Parent Article: Parenting and Student Slip Ups

When one of my four kids was at college, they were taken by their friends to the emergency room because of excessive alcohol consumption. I didn’t like that my kiddo drank too much. I didn’t like the hospital bill. And I didn’t send my kid to college to be just like I was as a student. (In my defense, my tuition was much cheaper). But as we parents must often do, I bit my tongue. That’s MY version anyway. 

What I did do, was reinforce that the friends did the right thing, that safety is more important than possibly getting in trouble or having a bill to pay off (ultimately by me), or being embarrassed about an ER trip. So much went right in this situation. Friends made an assertive and decisive judgment call. They had my number, so they reached out to me to loop me in early. And it all led to a discussion about responsibility, safety, and expectations.

In my experience as a Dean of Students and overseeing conduct for over 20 years, I learned many things. One, students really worry about their parents finding out they were in trouble. And second, parents almost always stepped up – responding fairly, compassionately, and in appropriately measured ways.

But yeah, they were often ticked – just like I was. Most campuses will not contact parents about conduct violations by their students, unless the violation is leading to suspension from school, or is an alcohol and drug violation. (Privacy laws under FERPA allow – but don’t require – schools an exception to disclose alcohol and drug findings to parents.) When students have multiple alcohol violations and any drug violations they may be on probation, so that is when schools may ask students to have parents contact them.

Another one of my kids, while in college, told us about a romantic liaison he had with another student. That child, told us, proudly, that they didn’t keep secrets from us. Our response? Please do. In the conduct realm, knowing enough, but not too much, may be a reasonable place to reside for parents. So how can you do that?

1. Express expectations
We rarely think about this, but discussing our expectations with our students in advance can make a huge difference. With my kids, I always talked about their education as an opportunity that was a privilege. We discussed that their health and safety came first, their education second, and their right to have fun was third. Letting them know that they were there to learn, in and outside the classroom, was their priority. And they need to know it is okay to make mistakes. Parents may want excellence, but should be clear they don’t expect perfection.

2. Avoid expressing concrete consequences in advance
Try to avoid outlining consequences that will box you, and your student, into a corner. Students have reported to me that if their parents found out they drank, smoked marijuana, or even had poor grades, that they would pull them from school. This will create silence and secrecy and when the student is forced to come clean, parents can almost do nothing to support them. By leaving things more general, you will have flexibility. Telling your student that they can tell you anything, that you want to know, and that you will be there for support, can be really helpful to them. Letting them know that there will be consequences is fine. But you need to know that every case has nuances, there may be mitigating circumstances, and students make dumb mistakes.

3. Stress knowing earlier is better than knowing later
I often told students that one, almost no one knows them, or cares about them more, than the people who raised them. What is more, parents would rather be there to support them, no matter what, in their time of heavy stress, than to know their child was bearing this anxiety without them. After a Title IX case I ran, a student had to finally come clean to let his parents to let them know he was suspended for a semester. I had urged him, multiple times to reach out to his folks. Finally, when all was said and done, he admitted to me that yeah – he should have followed my advice. His folks were terrific and they supported him with legal counsel for his appeal. More importantly, they let him know that he was okay, and this situation would be okay in time.

4. Learn campus expectations and policies
This shouldn’t be homework for you, but you might want to review the campus mission and values as well as specific policies. These can really be informative. Institutions want to produce good citizens that they can be proud of as (generous) alumni. Policies related to alcohol and drugs, especially on campus, may be worth reviewing and even discussing with your student.

5. Look for areas of concern
You know your child best. Do they like to drink? Have they smoked pot? Are they followers? Perhaps they are mischievous but not reckless. Maybe they take unnecessary risks. These young people may especially need to have expectations and assurances as noted above. You aren’t off the hook if your child has always been an angel either. Sometimes finally having freedom leads to experimentation and risk taking. Remind these kids that while mistakes are okay, making safe decisions and following their moral compasses is important.

6. Keep your eye on the road
We get so involved when our students first go to college. After a successful first semester it is easy to relax. And you should! But also remain vigilant. They are still learning and growing. Membership in any groups may involve hazing. Spring break and 21st birthdays can present binge drinking and related issues. And sometimes, students just get a false sense of security as they become comfortable in their environments. This isn’t intended to reactivate your stress. But continue to check-in with them, get a sense for how they spend their time, remind them of expectations, express pride that they have navigated college so well up to that point.

Finally, remember this. College is about learning. That is why you are sending your child to school. But for traditional-age students, they are also learning how to navigate independence and life. So, they are developing. What a joy to watch adolescents grow into adults as part of their personal growth. You can help them get through this transition by communicating a lot, and clearly, and expressing your openness and support for them – no matter what.

Parent Article: Importance of Campus Visits

While not everyone has the time or means to visit all potential campuses, such visits are critical, both for the college decision-making process and to signal interest to the schools. Some families like to sample a wide array of campuses so they can whittle down the list of decisions (large/small, urban/rural, near/far, residential/commuter). Others already have a short list. In any case, visiting at least a couple top schools on the student’s wish list is important in establishing standards and preferences.

The basics…
Aside from family and close friends, the relationship between student and college is one of the most significant for young people. Leaving the decision solely to the marketing images on webpages is not wise. Visiting a campus is a true immersive experience. Families and students learn crucial information and get a sense of place and community, which truly helps make the decision. Factors to look for include: the attentiveness of staff, availability of faculty, and friendliness of students. Classrooms, residence halls, dining halls, student centers and the city or town around the college are also best seen in person. In my experience, campus visits also offer more nuanced – and highly valuable -- context surrounding the college’s culture of athletics, Greek life, partying, and cut-throat academic competition and more.

What to look for…
If a school is trying to build enrollment, they sometimes roll out all of the stops, and then fail to deliver. But the admissions experience is more likely going to reflect the campus ethos on how students and families will be treated over the life of the relationship. This includes responsiveness in communication prior to and after the visit. The campus culture is a culture precisely because it is rooted in the traditions and values of those who are on campus. Are students serious, casual, funny, bright? How do you separate what is real from tours and information sessions, where the happiest and most engaged students are front and center versus the more typical students? Consider adding informal time to the campus visit. Sit in the Student Center or dining hall and simply observe, listen, and try to measure the energy level of the students. And though your student will likely hate this, stop students on campus and ask how they like it. Ask what makes this place unique and special. Encourage your student to dig deeper. Does the university allow prospective students to sit in on a class? Can the student meet with a professor, coach, and admissions counselor, have lunch with majors or potential teammates?

Your student is being watched…
In the uber-competitive world of admissions, schools may be tracking more than you know. And it matters. Admissions staffers are interested in yield. That is, they want to spend time and energy on students who are interested in them. When it comes to their decisions, they want to consider those students who are more likely to attend. They are preparing financial aid packages and building a class based on demographics and academic interest. So, they want to see if the student participated in a high school admissions program, visited campus, reached out to an admissions counselor, opened emails, clicked on web pages, and participated in on-line sessions. For the top schools on your student’s list, a visit can make a difference in whether or not the student is admitted. Parents matter too… Institutions need to be student-centered. While families and others are paying the bills, the experience belongs to the student. And yet. Given the emotional and financial investment that families make, you want to know that you aren’t going to be frozen out. Yes, privacy laws dictate that institutions can only share so much with parents related to student records. But students can waive many of these restrictions. More important, though, is does the institution work in partnership with parents? Are the opinions of parents considered? Are there communications in place (Facebook, newsletters, webpages) and are there programs (family weekends) available? You will get a sense for this on the visit. Are there parent sessions? Does the faculty and staff pay attention to you? Do they value you?

Other things to consider…
- The tour guide is important.
But not that important. Some guides can really sell a place, while others can be a turn-off. Think of them as you would a food server or flight attendant – they can impact the experience, but they are not the totality of the experience. Keep their effectiveness in perspective. - Eschew the overnight student campus visit. These are fraught with potential land mines. They are hit and miss based on the hosts, and there are some hosts who want to show prospective students a good time (party). Such stays can actually be dangerous and not representative.
- Some campuses offer voucher programs.
For those who have tighter budgets this can open doors to various institutions. It also signals that the campus is interested in socio-economic diversity and access for all.
- Timing is important.
I took my son to a school during its spring break. And it was raining. The trip was doomed from the start. Weather is relative, but being on campus when there are students and vibrant campus life is crucial to getting that sense of place.
- Connect with the people. My wife had a similar experience with my daughter. The campus visit was during winter break and did not impress. But what did impress was the on-line connection to the academic program afterward. My daughter loved the faculty and students and went there anyways, and loved it. So, the visit matters, but the people matter even more. Find the people.
- Go back.
When students have honed in on one or two schools, consider a second visit to get more in-depth and to demonstrate interest. Sometimes students just know – this campus is, or isn’t, a place where I can see myself. That is worth the trip. Authenticity, connection, and comfort matter to students. They need a chance to consider with their heads, and hearts, what feels like the best fit.

Parent Article: Cheating in College

As many as 60% of college students admit to cheating according to the International Center for Academic Integrity. Students have many rationalizations as to why they cheat (pressure to succeed, technology makes it expedient, tasks are meaningless). This is a significant issue for college campuses. Character and integrity are important components of college missions, as future leaders are educated to create and lead a just world. Additionally, fairness is critical when students are evaluated in relation to their peers, through graded work. Finally, for an institution to have credibility, its outcomes (student grades and achievements) must be based on a strong foundation.

Why should this matter to parents? Consequences can be extreme for students found responsible for violating academic integrity policies. The most common violations involve plagiarism, unauthorized collaboration, and cheating on exams. Sanctions can range from a grade reduction for the assignment, a failing grade, or failing the class. In extreme cases, or when students have had multiple offenses, they could face suspension from school and transcript notations reflecting such. Worse, those professors who write evaluations or dole out internships have sway over a student’s reputation and opportunities. 

Before taking the moral high ground, I encourage parents to put things in perspective. I remember a stellar project I submitted in sixth grade about the state of Arizona – copied verbatim from the World Book Encyclopedia. Of course, I changed a few words here and there to “make the work my own.” As statistics show as many as 95% of high school students report cheating, reflect on your own transgressions. Yes, we want our students to be better than us. And yet.

In my experience, students almost never frame their cheating morally. They justify their actions as they admit that they maybe didn’t follow the letter of the law. One student, who broke into a professor’s office and stole an exam said he was justified because of the pressure his parents had put on him to succeed. (If in doubt, it’s always the parent’s fault!) Whether you’re currently dealing with cheating consequences of a student or are having proactive conversations with them, it’s important to understand the nuanced world and students’ reasoning.

1. It was because I was too busy.
This is one of the most common reasons students present, when pressed. It is a way to shift blame onto circumstances and is a convenient catch-all that the ends justify the means. Students often grouse, not incorrectly, that professors think their classes are the only ones/best ones/most important ones and that they pile on the work. When you add as many as four or five classes together, work, internships, activities, social life, and napping – that can create a time crunch and lots of stress. The pressure can be tremendous and the stakes (grades, graduate school, careers) are high. Most students who cheat are taking shortcuts and don’t view those as wrong as much as ways to survive.

2. It was sloppy scholarship or not technically cheating.
Speaking of shortcuts… Students often cite their intentions versus their actions to make their violations defensible. This may fall under the “I-didn’t-know” umbrella. They may write notes in their book for an open-book test, might paraphrase pieces they have read online, or ask a student from another section of the course to tell them was on the test. In many of these instances, students will blame the instructors: “They knew we would have notes.” “Of course we will paraphrase – they do it all the time.” “If they don’t want us to ask other people about the tests make them different for each section.” It is not uncommon for social organizations to keep past exams on file. Again, students will blame the professors for laziness in not changing their curricula or tests. The truth is: They don’t see themselves as cheaters as much as being resourceful.

3. Everyone is doing it.
This is how Tour de France participants justified doping. It created an unfair advantage so cyclists could cheat and compete OR ride in obscurity in the back of the pack. Closer to home, if you have ever exceeded the speed limit, you have been in the position of going with the flow of traffic. The traffic cop will tell you that you ARE the flow of traffic. But we justify our speeding (in a hurry), take our chances, and complain about the ticket and fine. So, students will cite both – others had a competitive edge AND it was a risk worth taking.

What to do
For parents, understand that students, despite our best parenting efforts, are not always bound by morals and integrity. Their moral relativism is set by social norms, tremendous pressure, and access to technological resources that make it easy to bend the rules. They follow, sort of, the spirit of the law more than the letter of it. Acknowledging these issues is a gateway to conversation and shouldn’t be avoided. Only then can issues of integrity, the greater good, and responsibility for one’s own actions be explored for the future.

More practically, it is always a good idea to familiarize yourself with policies before there is an issue. This can help frame the topic so students understand that institutions, in this area, will likely enforce the letter of the policy. Additionally, becoming aware of policies and procedures following an accusation of cheating can be important in helping a student prepare a response to allegations. Often, honor codes are student run, and perhaps not as tightly administered as those managed administratively.

Our students will become tomorrow’s moral leaders as parents, bosses, leaders, and politicians. Learning these important lessons of character now is often part of the process. It is called student development. To get from here to there sometimes takes hard lessons, coaching, and acceptance of consequences. It is through mistakes that people often grow the most.

UnMasked: All You Need is Love

Note: Christina Pikla shared her news with me last year and she and Rachael were excited to be interviewed for this piece. They have approved the final version. I am grateful to them for allowing me to share their story.

This is a love story about two cisgender women who got married. To each other.

When Christina Pikla, Director of Financial Aid at Trinity, received The Presidential Award for Excellence in Student Advocacy in the spring of 2020, the reaction among those who know her was unanimous. Of course!

Christina graduated from Trinity University in 2004 and is in her 15th year here. She moved from Financial Aid counselor, to assistant director, to associate director, and now director. People in the Financial Aid world deal with numbers, scholarship packaging, governmental regulations and audits, the FAFSA form, appeals, and data. And those are the fun parts. Christina had to earn a Master's degree in Higher Education administration for the privilege of more responsibility. None of this is why she won the advocacy award.

What Christina brings to her role is humanity. When asked about her philosophy on working with students and families she quickly related that it is "to ensure that the other party has voice, to respond to the true need of the student, the family, and the community."  In a word, it's called empathy. Countless times I have walked students to Christina's office, interrupted her mind-numbing work, and introduced a student in need of guidance and support. Christina looks these students in their eyes, tells them she cares, and says "let's see what we've got."

Many times she let's the student know that this space is a safe one. No stranger to anxiety herself, Christina takes a personal approach, "willingness to share pieces of yourself," she calls it. It is a process of vulnerability, trying to reduce her authority by unmasking herself as real, accessible, and approachable. Christina has to follow the guidelines, but with her knowledge of the nuances of the system, she can provide options and guides people through their needs and the possibilities for assistance.

Rachael Fournier most recently worked at UT-Arlington as the Director of Scholarships. "The wild west of financial aid" is what she calls it. She is an award-winner too. And she holds a Master's degree in Business Leadership and Management. She won the Trailblazer Award in her professional association in 2018. She is currently working toward certification in a program called Green Belt. This field is one that emphasizes the costs of current practices versus possible savings in financial and employee capital by improving systems. Ultimately organizations pay one way or another for inefficiencies. Companies and institutions need to "look at what they should do, but not what they have always done or held onto." 

Her personal story is even more compelling. She is the oldest of nine and early on, was forced to serve, essentially, as the responsible parent for six of her siblings, one who tragically passed away. She moved 37 times in her life, growing up in California in a dangerous Los Angeles neighborhood as well as  Mexico. She has some of her own anxiety. "I'm more nervous facing a crowd than a weapon" she quips. 

Christina and Rachael met in 2016 in Frisco, Texas, at the Texas Association of Student Financial Aid Administrators (TASFAA) annual conference. On the list of notable goals of TASFAA, serving as a dating platform is not on the list. Christina hurried into a room that had just cleared out following a mixer, hoping to find something to eat from a leftover food platter. Rachael, only Rachael, was in the room. They had an awkward exchange because they thought the might have met but weren't really sure. Christina decided to eat and run.

Both volunteered on different committees for the association and their paths started to cross more, including at the San Antonio meeting and most significantly at the 2018 meeting in Galveston. Something was there. But what it was, neither knew.

When Christina stood at the podium to make remarks to the audience of 300 her eyes met Rachael, sitting, intentionally, front and center. And Christina rambled on, forgetting to tell the crowd her name. Rachael says that something had been building for two years, though she didn't know what. She got her answer in that session. When their eyes met, they both felt an extreme transfer of energy - nothing physical or sexual - something deeper. A "flicker" says Rachael. When Rachael received her award Christina hugged her. Rachael thought "This is it. We're touching. But this will be the end of it." One thing Rachael knew, was that she wanted to get to know Christina better.

Their friendship and relationship grew from that point forward. They started emailing and talking frequently, including what the called "Reclaiming Mondays." Hour-long discussions grew into four and six hour conversations.

Christina was engaged to a man in 2011 and broke it off. She threw herself into her work. She had started seeing another man before her relationship with Rachael began to blossom. Rachael didn't think much about dating (though she had dated some men) and had resigned herself to being single. Her past, her work, her energy didn't really accommodate another person.

Both of these women separately began dealing with their feelings toward one another. Christina knew that her connection to Rachael was deeper than any connection she had felt with anyone else before, including men. What followed was the typical wooing dance couples do when they first start to express their feelings and begin dating. Only this courtship had an added, new, scary, and exciting dimension. And it all unfolded long-distance during a pandemic. As Christina once described her ideal partner - her non-negotiables - Rachael said "so you basically are looking for a male version of me." Uh-oh. Christina had processing to do: "Do I like Rachael?"

In a subsequent conversation Christina finally laid it out their. "You're the only woman I would ever marry." Rachael fumbled to offer a response, and finally said "me too."

These are complex things and yet so simple. It depends on the person. Friendship can lead to love and love can lead to intimacy. And Rachael did her research. She wanted to read up on what was happening here, with them. Here is what they are focused on. They say that they have "soul recognition." Indeed, they beautifully express that they were "cut from the same cloth at creation." One was from the east coast, the other the west, and they met somewhere in the middle. They had their first real date in May, 2019. They got married on January 4, 2020 and Rachael moved to San Antonio that March. They still have not had a honeymoon, though it seems safe to say they have been having one for years.

The moral of the story should be self-evident. In a world that is increasingly attuned to sexuality and gender, people have agency over their own identities, without constraint. Who they choose to be with and how they navigate their relationships is personal. Christina and Rachael are the ideal parable. All you need is love.

Don't Let Us Get Sick

Happy new academic year to the Trinity University community! The lyrics to this Warren Zevon song seem particularly appropriate this year. Here is the song.

Don't let us get sick
Don't let us get old
Don't let us get stupid, all right?
Just make us be brave
And make us play nice
And let us be together tonight

The sky was on fire
When I walked to the mill
To take up the slack in the line
I thought of my friends
And the troubles they've had
To keep me from thinking of mine

Don't let us get sick
Don't let us get old
Don't let us get stupid, all right?
Just make us be brave
And make us play nice
And let us be together tonight

The moon has a face
And it smiles on the lake
And causes the ripples in Time
I'm lucky to be here
With someone I like
Who maketh my spirit to shine

Don't let us get sick
Don't let us get old
Don't let us get stupid, all right?
Just make us be brave
And make us play nice
And let us be together tonight

Source: LyricFind

Songwriter: Warren William Zevon, Warren Zevon, Zevon Music BMI

Don't Let Us Get Sick lyrics © Universal Music Publishing Group

Blowin' in the Wind

Waxing poetic.

Editor's Note: Many thanks to Bruce Bravo for agreeing to let me share his story. I am grateful for his candor, vulnerability, and friendship.

Friend and colleague Bruce Bravo eschews the term "death," at least when talking about his wife and son. He never really thought about it, and doesn't know why. "Passed," "lost," "went to heaven," are naturally, more palatable. But also, not as permanent sounding -- or as fatalistic. This makes sense for the affable eternal optimist.

You wouldn't blame him for being otherwise. Consider that he lost his ten-year-old son 17 years ago, his youngest brother shortly thereafter, his wife just months ago, and his dad just before that. When Bruce Bravo needs people the most, the 64-year-old Cajun can't be near them because of this pandemic. But for us, we need stories like his to give us perspective and lessons in true grit.

When his wife, Elvira got sick around Memorial Day in 2017 and was diagnosed with cancer thereafter, she and Bruce had the same thought: "Not again." They had traveled this road before when in 2001 their son Evan was diagnosed with a brain tumor. Mother and son, as with many cancer patients, followed similar paths: Diagnoses, surgeries, treatment, recurrence, quests for alternative treatments, steps forward, steps back, bad news, more bad news, and death. Similarly: Shock, fear, fight, hope, acceptance, frustration, anger, and grief.

When Evan was told by his doctor that there was nothing more that could be done, he asked his parents to take a trip to the beach. On the way they stopped at the Crazy Cajun Restaurant, so Evan could have his favorite fried shrimp. When met with the sign that said "no fried shrimp today," he told his parents that's just the way it is. He would be gone three weeks later, but he told his parents this beach trip had been the best ever. Likewise, when Elvira received her diagnosis she and Bruce went out for Mexican food as planned. Just the way it is.

When Bruce talks about losing two of the most important people in his life he uses the term "smothering" as an adjective when discussing the sadness surrounding his losses. He met Elvira when he was working as a Food Service Director in Wichita Falls, Texas when she came in as a customer. She caught his eye but she was dismissive at first. She came in with her mother one day and Bruce told her "I'm going to marry your daughter." He was the only one who believed it. But he did.

Elvira would work a number of jobs throughout their marriage. After they lost Evan she retreated into her grief for months and then began working at a residential treatment center she had learned about from a friend she met during Evan's illness. She would further her education and dedicate herself to children and teens at risk and spit out by the foster care system. She was beloved for her compassion and quiet resolve.

Evan was quirky, funny, and athletic. He was diagnosed just as the family moved to San Antonio where Bruce would work in campus food service at various locations across the city. He passed away at home. His dad would return to work almost immediately. While Elvira retreated, Bruce threw himself into his job. He did it again when she passed away last fall. After working food service, including a successful stint as the Director of Campus Dining at Trinity, Bruce would eventually end up working for Trinity and ultimately become the Senior Director for Conferences and Special Programs. In that role he manages major campus speakers and the day after he lost Elvira he was on campus working to pull off a major program. People couldn't tell when he teared up behind his glasses while bustling around Laurie Auditorium, working his grief.

Bruce Bravo is one of the best sports you will ever meet (shout out to TUPD chief Pete Perez who endures the steady diet of doughnut jokes at my hands). I have made fun of Bruce, or "Bravo Sua-vay" as I call him for his meandering musings when he "waxes poetic" on any number of subjects. He puts up with jibes, never takes himself too seriously, has an enthusiastic laugh, and is warm, sincere, super good-natured, and focuses on others. One would never know the grief he has and does endure. Even I forget, recently in a Zoom call mocking his photo, asking "what grade were you in?" when that picture was taken. I should know better, and filming him in HEB covertly as he shopped with a mask, one glove, and fogged glasses shows how much I act like everything is the same. I just can't not give him grief, ironically. 

It's not an act. The thing about getting sick and about grieving, is that there is no strong or weak. People just get along the best they can, anyway they can. You can orchestrate your feelings or how you cope in front of others to an extent and for a while. But as Bruce well knows and says, it will catch up to you.

At Elvira's wake, Bruce was comforted by his beloved daughters Monique (29) and Latina (28) as well as his siblings. He talks to his brothers by phone daily. His group of friends, some going back to elementary school is a group made up of nine men of various professions. I was there when they descended on the funeral home and swallowed Bruce up not so much by love but mischief. It was as much fraternity party as memorial as they smothered Bruce with the friendship, goofiness, and comfort that he needed.

All of this matters. Bruce is surrounded by lots of people to support him. He spent the holidays with his family in New Orleans and they exhausted him with activity. He had trips planned with some of them early this spring, all of which got cancelled. Before that he got to spend some much-needed time alone as well, though an annual retreat was scrubbed because of the pandemic. This included a camping trip that featured long, private reflective hikes at a favorite place of his and Elvira's. It was on one of his hikes, there, that out of nowhere a dust devil blew up before him while everything else was still in that moment, he felt a presence as the wind moved in front of him. A sign? He doesn't know.

He does know that his son Evan said that he knew that God was with him during his illness as he could feel his presence as a warm wind that enveloped him. Perhaps this is why he was at peace, worrying mostly about how his parents would handle what was to come.

How many deaths will it take? How much can one person endure? It's hard to imagine losing a child. Excruciating. Smothering. It's hard to imagine losing your partner and best friend of over a quarter of a century. 

If you were to see Bruce on campus at work before his wife died you would never have guessed the pain in his life from his losses. He was the same after. That's the way it is with him. He teaches us a lot about perspective and resilience. And while the phrase "uncertain times" swirls around us until it means almost nothing, one thing is certain: We don't need to look for answers impossible to find. We have a path that Bruce Bravo has shown us. If he can survive, so can we. We just need to keep our heads up, smell the air, and move forward. Into the wind.


If you are moved by Bruce's story you might appreciate these posts on colleagues Jennifer Reese, Jimmy Roberts, and Rick Roberts.