than something esoteric like talent or luck. More recently, I place my belief in work and work ethic as a way to develop my writing talent and to cultivate some of my own luck as an artist.”

Between the writing required in his courses and the journaling and fiction he tackled in his free time, Marsalis was well on his way as a writer by the time he graduated. “My work with the Religion Department was essential to my growth as a writer,” he says.

Since the book’s release, Marsalis has traveled widely—Seattle to Austin to Boston and many points between—to promote his novel at readings and festivals. The book has been well-received and got a cover blurb boost from noted ����̽̽ poet/professor Major Jackson. “There are so many people at ����̽̽ who have been a big help to me,” says Marsalis. “Obviously Major Jackson, but also Sean Witters and so many people from the Religion Department, like Vicki Brennan and Kevin Trainor.”

- By Tom Weaver, Vermont Quarterly, Spring 2018

When Marshfield, Mass., native Kathryn Meader began burrowing into her college search as a high school junior, one thing in particular about ����̽̽ stood out: The university’s first-year Integrated Humanities Program (now called the Liberal Arts Scholars Program, or LASP).

“I had already declared history as my major, and I was attracted by the idea of living and studying with 30 other students who shared my interests,” she said. “I felt like I had 30 new friends the moment I arrived on campus.”

LASP encourages students to wrestle with life’s big questions through an intensive multi-disciplinary approach. Students live in the same Living/Learning Center residence complex, so conversations in the classroom tend to spill over into meals, community activities, and events throughout the year.

“We took three courses each semester—in English, History, and Religion,” Meader explained. “Professor Sugarman, who was my teacher for the fall semester religion course, told me ‘yeah, I think you are really a religion major at heart.’”

The twin majors gave her complementary perspectives on her interest in medieval Christianity, and her research on the twelfth-century abbess, Heloise d’Argenteuil.

The intensive emphasis on critical thinking, writing, and communication–she cites her involvement in the annual Student Research Conference as sharpening her presenting skills—began with her IHP experience and continued on throughout her ����̽̽ education. After graduating in 2015 with the religion department’s Outstanding Senior Award, she got a job as a development assistant at the ����̽̽ Foundation. She has since been promoted to assistant director of annual giving, and she credits her academic preparation as a key to her success.

“The anthropological reading you do in religion courses help you to consider perspectives outside your own experience,” she says. “ I think that training really helps me in my current work. In the writing that I do every day, it’s important to think about how the recipient is going to read it. This way of thinking also definitely helps me to tell other people’s stories in ways that are inspiring, and effective.”

Shakir Stephen was born in Montreal and grew up in Southeast London, and his intellectual journey reflects a broad set of interests and potential career paths. After working in as an academic coach in Burlington for three years after graduation, he is bound for New York University where he begins an M.A. program in religion.

Stephen was a talented science student, and his interests in high school seemed to lead him towards the STEM disciplines. “The educational system in the UK is different: the choices for undergraduate study are narrower, and you need to make a decision about your path for studies at a pretty young age, around 16.”

Stephen declared physics as his major upon entering ����̽̽, but something was tugging him towards the humanities. In his first year at ����̽̽, he took several liberal arts courses and found his home in the religion department.

“I took a course on the bible with Anne Clark and she really focused on writing, which I was OK at but because I was concentrating on the sciences I was a little rusty,” he recalls. “She emphasized how important writing was for success in college and beyond, and that really resonated with me.”

Stephen discovered that religion was an ideal prism that brought together perspectives from other disciplines that interested him, including history, philosophy,  sociology, and anthropology. At the same time, he developed critical thinking, reasoning, writing, and presentation skills important for any post-graduate undertaking.

Stephen works as an academic coach at Mansfield Hall in Burlington, an organization offering academic support to college-aged students with learning differences and executive functioning challenges. “These are often high-functioning people with executive challenges who need help building skills that set them up for success sin higher education,” Stephen explains.

The job draws on Stephen’s broad educational background, and he’s discovered that he’s a talented teacher. He sought out religion department members Kevin Trainor and Ilyse Morgenstein Fuerst for advice on graduate programs and he settled on NYU. He received a fellowship that covers tuition and fees for the two-year program.

“If it feels right I’d consider going on to get my PhD. Eventually, I see myself in the education field in some capacity.”