College of Arts and Sciences

Benson Center receives $3 million National Endowment for the Humanities award

Rachel Sauer — Thu, 23 Jul 2026 21:38:09 +0000

Benson Center receives $3 million National Endowment for the Humanities award Rachel Sauer Thu, 07/23/2026 - 15:38

Award will establish endowment to support innovative academic program at CU �ֲ��ý integrating study of the Western tradition with American history, government and civics

The Bruce D. Benson Center for the Study of Western Civilization at the �ֲ��ý has received a $3 million Endowments for Advancing the Humanities Award from the National Endowment for the Humanities.

The award, which is matched by $3 million in private philanthropic commitments, will establish an endowment to support the development of an innovative multidisciplinary academic program at CU �ֲ��ý integrating the study of the Western tradition with American history, government and civics. This endowment will advance CU �ֲ��ý's educational mission by creating a permanent source of funding that expands undergraduate curricular and co-curricular opportunities, strengthens faculty recruitment and retention, deepens K-12 partnerships and bolsters public engagement.

"This award confirms the central role of the humanities at CU �ֲ��ý," said Katherine Eggert, interim dean of the College of Arts and Sciences. “The award’s impact will extend throughout the College of Arts and Sciences. We look forward to working with faculty across the college to enrich educational offerings for all CU �ֲ��ý undergraduates through this opportunity."

This program will build on CU �ֲ��ý’s existing academic strengths and foster a vibrant and multidisciplinary intellectual community dedicated to the study of the Western tradition and its ongoing influence on our world today."
— Joseph Porter, Benson Center director of undergraduate studies

Joseph Porter, Benson Center director of undergraduate studies, associate teaching professor and the awarded proposal's principal investigator, said, “This program will build on CU �ֲ��ý’s existing academic strengths and foster a vibrant and multidisciplinary intellectual community dedicated to the study of the Western tradition and its ongoing influence on our world today. I am confident it will deepen countless students' understanding of texts, events, people and ideas that have profoundly shaped the modern world.”

Endowment income will support humanities faculty in different departments and programs who will expand the Benson Center's course offerings and develop a multidisciplinary curriculum focused on the Western tradition and American history, government and civics. This curriculum will introduce CU �ֲ��ý students to texts, events, people and ideas that have profoundly shaped America and the Western world—from the classical and Biblical traditions through the American founding to the modern age.

The program will introduce students to enduring tensions and questions within the Western tradition and deepen their understanding of both past and present through critical study of influential and transformative texts. It will equip them with the historical literacy, analytical skills and civic understanding necessary for thoughtful citizenship.

“Grants from the National Endowment support organizations and scholars working to illuminate and educate about the great ideas and events of the past,” said NEH Acting Chairman William English in an announcement of the awards. “As we celebrate our nation’s 250th anniversary this year, NEH is proud to help foster robust public engagement with our national history, ideals and intellectual achievements through funding for an array of exhibitions, preservation projects, books, education initiatives and advanced research.”

The transformative award marks a significant milestone in the Benson Center's mission to expand humanistic study of the Western tradition at CU �ֲ��ý.

“We are deeply grateful to the National Endowment for the Humanities for its support, as well as to the many alumni, donors and friends whose longstanding dedication, hard work and generosity have made this award possible,” said Taylor Jaworski, Benson Center interim director and associate professor of economics. “This award will strengthen the Benson Center and advance its mission of bringing together faculty and students from across CU �ֲ��ý with shared interests in the Western tradition.”

“We look forward to developing a distinctive academic program at CU �ֲ��ý that will inspire humanistic and civic education for decades to come,” Porter said.

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Award will establish endowment to support innovative academic program at CU �ֲ��ý integrating study of the Western tradition with American history, government and civics.

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‘What my great-grandmother saw at Little Bighorn’

Rachel Sauer — Tue, 14 Jul 2026 15:49:24 +0000

‘What my great-grandmother saw at Little Bighorn’ Rachel Sauer Tue, 07/14/2026 - 09:49

Bradley Worrell

CU �ֲ��ý Center of the American West former board member Rick Williams shares family insights into the historic battle and offers thoughts on how perceptions have changed over time

For many Americans, the Battle of the Little Bighorn is remembered as “Custer’s Last Stand”—a dramatic clash of armies on a Montana hillside where Lt. Col. George Armstrong Custer and more than 200 soldiers of the 7th Calvary were killed on June 25, 1876.

For Rick Williams, an Oglala Lakota/Northern Cheyenne Native, historian, Indigenous rights advocate and �ֲ��ý Center of the American West former board member, the battle was never just a chapter in a history book.

It was a story passed down through his family in hushed tones, told by his great-grandmother in her native Lakota and Cheyenne and translated into English for him by his grandmother.

For Rick Williams, an Oglala Lakota/Northern Cheyenne Native, historian, Indigenous rights advocate and previous board member of the CU �ֲ��ý Center of the American West, the Battle of Little Bighorn was never just a chapter in a history book.

“I’m probably one of the few people living today who has a direct connection with someone who was there,” says Williams. “My great-grandmother was born in 1869 … and she was a little girl in the Cheyenne camp during the Battle of the Little Bighorn; she witnessed what happened.

“Growing up, my grandmother and great-grandmother would tell these stories, but they always warned me not to repeat them. They believed they could still get into trouble, possibly from the public or maybe with the government,” he adds. “Even in the 1950s and 1960s, there was still a fear surrounding (Native American) discussions of what happened at Little Bighorn, because Custer was still revered.”

With this summer marking the 150th anniversary of the Battle of the Little Bighorn, Colorado Arts and Sciences Magazine recently spoke with Williams, who shared his family recollections and why he’s encouraged to see that American perceptions of the battle and Native Americans have changed over the years.

Question: What did your great-grandmother tell you about the battle? What details differed from historical accounts?

Williams: According to my great-grandmother’s account, she and a cousin had been playing near the river when (Cheyenne) scouts warned them to return to camp. Instead, they stopped where they could watch what was happening. …

According to those accounts, warriors were concealed along the river and ambushed Custer’s force as it crossed. The attack created immediate confusion and disorganization. Some soldiers were thrown from their horses and others fled up nearby draws and ridges.

As soldiers attempted to retreat uphill, another group of Lakota or Cheyenne warriors arrived from a different direction after hearing the gunfire. That left Custer’s men with no avenue of escape. That’s why the traditional image of a carefully organized ‘Last Stand’ doesn’t fit some Native accounts. The soldiers never had the opportunity to establish an effective defensive formation.

There are many versions of what happened, and every story seems to have several variations. But one thing is clear: The battle was far more complicated than the traditional narrative suggests. …

One story my great-grandmother told me was children at the camp going among the dead cavalry men after the battle. The children would open the soldiers’ money belts and throw the contents into the air. She said, ‘I didn’t know it was money. If I had known, I would have saved some.’

These were oral stories I learned firsthand.

Later, I told that story at a history conference in Billings. A prominent historian said it couldn’t be true. He argued that Custer’s men wouldn’t have been carrying that kind of money in the field.

By then, I had done extensive research in military archives. I learned that every military post kept monthly reports called post returns. When I examined the records from Fort Lincoln, I found that just before the expedition left, Custer had drawn two months’ pay for his men. The records also noted that the money was distributed before moving into the campaign area. So, the documents supported my great-grandmother’s story.

Beyond Custer’s Last Stand: The forces that led to the Battle of the Little Bighorn

The Battle of the Little Bighorn has long occupied a unique place in American memory. Often remembered through images of Lt. Colonel George Armstrong Custer making a heroic last stand against overwhelming odds, the battle has been mythologized in movies, books and popular culture for nearly 150 years.

But according to �ֲ��ý historians Thomas G. Andrews and Noah Ramage, that familiar story obscures a much larger and more complex reality.

Andrews, faculty director of the Center of the American West, says that rather than a simple clash between the U.S. Army and Native Americans, the battle (which many Indigenous people refer to as the Battle of Greasy Grass) emerged from shifting alliances with Native nations amid a backdrop of competition for territory, economic transformation and mounting pressure on Northern Plains tribes. To understand what happened at the Little Bighorn on June 25-26, 1876, Andrews argues that it is necessary to understand the forces that led up to it.

Learn more

Question: Are there other notable details from your grandmother’s account or from your own research on the battle that differ from the traditional narrative?

Williams: Part of my research suggests a gap between the public narrative and what Native people remember. For example, there was a claim that Custer’s body was not mutilated because he was respected by Native people. However, accounts passed down in my family tell a different story. …

The Cheyenne knew who Custer was. Unlike some other groups, they had prior history with him, particularly after the Washita campaign. There was an old story that after the peace ceremony, a Cheyenne spiritual leader emptied pipe ashes onto Custer’s boots and warned him never to come among their people again or he would be killed.

According to Native accounts, Custer was shot in the river (at Little Bighorn) … and a Cheyenne warrior then cut out his heart, held it up and declared that (the spiritual leader’s) warning had finally been carried out. You’ll never find that story in most written accounts. It’s an oral tradition that was passed down within families. …

Another thing that often gets overlooked in history is Native intelligence and military skill. The military capabilities of the Native nations were routinely underestimated. Yet, at Little Bighorn, they demonstrated superior knowledge of the terrain, superior scouting and effective coordination.

History is complicated. If you really wanted a complete understanding of Little Bighorn, you’d need accounts from the Lakota, the Cheyenne, the Crow scouts (for the cavalry), (Custer’s subordinate Captain) Reno and everyone else involved. No single narrative tells the whole story.

Question: Why do you think the accounts of Native Americans who were present at the battle were not given the same credence—at least initially—as secondary accounts regarding Custer and his men, who did not live to tell their stories?

Williams: For many years, historians largely ignored or dismissed Cheyenne accounts. One reason was simple: The Cheyenne used a different directional system. Their cardinal directions were based on Bear Butte—one of their most sacred landmarks. When historians translated Cheyenne stories using conventional directions, the stories seemed inaccurate.

In the 1980s, after a fire at Little Bighorn exposed new archaeological evidence, archeologist Richard Fox studied the battlefield extensively. Working with researchers familiar with Cheyenne traditions, he found that when the directional references were properly understood, Cheyenne accounts matched the archeological evidence remarkably well. In some cases, they were more accurate than any other version of events.

Question: Do you think American public perceptions of the battle have changed in your lifetime?

Williams: Absolutely. Fifty or 60 years ago, criticizing Custer publicly was difficult. Many people viewed him as a heroic figure, and there were passionate defenders of that interpretation.

I think that’s one reason my grandmother cautioned me not to repeat certain stories; there was a real concern about how people would react.

Over the years, Native perspectives have gained greater recognition. The interpretation at the battlefield itself has changed, and the visitor center now presents a more balanced story.

From a Native perspective, outsiders were entering and occupying someone else’s homeland. History sounds very different when viewed from that angle."

The archeological work done after the battlefield fire was especially important because it challenged longstanding assumptions. At the same time, Native voices became harder to ignore.

Question: Are there still elements of the historical narrative regarding western expansion before and after the battle that you think are largely unchanged in American culture?

Williams: One issue that still bothers me is the language some people use when talking about western expansion. The traditional story often describes settlers moving peacefully into empty territory and being attacked by savage tribes. But native people lived on that land already.

From a Native perspective, outsiders were entering and occupying someone else’s homeland. History sounds very different when viewed from that angle.

Question: If Little Bighorn had ended differently, do you think the history of the West would have changed substantially?

Williams: That’s difficult to answer. The battle took place in 1876—the nation’s centennial year. Because of that timing, the event became highly symbolic. It captured the nation’s attention in a way that few other battles could have.

Had the outcome been different, perhaps some things would have changed, but larger forces were already in motion. There was tremendous pressure for western expansion. Public attitudes toward Native people were deeply entrenched. Government policies were already moving in certain directions. Even without Little Bighorn, many of those forces would still have existed.

For generations, Native nations experienced policies designed to assimilate, relocate or absorb Native peoples into mainstream society. Those policies affected nearly every aspect of life.

Even today, many tribes remain constrained by federal systems that affect their ability to govern themselves and develop their economies.

Question: Some 150 years after the Battle of the Little Bighorn, do you have thoughts on how the American public views Native Americans?

Williams: Despite everything, I believe one thing has improved dramatically: People don’t view Native Americans the same way they did 50 or 60 years ago. For much of earlier American history, Native people were often portrayed as enemies, obstacles or relics of the past.

Today, more people are willing to listen. They’re looking at the historical record and saying, ‘We didn’t get this completely right.’ That’s encouraging.

I hope the next 50 years involve more than simply acknowledging mistakes. I hope they include real efforts to rebuild communities and create opportunities.

People sometimes talk about reconstruction efforts in other parts of the world after wars and disasters. Native communities have often needed similar investments but have rarely received them. There is still a great deal of work to be done.

But for the first time in a while, I think more people are willing to have an honest conversation about history—and that’s a good place to start.

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CU �ֲ��ý Center of the American West former board member Rick Williams shares family insights into the historic battle and offers thoughts on how perceptions have changed over time.

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Top image: "Indian Memorial" by Colleen Cutschall, a senior Oglala-Sicangu Lakota artist originally from Pine Ridge, South Dakota, at Little Bighorn Battlefield National Monument. (Photo: National Park Service)

A century later, a liberating education is still our mission

Rachel Sauer — Mon, 20 Apr 2026 20:59:36 +0000

A century later, a liberating education is still our mission Rachel Sauer Mon, 04/20/2026 - 14:59

Daryl Maeda

A century ago, we needed informed citizens and clear thinkers; today, as the pace of change grows exponentially, we need them even more

Picture the scene when the Hellems Arts and Sciences building first opened as the hub of the humanities at the University of Colorado:

It was 1921, and the world was recovering from a deadly pandemic, Americans were isolationist, suspicious of immigration and deeply divided on issues of race. Also, economic uncertainty fueled doubts about the value of a traditional, liberal-arts education.

History might not repeat itself, but it sometimes rhymes.

This month, 105 years after Hellems opened, CU �ֲ��ý officials celebrated its recently completed renovation, heralding the place as a nucleus of campus life, a common bond among most students and, still, the home to key disciplines in the humanities.

Today, we’re in the wake of a pandemic, with rising isolationism and contentious debates on immigration, race and a liberal-arts education.

Let’s discuss, starting with a definition of the “liberal arts,” which is important, given modern connotations of the term “liberal.” The ancient Greeks and Romans believed that a good education—one that prepared citizens to steer the ship of state—was the foundation of democracy.

Cicero argued that autonomous individuals who earn the respect of others must learn skills or practices to be effective citizens and stewards of democracy. He called these skills the artes liberales, which translates to the “arts of free people,” those with liberty—hence “liberal arts.” Cicero focused on rhetoric, literature, poetry, ethics, civics, logic, geometry, music, astronomy and natural science.

History has a home in Hellems Arts and Sciences, as does philosophy, English, linguistics, the Anderson Language and Technology Center and the Colorado Shakespeare Festival.

He described arts and sciences, essentially.

The fields we count as liberal arts have grown in the 2,000 years since then, but the gist—the idea citizens need all these skills to better participate in democracy and in life—is unchanged.

Today in the College of Arts and Sciences, the liberal arts—now with more subjects!—remain central to the education of all students. Across the nation, however, students and their families sometimes question the return on investment in a liberal-arts education.

As I’ve noted previously, it is true that those who earn degrees in engineering and business tend to command higher starting salaries than those who hold degrees in English or sociology. However, those with a liberal-arts degrees often enjoy mid-career earnings growth that can rival that of their friends in technical disciplines.

The monetary “return on investment” is compelling. But that’s not the only benefit, and this is not the first time we’ve had this debate.

George Norlin was president of CU �ֲ��ý in 1921, when Hellems opened. He, too, responded to critics of a liberal-arts education, including Henry Ford, who famously said, “History is more or less bunk.”

Norlin penned an essay in which he argued that knowing only the present day was a kind of “prison” that kept a person from fully participating in civic and personal life. At the time, a liberal-arts education was called a “liberal education,” and he said this:

“A liberal education, or what we might better call a liberating education, has for its purpose … ‘a breaking of prison walls which leaves us standing, of course, in the present but in a present so enlarged and enfranchised that it is become, not a prison, but a free world.’”

Norlin rejected the “war-cry of charlatans” who demand that universities neglect liberal education and “become places of apprenticeship for jobs.”

He added: “Let there be more schools for the training of artisans—the more the better—but let the colleges and universities remember that, whatever else they may be called upon to do, their first business is to keep civilization alive and moving from vitality to vitality in each generation.”

Norlin, after whom the university’s libraries are named, paraphrased Cicero in the inscription above the main library’s entrance: ‘Who knows only his own generation remains always a child.’”

Were we to update that statement today, we’d use gender-neutral language. But I hope, as Norlin did, that it will reflect the university’s core purpose as long as they remain etched in stone.

History has a home in Hellems Arts and Sciences, as does philosophy, English, linguistics, the Anderson Language and Technology Center and the Colorado Shakespeare Festival.

As he celebrated Hellems’ reopening this month, CU �ֲ��ý Chancellor Justin Schwartz hailed the place as “where the ideas of the university take root, where perspectives are challenged and where intellectual confidence begins to take shape.”

The scholars in Hellems grapple with profound questions and promote critical thinking. The questions explored there have never been more important:

How do we apply the lessons of yesterday as we stride toward tomorrow? How do we find common cause across cultures and languages? How do we reason thoughtfully about what is right, true and ethical?

These are the questions the world must address, and our investment in Hellems demonstrates that the university honors this prime imperative.

A century ago, we needed informed citizens and clear thinkers. Today, as the pace of change grows exponentially, we need them even more. Embracing the wisdom of the past can drive us toward a better future.

Daryl Maeda is dean of the College of Arts and Sciences at the �ֲ��ý.

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A century ago, we needed informed citizens and clear thinkers; today, as the pace of change grows exponentially, we need them even more.

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Outstanding faculty and staff honored at 2026 recognition reception

Rachel Sauer — Thu, 16 Apr 2026 22:41:46 +0000

Outstanding faculty and staff honored at 2026 recognition reception Rachel Sauer Thu, 04/16/2026 - 16:41

College of Arts and Sciences faculty and staff recognized for excellence in teaching, scholarship and other work at annual highlight of the academic year

Faculty and staff from across the �ֲ��ý College of Arts and Sciences were honored at the Recognition Reception held Thursday afternoon in the Norlin Library.

College of Arts and Sciences Dean Daryl Maeda (left) with Shemin Ge (right), distinguished professor of geological sciences and winner of a 2026 College Scholar Award.

Deans of division Irene Blair, Sarah E. Jackson and John-Michael Rivera, along with College of Arts and Sciences Dean Daryl Maeda, honored faculty and staff for their outstanding achievements during the 2025-2026 academic year.

Awarded recognitions include:

College Scholar Awards
Kahn Family Community Teaming Fund
Kayden Awards
ASCEND Awards
Cogswell Award for Inspirational Instruction
Collaborative Access and Innovation Award
College Professor of Distinction
Sesquicentennial Scholars
CU Distinguished Professors
A&S Staﬀ Employees of the Year
Promotion to Full Professor
Tenure and Promotion to Associate Professor
Promotion to Teaching Professor
Promotion to Associate Teaching Professor

See all recognized faculty and staff

Deans of division John-Michael Rivera (left), Irene Blair (second from right) and Sarah Jackson (right) congratulate Laura DeLuca, a teaching assistant professor of anthropology and ASCEND Award winner.

Dean Daryl Maeda (second from left) congratulates Gavin Liang (white shirt), faculty affairs coordinator and a college employee of the year.

Deans of division John-Michael Rivera (left), Sarah Jackson (second from left) and Irene Blair (second from right) congratulate Shelley Copley (right), a professor of molecular, cellular and developmental biology and College Scholar Award winner.

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College of Arts and Sciences faculty and staff recognized for excellence in teaching, scholarship and other work at annual highlight of the academic year.

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College of Arts and Sciences names 2026 Van Ek Scholars

Rachel Sauer — Wed, 15 Apr 2026 17:18:26 +0000

College of Arts and Sciences names 2026 Van Ek Scholars Rachel Sauer Wed, 04/15/2026 - 11:18

Twenty-six students receive one of the college’s most prestigious honors, recognized for their exemplary academic achievement and meaningful contributions to the campus and broader community

The College of Arts and Sciences has awarded the Jacob Van Ek Scholarship—one of the college’s highest honors—to 26 outstanding undergraduates.

Named in honor of Jacob Van Ek (1896–1999), the award commemorates his remarkable contributions to the university. Van Ek joined CU �ֲ��ý in 1925 as a young assistant professor shortly after earning his doctorate from what is now Iowa State University. Within three years, he rose to the rank of full professor and, by 1929, was appointed dean of the College of Liberal Arts—a role he held until 1959.

The following students are this year’s Jakob Van Ek Scholar Award recipients:

Ray Anchordoquy: physics
Ben Braun: physics
Carlos Carale: neuroscience
Monique Castaneda: political science/Japanese
Chelsea Elliott: speech, language and hearing sciences
Elizabeth Ervin: dance/integrative physiology
Amelia Gandhi: astrophysics and planetary sciences/geological sciences
Rachel Gaydos: speech, language and hearing sciences
Katherine Grisak: international affairs
Gianna Guido: Spanish/political science
Nadine Huseby: anthropology
PiperJo Jones: biochemistry/anthropology
M Jordan: anthropology
Deven Kukreja: political science/Japanese
Aris Larson: integrative physiology
Shea Musson: speech, language and hearing sciences
Jessica Nesbit: integrative physiology
Emmalyn Nono: neuroscience/linguistics/Chinese
Julia Renz: molecular, cellular and developmental biology/psychology/neuroscience
Soren Rollin: geological sciences/anthropology
Samuel Ruzzene: integrative physiology
Alexander Scholpp: economics, international affairs
Dhruv Seth: neuroscience
Annika Stephan: biochemistry
Piper Tocco: humanities/secondary education
Tvishi Yendamuri: biochemistry
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Twenty-six students receive one of the college’s most prestigious honors, recognized for their exemplary academic achievement and meaningful contributions to the campus and broader community.

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‘A home for the humanities, a home for the liberal arts’

Rachel Sauer — Fri, 10 Apr 2026 22:55:07 +0000

‘A home for the humanities, a home for the liberal arts’ Rachel Sauer Fri, 04/10/2026 - 16:55

Rachel Sauer

Hellems Arts and Sciences building reopens Friday following an almost three-year renovation that enhanced its accessibility, sustainability and role as the heart of the arts and humanities at CU �ֲ��ý

A while back, third-year student Natalie Cleary was on her way to a Shakespeare class in the Engineering Center when she bumped into a friend—an engineering major—who was perplexed by her presence and asked her, “What are you doing here?”

It’s not that she wasn’t welcome, but she’s an English creative writing major, and she was far from the Hellems Arts and Sciences building—the heart of arts and humanities at the �ֲ��ý. In a way, she was far from home.

"For most students, Hellems is literally where their CU �ֲ��ý journey begins," said Daryl Maeda, interim dean of the College of Arts and Sciences.

Friday afternoon, then, was a homecoming, as Hellems officially reopened following an almost three-year renovation that saw the 105-year-old building become more accessible, more sustainable and more welcoming and expand its role as “a home—a home for the humanities, a home for the liberal arts and for the unending work of understanding the human experience,” said Daryl Maeda, interim dean of the College of Arts and Sciences, during a reopening ceremony on the steps in front of the Hellems main entrance.

“We do live in a moment that sometimes questions the value of a liberal arts education and the profound thinking that this building represents. I want to say very clearly that the questions explored here have never been more important: How do we understand our history to help us navigate our future? How do we find common cause across cultures and languages? How do we reason thoughtfully about what is right and what is true and what is ethical and what has integrity? These are the questions the world urgently needs answered, and Hellems is where CU �ֲ��ý says, ‘We believe in these questions, we invest in them and we honor the people who ask them.’”

More than just a building

Hellems’ reopening Friday was imbued with particular significance because it happened during CU �ֲ��ý’s 150th-anniversary year, a time to celebrate the university’s past and to envision its future. Hellems plays a significant role in both.

When it opened in 1921, it was the first campus building designed by architect Charles Klauder in what has become the university’s signature—and iconic—Tuscan vernacular style, which has aesthetically defined the university for a century. It was named in honor of Fred Burton Renney Hellems, who served as dean of the College of Arts and Sciences for 30 years, beginning in 1899.

Maeda noted that about 85% of undergraduate students take at least one class in Hellems during their time at CU �ֲ��ý, and 56% of all first-year students take a class at Hellems during their first semester, “so for most students, Hellems is literally where their CU �ֲ��ý journey begins. It’s a shared experience that unites students and alumni across many generations.”

Chancellor Justin Schwartz observed that there are moments on a university campus when a building reopening feels like something much more. Hellems, he said, is not just where a student's experience at the university begins, “but where the ideas of the university take root, where perspectives are challenged and where intellectual confidence begins to take shape.”

Schwartz praised the state of Colorado, whose leaders committed 40% of the funds for the $105.2 million total renovation cost. That public investment, he said, affirms that the humanities and the liberal arts are a public good, essential to civic life, economic vitality and a society that is capable of making thoughtful, informed decisions.

The Hellems renovation "demonstrates that we can honor the character of a place while dramatically improving how it performs for the future,” said Chancellor Justin Schwartz.

Further, Schwartz praised the renovation’s significant improvements in sustainability, which reduce the building’s energy use by 68% while still adding air conditioning for the first time in its history. The renovation also preserved more than 80% of the building’s original clay roof tiles, which “demonstrates that we can honor the character of a place while dramatically improving how it performs for the future,” Schwartz said.

“Taken altogether, these choices reflect something larger than just a renovation. They reflect our commitment to stewardship—stewardship of the public investment that made this happen, stewardship of this historic space that all of you who had a class in here previously can reflect on and stewardship of our core academic mission that defines CU �ֲ��ý. It also reflects a clear belief that the significance of a building isn’t just the building; it’s what happens within it.”

Schwartz noted classrooms designed for flexibility, shared spaces that invite students to stay and greatly increased accessibility that reflects a commitment to dignity, independence and ensuring that everyone can participate in the life of the university. “This is a renovation guided by the idea that we put students first,” he said.

‘A home away from home’

As the center of arts and humanities on the CU �ֲ��ý campus, Hellems is home to the departments of history, English, linguistics and philosophy, as well as the Anderson Language and Technology Center and the Colorado Shakespeare Festival. In fact, Klauder returned to campus in 1938 to design the building wings framing the courtyard that’s home to the Mary Rippon Outdoor Theatre, where Colorado Shakespeare Festival performances happen.

The Hellems renovation also reflects a commitment to the arts in the four commissioned works of original art now on display.

For Cleary, “Hellems has been the breath of fresh air I needed on campus this semester,” she said, adding that before it reopened, her study spots were growing stale, and she was zig-zagging all over campus to attend classes and meet with professors. Now, she said, she’s at home in the building’s wide-open spaces and natural light and is there most days—often making a beeline for the cozy new study booths.

“Hellems is a home away from home,” she said, “and the heart of the College of Arts and Sciences is beating stronger than ever.”

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All photos by Glenn Asakawa/CU �ֲ��ý

The case for the liberal arts is still compelling

Rachel Sauer — Thu, 26 Mar 2026 19:16:33 +0000

The case for the liberal arts is still compelling Rachel Sauer Thu, 03/26/2026 - 13:16

Daryl Maeda

A broad education still opens the door to greater freedom—of career opportunities, life satisfaction and civic engagement

“Education is the key that unlocks the golden door to freedom,” said George Washington Carver. He knew whereof he spoke.

Born into slavery, Carver overcame multiple obstacles to attend college, then became a scientist. He framed the link between education and freedom literally, because, for him, it was.

In a broader sense and in contemporary life, a broad education still opens the door to greater freedom—of career opportunities, life satisfaction and civic engagement. It is unsurprising that a person in my position would say this. But the importance of the liberal arts remains compelling, and it’s important to explain why, particularly in the context of the College of Arts and Sciences.

In January, Provost Ann Stevens announced that the college would continue to be a unified entity, rather than split into three units: “To underscore that the arts, humanities, social sciences and natural sciences play a central and vital role in CU �ֲ��ý’s mission as a comprehensive university that educates the next generation of informed citizens and leaders, we need a structure that brings our strengths together with purpose.”

The implication of the provost’s decision is clear: the liberal arts matter.

One could certainly be excused for having doubts. On several issues related to higher education, public support has wavered.

A liberal-arts education has been associated with high levels of civic engagement and psychological well-being. (Illustration: iStock)

In 2015, for instance, a Gallup survey found that 57% of Americans expressed confidence in higher education. By 2024, that number dropped to 36%, but by last July, the confidence measure had risen to 42%.

That modest recovery is good news even though it’s praise by faint damnation. There’s more to the story.

Research released in February from Lumina Foundation and Gallup found that, in disciplines ranging from healthcare, engineering to social sciences, natural sciences and arts and humanities, at least 90 percent of current students said they believe the degrees they’re seeking are conveying the skills they need to get a job they want.

As Gallup noted, there’s a dichotomy between the view of average Americans and that of college students. The students are much more optimistic. With good reason.

It is true that those who earn degrees in engineering and business tend to command higher starting salaries than those who hold degrees in English or sociology. However, those with a liberal-arts degrees often enjoy mid-career earnings growth that can rival that of their friends in technical disciplines.

It is also important to recall that while engineering, business and technical degrees do yield higher salaries initially, those with a liberal-arts degree out-earn those with two-year degrees or high school diplomas.

Remember, though, that all disciplines aren’t right for all people. Some students absolutely love engineering, business or technical fields. Others don’t and won’t, regardless of pay.

Money, beyond a living wage, isn’t everything. Studies show that the “return on investment” (or ROI) for liberal-arts majors is a key consideration but is not the only one that students should weigh.

For instance, a liberal-arts education has been associated with high levels of civic engagement and psychological well-being, and it’s hard to put a price on that.

Additionally, as experts at Harvard and elsewhere have noted, a broadly focused education helps prepare students for a future that is maddingly hard to predict. A liberal-arts education “is teaching you not a set of specific competencies in some specific thing, but rather giving you a set of tools to teach you how to think about the next problem over the horizon,” says David Deming, the Scott Black Professor of political economy who co-leads the College-to-Jobs Initiative at Harvard University’s Kennedy School.

Similarly, in a recent essay published in The Boston Globe, a Harvard student who studies applied math and film and visual studies declared that he was skipping a course on artificial intelligence—whose career impacts are undeniable—to take courses on math, economics, film and the science of sleep.

The student, Gabriel Wu, noted one study suggesting that exposure to AI training doesn’t mean succeeding in an AI economy. What shields some workers from automation is the one thing AI cannot replicate: their unique life experiences “and their ability to interpret problems through cultural, ethical, and social contexts accumulated over time,” Wu wrote, explaining why he’s committed to a liberal-arts education.

“Its interdisciplinary rigor pushes students to think critically across a vast spectrum of human knowledge, synthesizing perspectives from the humanities, social sciences, and natural sciences to approach problems that no single discipline can fully grasp.”

I couldn’t have put it better myself. But in a series of essays in the coming months, I intend to try. Contrary to much public opinion, the liberal arts are neither irrelevant nor dead. At least as much as ever, they matter. I am obliged to say so.

Daryl Maeda is interim dean of the College of Arts and Sciences at the �ֲ��ý.

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A broad education still opens the door to greater freedom—of career opportunities, life satisfaction and civic engagement.

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Grad’s work fuses the arts and sciences

Rachel Sauer — Fri, 12 Dec 2025 20:14:26 +0000

Grad’s work fuses the arts and sciences Rachel Sauer Fri, 12/12/2025 - 13:14

Bradley Worrell

Olivia Neilly, who is earning a double major in English and molecular, cellular and developmental biology with a perfect 4.0 GPA, is named the college’s outstanding graduate for fall 2025

When Olivia Neilly stepped onto the �ֲ��ý campus four years ago, she thought she had her future mapped out.

“I really wanted to go to medical school,” she recalls. “I thought I’d keep my head in the books for four years and then move on.”

However, in pursuit of courses that would prepare her for the medical field, Neilly joined Professor Zoe Donaldson’s neuroscience lab in the Department of Molecular, Cellular and Developmental Biology (MCDB)—and that one experience changed everything for her.

Olivia Neilly is the Fall 2025 College of Arts and Sciences outstanding graduate. (Photo: Julie Chiron)

“I discovered that research is not just about data—it’s about asking questions, embracing creativity and finding joy in discovery,” Neilly says. “It literally changed the trajectory of what I want to do with my life, and now I can’t imagine wanting to do anything else.”

Donaldson and Jenny Knight, professor of molecular, cellular and developmental biology, became important mentors for Neilly, whom she credits with fostering creativity and curiosity in the lab. Additionally, PhD graduate Mostafa El-Kalliny helped shape her thinking about research as well as issues outside of science.

“From day one in the lab I worked with Mostafa, who shaped how to think about science—and other subjects,” she says. “Our conversations weren’t just about experiments—they were about philosophy, literature and life.”

Embracing neuroscience with a passion

For her honor’s thesis, Neilly wrote a 71-page research paper investigating how a small part of the brain called the nucleus accumbens helps animals form close social bonds, research that has potential implications for humans. Her paper specifically explored the neuroscience of social bonding on prairie voles, a small species of furry rodents.

“We study prairie voles because they form lifelong pair bonds, like humans,” Neilly explains. “My project focused on nucleus accumbens, a brain region tied to reward. I used chemogenetics (a technique that makes use of engineered proteins) to turn off specific interneurons during bond formation. When those cells were silenced, voles couldn’t form pair bonds. This suggests one cell type can influence complex social behavior, which has implications for psychiatric disorders.”

Neilly began her lab work with the voles before the start of her sophomore year and spent two summers working full time in the lab. This past summer, she completed the experiment underlying her thesis and spent the school year analyzing the data and writing. While the work was very time consuming, Neilly adds, “It never felt like a burden—I loved the process.”

In addition to that work, Neilly authored a manuscript for the scientific journal Nature Communications as well as a second manuscript currently being considered for publication.

Earning high praise from faculty

Neilly was nominated for the outstanding graduate award by Christy Fillman, chair of the MCDB Honors Committee, and Donaldson, who praised her undergraduate student for her curiosity, intellect and strong work ethic.

“I would often find Olivia in the lab at all hours, eager to contribute and learn new skills. By this time last year, she was already operating at the level of a graduate student despite being only a junior. She accomplished this while also maintaining a 4.0 GPA in two majors and maintaining her involvement in other activities, including the American Lung Cancer Society Screening Initiative,” Donaldson wrote in her letter recommending Neilly for the outstanding graduate honor. Donaldson added, “She is the most impressive undergraduate I have had the chance to mentor or interact with across institutions I have worked at.”

Neilly says receiving the outstanding graduate award is both exciting and humbling.

“My mentor (El-Kalliny) hinted that I might get nominated, but honestly, I was so focused on graduating and finishing classes that I didn’t think much about it. When I got the email and Donaldson announced the award in our lab group chat, I was really touched,” Neilly says. “I’m emotional by nature, so it meant a lot that people I respect recognized my efforts. I usually just put my head down and work, not for recognition, so this felt validating. I was proud—and excited to tell my mom first.”

Olivia Neilly (second from left), Fall 2025 College of Arts and Sciences outstanding graduate, chats with, left to right, Daryl Maeda, interim dean of the College of Arts and Sciences; Irene Blair, dean of natural sciences; and Jennifer Fitzgerald, interim associate dean for student success. (Photo: Julie Chiron)

Balancing science and the arts

Neilly’s academic path has proven to be as unique as her research. Initially focused on MCDB, she opted to add an English degree to feed her artistic side.

“At first, I thought there was no overlap,” she recalls. “I started with MCDB for medical school or research but then added English because I missed my artistic side. Over time, I realized they overlap in surprising ways. In science, clear communication is essential—especially now, in a media environment riddled with so much misinformation."

As a creative writer and fan of modern fiction, Neilly applauds how people are pushing the boundaries of language in the same way that scientists are pushing the boundaries of scientific knowledge—celebrating the unbounded exploration of both art and science.

“Writing skills from English help me convey research effectively. Creativity is key in both fields. The best scientists are often the most creative.”

Life beyond the lab

Despite her demanding academic schedule, Neilly says she made time for extracurricular activities. She wrote articles for the online magazine Her Campus, attended film festivals and organized a lung cancer awareness event at �ֲ��ý’s historic Chautauqua Park.

She says she feels fortunate to have partaken in many cultural events offered by CU �ֲ��ý and by the local community, and she encourages her fellow students to do the same, adding, “Connecting with your community matters as much as academics.”

As for any advice for incoming CU students, Neilly says, “Wherever you are, you can make the most of it if you put in the time and energy. Be willing to try new things and embrace discomfort—it’s how you grow.”

Right where she was supposed to be

Neilly says she’s grateful for her time at CU �ֲ��ý and is now looking forward to what comes next as she prepares to embark on a scientific career. After graduating later this month, Neilly will join Stanford University as a research technician in Boris Heifets’ lab, where scientists study how psychoactive compounds can help treat severe psychiatric disorders.

“I’m passionate about improving mental health and social functioning, so this feels like the right next step before starting grad school,” she says.

Perhaps ironically in retrospect, Neilly says she wasn’t initially committed to attending CU �ֲ��ý. She earned good grades in high school and had a number of options when it came time to select a university.

“I have a long family history with CU; my mom, sister and grandfather all have ties here. At first, I thought I wanted to break the pattern, but my mom reminded me that education is what you make of it,” says Neilly, who spent much of her childhood in Aurora. “CU ended up being the best decision. I found incredible mentors and research opportunities I wouldn’t have had elsewhere.

“I don’t regret a thing. I’ve used CU to the absolute ends of what it could offer.”

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Olivia Neilly, who is earning a double major in English and molecular, cellular and developmental biology with a perfect 4.0 GPA, is named the college’s outstanding graduate for fall 2025.

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Top photo: Olivia Neilly (second from left), Fall 2025 outstanding graduate, with, left to right, Daryl Maeda, interim dean of the college; Irene Blair, dean of natural sciences; and Jennifer Fitzgerald, interim associate dean for student success

Hellems to reopen: A new era of sustainability and learning

Rachel Sauer — Wed, 10 Dec 2025 18:40:44 +0000

Hellems to reopen: A new era of sustainability and learning Rachel Sauer Wed, 12/10/2025 - 11:40

After more than two years, the historic Hellems Arts and Sciences building is ready to welcome faculty, staff and students back to campus life

This month, faculty and staff members will begin moving into their newly renovated offices, and when the spring semester kicks off in January, students will once again fill the halls of one of CU �ֲ��ý’s most iconic academic spaces.

The renovation was made possible through a combination of university resources and partial funding from the state of Colorado, underscoring the shared commitment to preserving historic campus spaces while advancing sustainability and student success.

Learn more about Hellems reopening

Passionate about arts and sciences? Show your support.

After more than two years, the historic Hellems Arts and Sciences building is ready to welcome faculty, staff and students back to campus life.

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Students nurture a heart to give back

Rachel Sauer — Fri, 21 Nov 2025 14:30:00 +0000

Students nurture a heart to give back Rachel Sauer Fri, 11/21/2025 - 07:30

Miles Woods (second from left) and Josiah Gordon (right) with the two Thomas Jefferson High School students to whom they gave scholarships for which they fundraised. (Photo: Josiah Gordon)

Rachel Sauer

Undergraduate students Josiah Gordon and Miles Woods formed a nonprofit to provide scholarships for students at their former high school, determined to make positive change in their community

Josiah Gordon and Miles Woods have been friends since kindergarten. They know each other’s families, have been in and out of each other’s Denver homes and can communicate in a shorthand that comes only with knowing someone that long.

They played on some of the same basketball and Arapaho Youth League football teams, had many of the same teachers at Highline Academy and moved on to Thomas Jefferson High School with similar attitudes toward education: Eh, it’s fine.

“I understood (education) was really important because my parents harped on it, but I couldn’t really say I enjoyed it,” Woods says.

Josiah Gordon (left) and Miles Woods (right) are CU �ֲ��ý pre-med students majoring in integrative physiology and participating in the Miramontes Arts and Sciences Program. Last year, they decided to raise money for scholarships for students at their alma mater high school.

“For me,” Gordon adds, “when I was younger it was not stressed. I come from a low-income family, but as Miles and I were growing up and our moms were getting to know each other, I was picking up a little bit on that emphasis on education.”

The COVID year changed everything. It was a reset button for both of them, helping them connect with their faith, giving them a bigger-picture perspective on what they want their lives to be and making them realize they really needed to get serious about school.

Fast forward several years, and they’re both pre-med students majoring in integrative physiology at the �ֲ��ý. Both are also part of the Miramontes Arts and Sciences Program and both focused on goals that are big enough to motivate hard work but not so big that they’re out of reach.

They also know, however, that the future can’t happen without everything that came before it, so last year they hatched an idea to help students at their former high school who see the value of higher education but aren’t sure how to pay for it.

In 2024, the two undergraduates with no previous experience doing anything like this started the Hem of Hope Foundation—originally called Manum Dare, which means “to lend a hand” in Latin—to fundraise and award scholarships to students at Thomas Jefferson High School.

“Senior year, I think I applied to something like 26 different scholarships—everything I could find,” Gordon says. “For me, that was the start of this—just going to school with our peers, a lot of individuals who wanted to go to college and worked hard but just couldn’t make it happen financially. I think we just have a heart to give back and do what we can to help.”

Learning to love learning

Both will admit, though, that the path to this point has been winding, and they didn’t always care this much about education. Woods had the example of his mother, who was the first in her family to go to graduate school—she’s an attorney—and his father, who was the first in his family to go to college. They emphasized education to Woods and his sister, who recently graduated the University of California at Berkeley, and to Gordon when he visited the Woods’ home. The message took a little while to sink in.

“I wouldn’t say I was a bad kid by any means,” Gordon recalls, “but I was definitely not a teacher’s pet. I gave my teachers a little trouble growing up, and that’s common in young boys. I just didn’t like school. I would say it wasn’t until I got to high school that I started to take things a little bit more seriously. Plus, I had little more autonomy with choice for classes, and that made a difference.”

They took a human anatomy class together, which planted a seed: “It was like, wow, this stuff is pretty cool,” Gordon says, so he tucked the thought away for future reference.

Miles Woods (second from left) and Josiah Gordon (right) with the two Thomas Jefferson High School students to whom they gave scholarships for which they fundraised. (Photo: Josiah Gordon)

“We were learning about the body in a way that’s really applicable,” Woods adds. “Sometimes I’d be sitting in class like, why am I learning this? Sitting in algebra or whatever, it could get kind of boring. But in that class, it was really interesting, really immersive, and it got me thinking about the body and thinking ‘Oh, that’s how that works.’ I remember one day (the teacher) was teaching us about tattoos and why they are permanent and how they stay in the body, and thinking that was so interesting.”

Both young men were also chasing dreams of playing college basketball, but things worked out how they were supposed to work out, Woods says. He originally committed to play basketball at another Colorado school, but the arrangement fell through a few weeks before the deadline to accept his admission to CU �ֲ��ý.

Meanwhile, Gordon broke his foot during his senior year, but because he’d applied for so many scholarships, he was able to pursue an academics-based path rather than a basketball-based one.

“We’d been planning to go our separate ways and chase the hoop dream, but then here we both were at �ֲ��ý,” Woods says. Gordon declared pre-med from the beginning, but it took Woods a semester of studying business to know for sure that medicine was his path.

‘Let’s just try’

In Summer 2024, Gordon and Woods participated in Startup Summer through the CU Law School, a 16-week program that supports students in entering the world of startups, innovation and emerging companies. The program helps students come up with business ideas, work on pitches, partner with mentors in the business world and, at the end of the program, pitch a business proposal to a room of investors.

They had some business ideas and even developed one as far as the pitch stage, but their thoughts kept returning to the idea they’d had in high school, from which they were only a year removed.

“We kept thinking about our close friends who couldn’t make it to college because they couldn’t afford it,” Gordon explains, so they thought: What if, instead of a business, they started a nonprofit?

It was an audacious thought for people still in their teens, but they’d spent the summer in rooms with great business minds, people who’d started incredibly successful companies, and they’d soaked up the lessons.

“We thought, why not do it now?” Gordon says. “Let’s just try to raise a little bit of money and give it to someone at our alma mater.”

Josiah Gordon (striped shirt) reads to children at an elementary school in the neighborhood where he grew up. He and Miles Woods (not pictured) are active community volunteers in addition to scholarship fundraisers. (Photo: Josiah Gordon)

Their initial goal was to raise $1,000, so they established a GoFundMe, promoted what they were doing on social media and harnessed the power of word of mouth. A day and a half after they started, they’d raised $2,000. Not long after, a web developer who’d seen what they were doing offered to build them a website. Other Thomas Jefferson alumni contacted them and offered support, including former NFL player Derrick Martin, who gave them a shout-out on social media.

They figured they should get serious about the nonprofit, so Brad Bernthal, then-director of the Startup Summer and an associate professor of law, put them in touch with law students who helped them create a 501(c)(3) as Manum Dare, later renamed Hem of Hope.

They established scholarship criteria—a 3.25 GPA and involvement in extracurricular activities among them—and developed an application on their website, which included an essay. Gordon’s mother helped them read the essays, and in the spring they selected two $1,000 scholarship recipients.

“It’s definitely kind of rough knowing you can’t help everybody how you want to, but I think you can find solace in the fact you’re helping somebody, and the little bit you can do right now for someone is better than not doing anything,” Woods says. “I think that’s the stance you have to take.”

Bring positive change

Since awarding the first two scholarships, they have renamed the foundation Hem of Hope to reflect their faith, established a board, brought on CU School of Medicine student Sandra Appiah as a community impact ambassador and are exploring opportunities for mentorship and community collaboration. They’re also discussing fundraising strategies for next year’s scholarships.

“We’ve been thinking of bake sales, maybe a 5K,” Woods says. “Now that we have a 501(c)(3), we’re hoping to find businesses to partner with on grants.”

Gordon adds that they’ve talked with representatives from other nonprofits, who have given them advice on grant writing, fundraising and community outreach.

They balance this with being third-year students in a demanding major, volunteering as practice players for the CU women’s basketball team and planning for MCATs, medical school applications and graduation.

“Just being on the pre-med track itself is tough, but I think the way we grew up and some of our values definitely pay off,” Gordon says. “We don’t party; we don’t go out to the Hill or anything like that, so that gives us extra time. The analogy that pops in my brain is a see-saw: You’re not ever really going to be perfectly balanced, but I think that act of teetering is a kind of balance itself, kind of learning and establishing a good routine.

“And it’s important to us. You make time for the things that are important to you, and we want to bring positive change to our community.”

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Undergraduate students Josiah Gordon and Miles Woods formed a nonprofit to provide scholarships for students at their former high school, determined to make positive change in their community.

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Top image: Miles Woods (left) and Josiah Gordon (right) at the spring scholarship presentation. (Photo: Josiah Gordon)

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