Volume 6 Issue 1 Spring / Summer 2014
Graduate School of Education and Psychology professor Daryl Rowe seeks the emotional emancipation of black people.
also: A Sweet Perspective A World of Wellness Baseball Without Borders
Professor Rowe with a photo of his grandfather, who disappeared in the 1930s.
Whose Life Will You Change? change lives. give today. pepperdine.edu/campaign Malibu • West Los Angeles • Encino • Irvine • Silicon Valley • Westlake Village • Washington, D.C. Heidelberg • London • Florence • Buenos Aires • Lausanne • Shanghai
Volume 6 Issue 1 Spring / Summer 2014
FEATURES 14 A Sweet Perspective
California artist Wayne Thiebaud sits down with Weisman Museum director Michael Zakian to discuss his passion for printmaking, the California art scene, and some of his greatest influences.
18 A World of Wellness
Seaver College nutrition professor Loan Kim improves health conditions in communities close to home and beyond.
22 Healing History
Graduate School of Education and Psychology professor Daryl Rowe seeks the emotional emancipation of black people.
26 Baseball Without Borders School of Public Policy alumnus Luke Salas reveals the reality of Cuba through the camera lens.
COMMUNITY 32 The Nexus of Vocation and Calling 35 An Issue of Birthright
38 Birdâ€™s the Word 40 Finding Her Passion 42 League of Her Own 44 Breaking the Silence 46 The Sound and the Fusion
DEPARTMENTS 2 Letters 4 Perspectives
12 Snapshot 30 Alumni 48 In Focus
LE T TER FROM THE EDITOR PEPPERDINE LAW PROFESSOR KRIS KNAPLUND counts these words of wisdom from Mark Twain among her favorite quotes: “The two most important days in your life are the day you are born and the day you find out why.” In this issue of Pepperdine Magazine, we’re exploring that second, crucial day for some inspirational members of the Pepperdine community. For Seaver nutrition professor Loan Kim, it came on a disabled boat under desperate circumstances while escaping
Vietnam as a child. For GSEP’s Daryl Rowe, it was learning about his grandfather, who disappeared in the 1930s while helping fellow African Americans register to vote. And for alumni Jared (’01) and Natalie (’01) Hankins, it started with the realization of how to meaningfully share the lessons of Christianity with their children. Through their stories and others, we meet fellow Waves living with purpose. If their stories impact you as they have us, visit magazine.pepperdine.edu to share your comments. We’ll print them here in the next issue of the magazine. MEGAN HUARD BOYLE editor
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LET TERS TO THE EDITOR Los Angeles Calling
Of Maestros and Men
Romney truly walks his talk! He is a true authentic leader. May God bless his ministry.
The beauty of music and the benefits it brings to the lives of children and adults should never be underestimated.
You are a wonderful godly man. Keep up the good work God has called you to. —MKP
Tell us what you think! Do you like what you’re reading? How can we improve? Visit magazine.pepperdine.edu to tell us what you think about what you’re reading and how we’re doing. We’ll publish your thoughts in the next issue.
Megan Huard Boyle, Ali B. Taghavi
EDITORS SENIOR ART DIRECTOR
Ron Hall (’79)
Rick Gibson (MBA ’09, PKE 121)
Kyle Dusek (’90, ’97, MS ’99)
Kimberly Robison (’10)
Anthony LaFleur, Nathan Pang (’07)
PUBLISHED BY THE OFFICE OF PUBLIC AFFAIRS CHIEF MARKETING OFFICER , AND VICE PRESIDENT FOR PUBLIC AFFAIRS AND CHURCH RELATIONS
Rick Gibson (MBA ’09, PKE 121) ASSOCIATE VICE PRESIDENT FOR INTEGRATED MARKETING AND COMMUNICATIONS
Matt Midura (’97, MA ’05) CREATIVE DIRECTOR
Brett Sizemore DIRECTOR OF INTERACTIVE
Ed Wheeler (’97, MA ’99) DIRECTOR OF DIGITAL MEDIA
Allen Haren (’97, MA ’07)
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Pepperdine Magazine, Volume 6, Issue 1, Spring/Summer 2014. Pepperdine Magazine is the feature magazine for Pepperdine University and its growing community of alumni, students, faculty, staff, and friends. It is published quarterly by the University’s Public Affairs division. Pepperdine University, 24255 Pacific Coast Highway, Malibu, California, 90263 Pepperdine Magazine is produced with guidance from an advisory board representing a cross-section of the University community. Send address changes with publication name to:
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Office of Advancement Information Management at Pepperdine University, 24255 Pacific Coast Highway, Malibu, California 90263 Other information and queries should be directed to the editor. All material is copyrighted ©2014 by Pepperdine University, Malibu, California 90263.
310.506.4000 Abbreviations GPC: George Pepperdine College SC: Seaver College SOL: School of Law SPP: School of Public Policy GSBM: Graziadio School of Business and Management GSEP: Graduate School of Education and Psychology Pepperdine is affiliated with Churches of Christ, of which the University’s founder, George Pepperdine, was a lifelong member.
PEPPERDINE’S SEA-CHANGE, AND MINE by DARRYL TIPPENS Provost Situated as it is on o the magnificent Pacific coast, Pepperdine naturally makes much of its location. We are a “Pacific Rim” university. Our school colors are on glorious display most evenings—as an oversized sun, against the backdrop of a blue-and-orange sky, slips gently into the waters. We might be forgiven if we are tempted to think, for a moment, that God loves the Waves in a very special way. But oceans are fickle, tricky, and dangerous. In the Bible, the sea is often portrayed as a place of chaos and turmoil—the domain of scary monsters like Leviathan and Behemoth. As
Jonah and the disciples ples on the Sea of Galilee learned, large bodiess of water signal danger. Even after 13 years of daily observation, I am still stopped in my tracks racks by the drama of this magical Pacific panorama. orama. I have learned that the ocean can look very different from day to day. Sometimes the blue is so intense it hurts my eyes; other days it’s a somber steel gray. Within minutes it cann change dramatically. William Shakespearee had a name for this —both to alter quickly feature of the ocean—both ho get near it. He and to alter those who ea-change,” which invented the term “sea-change,” signifies a swift metamorphosis, tamorphosis, on of things. a surprising alteration xample, One might say, for example, that higher educationn is ange. undergoing a sea-change.
TO LIVE IS TO ENCOUNTER TEMPESTS. There is no other way forward. In Shakespearean (and biblical) terms storms produce something rich and strange—something beautiful beyond imagination. That is the story of Pepperdine University and its people. Of all the institutions in the world, Pepperdine should understand the concept of “sea-change.” It’s It a fair question: how are we handling the th sea-change occurring in higher education education? I think the English Bard provides a clue clu to the answer. last great play, The In Shakespeare’s la Tempest, a young man, m Ferdinand, supposes that his father f has drowned in a great storm. The youth y hears a mysterious melody sung by an airy spirit named Ariel: Full fathom five fiv thy father lies; Of his bones are a coral made; Those are pearls pea that were his eyes. Nothing of him h that doth fade But doth suffer s a sea-change Into something some rich and strange. stran . . . As it turns tu out, Ferdinand’s father has not drowned, but he has been radically changed by the ordeal. chang Though his body was not Thou turned into coral or pearl, turn his metamorphosis is far more wonderful. His heart mo underwent a redemptive, und baptismal renewal. bap Reflecting on my years at Ref Pep Pepperdine, I am struck by the number of “tempests” we have endured. The events of 9/11 came early even in my days at the University. More recently the great economic tsunami (the “Great econo Recession” of 2008) hit, the Recess
effects of which continue to linger. There have been other tempests and transitions as well. I think especially of the passing of dear friends—faculty, staff, students, board members, and their spouses. Each fall we celebrate the milestones of our faculty and staff. We always conclude with a ceremonial toast to our retirees, as strains of the poignant Celtic “The Parting Glass,” plays: So fill to me the parting glass Good night and joy be to you all. But since it falls unto my lot That I should rise and you should not, I’ll gently rise and softly call Good night and joy be with you all. The annual departures of beloved colleagues are also part of Pepperdine’s ceaseless sea-change.
better. The commitment to the Christian mission is clear. The aptly christened “Pepperdine Voyage,” that decade-long investment by the Lilly Endowment to enhance the mission, has been central to our sea-change. The opportunities to expand the University’s reach have never been better, through new modes of delivery, new programs and institutes, and new campuses around the globe. As my term of service draws to a close, my heart is filled with gratitude and wonder at how the journey has led to my own personal sea-change. The tasks have seldom been easy, but they have challenged me to grow. The kindnesses, the forgiveness, and the encouragement, which I have received so often, remind me of another Shakespearean play in which someone declares: “Tempests are kind and salt waves fresh in love.” The paradox is that tempests (a metaphor for trial and testing) are not ultimately detrimental, but the prelude to something better.
Lest we turn melancholy, though, we should recall the key line of Ariel’s song. Everything that undergoes a sea-change, he sings, turns “into something rich and strange.” Expect a happy outcome! Something more exquisite than coral or pearl will emerge from the storm.
To live is to encounter tempests. There is no other way forward. In Shakespearean (and biblical) terms storms produce something rich and strange—something beautiful beyond imagination. That is the story of Pepperdine University and its people.
This leads me to a few observations about Pepperdine’s amazing story. Our institution and its people have gone through—and continue to go through—choppy waters, squalls, and even the occasional “perfect storm.” Yet we sail on. Our leaders steer the institutional ship exceedingly well. This is seen in the best of captains, President Benton, who has been my personal “Lord Nelson.” The quality of our faculty and students has never been
When someone yells “Go Waves!” with just a little imagination you might hear more than the cry of a sports fan. “Go Waves!” could be code for the very genius of this University by the sea. “Go Waves!” reminds me what we all have been called to do when the squall hits—to embrace the challenge and expect, in faith, a positive, transformative sea-change. That is what I have learned during my Pepperdine voyage. May it be so for those who follow.
RICK MARRS NAMED PROVOST OF PEPPERDINE UNIVERSITY Rick Marrs, dean of Seaver College, has been named the new provost of Pepperdine University. The appointment is effective August 1, 2014, upon the retirement of Darryl Tippens, who has served as Pepperdine’s chief academic officer since 2001. “I am delighted to welcome Dean Marrs in his new role,” said President Andrew K. Benton. “His leadership of Seaver College, embodiment of the Pepperdine mission, and tremendous qualities as a scholar and educator will equip him well as provost. I will be KRQRUHGWRVHUYHWKLVÀQHXQLYHUVLW\DORQJVLGHKLPµ In his new role, Marrs will oversee the academic development and integrity of Pepperdine University and provide leadership to LWVÀYHVFKRROVDQGFROOHJHV+HZLOOKROGSULPDU\UHVSRQVLELOLW\ for directing the University’s academic programs, encouraging effective faculty scholarship and teaching, student learning, strategic planning, and a broad range of academic initiatives. "I am humbled and honored that the president has asked me to serve as the next provost of Pepperdine University,” Marrs said. “Having spent the majority of my career at Pepperdine, I am thrilled to now have the opportunity as provost to help continue to move the University forward academically and enrich the mission. I especially look forward to working with President Benton to achieve the lofty goals of Pepperdine’s strategic vision." A member of the Seaver College Religion Division faculty since 1987, Marrs was named dean of Seaver in 2008. He served as the Blanche E. Seaver Professor of Religion from 2001 to 2006. Marrs is regarded as an exceptional scholar of the Old Testament and the literature of the ancient Near East with knowledge of Hebrew, Aramaic, Syriac, Phoenician, and Ugaritic, and in the study of the Dead Sea Scrolls.
Ted McAllister, Mark Kleiman, Harvey Mansfield
U.S. SUPREME COURT JUSTICE SAMUEL A. ALITO ANNUAL JAMES Q. WILSON CONFERENCE EXAMINES "CHARACTER AND THE MORAL SENSE"
The current debate about the role of the humanities, as well as the VRPHWLPHVIRUJRWWHQERXQGDULHVDQGOLPLWDWLRQVRIZKDWFDQĂ€QDOO\EH claimed by social science, provided a robust environment in which to revisit the ideals of former School of Public Policy professor James Q. Wilson at the annual conference honoring his legacy. "Character and the Moral Sense: James Q. Wilson and the Future of Public Policy" took place February 28 to March 1 at the Drescher Graduate Campus and focused on Wilson's historic book, The Moral Sense, emphasizing the rediscovery of character as valid concerns of policy education in democracy. â€œAmong the 140 scholars who attended the conferenceâ€”from Harvard, Yale, Princeton, Johns Hopkins, Berkeley and elsewhere, as well as from a half dozen of Pepperdineâ€™s sister Christian universitiesâ€”were some of James Q. Wilsonâ€™s closest associates, as well as many of his students who now populate the faculties of many of the most highly respected programs in the nation," says School of Public Policy dean James Wilburn. "While we staged the conference to honor the legacy of professor Wilson as one of our founders, it also permitted us to be a major part of the conversation now under way about the larger future of public policy programs in general, and insights they can discover from a university nourished by Pepperdineâ€™s unique mission.â€? Given his storied and complete allegiance to "the data," Wilson had the courage to explore doggedly the most important questions related to human character, the moral sense, and this nation's continuing experiment in governance that is unarguably exceptional. Although absent from the formal curricula of many public policy and public administration programs, the unspoken and murky assumptions embedded in this search for a basic understanding of human nature demand to be acknowledged and explored with skill and integrity, and to instruct discussions of curricular reform. Watch a video of the James Q. Wilson Conference:
SPEAKS AT 41st ANNUAL SCHOOL OF LAW DINNER On March 12, more than 700 guests attended Pepperdine's 41st annual School of Law Dinner. The event, which took place at the Hyatt Regency Century Plaza in Los Angeles, California, featured distinguished speaker Samuel A. Alito, Jr., associate justice of the Supreme Court of the United States. Justice Alito is the second Supreme Court justice to speak at the annual dinner in six years, following chief justice John Roberts in 2008. Alito's remarks came in the form of an interview conducted by Pepperdine Law alumnus and Board of Visitor member Mark O. Hiepler ('88). Topics ranged from a personal look at the Supreme Court FRQĂ€UPDWLRQSURFHVVWRVXUSULVLQJIDFWVDERXWOLIHDVDMXVWLFH7KHHYHQW FDSSHGDIXOO3HSSHUGLQHZHHNHQGIRU$OLWRZKRDOVRMXGJHGWKHĂ€QDO round of the Vincent S. Dalsimer Moot Court Competition, one of the School of Law's annual intra-school moot court competitions. During the dinner, School of Law dean Deanell Reece Tacha announced a gift of one million dollars, plus an additional million in matching funds, from Carrol and R. Rex Parris. The gift from Carrol Parris, a Seaver College Board of Visitors member, and R. Rex Parris, mayor of Lancaster, California, and partner of the R. Rex Parris Law Firm, will go toward a new Center for Professional Formation that will provide additional facilities and support for Pepperdine's collection of "practice-ready" initiatives. In their remarks, both Tacha and Pepperdine president Benton highlighted the fundamental role of skilled, well-grounded lawyers in the American legal system and way of life. Tacha noted that despite the current legal education climate, Pepperdine remains particularly strong, one of only 25 law schools in the country which increased in DSSOLFDWLRQVDWDWLPHZKHQQHDUO\H[SHULHQFHGVLJQLĂ€FDQWGURSV In the honors portion of the event, the Robert H. Jackson Award was presented to Alito. Senior judge Stephanie K. Seymour of the 10th Circuit Court of Appeals and Chief Judge Alex Kozinski of the Ninth Circuit Court of Appeals were recognized with the Vincent S. Dalsimer Dean's Award. Professor Kristine Knaplund and professor Michael A. Helfand were named 1L Professors of the Year, professor Steven M. Schultz as 2L/3L Professor of the Year, and Otto Cipola ('83) as Preceptor of the Year. The School of Law also presented the inaugural Dean's Award for Excellence in Scholarship to professor Donald "Trey" Childress and Helfand.
NUTRITION EXPERT T. COLIN CAMPBELL
INAUGURAL WAVES OF INNOVATION WINNERS ANNOUNCED In the fall of 2013, Pepperdine University launched Waves of Innovation, a cornerstone initiative created to inspire, engage, and motivate faculty, staff, and students to rethink Pepperdine, to share their innovative ideas, and to help shape its future. Winners of Pepperdine's inaugural Waves of Innovation were announced at the Waves of Innovation Talks held on January 15 at Smothers Theatre in Malibu. 2IWKHHLJKWĂ€QDOLVWVZKRSUHVHQWHGWKHLULGHDVWR3UHVLGHQW%HQWRQDQG the Waves of Innovation Committee, six were awarded substantial grants to implement their ideas to improve Pepperdine and make it a more agile and sustainable institution. "The Waves of Innovation Talks brought together our community, faculty, VWDIIDQGVWXGHQWVIURPDOOĂ€YHVFKRROVWRKHDUHLJKWLQVSLUDWLRQDOWDONV DERXWKRZWRPDNH3HSSHUGLQHDEHWWHUSODFHUHĂ HFWV/HH.DWVYLFH provost for research and strategic initiatives and Frank R. Seaver Chair in Natural Science. "Each talk presented a unique approach to change; change that could help others, our students and our university. President Benton and the Waves of Innovation Committee were so impressed with the ideas they heard last night that they made six different awards, each over $25,000." Read more about the Waves of Innovation winners: pepperdine.edu/waves-of-innovation
DISCUSSES "THE TIME FOR NUTRITION HAS ARRIVED"
For more than 40 years, T. Colin Campbell has been at the forefront of nutrition research. His legacy, the China Project, is the most comprehensive study of health and nutrition ever conducted. On February 20, the renowned biochemist and nutrition expert led the W. David Baird Distinguished Lecture Series with a discussion of his new book, Whole: Rethinking the Science of Nutrition. Campbell also explored the concepts in the documentary Forks over Knives, which sheds light on his research and examines the lives of those who have been positively impacted by his recommended whole-food, plant-based diet. The talk concluded with discussion of The China Study, one of America's best-selling books about nutrition coauthored with his son Thomas Campbell, and a question-and-answer session. T. Colin Campbell is the Jacob Gould Schurman Professor Emeritus of Nutritional Biochemistry at Cornell University. He has authored more than 300 research papers. In addition, he is coauthor with Thomas Campbell of the best-selling book, The China Study: Startling Implications for Diet, Weight Loss, and Long-term Health and wrote the New York Times best-seller Whole: Rethinking the Science of Nutrition with Howard Jacobson. seaver.pepperdine.edu/dean/lectureseries
NCAA COMMITTEE ON INFRACTIONS AND PEPPERDINE UNIVERSITY RESOLVE SELF-REPORTED VIOLATIONS
Pepperdine University continues to comply with the NCAA Committee on Infractions regarding self-reported violations that occurred between 2007â€“2008 and 2010â€“2011. Many of the penalties issued to Pepperdine were proposed by the University and agreed to by the Committee on Infractions. Said director of athletics Steve Potts: â€œAt Pepperdine, we are committed to the highest standards of academic and athletic excellence and Christian values. Integrity, accountability, and a strong culture of compliance with NCAA rules fall within that commitment. It is important to note that these NCAA compliance issues were self-discovered and self-reported. There was no intentional misconduct on the part of any coach or staff member and appropriate corrective measures have been taken to ensure that these types of mistakes will not be repeated.â€? The violations included misapplying progress-toward-degree rules for transfer student-athletes; not seeking reinstatement for an ineligible student-athlete; inadvertently over-awarding the number of allowable athletic scholarships; not properly creating and maintaining squad lists; not properly documenting awarded nonathletic scholarships, which do not â€œcountâ€? against the permissible athletic scholarships; and inadvertently not completing DQDQQXDOFHUWLĂ€FDWHRIFRPSOLDQFH Since discovering these unintentional violations, Pepperdine has strengthened its oversight and compliance processes, including bringing on two experienced individuals to its compliance staff, and making a commitment to continuing rules education University-wide. When the grant-in-aid violations were discovered in the spring of 2011, Pepperdine immediately self-imposed a one-year postseason ban for the three teams that were over-awarded but were still in the middle of their seasons: baseball, menâ€™s tennis, and menâ€™s volleyball. The additional penalties announced in July included public reprimand and censure; four years of probation through the 2015â€“2016 season; the vacating of all wins and team accomplishments for the sports of baseball, menâ€™s tennis, and menâ€™s volleyball encompassing the 2007â€“2008 through 2010â€“2011 seasons; and scholarship reductions in those three sports plus womenâ€™s soccer and menâ€™s water polo.
DAVENPORT INSTITUTE DIRECTOR PETE PETERSON RUNNING FOR CALIFORNIA SECRETARY OF STATE
Pete Peterson (MPP '07), executive director of the Davenport Institute at the School of Public Policy, has announced his bid for California Secretary of State. As executive director of the Davenport Institute, Peterson is a nationally-recognized trainer, speaker, and advisor on topics relating to increasing civic participation in government decision-making processes and explaining how technology is changing the citizen/government relationship. For the better part of a decade, Peterson has traveled WKURXJKRXW&DOLIRUQLDZLWKSXEOLFRIĂ€FLDOVWRLPSURYHSXEOLFSURFHVVHVRQ issues ranging from budgets to water policy. He cocreated the seminar â€œPublic Engagement: The Vital Leadership 6NLOOLQ'LIĂ€FXOW7LPHVÂľZKLFKKDVEHHQDWWHQGHGE\RYHUSXEOLF RIĂ€FLDOVDURXQGWKHFRXQWU\+HKDVDGYLVHGGR]HQVRISXEOLFHQJDJHPHQW processes around California and also advised several California cities on the use of online public-engagement and data-visualization platforms. Peterson currently serves on the advisory committees to the Institute for Local Governmentâ€™s Public Engagement Program (League of California Cities), the California Civic Innovation Project, and the University Network for Collaborative Governance.
GRAZIADIO PROFESSOR DARREN GOOD RECEIVES ASCENDANT SCHOLAR AWARD Darren Good, assistant professor of applied behavioral science at the Graziadio School of Business and Management, received the Ascendant Scholar award for his research on individual adaptability and mindfulness IURPWKH:HVWHUQ$FDGHP\RI0DQDJHPHQWDQRQSURĂ€WUHJLRQDOGLYLVLRQ of the National Academy of Management. Good accepted his award at the academyâ€™s annual meeting in Napa Valley, California, in March.
CENTER FOR THE ARTS
PRESENTS FIRST-EVER FAMILY ARTS FEST On March 1 the Lisa Smith Wengler Center for the Arts at Pepperdine KRVWHGLWVĂ€UVWHYHU)DPLO\$UWV)HVWDFRPPXQLW\HYHQWIHDWXULQJDUWV activities and performances for children and adults, as well as museum tours and some of Los Angeles' most popular food trucks. Music and theatre performances were presented on an outdoor main stage adjacent to the Gregg G. Juarez Palm Courtyard, and other performances and participatory arts activities took place in Lindhurst Theatre and Raitt Recital Hall. Barbara Gibson-Paul, author of Max Pays Attention, and Michael Mayo and Valinda Rothman, author and publisher of Alex Walker and the Circle of Secrets, were on hand to sign their books. Guided tour groups experienced the Weisman Museum exhibit Wayne Thiebaud: Works on Paper, which explored the etching, lithography, woodcut, and graphic media works of the California artist. Tours were also available of the Center for the Arts backstage areas, including the scene shop, where construction was underway for the Fine Arts Division production of A Midsummer Nightâ€™s Dream. â€œWe were thrilled to have the opportunity to share interactive, participatory arts experiences with audiences throughout Southern California,â€? said Rebecca Carson, Center for the Arts managing director. â€œAn important part of our mission at the Lisa Smith Wengler Center for the Arts is to connect Pepperdine University with the richly varied communities of Los Angeles and surrounding communities. Family Arts Fest helped us achieve our mission by providing an opportunity for Pepperdine students to share their talents in music, art, and theatre with the local community.â€? arts.pepperdine.edu
The prestigious annual award recognizes exceptional researchers who are no more than seven years out from their PhD program and on track WREHOHDGHUVLQWKHLUUHVSHFWLYHĂ€HOGV6LQFHWKH:HVWHUQ$FDGHP\RI Management introduced the award in 1982, many of the management Ă€HOGÂˇVPRVWSURPLQHQWVFKRODUVKDYHEHHQUHFRJQL]HGDV$VFHQGDQW Scholars during their early careers. â€œDarren Good joined the faculty at the Graziadio School in 2012 and in a very short time he has distinguished himself both in the classroom and as one of our most gifted and committed researchers,â€? said Ann Feyerherm, professor and chair of the applied behavioral science and organization theory and management department. â€œHis scholarship sheds new light on the development of human and organizational potential. With the Ascendant Scholar award, Darren demonstrates that his own potential is DFUHGLWWRWKLVĂ€HOGRIVWXG\DQG3HSSHUGLQHÂľ Goodâ€™s research focuses on the skills and abilities that support individuals in adapting within complex and dynamic environments. He has recently published in the Journal of Psychology, Journal of Management and Organization, and Journal of Applied Behavioral Science, among others. Good holds a PhD in organizational behavior from Case Western Reserve University, an MA in psychology from Pepperdine University, and a BA in sociology from the University of Wisconsin-Madison. â€œI am honored to receive this award which has been granted in the past WRVXFKVLJQLĂ€FDQWDQGLPSDFWIXOVFKRODUVDQGWREHLQFOXGHGZLWKIRUPHU honorees from Graziadio, Kevin Groves and Kurt Motamedi,â€? said Good. â€œMany past awardees have come from big research universities like USC, Stanford, and UCLA. I am grateful for the support of my colleagues at the Graziadio School and the opportunity to contribute to advancing highcaliber applied research at Pepperdine.â€?
PEPPERDINE SAYS FAREWELL TO LONGTIME ADMINISTRATORS Provost DARRYL TIPPENS and Dean MARGARET WEBER of the Graduate School of Education and Psychology will retire following the 2013â€“2014 academic year. â€œIt has been my honor and privilege to work alongside Darryl and Margaret for many years,â€? says President Benton. "Their contributions and commitment to Pepperdine have been remarkable. They are more than colleagues; they are dear friends, and I know the Pepperdine community joins me in wishing them the best in their next chapters.â€? Tippens has served as University provost since 2001. Under his guidance, Pepperdine's commitment to teaching and research, as well as the IRUPDWLRQRIQHZSURJUDPVKDVLQFUHDVHGVLJQLĂ€FDQWO\8QGHUKLV leadership, Pepperdine experienced what many have called the â€œgolden age of faculty hiring.â€? Tippens attracted some of higher educationâ€™s most coveted scholars and presided over the hiring of a number of deans, including Deans Livingstone, Marrs, Roosa, Starr, Tacha, and Weber. Tippens has been a steady voice for the essential and historic link between scholarship and faith that is at the heart of Pepperdineâ€™s PLVVLRQ+HVXFFHVVIXOO\OHG3HSSHUGLQHÂˇVUHDIĂ€UPDWLRQRIDFFUHGLWDWLRQ by the Western Association of Schools and Colleges (WASC) and authored the Universityâ€™s strategic plan, â€œBoundless Horizons: 2020.â€? During his time as provost, Tippens oversaw the launch of several important institutes and centers, including the Nootbaar Institute on Law, Religion, and Ethics; the Center for Entertainment, Media, and Culture;
and the Glazer Institute for Jewish Studies, among others. He also founded the Ascending Voice, an international symposium and choral festival of sacred a cappella music. Â?Â?Â? Margaret Weber has served as dean of the Graduate School of Education and Psychology since 2001. Throughout her years in leadership, Weber has led an outstanding and diverse faculty to strengthen and shape the GSEP mission and distinguish the school among its peers in higher education. She has stabilized enrollment at the school, increased funding through foundations and grants, overseen growth in psychology programs, developed blendedlearning platforms, and successfully steered the teacher education programs during a time of tremendous change in the industry. Under her leadership, GSEP established its Diversity Council, launched its Urban Initiative program, and opened Aliento: The Center for Latina/o Communities. Weber also has served as director for GSEP's newest master's program, the master of arts in social entrepreneurship and change, which emphasizes leading with purpose through service. Her current research focuses on the Women's Project: Work-Life Balance, which takes a global view of women and leadership.
PEPPERDINE NAMED ONE OF THE MOST ENVIRONMENTALLY RESPONSIBLE COLLEGES IN THE COUNTRY BY PRINCETON REVIEW Pepperdine University was named one of the most environmentally responsible colleges in the U.S. and Canada in The Princeton Reviewâ€™s Guide to 332 Green Colleges. 7KHHGLWLRQRIWKHGRZQORDGDEOHERRNSURĂ€OHVVFKRROV in the U.S. and two in Canada that demonstrate exemplary commitments to sustainability in their academics, campus infrastructure, activities, and career preparation. It was developed in partnership with the U.S. Green Building Councilâ€™s Center for Green Schools. â€œPepperdine is thrilled to again receive recognition for our sustainability program in The Princeton Reviewâ€™s Guide to Green Colleges,â€? says Rhiannon Bailard, founding director of the Center for Sustainability. â€œWe view sustainability as an ethical obligation, which exists in perfect harmony with our values-based mission.â€?
Pepperdine was recognized for its myriad sustainability initiatives, including a commitment to using reclaimed wastewater for campus irrigation; its use of renewable sources such as geothermal, wind, VRODUDQGELRPDVVDVHQHUJ\DQGWKH*UD]LDGLR6FKRROÂˇVFHUWLĂ€FDWH in Socially, Environmentally, and Ethically Responsible (SEER) Business Strategy, among others. The Princeton Review chose the schools for this guide based on a survey it conducted in 2013 of administrators at hundreds of four-year colleges to measure the schoolsâ€™ commitment to the environment and to sustainability. The institutional survey included questions on the schoolsâ€™ course offerings, campus infrastructure, activities, and career preparation. Turn to page 48 in this issue to learn more about Pepperdineâ€™s commitment to sustainability.
S N A P S H OT
PROJECT SERVE 2014
English is a valuable skill in Nicaragua, with too few teachers to meet the need. A team of 20 Pepperdine students traveled over spring break to the town of Jinotega to give school-age children a chance to learn and practice English language skills. 12
Wayne Thiebaud, Dark Cake, 1983. Color woodblock, trial proof II, 15 x 17-1/2 inches
All images ÂŠWayne Thiebaud/Licensed by VAGA, New York, NY. All rights reserved.
A SWEET PERSPECTIVE
California realist Wayne Thiebaud played a seminal role in the Pop Art movement of the 1960s. He developed a national following in 1962 with his signature paintings of popular American food, including pies, cakes, ice cream cones, and other sweets that quickly won the hearts of the public with their nostalgic imagery, iconic compositions, and vibrant color.
On display at the Frederick R. Weisman Museum of Art from January 11 to March 30, Wayne Thiebaud: Works on Paper, 1948–2004 included 85 works and traces the artist’s longstanding fascination with drawing and printmaking. The exhibit, Thiebaud’s third at Pepperdine, included examples of various techniques he explored throughout his career—woodcut, etching, lithograph, screen-print, and monotype. His earliest print, dated 1948, is a modernist self-portrait inspired by Picasso.
Listen to the full conversation: magazine.pepperdine.edu/thiebaud
Wayne Thiebaud, Eight Lipsticks, 1988. Color drypoint etching, 16 x 14 inches
MICHAEL ZAKIAN: My artist friend wanted me to ask you one very practical artist-to-artist question: what kind of white do you use? WAYNE THIEBAUD: Titanium. Anything that’s on sale. MZ: A lot of the things written about you say that you started doing prints in 1964 with Crown Print Press. I was going through the marvelous collection at Sacramento State University, and there were prints going back much earlier. In fact, we’re going to include a self-portrait that you did in 1948 in the Weisman Museum exhibit. Do you remember that piece?
WT: It’s an etching I printed myself years ago, one of the very early etchings that I’ve ever done. I did some etchings on plastic very early on, just for my own first information, but outside of that, making prints was mostly a chance to experiment with various subject matters. And I think that’s always been the case with me. It has to be in some measure, not just printmaking, but printmaking that relates to whatever body of work or whatever theme I happen to be working on. MZ: Was this at San Jose State [where Thiebaud studied from 1949 to 1950] or could it have been earlier? WT: At San Jose State, I took a class from [sculptor and lithographer] John Mottram, and learned to print lithography there. I did a series of things for classroom credit, but he let me experiment and that was, I think, my first experience with lithograph. Later on, I had a more extended experience with [pioneering California lithographer] Lynton Kistler in the south, who was the one who started people like [printmaker and lithographer] June Wayne and that whole Southern California enterprise. We brought him up to the state fair where we could demonstrate art in action during some of those years and some of those prints that you have [in the exhibit] come out of that experience, as well.
MZ: It seems that, even though you were at Sacramento State [as a student from 1950 to 1953], there was a very active audience or interest in art at that time. WT: We were quite lucky, because there were some people very early on that came here and established, particularly at Sacramento City College, some serious investigations and promotions of the art department in particular. I was fortunate enough to be hired there for my first teaching job. That was my introduction to teaching and the whole process there. But they’ve always been a fairly active group, developing scholarships and sending a lot of people to places like Chouinard Art Institute and Art Center and other places. So it was a fairly lively scene and we tried to keep it that way by artist’s cooperative galleries and development of those kinds of things. MZ: You have mentioned that there are some “marvelous reasons for doing prints.” What are they? WT: One is the notion, obviously, of transposing, where you take a very active, colorful painting and attempt to turn it into black and white and into different sizes, different mediums. This has always been very, very interesting to me. And along with that are the surprises where you learn from printmaking, things
Photo of Wayne Thiebaud by Mary Weikert. Courtesy of California State University, Sacramento.
On the occasion of the exhibit, Thiebaud sat down with Weisman Museum director Michael Zakian to discuss his passion for printmaking, the California art scene, and some of his greatest influences.
that you didn’t know you were going to learn. Not just the idea of reversals, but the idea of resolution, how strong something can be. When you thought it was a much less strong thing, it would suddenly show up so that these kinds of sequences have a great instructional method for even something like painting and drawing, by slowing down a process. Since printmaking is a sequential process, you’re of necessity slowed down to really intersperse with some sort of critical interrogations possible. More important, maybe, is the idea that each medium has its unique and very special beauty or effectiveness. There’s nothing quite like that beautiful, velvet lie of a really fully-worked-on drypoint, where you really just scrape up that copper and that featherly edge that catches this marvelous amount of ink, and it almost lays on top of this process. You develop lithography in a lot of different ways. MZ: So when you’re taking a subject and then revisiting it in a different print medium, you are really rethinking the entire image? WT: Yes, it’ll make you rethink it, unless you’re just into some sort of one-to-one duplicating process, which doesn’t interest me much at all. It’s that experiment and research potential that gives you these surprising options and sometimes disparate results. MZ: I know you’ve spoken very eloquently of the painters who have influenced you over the years. I know your love of [Italian painter and printmaker Giorgio] Morandi and [Polish-French modern artist] Balthus. Were there any particular printmakers that you looked to when you were trying to solve printmaking problems? Did you look at the great master printmakers? WT: Yes, very much so, all the way from Goya to Degas, almost all the painters that really took up printmaking. Not so much the technologically proficient and effective tour de force printmakers, but artists who became printmakers. And those are quite 16
Francisco and getting to spend time at the San Francisco Museum of Modern Art. MZ: I noticed one interview with you where you mention some influences early on as being John Marron and Picasso, and you also mentioned C. S. Price. That’s not a name you hear often. WT: No, not a name you hear much, but he was quite a fascinating figure up in the north. I never did meet him, but I did hear wonderful stories about him, and finally went up and saw his carved little animals that he used. Wayne Thiebaud, Gumball Machine, 1971. Color linocut, unique trial proof, 24-1/4 x 18 inches
elegant: Whistler and Rembrandt … there were many who were unique developers and inventors of printmaking. What Lautrec did with lithography, for instance. I’m a very influenced painter and printmaker and a great lover and collector of them. MZ: Going back to your earlier career, I noticed that there was a very early exhibition you did at the Crocker [Art Museum]: Influences on a Young Painter. What art were you looking at back then or, I should say, have access to? Because other than the Crocker, there probably wasn’t a lot of art for you to see in Sacramento, or was there? WT: But I came from Los Angeles and there was quite a wonderful influence there. With the people like [painter and sculptor] Rico Lebrun, [muralist] Howard Warshaw, Billy Brice … MZ: Did you know them? WT: Yes, and a whole number of people from UCLA—De Erdely and that whole group over there. It was a very yeasty period. They had a series of galleries. I went to lectures there where they were trying to get people to buy their prints for five dollars and ten dollars. I was of course just a very young student, and very easily influenced. But when I came to Sacramento then, I had that experience, plus being close to San
MZ: You have always been more interested in art, and the history of art, and the technique of art, rather than just that pop-art phenomenon that people have always associated you with. I was looking at some dates and I saw one thing really interesting. When you started doing the food paintings and showing them with Allan Stone in 1962 or so, there was a fascinating drawing book that came out around the same time. Did you know Robert Beverly Hale and that great book he did, Drawing Lessons of the Great Masters? One thing he did was begin looking at the simple volumes that underlie complex old master figure drawing. And in a way, at the same time, I think you were doing something very similar with your food paintings, getting down to those core shapes. WT: Yes, I never did think of the food paintings so much as anything but actually traditional painting problems and ways of using them compositionally, which alerted me to real possibilities. I didn’t think of any irony or any of the things people wrote about so laboriously. I’ve thought of myself and think of myself as quite a traditional painter in a really full sense. While I’m very interested in contemporary art and the whole idea of modernism, I think we’re still trying to sort out just what was good about modernism, as well as what was pretty destructive and not such a good happenstance. Most painters in my opinion, at some point to some degree are really retrograde, and we need that if
Each medium has its unique and very special beauty or effectiveness. There’s nothing quite like that beautiful, velvet lie of a really fullyworked-on drypoint, where you really just scrape up that copper and that featherly edge that catches this marvelous amount of ink, and it almost lays on top of this process. You develop lithography in a lot of different ways. —WAYNE THIEBAUD
we’re going to have museums and value standards where we have consensus and some kind of value structure, then I think that tradition of paying attention to art history is crucially important. All the painters I knew who were any good were terrific lovers of art history, as well. MZ: Speaking of force, there were some early prints that I just love. The woodcuts you were doing around ’62, ’64. I think Sacramento State has the yo-yos and the sucker tree and the half-cakes. They’re so elemental and so essential. I guess that gets down to your interest in the graphic language of art. WT: Very much so. I’m very interested in and have a great respect for good graphic designers and typographers, since I particularly came out of commercial art. I think that’s elemental and very, very much to do with the whole concept of design and how important drawing and design are. MZ: One thing that always fascinated me was that when you were at Rexall Drugs in L.A., you were there with Robert Mallary. Now most people like me know his assemblage sculptures. But what
was he doing, what were you doing at that time, what were the influences in the late ‘40s? WT: We were both Wayne Thiebaud, Steep Street, 1989. Spit-bite aquatint and drypoint etching. 39 x 30-1/4 inches working at the Rexall Drug Company and he was working just in While he made his reputation as a the production department. He didn’t have Pop artist, Thiebaud never remained much of a role in designing and I always thought of myself as a hotshot art director and started talking one day about Cezanne, and particularly Erle Loran’s book on Cezanne’s composition and he just shaped me up and just said, “That’s so elemental. Why don’t you really take it on?” We’ve been great friends and he actually was largely responsible for shaping me up and getting me to read more and told me how dumb I was, and was a terrific analytic critic, incidentally. He was a great mentor and inspiration for me, so he was very largely responsible for getting me much more seriously dedicated to how difficult and how wondrous painting was and, “Be sure and be responsible not to ignoble that great tradition,” he used to say.
bound within limits of that style and considers himself a realist who has spent his artistic career exploring a host of traditional subjects, ranging from people to everyday objects to California landscapes.
Pepperdine nutrition professor Loan Kim teaches a class at the MITS facility in Kamulu.
World of Wellness After enduring unspeakable hardship in her youth, a lifelong nutrition scholar improves health conditions in communities close to home and beyond. By Gareen Darakjian
Last summer Seaver assistant professor of nutrition Loan Kim traveled to Kamulu, a rural village an hour east of Nairobi, Kenya, with Made in the Streets (MITS), a Christian organization that focuses on rescuing street children from nearby slums. Kim, along with her husband and a host of Pepperdine faculty and staff members, made the journey to volunteer their time and participate in the mission trip. “These are kids who have been abandoned or left or ran away from home for a number of reasons, mostly due to poverty,” Kim explains. “They end up on the streets and there’s no safety net in Kenya. In America, you could go to a food bank or a homeless shelter, but they are literally living on trash, they’re scavenging for metals…whatever they can find in order to survive and buy food.” The experience recalled a time in Kim’s life when she was forced to face her own set of challenges trying to survive dire circumstances. The middle child of a well-to-do-family, she was just six during the communist takeover of Saigon following the Vietnam War, when more than 3 million people fled from Southeast Asia. Her father, like most educated men, was forced into a reeducation camp in rural Vietnam, leaving his wife and three children to fend for themselves. When he was released two years later, the family decided to leave Vietnam for the United States. They, like many of the other refugees, escaped by boat. “If we stayed, there was just no opportunity for us,” she recalls. “We would have no future.” Packed like sardines, Kim, her parents, her two siblings, and her cousin were smuggled onto a fishing boat with hundreds of others, headed towards Thailand.
Once the motor died and the fuel ran out, the boat was floating on international waters and the passengers went into survival mode. Forced to drink their own urine when their food and water supply depleted, many could not bear the circumstances and perished at sea. Among them was Kim’s younger sister, who died in her cousin’s arms one hour before a Thai fishing boat spotted and rescued the refugees. “You name it, it happened,” she says. “When I look back on it, I’m very grateful for how things played out, because we could’ve been kidnapped or sold into prostitution. Many of my friends have lost sisters and mothers… to this day they don’t know what happened to them. It’s heartbreaking on a level that you can’t fathom.” After landing at a refugee camp in Thailand, Kim and her family made contact with their U.S. relatives who sponsored and helped them transition to life in the U.S. The family arrived in Los Angeles in October of 1980 and started building their life in America from scratch. They lost everything, their belongings mostly sold to buy food and necessities while at the Thai refugee camp. Kim’s father, a lawyer in Vietnam, went back to school to obtain an associate’s degree and worked as a computer programmer. Years later he was laid off and took a job as a janitor
with the LAUSD. Her mother worked nights at the post office and took jobs as a seamstress during the day, sewing zippers for 10 cents apiece. “But, you know, we made it,” she maintains. The tumultuous circumstances of her childhood also led to a spiritual awakening as a college student. “Through that, I learned a lot about suffering and difficulties and poverty. I became a Christian after being forced to think a lot about life, purpose, and what happened to me.” In the two weeks she spent in living among the locals in Kamulu and bearing witness to their daily struggles, Kim
[The students] really want to make a difference with what they learn, and I want to show them that they can make that difference in the world. found compassion and empathized with those who were unable to escape their conditions. Her daily diet consisted of staples like rice or mashed potatoes and stir-fried cabbage and carrots—a menu with very little nutritional variety and little or no vegetable and fruit options. The public health scholar, who had cultivated a career in obesity prevention, saw the flipside of her lifelong research: severe malnutrition. “It was really eyeopening for me as a professor and public
health researcher, seeing the level of poverty they faced every day.” Many, she explains, turn to sniffing glue or kerosene to numb the hunger they feel. Back at home, Kim thought of the students in her community nutrition course and the practical, classroom applications of the solutions she imagined for the people of Kamulu. “I envisioned a way to integrate science knowledge and how to get my students energized about what they learn in the sciences,” she recalls. “One of the ways is for them to really see hunger and poverty and see the slums and the conditions in which these kids live and understand why malnutrition is prevalent.”
Hear professor Loan Kim reflect on her experience in Kamulu. magazine.pepperdine.edu/loankim
The Kenya Program, a high-impact, experiential learning program, which launches in June of 2014, will engage 16 Pepperdine biology and nutrition students in meaningful learning and service opportunities as they work alongside MITS to help the children of Kamulu. Kim will be joined by Seaver associate professor of biology Donna Nofziger Plank, who will lead the biology component of the program. Hung Le (‘87, MA ‘03), Pepperdine associate vice president and University registrar, first traveled to Africa with MITS in the summer of 2012 and was with Kim last summer when she first discovered the severity of the need in Kamulu. Le, an elder in the University Church of Christ, and his wife Corinne (‘87) have been members of the University Church since they were first-year students at Pepperdine in 1983 and take advantage of every opportunity to travel to Africa with the youth group. Inspired by the University Church’s work in the village and Le’s commitment to the mission and purpose of the program, Kim sought ways in which it could be part of the Pepperdine experience and approached him about developing a partnership with International Programs.
Professors Loan Kim and Donna Plank stand amid trash and sewage in a residential area in Mathare Valley, the second largest slum in Nairobi.
“My vision for the program is for the students to realize that they have a lot to learn from the Kenyans, from the students who have gone through so much pain and poverty and brokenness while maintaining their resilience,” insists Kim. “They’re able to thrive in the midst of hardship. So I think that will be a very valuable and priceless lesson for our students.” “Both Dr. Kim and Dr. Plank personify and exemplify our mission in every way,” says Le. “Saying they have a heart for service seems to be insufficient in describing what they do. They lead, they serve, and they do that with a real purpose to glorify God and to make this life more abundant.” “The purpose for us going is to add to life,” he continues. “Not only the life of the children at MITS, but I believe our lives will become more abundant through this experience.” Of the 50 first-year applicants, eight biology and eight nutrition students will take two classes in their respective programs over the course of two weeks prior to traveling to Kenya. The second phase, in the subsequent two
has a special heart for immigrants. “Everybody has that desire to have a better life,” she says. “There are others I know who have gone through worse than I have to get here: losing family members, going through war, seeing atrocities that they can’t even describe. But they’re here. They’re living in the inner city, but they’re trying to make it. If it hadn’t been for those kinds of programs, I don’t think I could be here today.” (L-R) Hung Le, MITS program director Frances Mbuvi, Loan Kim, and Donna Plank
weeks, will take place in Kenya while at MITS. Students will be provided with intensive educational background and simultaneously work on developing a project that they could implement once they are in Kenya. The “front” end of the class would involve studying the problem and working together to develop the solution, a five-day menu rotation with more diverse nutrient options, for example. The implementation of the solution will include testing out the menu plans using local ingredients and farm produce provided at the MITS facility. One of the many endeavors of the Kenya Program is to teach the catering students at the MITS camp about basic nutrition to use when they go on to work in local restaurants. Another is to debunk nutrition myths that exist in Kamulu culture. “They don’t drink water in the wintertime, because they think it’ll make them cold,” Kim explains. “But you need water, regardless of what season it is. Imparting our background and knowledge will really help in these cases.” “What the staggering number of applicants tells me is that there’s a huge interest among the Pepperdine student group who want to apply what they learn,” says Kim. “They really want to make a difference with what they learn, and I want to show them that they can make that positive difference in the world.”
Kim and Plank also plan to involve participating students in setting up a science camp in Kamulu, which will introduce the local children to the subject on a deeper level. The camp will provide students with resources such as microscopes and petri dishes and prepare them for experiments in biology, physics, and nutrition. For those students who will be unable to travel to Kenya, Kim has partnered with World Impact, a Christian organization that minsters to the urban population in Los Angeles, to improve conditions in the local “food desert”—a geographic area where affordable and healthy food is difficult to obtain. Closer to home, Kim and her students will provide nutrition education to the area youth and work together to establish an urban garden in an under-resourced urban community near Downtown Los Angeles. “Many of them don’t get to eat as much as they want to because their parents just can’t afford it. That’s a reality,” says Kim. “And they’re not getting much of it in the lunch programs at school, so if we can create this garden, then it will provide direct learning. Studies show that kids who learn where their food comes from are more likely to try it.” Kim, whose own family lived on welfare and food stamps in Koreatown, 10 minutes away from World Impact’s headquarters,
“One of the things I’ve really learned in my life is not to be afraid to do hard things. I think it’s the hard things that can make a difference not only in my life, but in the lives of other people. A lot of my passion for the work that I do is born out of understanding what it’s like to have had and lost.” The reality of poverty and how much it can really make or break a person was my reality. Now that I ‘have’ again, I want to make a difference to improve the health of immigrant communities who have gone through much pain and difficulties. I want to empower our students to use the talents, gifts, and skills that God has given to be agents of change for the better in our world. I think that’s the Pepperdine vision for each and every student who graduates.”
The WAVES OF SERVICE movement celebrates, supports, and connects Pepperdine alumni committed to volunteerism and careers of service worldwide. Learn more about how you can get involved at:
HEALING After years of treating the challenges unique to African Americans in his private practice, Graduate School of Education and Psychology professor Daryl Rowe is developing the tools to lead them to recovery.
By Gareen Darakjian
DARYL ROWE CLINGS TO A STORY that has been passed down in his family for generations. It tells of his father’s father (pictured right) who vanished in the mid-1930s while trying to help black people register to vote. Rowe explains that this experience—one of disappearing family members—is not uncommon within black communities around the world. “Those types of traumatizing experiences, which should be unusual and uncommon, which should be reflected in a communitywide response of outrage, simply don’t ever gain attention,” Rowe insists. “The outrage that you heard within the black community with cases like Trayvon Martin and Jordan Davis was a reflection of this unrequited disappearance that has been part of far too many of our backgrounds.” The story of his grandfather, and the countless other tales of trauma he has heard throughout his life, helped shape his decades-long career in psychology and, for the last 32 years, his focus on shifting the organizing principles of psychology to make them more relevant to populations of African ancestry and the communities out of which he emerged. Today, as president of the Association of Black Psychologists (ABPsi), Rowe’s most significant endeavor has been creating and promoting a series of grassroots networks called Emotional Emancipation (EE) Circles, self-help groups facilitated by community members
focused on addressing challenges unique to the African American community.
overcome, and resist the impact of the myth of black inferiority,” he says.
In 2010 the ABPsi was approached by the Community Healing Network, a small nonprofit organization based in New Haven, Connecticut, to provide technical assistance to develop a process for challenging the myth of black inferiority. Out of that consultation a plan was developed to launch EE Circles, a set of interventions that would tackle matters of emotional emancipation, healing, and wellness for African Americans.
“We feel that the EE Circles begin to address the sets of challenges that have had pervasive negative impacts on African American populations.”
“The initiative is based on the idea that, during the almost 400 years that persons of African ancestry have been in the United States, there has been a fairly consistent, fairly systematic negation of both their value and worth,” says Rowe. “Our aim was to create a space where people of African descent can come together to share stories, to deepen an understanding of historical forces on our emotional well-being, and to learn a range of essential emotional wellness skills to begin to challenge,
Once launched, EE Circles begin with 10 to 12 introductory sessions followed by a series of consciousness-raising activities, exposure to historical references, and a number of inspirational and mindfulness activities that, in a group setting, are designed to spark community activism and healing.
Training sessions provide participants with an exploration into what emotional emancipation means, how it ties into the intergenerational trauma literature, what the structure of EE Circles look like, and how groups can go about launching them.
“Part of what the literature suggests is that when members of different communities are engaged in civic activities, activities that enhance not magazine.pepperdine.edu
Professor Rowe with students Alike Chandler (left) and Victoria Moran (right)
The EE Circles provide a powerful and collaborative support system for those of us who have endured a lifetime of psychological and emotional traumas by way of racism. —Alike Chandler
Our aim was to create a space where people of African descent can come together to share stories, to deepen an understanding of historical forces on our emotional well-being, and to learn a range of essential emotional wellness skills to begin to challenge, overcome, and resist the impact of the myth of black inferiority. —Daryl Rowe just their individual well-being, but also the well-being of their communities, they are less likely to be enticed by drugs, violence, and other crimes,” he says. Rowe explains that the programs are designed to enable attendees to shift their perspectives from a place of less power to a place where they begin to believe in their inherent value and feel empowered not only as individuals, but also as members of a broader community. This strategy was piloted in Tuskegee, Alabama, mostly due to the city’s particularly powerful role in the development of the selfhelp movement among African Americans, as well as its strong African American demographic—95 percent—and community leadership. By 2019 Rowe and his team hope to have engaged a critical mass of people around the country, eventually the world, in conversation about the possibilities that emerge when the limitations brought upon by years of oppression are addressed.
At the Graduate School of Education and Psychology, Rowe recently led an EE Circle workshop at Pepperdine’s West Los Angeles Campus targeted to clinicians of the Southern California Association of Black Psychologists, as well as one geared towards graduate students. The latter is where fourthyear GSEP student Victoria Moran found a “cohort of support” as an African American student and psychotherapist. “The Emotional Emancipation Circles are affirming to my humanity as an African American,” she says. Moran also explains that the experience equipped her with the tools needed to support her clients facing race-related crises. “African Americans, and those of African descent on an international scale, are often over-pathologized without putting historical trauma in context. African Americans have only had civil rights for the past 50 years, yet we are expected to play on level playing fields, ignoring hundreds of years
of bondage and subhuman treatment. When you understand this context, it is helpful to understand where we, as African Americans, are in 2014.” For Alike Chandler, a first-year GSEP student interested in opening a private practice that supports individuals and groups of underserved populations, the workshop provided a platform to express and share her thoughts, concerns, ideas, and life experiences as an African American female. “The EE Circles provide a powerful and collaborative support system for those of us who have endured a lifetime of psychological and emotional traumas by way of racism,” she claims. “Knowing the catalysts to the dysfunction will enable us to forge a path to future progressive change. The Emotional Emancipation Circles are the voice of truth and reason. They are inclusionary, they are the light, they are the future.”
Luke Salas wears San Antonio red before a home game.
Harnessing a lifelong love of the sport and a devotion to his heritage, School of Public Policy alumnus Luke Salas reveals the reality of Cuba through the camera lens. By Gareen Darakjian
WITHOUT BORDERS Luke Salas (’07, MPP ’10) was always meant to become a baseball player. While many parents worried about milestones like crawling or talking, the Salases were concerned whether their budding athlete, whose earliest childhood memory was of “pitching” rocks in his backyard, would be a lefty or righty. At the age of five, when the youngster broke his right elbow falling off of a jungle gym, his grandparents’ first question was: “Is it his throwing arm?” The first-generation Cuban American was bound for baseball, the adopted national sport of the island country from where his family hailed. A dream he had at the age of 11 confirmed what he always knew to be true. “I had robbed Ken Griffey Jr., my favorite player, of a home run,” Salas recalls. “I can still remember it. I woke up and knew I wanted to become a professional baseball player. That same morning, on the way to school with my dad, I shared the dream with him and made my declaration that I was going to be a professional baseball player. He promised to me that he would do everything in his power to help support me in achieving my dream.” An accomplished athlete in his youth, the high school letterwinner brought his remarkable record to Pepperdine in 2003, where he made an impressive debut as a rookie on the Waves baseball team and concluded his four-year collegiate career in 2007 as a top hitter. Following college, Salas entered Major League Baseball as an outfielder for the Texas Rangers and, by the end of his professional baseball career, he
realized that graduate school offered a meeting point for his passions. “Public policy was a chance to not only grow, but also expand who I am as a person and really challenge conventional ways of thinking,” he explains. At the School of Public Policy, Salas studied the turbulent political history and current situation of his homeland and drew his own questions about CubanAmerican relations. “I saw baseball as just another form of policy in Cuba, as a form of diplomacy. You play to your strengths, and there are two things I know really well: baseball and Cuba.” After graduating in 2010, Salas became interested in the Cuban baseball system and set out to learn more about how he could play on the national team. He quickly found that no foreigner had played in the Cuban National Series since 1961, when Fidel Castro took power. “I recognized the cultural importance of baseball and how it could be used as a bridge to not only connect the people of Cuba, but also what it could represent politically,” Salas says. “I knew in that moment that this could be something much bigger than just me playing baseball.” It was then that he harnessed a lifelong love of the sport and devotion to his heritage to show the reality of Cuba through the lens of baseball. “As soon as I saw the potential of this experience, I thought, ‘We have to document this. This has to be a film,’” he recalls. “I recognize the power that entertainment and media have in spreading messages and connecting people.”
Salas’ inspiration for The Cuban Dream remained rooted in uniting the people of both countries and believing that a common good, in this case baseball, could be used to help bring them closer than what politics has attempted for so long. That these political and cultural strides could be made by Cuban-Americans spoke volumes. “Baseball has always been more than just a game in Cuba,” he continues, “and that’s what made it so special. Here are two countries, 90 miles apart, that both share the same national pastime, yet they don’t talk politically.” Baseball was first introduced to Cuba in the late 1800s by the U.S. Navy and Marines docked at the Guantanamo port. The sport caught the attention of the locals who were looking for any opportunity to express their disdain for the Spanish crown, of which Cuba was a colony. While the Spaniards made efforts to impart their own cultural activities like bullfighting, Cuba resisted by adopting the American sport. “Spain did not want to lose Cuba to the United States,” Salas explains. Later, in the midst of political strife between Cuba and the United States during the early 1900s, baseball became a tool in the conflict. The Cuban national team was on par competitively with the American national team, and when it became clear that Cuba and the United States were growing apart, baseball games became the only times when the two countries would accept that they had to coexist. The Cuban Dream documents Salas’ attempts to penetrate the Cuban baseball magazine.pepperdine.edu
system, and chronicles his family’s reunion with the relatives they hadn’t seen since leaving Cuba in the ‘60s. The film is a family affair that utilized the expertise of Salas’ brothers Scott (‘12) and Jake (’12), the director and associate producer, respectively. Codirected by former classmate Chelsie Corbett (’12), The Cuban Dream also raises awareness of the athletic talent that exists in the censored country. During shooting, the team discovered the complicated restrictions placed on baseball players of Cuban nationality. “In order for a Cuban ballplayer to technically be allowed to sign a professional baseball contract in the United States or any other country, they have to defect Cuba and become
citizens of that country,” Salas explains. “They have to step foot onto the U.S. and be granted a green card. Once they’re granted a green card, a visa, or a work permit, they are then allowed to sign a contract with a professional baseball team here in the United States.” The U.S. embargo of Cuba also prohibits American organizations or Americanaffiliated companies from hiring employees with Cuban citizenship. For the first time since 1961, following a recent massive policy shift in Cuba, Cuban baseball players are now allowed to sign professional contracts and still retain their citizenship. However, what many athletes don’t realize is that in order for them to become professional athletes and sign international contracts, they must play in the Cuban National League season between November and June—dates that directly coincide with the American Major League Baseball season, making it impossible to participate in both leagues. Salas’ attempts to enter the Cuban national league as an American were not easy. He and the crew frequently traveled to the island between 2011 and 2012 to cultivate relationships with the citizens and policymakers, and to get a sense of the political climate. Due to the country’s concerns about filming, the team shot The Cuban Dream “guerrilla style,” which forced them to exercise their creativity in capturing certain shots, while employing caution at all times.
Using DSLR cameras gave them a layer of protection, as the equipment appeared to be the same type used for still photography. “It’s not like Cuba wasn’t aware of us wanting to film. We mentioned our desire to film in every discussion we had down there,” says Salas. However, authorities in Cuba were under the impression that filming would only take place once Salas was cleared to play baseball, the results of which are revealed in the film. “We did have one run-in with the Ministry of the Interior [Cuba’s FBI], which led to us being followed during our time there,” he recalls. “Having that in the back of your mind is always a bit disconcerting, but experiencing that only helped all of us understand what it is like to live in that system.” “It was in our time down there that we really started recognizing the story that is The Cuban Dream.” Once there, Salas saw that pure talent and a love for the game were the only qualifications needed to join the players on the field. “At the end of the day, they wanted to win. And if I was an asset that could help the team win, they wanted me to play. I think that was what it came down to in baseball circles,” says Salas. “The people who I was trying to play with and for didn’t care where I was from. All they cared about was, ‘Can you play?’ Baseball’s baseball.”
I saw baseball as just another form of policy in Cuba, as a form of diplomacy. You play to your strengths, and there are two things I know really well: baseball and Cuba. Things were moving in the right direction. Salas trained with the team in San Antonio, a town just outside Havana. But, as he wrote on The Cuban Dream blog, “The bureaucracy of Cuba is something that can never be predicted. Things became political and the issue of me being a good enough baseball player slowly faded in the rearview mirror. In my 16 months of working and spending time in Cuba I feel that now, more than ever, I understand the ‘many faces’ of Cuba and the challenges that system imposes on its people.” Ultimately, the challenges Salas faced trying to play baseball in Cuba became a testimony to the daily struggles that exist for Cuban citizens. “It’s a system built on fear,” he explains. “By the end of our time down there, we could definitely see it. It’s very, very real.”
“There’s a romantic perception of Cuba—and it’s there, don’t get me wrong, it exists. It exists for all the foreigners, it exists for all the tourists, it exists for all the people who have money. But for the people that have to live there day-to-day, which we challenged ourselves to do, it’s not the case. It’s probably the biggest shock, the massive discrepancy that takes place.”
The filmmakers made a calculated choice in letting the camera do the talking. Contrasted with images of trash-littered neighborhoods and dilapidated buildings were the pastel colors of the suburbs and the ominous beauty of deserted streets. They also captured the reality of life in Cuba, inviting citizens to share their daily experiences and struggles. “I went in with an open mind,” says Salas. “I wanted to find the truth from my eyes, from my perspective, and what we saw was that the powers that be in Cuba live a very special life.” It soon became clear the true power of the embargo and how its intentions were being used and manipulated in Cuba to serve the purposes of the regime.
“The sad fact of the matter is that the people who are in policy, the people who are making policy decisions and enforcing the policy decisions in Cuba have never been to the island,” he continues. “They’ve never been there and they’ve never seen it. I was getting a first-hand glimpse into something that is not only very rare, but very special. Through the film, Salas hopes to challenge audiences not only as people, but also as Americans to find a way to help future generations of Cubans discover their voice. While baseball and politics go hand-inhand in Cuba, he maintains that the love for the game is what ultimately transcends bureaucracy and connects people. “I think that’s what policy was really created for: to help individuals pursue their goals and their dreams and their freedoms in the system, and to have the opportunity to do so.” So, what does the “Cuban Dream” mean to Salas? “Freedom. The ability to wake up and pursue a dream and to have the autonomy to be a true individual. To travel the world, to own your own business, to be a Major League Baseball player… whatever it is, they should have the freedom to pursue that personal choice.” “Sometimes policy complicates things, but seeing the bonds formed just through baseball proves that possibility can be created. And once there is possibility, anything can happen, anything can flourish.”
Watch the trailer for The Cuban Dream: thecubandreammovie.com
Malibu Dreaming A Reality This Summer
“Come home” to the Malibu campus this summer for the ultimate, all-inclusive vacation! Regardless of how you define family—grandparents, roommates from college ge or grad school, nieces and nephews, or your hairdresser— Pepperdine ine Family Camp is the perfect opportunity to spend quality time withh the ones you love.
What to Expect h 30
ORANGE SESSION July 30–August 3, 2014 Surf lessons Paddle boarding Guided hikes Campfires Beach parties Wine tasting Getty museum tours Kids camp and teen activities Fun in the Malibu sun and more!
BLUE SESSION August 6–August 10, 2014
A week of memories to last a lifetime! Contact us for more information or to register today!
310.506.6602 firstname.lastname@example.org pepperdine.edu/familycamp
Essential “To-Dos” for Life Beyond Pepperdine
Are you a recent Pepperdine graduate? The Pepperdine Alumni Association is here to serve you and help you stay connected to the Pepperdine family. Here are a few things you need to do upon graduating to stay connected with Pepperdine:
Update Your Alumni Information
Visit the Pepperdine Marketplace
In order to stay up to date on the latest events and information about Pepperdine, and to receive important alumni materials (like your Alumni ID Card!), we need to know where to best reach you. Please update your contact information at pepperdine.edu/alumni/update with your preferred e-mail and mailing address within 90 days of graduating.
The Pepperdine Alumni Association is proud to offer a Wavesexclusive business and service directory. Locate Pepperdine alumni-owned/affiliated businesses, reach Pepperdine-affiliated businesses and professionals, and search for Pepperdineexclusive discounts all through the Pepperdine Marketplace! No membership is necessary, and no login is required. Visit marketplace.pepperdine.edu to begin. To promote your business/ place of employment and post job opportunities to the Pepperdine community, call 888.888.9595 to join the Pepperdine Marketplace.
Take Advantage of E-mail Forwarding Your time at Pepperdine is coming to a close and, unfortunately, the same is true of your @pepperdine.edu e-mail account. Within 90 days of graduating, this e-mail address will no longer be accessible or available. Fortunately, you can still retain the Pepperdine name in your e-mail address! In place of a full-service e-mail account, Pepperdine provides all alumni with a customized @alumni.pepperdine.edu address, which can be forwarded to any third-party e-mail provider.
Join an Alumni Chapter Near You! With approximately 95,000 Pepperdine graduates, you are now joining a powerful network of peers worldwide! With chapters from Los Angeles to New York you can connect with fellow Waves near you through social, philanthropic, and networking events. Contact email@example.com for information on a chapter near you.
firstname.lastname@example.org • pepperdine.edu/alumni
NE US OF Graziadio School professor Ed Rockey seeks meaning in his work. By Rick Gibson
(MBA â€˜09, PKE 121)
“AFTER CONDUCTING A NATIONAL SEARCH, WE WOULD LIKE TO OFFER YOU THE POSITION OF CHAIR OF THE COMMUNICATION DIVISION.” Ed Rockey’s 44-year relationship with Pepperdine began with a fateful phone call in 1968 from Bill Banowsky, then the executive vice president of George Pepperdine College, which was nearing a cliff of financial ruin. It was also a pivotal time for the college, which made a strategic decision to open a highly experiential satellite campus in Malibu. Now, over four decades later, Rockey stares into the distance and takes inventory of his career and life’s work at Pepperdine. He has reinvented himself so many times, it is not easy to discern the crux of his mission. He has served both as faculty and as administrator, working at George Pepperdine College, Seaver
Control Data Corporation in Milwaukee, Wisconsin, Rockey was asked to complete their “Train the Trainer” program, which included taking a personal inventory that posed many deep questions. After answering hundreds of questions to complete the survey, he skimmed the executive summary when it was returned. While the professional profile it created was of interest, the final sentence resonated deeply within him. The survey concluded: Ed Rockey’s keenest professional fulfillment is to facilitate the growth and development of others and of himself. He smiles and says, “My mission crystallized in that moment.”
to possess in a world of chaos, few major business schools specialize in it. Creativity and innovation stir Ed Rockey’s soul. He relishes the memory of the innovative early days of the business school under then dean Don Sime. “We were the first to seriously offer an MBA program to fully-employed students while other schools scoffed at the idea of teaching part-time working adults,” he recalls. Rockey and his colleagues understood that working adults had experienced success and failure in a way that motivated them as students.
VOCATION & CALLING College, the School of Business and Management, and finally at the Graziadio School of Business and Management. For most of his life he has wondered where he made the most impact. What was his greatest contribution? What was his biggest missed opportunity? What was the nexus of his vocation and calling?
Twenty-five years ago, along with professor Al Hoisman, the Pepperdine business professor of applied behavioral science created a course called Creativity, Innovation, and Leadership. Well ahead of the curve, Rockey knew that for his students to succeed they must first learn how to conceptualize and create.
The answer came surprisingly late in Ed Rockey’s life. As a presenter at an executive conference hosted by
Yet even today, in spite of a recent IBM executive survey that found that creativity was the most important skill for a leader
“What a privilege it was to teach workers from diverse backgrounds and different fields, renaissance men and women seeking to better themselves,” Rockey says. To help his students achieve both personal and professional success, Rockey determined to make creative problem solving the centerpiece of his curriculum. He wanted his courses to be applicable to the real-time challenges magazine.pepperdine.edu
WHAT A PRIVILEGE IT WAS TO TEACH WORKERS FROM DIVERSE
BACKGROUNDS AND DIFFERENT FIELDS, RENAISSANCE MEN AND WOMEN SEEKING TO BETTER THEMSELVES. Born in 1928, Rockey was raised in a lower middle class family in Queens, New York. His parents, placing little value on education, raised him to be a mediocre student who eventually dropped out of high school. At 17, directionless and with no plans for college, he worked as a farmer in upstate New York and later as a deckhand on Erie barge canals before joining the army. After serving in the military, he decided to develop a skill as a machinist. This decision led to a breakthrough in young Rockey’s thinking about his skills and his calling.
of his students; so, he abandoned the typical approach of studying Harvard Business School case studies. Instead, he taught his students how to write case studies of their own business challenges. The class would then form teams to solve real business problems. “In those days, MBA programs taught students how to compete with one another,” he recalls. “At Pepperdine, we taught them how to collaborate.” They quickly learned that teams are smarter than individuals. To this day, nothing pleases Rockey more than to hear from a former student, as he routinely does, who expresses their appreciation for learning how to listen, engage, communicate, and collaborate.
David Grossman (MBA ’00), executive director of the Santa Barbara Symphony, recalls, “I was already a senior executive when I went to Pepperdine for my MBA and his class stands out as one that made a huge difference in how to do my job better.” “Dr. Ed changed my life forever,” declares former student Sean Carlson (MBA ’12). “He helped me understand not only organizational behavior in general, but also who I truly was as a person and as a leader.” Perhaps Rockey sees something of himself in his students. Like many of them, his life meandered at an early age and he logged many hours in the workforce before finding his way to the academy.
To advance his future prospects, he took evening classes to study Spanish and exporting. He earned an A in Spanish and, in so doing, learned that he could be an excellent student. With a new sense of self, new horizons opened up to him that drew him first to the ministry and eventually to the academy. Today, the words scribbled on the whiteboard in Rockey’s Westlake Village Graduate Campus classroom are nearly illegible. It takes a moment to recognize the weight of their meaning. The words “information age,” written in black, have been crossed out and replaced by two words written in green: “creativity age.” It may have taken Ed Rockey a lifetime to understand the heart of his work, but his students understood it long ago. “His sole intention was to help me pursue my calling,” says former student, Jordan Drake (’07). “It was not because he had to; but because he wanted to. It was never a job to him but a passion and the students could feel the difference.”
AN ISSUE OF
BIRTHRIGHT School of Law professor KRIS KNAPLUND champions the rights of individuals born through assisted reproductive technology. By Ali B. Taghavi
IN THE FALL 2013 issue of the Denver University Law Review, School of Law professor Kris Knaplund wrote an article that shed light on the plight of three American women living abroad, who faced difficulty conceiving children naturally. They received anonymous embryos from donors, gave birth, and were listed as the mother on their child’s birth certificate. The mothers then had to take blood tests to prove their biological connection to their babies in order for their children to become citizens of their host countries—a rule established in 1952 when the implantation of donated embryos was not yet common practice. The test results showed that they were not genetically related and, as a result, their children were denied citizenship. “In 2014 it doesn’t make sense for children born of assisted reproduction to be denied their rights,” says Knaplund. “We have to stop trying to force them into the same framework that we use for children who are not. We need a different framework.” Knaplund first became interested in the rapidly growing field of assisted reproduction technology (ART) while writing about the Rule Against Perpetuities, a doctrine that conclusively presumes that a person’s children will be born within that person’s lifetime. “The purpose of the rule is to prevent interest in [gametes] floating around for centuries,” she explains. “Traditionally, a woman can’t have children after her death. With assisted reproduction, that’s not the case. A person’s gametes can be still be retrieved after they die.” “At the end of the day, people want to know who is going to own their property after they die,” Knaplund continues. “If your kids are born 10 years after you die, they might make a claim to your trust or will, and that can have an impact on your other heirs.” Knaplund, an expert in property, wills and trusts, and bioethics, is now a leading scholar in the field of ART, which comprises a group of methods used to 36
In 2014 it doesn’t make sense for children born of assisted reproduction to be denied their rights. Spring 2014
achieve pregnancy outside of the human body in a laboratory environment. The three most common forms of ART are in vitro fertilization, assisted insemination, and gestational carriers. These procedures also enable the conception and birth of children after the genetic parents have died. This raises a number of legal and ethical issues, such as whether gametes should be retrieved postmortem. How to identify legal relationships for those born from donated gametes is a current topic of great interest in estate planning. For instance, existing inheritance laws in most states only account for children produced by living individuals. California lawmakers recently passed legislation specifying the conditions under which a child conceived posthumously may be considered an heir. Knaplund explains, however, that this area of law is unsettled in many states that are worried about encouraging assisted reproduction. “Certain states, such as California, are becoming more popular for these types of procedures.” Though issues of citizenship in the cases mentioned earlier are matters of federal law, Knaplund explains a broader solution must be developed at the state level. She recommends that state legislators revisit the Uniform Probate Code, which standardizes the laws concerning children born of assisted reproduction and separates them from laws that govern children born naturally. “It’s still unclear in some states whether the gestational carrier, the genetic donor, or the intended mother is considered the mother of the child,” she says. Today, as chair of the Elder Law, Disability Planning, and Bioethics Group for the American Bar Association, Knaplund is working on better defining guidelines and policy when ART is used. At Pepperdine Knaplund brings her research and expertise to the classroom to inspire the next generation of leaders to wrestle with established legal issues.
She also encourages her students to merge their professional and personal lives with their faith—a synergy that has allowed her to explore and effect change throughout her work with ART. “Pepperdine encourages professors to become mentors to the students and to see ourselves as more than just purveyors of the law,” she says. “Success means more than just knowing the law. It’s also how you conduct yourself as a professional and how your personal, professional, and spiritual life go together.” In 2006 and, most recently, this year, Knaplund received the School of Law’s 1L Professor of the Year award after being nominated by her first-year law students and, in 2008, she received the University’s Howard A. White Award for Excellence in Teaching. “It is the ability to teach and interact with students that makes every day enjoyable,” she says. Her impact in the classroom motivated former student Jennifer Allison (JD ’07) to successfully nominate Knaplund for Harvard Law School’s 2014 Women Inspiring Change award in honor of International Women’s Day. The recognition placed Knaplund in the company of such legal experts as Supreme Court associate justice Sonia Sotomayor and U.S. senator Elizabeth Warren. “Professor Knaplund inspires me with her genuine warmth and tireless willingness to mentor those who follow her,” said Allison in her nomination letter. By having discovered her purpose for both impacting and teaching the law, Knaplund is able to inspire her students to discover their own purpose. “Mark Twain said that the two most important days in your life are the day you are born and the day you find out why,” she enthuses. “I think part of what we’re trying to do at Pepperdine is help students discover what their passion is. That never gets old, because every year it’s different, and people have different interests and different concerns and I think that’s really exciting.”
o r W d e h
Six Pepperdine alumni join forces to produce the first New Testament-only themed animated children’s series. By Gareen Darakjian
In the late 1800s, when missionaries first traveled to Japan to spread the Gospel to the locals, they were met with unexpected opposition from those they encountered. Many in Japan particularly disliked the use of the word “religion” in the evangelists’ messaging and, as a result, were not as receptive to their efforts. The series was brought to life by Rollman Entertainment, Inc., Zaya Toonz, LLC, and Kombine Media, Inc., a production company jointly led by president Mike Hofferth (’00) and directors Dave Garcia (’00) and Jared Hankins (‘01). The project also involves the efforts of executive producer Natalie Hankins (‘01), marketing partner Cara Withers Shaw (MBA ’02), and accountant Emily Evans (MBA ‘09).
Courtesy of Zaya Toonz LLC
N THE LATE 1800S, WHEN MISSIONARIES FIRST TRAVELED TO JAPAN TO SPREAD THE GOSPEL TO THE LOCALS, they were met with unexpected opposition from those they encountered. Many in Japan particularly disliked the use of the word “religion” in the evangelists’ messaging and, as a result, were not as receptive to their efforts.
We didn’t want to simply share the religion of Christianity, we wanted to share the message of Jesus, the way that he showed us to live. – Jared Hankins (’01)
To reopen the conversation, the missionaries took cues from the locals and incorporated the word iesodo, Japanese for “the way of Jesus,” in their communication, which encouraged the locals to discuss their faith and beliefs unrestrained and without the pressure of conversion. When Seaver alumnus Jared Hankins (’01) and a friend, Orange County-based music minister Tim Timmons, first came together in 2010 to develop an educational animated children’s series that communicates the stories, teachings, and message of Jesus, they thought of the Japanese word and its broader implications. “It summed up what we were trying to do,” says Hankins. “We didn’t want to simply share the religion of Christianity, we wanted to share the message of Jesus, the way that he showed us to live.” Motivated by their own struggle to find quality entertainment that was both enjoyable and educational for their three children, Hankins and his wife Natalie (’01) were determined to create a series that would give parents the peace of mind that they themselves were searching for. Iesodo (pronounced YAY-sa-doe) tells the story of the title character, a white dove representing Jesus, and his feathered friends who live in a cypress tree on the shores of a vast lake (Galilee) in the Holy Land, spreading messages of hope to the entire bird world. Joining forces with a collaborative team consisting of four additional Pepperdine alumni, Iesodo successfully broke into the Christian
Natalie and Jared Hankins
market in 2010. This year, over four years, three DVDs, and six episodes later, it will reach a wider audience when it becomes available on Amazon.com. The October release of the series’ Christmas special will also be available in Walmart stores. In contrast to other animated Christian series, Iesodo avoids traditional depictions of Jesus as a religious entity and, instead, portrays the title character as a historical figure in order to reach a wider audience in sharing the messages and teachings of Jesus. “The series features Jesus, the man who grew up in Nazareth,” says Jared. “We feel that, whether you think he’s the Son of God or not, he certainly is the most influential man of all time and will be for the rest of this existence.” Iesodo also incorporates other biblical characters represented by the various bird species that travel through the Hula Valley, allowing the team to develop characters of multiple ethnicities that speak with different accents and in various dialects. Through the narration of Rocky, a bulbul bird that represents Peter, viewers get
a “bird’s-eye view” of the story in each episode. Maggie, a Palestinian sunbird, represents Mary Magdalene and Tom, an excitable kingfisher, represents Thomas. In order to better depict the scenery of the time, Emmy-nominated writer/ producer Rob Loos, who holds producer credits on the series, traveled to Israel to capture the native landscape of the Holy Land. The photos taken on these trips were used to structure all of the animation throughout the series. “The tree that’s the home to all of our main bird characters is a cypress tree that you would really see in Israel and the birds are true to the species that exist in the area,” says Natalie. “We’re taking real photos of where Jesus gave the Sermon on the Mount or prayed in the desert. Viewers get to see Jesus interact with the people around him, so kids are able to get a picture of what the world looked like when Jesus was in it.” To further engage families in conversations about the stories seen in each episode, the DVDs include bonus features that encourage viewer interaction. Timmons takes viewers inside the Bible verses that inspired each episode, while “Natalie’s Nest” shares a mother’s perspective on the messages. Additional features include behind-the-scenes looks at the making of each episode and two original songs for the whole family to sing along. “For our family, it has started conversations about things that we may not have had the chance to talk about otherwise,” says Natalie. “Our kids will watch it and ask, ‘Did that really happen? Did Jesus really put mud on someone’s eyes?’ It opens up the opportunity for us to all talk in the family about Jesus.” “I could see in his eyes when [Jared] first shared it with me, that this was something that God put on his heart to do,” says Natalie. “That’s why Iesodo has made it this far: because it was a motivation from the heart.” magazine.pepperdine.edu
Sara Barton with daughter Brynn, husband John, and son Nate
PEPPERDINE’S NEW CHAPLAIN REFLECTS ON HER CALL TO MINISTRY AND HER HOPES FOR HER FUTURE AT THE UNIVERSITY. am energized by opportunities to contribute to spiritual formation in the lives of university students,” explains Sara Barton as she prepares to take on the role of chaplain of Pepperdine University. At Pepperdine Barton will lead campuswide worship services and provide pastoral care for students, faculty, and staff, a calling she first realized as a student at Harding University. It was at Harding where she was first challenged to consider mission work after meeting others, including her now-husband John, with similar convictions. “We all wanted to do something with our lives that would be of service to the world,” she says. “We considered a lot of different things in different parts of the world, but we were especially drawn to Uganda.” In the late 1980s the east African nation was opening up and allowing foreign visitors back into the country again after many years of civil war. The Bartons seized the opportunity to be part of the Churches of Christ-initiated work that emphasized local communities of faith and leadership development among local leaders. The two worked on community sanitation and women’s empowerment projects in partnership with the local population and took on projects that helped address extreme poverty. They
returned to Uganda in 1994 along with their two children, Nate and Brynn, and, until 2002, served there as missionaries. Upon concluding her work in Uganda, Barton pursued her call to ministry at Rochester College and served as both a campus minister and a professor in the religion department. She especially enjoyed studying the Bible with her students and plans to bring her passion for ministry to Pepperdine to help students, faculty, and staff think about God’s plan for their lives.
By Ali B. Taghavi
“Pepperdine is unique in that it is an institution where students develop critical-thinking skills and gain knowledge, as well as learn to connect the heart and soul to live a holistic life,” she explains. “That’s a unique niche, and I’m drawn to the way Pepperdine balances academics and Christian mission.”
“I believe something powerful happens when we gather expectantly around God’s word,” she says. “One semester after another, the story of scripture drew us in and compelled us to join God’s work in the world. I look forward to those same experiences with Pepperdine students. I am especially passionate about helping students discern their call, the call God has on their lives as they prepare for service in the world.”
Barton’s connection to the University runs deep. At the 2013 Pepperdine Bible Lectures she presented “Praising God When We Realize We’ve Been Wrong,” part of a morning worship series in which she emphasized coming to terms with the surprises in God’s plan for us. Her husband John, who served as provost and professor of philosophy and religion at Rochester College, will teach courses in religion at Seaver College and work with the Center for Faith and Learning as the associate director. Their son Nate is an undergraduate at Seaver College and daughter Brynn will begin as a first-year at Abilene Christian University in the fall.
Barton’s vision for the new role is to be of service to the entire community and act as a voice for how they may serve God. As part of Pepperdine’s newly created Spiritual Life Committee, she will join a group of representatives from each of Pepperdine’s five schools and various University departments that meet regularly to shape the vision for spiritual life at Pepperdine.
As Barton begins her new role at Pepperdine, she plans to spend time building partnerships by listening to the needs of the University community. “I want to be a catalyst for bringing the community together,” she says, “especially at the different schools of Pepperdine. I hope to be a voice for how we may serve God with our hearts and souls and minds.”
PEPPERDINE IS UNIQUE IN THAT IT IS AN INSTITUTION WHERE STUDENTS DEVELOP CRITICAL-THINKING SKILLS AND GAIN KNOWLEDGE, AS WELL AS LEARN TO CONNECT THE HEART AND SOUL TO LIVE A HOLISTIC LIFE. —SARA BARTON
League A local all-star brings her record-breaking skills to the Waves women’s soccer team. By Gareen Darakjian
ust last year freshman Waves women’s soccer forward Taylor Alvarado was inducted into the Ventura County Hall of Fame for breaking the scoring record she set as a high school student in 2011. Under the guidance of coach Jesus Cordova, the diminutive forward scored 44 goals in 22 games in her final year at Santa Paula High School, an achievement that qualified her to participate in the Under-17 (U-17) Women’s World Cup in Azerbaijan as a member of the U-17 Mexican National team. Now as a Waves power player, Alvarado continues to dominate the field with her confident strides and the skills she has fine-tuned over the course of her short yet impressive career. Coming off of her recent competition in the CONCACAF Women’s Under-20 Championship in the Cayman Islands with the Mexican U-20 national team, she reflects on her successes thus far and her professional goals following graduation.
Her O wn PEPPERDINE MAGAZINE: Can you recall the moment you knew that soccer could be something you wanted to pursue in the long term? TAYLOR ALVARADO: I wasn’t very good at soccer when I first started out. My dad was my coach when I was younger and there came a point when he was going to cut me from the team. I started to think that soccer wasn’t for me, but I wanted to prove to him that I could play, so I would spend my extra hours practicing. Over the course of a few months, I actually got better. I made the first cut when I tried out for the national team in my freshman year of high school, and I think that was the moment when I knew that I wanted to play at the highest level. PM: Your father was a collegiate and professional soccer player. How did his career influence you?
TA: He knows so much about the game and has taught me so much. Being able to watch him play, seeing the way he taught, and listening to him give me coaching points influenced me a lot in wanting to play at a high level. I wanted to beat his record and do what he could do.
enjoy going out on the field with tons of energy. We start out yelling and screaming and bringing a lot of energy to the field and I think that really has helped me become closer to all of them. We have great things coming our way.
PM: How did it feel to represent Mexico on the U-17 national team?
PM: What is the best part of playing on [Waves women’s soccer] Coach Ward’s team?
TA: Playing on the national team was probably the best experience I’ve ever gone through. It came with a lot of sacrifices. I was on independent study half of my high school years, but even though I had to give up a lot, many good things came of it. I got to play in the World Cup, I started every game, played every game. Our games were being broadcast on TV and we were playing against experienced teams.
TA: He’s such a positive coach. I know he has faith in me and what I do. There was a time when I scored a winning goal at practice and later on that day he texted me and said, ‘I’m so proud of you.’ And I think that was just a really great motivation because it was a reward! I like hearing positive things from him or from Coach [Jennifer] Brewer.
PM: What do you still carry with you from that experience? TA: My mentality. From the very beginning, I wasn’t very mentally tough, but as I went through the process there came a point where my mentality got stronger, so that enables me to get through different situations here at the college level. I went in not knowing what I was up against, because that was the first time I was playing against these high-level teams. I had played against the girls on my team, but playing against girls from Japan, New Zealand, the United States … I learned a lot from those players. PM: How is your relationship with the Waves women’s soccer team? TA: I love the chemistry that we all have. We all get along and I just really
PM: Who is your soccer hero? TA: I look up to the way [FC Barcelona forward Lionel] Messi plays. He’s a small player and I think of myself as a small player compared to everyone else [Alvarado is 5’3”]. I admire the way he’s able to handle things under pressure and still play his best. That’s what I look up to. PM: Where do you see your soccer career going after graduation? TA: My main goal is to get onto the international team. From there, I do want to try and play on one of the pro leagues. I don’t want my soccer career to end after I leave Pepperdine. I know that I can’t just depend on soccer for the rest of my life and I know there’s going to be a time when I’m going to need to find something else, but I just haven’t found that yet.
BREAKING THE Composition student Andy Gladbach works with composer in residence Jonathan Newman.
Seaver music composition students experience the unique opportunity to contribute to film history. By Gareen Darakjian In the 14-minute-long The School Teacher and the Waif, silent screen star Mary Pickford plays a wild, untamed girl who scoffs at conforming to society’s standards. Not one of the crowd, she escapes school and befriends a devious character she meets on the street who promises her a life of excitement, just before her caring schoolteacher arrives and chases him away. Various representations of the waif character, first brought to life by Pickford in 1912, went on to appear in many films in her repertoire over the next 15 years.
When “talkies” emerged in the late 1920s, most silent films, even ones featuring Pickford’s legendary performances, became less popular and have remained largely unseen for the last century. This year, thanks to a grant from the Mary Pickford Foundation, Pepperdine music composition students were given the unique opportunity to reintroduce the imagery of Pickford’s silent films to modern audiences in a way more relevant to a new generation. Composing for the Pickford Ensemble, a select chamber ensemble comprised entirely of Pepperdine students, three student composers spent the school year developing an effective music score for the live players that supports the visual drama of a silent Pickford film of their choosing. This April the Mary Pickford Foundation Music Project culminated with a grand conclusion of the students’ hard work throughout the year: “Up Against the Screen,” a live instrumental accompaniment of the
I’ve learned how to better breathe life into a film through music. It really has been quite a professional composition experience. —Andy Gladbach films projected onto a screen at an outdoor venue on the Malibu campus. The student instrumentalists benefited from the valuable discipline of performing along with another linear artistic medium such as silent film, which requires the performer to be constantly “on and present” at every moment. The multimedia experience provided a rare opportunity for the young musicians to prepare for and present their original work in a professional capacity. To Andy Gladbach, a junior composition student, the project is a pathway to
outside, we can do it with film, and we can put it in front of people that might have never thought about coming to a classical music experience.”
fulfilling a professional goal he set out to pursue at the age of 6. As one of three composition students tasked with scoring a Pickford film, he considers the opportunity a first step towards an entire career. In his composition for The School Teacher and the Waif, Gladbach drew inspiration from Pickford’s iconic character, whom he describes as “compelling,” and slowly began assembling pieces of score that matched the scenes on screen. “Back then they were just discovering the possibilities of narrative film, so the films weren't huge directorial showpieces,” Gladbach explains. “What we do get from them are the performances. Mary Pickford and the work of the other actors showed me what I needed to do musically. Using the characters' thoughts and feelings was a good way to figure out what needed to be done.” He started by playing the film and improvising on piano, an instrument in which he had excelled beginning at age 3. Then he worked with Jonathan Newman, a guest professional composer enlisted by the Pepperdine music faculty to mentor the students as they finished their Pickford projects. “Working with Jonathan taught me that I need to be as complete as possible every step of the way, not just at the end when everything is sketched out and I can fill in
the blanks,” he recalls. “I’ve learned that it’s important to be complete, precise, and specific. I’ve learned how to better breathe life into a film through music. It really has been quite a professional composition experience—the first one that I’ve had—and I hope it will get better and better after this,” he says. “The project is about trying to take what the students have learned so far about 20th- and 21st-century music and incorporating writing true, serious, art concert music for silent film,” says Newman. “I hope I’ve stopped them from going too far in the default mode and pushed and challenged them a bit to see beyond that to a larger, I think more interesting, potential. We all know what film music sounds like. It’s far more interesting to push beyond that.” N. Lincoln Hanks, associate professor of music and lead faculty representative of the Mary Pickford Foundation Music Project, who himself was a student of the classical style, believes that the student composers involved in the project are leading the charge as the genre experiences a paradigm shift. “The future of classical music is finding different ways to put music in people’s lives,” he says. “I think this is a place where we can show our students that we can make classical music work
Mary Pickford Foundation director Henry Stotsenberg explains that, though the compositions are within the classical training arena, they go beyond the expected sound. “They’re a little more edgy,” he says. “It’s the kind of sound that will appeal to the non-classical ear, to that 20-year-old who doesn’t really understand or is not familiar with classical music. We hope the audience heard this and thought, ‘This is really cool. I really liked what I heard and saw.’” Elaina Archer, director of archive and legacy at the Pickford Foundation and expert in “all-things-Mary” enthuses, “She would love this! She liked to support things that were active. She didn’t just want to write a check. She liked to be involved in people’s lives. She wanted to help young people, educate young people. She wanted people to benefit from what she had learned, so this project is a perfect example of Mary’s vision.” “These days a conservatory experience for an instrumentalist or a vocalist is old-fashioned and short sighted,” continues Hanks, who taught and mentored the composition students throughout the entire process. “Students need to be exposed to a million different opportunities to make music and to put music in front of people in different ways. Pepperdine students are exposed to opera and chamber music and this is just another great experience in a different kind of way, working with the medium of film, which teaches them a different set of skills that they’ve never had before.” magazine.pepperdine.edu
The group has been hailed by critics as having a “rare” and “invigorating” sound that composers like Mozart and Brahms would feel proud to have influenced. But don’t label the music that Quattro produces classical. Or pop. Or jazz.
“Popzzical,” a genre the foursome created to define their unique combination of sounds, is a blend of the classical style cellist Giovanna Moraga Clayton and violinist Lisa Dondlinger were trained to play; the rock/pop/jazz influences that Berkleetrained guitarist Kay-Ta Matsuno grew up listening to; and the Latin sound that percussionist Jorge Villanueva studied.
TWO SEAVER FACULTY MEMBERS MAKE BEAUTIFUL MUSIC TOGETHER. — By Gareen Darakjian
“We’ve all worked on our crafts for over three decades and really come together as studio musicians first,” says Clayton, a former Pepperdine student who joined the Seaver College music faculty this year as an adjunct professor. “We all have different tunes and, with Quattro, are able to really show what we do on our instruments and vocally.” “But,” she continues, “it’s always surprising. People are never expecting what they hear.”
Though Clayton and Dondlinger knew each other from the classical realm and the studio world, Quattro first came together for a fundraiser at Clayton’s home, where the ensemble discovered that the blending of their disparate styles was worth pursuing. Time passed and personal projects interrupted rehearsal schedules. One year after their debut performance, and a month after their first rehearsal as a group, the ensemble was hired for their first gig: playing a classical concert series. The audience reception was too overwhelming to ignore. “People were going so crazy that we decided we needed to be something,” recalls Dondlinger. “We weren’t necessarily setting out to form a band, but it worked out really well and everybody loved the music, so we decided to keep it going.” “It was the first time that we really showcased what we had come up with together,” says Clayton, a familiar face in the Hollywood music scene. She regularly plays in the Academy Awards and Los Angeles Chamber Orchestras, has recently recorded with Barbra Streisand, Will.i.am, and Michael Bublé, and is credited on blockbuster films Rio 1 and 2 and Epic. She is also the principal cellist for the TV show Mad Men. “The audience started getting a feel for what it was that made the group really great. It was a little nerve-racking, because we were all putting ourselves out there. We all put our dreams up on that stage and waited to see what happened.” The foursome, all professional musicians in Los Angeles, tapped their own personal connections with different musicians and
concert organizations to expose their unique sound to more audiences. After playing to enthusiastic crowds at jazz clubs and outdoor festivals, the group launched a Kickstarter campaign to fund their first album, Poppzical, which was released in April of 2013. That year Quattro’s unique sound earned them a nomination for “Best New Artist” at the Latin Grammy Awards. For violinist and vocalist Dondlinger, who has worked with musicians such as Celine Dion and has performed on the Academy Awards, the Grammy Awards, and shows like American Idol and Dancing with the Stars, the recognition was the highlight of her musical career. “For many years I’ve been a studio and backing musician for other artists,” she says. “With Quattro it was the first time that I was able to step forward and be the artist myself. That was a huge turning point for me.” The classically trained violinist also spends one day a week teaching violin at Seaver College. “Teaching is so special because I was lucky to have amazing teachers growing up,” Dondlinger explains. “It’s a great way for me to give back to the musical community. I’m able to assess these students one-on-one and get involved in their musical lives, sometimes a bit of their personal lives, and help shape them into young adults. It’s a really, really amazing experience to be a part of that.” As a band, Quattro is committed to giving back to the community and takes great pride in their philanthropy. Among their many fundraising events, they have performed benefit concerts for the Help Group, the largest nonprofit organization in Los Angeles that serves special needs children and their families, a cause close to Dondlinger’s heart. “My son has autism, so that event was very important to me,” she explains. “Entire families got up and did conga lines and danced. It was an environment where the kids could be completely comfortable to do whatever the music made them feel. It was so, so special.” Beyond their day jobs, which keep them plenty occupied, Quattro constantly seeks opportunities to continue to build on the impressive momentum they have already achieved as a group. “We start to wonder, ‘How can we get this going again? How can we keep it moving?’ but the minute we start playing together, it’s completely clear,” says Dondlinger. “We have a great time, we start making new music,and we go through the music we’ve already done and make it better so that every concert is better than the last.” Clayton enthuses, “People feel it and it’s infectious, and when you can make other people feel something—hopefully something good—it really speaks volumes for what it is that you’re doing.”
When you can make other people feel something— hopefully something good—it really speaks volumes for what it is that you’re doing. –Giovanna Clayton
photos: Omar Guerra
PEPPERDINEâ€™S GREEN ROUTINE An inside look at Pepperdineâ€™s sustainable practices
By Rhiannon Bailard Director, Center for Sustainability
Pepperdine Universityâ€™s commitment to sustainability began in 1972, during the construction of the Malibu campus, when the University implemented a program that reuses reclaimed or recycled wastewater for campus irrigation. Today, Pepperdine continues to engage in responsible stewardship by undertaking practices that ensure the sustenance of our environment and natural resources. At Pepperdine, sustainability is viewed through the lens of our faith-based mission resulting in a moral imperative for the University to do the right things for the right reasons. Here are some ways in which Pepperdine facilitates environmental stewardship through communication, implementation, and education of a values-centric framework.
Pepperdineâ€™s commitment to green building dates back to the mid-1980s, when the University emphasized energy efficiency, reduced topographical grading, and optimal solar orientation. Today, Pepperdineâ€™s buildings utilize energyefficient features, including an energy management system to control heating, ventilation, air conditioning, and lighting; the use of sustainable building materials such as carbonneutral carpet tiles; and water conservation features, including low-flow fixtures and drought-tolerant vegetation.
R E C Y C L I N G
ÂŠ CURRICULUM All five schools currently provide sustainability curriculum aimed at teaching students about topics ranging from environmental policy to the Christian perspective on sustainability. The Graziadio School of Business and Management has taken this one step further and offers a sustainability emphasis, a certificate in Socially, Environmentally, and Ethically Responsible (SEER) business practices.
6 WAT E R C O N S E R VAT IO N Reclaimed water accounts for 99 percent of irrigation campuswide. Turf grass was specifically selected at Alumni Park to ensure reuse of all of the recycled water generated by the campus in lieu of releasing it into the ocean as remains standard practice for many wastewater treatment facilities.
Pepperdineâ€™s campus-wide recycling program provides for disposal of all on-campus waste through a single-bin system, which is then sorted, separated, and recycled offsite. Of all of the waste disposed of at Pepperdine, 78 percent is diverted from landfills. The University also provides recycling options for batteries, e-waste, and clothing.
p A LT E R N AT I V E T R A N S P O R TAT I O N Pepperdineâ€™s Sustainable Commute program provides incentives for carpooling and mass transit, as well as subsidized vanpools for employees. Preferential carpool parking is provided for students. The University also provides a very successful Hertz car-sharing program, wherein six vehicles are available for short-term rentals to reduce the number of personal vehicles on campus. In the summer of 2014, Pepperdine will also implement the first of four electric-vehicle charging stations.
N AT I V E V E G E TAT IO N Native vegetation is sustainable, because it does not require irrigation, fertilizers, or pesticides and has a superior carbon balance. Within the 300 developed acres of campus, the University maintains 40 acres of native landscaping. Pepperdine also preserves the remaining 500+ acres of the Malibu campus in a native state, which supports the native flora and fauna of the surrounding ecosystem. Read more ways that Pepperdine keeps campuses green:
) B UI L DI N G
Over the past several years, Pepperdine Dining Services has significantly increased their offerings of local, organic, and vegetarian/vegan foods. In order to reduce waste, Dining Services eliminated the use of Styrofoam and plastic stir sticks for coffee, composts all food waste, recycles cooking oils for use as biofuel, and emphasizes trayless dining. The â€œGreen Boxâ€? is the newest program, which encourages the use of a reusable to-go box in place of the alternative: a compostable ecotainer. magazine.pepperdine.edu/sustainability
In 1937, George Pepperdine Invested $5 in something he believed in. 7,
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If every alumnus gave $100, how far would $10,000,000 go? You may make a gift at 310.506.4579 or through our secure website at: PEPPERDINE.EDU/GIVING 24255 Pacific Coast Highway, Malibu, CA 90263-4579
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IN THE PALM OF YOUR HAND!
Published on Jun 13, 2014
Pepperdine Magazine is the feature magazine for Pepperdine University and its growing community of alumni, students, faculty and friends. T...