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fall 2011

Drake Bulldogs competed in the first collegiate American football game ever played on the continent of Africa. Read what one player learned about service, gratitude and teamwork on page 29.

Features

Departments

18 restricted access

4 Welcome

5 Inbox

Higher education has never been more important — or more difficult to attain. What is Drake doing to address the problem? By Tim Schmitt, gr’08, ’10

24 when academic worlds collide

Interdisciplinary education prepares students for a complex world. By Jill Brimeyer

52 The Last Word 53 Just for Fun

6

Stories, news and bits of useful information from and about the Drake Community. In this issue: David Maxwell reveals the skill he wishes for, retired Drake professor Mike Marty shares his love for family history, and the campus community looks forward to Garrison Keillor’s Bucksbaum Lecture.

29 tanzanian touchdown

Drake student-athlete shares his first-person account of a life-changing experience. By Cameron Good, Class of 2013

Profiles 8 ken meyer

Thomas F. Sheehan Distinguished Professor of Public Administration

13 dannie crozier

Manager of Sodexo dining services at Drake

42 christian vandehaar, gr’10

Artist and educator

48 sara (shaw) schreiber, as’99

Forensic scientist

copyright drake university 201 1

Blue Notes

41

Alumni Connections Alumni-related news, including Drake Notes, Career Tips and Alumni Calendar


Welcome

ILLUSTRATION BY DREW ALBINSON, CLASS OF 2013

autumn. it’s a season of transition. In the life of the University, it is also the season of new beginnings: first-year students arrive on campus full of wonder and expectation, professors broaden perspectives in another class of learners, and returning students pursue new challenges and opportunities. I can’t think of a better time to introduce our new Drake Blue magazine. The first thing you’ll notice is size; not only has the magazine grown a couple of inches, we’ve also added more content. For example, instead of one feature article, there are three — including a first-person account written by Cameron Good, Class of 2013, a Drake football player who shared a life-changing experience with his teammates in Tanzania last spring. You’ll also note that the first-person account isn’t the only new voice we’ve added to the magazine. In this issue, check out the Book Club for reading recommendations from Dan Alexander, associate professor of mathematics; glean tips from Dennis Goldford, professor of politics and international relations on

analyzing presidential debates; learn about the fall Bucksbaum lecture and service-learning from our editorial interns; and find out what the Drake community is saying about technology in the classroom in “Virtually Speaking”. Finally, the biggest change to Drake Blue is a broader perspective; we’ve expanded our focus beyond campus to the larger society in order to provide you with some thought-provoking content. Read the cover story, “Restricted Access,” to see if we’ve succeeded. I’ve mentioned a lot of changes to Drake Blue but haven’t told you everything. To find the rest, you’ll have to sit down, relax and read. Take your time — then let us know what you think. Then sit some more and watch the leaves turn.

— Sherry Speikers, gr’93 Submit your thoughts about Drake Blue to bluemag@drake.edu.

Ask the staff ...

president

design

How did you finance your college education?

Dr. David E. Maxwell

Kristin Dunn, jo’92; Calee Himes; Shelly Mootz

Drew Albinson: Design intern ­— see my illustrations on pages 4, 11, 12 and 24.

Calee Himes: Worked as a butcher — back when I was a vegetarian

Brianne Sanchez: Cared for two llamas Aaron Jaco: Cleaned office buildings Jill Brimeyer: Won a scholarship for the essay, “Existentialism in Literature”

Debra Lukehart: Bank employee — bosses’ names were Buzz and Woody

executive director, marketing and communications Debra Lukehart, jo’89

editorial director Sherry Speikers, gr’93

editorial Danny Akright, as’10, jo’10; Jill Brimeyer; Abbie Hansen, jo’01; Aaron Jaco, as’07, jo’07; Elizabeth Ford Kozor, as’07, jo’07; Brianne Sanchez; Tim Schmitt, gr’08, ‘10

web communications

We’ve expanded our focus beyond campus to the larger society in order to provide you with some thought provoking content.

student interns Drew Albinson, Class of 2013 Ben Curtis, Class of 2013 Stella Hart, Class of 2011 Nikki Mittelbrun, Class of 2013 To submit news or update your alumni profile, contact Drake’s Office of Alumni Relations.

Views expressed in Drake Blue do not necessarily reflect opinions of the editors or the University. We welcome story ideas and submissions. Send correspondence to: Drake Blue Office of Marketing and Communications Drake University 2507 University Ave. Des Moines, IA 50311-4505 e bluemag@drake.edu

t 1-800-44-drake, x3152 e alumni.update@drake.edu w www.alumni.drake.edu

Jeremy Sievers, Carl Olsen

follow us

4

online magazine: www.drake.edu/magazine

rss feed: www.drake.edu/magazine

facebook: www.facebook.com/drakeuniversity

flickr: www.flickr.com/drakeu

twitter: www.twitter.com/drakeuniversity

on the web: Check out the Web site for details.

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Inbox alumni support book tour

readers’ feedback

I was pleased to reconnect with many Drake friends and family

We appreciate receiving the Drake alumni publication several weeks ago. Although the layout and quality of the content is excellent, the very small, light print is difficult to read. Please realize that the age of the alumni affects our eyesight. Larger print would be appreciated.

during my recent book tour in Des Moines promoting Duffy: The Tale of a Terrier, a fictional account of our rescue dog, told from his point of view. Thanks to Drake for directing Bulldog fans to Duffy’s events via your website and Facebook page — what a great way to stay in touch with other alums! — Gary Porter, bn’72

connecting through social media I once viewed social media platforms like Facebook and Twitter

­­­— Roger, bn’50, a­nd Beverly, fa’50, Brown Editor’s Note: Thank you for your valuable feedback. While page size and copy amount often determine font size, we’ve implemented the following to increase readability: Copy is in a darker, serif font, and for reverse type, we’ve increased the contrast between copy and background.

with disdain, but I’ve come to realize that social media is an asset for building and maintaining relationships. I know at least one student who found his roommate using the Drake University Class of 2015 Facebook page, and numerous other students planted the seeds of friendship that will flourish at Drake. For me, social media has been an irreplaceable tool in starting the next four years out on the right foot. — Matthew Wright, Class of 2015

Drake Blue accepts all signed letters and reserves the right to edit those that are published. Please include your full name, address and Drake affiliation. Send correspondence to: Drake Blue, Office of Marketing and Communications Drake University 2507 University Ave., Des Moines, ia 50311-4505 e bluemag@drake.edu

Virtually Speaking The purpose of technology in the classroom is to enhance the student learning experience: But does it always meet that goal? We posed that question to Drake Facebook fans and Twitter followers. Here’s what they had to say.

comes in an electronic version. Sometimes I log in to my copy of the e-text and reference pages for students to see and discuss.

Alan Kay, Class of 2014: Technology can be a valuable tool.

show the latest and most up-to-date information. I would rather complete an assignment online than on paper because technology excites me more (not surprising; I’m a computer science major) and excessive paper usage is

Many students are visual learners, so video presentations can help those students. Microsoft Word helps me organize my notes and my thoughts and makes it easy to find the content that I feel is important to study. But there are some downsides to technology. Students may be on Facebook or texting while a lecture is going on. I believe this removes the focus that is crucial in college-level courses.

Josie Poppen, instructor of theatre arts: I use technology

Adam Wood, Class of 2013: Technology is a great way to

bad for the environment.

“In my classes, I want full attention to the discussion — you can’t do that if you’re watching cute kittens on YouTube.”

to help students focus on key bits of information. I have an

Beth Younger, associate professor of English: I like using

ELMO document camera in my costume studio for magnifying

technology as a group — to access the Internet as a class, to watch a film clip or to create something together. However, I don’t allow laptops in my classroom. I find them distracting. In my classes, I want full attention on the discussion — you can’t do that if you’re watching cute kittens on YouTube.

and projecting the images of objects and transparencies. There are many instances when I am demonstrating a skill or technique (sewing, painting/drawing, makeup) and project it, magnified, on the wall. The stage makeup textbook I use

visit www.facebook.com/drakeuniversity or follow www.twitter.com/drakeuniversity to join the current conversation.

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blue notes [ on the spot ]

David Maxwell

David Maxwell plays the blues at the Patty and Fred Turner Jazz Center.

We gave Drake students, alumni and community members the opportunity to ask David Maxwell, president of Drake University, any question — on any topic. Here’s what they wanted to know: Nicole Freise, jo’09: If you could wake up tomorrow with a new skill or ability, what would it be and why?

Maxwell: That’s an easy one: Eric Clapton’s fingers and knowledge of the guitar. I have wonderful music playing in my head, but I don’t have the talent or the discipline to make it come out of my guitar.

he’d lived to see it. But I know what’s behind your question, and — yes, we do need to do something about FAC. We’re working to make it happen.

Lauren Burt, director of marketing and media, Greater Des Moines Partnership: What are you doing or what would you do to keep Drake grads in the Greater Des Moines area after graduation?

Maxwell: More than 60 percent of our graduates stay in central Iowa. The most powerful thing we’re doing to keep Drake grads in Des Moines is our extensive internship program — 80 percent

Alina Wiatrolik, as’07: If you were to ask your father, a

of our students have at least one internship, and Des Moines-

famous trumpet player, what he thought of the conditions

based internships are very effective in getting students connected

of the fine arts building, would he be pleased with it?

to the community. Our many relationships with Des Moines

Would he want to study there?

businesses, nongovernmental organizations and organizations

Maxwell: My father spent the last 48 years of his life practicing

such as the Greater Des Moines Partnership are very important

three hours a day either in the damp basement or his cramped

in supporting our efforts to encourage graduates to stay in Des

study in a seven-room house built in 1881, so he’d probably think

Moines. We would certainly welcome the opportunity for more

our Harmon Fine Arts Center (FAC) was wonderful. He’d be

connections that would enable our students to discover what a

blown away by the Patty and Fred Turner Jazz Center — I wish

wonderful community Des Moines is in which to live and work.

visit www.drake.edu/magazine to watch David Maxwell model some fiery blues riffs.

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[ the best place ]

Peace and Quiet Lush carpeting muffles

academic elegance to the

footsteps, enormous

Reading Room at Cowles

windows wash the room

Library, the best place on

with sunlight, and printers’

campus to find peace and

marks from the 15th and 16th

quiet. Since its renovation in

centuries grace the walls

2000, the Reading Room has

above room-length shelves

hosted thousands of Drake

filled with leather-bound

students seeking the ideal

books. Together, these

study spot or just a bit of rest

elements lend a sense of

from the hustle of campus.

The Reading Room at Cowles Library

visit www.drake.edu/magazine/bestplace for a list of more quiet places on campus.

Garrison Keillor Creates Characters for Life Garrison Keillor is the guest at the Thanksgiving table who causes you to put your cell phone down, lean in and listen. He creates a vivid and immediate impression of a character with the slightest change of inflection and the inclusion of one or two verbal ticks. He’s a storyteller for whom the narrative journey is far more important than the destination. Keillor is a best-selling author and the host of “A Prairie Home Companion,” an American Public Media variety show. The show’s first broadcast went live in 1974 and today more than three million listeners tune in to his show each week. In that sing-song Northern accent so characteristic of Minnesotans, Keillor brilliantly reveals the underlying complexity of his Midwestern characters. For Craig Owens, associate professor of English at Drake, Keillor’s voice reminds him of the evenings spent in the kitchen of his high school girlfriend’s farmhouse in Indiana. Her parents were avid “Prairie Home Companion” listeners, and after they had been dating for a while, her father finally deemed him “ready” to start listening to the program. Now, on Saturday nights Owens tunes in while he cooks in his own home. His love of drama and theater draws him to segments like Guy Noir, Private Eye and the parody commercials for ketchup and rhubarb pie filling. He appreciates Keillor’s use of subtle wit and tries to bring lessons from Keillor into the classroom. “One thing I really admire about Keillor is his light touch,” Owens says. “His criticisms and satire are always just sharp enough to deliver a sting without resulting in the kind of blunt-force trauma induced by the screaming cynicism of

social commentary these days. That’s a good lesson for teachers because we too have to find ways of tempering critique with encouragement.” As the 27th lecturer of the Martin Bucksbaum Lectureship Series at Drake this fall, Keillor will undoubtedly entertain while giving the audience much to consider long after his departure. Open to the public, the lecture series is an opportunity for the Drake and Des Moines communities to come together and discuss the issues of the day. “The Bucksbaum lecture gives students a chance to hear the thoughts and opinions of respected and successful people … I can apply some of what they say to my own life,” says Katrina Cummings, a senior music major from Bolivar, PA. At the time of publication, Keillor was scheduled to appear at Drake University on October 25, 2011.

— Nikki Mittelbrun, Class of 2013

visit www.drake.edu/bucksbaum for event photos.

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blue notes


Profile

The People’s Work bringing global strategies to local issues C. Kenneth Meyer’s education began in a one-room school in southeast Minnesota. But for the last decade, his classroom has been the world. Meyer, the Thomas F. Sheehan Distinguished Professor of Public Administration, created a study seminar in 1999 that, over the years, has taken more than 500 graduate students on lengthy tours abroad. The annual course, which consists of three weeks of travel and an Innovation and Leadership Conference at Drake, connects budding public administrators with some of the world’s most groundbreaking entrepreneurial and government programs. “These trips are life changing,” says Jeff Geerts, gr’97. “They get people to think outside the box of conventional practices.” Geerts, a special projects manager for the Iowa Economic Development Authority, helps write the trip agenda every year and has traveled with Meyer’s class five times. He’s applied the strategies he studied in Europe to sustainable development projects in Iowa. Among his inspirations: an insurance company in the Netherlands that cut 75 percent of its paper usage and a redevelopment project in Amsterdam that prioritized community input through hundreds of public hearings. Iowa Gov. Terry Branstad, lw’74, has traveled to Europe with Meyer’s course on two occasions. During those trips, he studied the benefits of tax reduction on Ireland’s business development, visited the Jameson Irish Whiskey distillery, was awed by ornate cathedrals and Roman aqueducts, and met with leaders from a John Deere plant in Spain. He also remembers lots of authentic local cuisine. “These trips are educational, and they’re also entertaining,” Branstad says. Meyer joined Drake’s faculty in 1990. A prodigious researcher, he’s written 25 books and 300 case studies on social and administrative topics. In the classroom, he’s just as likely to cite practical lessons from his former jobs — which include radio operator for the U.S. Army, door-to-door salesman and bartender at the Veterans of Foreign Wars Hall — as he is to cite his formal writings. And he knows that students need their own breadth of experiences to prepare them for success. “It is important to prepare our public administrators — those who do the people’s work — to live and work in a global economy,” Meyer says. “It is crucial that our leaders see more, see farther and see differently if they are to make a contribution in management.” — Aaron W. Jaco, jo’07, as ’07 fall 2011

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blue notes [ where are they now ]

(Dean) Mike Marty

Mike Marty Dean of the College of Arts and Sciences, 1984–1994 Drake history professor, 1994–2001 Ann G. and Sigurd E. Anderson Professor Emeritus For much of his career, Mike Marty taught American history to high school and college students — but in retirement, he’s focused on his own history. He became the family archivist when his parents passed away. The tradition started with Marty’s father, whose meticulous files inspired the second generation to keep the family’s history alive.

Among Marty’s most treasured items are diaries written by his parents that document everything from his father’s depression-era income and fuel expenses to a vacation in Colorado that Marty is fairly certain led to his conception. Marty has also preserved keepsakes, such as photo albums, antique furniture, Drake memorabilia and birthday cards from his wife and children. He’s extended the archive to his wife’s family with artifacts and a family genealogy dating back to before the Revolutionary War. “We are the saver of things,” he says. “That sort of stuff just clings to us.”

“My father was a record keeper, and we have benefited greatly from that,” says Marty, who moved to Monticello, IL, with his wife in 2001 after retiring from Drake. Marty was born into “a family of letter writers.” His history collection begins with a series of notes exchanged between his mother and father before they were married. It picks up again in 1947, when Marty, the youngest child, left home to attend a private high school. His father started mailing messages that were sent “round robin” to Marty and his two siblings. Since then, the family has sent semi-regular updates about major events like births and marriages as well as the minute details of daily life — creating a colorful storybook that now, through e-mail, includes two more generations of the Marty family.

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Mike Marty and his wife, Shirley (front), are pictured with their four children, Miriam, Jason, AS’92, Tim and Elizabeth.


[ making a difference ]

Drake Community Unites Behind Service-Learning Embracing service-learning, a teaching and learning method that integrates community service with classroom instruction and reflection, is one way Drake University is fulfilling its mission. So far, Drake community members — students, faculty, staff, alumni and friends — are more than receptive.

Drake’s mission is to provide an exceptional learning environment that prepares students for meaningful personal lives, professional accomplishments, and responsible global citizenship. The Drake experience is distinguished by collaborative learning among students,

“For the past 20 years, research has shown that servicelearning fosters one of the best experiential and collaborative learning environments for students, faculty, staff and the community,” says Mandi McReynolds, Drake’s newly hired service-learning coordinator.

faculty, and staff, and by the integration of the liberal

ILLUSTRATION BY DREW ALBINSON, CLASS OF 2013

arts and sciences with professional preparation.

The goal of service-learning is to provide an enriching learning experience while strengthening communities and promoting civic responsibility. “I think Drake has the potential to be nationally recognized for service,” McReynolds says. “Drake’s service-learning program is designed to link community service with learning outcomes in order to deepen individual development. It is a partnership that meets community needs while building the knowledge and skill sets of students, as well as faculty.” As part of Drake’s innovative service-learning initiative, faculty members are encouraged not only to create syllabi featuring service-learning components but to also spend at least eight hours a semester pursuing independent volunteer activities. The emphasis on community service is not limited to campus — Drake alumni are also giving back. On Saturday, Oct. 22, 2011, Bulldogs across the country joined together in volunteerism as part of DU Good Day, a national day of service. The inaugural event, led by Drake’s National Alumni Board, originated as a desire for alumni to continue the University’s mission of service after commencement. This year’s theme is Feed the Need, which promotes local projects aimed at fighting hunger.

— Stella Hart, Class of 2011

[ book club ]

Bringing Order to Chaos

To the uninitiated, the subject of math can seem chaotic. Dan Alexander, associate professor of mathematics and author of a forthcoming book, Early Days in Complex Dynamics, brings order to the chaos of math with a list of his favorite, yet accessible books.

Journey Through Genius

Chaos: Making a New Science

Against the Day

James Gleick

Kit Traverse, a character in this novel, is a highly educated mathematician, and Pynchon scatters mathematical jokes throughout.

The author explains chaos theory in a way that an educated, curious reader can grasp.

This book on the great

Surely You’re Joking, Mr. Feynman!

mathematical theorems has a

Richard P. Feynman

wonderful sense of humor, and

One of the most delightful books I have ever read on any subject; Feynman gives nontechnical insight into

William Dunham

readers can either skip the details or deeply engage with the subject.

how mathematicians think.

Thomas Pynchon

Mathematics and the Imagination Edward Kasner and James Newman

This book discusses infinity and famous numbers such as π. We owe the term “googol” to Kasner. Google “googol” to find the details. fall 2011

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ILLUSTRATION BY DREW ALBINSON, CLASS OF 2013

blue notes

[ how to ]

Analyze a Presidential Debate Lights, camera — cue the caucus excitement. Drake’s political science experts are frequent commentators for media outlets seeking election cycle analysis. Dennis Goldford, professor of politics and international relations, shares his approach to critiquing candidates. Listen between the lines. The key thing I look for in trying to understand and analyze a particular debate is what the participants aren’t saying. It’s important to listen to what they do say, but oftentimes — in politics certainly — what they leave out is more indicative of what their position really is. Keep it in context. I notice how background information, such as current issues (health care, state of the economy) and lessons from previous campaigns factor into candidate responses. I then share my observations with the audience when I do analysis on live television for our local CBS affiliate: The anchors provide the play-by-play and I do the color commentary.

Interaction is a key indicator of debate performance. I closely observe the interaction among candidates and between the candidate and the questioners. To whom are they addressing their responses: opponents, the moderator, the live audience or the American public in general? A candidate wins by delivering the most confident and well-received responses to the appropriate audience.

Read from the right and the left. I stay informed across the political spectrum; it is the best way to have the context necessary to understand political events. I recommend RealClearPolitics.com, a website that presents a range of materials across the partisan divide.

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[ top five ] Even Drake alumni well versed in University veritas may not be familiar with these little-known facts.

1.

In 1908, Drake athletes officially became the Bulldogs when a Des Moines sports editor suggested the name as a tribute to two local canines. The bulldogs, belonging to Drake’s football coach, routinely exercised with the team during practices.

2.

Burglars (rumored to be Drake graduates) stole the Old Main bell clapper in 1960. The clapper mysteriously returned to Drake in 1980 and regained its rightful station.

Ronald Reagan judged the 1946 Miss Drake beauty contest.

The first-documented reference to the “Paul is dead” hoax appeared in a 1969 edition of the Times-Delphic. The urban legend claimed that Paul McCartney had died and that an impersonator assumed his spot in the Beatles.

Verona Calhoun Johnston graduated from Drake in 1912. Ninety-two years later, at the age of 114, she was not only the oldest living Drake alumnus but also the oldest living American.

3. 4.

5.


Profile

Food Service Becomes Service to Students a sodexo veteran provides healthy, sustainable options It starts with sandwiches, pizza and coffee in dining halls and campus cafes; continues with popcorn and pretzels in Drake Stadium; peaks with hors d’oeuvres and cocktails at receptions and events like the Francis Marion Drake Society Dinner. It ends with Dannie Crozier, general manager of Sodexo, the dining vendor that serves the entire campus. Crozier’s priority, he says, is feeding students healthy, good food. The result helps ensure the Drake student experience is exceptional. Danny Akright, Drake Blue editorial staff member, sat down with Crozier to see how he does it. How does Sodexo mesh with the Drake community? No one treats us like an outside company; everyone treats us as part of the Drake family. We all want to see the students succeed — there’s an air of that on campus that makes it easy to be involved. Our goals and Drake’s goals align very easily. By providing convenient and healthy food to students, we help keep them comfortable and ready to hit the books. How do you know what students want? We have a student food committee that is made up of student leaders who solicit feedback from others. I get to hear what’s bugging students about dining on campus, and then we try to fix it. It’s great getting to know the committee members and becoming friends on a professional level. They bring us into the circle of what’s going on here on campus.

How do you line Sodexo up with students’ values and Drake’s values? For years, Drake has had a solid commitment to sustainability. For us, going trayless was a big move in that direction. We renovated Quad Creek Café to very green standards, and our Aspretto program is a fully sustainable, fair trade coffee program, all the way down to the aluminum for the signage. Everything we serve is sourced correctly and sustainably, and much of it is local produce. How does Sodexo get involved in the community? We do several things that benefit community issues, from diabetes to the homeless. One of the big ways is the campuswide Thanksgiving buffet, where Dolph Pulliam coordinates a canned goods collection. It’s grown and grown in the last 10 years, and it’s pretty cool because it brings campus together in a way that helps the community. We also support the Buy Fresh Buy Local campaign, which is a local foods program run by Matt Russell in the Drake Law School. Besides food, what’s the most tangible way Sodexo helps students? We employ between 75 and 100 students in our dining halls, cafes and concession areas. It’s a great way for Drake students to earn money toward their education while working on campus. — Danny Akright, jo ’10, as’10

visit www.buyfreshdrake.org to learn about Buy Fresh Buy Local.

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now welcome weekend, august 2011


PHOTOGRAPH BY BEN CURTIS, CLASS OF 2013


then personality plus

prizes and other awards. For their first Bulldog Tales appearance,

The Drakettes was a high-kicking, high-energy dance line organized in 1958 under the Sigma Delta Chi professional journalism fraternity. Dancers were selected for their personality, poise, beauty and dancing ability. The Drakettes built up a squad and advertised themselves as a dancing drill team that performed at outdoor social and sports events and appeared in variety shows and on local television.

the Drakettes were promoted as a chorus line and performed

In 1959, the dance line acquired an enthusiastic following after members performed in Bulldog Tales, an annual all-school variety show. Started in 1947 by Sigma Delta Chi, the show included individual and group acts that competed for cash

attending Drake. Member Judy Olson, from Albert Lea, MN,

kick-tap routines choreographed to “Chicago,” “No Business Like Show Business” and other medleys to open and close the event. They also replaced previously used masters of ceremony in announcing each act throughout Bulldog Tales. The Drakette performers were talented, well-rounded women. Some group members operated their own dance studios while was crowned Miss Minnesota in 1959. In 1960, Jeanette Boehnke, the group’s founder, traveled to New York City to audition for the Rockettes. — Nicki Mittelbrun, Class of 2013

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A Fresh Crop with a New Perspective More than 800 students began their Drake adventure this fall as the Class of 2015. When they were born, the Soviet Union had crumbled, South African apartheid was dissolving and Bill Clinton took his oath of office. These other circumstances and events may be shaping the worldview of Drake’s first-year students as well.

* Keeter, Scott and Paul Taylor. “Profile on Millennials.” Pew Research Center Publications. Pew Research Center, 11 Dec. 2009. Web. 26 July 2011.

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Gaining access to higher education has never been more important — or more difficult. Drake experts address the issue and efforts undertaken to create solutions. By Tim Schmitt, gr’08, ’10

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Study hard. Make good grades. Go to college. Get a job. Succeed and prosper.

It’s a simple formula followed by generations who have chased the American dream. A college education is something parents dream of for their children and has long been considered the path to upward mobility, success and prosperity. Today, however, good grades and hard work are rarely enough. Many obstacles stand in the way of students seeking a college degree. Economics, culture, social class and lack of quality K–12 education all play significant roles in an individual’s ability to gain access to higher education. The result? Many students who could benefit greatly from attending college never have the opportunity to do so, potentially ending their shot at the American dream before it begins. Gavin (name has been changed to protect identity), a first-year student at Drake in 2009, is one such student. Coming from a low-income background and being a first-generation college student, he understood the financial difficulties related to getting into college. Once at Drake, Gavin proved both engaged and innovative — exactly the type of student on which the University prides itself. During his First-Year Seminar, he joined with other students to start the Bulldog for a Day program, which brought high school students to campus and helped them realize that Drake and a college education were within reach. Yet despite the fact that Drake provided him with as much financial aid as it could and that Gavin worked hard to ensure his success, his financial situation forced him to leave the University after his first semester. Stories like Gavin’s are becoming more common across the country as a widening gap emerges between those who are prepared for and can afford to attend college and those for whom the obstacles to higher education prove insurmountable.

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The Growing Divide

The Funding Dilemma

As the global economy continues to languish and the labor force struggles to adopt the new technologies, skills and knowledge needed to succeed, a college education is more important than ever. Yet the education gap between the wealthy who have access to education and the rest of the nation who cannot afford it is growing steadily.

Drake is known for recruiting and enrolling smart students, and this student profile is one of the things that make a Drake education desirable. Drake offers scholarships known as merit aid to these students as an incentive to bring them to campus — a common practice among colleges and universities across the country.

In 2010, 82 percent of those in the upper quartile in terms of income in the United States earned a bachelor’s degree by the age of 24 — up from 77 percent in 2005. In contrast, among those of the same age in the bottom economic quartile, only 8 percent earned a bachelor’s degree — down from 10 percent in the same time period.1

Though Drake provides a large number of scholarships — approximately $48 million annually — many of these merit aid scholarships are given to students with little or no demonstrated financial need (as per the federal formula for determining need).

“It seems like we’re going back to the way it was 100 years ago, when only the elite and their children could afford to go to college and the rest of us went to work,” says Tom Delahunt, vice president for admissions and financial aid. “It used to be we were talking about kids living in poverty and their lack of access. Now we’re talking more and more about the middle class.” As this gap between the middle class and the wealthy grows, students are forced to choose the school they can afford rather than that which offers the best education or the career training they need. “Higher education has always been the driver of socio-economic mobility, but we are failing students today,” says Drake President David Maxwell. “Many students are forced to make a decision to attend a college that is not the best fit for them. They have to choose based on economics rather than education.” And though economics plays a large part in the increasing access gap, other factors contribute to the problem as well. Even if grants, scholarships, loans and financial aid were available for every student seeking higher education, the reality is that fewer and fewer students are academically prepared to attend. High school drop out rates are on the rise, reaching 55 percent in some major cities. An increasing number of those who do graduate are increasingly less qualified for college; many are unable to read at grade level or perform adequately in math or science.2 “The number of students prepared for college is dwindling,” says Delahunt. “Despite many outstanding teachers, K–12 education is just not working. We have schools doing what they can to make sure kids graduate, but they aren’t preparing them for college.”

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“Economically disadvantaged kids tend to be heavily concentrated in substandard schools,” says Maxwell. “Minority and immigrant populations are disproportionately represented in the low economic spectrum, and these students are the ones who receive the least benefit from the merit aid system.” While most institutions recognize that giving funds to students who don’t necessarily need it is not the ideal situation, the practice is likely to continue for the foreseeable future. Thanks to a dramatic increase in undergraduate applications in recent years and the increased demand for a Drake education that this represents, Drake has been able to offer less merit aid to the current incoming class than in previous years. Still, ending the practice completely is not practical while competition for the most qualified students remains intense among our peer institutions. “We are engaged in the merit aid wars, which is one of the worst things to happen to higher education,” says Maxwell. “We’ve limited it to an extent, but no university can unilaterally withdraw from it.” Until or unless something changes in the way colleges and universities award financial aid, funds will continue to be diverted from students in need to recruit highly qualified students who can already afford to attend college.

The Hope Gap The reality that hard work and dedication do not automatically translate into success is not lost on high school students. Many of those who live in challenging financial situations simply see college as a dream for other people. Wanda Everage, vice provost for student affairs and academic excellence, refers to this as the “hope gap.”


“The loss of hope is a great concern,” she says. “The sense of

And often, Delahunt says, student success is not even the top

hopelessness compounds itself in a downward spiral that can

priority of a university, particularly at some for-profit institutions.

continue for generations.”

The goal is often enrolling as many students as possible in order

If high school students think there is no possibility to attend college,

to collect the federal funds they bring with them.

they may assume there is no point putting forth the effort in high

“Letting [students] in is easy,” says Delahunt. “Finding the right

school and earn poor grades or drop out. This lack of education

place for them is what’s important, and I think many in the higher

means less access to jobs, greater likelihood of living in poverty and raising another generation of kids with the same feeling that there is no way to improve their lives. “Many students, particularly minorities and immigrants, are victims of assumptions by the grown-ups around them,” says Maxwell. “Some teachers, guidance counselors and even parents have the mind-set of ‘these kids don’t go to college.’ These students then are victims of that thinking because they are not encouraged to pursue higher education.”

Access vs. Success Even if a student leaves high school prepared for college, being admitted is only part of the solution. Getting into a college that offers a real opportunity for success is equally important. If students are willing to take out enough loans to pay for college, then it’s likely that some institution will admit them — even if there is little chance of graduating and succeeding in the real world. “The issue is not only making a college education available to everyone but also giving everyone the opportunity to be successful,” says Delahunt. “Is the education being offered worth the investment? That’s something potential students and parents need to consider and that colleges should need to prove.” With this in mind, the U.S. Department of Education has implemented a “gainful employment” rule that could end federal

education community have lost sight of this. A lot of times [the higher education community] focuses on the bottom line when we should be considering the student’s best interest.”

“Is the education being offered worth the investment? That’s something potential students and parents need to consider and that colleges should need to prove.” — Tom Delahunt

aid to institutions with high debt-to-income ratios for their graduates.3 The rule was implemented with the goal of protecting

The Effect on Drake

students who expect a quality degree for their investments, but

Though Drake has continued to fill seats in the classroom and bring

it has proven controversial, especially among private, for-profit

smart and prepared students to campus each year, the educational

institutions, which are most at risk of losing funds.

access gap has had an effect on the University.

“Drake can prove the benefit our students receive,” says Delahunt.

“I meet students every year who would do well at Drake, but I have

“We can point to our student success rate as proof of our value.

to tell them that it just might not work for them,” says Delahunt. “It hurts me that I have to say that. A lot of times Drake might be

Many schools cannot do that and hide that fact from the consumer.”

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the right place for them, and they may be in love with Drake for all the right reasons, but economics is a reality. We do everything we can to assist these students, and it tears your heart out, but we can’t do for one what we can’t do for everyone.” The financial reality of who can attend Drake results in an environment that is less diverse — socially, economically and culturally — than the world in which we live. Because of this economic monoculture, it is more difficult for students to gain experiences that will accurately reflect the reality of life after college. “We do have a less diverse environment than we want,” says Raylene Rospond, dean of the College of Pharmacy and Health Sciences and deputy provost at Drake. “That affects our graduates not only in their co-curricular activities but professionally. When they get out into the world, they will be in an environment that is very diverse, and they should be prepared to work in that environment. It makes what we’re trying to do in terms of promoting responsible global citizenship and meaningful personal lives difficult. It’s a challenge for us.” With so many factors responsible for creating the education gap, it’s little surprise that there is no single solution to the problem.

Bridging the Gap At Drake, the issue is being addressed through a variety of programs and initiatives that aim to lessen the economic and social difficulties many students face. On the economic front, the most important thing Drake is doing is working to increase its scholarship funds for students with financial need. “Improving in this area really depends on the generosity and commitment of the people we’re asking to support scholarships,” says Maxwell. “It’s a matter of our ability to fulfill the social compact, and this is hampered by our lack of resources.” Because of this, distinctlyDrake aims to raise $50 million in scholarship funding to enhance access to the opportunities presented by a Drake education. Additionally, Drake has kept tuition increases to a minimum while other private schools have increased tuition at a much faster pace; Drake’s tuition has increased on average only 4.3 percent annually over the past decade compared to the national average among private institutions of 6.4 percent annually. Among other initiatives,

“The goals of these programs cannot be our own self-interest. We’re promoting a college education, regardless of where a student chooses to go.” — Deneen Dygert the University pursues federal grants whenever possible to support those who could not otherwise afford higher education and is making textbooks available in an electronic format to cut down on extraneous costs to students. However, like most problems, throwing money at it is not a sufficient solution. In addition to increasing funds for scholarships, Drake faculty, staff and students work rigorously to help change the mind-set among young students who believe that higher education is not an option and to help them realize that there is still reason to study, work hard and pursue a college education. “The culture at Drake is such that there is not one person or office responsible for this type of initiative,” says Everage. “We try to instill this throughout the community.” On a national level, Maxwell is a member of the Business-Higher Education Forum (BHEF), a group of Fortune 500 CEOs and college presidents committed to improving educational access and achievement. One of the organization’s major programs is the College Readiness, Access and Success Initiative (CRI), which has already experienced some encouraging success in Louisville, KY. Maxwell hopes to see Des Moines and Drake model its efforts based on the success seen there. He also has agreed to serve on the Human Capital Improvement Task Force of central Iowa’s Capital


Crossroads strategic planning initiative (the task force that will focus on education) and will work to connect this group to the BHEF and CRI.

Though Gavin’s economic situation prevented him from finishing

“The fundamental principle is getting the community to take

Drake junior Ryan Price has helped lead the effort and has partnered with the Office of Admission to increase high school student involvement. At least 60 students participated in the most recent Bulldog for a Day program, and that number is expected grow at future events.

responsibility for educating its students,” he adds. “We are actively and aggressively working with community members to increase completion of education and access in the greater Des Moines metro area.” The Office of Admission also works collaboratively with members of the local community as well as with national organizations to conduct programs (at least 20 each year) that reach out to students who might otherwise not consider a college education possible. The programs target students from fifth grade to those in their senior year of high school from both the local community and the greater Midwest area. Establishing a relationship with students early on puts college on their minds and ultimately helps make the possibility a reality. “The goals of these programs cannot be our own self-interest,” says Deneen Dygert, associate director of admissions. “We’re promoting a college education, regardless of where a student chooses to go. Whether they choose to go to Des Moines Area Community College or Drake, it’s been successful.” The annual College Prep Day, an initiative undertaken with the Youth Council of the National Association for the Advancement of Colored People (NAACP), involves outreach to all Des Moines high

his Drake degree, the program he initiated continues to grow and inspire many students to pursue their college dreams.

“When the students arrived on campus, they had some preconceived notions about Drake and college in general as being out of their grasp,” says Price. “When they left, they realized they could fit in at a place like Drake. They talked on the bus about what they wanted to major in and what they wanted to do on campus. As soon as we facilitated that conversation, it changed perceptions and opened up doors for students who might never have considered college.” Following the program last year, students from Grand View University in Des Moines approached Price with the idea of expanding and adapting the program to their campus, an idea that Price is eager to see come to fruition. “Hopefully it’s not only going to grow here but also throughout Des Moines and Iowa. And if it grows beyond that, even better.” For more information on distinctlyDrake and efforts to increase scholarship funds, visit www.distinctly.drake.edu.

“Successful outreach takes an investment in time and resources,”

SOURCES: 1. Nichols, Andrew Howard. “Developing 20/20 Vision on the 2020 Degree Attainment Goal.” Pell Institute for the Study of Opportunity in Higher Education Publications. Pell Institute for the Study of Opportunity in Higher Education, May 2011. Web. 8 Aug. 2012. 2. Capelli, Gregory W. “Higher Education at a Crossroads.” Apollo Group, Inc., August 2010. Web. 31 July 2011. 3. Field, Kelly. “Pell Grants Are in Jeopardy, Senator Durbin Says, in Warning to Nonprofit Colleges.” The Chronicle of Higher Education.

says Dygert. “It’s not a quick process. It takes a lot of time to reach

school students. The partnership with the NAACP has opened the door for many Youth Council students to consider and ultimately enroll at Drake. Additionally, on College Application Day this past June, 40 students who had been in contact with Drake representatives since seventh grade came to campus and submitted an application for admission from a computer lab in Meredith Hall.

The Chronicle of Higher Education, 1 Feb. 2011. Web. 2 Aug. 2011.

these students, but we’ve been really successful in making Drake welcoming to them.”

Students Helping Students Another initiative that has been successful in engaging high school students is the Bulldog for a Day program, which was initiated by Gavin, the first-year student who left Drake for economic reasons after only one semester.

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ILLUSTRATION BY DREW ALBINSON, CLASS OF 2013

Race in American Life U.S./Atlantic

Cultural & Artistic Representations Enlightenment

Modernity


When Academic Worlds Collide Helping students look at the world through an interdisciplinary lens Contemporary U.S. Race Relations Religions — Science

Law/Doctrine

Classical & Preclassical Legal Consciousness Sexual Politics Abolition — Suffrage — Temperance Slavery — Economy Social History Plessy Doctrine By Jill Brimeyer Aspiring young lawyers and school administrators come together at Drake Legal Clinic to provide legal and educational support to kids struggling with abuse, neglect and delinquency. Across campus, students of astronomy and computer science transform data into 3-d graphics, creating vibrant digital models to help solve the riddles of distant galaxies. These kinds of interdisciplinary collaborations — the meeting of diverse minds to solve complex problems — are becoming more the rule than the exception at Drake. And the broadened depth and breadth of knowledge that results is driving a new model for the future of education.

A diversity of experts “The issues most of us are going to deal with in our jobs are not concerned with one discipline. Professions are not onedimensional,” says Drake University President David Maxwell. “Issues of rich vs. poor, environmental health, global conflict, energy depletion — ­ you can’t necessarily major in any of these. These are complex issues that require knowledge in a broad range of fields.” This need to be able to assimilate and make connections among various areas of knowledge, says Maxwell, lies at the philosophical heart of interdisciplinary education. fall 2011

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“The issues most students will deal with in their professions don’t fall within just one discipline. Complex issues require a diversity of experience.” — President David Maxwell

“The question becomes: How do we reflect what’s happening in the world and the kinds of real-world challenges our students are going to want to tackle when they graduate?” he says. American universities, for the most part, are still structured on a 150-year-old model — ­ one that doesn’t reflect the world in which students will graduate. Drake’s solution, says Maxwell, is not to tear down academic silos but build bridges among them where students and educators can meet. “What we want to do as an institution is create an environment that’s conducive and nurturing to the growth of academic bridges,” says Maxwell. “These collaborations help teach students how to integrate different areas of knowledge. Uniting grand thoughts is an important learning outcome.”

A different way of looking at the world Accomplishing these educational aims requires much more than just exposing students to separate fields of study. Truly interdisciplinary education draws on diverse knowledge and skills to answer a common set of questions. It’s a holistic approach to learning that is more dynamic and exciting than it is neat and tidy. Case in point is Renee Cramer’s enormous white board. Cramer, associate professor and director of the Law, Politics and Society (LPS) program, illustrates a sample course syllabus in the interdisciplinary major by scrawling Brown v. Board of Education on the board, then marking successive circles that encompass culture, economics, politics, social structure, religion, gender, race and more. “The interdisciplinary approach builds concentric circles around a topic to bring different perspectives about specific phenomena,” says Cramer. “My job as a program director is to hire people who can put different topics at the center of

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the circle, such as international law, criminology, American Indian law, gender and social movements.” The 10-year-old LPS program is now one of the three largest undergraduate majors in the College of Arts and Sciences. About 60 percent of LPS majors will go on to law school. Even so, the major presents an academic journey that transcends disciplines. “Students who come in and didn’t expect this approach are sometimes surprised or even angry — ­ ‘I just want to know what Brown v. the Board of Education did, not learn about the environment, history or what happened later,’” says Cramer. “But by the end of the semester, they’ve done that with several topics. So when they see an item on the news about school integration or the International Criminal Court or tort reform, they have an understanding of the systems and political ideologies surrounding it. They think about the world differently.”

Collaborating for change Educators at Drake are finding that while an interdisciplinary approach is a great way to prepare students for the complexities of today’s workplace, it’s also an effective means to solve problems and drive change. The Joan and Lyle Middleton Center for Children’s Rights was added to the Drake Legal Clinic in 2001, spurred by concern in the child welfare community that children, particularly in cases involving delinquency, education issues, child abuse and neglect, were dangerously underrepresented in Iowa’s legal system. “There was never any collaboration in juvenile court before Middleton,” says Jerry Foxhoven, associate professor of law and executive director of the Drake Legal Clinic. “They were


“There was never any collaboration in juvenile court before [Drake’s Middleton Center for Children’s Rights]. What we’re doing here has changed everything.” — Jerry Foxhoven, associate professor of law, executive director of the Drake Legal Clinic

operating in silos, and no one looked much at educational issues before. What we’re doing here has changed everything.” The program teams graduate students in education — students aspiring to become school principals or superintendents — with law students to work on special cases. They address both legal issues and educational needs — providing representation, meeting with the schools, completing academic reports, working with the educational system and drafting legislation to remedy systemic issues. “When Drake education students study testing methodology or analyze educational systems, they’ve actually done it — it’s not hypothetical,” says Foxhoven. “And Drake Law students will have experienced working in a courtroom to advocate for a child, drafting legislation and lobbying at the capitol.” Foxhoven’s office boasts a cabinet filled with governors’ pens from bill signings made possible by Drake students. Some of these laws have included giving siblings placed in different foster homes the right to see each other and the right to be included in proceedings where their future is discussed. “We can truly say that Drake students are making an impact in the lives of kids,” he says.

Spontaneous partnerships One of the best by-products of an interdisciplinary environment is a culture primed for spontaneous collaboration and cross-pollination of ideas. One example of this environment can be found within the Drake Undergraduate Science Collaborative Institute (DUSCI). Created in 2005, DUSCI brings together students in various areas of the sciences with faculty mentors to conduct research and share results. Collectively, they explore questions ranging

from how pigeons use their hippocampus to the composition of experimental antimalarial drugs, and share their results with a broader audience. “You can’t be a scientist without an awareness of other fields outside of the one you’re in,” says Maria Valdovinos, professor of psychology and the director of DUSCI. ”Here at Drake, much of our collaboration in the sciences has evolved as a result of DUSCI-hosted events — they serve as a forum to cultivate relationships with people in complementary disciplines and highlight the exciting things that students are doing.” The research collaborations that have spun from DUSCI and one of its key events, Drake University Conference on Undergraduate Research in the Sciences (DUCURS), are many. In just one of these partnerships, Charlie Nelson, associate professor and department chair of physics and astronomy, connected with Tim Urness, assistant professor of computer science. Urness created a computer graphics model to visualize data, allowing Nelson to better explore the mechanism that drives the flow of ionized gas in distant galaxies. “Charlie had insight to this complicated problem in which he thought some computer imaging could help understand the complexities of the data,” says Urness. “He called me in 2009, and we’ve been collaborating ever since.” Several summer research students have also contributed to the project, earning bylines on a paper and garnering funding for several grant proposals. Valdovinos herself recently found her scientific curiosity piqued when she spotted a student’s display on how short bowel syndrome impacts the absorption of medication. As a result, she connected with the student’s faculty mentor, a

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“We all evolve as scholars, and to do so we need to spin ideas off each other.” — Maria Valdovinos, professor of psychology, director of DUSCI

professor of pharmaceutics, to look at whether the same phenomenon might be found in kids with autism, who frequently have gastrointestinal issues. “The question wouldn’t have been obvious to me without seeing that student’s poster,” says Valdovinos. “We all evolve as scholars, and to do so we need to spin ideas off each other.”

“It brings a wider range of cultural knowledge, a deeper set of skills, more facility with a wider range of research types and the ability to listen and work with people who think differently than you do,” says Cramer. “Students see the world from multiple angles and understand the connections between each. Interdisciplinary education is what enables these leaps to happen.”

Diversity by design With collaborations becoming commonplace in traditionally insular disciplines, it’s safe to say that on Drake University’s current dynamic trajectory, no discipline is an island. And in the eyes of future employers, this is a very good thing.

An Interdisciplinary Road Map Drake has several formal interdisciplinary programs in operation or in the works: “think tanks” to break through disciplinary boundaries and stretch students’ intellectual agility and creativity. Fueled by distinctlyDrake, these centers bring students opportunities that will set them apart in the eyes of employers and graduate schools.

center for speaking and writing

the principal financial group center for global citizenship

institute for creative learning and teaching

Established in 2002, the center is expanding beyond its current mix of study abroad, visiting speakers and scholars to offer a large-scale integration of global issues into the curriculum and campus culture. This concept encompasses Drake’s global and comparative public health concentration, which prepares students to improve the health of communities worldwide.

center for leadership This planned center will build upon the mission and purpose of the Donald V. Adams Leadership Institute, which launched in 2000. The center will offer events, activities and programming focused on equipping students and faculty with the tools to define, understand, replicate and strengthen leadership.

Also part of Drake’s distinctlyDrake plan, the Center for Speaking and Writing will serve as a resource for faculty members to share strategies in how to be effective coaches in writing and speaking, regardless of academic area. The vision is for the center to support faculty as they embed competence in oral presentation and writing within the context of their curricula.

With a generation of students who are wired to learn differently, today’s classroom learning model, which is hundreds of years old, is no longer the most effective way to reach this group. The Institute for Creative Learning and Teaching will enable faculty to collaborate on the creation of innovative, high-impact learning practices.

intellectual property law center Part of Drake Law School, the Intellectual Property Law Center was established in 2007. It serves as an international research hub; fosters partnerships with leading research institutions around the world; and brings together judges, policy makers, industry leaders, attorneys, academicians and students to explore cutting-edge issues.

— J.B.


Our descent from Tema village — the children make it look easy.

tanzanian touchdown Why I gave Africa my all — including the shoes on my feet A first-person account by Cameron Good, Class of 2013 Sitting underneath the mosquito net that covered my hotel bed in Tanzania, I pulled out my laptop and considered what to write as the first post to my blog that would chronicle a life-changing adventure. After months of planning and fundraising, packing and repacking, 60 of my teammates and I were finally in Africa. We were about to embark on a two-week immersion in sports, service, a safari and a mountain summit. How could I possibly begin to describe the culture shock that these Drake University football players were already experiencing — not to mention the nervous anticipation of what was to come? The uncertainty and fear that I felt before we left the U.S. still hung over my head. What was the true purpose of this journey? Yes, we were going to compete in the first collegiate American-style football game ever on the continent of Africa, but we all knew the trip was about so much more than football. I didn’t know it yet, but over the next two weeks I would come to realize the powerful effect this trip had on not only our team but also the entire continent of Africa and the thousands of people who followed us on www.camgoodvideo.com, my personal website. fall 2011

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Our trip began with a huge bang: We held a two-day youth clinic for more than 2,000 African children. Without having any time to discuss or organize the format for the camp, the Drake players linked with student-athletes from Mexico, the CONADEIP All-Stars, and began to teach the game of football to the crowd of Tanzanian boys and girls. None of the children had even heard of American football, and most couldn’t understand English. With the boys dressed in their school uniforms and the girls in their skirts, the reactions of the children were absolutely priceless. Everyone enjoyed the clinic, from warm-up exercises to sprinting down the field and diving to catch a ball. I remember how excited one young man was after I taught him how to do a basic high knees warm-up step: “Poa kichizi kama ndizi” he said, which means “I’m crazy cool like a banana peel.” That first day of clinics rushed by. The next morning, I was ecstatic about teaching another huge group of children. We arrived at the field and Coach Creighton gave a brief introduction to the huddled group of kids — and then, on impulse, I decided to give my own fire-up speech. “There are millions of people in Africa,” I shouted as I held a football in my hand. “And you guys are the first ones ever to play this game right here … you will be telling your children’s children that you were the first one who learned how to play football.”

I saw a lot of laughter in the children’s faces — they didn’t understand a word I was saying. I’m sure they wondered why this guy was going crazy. While coaching linebacker drills, I met a 16-year-old boy named Barracka. He was one of the biggest 16-year-olds I had ever seen, and I quickly noticed that he was struggling to perform in shoes that were at least four sizes too big. When I asked him about it, Barracka told me how difficult it was to find shoes that fit his size 14 feet. I asked him to try on my size 14s. “Perfect fit,” he said. When I told Barracka that he could keep my shoes, he looked at me in disbelief. He couldn’t believe that I actually gave him a pair of my Nike running shoes. Being a sneaker fanatic and collector, I have countless pairs of athletic shoes that fit my feet, something that I obviously have taken for granted. Stepping out of my comfort zone by wearing socks for the rest of the day created a memory I will never forget. I looked down all day, constantly paranoid about what I would step on, but in the end my feet were fine, and I was thrilled to help Barracka with his predicament. On our third day in Tanzania, we played and won the Global Kilimanjaro Bowl game against CONADEIP. It was an experience that could support a whole article in itself — and I would do it disservice with only a brief reflection. In this article, I would prefer to tell you about the rest of what was to come; we still had lots to do and learn. On day four, our team split into three groups to work on community service projects. The agenda included soccer with the kids at an elementary school, visits to sick children in hospitals and construction of a room — from scratch — for an orphanage.

Barracka and me on the playing field.

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My group’s service project was in the remote mountain village of Tema. Traveling to Tema, which is 14,000 feet above sea level, was not easy. Our van got stuck in a ditch, and we had to push it out. Ultimately we could only drive so far up the mountain, so we had to walk the remaining three miles to reach the schoolhouse. We worked for hours carrying bricks, making cement and building a classroom. We also brought packages from Meals From the Heartland, a nonprofit organization, to give to villagers who were helping to build the classroom. The villagers worked hard, and they did it for basically nothing — just a meal they could cook for their family. Despite the long hours and the fatigue from walking to Tema, there were zero complaints from our group. The villagers reminded us to be grateful for what we have and to never take it for granted.


The summit at Kilimanjaro — finally!

Our historic trip concluded with a climb to the top of Mount Kilimanjaro. The night before the climb, many thoughts rushed through my head: I had never been so far away from my family, slept in a tent or gone camping. I am not an outdoors type of guy, so how in the world was I going to survive the next five days climbing the world’s tallest freestanding mountain? What I would soon learn was that my inner strength was far greater than I knew, and the support of my teammates and coaches extended far beyond the yard markers and goal posts of a football field. When a player stumbled, faltered or began to doubt himself, we would encourage him, reminding each other of the power of teamwork. On the final day of the climb, we left camp at midnight so we could watch the sun rise at the summit. Seven grueling hours later, we crossed the threshold to the peak. I can’t explain the immense feeling of taking that final step: to be on top of the world with my teammates and realize what we had accomplished. It wasn’t just the mountain we conquered, or the Global Kilimanjaro game we won, or the impact we made during the youth camps and service projects — the true accomplishment was much greater than the sum of those parts.

“My inner strength was far greater than I knew, and the support of my teammates and coaches extended far beyond the yard markers and goal posts of a football field.” Back in the United States, I was surprised to learn that my blog had become a beacon for parents and fans. During our voyage and in the weeks that followed, the videos I uploaded to YouTube received more than 5,000 views, and there were more than 3,000 visits to my website. For this electronic media major, this surpassed my wildest expectations. Even more surprising was that viewers lived in 35 different states in the U.S. and 21 different countries around the globe. Through my experiences abroad, and my outreach on the Web, Drake had helped me touch the world.

Learn more about the Global Kilimanjaro Bowl and the Bulldogs’ trip to Tanzania online: www.drakefootball.blogspot.com | www.dupeakperformance.blogspot.com www.kilibowl.com | www.drake.edu/kilimanjaro | www.camgoodvideo.com


Entrance to the Bell Tower, Old Main

Thick with the dust of ages and marked by the names of the past, this is the bell ringer’s door. Since Old Main’s construction in 1882, this doorway — and a steep, narrow staircase inside — has been the sole entry to the venerable building’s cupola. Though the bell has fallen silent, the wall’s voice grows; even signatures from 2011 can be found among the graffiti.


Update

distinctlyDrake Starts with a Bang It started with fireworks and hasn’t let up. The announcement of distinctlyDrake to a crowd of more than 300 leadership-level Drake volunteers last fall reignited the passion for Drake University felt by alumni and friends across the country and around the world — and the sparks are still flying. Only one year into the public phase of distinctlyDrake, the strategic plan designed to propel Drake University toward the vision for its future, the University has already realized half of its fundraising goal. Thanks to the generosity of alumni and friends, who’ve contributed more than $100 million, Drake University is quickly advancing toward its vision to be — and be recognized as — one of the very best institutions of higher education in the United States.


A Road Map for the Future The vision for Drake is aspirational — distinctlyDrake makes this vision tangible. The following five priorities are the foundation of distinctlyDrake and the building blocks for achieving the vision for the future of the University: Strengthening The Drake Fund

Funding capital projects is essential

will provide the University with the

in order to enhance the exceptional

necessary agility to keep alive the

learning environment Drake students

mission of Drake and build on its

have come to expect. Plans include

130-year legacy of offering the best

the construction of a new School of

possible learning experience.

Education building, new and renovated

Investing in scholarships will ensure Drake remains financially accessible to the world’s best students while reducing the debt burden on students

science facilities, and the renovation and expansion of Cartwright Hall, Cowles Library and the Drake Fieldhouse.

and their families.

Developing interdisciplinary centers

Endowing chairs and professorships

like the existing Center for Leadership

and investing in faculty members’

and The Principal Financial Group

scholarly pursuits will enhance

Center for Global Citizenship will

Drake’s commitment to academic

break through traditional boundaries

excellence and its ability to continue

of thought and create unparalleled

attracting the best and brightest

opportunities for students and faculty.

teachers and scholars.

For more information about the distinctlyDrake priorities, visit www.distinctly.drake.edu.

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Update

Drake’s vision is to be — and be recognized as — one of the best institutions of higher education in the country.

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distinctlyDrake Co-chairs See Opportunity As co-chairs of distinctlyDrake, we are honored and eager to lead the way in seizing this unprecedented moment in the history of Drake University. The rich tradition of achievements at Drake University provides ample evidence of the University’s ability to graduate leaders who can change the world. What distinctlyDrake seeks are the financial resources to continue that tradition while ensuring Drake plays a leadership role in overcoming the unique challenges posed by an increasingly technological, global and interconnected world. distinctlyDrake invites all of us to ensure that the 130-year legacy of Drake is more than just history. It’s an opportunity to enhance the University’s unique strengths, to overcome challenges, to build on the love we all have for Drake and to help the University more fully realize the promise of its future in order to leave behind a better world for generations to come. We urge you to join us in supporting this remarkable effort. Larry Zimpleman, bn’73, gr’79, Chairman, President and Chief Executive Officer, Principal Financial Group Peggy A. Fisher, fa’70, Chief Strategic and Operating Officer, The Stelter Company Jim Hubbell III, Chairman, Hubbell Realty Company


Update

Drake Alumni and Friends Rally Around Collective Vision Since the announcement of distinctlyDrake one year ago,

Scholarships

Drake alumni and friends have demonstrated support for

If ever there were a magic number, it’s $5,000; that’s the

the University in unprecedented numbers. Here are a few

amount that often determines whether students can

examples of the many ways in which they are making an

afford a Drake education. And it’s what led Mike Mason,

impact on the University’s future.

la’68, and his wife, Judy, to establish the Mason Scholars program. The estate gift will provide four $5,000 scholarships

The Drake Fund Brian Harms, as’89, has given to The Drake Fund for 22 years. An avid supporter of the Donald V. Adams Leadership Institute (DVALI), Harms started with a contribution of

to students each year, in perpetuity. To provide student scholarships immediately, the Masons will be funding scholarships directly on an annual basis.

$100 as part of his senior class gift. Harms gradually

Bill, bn’60, and Nancy Longfield believe in the power of

increased his gift amount each year and became a

learning — and empowering students. That’s what inspired

President’s Circle member 11 years later (membership in

the couple to give $1 million to distinctlyDrake in order to

the President’s Circle requires an annual gift of $1,000 or

establish the Longfield Scholarship Program, an endowed fund

more). This year, Harms made a significant impact on

that provides academic scholarships to eight undergraduate

distinctlyDrake: He committed to a multiyear gift to

students annually.

The Drake fund of $35,000, designated for DVALI.

Endowed Faculty

Loretta Sieman, la’66, gr’72, and her husband, Robert,

Karen and Herb, bn’58, Baum are leading philanthropists

ph’66, make it a point to include Drake University in their

in their community and at Drake University. Mr. Baum is a

annual charitable giving. Known for their philanthropic

member of the Drake University Board of Trustees and has

efforts throughout central Iowa, the Siemans have increased

been Executive in Residence at the University; his service

their contributions to Drake over the last several years and

to Drake and his successes in business have earned him

achieved President’s Circle membership in 2010. Mrs. Sieman

both the Alumni Achievement Award and the Distinguished

is so enthused about distinctlyDrake that she authored a

Service Award. Mr. Baum’s passion for ethics in business

letter to central Iowa Drake graduates requesting support

led the couple to support distinctlyDrake with a $2 million

for the fundraising effort.

gift to endow the Herbert and Karen Baum Chair of Ethics

Kate Allen, as’06, was destined to be a supporter of The

and the Professions.

Drake Fund from the moment she graduated: Her parents, Jerry,

Peggy Fisher, fa’70, member of the Drake University Board

la’69, and Lori, ’70, have spent decades supporting Drake

of Trustees, and her husband, Larry Stelter, have been giving

both financially and through volunteering. Upon graduating,

back to Drake for decades, both financially and as committed

Ms. Allen gave $500 to The Drake Fund and became an

volunteers and enthusiastic supporters of Drake Athletics.

associate member of the President’s Circle; she now serves

The couple’s $2.2 million gift to distinctlyDrake endowed the

on the President’s Circle Board along with her father.

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$200 million

Peggy Fisher and Larry Stelter Chair of Magazine Journalism

$100 million

and made a significant contribution to The Drake Fund.

Capital Projects Joan, ed’63, gr’77, and the late Lyle, la’61, lw’64, Middleton

$0

have devoted their lives to children. The couple mentored more than 40 children and committed to funding each child’s education through college. They also established the Middleton Center for Children’s Rights at Drake Law School and the Drake University Urban Education Program. But Joan wanted to do more — both for Drake and children in the community. That led Joan to make a $2 million gift to distinctlyDrake for the new School of Education building.

Financial gifts have already propelled distinctlyDrake halfway toward its goal

Interdisciplinary Centers The Principal Financial Group, a long-standing partner with Drake University, provided a $2.5 million gift to distinctlyDrake to support The Principal Financial Group Center for Global Citizenship. The Center will promote

Generations of Drake students knew Maddie Levitt for her

internationalization of the curriculum, increase access to

unwavering loyalty and devotion to Drake; now her daughter,

study-abroad programs and enhance Drake’s ability to

Suzie Glazer Burt, is continuing the legacy. Ms. Glazer Burt

recruit more international students, faculty and staff.

and her husband, Greg, have committed to a leadership-level

View the Honor Roll of Donors at www.drake.edu/donors to see

gift of $1 million to distinctlyDrake in support of capital

a complete list of Drake University donors.

projects and to bolster Drake Athletics.

The Drake Fund finishes record-breaking year The Drake Fund, which provides annual operational support

In the last several months, thousands of alumni and friends

for the University, raised a record-breaking $3,275,763

have supported The Drake Fund, with gifts ranging from

last fiscal year, surpassing its ambitious fundraising goal

$1 to $50,000 coming from supporters ages 22–92.

of $3.2 million.

Additionally, members of the University’s board of trustees

“I can’t pinpoint one thing that was responsible for our success; it was a combination of things,” says Pam

agreed to match new and increased gifts to The Drake Fund, up to a total of $500,000.

Pepper, director of development operations and annual

“Giving to The Drake Fund is one of the easiest ways to

fund programs. “But I do feel distinctlyDrake and the

make an impact on the University,” says Pepper. “You don’t

board of trustees challenge played a big part.”

need a lot of money to make a difference, just a passion for something you believe in.”

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Update

From the President In our 11-plus years at Drake, it has become clear to Maddy and me that our alumni, parents and friends are passionate in their connections to the Drake experience, grateful for the opportunities it provides and empowered by the ways in which it helps shape lives. The extent of that passion is demonstrated in the outpouring of support for distinctlyDrake — and it runs deep.

While the campaign has a dollar goal attached, it is driven most of all by a collective vision for Drake — an aspirational and exciting picture of what Drake must be in the coming years in order to continue to fulfill the promise of our mission; to manage the challenges ahead; to remain vital, vibrant and resilient; and to lead the way as a national model for excellence in higher education.

Since the launch of distinctlyDrake, alumni, parents and friends have contributed more than $100 million to ensure that Drake University realizes the vision for its future, to be — and be recognized as — one of the very best institutions of higher education in the United States.

This is Drake’s time. Your passion for Drake really can change the world and make real our collective vision for generations of students to come. Dr. David E. Maxwell, President, Drake University

Accelerate distinctlyDrake distinctlyDrake is off to a tremendous start — continue the

If you make a new or increased gift to The Drake Fund at

momentum by getting involved.

the President’s Circle level between now and May 31, 2012,

Share your Drake story with the world. Visit www.distinctly .drake.edu to submit your Drake story in pictures, writing or video. Be sure to explore the site and see what others have to say. Be an ambassador for Drake. Demonstrate your Drake pride everywhere you go. Visit www.distinctly.drake.edu/bulldogpack to order a book of Drake-related activities designed to make your Bulldog pride shine. Attend a distinctlyDrake event in a city near you. Visit with fellow alumni, hear from President Maxwell about the vision for Drake and visit the video booth to record your Drake story. Visit www.alumni.drake.edu for a list of upcoming events. Make your gift to distinctlyDrake. Visit www.alumni.drake.edu and click Give to Drake. 40

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your gift may qualify for the Drake University Board of Trustees challenge, in which board of trustees members would contribute two dollars for every dollar you give. Visit www.distinctly.drake.edu for more information about this extraordinary fundraising effort designed to propel Drake University toward the vision for its future.

distinctlyDrake A promise to our students. A vision for the University. An opportunity for you to make a difference.


alumniconnections

Drake Notes Changed your career? Published a book? Earned an advanced degree? Let’s stay connected! Tell us about your accomplishments at www.alumni.drake.edu so we can share them with your fellow Bulldogs. * Drake Notes is published in each issue of Drake Blue. This issue includes all entries received by August 19, 2011.

achievements 1930

1960

1970

Marian (Streyffeler) Easter, ed’39,

Grace (Jansen) Wagoner, fa’61,

Ron Battani, ga’67, gr’73,

Lorraine (Buckles) May, la’73,

and Don Easter, bn’40, Des Moines,

and Jon Wagoner, ph’62, Sioux City,

Henderson, NV, retired after

lw’76, Des Moines, was honored

celebrated their 70th wedding

IA, celebrated their 50th wedding

44 years as a band director in

at the 2011 Des Moines Business

anniversary in June 2011.

anniversary in May 2010.

Iowa, Texas and Nevada.

Record’s Women of Influence

1950

Catherine Williams, la’61, Des

Karen Howard Brown, jo’67,

Moines, received the Diversity

Knoxville, TN, was appointed

Patsi Robinson, ed’73, Gig Harbor,

Derald Stump, fa’53, State College,

Lifetime Achievement Award from

2011 president of the Tellico Village

WA, accepted a new position as a

PA, was elected vice chair of the

the Iowa Chapter of the National

HomeOwners Association.

teacher and intervention specialist.

Centre County Mental Health/

Association of Social Workers.

Mental Retardation Advisory Board in State College. Stanley Brandenburg, bn’54, Georgetown, TX, was awarded a U.S. Air Force flag by Retired Col. Clifford Way Jr. as commander in chief of the Military Order of the World Wars. Brandenburg serves on the Veterans Memorial Advisory Group of Sun City, TX. Miriam (Bierbaum) Kapfer, fa’56, Atlantic, IA, retired from Kraft Foods Global. Gary Leatherman, fa’56, Mission, TX, has been an instructor of vocal music in Iowa for 30 years; is the author and publisher of Show, Swing, Jazz Choir Information; and

Thomas H. Junz, gr’68, Boston,

Linda Walters, gr’75, Cheyenne,

Mary (Schroeder) Halberstadt,

was named the William Fairchild

WY, played a tour of solo organ

ed’62, gr’70, Georgetown, TX,

Warren Distinguished Professor

concerts in Poland during the

retired after 48 years of teaching.

at Boston University.

summer of 2010.

Dale Talbott, bn’62, St. Charles,

Scott Hein, la’69, Prescott, AZ,

Jaime Porter, jo’76, Washington,

MO, was awarded the Distin-

accepted a position as an Airbus

DC, was named executive

guished Service Award by the

320 captain for Sri Lankan Airlines.

director of development for NPR

Missouri Interscholastic Athletic Administrators Association. Judy (Geary) Krieger, jo’65, Ottumwa, IA, retired in October 2010 as editor of the Ottumwa Courier, concluding a 45-year career in newspapers. Loretta J. (Tursi) Sieman, la’66, gr’72, West Des Moines, IA, was named the 2011–2012 West Des Moines Citizen of the Year.

is a contest adjudicator in many

Sherilynn (Benderoff) Wimmer,

states across the nation.

ed’66, Ankeny, IA, celebrated

Malvern Yarke, la’57, Wentzville, MO, received the Wright Brothers Master Pilot Award from the Federal Aviation Agency. Phillip Red Murrell, ed’58, Bartlesville, OK, was named to the National Junior College Athletic Association Hall of Fame.

Awards.

her 50th wedding anniversary

Bettie Burres-Youngs, fa’70, gr’71,

in Washington, DC.

Del Mar, CA, founded Bettie Youngs

Dean Shaw, bn’76, Alexandria,

Book Publishers.

VA, was appointed as a member of the board of trustees of Inova

Peggy Fisher, fa’70, Des Moines,

Alexandria Hospital Foundation.

was honored at the 2011 Des Moines Business Record’s Women

William Coleman Jr., fa’77, gr’84,

of Influence Awards.

Loredo, TX, author of The Death of the Good Wizard, was named

Steven Grossman, jo’70, Feasterville-Trevose, PA, produced a CD starring Tony award-winner Ben Vereen titled Steppin’ Out Live.

a finalist in the children’s book series category of the International Book Awards. Tari Marshall, jo’77, La Grange

Mac Macpherson, bn’71,

Park, IL, received the Partnership

Beaverton, OR, retired.

for a Drug-Free America Affiliate

with her husband, Ralph, in

J. Paul Blake, jo’72, Renton, WA,

Achievement Award for the

September 2010.

received the Distinguished

third year.

Achievement Award from SPU.

Linda (May) Ross, gr’77, DeSoto,

James Carroll Jr., fa’72, Livingston,

TX, joined the Senior Source in

NJ, published a website and is a

Dallas as the director of elder

member in good standing in the

support programs.

Association of Medical Illustrators.

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alumniconnections


Profile

The Root of Originality an alumnus’ relationship with art, education and agriculture

In a small home on a century-old farm in rural Iowa, Christian Vandehaar, gr’10, a high school art teacher, puts pastel crayon to canvas. He applies navy and purple touches to a darkening sky that looms above three sandy-haired, dirt-caked young farmers. The chalked-in teenagers are Vandehaar and his younger brothers. Their eyes betray a realization that years of baling hay and playing hide-and-seek in cornfields have come to an end. The painting, Farmboys, illustrates a family story that’s all too common in the Midwest: The land is no longer lucrative enough to employ everyone. “My brothers and I feel like farm boys,” Vandehaar says. “It’s hard for us to accept that we’ve left the family farm.”

Vandehaar has adopted this conflict — the decline of the small family farm — as a central theme in his art. He hopes to preserve that way of life by documenting it and glorifying it with his works. New venture, new struggle Vandehaar learned his passion for drawing from his high school art teacher in Bondurant, IA. He honed his art skills at Iowa State University and earned his master of arts in teaching at Drake University. While at Drake, Vandehaar found that art education, like family farming, is worth fighting for.

True to who you are Art became relevant to Vandehaar when he learned to capture his own rural upbringing. In the classroom, he hopes to reinvigorate art education by showing students how to take inspiration from the things they hold dear. “I try to get to know my students — their personalities, their hobbies — and teach them to tie art to a personal aspect of their lives,” Vandehaar says. “I teach them that the root of ‘originality’ is ‘origin’: being true to who you are.”

“Art is kind of a dying subject area in schools,” he says. “Like the problem of small farms, it’s larger than any one person. But I want to be part of that force, that movement, to raise it up again.”

— Aaron W. Jaco, jo’07, as ’07

visit www.drake.edu/magazine to see more of Vandehaar’s drawings and hear him discuss his passion for art and teaching.

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alumniconnections

Kay (Pettijohn) Augustine, fa’78,

David Mitchell, gr’82, Des Moines,

K. David Crone, gr’89, Lancaster,

Brandon Hamil, as’93, gr’04,

gr’88, Chaska, MN, accepted a

was named administrator for Iowa

NY, accepted a new position

St. Paul, MN, accepted a position

position as project coordinator

Vocational Rehabilitation Services.

as chief financial officer of Lake

as interim national sales manager

Eric Regional Health System of

for Cetera Financial Group.

of dissemination and outreach for the Check & Connect student engagement intervention/dropout prevention initiative through the University of Minnesota. Ron McMullen, la’78, Austin, TX, completed a tour as the U.S. Ambassador to the state of Eritrea and is now the State Department’s

Wendy (Carlson) Waugaman, bn’82, West Des Moines, IA, was

New York.

Kathleen O’Connor Adams, bn’94,

honored at the 2011 Des Moines

Alan Olson, as’89, lw’92, West

Snoqualmie, WA, was recently

Business Record’s Women of

Des Moines, IA, was elected the

promoted to the position of counsel

Influence Awards.

38th president of Iowa Association

at the law firm of Drinker Biddle.

for Justice.

Danielle (Krstich) Frank, as’94,

Matthew Bertani, la’83, Joliet, IL, was appointed to the Office of Associate Judge, Will County.

1990 Patrick Kearney, fa’90, Johnston,

Diplomat in Residence at the

Joan McKown, lw’83, Arlington,

University of Texas at Austin.

IA, was named to the Johnston

VA, has joined Jones Day law firm

Community School Foundation’s

John Minerley, bn’78, Anderson,

as a partner in its Washington,

Educator Hall of Fame.

SC, retired from both the U.S. Navy

DC office.

and FedEx.

Chicago, accepted a position as United Airlines flight attendant. Kay Marie Strong-Prather, lw’94, Randall, KS, was admitted to the Kansas Bar and accepted a position in the law firm of Weltmer Phillips

Carolyn (Clinton) King, as’90,

in Mankato, KS.

David Schulte, bn’83, Mission Hills,

Des Moines, accepted the position of Chaplain to the Des Moines

Jen Van Liew, ph’94, Minneapolis,

Mike Bates, jo’79, Arlington

KS, rang the opening bell at the

Heights, IL, joined the board of

NYSE as an executive with Tortoise

Police Department.

Youth and Family Counseling

Capital Advisors in Leawood, KS.

in Libertyville, IL.

Edward McGill, bn’90, West Des

was named the new executive director and chief executive officer for health care provider Minneo-

Steve Sullivan, jo’83, Ames, IA,

Moines, IA, was awarded 2011

sota Visiting Nurse Agency.

Donald Michael Jr., fa’79,

has been appointed Director

Central Region Top 10 Leader

Mindy (Trotter) Brinker, as’95,

Charlotte, NC, was recognized as

of Marketing and Community

Award by Northwestern Mutual.

lw’98, Phoenix, was promoted to

Teacher of the Year by The Art

Relations at Mary Greeley

Institute of Charlotte.

Medical Center.

Nancy (Maury) Oakes, ed’79, Glen

Thomas Walsh, la’84, Palatine,

counsel in the General Bourser’s

Amanda Schmoldt, jo’95, Decatur,

Ellyn, IL, earned her professional

IL, accepted a partnership position

Office of the FDIC in Washington,

IL, is a senior manager of change

human resource certification from

with Chicago-based real estate

DC.

management and communication

the HR Certification Institute.

developer Abbell Associates.

Oakes is a corporate recruiter with Presentation Services Audio Visual in Schaumburg, IL.

Michael Briggs, lw’91, Baltimore, was promoted to supervisory

Mary Sigmann Horn, as’91, lw’94,

attorney of counsel with Steptoe and Johnson, L.L.P.

at Archer Daniels Midland Company.

Laura (Hicks) Witte, lw’84,

West Des Moines, IA, was awarded

Minneapolis, was named general

the Advocate of the Year Award

Steven Westercamp, lw’95,

counsel for Cargill, Inc.

by the Juvenile Diabetes Research

Farmington, IA, was appointed

Foundation.

judicial magistrate for Van Buren

1980

Ray Gronowski, bn’85, gr’86,

Lori (Bannon) Canning, jo’80,

Naperville, IL, accepted a job with

David L. Remund, jo’91, gr’08,

Listingbook, L.L.C. as officer in

Chapel Hill, NC, joined the Drake

Alexander Rhoads, lw’96, and

School of Journalism and Mass

Jennifer (Geer) Rhoads, bn’91,

Communication staff in fall 2011.

gr’97, Des Moines, opened AllSpice

Columbia, SC, works in real estate with D.R. Horton as a new home

charge of all field sales and training.

sales and marketing representative.

Ed O’Neal, bn’86, St. Charles, MO,

Dennis McKnight, ed’81, San Diego,

was named a principal with Edward

accepted a position as running

Jones holding company.

backs coach with the Edmonton

Bill Dillion, jo’87, Denver, climbed

Eskimos, a Canadian Football

to the top of Mt. Cadillac with

League team.

Drake alumni Bob and Georgiana Pulver.

Judge Bruce Zager, lw’81, Waterloo, IA, was named to the

Richard Hunsaker, as’88, Carroll,

Iowa Supreme Court.

IA, was appointed by Gov. Terry

Rustin Davenport, la’82, Mason

Branstad to a second term on

City, IA, was appointed Iowa

the Iowa Alcoholic Beverages

District Court Judge.

Commission.

Tony Coletto, bn’92, Laguna Niguel, CA, was promoted to director– supplier management at Avnet, Inc. Devin Nickol, as’92, Omaha, NE, accepted a position as assistant dean for interprofessional education for the University of Nebraska Medical Center.

County in Iowa.

spice shop in Des Moines’ East Village. Sara Kagay, jo’97, Long Grove, IL, accepted a position as assistant general counsel–labor, employment and compliance for Brunswick Corporation, which is headquartered in Lake Forest, IL. Heather Podgorksi, as’97, gr’99,

Cathy (Cassani) Adams, ed’93,

St. Paul, MN, completed pediatric

Elmhurst, IL, co-hosts a radio

residency at the University of

program about parenting,

Iowa and is currently a Neonatology

relationships and personal growth.

Fellow at the University of Minnesota.

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Darren K. Sharp, lw’97, Kansas

Lance Gunkel, bn’01, Clive, IA,

Carey (Johnson) Wennerstrom,

Brent Riessen, gr’05, Johnston, IA,

City, MO, was chosen by Missouri

was featured in the Des Moines

as’03, Kansas City, MO, is

accepted a position as Johnston

Lawyers Weekly as 2011 up and

Business Record for his work

completing her residency in Kansas

High School principal.

coming lawyer.

with Syverson Strege and Co.

City and UMKC.

Greg Sojka, fa’97, Eugene, OR,

and new advising strategy.

Ryan Horvath, as’06, Overland

James Butler, gr’04, St. Charles, IA,

Park, KS, accepted a position as

was awarded a full fellowship at

Michael Richards, lw’01, Des

organized his fifth annual Helping

senior software engineer with

the University of Oregon, where

Moines, joined the Davis Brown

Hands from Local Heroes event.

PNC Bank.

he teaches music classes and

Law Firm in Des Moines as an

individual voice students and has

associate attorney.

Charles W. Campbell, lw’04,

Cynthia (Moe) Swart, bn’06,

Waukee, IA, was promoted to vice

Mt. Horeb, WI, obtained the

Amanda Zahasky Davis, ph’02,

president and general counsel for

Professional in Human Resources

gr’02, Rochester, MN, was named

Kum & Go.

Certification in January 2011.

Jason Gunkel, bn’04, Clive, IA,

Carter Casmaer, as’07,

was featured in the Des Moines

Minneapolis, started his residency

Maria Walinski-Peterson, ed’02,

Business Record for his work with

in emergency medicine at

Omaha, NE, received the Nebraska

Syverson Strege and Co. and new

Hennepin County Medical

Melissa Boutin, as’99, Denver, is

State Council for Social Studies

advising strategy.

Center in Minneapolis.

engaged to Ryan Grassmick.

Outstanding Teacher Award

Elizabeth Saunders, jo’04, Ann

Courtney Fronk, bn’07 Olathe, KS,

Arbor, MI, is founder and CEO of

is engaged to Tyler Putnam, with a

Real Life E, a company with an

wedding planned for September 2011.

begun work on a doctoral degree in music. Christopher C. Grenz, jo’98,

resident director of Mayo Clinics’

Lenexa, KS, graduated order of the

Primary Care Residency.

coif from the University of Kansas School of Law in May 2010.

(2nd Congressional District) and

2000

the Alice Buffett Outstanding

Jason Lehmkuhle, fa’00, Tokyo,

Teacher Award.

international reach on four

became the first American since

Tim Garrick, jo’03, Abu Dhabi,

continents, and has appeared in

1983 to win the Ohme-Hocki

United Arab Emirates, accepted

many national publications and

20-kilometer road race in Tokyo.

a promotion to business develop-

on news stations.

Shannon (Hazlehurst) Rivero, ph’00, North Barrington, IL, was promoted to Divisional Merchandise Manager for Walgreen Co.

ment services manager–precontracts for Parsons International Limited.

Tyler Watt, bn’07, Chicago, accepted a position as a consultant with Buck Consultants.

Marika (Spurgeon) Taylor, jo’04, was promoted to assistant director of site-based programs at Big

Adam Taylor, bn’03, Hugo, MN,

Brothers Big Sisters of the Greater

was promoted to manager of

Twin Cities.

client technology at Securian

Ashley (Householder) Harrington, jo’08, Orlando, FL, accepted a position as a sales coordinator with Walt Disney World Parks and Resorts at the ESPN Wide World of Sports Complex.

Financial Group.

Alumni Calendar november 2011

february 2012

april 2012

Scholarship Lunch November 11 Cowles Library, Reading Room

distinctlyDrake: Naples February 9

distinctlyDrake: New York Date to be announced

Choir Reunion and Benefit Concert February 17–18 Sheslow Auditorium

Downtown Street Painting April 25 Des Moines

distinctlyDrake: Charlston November 12

december 2011 distinctlyDrake: Kansas City December 8

january 2012 distinctlyDrake: Los Angeles January 14 National Game Watch January 22

march 2012 Believers and Achievers School of Education Alumni Awards March 6 Parents Hall, Olmsted Center Supreme Court Celebration March 29–31 Drake University

Alumni Awards Reception April 26 Reading Room, Cowles Library Relays April 26–28 Drake Stadium 10–, 25– & 40–Year Reunions April 27–29

African-American Reunion April 27–29 All-Greek Reunion April 28

may 2012 50– and 60-Year Reunions May 11–13 Commencement Weekend May 12–13 Visit www.alumni.drake.edu for more information and an updated list of events.

Visit www.alumni.drake.edu for more information and an updated list of events.

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alumniconnections

1960 Nate Lyman, bn’08, Livermore,

Christopher Nydle lw’10,

Anne (Thornton) Smith, as’03,

Carol E (Graney) DeChant, la’60,

CA, was promoted to a member

Waterloo, IA, started a new law

Chicago, earned her masters of

Boynton Beach, FL, published the

of the technical staff at eBay in

firm in Waterloo.

business administration degree

book Great American Catholic

in management from Roosevelt

Eulogies in March 2011.

San Jose, CA. Lisa Spinoso, as’08, bn’08, Washington, DC, accepted a position at MITRE.

advanced degrees

University.

1980

Jessica Ernst, as’06, Marshall, WI,

David Wilcox, jo’81, Madison, WI,

Sarah Bush, as’09, jo’09, Des

received his MS degree in mass

Moines, works as a copywriter for

communication from the University

EMC Insurance Companies as well

of Wisconsin at Whitewater.

as a writing coach for the Drake

Hon. Richard T. Gurley, lw’86,

College of Business and Public

Grand Junction, CO, obtained an

Administration.

MBA from the University of

Blake VerPloeg, bn’09, Norwalk, IA,

Colorado Graduate School of

accepted a promotion to director of

Business in December 2010.

work with Wells Fargo Real Estate

Robert Brink, la’64, Palm Springs, FL, wrote the novel Breaking Out.

earned her master of public administration degree along with her master of arts in international relations from the Maxwell School of Syracuse University.

1970 Gary Porter, bn’72, Hudson, WI, along with Melissa Porter, wrote Duffy: The Tale of a Terrier, a

Ryan Horvath, as’06, Overland

compilation of stories about their

Park, KS, earned a master’s degree

beloved terrier, Duffy.

in software engineering from the University of Kansas.

Julie (Jordan) Hanson, la’74, Cedar Rapids, IA, authored a new

Carter Casmaer, as’07, Minneapolis,

collection, Unbeknownst, which won

graduated with an MD from the

the Iowa Poetry Prize in 2010 and

University of Missouri School

has been recently released by the

of Medicine.

University of Iowa Press.

Lisa Spinoso, as’08, bn’08,

1980

Tax Services L.L.C.

1990

2010

David L. Remund, jo’91, gr’08,

Irina Bassis, gr’10, Ames, IA, is the

in strategic communication at the

new vice president of marketing

University of North Carolina at

and development for Great Plains

Chapel Hill.

Washington, DC, received her

Catherine (McCrimmon) Evans,

master of science in systems

la’84, Urbandale, IA, published

Kristin Billingsley Cooper, lw’10,

2000

engineering from George

the book Why Do People Run?:

West Des Moines, IA, joined the

Brian Maloney, as’00, Aurora, IL,

Washington University.

Competitive Sport, Daily Exercise,

law firm of Ahlers and Cooney P.C.

earned an MA in modern European

Chapel Hill, NC, completed his PhD

Regional Medical Center.

Nina Forcier, lw’10, Waterloo, IA, started a new law firm in Waterloo. Matt Hirschinger, as’10, Philippines, is serving in the Peace Corps in Children, Youth

history from Northern Illinois

authors

University.

1950

Carey (Johnson) Wennerstrom,

Art Frankel, bn’52, gr57, Blue Jay,

as’03, Kansas City, MO, graduated

CA, published the book Flew by the

as a DO from Des Moines

Seat of My Pants.

or Community Event in 2010.

University in 2008.

and Family Development.

births Karrie (Swanson) Fjelland, bn’94,

Brian Berns, bn’97, and Lisa,

Sara Opalinski-Maloney, jo’00, and

Kelly (Gale) Miller, jo’02, and

and Kurt, Chicago, a son, Jasper

Chicago, twin girls, Joleigh Iva

Brian Maloney, as’00, Aurora, IL, a

Patrick Miller, bn’03, Maple Grove,

Ryan

and Aliay Haley

son, Neil Andrew

MN, a daughter, Alexis Katherine

Jennifer (Vallie) Glenn, bn’94,

Sarah Kramer, jo’98, gr’01, and

Jennifer Zimmer-Young, ph’00, and

Amber (Wedmore) Wilson, ph’04

and Jeremy Glenn, bn’94, Chicago,

Jassen Johnson, St. Louis, a son,

Richard Young, Greenville, WI, a

and James, Davie, FL, a son, Noah

a daughter, Annabelle Joy

Hartman Wellesley

son, Elijah John

Killian

Steven Westercamp, lw’95, and

Melissa (Carlton) Hall, as’00, and

Amanda Zahasky Davis, ph’02,

Amanda Olson, as’05, jo’05, gr’09,

Christine, Farmington, IA, a son,

Jeff, Farmington, MN, a son, Theo

gr’02, and Aaron Davis, Minneapolis,

and Kevin Olson, ph’08, Clive, IA, a

Noah Charles

Jeffery

a daughter, Sophie Jadon

daughter, Hailey Rose

Melissa (Hollar) Buxton, jo’96,

Julie Hsu, as’00, Lakewood, CO,

Sarah (Nicholson) Mentzer, bn’02,

Ryan Horvath, as’06, and Emy,

and Ryan, Mesa, AZ, a daughter,

a daughter, Victoria

and Joe Mentzer, Overland Park, KS,

Overland Park, KS, a son,

a daughter, Anna Maxine

Oxton Reed

Rianna Rae

we want to stay connected with you. Visit www.facebook.com/drakeuniversity to find us on Facebook.

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deaths 1950

1930

John Brophy, la’50, Tulsa, OK

Merle (Bolton) Davis, ed’30,

Patricia (Patterson) Stuart, ed’47,

Plymouth, MI

’67, gr’76, Altoona, IA

Howard Cobb, fa’33, Dallas

Thomas Thorson Jr., bn’47, Clive, IA

Tucson, AZ

Dora (Randolph) Amundson, fa’35,

Elmer Baker, la’48, dv’62, Boone, IA

Robert Couser, bn’50,

Sand Point, ID Gerald Custer, la’35, Woodbine, IA Lola (Stevens) Thompson, la’36, Knoxville, TN Marian (Atkinson) Tisdale, la’37, Frederick, MD Ray Merritt, Fa’38, Des Moines

1940 Elizabeth Hyde Brown, ed’40, Oxnard, CA R. Elizabeth (McCaw) Johannaber,

Byron Beeler, lw’48, Bradenton, FL Delvin Carver, fa’48, Maryville, MO Leona Mae (Halberg) Carver, fa’48, Maryland Heights, MO Paul Cooksey, la’48, lw’49,

James Naughton, lw’52, Washington, D.C.

Wilmington, DE

Dr. Paul Frahm, la’53, dv’56, gr’63,

Thoral Davidson, la’50, Des Moines

Davenport, IA Howard S. Haft, bn’53, lw’53,

Dean Deegan, bn’50,

Rancho Mirage, CA

Anchorage, AK Dr. Roy E Fell, la’50, Mount Ayr, IA

Florence Mayer, fa’53, Alpharetta, GA

Nick Juscik, ed’50, Merrillville, IN

Mary (Dowling) Kundrat, ed’48,

Samuel Landis, ed’50, gr’59,

Peoria, IL

Lamoni, IA

Paul Lay, bn’48, gr’57, Carroll, IA

Harold Stebbins, ph’50, Albany, OR

Florence (Jones) Maxwell, ed’48,

Ellis Swon, bn’50, Webster City, IA

St. Louis

John Webbles, bn’50, San Antonio

James Brenden, gr’54, Gilbert, AZ

Lawrence Kargman, ph’51,

Elizabeth (Lafferty) Hunt, fa’54,

Paramus, NJ

gr’55, Des Moines

Francis Lorenzo, ed’51, Decorah, IA

James Miller, bn’54,

Grinnell, IA Ivan Stienstra, bn’48, Spencer, IA

Harold Albee, bn’41, Newton, IA

Leonard Carpenter, ed’49, gr’54, Portland, OR

Des Moines

Willis Forsyth, bn’49, Beaverton, OR

Robert Dreher, lw’42, Sarasota, FL

C. O. Lamp, ph’49 lw’69,

Ruth Blome, ed’43, gr’47,

Des Moines

Nancy (Ersland) Chase, la’50,

Des Moines

la’40, Oxford, IA

Idabelle (Ford) Forker, ed’41,

Harry A. Winegar, bn’51,

Sun City, AZ

Howard Smith, bn’53, Eden Prairie, MN James Swanson, bn’53, Portland, OR

Charles Manly Jr., lw’51, Grinnell, IA

Elizabeth (Sherman) Bowyer, la’54,

Montgomery, TX Dennis Rees, la’54,

Mason Ouderkirk, lw’51, Ed’52,

West Des Moines

Indianola, IA

Des Moines

Robert Liter jo’49, Mackinaw, IL

Merry LaMond, ph’44, Des Moines

Allen Lloyd Main, bn’49 Phoenix

Dousman, WI

Dennie Wuebker, fa’54, Edina, MN

Donald Winston, ph’44,

Margaret (Field) Martinson, fa’49,

William J. Potthoff Sr., bn’51,

Charles Altman, bn’55, Chester, VA

Windsor Heights, IA

Winthrop, IA

Las Vegas

Floyd McCarthy, la’46, Oakdale, CA

E. Dwane Richards, ph’49,

Lucille (Aschim) Sacquitne, ed’51,

Des Moines

Decorah, IA

L. Jean (Affleck) Unnewehr, fa’49,

Bennie A. Verba, bn’51, gr’52,

Bowie, MD

Minnetonka, MN

Joanne Anderson, la’66, to James

Amie Styers, bn’95, to Andrew

Anne Hansen, jo’02, to Josh Gathje,

Ashley Householder, jo’08 to Brian

Davis, August 2010

Neumayr, June 5, 2010

April 11, 2011

Harrington, jo’09, April 18, 2010.

Cheryl Frank, fa’71, to Gene

Heather Feltman, as’97, gr’99, to

Erin Parmelee, lw’02, to Timothy

Lydia Martis, ph’10 to Eric Cameron

Svedarsky, Aug. 5, 2011

Chris Podgorski, Sept. 12, 2009

Kozitza, June 5, 2011

Dahlen, ph’09, May 25, 2011

Michael Briggs, lw’91, to Raymond

Sara Kagay, jo‘97, to John Gollwitzer

Maria Walinski, ed’02, to Glenn

Hoffman, Sept. 26, 2009

Oct. 10, 2010

Peterson, Nov. 7, 2010.

Susan Breakenridge, as’92, gr’95,

Denise Mock, jo’01, to Dan Nazzaro,

Nicole Cooper, as’04, lw’08, to

to Nick Fink, Dec. 10, 2010

May 21, 2011

Benjamin Merrill, lw’08, Nov. 6, 2010

Kay Marie Strong, lw’94, to Carl

Robin Sitzmann, gr’01, to Matt

Jennifer McChane, as’06, to Bradley

Prather, March 11, 2011

Shelby, Sept. 24, 2010

Peters, ph’07, Nov. 20, 2010

Estella (Polzois) Lilly, fa’47, Sarasota, FL

Willard D. Top, gr’54, Sioux City, IA

Joanne (Guernsey) Phillips, ed’51,

Malcolm Barrows, la’55, Portland, OR Alan Hall, fa’55, gr’62, Perry, IA

weddings

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alumniconnections

Profile

No Car Chases, but Forensics Fascinates sara (shaw) schreiber, as’99, forensic scientist, state of wisconsin

I live in Genesee, WI. I’m a forensic scientist in toxicology. My job involves analyzing biological evidence for the presence of alcohol, drugs, toxins and poisons and testifying to my findings in cour t. As for my family, I am married with three wonderful kids — two sons, 8 and 4 years old, and a daughter, 6 years old. I decided to become a forensic scientist because I had trouble deciding between law, medicine and science. Forensic science is a fine mix of my three areas of interest. I get to practice science in the lab, dabble with the legal aspects when I testify as an exper t witness and tap into medicine with the interpretations I make on the drugs and drug combinations in the cases I analyze. The most fascinating thing I’ve ever worked on is confidential. I’d tell you, but, well, you know …

The reality of my work differs most from the TV show “CSI” in that I don’t drive a Hummer, wear leather

pants or work in the dark. I would also have to say that the time frame is great ly exaggerated. I much prefer the show “Forensic Files.” Many of my colleagues have been featured on that show. That’s real forensics!

My hobbies and interests include playing and watching spor ts of all kinds and levels, but especially ones that my kids are par ticipating in. I am also an avid runner and have competed in several races. Right now, I am obsessed with “Glee” — my secret indulgence. It would probably surprise my old college friends to know that I was once in a commercial. My favorite weekend rituals revolve around my three kids. They keep me going almost every weekend. My favorite Drake memory is Relays, definitely Relays!

Visit www.youtube.com/watch?v=h-ZRkZ45Wpo for a video glimpse of Schreiber in action.

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New technology for dna study

Students at Drake’s College of Pharmacy and Health Sciences learn in the new Ellis Pharmacogenomics and Disease Prevention Laboratory, which opened in 2011. Here, students sequence DNA and study how genes affect individual response to drugs — a specialized area of knowledge that is directly applicable in Sara Schrieber’s world.


1960 David Cirilli ph’76, Canton, IL

Gail (Jandy) Livingstone, ed’55,

Thomas Hamilton, bn’60, gr’71,

Marvene (Kesten) Boyer, gr’68,

Davidsonville, MD

Clive, IA

Clear Lake, IA

Bruce Riendau, ph’55, Wautoma, WI

Charlotte (Jones) Parks, fa’60,

Violet (Waisanen) Fosselman,

gr’82, West Des Moines, IA

ed’68, gr’79, Diamondhead, MS

Marjorie (Heltne) Peterson, ed’60,

Herbert Johnson, bn’68,

Lake Mills, IA

Duncombe, IA

Lawrence Phillips, lw’60,

Dr. George Liepa, la’68, gr’71,

Elm Grove, WI

Saline, MI

Mary Bannon, ed’61,

Elizabeth (Schramm) Lownes,

Marshalltown, IA

ed’68, Denison, IA

Regina (Sarchett) Hankins, ed’61,

Kenneth Arends, bn’69,

Norwalk, IA

Naperville, IL

Gregory Myers, ph’85, Grayslake, IL

West Des Moines, IA

David Hawkins, bn’61, Urbandale, IA

E Rosemary (Leslie) Broderius,

William Skirnick bn’85,

Frances (Evans) Olney, fa’57,

Louise Keck, la’61, Mesa, AZ

ed’69, Red Oak, IA

Windsor Heights, IA

E.D. Davis, ed’69, Ottumwa, IA

Kenneth Audette,, la’86, Joliet, IL

New Sharon, IA

Gary Grant, Bn’69, Des Moines

Colleen (Beechiner) Lordemann,

Mary Schulte, ed’62, Grinnell, IA

Peter Lamberson, la’69, Joliet, IL

Donald Lipps, la’63,

Bonnie Jean Knutson, ed’70,

Marshalltown, IA

Fort Dodge, IA

Michael Zircher, bn’87, Clive, IA

Terrence Zang, bn’63, Arlington, TX

James Konrad, fa’70, gr’73,

Nadine (Madsen) Brewer, gr’88,

Bettendorf, IA

Omaha, NE

Ted Tunistra, fa’70,

Douglas Butcher, bn’88, Atlantic, IA

Fay (Stirling) Cleary, ed’56, Des Moines Patricia (Bunn) Crawford, fa’56, Marquette, MI Carol (Larsen) Horton, fa’56, gr’57, Iowa City, IA Gene McCombs, ed’56, gr’73, Oskaloosa, IA Jerome Welker, bn’56,

Storm Lake, IA

Ruby (Septer) Alderman, ed’62,

Glenn R. Roxberg, bn’57, Des Moines Kenneth Thomas, bn’57, Bloomington, MN Donald Andrew, la’58, Des Moines Barbara (Vanderbilt) Dieleman, ed’58, gr’61, Pella, IA

R. Earl Barrett, la’64, lw’67, Des Moines

Carl Nielsen, la’58, lw’60,

Mable (Perry) Conley, ed’64,

Altoona, IA Gloria (McKim) Wold, ed’58, Des Moines Carlos Barahona, la’59, San Jose, CA Jack Hoeller la’59, Placentia, CA E. Philip Howrey la’59, Boulder, CO Thelma (Barger) Jochens ed’59, gr’63, Omaha, NE

fa’59, Des Moines Kenneth Warren, bn’59, Urbandale, IA

Felix Martinez, la’86, Des Moines

Emmanuel Johnson, lw’90,

Maxine E. (Schuy) Burke, la’71,

gr’71, Des Moines

gr’74, Adel, IA

Glenn Miller, jo’64, Plymouth, MN

William E. Simons, jo’71, Omaha, NE

West Des Moines

Margaret (Jennisch) Perkins, jo’64,

Joe Simpson, bn’71, Grove, OK

Kathleen Woody, as’97, Newton, IA

Kathleen A. (Tenczar) Davoren,

Janet (Neighbour) Ashby, gr’98,

ph’72, lw’88, West Des Moines

Ankeny, IA

Evelyn (Tinkler) Lawson, ed’72,

Angela Thomas, gr’00,

Grinnell, IA

Mt. Pleasant, IA

Phyllis Linnenkamp, jo’72,

Frank Wright, gr’03, Polk City, IA

Chicago

Des Moines Orpha (Hendrickson) Peterson, ed’66, Ames, IA Philip L. Zeid, jo’66, Chicago

Dorothy Hazel (Rose) Novel, ed’67, Manly, IA

BLUE

gr’86, Boise, ID

Eleanor (Campbell) Miller, ed’64,

Charlottesville, VA

DRAKE

Thomas Freethy, lw’84, Rockford, IL

Kristy Witt, gr’90, Rockford, IL

Robert Chapman, bn’67, gr’70,

50

Robert Ward, gr’83, Charleston, SC

Milwaukee, WI

Marvel (Robison) Munyon, ed’66,

Elgene (Kurtz) Gonnerman Shea,

Kevin Ruggaard, bn’81, Oxford, OH

Stuart A. Baum, ed’71,

Newton, IA

Urbandale, IA

Des Moines

Rosemount, MN

Martha (Davis) Heatherly, Ed’66,

William Newcomb, bn’59,

Marijane A. (Zegel) Torjesen, la’78,

Kathleen (Stoterau) Kramer, ed’64,

Lake Bluff, IL

Fort Dodge, IA

Milford, IA

Richmond, TX

Roberta (Sanderson) Parson, ed’65,

Janette (Young) Meyer, ed’59,

Jeanne (Derner) McBride, gr’78,

Alice Ward, gr’70, Des Moines

Des Moines

Fort Myers Beach, FL

Des Moines

Fontanelle, IA

Timothy Walker, la’64, lw’65,

Larry Kitchen, la’59,

West Des Moines

Mary (Dooley) Boccella, gr’77,

fall 2011

Ottumwa, IA Patricia (Dodd) Maxwell, ed’72, Rhodes, IA Leona (Novak) Peterson, La’72, Des Moines Gene Wibben, gr’72, Ankeny, IA David Bishop, lw’73, Fort Wayne, IN Sister Marie Finnegan, gr’73, Johnston, IA Gregory Bjerg, jo’76, Norcross, GA

Sarah Caitlin Mauney, jo’93, Los Angeles, CA Jean (Wickesberg) Sommers, gr’97,

William VanZet, as’04, Homer Glen, IL David John Ehresmann, as’08, Waterford Township, MN Linda (Sanders) Hallam, gr’08, Gainesville, FL


Reconnect during America’s Athletic Classic

Drake alumni embrace Relays weekend as an opportunity to not only watch world-class athletes compete on the blue oval but also as a chance to see familiar faces, catch up with old friends and revisit favorite neighborhood establishments.

three, there will be plenty of opportunities to take part in University traditions, see what’s new on campus and reconnect with the people who made your Drake experience exceptional.

The Office of Alumni and Development has planned several celebrations over the 2012 Relays weekend sure to rekindle your love for Drake: African-American Reunion; All-Greek Reunion; and 10-, 25- & 40-Year Reunions. Whether you are returning to campus for one reunion or a combination of the

While visiting campus, take your own path down memory lane: Enjoy a house tour on 34th Street, save seats for your friends at the Step Show or make a side trip downtown to see how much Des Moines has changed. To register for your reunion, visit www.alumni.drake.edu.

Career Tips Q:

A:

I’m in the midst of a job search and am not having the early success I anticipated. Should I consider contacting a recruiter? Contacting a recruiter provides another layer of networking that can create results — especially if you’re planning a move to a different region where you don’t have relationships established. Here are a few things to keep in mind: • Make sure you contact a reputable agency. Ask friends and family for referrals. Use a recruiter with whom you feel comfortable representing you to potential employers. • Match the type of recruiting agency to your level of experience. Executive recruiters help companies search for seasoned professionals to fill higher-level

positions. Temporary placement agencies hire for short-term positions at companies experiencing unexpected surges in demand or staffing turnover. In a down job market, employers recognize that by working in a temporary placement you’re keeping your skills fresh and learning new ones. • Select a recruiting agency that’s compatible with your skills and field. Aerotek Staffing Agency, for instance, has a more general branch and a more science-focused one. • A note about fees: Typically there is no charge for a candidate to work with a recruiting agency. Because third-party recruiters are compensated by the companies seeking employees, they already have an incentive to make a good match. Annette Watson is a career services manager for Drake’s Professional and Career Development Services.

follow pcds on twitter at www.twitter.com/DrakeCareerCntr for frequent career tips and opportunities.

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The Last Word

the library as a source of transformation Drake students are the beneficiaries of a profound revolution in the nature of learning. They have instant access to a comprehensive and interdisciplinary base of virtual scholarly resources and a growing set of digital tools to help them discover, use and evaluate information.

assistance from librarians online, which brings library service

It’s called Cowles Library.

higher education, libraries and librarians have become agencies

No longer confined to a physical location, library resources and services are accessible by computer from almost anywhere. The result is a new kind of library, one that combines physical study space and in-person services with the virtual world of limitless opportunities. A decade ago, 2,000 print journal titles were available on campus for Drake students. They now have access to the full text of 30,000 scholarly, business and science journals, including those traditionally limited to major research institutions.

for transformation and change — they have become experts at

As dean of Cowles Library at Drake University, I’ve been privileged to guide my colleagues in developing this new type of library, the ultimate goal being to enhance the quality of the Drake experience. With that in mind, we recently implemented SuperSearch, on online tool that streamlines the research process, uncovering the best sources from among the thousands available. And we haven’t stopped there. Faculty have new tools to create their own special libraries, post their scholarship to a digital repository and link all of this through the University’s courseware. Both students and faculty can get immediate

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to the user at the point of learning and need. Together, these digital enhancements have resulted in several million interactions with the library each year. How did this new library come about? Within the landscape of

managing both a technological and learning revolution. In other words, the change that has taken place in academic libraries and the profession of librarianship reflects the change that the broader structure of higher education is currently undertaking. It’s a deft act of anticipating and exploiting new developments and blending the new learning practices, technology and digital resources and tools. For many generations, libraries and librarianship were a growing but essentially stable part of the academic landscape. In this digital age, new developments, challenges, threats and opportunities emerge almost daily. At Cowles Library, our mantra is “bring it on.” True to Drake culture, we are evolving and pushing the boundaries — we welcome change, then manage it to create purposeful transformation. Visit us at http://library.drake.edu/ or stop by the library any time.

— Rod Henshaw, dean, Cowles Library


Just for Fun a structured scramble So you think you know Drake? Here’s a chance to test your knowledge. Identify each of these campus buildings. Write the name below each image in order to reveal the boxed letters. Then use the boxed letters to unscramble the secret words.

——————— ——————

————— ——————

————————

——————

————————

——————

————

———————

—————— ———————

Hint: A connection many share with Drake.

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Answer: olmsted center, opperman, aliber, carnegie, jewett, cowles library, knapp center, olin, medbury Alma Mater



Drake Blue Magazine - Fall 2011