As I begin my transition from the Vice Provost and Dean of Student Affairs position, I’ll note it was a bittersweet decision to step away, particularly since I’ve been so fortunate to serve my alma mater by leading such an incredible group of higher education professionals. On a day to day basis, I’m continually inspired by our students and am truly impressed by the talented Student Affairs team we’ve assembled. But after a 25+ year administrative career at GW, I decided it’s the right time to pursue some other academic and professional opportunities.

Overall, I’m excited for what the future holds for GW and our students, and I’m confident that as a team, you will do your part to continue to create an unparalleled student experience at GW, including for our newest Colonials who are just beginning to be admitted into the GW Class of 2022.

I’ve agreed to stay on at GW through the spring semester to support the President and the emerging ideas from the Board of Trustees Student Experience Task Force, and have already started to work with the Provost and our Student Affairs Leadership Team to ensure we have a smooth transition for whomever comes next.

I do want to take this opportunity to personally thank you all for your partnership in working together with me and our Leadership Team to empower our students to learn and thrive. Together, through our innovative programs and inclusive services, we’ve provided individual attention and un-paralleled support to our students, to make the GW community a truly special place in higher education.

I have incredibly fond memories from the successes we’ve achieved together, and a sense of strength and resilience from the tough times we’ve occasionally experienced. These moments have prepared us to surmount any challenge we might encounter, and I’m confident that we’ll all continue to Raise High and achieve great things as a community of engaged scholars who embody George Washington’s vision of a university founded to prepare the next generation of citizen leaders to serve society.

GW will always hold an important place in my heart because of the relationships I’ve formed here. While it’s been my academic and professional home now for 30+ years, GW is not just a place. It’s the people here who have made my GW experience unique. That includes our diverse and passionate students; our dedicated, caring staff; our impressive, engaged faculty; and our accomplished alumni, all of whom profoundly impact our world.

I’ve been fortunate to hold each of those roles during my tenure at GW, where I always tried to live George Washington’s Credo “Deeds Not Words” as I worked to help build our community, lead with integrity, act with civility, and display the deepest Colonial Buff and Blue pride. I’m confident these GW values will remain with me, no matter where I go or what path I pursue.  I hope you will continue to stay in touch as we all move from strength to strength.

Editor’s note: As Student Affairs and the university prepare to more formally honor Peter’s service to the university in the spring, you are encouraged to send pictures, reflections, and other memories of your work with him to students@gwu.edu to be included in those activities.

As we transition from October into November, having completed Colonials Weekend where we hosted alumni, families, and friends, I wanted to address the topic of professional development, in particular as it relates to building your network through career and alumni engagement. In our work empowering students to learn and thrive, we always have to be thinking about ways to expand our networks, both for our staffs and our students.

On the student front, I'm particularly interested in helping our undergraduates maximize the array of campus resources that support their development. We've recently been working -- in conjunction with DSA & Career Services colleagues as well as allies in Enrollment Management and Retention and Academic Planning and Assessment-- on ways to assess the impact of student employment. The preliminary findings we've uncovered compliments long-standing national studies that show the engagement we have with our student staff is crucial to not only their learning and development, but also their affinity, persistence, and overall academic success. While we're still finalizing the results, and do plan to dig a little deeper into this issue, it's a good reminder that the investment we make in our student staff today pays long-term dividends down the road with respect to their own success.

That's another reason I'm excited as GW is starting to expand our support of the student experience. With the arrival of a new President and a new Board of Trustees Task Force on the Student Experience, we're poised to continue to provide our community with some additional, exceptional opportunities for enhanced learning and development that will surely add value to the GW degrees our students are earning. I have no doubt that what starts to emerge will further forge important alliances for students who feel connected and engaged in our efforts to build community, train citizen leaders, support student wellbeing, and prepare students for a lifetime of productive career and professional development.  As President LeBlanc mentioned at the last DSA Staff Forum, we are on the front-lines of supporting our students and, therefore, have a special responsibility to identify opportunities to enhance their success and challenges they face along the way.

For our graduate students, particularly those considering careers in higher education and student affairs, we also want to be especially mindful of the mentoring and support we provide to them. I know my path into the profession was supported by many mentors along the way, including supervisors in student activities and residential life early on in my career and later by several senior leaders in student services. I was also fortunate to have some exceptional academic mentors, both in my scholarship and teaching. I feel fortunate that those people continue to be friends and allies to me, some nearly 30 years later.

As we look back on Careers in Student Affairs Month, we've got to keep asking what else we are doing to support the next generation of student affairs professionals.  Now's the time to ask how else we can reach back, mentor and support our #SAGrads as they pursue their pathways into our profession. While they're working on our teams and earning their degrees in our midst, we should be asking some important questions:

  • What else can we be doing to help guide and support their growth and learning, both in and out of the classroom?
  • Is there rigor, quality, and diversity in their experiences as they serve on our staffs?
  • How are (EQ) high-touch skills like communication, conflict resolution, and resilience being taught and modeled by our leadership?  Likewise, are we engaging them with the practical tools they need to enhance their skills, including assessment, fundraising, and budget planning and forecasting?
  • And, as a millennial into GenZ cohort, are we equally open to their new ideas, approaches, and diverse perspectives on issues?

Listening to the voices of our students and supporting their efforts is part of the educational endeavor we should all strive to achieve, especially if we're going to live our values as innovative, accountable educators.

While “Empowering students to learn and thrive” sounds like a really simple statement, it’s actually a powerful pledge I would like us to commit to in our work at GW, in support of the student experience. As I mentioned during our first DSA Staff Forum of the academic year last week, we crafted this updated vision with input from staff across the Division, with student leaders, and with other stakeholders like our dedicated alumni, family members, and friends serving on the Student Affairs Advisory Council. At the most basic level, the updated vision was derived from a simple premise – we’re educators, here to help and support our students’ growth.

As you can imagine, in an academic environment like ours, every word was carefully considered and chosen and we went through several versions and discussions. It’s this final statement, that conveys the essence of our student-centered work and describes our aspirational goal of helping students develop.

As GW, under President LeBlanc, puts a greater emphasis on creating an exceptional student experience and a campus culture that embraces the student, the Division of Student Affairs will truly lead the way in empowering our students to learn and thrive. Behind that vision statement, I’m confident that we’ll also embody our updated DSA values (accountability, inclusion, innovation, integrity, learning, and support) in an active way, as we work with students and as we collaborate with colleagues to help support the student experience.

To be effective, Student Affairs will need to continue to be an inclusive community where everyone belongs and where everyone can find their place. As educators, we will continue to work to guide and support our students in their learning, not just helping them engage, but also helping them reflect on the journey. We must also commit to the continued development of our DSA team and to continuous improvement in our own work.

Together, we’re at our best when we facilitate growth by holding our students and ourselves accountable through an organizational culture that embodies integrity in our words and actions. We must remain flexible, agile, and innovative to continually re-imagine our work, and must create greater collaboration across and between our units to tap into the deep and valued contributions, talents, and treasures of our staff.

Every day, I’m inspired by our Student Affairs community. I’m inspired by our talented students, our dedicated staff, and our knowledgeable faculty colleagues. I know that by working together we will continue to empower GW students, the next generation of citizen-leaders, to learn and thrive during their time in our community of scholars.

I invite you to learn more by reviewing the updated DSA Vision, Values, and Focus Areas and the notes from the Values discussions during the DSA Forum.  I also welcome your feedback if you find that I and/or others in the division are not living our values.

I get a tremendous amount of personal satisfaction and even a sense of spiritual renewal from the great outdoors – including hiking, yardwork, and gardening. Part of that comes from just being in nature; it’s always been a big part of my life. As a kid, I loved hiking and camping. My first jobs included doing yard work at our house and for my relatives. By high school I had a job at a local nursery, and during the summer after college, I was doing landscaping, including pouring concrete pool decks and light construction. So, you could say I’ve always liked helping build and beautify the environment around me.

While I won’t say I have a green thumb, I did get the gardening “bug” from my father, who could really make just about anything thrive outdoors. He loved to tend to our yard, and I learned a lot just by watching him while playing outside. Since I’ve owned my own home, gardening and landscaping has always been a part of my life, particularly during the spring and summer months.

When I look at my yard today, we actually have a bunch of fruits growing, such as pears, figs, blueberry, blackberry, raspberry, and concord grapes. Annually, we also plant tomatoes, squash, eggplant, and a few types of herbs.  While I don’t always have the same luck as my dad, thinking about how I can help these crops thrive has become a big part of my summer.

The opportunity to be in the yard a lot in the final weeks of summer started me thinking more about what it takes to nurture and develop our student community the same way I tend to my garden. As we embark on the academic year, I’ve been contemplating how we truly help our community thrive. Let’s ask ourselves: what are we putting into the environment to support and sustain our community, allowing it to bloom?

In Student Affairs, our work is integral in helping students learn and grow. Are we prepared for the responsibility to help students tend to their development like a gardener would tend to their plants? Do we realize our capacity to nurture and support – both to ground students and to provide support as they begin to flourish? What fertilizer or weed prevention do we offer that helps them grow vigorously?

As I’ve watched my own garden grow this summer I know it’s taken lots of attention, water, TLC, and time - but now things are flourishing. While I’ve had to nurture some plants more than others, while some plants are thriving, others have withered and wilted. Despite that day-to-day challenge, for plants and students alike, our work can play a big part in helping our students truly bloom through careful, thoughtful execution of our work.  I’m hopeful that as you begin to settle into the fall semester, a time when we normally think of the harvest, you, too, have found some ways to see the vital role you play in helping our students reap the benefits that come from our support.  

GWgraduates sit on the National Mall in front of the Washington Monument.

Commencement Synonyms: beginning, start, opening, outset, onset, launch, initiation, inception, origin

Though we are wrapping up commencement season and another academic year, in fact, it’s not actually the end. By definition, it’s just the beginning. This summer, we’ll go through another commencement, as we wrap-up the presidency of Dr. Steven Knapp and begin a new administration under Dr. Thomas LeBlanc. This new start has me reflecting on the importance of commencement, as we look forward to a fresh start, and as we plan for the arrival of the Bicentennial Anniversary Class of 2021 this fall.

I’m eager to see the 2016-2017 academic year come to a close.  It’s been a tough one for our community, with many difficult issues in politics and society arising on our own campus, and with the recent challenges that our community has faced, including issues of student leadership, civility, inclusion, and sexual assault.

As one who considers myself a continual learner, I’m always interested in stepping back to ask a question: what else could we be doing to be more mission oriented, in supporting our students and families?

While we strive to help our students learn and thrive, we’re equally dedicated to improving our operations every day, to make the GW experience better for our students—who become our alumni.

In reflecting on the academic year and in starting to set goals for the future, I’m asking everyone to answer a few questions: What’s the commitment we can make to our community? Or, in marketing speak, what’s our brand promise to our constituents?

What if every GW student…

Was supported any time they faced a challenge?

Felt connected and engaged in a community on campus?

Had the resources to be healthy and well on and off campus?

Was challenged to grow and take risks in a safe, supportive place?

Was prepared for success in life and learned healthy habits for life here at GW?

Could explore new and different experiences, people, and perspectives?

Experienced love, care, respect, joy, happiness, and laughter every day?

I know these are all aspirational statements, but as we wrap up one academic year and commence our summer planning in Student Affairs, I’d like us to think more and take some time to talk about how we create the unparalleled experience to help our students achieve their academic, personal, and professional aspirations. As you have some time to think about the future, ask yourself: Are we doing all we can to deliver on that promise of a quality education and experience for our community every day and in every way possible?

If not, please let me know what else you think we can be doing to achieve our vision to fully support the learning and growth of our students.

As we wind up the academic year, I’ve been thinking a lot about the future. As many of you know, we’ve begun to engage the division—starting with our Leadership Team and managers, but soon to include all DSA staff members, our students, and university stakeholders in a process that identifies our strengths and the opportunities on the horizon while being self-critical in diagnosing our weaknesses and the challenges facing our division, higher education, and the student affairs profession as a whole. We’ll continue to talk about this more in the coming weeks and months, including at our next DSA Staff Forum on Monday, May 8th, 2-3pm, which will focus on the future of higher education and student affairs. Completing a SWOT Analysis for DSA is a first step in our quest to embrace the GW value of learning and continuous improvement.

Our most recent DSA Staff Forum that showcased conference and academic presentations and papers allowed me to reinforce some of the recent research that I completed with Mallory Bower, a career services colleague at SUNY Oswego, in our chapter titled “A Mindset for Career Curiosity: Emerging Leaders Working in the Digital Space.” As we reflect on the academic year and plan for the future, I wanted to highlight the key premise of our piece that captures some core principles from Stanford University researcher Carol Dweck, who coined the phrase ‘Growth Mindset.’ According to Dr. Dweck, in a fixed mindset, students believe their basic abilities, intelligence, and talents are fixed traits. In a growth mindset, students understand their talents and abilities can be developed through effort, good teaching, and persistence. That perspective is rooted in a belief that “everyone can get smarter if they work at it.”

I’d like us to aspire to that growth mindset—getting better every day and working smarter if we’re willing to put in the effort to learn, grow, and change. As educators, that’s what we expect of our students, so why not have the same aspiration for ourselves? This is particularly timely as we head into the summer reflecting on the past academic year and setting goals for the coming year. I encourage each of us to ask ourselves a few important questions about our own preparation for change, including:

  • Do you think you have a fixed or growth mindset?
  • Are you an early adopter or resistor to growth or change in your life or work?
  • Are you curious and willing to learn, apply, and teach others and yourself new concepts?

Once we’ve determined that we’re ready to change, we can start to ask ourselves, what efforts can we undertake to support the learning and development of our students? For most of us, we’re not only in the role of leaders who students might emulate, but we actually have an important educational role in our work that calls for us to not only model, but also inspire other, often younger staff members or students, to embrace change, and strive to improve. That’s the ultimate goal of any educational environment, to be a place where learning happens and new knowledge is created. It’s a good time to remind ourselves of the university’s mission, “to promote the process of lifelong learning from both global and integrative perspectives.” So let’s ask ourselves the tough questions about our appetite for growth and change, including:

  • Are we doing all we can to have a growth mindset and orientation in Student Affairs as a whole and in all of our units?
  • How do we encourage or prepare GW students for the quickly evolving environments around us?
  • What role does experiential learning play in helping our students explore new environments?

I wish you all my best, as you consider these important questions in the coming weeks and months ahead. I’m hopeful that through your own reflection, goal-setting, departmental planning, and our division-wide internal and external analysis of our abilities and opportunities, we will continue on the path toward achieving a growth mindset that’s good for ourselves, our university community, and the key constituents we support through our work.

The term confluence often describes a coming together of bodies of water, but it is also defined as a coming together of people or things. Having attended the NASPA Conference over the weekend when we returned to daylight saving time, I thought it was an appropriate term as I write this reflection on some experiences that have recently aligned for me.

For me, the confluence began with my last meeting before heading off to NASPA. Late that Friday, I was able to talk with President-elect LeBlanc. I was incredibly impressed: we engaged in a lengthy conversation on ways to work together to support the GW student experience, build community, and continue to be responsive to student feedback through our shared vision.

I told Dr. LeBlanc how proud I am to serve as the lead administrator who thinks about our students (and their parents/families) every day.  I also expressed my appreciation for our team—the 135+ full- and part-time regular staff, the 40+ graduate student staff, and the 200+ undergraduate student staff who, like me, support students around the clock.

What inspired me about Dr. LeBlanc was his vision and approach to supporting students. He’s a champion for a thriving student experience, which is an essential component for a highly residential campus like ours. We demonstrate that dedication to the student experience, as we work to enhance student and alumni engagement. My meeting with Dr. LeBlanc continues to make me incredibly optimistic about GW and I’m excited for continued dialogue on these topics as we build on our strengths and as we seize upcoming opportunities on the horizon.  

Confluence was still on my mind as I headed to the NASPA Conference in San Antonio the next day, both literally given the the incredible series of river walks that flow through the town, and figuratively, as I reflected on the personal and professional renewal that comes with attending a national conference. Being among more than 6,000 student affairs colleagues, I found it incredibly rewarding to be surrounded by other dedicated members of our profession. I’ve always been a fan of the type of professional renewal and the networking that comes with catching up with colleagues and from being surrounded by other bright thinkers who all want what’s best for students.

Discussions at NASPA were particularly timely, given the challenging post-election environment, where our field has grappled with how to both support students and also model the behaviors of civility, respect, learning, and growth that have become necessary since the change in administration.

Both experiences happened during daylight saving time weekend.  As I turned the clocks ahead, I was reminded of the symbolism of longer, brighter days ahead.  While we still have lots of work to do this semester, our days are getting longer and our future continues to look bright. I’m excited I had time to reflect as I walked along the drifting San Antonio rivers. That confluence of personal and professional self-care, having had the opportunity to connect with other colleagues, and having also gained such a positive impression of our new university leader who shares our vision for student engagement and supporting students to be successful, all makes me eager to embark on this next transition for GW.  I encourage everyone on the DSA team to find opportunities to experience their own confluence, whether from spending time with family and friends, engaging in professional development opportunities, participating in DSA Professional Development and Team Building activities, or by taking advantage of the support available through the GW Employee Assistance Program.

From @GWPeterK: Diversity is our Strength

We often hear that “Diversity is our Strength.”  That’s never felt more important than today in our higher education institutions, as our society struggles to form the more perfect union called for in the Preamble to the U.S. Constitution. It’s been a tough few months on our campuses, as we continually connect with so many students who are feeling disenfranchised from all directions. Personally, while I am tired of all the vitriol—including the suggestion that our students are “snowflakes” —I’m also equally frustrated by those who shut down open dialogue and discourse.

In the past months, we’ve tweeted about tolerance, put out statements encouraging civility, convened conversations with student leaders about the importance of diversity, hosted cross cultural competency trainings, written op-eds and blog posts about respect, and held town halls to help educate and inform our campus that everyone is welcome in our community. But is that enough?

Hopefully the sentiments we’ve shared help members of our community who are international, first generation, multicultural, Muslim, Jewish, LGBTQIA+, sexual violence survivors, and others know that they are valued parts of our Colonial family. It’s also equally important to work across party lines to make every person feel included. Those feeling a conservative rebuke in the classroom or liberals who feel the academy hasn’t been responsive enough to their demands for more aggressive actions should both feel included and supported.

Those in leadership roles and, in particular, those who work in Student Affairs must continue to model efforts to make everyone feel welcome and connected on our campuses. That means our work as educators continues to be as important as ever, leading by example for our students. We have to show our willingness to support ALL students and also take positions that help articulate our values in action.

That means both condemning what we perceive as hate speech while also speaking out to embrace the First Amendment right for challenging positions to be heard -- even if they’re unsettling to our ears. That means being less insular and being more inclusive of different perspectives, even if it makes us uncomfortable.

Maybe the great lesson of the past few months has been the need to listen more before reacting. Seek to understand instead of being the first to post your position. Really strive to understand what it means to create a culture of inclusion, tolerance, and trust in these turbulent times we’re experiencing as a society.

The work isn’t going to be easy. In fact, I’m guessing it’s going to continue to be tough, trying, and tiring. We’re all going to need to think more about self-care and ways to find comfort and support from colleagues, peers, and even occasionally from a professional clinician (through GW’s Employee Assistance Program) who can help us navigate the stress or pressure we’re personally facing.  Help exists and together, we can succeed if we seek out the resources and support of family, friends, or professional counsel to effectively navigate and support our students in the midst of what’s happening around us.

Warmth and Trust in the New Year

Setting a new year’s resolution? Why not add trust and warmth to your goal list.

Apparently, these are critical dimensions -- along with respect and competence -- that are atop the list when people are sizing you up for first impressions, according to Harvard Business School Professor Amy Cuddy in her book, Presence: Bringing Your Boldest Self to Your Biggest Challenges. Ideally, Cuddy says, you want to be perceived as having both, but often competence or professional skills are valued higher when, in fact, her research indicates that warmth and trustworthiness may be more important factors.

So, what does that mean for our work in higher education? For me, Professor Cuddy’s findings re-opened my eyes to the importance of human contact and having a warm, personal approach in helping build our university community.  As we’ve been getting back to school and starting a new semester, I’ve personally tried to spend a bit more time working to really connect on a more personal level with our students, our staff, and our faculty colleagues, and even in occasional conversations to build important relationships with alumni, parents, employer partners, and university friends.

Truth be told, that’s not always second nature to me. Myers-Briggs indicates that I’m more introverted than extroverted—which is often a surprise to many. While I’ve always been confident in doing my best work, particularly in terms of efficiency and productivity, I’ve also got to remember to invest time in building rapport and relationships.

That’s meant more casual conversations, even sometimes stepping out of my comfort zone by taking the extra time to not only ask, but also to really listen. I’ve also been working to talk more and text or tweet less—making the effort to be present, to engage others so I can listen, learn, and hear what’s going on in their world.

And I’m predicting that this desire to connect more is going to be incredibly important as we continue to face a post-election divide—often labeled as elite beltway insiders vs mainstream middle America. Even here at GW, we’ve grown a bit more segmented and have seen some strident views rather than accepting voices, which means being civil is now more important than ever. As educators, we must encourage members of our community to start sharing more, talking together, and listening to more viewpoints than just their own Facebook, Twitter, or other social media feed, sphere of friends, or affinity community.

So, in that spirit, and since I always like having a call to action, I’m putting the word out to our staff (and students and alumni alike) that I’ll be more available to connect in person, in addition to online. I’m hopeful that folks will take me up on that offer—so that’s an open call—but I’ll also be doing some of the inviting, too. With the opening of Peets Coffee in District House across the street from my office, just let me know if and when you want to catch up over a conversation and coffee (or my personal preference, some warm hot chocolate).  Hopefully, we’ll connect in real time, very soon!

From @GWPeterK: Reflections and hopes

I wanted to share some reflections on the fall semester and some hopes for the spring semester and for 2017 as a whole. It’s impossible to write about the Fall 2016 without mentioning the presidential election, which was the culmination of nearly two years of activity by many members of our community at the most politically active university in America. While the transition is clearly on everyone’s mind, and there are so many viewpoints about the incoming administration, what makes GW so unique is that as students, staff, faculty, and alumni, we’re literally at the epicenter of that experience.

Throughout the past year, we had our students, staff, faculty and alumni actively working to help get candidates elected and, in the days leading up to the election, we witnessed our favorite alumni and faculty pundits dissect the debates (see the GW Magazine article, “Armies on the March.”)  On election night, we watched—some excited and others in shock—as the returns came in and as the outcome became evident. The immediate aftermath was a surprise to many, myself included. I, too, had believed the pollsters who had predicted a different outcome, but as a professional who’s here to support our students, I knew that our work in student affairs would be more important than ever after this contentious election.

While our conservative and republican student supporters were reveling in an unprecedented win, our most vocal liberal, democratic, and progressive student coalitions who supported other candidates were immediately alarmed; unprepared for the shock of losing a race that seemed both likely to be won by all expert accounts and significant in its historic scope.

Yet being able to immediately adapt to any contingency is what’s so important about our work in student affairs. Since the election, we’ve learned a bit more about how to relate to one another by continuing to embrace the rich diversity of thought and opinion on our campus. We’ve also come to accept the democratic process we enjoy, which allows for the peaceful transition of power, from one party to the next.

Many are still upset. A week after the election, we saw hundreds of students walk out of class to rally, protest, and petition the university for resources in support of their fellow students (see the GW Today story, “Students Protest Divisive Rhetoric and Policies of the President-Elect”). We also heard from conservative students that they, too, felt a backlash against their views that we also need to respect, support, and safeguard.

That protection of free speech and the willingness to address intolerance are at the core of what we believe as an institution. And while we’ve said the new presidential administration won’t change our values (see the GW Today Story, “University Urges Dialogue, Not Partisanship, in Wake of Election”), it’s also equally important to reiterate with no equivocation what we do believe in, including diversity, respect, and being a continually learning community (see the GW Today story, “President Knapp Signs Statement Supporting Deferred Action for Childhood Arrivals Program”) .

That’s not about taking sides, personal or politically. It’s about being a place where all viewpoints are valued and where discourse and debate can happen (see President Knapp’s post-election statement). But that doesn’t mean hate will be tolerated or that harassment is to be accepted. In fact, one of the things we do most is to act as educators, to continue to help our student community not only cope with these experiences, but to also tap into the resources we have at our disposal, no matter your political affiliation or perspective (see the University Resources list).

As I said at 3:14 am after the election outcome was evident  – @GWPeterK No matter the side you selected in this historic #Election, we’ll be here to support #GWU’s community continue to #RaiseHigh together (Heart, Heart, Flag). And by 8am I added - @GWPeterk We have a great deal of work to do on our campus & across the country to heal & head forward. We begin that work today, together #GWU.

Those post-election Tweets remain true today, as we at GW continue to promote the spirit of collaboration in which I truly believe. We’re stronger together, and as Colonials, each of us has a key role to play in leading change with civility from our community and across this great country, as we prepare for and witness the Inauguration that will happen just blocks from our Foggy Bottom Campus.

 

Peter Konwerski