University photographer J. Adam Fenster shares his favorite images that he made this year. Plus, a look back at 2024 in video.

For J. Adam Fenster, the key to making compelling photos is checking around the edges or fringes of an assignment, finding where the action isn’t necessarily supposed to be taking place. And he would know—Fenster has been the University of Rochester’s lead photographer for more than 15 years, capturing moments ranging from the intricate to the iconic.

As 2024 comes to a close, we talked with Fenster about his favorite images of the year—taking a look at what happened over, around, and through the University and beyond.

Enter stage left

McKenna Young ’26, Grace Van Der Meer ’25, and Nora Rooney ’25 of UR Celtic prepare for their performance at a welcome concert for attendees of the 2024 American College Dance Association Northeast Conference, hosted by the Program of Dance and Movement, in Feldman Ballroom.

“I was a photojournalist for years,” says Fenster, “and the general wisdom was to arrive early and stay late. And sometimes the photo isn’t always in the most obvious spot. This was the warm-up area, away from where the performances were happening. As soon as I walked in, I saw this composition. There’s great symmetry and natural light, and I like how they’re connected to one another by their hands. And three is always a cool number to have in an image. I think this photo is more interesting than any of the action photos I made that day.”

Waiting to exhale

Each year on Match Day, thousands of medical students across the country find out where they’ll be spending the next four years for their residency. Here, students at the School of Medicine and Dentistry, await the countdown to the reveal at noon.

Fenster says you’ll often hear photographers talk about layers. “This is layered front-to-back and side-to-side. I think I put the camera over my head to get this photo, and that angle allows the viewer to see more of those layers. I had never made an interesting photo of the ‘before’ of Match Day, as it’s usually about the joy and excitement that comes a few moments after this photo. So it was nice to capture the anticipation for a change.”

Another dimension, another dimension

A student tests out a virtual reality (VR) headset in Mary Ann Mavrinac Studio X, located within Carlson Library.

“I spent the morning at Studio X and I made hundreds of photos that day,” recalls Fenster. “This was a staged shoot; they kept bringing in students to populate the space. This photo is total eye candy. It’s colorful, it’s punchy, and you’ve got the thirds thing going on, compositionally, with the vertical color blocks in the window.”

Sky’s the limit

In April, Rochester was in the path of totality for an all-too-rare total solar eclipse. Despite the overcast sky, the day yielded memorable images, with a University community ready to celebrate.

In Fenster’s words, he couldn’t have gotten this photo without a lot of help. “There was so much build-up to the eclipse—so many expectations. I had five cameras working that day. And then the clouds rolled in.”

What might be mistaken as a drone shot was actually taken from the roof of the University’s Brooks Crossing Apartments. “I kept thinking ‘I’m not going to get a good photo today.’ At the last minute, I called the Department of Public Safety and asked to get up to the roof at Brooks Crossing. There, I set up a tripod and programmed the camera’s intervalometer (a feature used for remote shutter release) to make a series of images every few seconds for the duration of the eclipse while I was back on campus capturing the scene on the quad.”

In concert

An Eastman School of Music ensemble performs for inmates in the rehabilitation unit at the Monroe County Jail. This is believed to be the first time live music has been performed within the jail walls—and it’s also the first time the Eastman School has brought musicians there.

“This was one of the most moving experiences I’ve had working on an assignment for this institution,” says Fenster. “The juxtaposition between the musicians, the inmates, and the guards was striking for me, and there was something incongruous about hearing such beautiful music in such an unlikely place.

“For photographers, access is everything, and sometimes you need to ask for a little more than what event organizers are initially willing to provide. Before the concert, I asked the head guard if I could climb a staircase to get this elevated angle, which makes the image possible from a compositional standpoint and shows the important context.”

Lighter than air

As part of Senior Week, members of the Class of 2024 enjoy a picnic on Wilson Quad.

“Any time you have backlit bubbles, it’s worth going after,” says Fenster. “It’s got a nice springtime feel to it.”

Point of pride

Xavier Green gets a hug from his father, Bobby, during Rochester’s 174th Commencement ceremony in May. The event marks the conferral of academic degrees for all undergraduate and graduate students.

For Fenster, “This is the essence of Commencement. As photographers, we’re always looking for emotion. Hundreds of these moments happen throughout the day, but they’re so brief you’re not always able to catch them. This was during the processional before anything was happening on the stage. It’s another example of finding the fringes of the action. I also had enough time to run and get their names.”

Taking flight

Myzomela cardinalis, known locally as kikito, is pictured in flight near Kirakira, the provincial capital of the Makira-Ulawa Province in the Solomon Islands. Rochester Professor and Chair of the Department of Biology J. Albert Uy explores the ecology and genomics of hybridization in this species, using a combination of genetic and genomic approaches with field observations and experiments.

“How much time have you got?” laughed Fenster, when asked how he made this photo, taken during a research trip to the Solomon Islands in June. “I asked myself, ‘What’s the photo here? It’s got to be a bird in flight.’”

Things you should know: It took Fenster two days to travel from Rochester to the Solomon Islands, five flights each way, and several vaccinations. He photographed the birds—which are very small, about the size of hummingbirds—for only about two out of seven days of active photography. His flight home was delayed, allowing him a few extra hours on the day of his departure to go out one final time with Uy, who set up a decoy and a speaker playing myzomela calls, to make this shot, which landed on the cover of the fall 2024 issue of Rochester Review, distributed to approximately 150,000 alumni, friends, and supporters of the institution globally.

“I think it works to tell a story. I made over ten thousand photos during this trip. If I had to pick one, this is probably it. It was an incredible opportunity, an incredible trip. It’s great that the Office of Marketing and Communications sees the value in making these kinds of images, in documenting the research being done by Rochester researchers around the world.”

Letter best

The CGI Rochester International Jazz Festival, of which the University is a sponsor, celebrated its 21st season in June. The event featured numerous musicians from the Eastman School of Music community—current students, faculty, staff, and alumni—as well as students and faculty from the Eastman Community Music School, and concert spaces at the Eastman.

“This was late in the day and I was waiting for something to happen,” shares Fenster, who had made numerous photos already of performers onstage. “The light became more horizontal, and the colors were getting more and more saturated. And then I noticed this little girl playing among the giant letters just off Gibbs Street, near Eastman. It was along the edges of the event, among crowds of people.”

All that and a bag of (sensor) chips

Led by Benjamin Miller, a Dean’s Professor of Dermatology with joint appointments in biomedical engineering, biochemistry and biophysics, optics, and materials science, Rochester researchers are developing microchips with brain and lung tissue to study viral neuroinflammation.

The takeaway here, according to Fenster, is, “Experiment if you have time.” He says, “I was working on finding a groove using different camera angles and different light angles. This is the only photo in the gallery that I lit myself. The wafers are semi-opaque and have a weird iridescence that only occurs when lit from a particular angle.”

Blue-light special 

First-year graduate student Alina Neveroska uses blue light and a special dye to check for corneal abnormalities in the eyes of post-doctoral student and test subject Krish Prahalad after an experiment session in the lab of Michele Rucci, a professor of brain and cognitive sciences.

“The research itself involves contact lenses in someone’s eye, which are attached to a tiny copper cable,” says Fenster. “This was actually at the end of the shoot, and this photo has nothing to do with the experiment they were conducting. They’re checking to make sure those crazy contact lenses didn’t scuff up his cornea. So, I’m wrapping up, putting gear away, and I saw that. It’s not why I was there, but to me, it was cooler than anything else I photographed while I was in the lab.”

A fresh coat

The School of Medicine and Dentistry’s Class of 2028 received their white coats at the annual Dr. Robert L. & Lillian H. Brent White Coat Ceremony in August. Above, Austin Hansen gets a kiss from his wife, Eliza, as he holds their 14-month-old daughter Maggie after the ceremony.

“This is another nice family moment that took place away from the action, on the fringes of the event,” says Fenster. “There’s a sense of release after this ceremony when the students can finally be with their families to celebrate. This photo is sort of a bookend with the one from Match Day. You don’t see a lot of families regularly at institutions like this. And if you can weave that into whatever story you’re illustrating, that’s a nice thing to do. It’s a reminder that behind all these people there are often families supporting them.”

Top-down supervision

Move-in day (or week) is a rite of passage for most Rochester students. With help from her mom, Sharon Xu (top bunk), Koko Connor, a piano major from San Francisco, gets settled into her room in the Eastman School of Music’s Student Living Center.

“This is a transitional time for students and parents, and this was a situation I hadn’t seen before—with the mom directing from the top of the bunk beds,” notes Fenster. “It’s bittersweet. They’re setting up the room, but they’re also delaying the inevitable separation, the goodbye.”

A night to remember 

In August, students in the Class of 2028 attended the annual Candlelight Ceremony on the Eastman Quadrangle on the University’s River Campus.

“The Candlelight Ceremony used to be a much more subdued event; this year it was so different. Credit to John Blackshear, vice president for student life, who got everyone fired up by DJing this event. There was an energy throughout the crowd,” says Fenster. “I’d forgotten about the confetti cannons but fortunately was able to capture that moment, which really conveys the vibe of the evening. There’s a unity here, a class spirit.”

The path to knowledge

Fall in Rochester offers up a wealth of beauty—even indoors. Above, the evening sunlight shines through a doorway from Messinger Periodical Room into the Great Hall of Rush Rhees Library.

“Around mid- to late-October, I start looking around campus for photo opportunities. The leaves are changing, the sun is getting lower. I don’t know what brought me into Rush Rhees Library that day,” says Fenster, “but the light was changing quickly. The Great Hall is not that dark. This was all about exposing the subject—that beam of light—to create a dynamic photo. I like how the light coming through the periodical room door offers up a destination for the subject.”

Four-hundred-plus foot view

Located 40 miles south of Rochester in the Bristol Hills, the University’s C.E. Kenneth Mees Observatory is devoted to research, teaching, and public instruction. The observatory houses a 61cm Boller and Chivens Cassegrain reflector, dedicated on May 8, 1965.

In the Finger Lakes for another shoot that day, Fenster found himself driving around the area, making pictures. “I knew we had the observatory because years ago I made photos from there at night. I worked with one of the caretakers at the time. This trip, I launched the drone to make this photo. Shortly after I sent it up, a guy rolled up in his truck and was like, ‘What are you doing, man? Do you have permission to be here?’ So I introduced myself, and it turns out it was the same caretaker (shoutout to Kurt Holmes from Facilities!) from when I was there last, almost 15 years ago. So he went from being not very pleased to see me to being very helpful and kind. This photo is a great way to show how close the University is to one of the most beautiful areas in the world. And it’s made entirely possible by the drone, which is a great tool to have in our arsenal.”

Democracy in action 

Gar and Cindy Lowenguth place “I Voted” stickers on the grave of women’s suffrage leader Susan B. Anthony on Election Day at Mount Hope Cemetery.

“The last time I was here was Election Day in 2016,” notes Fenster. “A similar thing was happening—there was media there, people waiting to put their stickers on the headstone. There were huge lines in 2016. That wasn’t the case this year. I hung out there for a while, and then this happened. And I’ve never seen anything quite like it. It was a really cool moment.”

Where should the Rochester Fire Department (RFD) locate fire stations over the next 10 years to minimize response times to emergencies? Where should it deploy the most fire trucks? How do seasonal shifts impact the nature and volume of emergencies that firefighters need to respond to?

These are questions that a team of students from the University of Rochester’s Goergen Institute for Data Science and Artificial Intelligence explored over the course of a semester for their capstone project sponsored by the RFD.

“We were looking for someone from the outside to come in and provide a different set of ideas, experiences, and viewpoints to help us enhance our emergency response services,” says Daniel Curran, a captain for planning and research who is responsible for technology-based projects at the RFD. “We felt the students would have an unbiased perspective and look at the situation and tell us, ‘This is where the data leads us,’ and come to their own conclusions.”

Over the course of the semester, the students used artificial intelligence and other data analytics tools to make sense of more than 1.6 million points of data collected by RFD from 2006 to 2024. They also incorporated external census data related to population, income, property, and housing to enrich their analysis.

“This was an amazing opportunity to contribute something meaningful,” says data science graduate student Brynn (Ye In) Lee ’24 (MS). “The RFD has 15 fire stations, they’re supporting about 500 personnel, and they have around 50,000 annual dispatches, so that’s a huge impact that we can have on the community.”

The students developed interactive maps that allow the RFD to analyze how long it takes the firefighters to reach an incident, while providing information about the distribution of incidents across the city and the ability to sort by incident type. They also created models to predict the monthly incident density over the next 10 years for all 15 fire stations.

In their analysis, the students found that the RFD is already effective at responding to incidents in a timely fashion. However, the students offered recommendations for small improvements that could further decrease response times. Their suggestions include reallocating specific types of trucks from one station to another and introducing programs similar to those in other cities that can address non-life-threatening calls with fewer resources.

According to the students, a critical aspect to their project’s success was going on “ride-alongs” with the RFD, which gave them an appreciation for the firefighters’ day-to-day responsibilities. They said witnessing the types of incidents the firefighters respond to, learning about their shifts, and seeing the equipment in person was enlightening.

“I used to think the fire department only deals with fire-related emergencies, but they deal with so many medical emergencies and spend a lot of time early in the morning patrolling their area to look for fire hazards,” says Homayra Tabassum ’24 (MS). “Getting to see that in person helped us be much more insightful when we were thinking about resource allocation.”

The students said their weekly meetings with the RFD sponsors and collaborating with RFD’s internal data analysts were important learning opportunities as well.

“Dealing with real-world data is not always clean or exactly the way you want it, so the captain and the senior data analysts were extremely helpful,” says team member Medhini Sridharr ’24 (MS). “They helped us choose the most important variables based on their domain knowledge, which was crucial because we had more than 300 variables to consider. They helped us drill down to what’s important.”

Overall, the students said they loved the chance to do a hands-on project with real-world implications, witness the firefighters at work first-hand, and deliver a product that will serve the RFD and local community for years to come.

The project team included data science master’s students Eugene Ayonga ’24, Lee, Sridharr, Tabassum, as well as undergraduate data science student Nour Assili ’26.

A wicked witch releases a horde of flying monkeys. A police detective develops a debilitating fear of heights. A young boy takes an alien for a celestial bike ride. Odds are at least one of these descriptions conjures up not only an iconic visual but also a musical reference. Maybe it’s the swelling of strings or the insistent pulse of a bass line. Such is the power and lasting impression of a film score.

But how do you get from a filmed scene to musical intent to cinematic vibe to actual composition? And why is it important to understand what makes a great film score actually great?

In TH 425: Film Music Analysis, taught by Mark Watters, director of the Beal Institute for Film Music and Contemporary Media and an associate professor of contemporary media and film composition at the University of Rochester’s Eastman School of Music, students are guided through past and current film scores to understand why choices were made during the scoring process and how to implement that information and vocabulary into their own compositions.

“I’m very proud of this class,” shares Watters, who petitioned to have the course added three years ago. “It focuses on harmonic analysis and, most importantly, how these harmonies—and the orchestration—affect the dramatic impact of the cue.”

 
For Watters, the course curriculum and progression through the history of cinema draws out important questions: “What makes a piece of music sound scary? Or funny? What makes it sound like the scene is set in outer space or a French ballet rehearsal? How are themes created and manipulated to tell a character’s story?”

The scope of the films taught—from King Kong (1933) to Pollock (2000) to Alien (1979) to Lincoln (2012)—provides students with a broad knowledge of film score history, which leads to better informing the compositions that Watters has them create throughout the semester. Adding to the unique nature of the course, students aren’t directed toward a textbook but rather are asked to subscribe to the David McCaulley Film Scoring Analyses YouTube account.

And one session is taught by the Emmy Award–winning composer Jeff Beal ’85E, cofounder with his wife, Joan Beal ’84E, of the Beal Institute for Film Music and Contemporary Media and Distinguished Visiting Artist.

“Students must have at least a comfortable knowledge of music theory to take this class,” notes Watters. “All this leads to evaluating the success of whatever the intent was of the composer: What was the filmmaker wanting the audience to feel?”

Film Music Analysis

Instructor: Mark Watters, associate professor of contemporary media and film composition

On the Syllabus

Unit: The Early Years—1930s and 19th-century Romantic era influences
Featured score: The Wizard of Oz (1939) by Herbert Strothart
Assignment: Compose a short motif appropriate for a villain. It should have a pulse!

Unit: Bernard Herrmann: The most distinctive and influential composer of his generation
Featured score: Vertigo (1958): two cues; Psycho (1960): three cues
Assignment: Compose a 30-second piece that incorporates the same signature progression as the “Love Scene” in Vertigo: Major chord with an augmented 11th to a Minor 9 chord but without the 7th.

Unit: John Williams, Part 1
Featured scores: Jaws (1976), Star Wars (1977), E.T. the Extra-Terrestrial (1982), and The Empire Strikes Back (1980)
Assignment: Complete an analysis of an assigned excerpt from a cue from one of the Star Wars films.

Unit: Danny Elfman
Featured scores: Beetlejuice (1988) and Batman (1988)
Assignment: Compose a 12-bar piece that matches the quirkiness of Elfman’s earlier scores, such as Pee-Wee’s Big Adventure and Beetlejuice, or dark and brooding, like his score for Batman.

Unit: Romance and Christmas
Featured scores: The Curious Case of Benjamin Button (2008) by Alexandre Desplat and Belles On Ice (2008) by Mark Watters.

This story appears in the fall 2024 issue of Rochester Review, the magazine of the University of Rochester.

LIGHT MY WAY: Northern lights as seen in the sky at night from a field in nearby Bloomfield, New York.

SUCH GREAT HEIGHTS: Tina Kyriacou, a junior biomedical engineering major, performs various movement and balance tasks on a force plate walkway while wearing shoes instrumented with pressure insoles and a suit outfitted with reflective markers. The research collecting biomechanics data is being conducted in the lab of Cherice Hill, an assistant professor of biomedical engineering.

CLASSROOM WITH A VIEW: Nicky Faustini ’27 leads a Biology 110 workshop as students enjoy a warm afternoon on the University’s Eastman Quadrangle.

PAYING TRIBUTE: Gar and Cindy Lowenguth place “I Voted” stickers on the headstone of women’s suffrage leader Susan B. Anthony on Election Day at Mount Hope Cemetery.

EVER GRATEFUL: Attendees at the University of Rochester’s annual veterans’ recognition ceremony stand at attention during the presentation of the colors and playing of the national anthem.

SPEAK NOW: Amy Arbogast, an associate professor in the Writing, Speaking, and Argument Program, leads students in the class Communicating Your Professional Identity: Engineering. Arbogast recently offered six tips on mastering the art of public speaking.

POLE POSITION: “Spirit R” flags fly over Fauver Stadium on River Campus at sunset.

STANDARD OF EXCELLENCE: The 2024 recipients of the Goergen Awards for Excellence in Undergraduate Teaching: Mark Buckley (right), an associate professor of biomedical engineering; Kristin Doughty (center), an associate professor of anthropology; and Christopher Niemiec ’03, ’10 (PhD) (left), a professor of psychology. (University of Rochester photo / Matt Wittmeyer)

AUTUMN IN NEW YORK: A student makes their way through Eastman Quadrangle as the leaves change to fall colors.

FALL TOO WELL: Rush Rhees Library stands out among the fall foliage. (University of Rochester photo / Michelle Kleinhammer)

Amy Arbogast ’16 (PhD) offers six tips for helping people find their voice.

Amy Arbogast ’16 (PhD) says she’s “always been a talker,” so forging a career in public speaking was a natural fit.

“I was terrible at every sport in high school, so I joined the speech team,” says Arbogast, an associate professor in the University of Rochester’s Writing, Speaking, and Argument Program (WSAP). “The coach couldn’t coach my senior year, so I stepped in. That’s when I discovered my passion. I loved helping students find their voice and figure out what they wanted to say and how they wanted to say it.”

Arbogast came to Rochester in 2009 to begin a PhD in American history. She joined the WSAP staff and in 2013 created the Speaking Fellows Program, where she remains its coordinator and teaches writing and public speaking classes. Arbogast and former fellow Maria Sepulveda ’18, ’23S (MBA) also run their own private consultancy, Spark Speak, which offers public speaking tips, consulting, and coaching.

Arbogast is writing a guidebook to class presentations for undergraduates in the humanities that will be published by the Modern Language Association, but she says people from all walks of life can benefit from polishing their speaking skills.

“In nearly every job, people do things that require public speaking skills every day,” she says. “You meet with clients, lead meetings, have critical conversations with supervisors and colleagues, and deliver short presentations to your team or manager. Everyone needs to know how to communicate their ideas effectively and build meaningful connections with the people they’re talking to.”

Arbogast offers this advice for anyone who wants to master the art of public speaking.

Know your audience!

“Speakers often focus on what they want to say, but great speakers focus on their audience. What do you want them to know? What do they already know? What kinds of language or jargon will be familiar to them—and what will make them feel left out? Choose wisely.”

Be yourself. 

“Audiences aren’t interested in seeing you play a character or pretend to be something you’re not. The most compelling speakers pull us in because we feel like we’re seeing their true selves. Authenticity builds trust and a connection with your audience.”

Find your perfect pace. 

“We often talk fast because we know our material and are excited about it. But for audiences hearing that material for the first time, our fast pace makes it impossible to keep up. Practice slowing down just enough that it annoys you, and you’re probably in the sweet spot.”

Work up to eye contact.

“If eye contact makes you nervous, pick out four friendly faces in the audience—preferably in different quadrants—and start by focusing just on them. After your nerves settle, you can expand to the rest of the audience.”

Focus on getting started.

“The first part of your speech might be nerve-wracking, but once your cortisol levels even out, you’ll find your footing. Practice your opening lines and trust yourself to build momentum, energy, and confidence.”

Practice, practice, practice!

“A speech gets better every time you read it, even if you don’t make changes. Practice is the single most useful thing you can do to make a speech better and help yourself grow as a speaker. It makes you become comfortable with your material and dynamic with your delivery.”

Each year, the University of Rochester recognizes three undergraduate students with the Robert L. Wells Prize. The award, presented by the Hajim School of Engineering & Applied Sciences, honors seniors who are majoring in an engineering discipline while pursuing a major or minor in one of the humanities fields. The recipients are those with the highest grade point averages at the end of their junior year.

Named for Robert Wells ’39, who felt strongly that an engineer needed the balance of the humanities, the award celebrates the unexpected connections and synergies that emerge across disciplines.

This year’s Wells Prize recipients are:

• Allie Jia Hui Tay, a biomedical engineering major with a minor in journalism
• Kaela Brunner, a geomechanics major with a minor in American Sign Language
• Sarah Mammen, a double major in computer science and philosophy

Allie Jia Hui Tay: Taking chances on new opportunities

Since arriving on campus, Allie Jia Hui Tay ’25 has thrived on good conversation. As a first-year student chatting with friends, she’d ask to look over the homework of those studying biomedical engineering. Intrigued, she switched her major from neuroscience during sophomore year.

“Engineering requires you to think deeply about how to apply the concepts you are learning,” she says, “and it really changed my mindset. I realized that learning how to learn would ensure that I could always succeed in problem-solving.”

To keep ideas flowing, she joined the Campus Times, the University’s student newspaper, as a writer for the opinion section. “Journalism felt like a creative outlet that also drew me out of my comfort zone,” she says. “I slowly got more comfortable with news reporting: interviewing people, writing their stories. I thought it was cool that I could walk up to anyone I thought was interesting and start a conversation.” Courses in reporting, poetry, narrative, and feature writing rounded out her skills. This year, she serves as the Times’ editor-in-chief and vice president of the Tau Beta Pi Engineering Honor Society.

Tay is also a research assistant at the Center for Musculoskeletal Research under Chao Xie, an associate professor in the Department of Orthopaedics at the Medical Center. Last summer, she took part in the Discover Grant for Undergraduate Summer Research Scholars Program, applying her biomedical knowledge to investigations in femur models. Tay had the chance to perform confocal microscopy and biomechanical analysis as she assisted in procedures.

Tay was even a member of the Rochester team that participated in the 2023 International Genetically Engineered Machine (iGEM) competition, an event in which student-led teams from around the globe compete to solve real-world problems using synthetic biology.

“My research has helped to orient me in the scientific community,” she says, “and allows me to apply theories learned in the classroom to problem-solving on the bench.”

Most memorable course: ENGL 131: Reporting and Writing the News with David Andreatta, an adjunct instructor in the Department of English and a seasoned investigative journalist. “He was a constant source of positive energy, no matter how drained I felt walking in,” says Tay.

Advice for students: “From day one, talk to as many people as you can. They will show you new sides of yourself you never would have expected, and help you discover opportunities you never would have known about. I was super introverted in high school and I’m so glad to have branched out.”

Kaela Brunner: Pursuing the “sign”-tific method

Kaela Brunner ’25 explored “all the STEM interests” while growing up, citing robot-building as a favorite pastime and earth science as a standout class. In high school, she chose American Sign Language (ASL) as her world language requirement, and knew she wanted to continue.

“Part of why I chose to study in Rochester was its large Deaf population,” she says.

According to Brunner, both geomechanics and ASL offer different ways to “process and understand” concepts. “With math or science, I am integrating information piece by piece. With ASL, I am trying to be communicative and expressive, finding creative means to convey ideas,” she says. Her three-course cluster in linguistics lends insight into “how to structure sentences while expressing idioms and other figures of speech” through her signing.

Through Brunner’s involvement in the ASL Club, she has performed in Sign Idol, the campus-wide spin-off of American Idol in which songs are interpreted into sign language. “I like to choose songs from Disney movies,” she says, “because telling a story makes signing easier.” Her past performances include “We Don’t Talk About Bruno” from Encanto and “Poor Unfortunate Souls” from The Little Mermaid. As this November’s competition approaches, Brunner is preparing her signing routine for “What’s This?” from The Nightmare Before Christmas.

Brunner supports investigations in the Department of Earth and Environmental Sciences’ Paleomagnetic Research Group, examining artifacts such as clay bricks to glean information about past magnetic fields. She is also president of the Makers Club, guiding members through DIY engineering projects, and contributes to the hydroponics projects of the Sustainability through Engineering organization.

After graduation, Brunner plans to focus on geohazard mitigation, which involves working to secure areas against landslides and other natural disasters, especially in the face of climate change.

Most memorable course: EESC 201: Evolution of the Earth, taught by Rory Cottrell, a scientist in the Department of Earth and Environmental Sciences. “This course covers the whole geologic time scale from Earth’s origins to modern day. The more I studied earth science, the more I appreciated its breadth: biology, engineering, chemistry, physics, and even computer modeling,” Brunner says.

Advice for students: “Make a game plan for your schedule as soon as you can. There are so many classes you’ll want to take, that you’ll want to ensure sure you’ve checked out as many offerings as possible. I’m still trying to fit in classes like Nature’s Fury: Earthquakes, Volcanoes and Tsunamis. I’m hoping to take that before I graduate!”

Sarah Mammen: Applying logic to codes and conundrums

Sarah Mammen ’25 began her undergraduate career as “a pure philosophy major on the pre-law track,” she admits. But an introductory course in programming renewed her interest in computer science, which she had studied in high school.

“Philosophy and computer science are similar in the fact that they both have deep logical underpinnings,” she says. “In both computer programming and philosophical arguments, you need to remain internally consistent with a solid throughline for a cohesive result. Otherwise, the code or case breaks down.”

Exploring such connections sparked her interest in the intersection of privacy law, technology, and machine learning, a subfield of artificial intelligence (AI). Last summer, she took a machine learning fellowship to keep pace with this fast-advancing technology.

“One major reason I chose to study here is the Rochester Curriculum,” she says. “It meant that I could take a deep dive into the subjects I wanted to explore, to create a well-rounded education.”

Mammen serves as the undergraduate representative to the Department of Philosophy’s diversity, equity, and inclusion committee. “As a woman of color who has experienced imposter syndrome, the feeling that I didn’t really belong, promoting inclusion and equity throughout the department is something I care about deeply.”

She has also served as the president and promotions chair of No Jackets Required, a performing arts club focused on contemporary music, playing guitar, bass, and drums in shows that often draw more than 200 people. “I had started playing instruments in high school but got more involved here, having met people who are committed to building community through music.”

Most memorable courses: “After taking Introduction to Philosophy with Paul Audi, he sent me an encouraging email: ‘I don’t know if you’re thinking about taking any more philosophy, but you clearly have a huge amount of talent for it.’ More recently, PHIL 235/435: Data, Algorithms, and Justice, taught by assistant professor Jonathan Herington, explores how AI will shape our concepts of fairness. “For an algorithm that can detect cancer, what is the acceptable number of false positives? If you are designing a car, how will it perform at a crash zone? Once we get to a point where we’re implementing these strategies in real life, we need to address the inevitable questions,” says Mammen.

Advice for students: “Try new things, even if you think you’re not interested initially. You have the space to explore all these new junctures that reveal unexpected connections. Take these opportunities to follow your curiosity and study with professors who are all dedicated to their fields—and to helping you succeed.”

Students in uniform have been a fixture at the University of Rochester since World War II, thanks to the Naval Reserve Officers Training Corps (NROTC). This college-based program prepares students to become officers in the US Navy or Marine Corps through a blend of academic study, physical training, and leadership development. Through shared traditions and a dedication to service, Rochester’s NROTC program fosters a sense of duty and camaraderie that spans generations.

Students and alumni of NROTC at the University of Rochester share immense pride in their program and outcomes. Let’s meet a few of them.

Alexander Dudek ’15, ’24S (MBA): Success in the fleet and beyond

Lieutenant Alexander Dudek currently serves as the aviation officer for Rochester NRTOC. As a graduate of the NROTC program, he sees the traditions and work ethic he experienced as a student continue today, allowing him to mentor and give back to the next generation of cadets.

Originally from Fairport, New York, Dudek received his commission through NROTC Rochester in May 2015. He has served as a helicopter pilot stationed across the United States and aboard aircraft carriers. He credits his time at Rochester with creating a strong foundation: “This set me up for success in the fleet, life, and beyond.” The training, community, and friendships Dudek gained at Rochester have continued to follow him, strengthening his connection to the University and his profession.

Reflecting on his journey, he notes, “I realize how everything has come full circle. My friends from this unit are now the fully trained and equipped officers,” just like those he admired when he was a student, and in turn, current students will evolve into. His network of friends, many of whom were once students at Rochester, are now stationed worldwide on land and sea, on nuclear submarines and destroyers, serving as engineers, pilots, and more.

Rachel Yorke ’25: The making of a marine

Rachel Yorke hails from Summit, New York, and is majoring in politics, philosophy, and economics. As an NROTC scholarship recipient with full tuition to the University of Rochester, doors have swung open for Yorke that otherwise might not have, including summer internship opportunities and trips to Washington, DC, and the Norwegian Embassy for networking events.

Yorke is a marine-option midshipman (MIDN). And since she has already passed Officer Candidates School (OCS), she can call herself a “marine” proper. After graduation in spring 2025, she will be commissioned as a second lieutenant and continue her training.

Oliver White ’27: Learning life lessons

Oliver White, a statistics major from Easton, Maryland, has no problem waking up for early morning runs and drills. That’s because he recognizes the impact NROTC has already made on his collegiate career—and no doubt will continue to do so after graduation. He shared, matter-of-factly, “Waking up that early guarantees productivity. It’s rewarding, tiring, and worth it.”

As a navy-option MIDN, White was inspired by his family’s legacy of military service, which fueled his own desire to serve. As a sophomore on scholarship, he uses his experience to support first-year cadets. “We keep each other accountable,” he shares. According to White, NROTC teaches valuable life skills, like time management, productivity, and communication, which are necessary when balancing a full-time student schedule with the program’s additional demands.

Veterans Day 5K: An annual tradition

For more than a decade, the Veterans Day 5K has been an annual tradition for NROTC cadets and alumni. In honor of Veterans Day, ROTC programs from colleges across the region come to the University of Rochester to run in formation with community members.

The route takes runners to the Vietnam Veterans Memorial in Highland Park, where veterans are present, waiting to share their stories. Dudek explains, “This is a powerful moment to remember those who came before us and remind us why we’ve made the choice to serve.”

This will be White’s second year to run the Veterans Day 5K. He looks forward to running again this year and listening to the veterans. Last year, while running through the Vietnam Veterans Memorial, White made a point to touch every memorial marker as a way to connect with each serviceperson who went before him.

Yorke will run this year’s 5K for the fourth and final time as a student. Her favorite part of the day is interacting and networking with cadets from other area ROTC programs. On a normal day, the schools compete, but during this event, everyone is reminded that no matter their branch or school, they each made the choice to raise their right hands and say the oath.

Dudek ran the 5K when he was a student and has continued to do so in his role as an officer in the program. “As an alumnus, it’s nice to see we’re still doing this. It means even more to me now than it did as a student.”

ROTC students have a unique college experience. Unlike military academy students, they can blend their military commitments with a more typical student experience. In uniform or not, the character and dedication of these students remain steadfast, even when they are physically removed from their military brethren undertaking full-time military training. This run reconnects cadets to the larger military network and community.

Connected through legacy

After this academic semester, Dudek’s “shore tour” in Rochester will end, and he will be stationed on the USS Tripoli out of San Diego, California. Through every conversation and interaction, Dudek has made it his mission in Rochester to build up every cadet to impact the world positively. He is thankful to the NROTC students for bringing him back to the “why” they all serve.

Every day, Rochester’s NROTC cadets and alumni honor the legacy of those who served before them, living the Navy’s motto of “Honor, Courage, Commitment,” augmented with the University of Rochester’s own motto, Meliora—meaning “ever better.” For Dudek, Yorke, and White, these mottos transcend their daily lives, embodying their commitment to their country and a tradition that connects them to generations of servicemembers past and future.

Nichole Waligóra ’26E, ’26 and Tanatchaya (Tanya) Chanphanitpornkit ’15E are two remarkable University of Rochester women who share a special bond: they are first-generation college students. At Rochester, this means that neither of their parents or guardians earned a bachelor’s degree from a college or university anywhere in the world—making them the first in their immediate families to do so.

Their achievement connects them to a larger community of students—at Rochester and beyond—who have broken generational barriers and paved new paths for their families. The pair met when they joined the University’s Meliora Collective Mentorship Program in 2023, becoming one of approximately 376 mentor-mentee duos participating in the program today.

Chanphanitpornkit is a music educator, double bassist, and conductor. She teaches at Nyack Public Schools in New York and conducts at the Manhattan School of Music Precollege and at the New York Youth Symphony. Her teaching positions in higher education include Columbia University, William Paterson University, and the College of New Jersey. She is a founding member of the nonprofit Girls Who Conduct. Chanphanitpornkit is currently a doctoral student at Teachers College, Columbia University, and received the University of Rochester’s Alumni Service Award in 2024.

Chanphanitpornkit’s family moved from Thailand to the United States when she was ten to provide her with better educational opportunities. She knew her passion was music. In high school, during a trip to the University’s Eastman School of Music to audition, the orientation committee made her feel like she was already part of the campus community.

Her parents, recognizing the value of a strong academic foundation, prioritized her education and envisioned a college degree as the ultimate goal.  When she enrolled at Eastman, Chanphanitpornkit took a pivotal step on her transformative higher education journey.

Waligóra, meanwhile, is a third-year undergraduate student pursuing a dual degree in vocal performance from the Eastman School and in linguistics from the School of Arts & Sciences. She serves as the vice president of Eastman’s American Choral Directors’ Association and as secretary of the Students’ Association, in addition to her roles as a Student Alumni Ambassador and a founding member of both the University’s Polish Students’ Association and the Eastman Latino and Hispanic Students’ Association.

Growing up in Queens, New York, Waligóra’s Polish father and Peruvian mother instilled in her a strong work ethic and a love for learning. Their support for her musical aspirations required significant sacrifices of investment and time, allowing her to pursue classical music with dedication and gratitude. This mutual admiration is evident as Waligóra excels in her chosen fields and incorporates her culture in her work.

Navigating the college experiences—with an assist from the University

Chanphanitpornkit’s prospective student orientation at Eastman solidified her choice to apply and attend. She was drawn to the vibrant community, the supportive atmosphere, and the potential for personal growth. “Eastman is the place that will shape who I am for the next four years, and I am going to go here,” she recalls thinking to herself.

Waligóra, for her part, prioritized strong program offerings, supportive faculty, and opportunities for interdisciplinary studies during the college search. Following a teacher’s advice and focusing on these critical factors, she navigated the complex process of selecting a school, ultimately choosing the Eastman School of Music, which met all of her criteria.

While Chanphanitpornkit’s and Waligóra’s choice to attend Eastman was straightforward, the application process as a first-generation student proved more challenging.

For students applying to universities in the United States, the college application process—particularly the financial aid portion—can be overwhelming and stress-inducing. And for first-generation students, the process is often compounded by financial literacy constraints, limited familial or professional guidance, and the daunting task of completing complex forms on strict deadlines.

The University of Rochester is committed to supporting first-generation students throughout their entire academic journey.

For prospective students, the admissions office is ready to answer questions about the application process, academic programs, and campus life. The financial aid office can help navigate federal student aid options (including FAFSA), scholarships, and loans. Waligóra, who now works in the admissions office, confirms that the University welcomes questions and encourages first-generation students to be open about their needs.

That welcoming spirit extends to the on-campus student experience, with services and opportunities for first-generation students embedded throughout the University. In addition to guidance from faculty and staff, the Parents and Families website provides a place to explore resources, events, scholarships, stories, and more to support the first-generation community.

Chanphanitpornkit shares, “The resources were always there. I just didn’t know they were always there.” Which is why she’s made it priority to help get the word out to fellow first-generation students like Waligóra.

A bond forged through mentorship

Chanphanitpornkit and Waligóra found a meaningful connection through the University’s Meliora Collective Mentorship Program, with their shared understanding of the challenges and triumphs of being a first-generation student—something the mentorship program coordinators considered when pairing them together.

It can, after all, be challenging for first-generation students to share their college journey with family who have not experienced the same complexities of applying to and attending college. Yet the Meliora Collective Mentorship Program provided a safe space for them and others to discuss their experiences openly.

In their mentor-mentee relationship, Chanphanitpornkit offers guidance, counsel, and advice to Waligóra, helping her navigate the complexities of college life. In turn, Waligóra provides a listening ear, allowing Chanphanitpornkit to reflect on her journey and connect with her first-generation identity even more. The power of their connection lies in their shared vulnerability. As Chanphanitpornkit puts it, “Nichole has given me the gift of processing my own experiences.”

First-hand advice for first-generation students

Chanphanitpornkit and Waligóra offer words of wisdom based on their experiences, reflections, and interactions.

• Don’t hesitate to ask for help. Contact the admissions and financial aid offices, professors, and advisors when you need assistance. No question is too small to ask.
• Connect with other first-generation students. Building relationships with peers who share similar experiences can provide invaluable support, advice, and community.
• Embrace your unique perspective. Your first-generation status can be a strength. Use it to bring diverse perspectives to your academic and social experiences and conduct positive change wherever you go.
• Take advantage of campus resources like the Meliora Collective Mentorship Program. Participate in programs that connect you with those who can help offer guidance and inspiration.

IN THE SHADOW OF THE DAY: A groundhog is photographed behind Susan B. Anthony Halls on the University’s River Campus.

A STAR AMONG US: Earlier this month, Lynne Maquat, the director of the Center for RNA Biology and the J. Lowell Orbison Endowed Chair and Professor in the Department of Biochemistry and Biophysics, received the 2024 Albany Medical Center Prize in Medicine and Biomedical Research. The prize is in recognition of her research on RNA mechanisms that contribute to a wide range of diseases. Above, Maquat is pictured at the press conference.

MELIORA IN STRIDE: The Meliora letters are seen on the Eastman Quadrangle during Rochester’s annual Meliora Weekend.

A NEW WAY TO LEARN: Yifan Li (left), a computer science PhD student, and Wenyao Gao ’26, a computer science and brain and cognitive sciences student, test the Tabletop Interactive Play System (TIPS) in the lab of Zhen Bai, an assistant professor of computer science. TIPS uses augmented reality and artificial intelligence to help parents learn American Sign Language as they interact with their Deaf and hard-of-hearing children.

AUGMENTING REALITY: Research assistant Yi Zhang adjusts a 3D-printed optical device that, when paired with augmented reality, is designed to help children understand how artificial intelligence is used in preference selection.

IN SUPPORT OF THE FUTURE: The Saunders Foundation, led by University Trustee Emeritus E. Philip Saunders (left), made a $30 million commitment to the Medical Center to support novel research and clinical programs in orthopaedics, faculty in the School of Medicine and Dentistry, and nursing students. The foundation will also establish an endowed professorship in the Department of Orthopaedics named for Dean’s Professor Michael Maloney (right). (University photo / Matt Wittmeyer)

THOUGHT LEADERSHIP: In his latest book, Philip V. McHarris, an assistant professor of Black studies, presents a reimagined world without police. His research delves into the weight of policing on people and communities and makes the case that many routine police reforms often only lead to more police.

FIND YOUR LIGHT: Evening sunlight shines through a doorway from Messinger Periodical Room into the Great Hall of Rush Rhees Library.

TRUE COLORS SHINING THROUGH: It’s peak fall foliage season at the University’s C.E.K. Mees Observatory and the surrounding areas of Naples, Gannett Hill, Ontario County Park, South Bristol, and Canandaigua Lake.

FEATS OF ENGINEERING: Elvis Imamura ’26 watches as machine smoke flows over an adjustable 3D-printed wing in a lab he helped design to measure the speed of airflow, and the effect of angle of attack on lift and stalling of an airfoil. The work is part of Introduction to Aerospace Engineering, taught by John Lambropoulos, a professor of mechanical engineering.

THE OTHER SQUASH TEAM: Rochester students were joined by their peers from Monroe Community College and Rochester Institute of Technology for the American Society of Mechanical Engineers’ annual pumpkin launch on Wilson Quadrangle. (University photo / AJ Pow)

A VIEW FROM THE TOP: Rochester students take a selfie from the Rush Rhees Library tower during the annual Scare Fair, a Halloween season tradition hosted by the River Campus Libraries.

A TOUR TO REMEMBER: Students and staff tour the tower of Rush Rhees Library during the annual Scare Fair. In addition to tower tours, this year’s fair included scavenger hunts, games, prizes, and even a visit from therapy dogs. (University photo / AJ Pow) 

YOU’RE SO VANE: As seen from a drone, a Meliora weathervane atop Rush Rhees Library tower with the Medical Center in the background. (University photo / AJ Pow)

Each year, thousands of courses are offered to undergraduates enrolled in the School of Arts & Sciences and the Hajim School of Engineering & Applied Sciences at the University of Rochester.

But only one course is required as part of the Rochester Curriculum: the primary writing requirement, or Writing 105: Reasoning and Writing. This four-credit course is run by the Writing, Speaking, and Argument Program (WSAP) and it teaches students fundamental and essential writing skills.

Whether you’re from China or California, Denmark or Denver, India or Indiana, this course is the first step for Rochester students on the road to becoming effective academic communicators—and join the broader community of researchers, scholars, and writers.

Writing 105 instructors frame their courses around particular topics, making it likely that students can write about a topic that interests them—or have their curiosity piqued by something they hadn’t considered before.

“Students pursue their passions or discover new interests within a vibrant intellectual community,” says Deborah Rossen-Knill, WSAP’s executive director. “They dig deep into the unknown and puzzle through uncertainty aided by research, argument, speaking, and writing in order to articulate, test, and refine their ideas.”

Writing 105 classes fill up quickly, so WSAP’s advice is to compile a list of several sections that appeal to you. If you miss your preferred section in the fall, fear not: most of the same classes are offered again in the spring. It is, however, strongly encouraged that you enroll and complete this course by the end of your first year at Rochester.

Here are four other things to know about the one required course at the University of Rochester.

Workshop with your peers, connect with your instructors

The average incoming undergraduate class at the University of Rochester has approximately 1,400 students. Yet Writing 105 classes are deliberately capped at 15 students per class, with some sections maxing out at 10 people.

With a handful of exceptions, each class is taught by one instructor, making for an interactive learning environment reminiscent of a writers’ workshop or retreat. This gives you the chance to get to know your teachers while developing your communication and writing skills with a cohort of peers.

“That’s very helpful to first-year students who need recommendation letters for various scholarships and other programs,” says Whitney Gegg-Harrison, an associate professor in WSAP and a Writing 105 instructor.

Focus on the write stuff

Students are required to write as part of nearly every undergraduate major throughout college—and Writing 105 helps prepare them with the necessary writing skills. Students who assume that going into STEM fields or performing arts means they won’t be doing any writing are in for a surprise.

“Learning to write is about more than communication,” says Paul Funkenbusch, a professor in the Department of Mechanical Engineering and with the Materials Science Program. “It conditions the mind to sort and prioritize information, to be precise, and to organize complex ideas into logical patterns. In my experience, the ability to write well is strongly correlated with the ability to think well.”

Maggie Scholer ’24, who earned degrees last spring in chemistry and environmental science, says her Writing 105 course titled “Modern Love” was formative for her college experience. “It not only refined my writing abilities but also improved my editing skills through our regular peer-review process for assignments,” she says.

The Pittsford, New York, native liked it so much that she became a content editor for an undergraduate research journal her sophomore year. “The writing skills I developed helped me immensely throughout my college career in writing lab reports, graduate school applications, fellowship applications, and even manuscripts for publication in scientific journals,” says Scholer, who is pursuing a PhD in atmospheric and oceanic sciences at the University of Colorado.

Vedant Agrawal ’28 is taking a 105 course this fall called “Post Human Future: The intersection of AI, Identity, and Ethics.” The Kolkata, India, native chose this section because he’s a fan of Isaac Asimov’s novels, “and the class subject matter seemed to intersect with those domains.”

But Agrawal is getting much more than he expected.

“Academic writing has a very particular style that can be quite formidable for first-year students,” he says. “This course has taught me the art of effective reading, and understanding how to decipher what the author is trying to say. I tend to interpret passages in ways that suit my biases, so the process of constructing arguments based on sources and citations has been extremely constructive.”

Take your pick—from dozens of topics

For the fall 2024 semester, there are more than 60 sections of Writing 105 focused on subjects ranging from friendship, mindfulness, artificial intelligence, and critical reading to horror stories, reality TV, video games, and monsters.

“They have to write about something, and it may as well be something they’re interested in,” Gegg-Harrison says. “When we’re interested in what we’re writing about, we tend to engage more deeply and feel more motivated to do the work. That leads to better learning and better writing.”

Know your A, B, Es

Speaking of variety, there are several sections in addition to the standard Writing 105 course. These sections match students to the level of support they need to develop their writing skills. The content, range of themes and topics, and requirements of the classes are the same.

• WRTG 105E, an extended version of WRTG 105, includes an additional recitation period, or a chance for students to review the material with their instructor, for those who want more support to meet the demands of college-level writing.
• WRTG 105A and WRTG 105B distribute the work of WRTG 105 across two semesters (at two credits each), allowing students more time to develop as academic writers.
• WRTG 103 and WRTG 104 are a sequence for students admitted into the English for Academic Purposes Program (EAPP).

Students who believe they are already proficient college-level writers may petition to satisfy the primary writing requirement by taking a course other than 105. But don’t wait: If you think you fall into this category, it’s strongly encouraged that you file the petition by the end of your first year.

Master writing skills, benefit for life

While Writing 105 is the only required course at Rochester, undergraduate students can expect writing to be incorporated throughout all four years of studies—regardless of their specific major. This ensures that all Rochester students graduate from the University with a demonstrable skill—effective written communication—that will serve them throughout their careers and lives.

“Writing 105 helped me became a better writer by introducing me to college writing expectations and allowing me to settle into my own best writing practices,” says Cooper Harris ’25, a religion and psychology double major from Westfield, New Jersey.

After his writing class ended, Harris joined a volunteer organization his professor was part of called “The Inspiration Project,” which helps people with disabilities write creative stories. “My role was to help transcribe ideas into a short story as a part of their collection of pieces,” Harris says.

He adds, “By being able to build a relationship with my instructor and get direct feedback on my writing due to the small class size, I was able to adjust to the expectations of professors when it came to research-based or creative writing. That has served me well throughout my time at Rochester.”

Level up your writing skills

Rossen-Knill, who heads up WSAP and teaches writing courses at the University of Rochester, is a certified word nerd. It’s little surprise then that she has coauthored several books on writing and related topics, including writing pedagogy, flow in writing, and grammar.

Students and instructors aiming to level up their writing skills might want to check out her recent books on the subject:

• Guidebook to Academic Writing: Communicating in the Disciplines (Routledge, 2024), which gives students the tools to navigate the linguistic features of various disciplines. The book emphasizes the humanities and sciences, but also discusses and covers the social sciences.
• Grammar and the Teaching of Writing: An Updated and Integrated Approach (National Council of Teachers of English, 2024), designed for instructors who want to go beyond grammar rules as they teach students to craft their own narratives.
• A Multidisciplinary Exploration into Flow in Writing (Routledge, 2024), which outlines the key features and definitions of flow instruction and offers ways to recognize and improve flow in writing.