Home School

Drawing of four different people's headshots

Despite the obstacles to teaching and learning while under COVID-19 quarantine orders, the Puget Sound faculty displayed agile and creative adaptability in the crisis. Some professors kept it old school, sending packages of tools and coursework to students’ homes; others went digital, using platforms such as Google Jamboard and Slack. Most courses used one video platform or another, including the campus’s learning management system, Canvas. Here are just a few examples of ways that faculty members adapted.

The Drunken Tenor

Man on sculpture

Robert McPherson ’91 has been singing since he was a very young boy. “I was a preacher’s kid. I grew up singing gospel,” he says. 

Decades have passed since he performed his first solo, but McPherson’s passion for music is as strong as it ever was. Instead of singing traditional gospel tunes, he’s an accomplished operatic tenor. And even though the coronavirus has shuttered performance venues across the country, McPherson is still singing for his public, online. 

Summer School

person reading comic book

Last spring, 80 students were selected to receive summer research grants to support 10 weeks of independent research in the sciences or humanities under the guidance of a faculty advisor. Projects covered a wide range of topics, such as wastewater opioid analysis, the influence of hip flexibility on running gait, LGBTQ and person of color representation in young adult fiction, environmental racism, and more, including:

The Human Condition

Andrew Gardner

His casual observation was backed by data—the Gulf States are the third primary destination for migrant workers—and at the time, no one was studying it. He returned to the Gulf States many times, and is now regarded as a leading expert on transnational migration.

Why Stories Matter

Zines from Collins Memorial Library

“Stories matter. Stories are a reflection of power.” When Alicia Garza, a founder of the Black Lives Matter movement, said this during her keynote address at the close of the 2018 Race & Pedagogy National Conference held on campus last September, it struck me that this was the crux of the conference. Its title,“Radically Re-Imagining the Project of Justice: Narratives of Rupture, Resilience, and Liberation,” was a call for participants to share their stories and to speak into the spaces that have rendered them invisible.