Senior discusses diversity requirements

By Justus Sturtevant, Staff writer

Susquehanna needs to get serious about its diversity education.

I know that is a harsh assessment from a student who has not taken the vast majority of diversity classes at the uni- versity, but hear me out.

Thursday morning I was part of a discussion about racism in my business ethics class. For a class full of seniors who have all taken both diversity and diversity intensive classes, the discussion was very underwhelming.

At one point, the professor asked the class how we could use what we had learned about diversity at Susquehanna to address systemic racial issues in the world of business. After a few minutes of silence, there were several mumbled responses about judging people based on character rather than race.

Is that the best we can do? I recognize that race conversations in an 8:15 a.m. class full of predominantly white business majors will always be incomplete, but it still seems like we could have done a little better.

The discussion made me think back to the classes I took to fulfill the diversity and diversity intensive requirements of the central curriculum at Susquehanna. This was where my real issues with Susquehanna’s curriculum began.

In the fall of my sophomore year, I fulfilled the diversity requirement with Comparative Government and Politics.

One year later, I checked off the diversity intensive box with Management and Organizational Behavior.

Recently, I decided to take a closer look at the course catalog to see what other courses fulfilled these requirements. What I found was an odd mixture. Some classes seemed incredibly relevant to current conversations about diversity.

These included: Intro to Asian Religions; Race, Ethnicity & Minorities; Jewish Literature; Middle East Politics and Society; Introduction to Islam; Social Stratification.

Others seemed far less relevant. Under the list of current courses that fulfill diversity and diversity intensive require- ments I found the following selections: Oceanography; Intermediate German II; Intermediate French II; Dramatic Literature; Forms of Writing: Novel.

I may be completely out of line in suggesting these courses are not true diversity classes based solely on the name and department, but there certainly are some questions that need to be asked about the requirements of course that fulfill diversity at Susquehanna.

After all, the “diversity” courses I have taken at Susquehanna-Comparative Government and Politics, Management and Organizational Behavior and Legal Environment-were all courses designed with other focuses in mind. I would not claim to have much knowledge about diversity after having taken any of these classes.

I am proud of the fact that our school believes diversity to be an important part of its central curriculum; many of the classes that address diversity issues seem fantastic.

On the other hand, it seems to me that many of the courses students can use to fulfill diversity requirements were not designed with diversity in mind but had the diversity fulfillment attached to them to encourage students to take the course or to help students with that major.

As someone earning a dual degree who has overloaded every semester this is very helpful. As someone who sees the need for more comprehensive discussions of diversity on our campus it is very concerning.

There have been an alarming number of racially-charged incidents at Susquehanna in the last year. Perhaps it is time our curriculum reflected this and actually prioritized diversity in education.

Forum editor writes about The Quill

By Matthew Dooley, Forum editor 

When the next school year rolls in, so will a new assortment of students. Still untested in the college setting, these new personalities will begin to make their mark on campus. They will be able to find their niche amongst the variety of clubs and organizations Susquehanna University offers.

One such organization they may choose to frequent on campus is the campus newspaper, The Quill. At the paper, students can write to their hearts content.

Whether they have a preference for news, sports, the arts, or a personalized editorial, The Quill offers a space for their writing.

However, any interested writers or aspiring journalists can show up to a meeting and receive an assignment.

I remember walking into the meeting room the first day; I didn’t know where my life was taking me. I wanted to write, although I didn’t know precisely what I wanted to write. The Quill gave me a space.

On a weekly basis, I would pump out article after article. With each article I would interview a variety of fun and interesting people. Everyone I interviewed had a story to tell and as a journalist it was my duty to effectively bring those stories to print.

As the new forum editor, I am excited to work with the variety of writers and artists who would wish to grace the Forum page.

I have some big ideas and a whole year to see those ideas to come to fruition. If anyone is interested in being apart of The Quill’s journey to build a successful weekly publication, come to a meeting and experience journalistic bliss.

Susquehanna University is a breeding ground for creativity and leadership. I feel it is the duty for upperclassmen to be welcoming and to show these new students the way. Whether that be in writing for The Quill, which is always an option, or in any other endeavors where the path of a first year and upperclassmen may cross.

The Quill is a paper that will work with students. For any future Quill writers, we present you a word of advice.

Do not be afraid of the editors. We do not bite. If your running a bit late with an article tell us. An editor needs to edit like how a writer needs to write. Without any contact from the writer, the editor has no idea if the article will even be completed.

The deadline for each article is every Monday. New assignments are given on Tuesday.

Thursday is the last day editors are able to edit and place the articles on the pages. Afterwards, the paper is de- livered to the university news racks on Friday morning.

Student looks for silver lining in Scotland

By Justice Bufford, Abroad writer

I remember looking forward to this experience for the past two years. Susquehanna requires all undergraduates to go abroad during either a full semester or over the winter or summer break. I opted for the full semester. It is a nice change of pace from my home university and I do not have to stress too much over my grades.

I thought that I would have the time of my life while I was here. I always heard people say how great an experience it was and that they had so much fun. They would travel all throughout Europe or throughout the country and make friends quickly.

It was like a dream to me. An adventure that I could not wait to go on. It turns out that their words were tinged with hindsight.

I love Scotland. This is true. It is really green here even though spring has yet to appear. The air is clean, but I can not stand the wind. I am meeting different people and I have successfully blended to university life here.

I do not know if it is that I am unwilling to find something more exciting or what, but it is like I am just living my life here. I quite seriously think that is the point.

However, every student I talk with about their abroad experience, talk about how much they traveled while abroad.

I decided to stay in Scotland and experience where I am. That is really the only way to learn about a culture. You have to connect with it in genuine moments of human interactions. Anything outside of that is staged.

And while I think cultural festivals and the like have their place in the world, although I do not think that is experiencing another culture.

I am convinced that to actually experience a culture you have to live it. I have lived in Scotland for a few months now and I have acclimated to my surroundings. Sometimes I go shopping. I am planning on going to a Chinese restaurant within the week.

There is a coffee shop that I will probably go to again. The church in town has questionable doctrine but really awe- some tea. I have never liked partying or going out, so I am not inclined to pub crawl. It is like I live here.

At the end of the day, I am still me even if I’m in another country. My life and the interests and the culture that I am a part of are only as exciting as I perceive my own life.

The value of my experiences are dependent on what I put in, but I can not bring myself to change my mindset.

At that point, my time here would seem disingenuous to the intended purpose of experiencing a new culture.

I am sure there is a silver lining somewhere. What that is, I have yet to discover.

Student experiences religious ceremony

By Charis Gozzo, Abroad writer

“Is that the KKK?” people replied over and over to my Snapchats. I’ll admit, if you weren’t expecting it, pictures from Semana Santa would seem shocking. It’s a shame that the Klu Klux Klan in America has tainted something that should be beautiful. However, here in Spain, Semana Santa is still a spectacular and revered tradition every year. Despite your religious background, it is impossible to leave Semana Santa behind without feeling affected in some way.

The hush that fell over the crowd when the Virgin Mary marched by or the band that followed behind Jesus Christ’s float resonated within me while I snapped pictures to share. The children receiving candy from the tall, hooded, anonymous Nazarenos showed me that real people were inside. I could almost feel the strain of the “costaleros,” those men who carry the floats through the city, as their feet shuffled along the ground in sync.

Every day, about eight brotherhoods leave their churches and take to the streets of Sevilla, making their way to the official “carrera,” where they ask permission to enter the route that each brotherhood must pass through. Then they enter the “Catedral” and finally make their ways back to their respective churches.

The brotherhoods range from several hundred people to almost 2,000 and ages vary from small children to older adults. They wear long robes and “capirotes,” pointed hats that also cover their faces with only holes for eyes. Some walk barefoot, some with socks and some with shoes, all depending on their personal level of penitence. Clothed like this, it is impossible to tell who anyone is.

While there are hundreds of “Nazarenos,” there are about 30 “costaleros” beneath each float, or “paso,” each helping to bear the weight of the two ton “paso.” There are two “pasos” for each brotherhood, one of Jesus Christ and one of the Virgin Mary. Sometimes a band follows close behind and sometimes they bring a sweeping hush over the crowd with them, the silence made more profound by the sheer number of people watching in awe. After pausing to rest, the “costaleros” heave the “pasos” into the air and catch them on the backs of their necks and shoulders and carry on.

So many brotherhoods weave their way throughout the narrow streets all distinguishable by different colored robes that it’s impossible to avoid them. Sometimes you’re forced to dart between the masked “Nazarenos” to pass, or if there are too many people, you have to find another way to go altogether.

If you’re lucky, you’ll hear a passion inspired “saeta” sung from a balcony as a “paso” goes by. Hearing the “saetas” was one of my favorite parts because it’s un- scripted and raw, sung without a microphone from a high balcony over a crowd.

The brotherhoods walk for up to twelve hours, normally leaving in the afternoon and returning in the early hours of the morning. Thursday night, however, they left after midnight and returned after noon the next day, commemorating Good Friday, when Jesus died on the cross. I’ve never seen so many people in Sevilla, let alone at four a.m.

This has absolutely been my favorite week yet in Sevilla. Each day was spent with new people, discovering new parts of the city, feeling awe each time we saw the “pasos” march by. I hope other people are encouraged to look on the centuries old tradition with new eyes.

Director’s Discussion

By Eli Bass – Director of Jewish Life

On April 23, the Jewish community remembers the Holocaust. Yom Hashoah is a day of Jewish memorial for those who perished and those who resisted the Shoah, or Nazi Holocaust. The Jewish community has used the Hebrew word “Shoah” or “catastrophe” to remember the effects of the genocide.

Remembering the systematic murder of Europe’s Jewish population makes this a day of challenge and difficulty. This Yom Hashoah, we come closer to remembering the Holocaust without living survivors. Growing up, I learned about the Holocaust from survivors. The lack of survivors challenges us to try to make sense of the Nazi government’s systematic murder through history instead of through personal accounts.

On Yom Hashoah, we say, “never again” but what does this mean? For me it’s personal. While some of my family immigrated to the United States, others remained in Europe and were killed in the Shoah. It is a painful time in our family history, and for my family, can only be recalled by a single survivor. For me, it is a time period I struggle to comprehend.

We must remember the vicious propaganda, which allowed for the systematic annihilation of European Jewry and others. That propaganda allowed a regime to murder people because of their identity, disability and beliefs. Our ability to recognize all forms of hate speech is critical. We all need to speak out to create a community that we can be proud of.

The University trustees developed our Statement of Ethical Living as a model of how our university should act. This code recognizes our commitment to be a community, which “Tolerates neither acts of bigotry nor silence in the face of such acts.” This sentence requires each of us to speak up when either an individual or our university fails to live up to this standard. We all have a duty to con- front bigotry in all of its forms.

Learning history is critical. We have a variety of different courses that help students to learn about the history of this challenging period. There are many museums, books, and movies accessible for students who would like to explore and understand this time period. In depth learning helps us to understand and be better equipped to act.

The Shoah murdered individuals; of the 9.5 million Jews living in Europe, approximately 6 million were killed. It also destroyed the deeply vibrant Jewish culture and community in most of Europe. After the Shoah, the main Jewish language of European Jews, Yiddish, became an endangered language. For many, developing and deepening a relationship to Jewish learning, as well as learning Yiddish, have been ways to combat the terror of the Shoah. The Shoah has pushed me to explore the culture and lives of those who were murdered. Learning and understanding Jewish culture before and during the holocaust is one way of honoring those who lost their lives.

When I think about the Shoah I also think about advocacy. We have a duty to make sure that “never again” means that we will not stand quietly as human rights atrocities take place. Tragic campaigns in Syria, Bosnia, Darfur, Cambodia, Rwanda, and others show us that genocide continues to occur. If this is the case, what does “never again” truly mean?

This week, I ask you to take a moment to remember. That moment can be a moment of remembering history, learning about culture, or advocating for those suffering. This day is a reminder of the brokenness in humanity. Taking a moment to focus on the Shoah helps us to work to avoid repeating history.

Senior looks to overcome the unknown

By Jess Mitchell, Staff writer

One month out from gradation, and the inevitable questions start to keep us up at night:

Will I graduate on time? What if no one hires me? What if I fail my final as- signments? And the ever elusive: When can I sleep?

I feel like we have all gotten into the cycle of loading our schedules up with as much as we can so that we can define ourselves as “successful” and in the process cause massive amounts of anxiety and ailments to hit our bodies. All to put on some weird outfits and a fabric covered piece of cardboard with a string dangling from it, take a piece of paper and walk into a work-filled world with debts to pay.

I have been studying a playwright named Maurice Maeterlinck who is credited for writing plays that deal with something called “static drama.” On the stage, instead of the story of the play revolving around action, it revolves around stillness and silence. And within that silence, Maeterlinck argues that we can find a deeper sort of action: a source to our motivations, our identities, our problems. I fashioned his theory into a process:

Pull back what the silence hides, and you see what is under that, and that reveals something about us. I think a lot of what is under that silence is fear, perhaps a terror of something.

I realize that when I look at all the activities I cram my schedule with, a part of the cramming is that we place a high value on busyness because to us busyness means success. But that is a pretty good excuse to also not listen to ourselves at a deeper level.

Could we find a type of silence that hints at a subconscious desire or fear that is flailing just under the silence? If we continued down that track, could we answer questions about ourselves?

For me, my silence is the silence of unanswered questions about the future and about myself. It challenges who I am and what I do, and that is scary when I have dedicated so much time to trying to mold myself into a person for the past four years at college. Nothing seems certain beyond receiving that diploma. And maybe what I need to work on is learning to be all right with that instead of trying to create noise and busyness overtop of those fears. I hope that if I can confront the silence I can change something for the better.

I am eager for graduation and to step into a new stage of life…but not everything feels exciting. I am hoping these feelings resonate with other seniors who are perhaps struggling to understand what it means to graduate from Susquehanna.

But above all of this, let’s be proud of this milestone we are passing together. Graduation does not happen every day. We celebrate not just getting a piece of paper but the process it took to get here.

Writer describes life after Russian attack

By Hannah Feustle Abroad writer

When the explosion in the metro happened last week, I was in Kirov—a city 22 hours from St. Petersburg by train. It was strange to read about the attack from a distance, to hear an area I know so well described in the news.

The car where the bomb went off was on the blue line, on a train going from Technologichesky Institut, a transfer point with the red line, to Sennaya Ploschad, a transfer with purple and yellow. I go to Technologichesky Institut every school day—I transfer to the red line there to get to the university. It is one of the most beautiful stations, although all the metro stations are beautiful here. The metro is the palace of the people. The walls in Technologichesky Institut are whitish dark-veined marble, and there are chandeliers hanging down the length of the hall that I see most often. At Sennaya Ploschad—the next stop, which that train was heading toward—the arched ceiling over the escalator is covered in mosaics. They are in sharp contrast to the outside, where the square and buildings around it have a decidedly “Crime and Punishment” feel, even all these years after Dostoyevsky set his novel there.

I spent about an hour every day in the metro system—for every week that I’ve written for “The Quill,” I’ve written unfinished stories about the metro. It’s a place in the city where I’m competent—I pay attention there, know the details. The escalators here are long—I timed the one at Chernyshevskaya, the end of my morning commute, where it takes three minutes from top to bottom. In Petersburg, people only follow the stand-to-the-right, run-to-the-left rule on down escalators.

On up escalators, everyone stands, two to a step at rush hour, and I’ve only ever seen one person try to violate that. Those kinds of unspoken codes carry over into the cars, where the speakers say to give seats to the elderly and to women and people also give their seats to parents with children. Before your stop, you move toward the door so you are ready to get out as soon as the doors bang open; one of my professors told me that in the Soviet Union, that rule was announced, too. You do not make eye contact on the metro—everyone is buried in a book, in their phone, with the distant, unapproachable metro face—but foreigners and people with luggage will be stared at. You do not speak there. The cars are silent.

The metro is the way of life here. On my first day, my host mom made me practice how to hold my purse to prevent pickpocketing. Every day that I’ve made my way through the crush of people to the three-minute up escalator at Chernyshevskaya, I’ve seen the same man waiting for whomever he waits for at the bottom and the same women waiting at the top. You describe where you live by metro stop: mine is Frunzenskaya, blue line, one stop south of Technologichesky Institut. I cannot imagine what people did for even that short period when the metro didn’t run. It must have felt like the end of the world.

This morning I got off at Technologichesky Institut and started to weave through people toward the red line train that I could see on the other side of the marble columns. I smelled the memorial before I saw it. The flowers—the smell filled the whole high-ceilinged place. I stopped and looked. The doors banged shut on the red line car. Around one of the standing maps in the center of the aisle were flowers, piled up a foot high all the way around it.

And then people kept pushing past me so I had to move. I walked far down to the left toward the end of the train, where there is always room to stand without a stranger pressed up against you. I swung my backpack off and held it from one hand, like everyone does, and waited just behind the yellow line for the rush of wind and glare of headlights. The smell, even from there, was strong. And even so, when the train pulled up, everyone parted on either side of the doors to let people out, and then packed inside—me included—just like any other day.

The editorials of The Quill reflect the views of individual members of the editorial board. They do not necessarily reflect the views of the entire editorial board or of the university. The content of the Forum page is the responsibility of the editor in chief and the Forum editor.

Chaplain’s Corner

By the Rev. Scott M. Kershner University Chaplain

Our community has a problem.

Did you know that since September there have been 20 incidents of bias and hate on campus reported to Public Safety? Who can say how many others have gone unreported?

Some of these recent incidents have been responded to with a statement to the community.

Others have not. Many of us are aware of some of these events, but few are aware of all of them.

On April 11, we had a solemn reading of the incidents at the fountain outside Degenstein Campus Center. Hearing faculty and staff step to the mic and read them one at a time felt to me like a gut punch.

Some members of our community go through their days with limited knowledge of these events, or feel they have little relevance or impact on their lives. Some—especially students of color, LGBTQ+ students and Jewish students—are intensely aware of these events.

They tell me how they are haunted by them, making them feel unsure of their safety on their own campus and like outsiders in their own community.

These events reveal that experiences of life on this campus are not equal. Students, faculty and staff from non-majority groups often experience a vastly different campus and community than those from the majority.

I do not know what motivates a person to be hateful in this way, but I do know that these acts weaken our communal bonds and diminish us all.

It is time for everyone of good will—which is the vast majority of our campus—to recognize how damaging these acts are and how pervasive they have become.

Whether or not you are a member of a certain targeted group, creating a campus where every human being is regarded with dignity and value is vital work for which each one of us bears profound responsibility.

Issues of bias are never simply the concern of the targeted group; they are about the integrity of our community as a whole, and they are everyone’s business.

I believe it is time to move beyond the language of tolerance to the higher calling of love of neighbor.

We demonstrate our love and care for one another by confronting bigotry and intolerance when we encounter it. But perhaps even more important than that, we demonstrate our love and care for one another by rallying around those who have been targeted with care, support, solidarity and the unwavering affirmation that we see them, value them and walk shoulder to shoulder with them.

Love understands that we are all in this together.

As Martin Luther King Jr. once said, “What affects one directly affects all indirectly.”

Chaplain’s Corner reflects the views of an individual member of the religious field. They do not necessarily reflect the views of the entire university. The content of the Forum page is the responsibility of the editor in chief and the Forum editor.

Editor thanks her family for their support

By Jenna Sands Forum editor

A few days ago, my mom admitted to me that when I was about to go to college she was worried I would not be able to stick it out because I was so shy in high school. But here I am, about to graduate, and I have accomplished so much more than I ever thought I would.

I never thought I would keep dancing after high school, and yet I just gave my final bow. I never thought I would study abroad, but I spent a whole semester in a different country. I never thought I would be a section editor for the newspaper, but here I am passing my position on to someone else.

If there’s anyone I can thank and say I am truly grateful for, it’s my family. No matter how many different friends and friend groups I went through, the one thing that never changed was the support from my parents and siblings.

My parents have been here every step of the way, from dropping me off on move-in day my first year to driving three and a half hours every year to watch me dance in the Susquehanna University Dance Corps showcase. As the youngest of four, I know that my parents will be there to take pictures of me in my cap and gown next to my siblings.

I know my sister will be proud of me as I join her in the journey of figuring out the real world.

My oldest brother is flying all the way from his home in Alaska just to see me receive my diploma.

My other brother has always been there for me and we have grown closer than I ever would have imagined years ago, which I am so grateful for.

Even though my family members range from about 180 miles away to about 4,000 miles away, I always know that no matter what happens here at school they will always be there for me.

While I may not have fit in with or kept some of the friends I have made here, I would still say that Susquehanna was a good fit for me. I sometimes think back to how I made the decision to come here.

I had my heart set on Elizabethtown, and did not think much of my tour here at Susquehanna. My parents made me do an overnight visit at Elizabethtown to make sure I really liked it before making my final decision, and I ended up hating it. I decided to do an overnight visit here to see if I liked it better, and it turned out I loved it.

That was how I knew Susquehanna would be the right school for me, and I still believe it is much better for me than Elizabethtown would have been.

Thinking back on my time here, the only thing I regret is not doing more. If I can leave anyone with advice for college, it is to do an overnight visit before choosing a school and to do as much as you can during the short four years that you have.

The editorials of The Quill reflect the views of individual members of the editorial board. They do not necessarily reflect the views of the entire editorial board or of the university. The content of the Forum page is the responsibility of the editor in chief and the Forum editor.

Junior saxophonist and pianist perform “diverse” program

By Danielle Bettendorf Asst. living & arts editor

Susquehanna juniors Ariana Dellosa and Luke Duceman performed a duet recital in Stretansky Concert Hall on April 1.

Dellosa performed on piano and Duceman performed on saxophone. Duceman was accompanied on select pieces by Galen Deibler, who formerly served as professor of music at Susquehanna, and Lecturer in Music Ilya Blinov.

Dellosa performed “12 Variations on ‘Ah vous dirai-je, Maman’ K. 265/300e” by Wolfgang Amadeus Mozart, “Danzas Argentinas, op. 2” by Alberto Ginastera and “Mazurka, op. 7, no. 1 in B-flat Major” and “Nocturne, op. 32, no. 1 in B Major” by Frederic Chopin. Duceman performed “Drei Romanzen, op. 94” by Robert Schumann, “Improvisation 3” by Ryo Noda and “Hot-Sonate fur Altsaxophon und Klavier” by Erwin Schulhoff.

Dellosa and Duceman chose the pieces they performed with guidance from their professors and had many factors to consider.

“It’s finding the right set and what would work best in the program,” Dellosa said. “How much you can get done and what you like versus what you should be playing and what would complement each other.”

Dellosa added that performing a duet recital meant the two had to consider what pieces would work together, instead of just individually.

“It’s not your own recital— you’re sharing the recital,” Dellosa said. “So it’s what would complement each other, and that was kind of difficult in our case because [Duceman] has a lot of 20th century music, whereas I don’t. I incorporated a 20th century piece in mine to complement his style.”

Dellosa and Duceman agreed that their program covered a wide variety of musical styles.

“I think what’s interesting about our program is that it’s very diverse: a lot of different kinds of music,” Duceman said. “It’s not just like one style, one era—you get a little bit of everything.”

“I’m playing a set of variations on ‘Twinkle, Twinkle, Little Star,’ which is really fun,” Dellosa said. “On the program, it has the title in French, so unless you’re well-versed in French you’re not going to know what that means.”

“You hear the opening of the tune that we all know, and then it turns into Mozart,” Dellosa continued. “It’s super fun and whimsical and a lot of fun to play. I think it’s definitely a crowd pleaser.”

Duceman also noted that one of his pieces has some integral historical background.

“[‘Hot-Sonate für Altsaxophon und Klavier’ is] a very jazzy piece, and it was written in 1930 between World War I and World War II,” Duceman said. “Though overall it’s jazzy, fun [and] super energetic, it was written during a time when the Nazis were coming into power.”

“It does have a kind of history behind it,” Duceman continued. “Jazz in this time was used as a form of empowerment and resistance against the Nazis and the Third Reich, so it’s a very powerful piece. It’s a lot of fun.”

The two also noted the importance of being able to show those in attendance what they have been working on and compared the performance to other students presenting research.

“As music education majors, our capstone is student teaching,” Duceman said. “However, it’s not something we can show off. We just go off and student teach, whereas the [other majors] get to present their research.”

“With this recital, we get to show what we work towards,” Duceman continued. “This is what our passion is. This is what we spend two to three hours every day working on. It’s nice to finally be able to show people what we’re about and what we truly love doing.”

The duo also spoke to how they have grown because of this recital and how they have enjoyed working together.

“I’ve had to discipline myself in ways that I didn’t really know I was capable of,” Dellosa said. “That could be me in the practice room until two in the morning, or that could be memorizing something I didn’t know I was capable of, mastering a new technique or actually being able to perform in front of people, because of performance anxiety.”

“That’s a huge thing for me, so overall the whole package is improving on my musicianship,” Dellosa continued. “I’ve grown so much in this short but very tedious process.”

“Working with each other and getting to see each other perform and grow as musicians is such a rewarding experience,” Duceman said.

“It’s interesting, because you think ‘Oh, you’re music majors, you get to listen to each other all the time,’ but because [Dellosa] plays piano and I play sax, we don’t really get to listen to each other that much,” he added.

“I’ll see her perform once or twice a semester, and vice versa, but it’s so nice to see your friends and colleagues being successful and excelling and being in their element,” Duceman continued. “It’s such a fulfilling, rewarding experience.”