COLLEGE OF LIBERAL ARTS
ANNUAL IMPACT REPORT 2018/2019
FROM THE DEAN'S DESK It is with great enthusiasm that I return to my home state of Texas to lead the College of Liberal Arts at one of our nation’s top public research universities. I am excited to be part of a learning environment that is unique to a major research institution, where students receive knowledge as it is discovered and have hands-on experiences with creative, collaborative problem-solving; where they work with faculty and graduate students on research that addresses challenges in our communities and improves our quality of life. In this report you will see examples of three outstanding professors in the humanities and social sciences — Polly Strong, Thomas Garza, and David Yeager — whose research and outreach efforts expose students to reallife challenges and solutions. Among other things, their students learn how to lead constructive conversations on divisive topics, gain a better understanding of how cultural norms vary across societies, and discover new approaches to helping adolescents cope with stress. Those are just three examples of the scholarship and learning that is key to a liberal arts education, where students are
strongly encouraged to continue their learning beyond the classroom through internships, study abroad, community service, and leadership in student organizations. What makes the study of liberal arts unique at a major public research university is the wealth of opportunities to learn across disciplines in majors such as International Relations and Global Studies, which draws from numerous departments, and specializations including government, history, economics, sociology, and anthropology, as well as area studies and languages. In sum, liberal arts education prepares students for a rapidly changing world, nurturing a new generation of ethical leaders to be ready to tackle jobs that have yet to be invented. I look forward to working in partnership with students, parents and faculty, alumni and friends as we continue to advance the mission of learning and discovery in the College of Liberal Arts.
Ann Huff Stevens Dean, College of Liberal Arts
TABLE OF CONTENTS 3-6 7-8 9-10 11 13-14 15-16 17-18 19-20 21-22 23-26 27-28 29-30
A Year in Review New Endowments Dean's Circle Donors New Quarter Century Donors David Yeager, Ph.D. | Professor Interview Lorrie Maldonado Esparza | Student Story Pauline Strong, Ph.D. | Professor Interview Allison Essington | Social Justice Internship Thomas J. Garza, Ph.D. | Professor Interview Study Abroad | Religious Studies in Greece Study Abroad Stats Jacqueline Gibson | Lasting Impact
A Year in Review Total Students
137,326
10,549
Living Alumni
9,399
58%
42%
Female
Male
Undergraduates
1,150 Graduates
761 Faculty
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TOP 10 MAJORS Economics Psychology Government English History Sociology International Relations & Global Studies Plan II Anthropology Geography
$26,993,811 Received Financial Aid or Scholarship Support
52% 94%
Undergraduates Graduates
Total Dollars Received
3,493 Unique Donors
6,009 1,512
Total Gifts to the College
Gifts Under $250
$100 Median Donor Gift Amount
$9,084,943
1,004
New Planned Gifts Committed
First-Time Donors
13
4,573
New Planned Gifts Committed
Unrestricted Gifts 4
A Year in Review Gifts by Designation
29%
27%
PROGRAMS & RESEARCH
$7,938,959 | 551 Gifts FACULTY
$7,262,305 | 102 Gifts STUDENTS
22%
$5,950,669 | 414 Gifts UNRESTRICTED
16%
$4,199,557 | 4,933 Gifts BUILDINGS & EQUIPMENT
4%
2%
5
$1,006,124 | 3 Gifts ART COLLECTIONS & BOOKS
$636,197 | 6 Gifts
Gifts by Entity
43%
TRUSTS/TESTAMENTARY
$11,630,973 | 30 Gifts INDIVIDUALS - ALUMNI
26%
$7,085,049Â | 4,474 Gifts INDIVIDUALS - FRIENDS
15%
$3,956,123 | 1,116 Gifts FOUNDATIONS
9%
$2,419,882 | 114 Gifts OTHER
4%
$1,010,351 | 65 Gifts CORPORATIONS
3%
$891,433 | 210 Gifts
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New Endowments
Chair Clyde Rabb Littlefield Dean's Chair in Liberal Arts
Professorship Leslie Dyess Blanton Professorship in Plan II Humanities
Graduate Fellowship Psychology Advisory Committee Graduate Fellowship Endowment
Scholarships Dr. Jerry Franks Endowed Scholarship Fund James F. Parker Legacy Endowed Scholarship Mary Dell Harrington and Melvin J. Berning, Jr. Endowed Scholarship in Liberal Arts United States Marshal Rand Rock Army ROTC Endowed Scholarship for Leadership and Scholarship
At a Glance 7
Faculty Endowments
206
Student Endowments
301
Program Endowments
212
Program Support Alumni and Friends Excellence Endowment Barrett and Susan Reasoner Scholarship in Plan II Chris and Abbie Milisci Excellence Fund for Plan II Foodways Texas Endowed Excellence Fund History Department Endowment for Study Abroad Huehnergard Family Program Endowment of Excellence in Ancient Near Eastern Studies Jennifer and Fields Alexander Excellence Endowment in Liberal Arts Kannada Studies Endowment Ko Che Kannada Studies Fund LLILAS Excellence Endowment Madeline and Andrew Simpson Normandy Scholars Excellence Fund Marilyn Ann White Endowed Discretionary Fund for ROTC Mary Ann Faulkner Endowment Mohamad Chatah Endowment Fund Nepantla Excellence Award in honor of Elena Poniatowska y Liliana Valenzuela Okoroegbe Family Endowed Excellence Fund Randy L. Diehl Excellence Endowment for Liberal Arts Honors Russell and Stephanie Post Excellence Endowment Stuart W. Stedman Excellence Fund for the Thomas Jefferson Center for the Study of Core Texts and Ideas Timothy J. Schallert Excellence Fund Uma & Dr. Shivakumar Bavikatte Family Kannada Studies Fund Vivian Goldman-Leffler Excellence Fund
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Dean's Circle Donors The Dean's Circle is a group of donors who provide critical support that allows the College to seize opportunities as it strives toward its goal of excellence in liberal arts. All members are invited to an annual Dean's Circle Event each fall. All giving, of $500 or more, to any area of the College, is counted toward Dean's Circle membership.
Gold Level Donors Mr. and Mrs. Todd S. Aaron Mr. and Mrs. Joseph C. Abel Drs. Shanti J. and J. K. Aggarwal Albert and Margaret Alkek Foundation Laura and John Arnold Foundation Mr. Allen Bailey Dr. Shivakumar Bavikatte Mrs. Leslie D. Blanton Mary Braunagel-Brown, Ph.D. and S. Bruce Brown, Ph.D. The Cain Foundation Dr. and Mrs. Michael B. Collins Mr. Robert K. Conklin Dr. Judith M. Craig Mr. Harlan R. Crow The Dedman Foundation Mr. Martin W. Dies III and Ms. Darci Rock Dies Sharon G. Dies Elizabeth Crook and Marc Lewis Foundation Embrey Family Foundation Dr. and Mrs. Larry R. Faulkner Bill & Melinda Gates Foundation Dr. and Mrs. Wilson S. Geisler III Drs. David G. Genecov and Lisa W. Genecov Dr. Sumit Guha
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Dr. Charles R. Hale and Dr. Melissa C. Smith Ms. Susan R. Hodges The Kaye Family Foundation Mrs. Patricia H. Kelso Mr. and Mrs. Michael L. Klein Charles Koch Foundation Ms. Virginia Lebermann and The Lebermann Foundation Joan D. Lewis, Ph.D. Mr. W. Austin Ligon Mr. Joe R. Long and Dr. Teresa L. Long H. Malcolm Macdonald Charitable Trust Ashish and Sameera Mahendru Mr. and Mrs. John H. Massey The Milisci Family Foundation The William A. and Elizabeth B. Moncrief Foundation Mr. and Mrs. James J. Mulva National Philanthropic Trust Mr. and Mrs. Robert L. Patton, Jr. James and Ruth Pennebaker The Philanthropy Lab The Bernard & Audre Rapoport Foundation Mr. and Mrs. Harry M. Reasoner Roberta Wright Reeves Trust Mr. and Mrs. Corbin J. Robertson III
Mr. and Mrs. J. Brett Robertson The Seminar Network Trust Mr. and Mrs. Aaron P. Simpson The Thomas W. Smith Foundation Mr. and Mrs. Stuart W. Stedman and The Stedman West Foundation Peyton Townsend Mr. Robert C. Vaughn and Mrs. Fallon B. Vaughn Mr. and Mrs. Patrick P. Walker Mrs. Marilyn M. White Drs. Alba A. Ortiz and James R. Yates Mr. and Mrs. John R. Young
Silver Level Donors Drs. Dana H. Ballard and Mary M. Hayoe Mr. Melvin J. Berning, Jr. and Ms. Mary Dell Harrington Charles Butt Mr. Charles E. Byrd Dr. and Mrs. Larry D. Carver Dr. and Mrs. William R. Childs Cogburn Family Foundation Mr. and Mrs. J. Leslie Conklin, Jr. Mr. and Mrs. Matthew L. Cooper Mr. John L. Crawley and Ms. Michele Stephens Dr. Carolyn H. Denham and Mr. Robert E. Denham Dr. and Mrs. Roger L. Gose Mr. Ricky D. Green Mr. and Mrs. Stephen H. Houston Ms. Meta B. Hunt and Dr. Trent H. Miller Ann L. and James C. Ivey Mr. and Mrs. Michael L. Kass Drs. Stephanie L. Kodack and David A. Garza
Mr. Michael C. Kuhn and Mrs. Lucy Kuhn Mr. and Mrs. Bradley C. Ladden Mr. E. James Lowrey, Sr. The Marcus Family Foundation Mr. James W. McBride Admiral and Mrs. William H. McRaven Dr. Howard Miller Dr. and Mrs. Hector E. Morales Mr. Emeka C. Okoroegbe Mr. Farooq Omer Drs. Adriana M. Pacheco Roldan and Fernando Macias-Garza Mr. and Mrs. W. Jeffrey Paine Mr. and Mrs. Barrett H. Reasoner Mr. and Mrs. Harry M. Reasoner Jack F. Ritter, Jr., Capt. USN Ret. Dr. and Mrs. David I. Rosenfield John and Page Schreck Sellstrom/Muniz Family Drs. Dina M. and Joel F. Sherzer Warren Skaaren Charitable Trust Dr. Thomas A. Van Hoose Bill and Katie Weaver Charitable Trust The Gil and Dody Weaver Foundation
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New Quarter Century Donors Quarter Century members are donors who have given to the College of Liberal Arts for 25 years or more.
Ms. Kathy L. Arndt
Dr. John R. Parnell
Mr. Daniel J. Balz
Mr. Thomas L. Patterson and
Dr. John M. Beall, Jr. and
Mrs. Alpha A. Patterson
Mrs. Li Q. Beall
Mr. Lee G. Pondrom and
Mr. Robert K. Conklin
Dr. Cyrena N. Pondrom
Mr. Earl W. Dittman and
Ms. Kathleen A. Reid
Mrs. Sue G. Dittman
Mr. S. William Rubinsky and
Mr. Michael M. Fowler
Mrs. Karen R. Rubinsky
Mr. Jarrold A. Glazer and
Mrs. Emmy L. Schuette
Mrs. Lynn W. Glazer
Mr. Tracey N. Smith
Mr. Vance T. Holliday and
Dr. Robert W. Sugerman and
Diane Y. Holliday
Mrs. Susan Sugerman
Mr. William B. Hudson and
Mr. Victor C. Sumner and
Mrs. Barbara H. Hudson
Mrs. Marilyn F. Sumner
Mrs. Geraldine G. Karkowsky
Mr. Henri A. ten Brink and
Estate of Kerry Merritt
Dr. Barbara L. ten Brink
Mr. Robert C. King and
Mrs. Barbara G. Toan
Dr. Sara A. Morris
Ms. Carlene W. Tomlin
Dr. Linda Ledford-Miller
Mr. Sanford A. Weiner and
Mrs. Nancy S. Merritt
Mrs. Leslie G. Weiner
Mr. Thomas M. Mickelsen
Mr. Robert G. Wight
Mr. Marvin L. Morgenroth and
Dr. J. Holt Williamson and
Mrs. Alice C. Morgenroth
Mrs. Sara Williamson
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DAVID YEAGER, PH.D. Professor Interview
When did you know you wanted to be a professor? My first job out of college was as a middle school teacher in Tulsa, OK. I was teaching in a school that mostly served low-income families, half from rural areas and the other half were recent immigrants from Guadalajara. I quickly realized that teaching is an amazingly challenging profession, and it’s made even harder given the economic challenges young people face. And I realized that a lot of the advice I was getting in professional development workshops wasn’t terribly useful. I resolved to use the scientific method to produce better insights for teachers. Although I loved my time in the classroom, I’ve come to believe in the power of careful, rigorous science of adolescence to transform teaching and learning and promote upward mobility in America. Did you have a professor that inspired you along the way? My Ph.D. mentor at Stanford was the psychologist Dr. Carol Dweck, who wrote the book Mindset, and who continues to be a mentor of mine. But I didn’t start under Carol; I had to change mentors in the middle of my program. The turning point was a term paper I wrote for a class she taught. It had a million problems, but it also had the kernel of a good idea. I got my essay back covered with comments and a note saying, "These are good ideas; you should run these studies.” from Carol and her co-teacher Dr. Mark Lepper (also a legend at Stanford; he popularized the concept of intrinsic motivation). As an impressionable young student, it meant a lot to get serious feedback from leaders in the field. It made me 13
feel like one day I could belong. Soon after, Carol and I were collaborators, and I was off to the races. Do you have a memorable teaching moment you would like to share with us? When I arrived at UT, I had a lot of experience as a teacher and training in instructional design, but I didn’t yet know how to structure a class that fit the mold at UT. I decided to sit in on the class of one of UT’s best professors, Dr. Uri Treisman. I call him the "Michael Jordan of freshman calculus." His forte is promoting both excellence and equity. He gets students to an elite level, competing with Ivy League students who take the same tests, but he does it for all
students, not just a select few. I learned so much from what he does, and I incorporated it into my teaching. I've tried to create a class that is one of the most challenging and simultaneously most supportive. You conducted research on Growth Mindset. Please tell us a little more about this. What sparked your interest in this topic? As a teacher, you always want to believe in your students and their potential to grow. But there is a perennial problem: how can you get students themselves to believe this? I became interested in growth mindset because so much of society is telling young people what they can’t be. And, being from Texas, I was fascinated by the idea that UT students, as a part of the top 10%, are usually told that they’re the smartest and that they’re going someplace; but when they get to UT and struggle, they may wonder if they're as smart as they originally thought. I wanted to figure out how we can counteract societal beliefs that stand in the way of human potential and then, after doing rigorous experiments to make sure our programs work, I wanted to scale them up and give them away. This has taken us on a journey of learning that recently culminated in the firstever test of growth mindset in a national sample, which came out in the leading scientific journal Nature. How does your research inform your teaching? In my research, we focus on three mindsets: mindsets about your ability (growth mindset), mindsets about belonging, and mindsets about the purpose, or relevance, of your work. In my teaching students are expected to meet a high standard of critical thinking and scientific discourse, but I work hard to convey that all students can reach that standard, that they can support one another in a community, and that when they gain valuable skills, they are prepared to be leaders in their communities or fields of study. It's hard to keep all these messages in play all the time, and I'm still learning a lot about how to improve my own
instruction, but in doing so I'm actually getting new research ideas that I hope will help teachers throughout the K-12 pipeline. How does private support help your research? We wouldn’t have anything without private support like that of the David Wechsler Regents Chair in Psychology. Bold and ambitious projects often need to be conducted on a timeline that doesn’t work for the slower federal granting agencies. Plus, we need to be flexible enough to change the plan when the realities of the project dictate it. I'm grateful for the support from family foundations who have believed in our work and supported it from an early stage even when we didn’t know exactly how it would shake it out. One important thing we’ve been able to do is to involve UT undergraduates in our mindset research; private support makes that possible. We now have UT students who played key roles in our studies and have gone on to prestigious programs at Yale, the University of Chicago, Harvard, Emory, and more. 14
CENTER FOR WOMEN'S & GENDER STUDIES
William Powers Undergraduate Scholarship Award I began my student career at the University of Texas in the fall of 2016. I was originally enrolled as a Fine Arts major, but after taking several courses at the College of Liberal Arts, I decided to change my major to Women’s & Gender Studies with a minor in Anthropology. As a first-generation college student, I was initially unaware of the educational opportunities available to me. With the help of advisors, professors, and by taking various courses, I have discovered a new passion for my education, and an excitement for future career opportunities.
Lorrie Maldonado Esparza
Taking courses under two inspiring professors, Dr. Sarah E. Nicholus and Dr. Pavithra Vasudevan, gave me the tools necessary to grow, not only a student, but as an individual. Their pedagogy acknowledges different identities and backgrounds, which creates an inclusive environment in which to learn. They challenged me to become a better writer and reader. I grew more informed on various topics of research and theories. They encouraged me to see immigration issues from an academic standpoint. This helped me align some of the most intimate spaces of my life with my education. This also helped shape my future career goals to be an organizer for the liberation of oppressed peoples. My professors mentored and encouraged me to stay active in my education and community, promoting the intellectual growth necessary to pursue this work.
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This past year, I was honored to be the recipient of the William C. Powers Endowment for Undergraduate Students in Women's and Gender Studies award. It was presented to me by the former President Bill Powers’ son, Reid Powers. The creation of the Center for Women’s & Gender Studies is a proud part of his legacy because the Center received official recognition and support thanks to his leadership. Bill Powers was committed to supporting diversity and social justice. Endowment support has made it possible to continue my education and pursue my interest in graduate studies. This is only the beginning.
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PAULINE STRONG, PH.D. Professor Interview
When did you know you wanted to be a professor? To be honest, I pretty much drifted into becoming a professor, much to my good fortune. Throughout college I had a hard time deciding on a major, much less a career path after graduation. Since I was at a liberal arts college, I could take my time exploring various fields, and I finally settled on philosophy because I loved discussing ideas. This decision came so late that my final three semesters consisted entirely of philosophy courses. I loved focusing intensively on one subject, and it began to dawn on me that perhaps I was most at home in an academic environment. When an opportunity arose to work as a research assistant for an anthropology professor, I leapt at the chance. Two years later I ventured to the University of Chicago to become a professor myself. Did you have a professor that inspired you along the way? In college, I had the opportunity to study under two extraordinary professors in the fields of anthropology and philosophy. Dr. Marianne Stoller introduced me to the discipline of ethnohistory during a field course in Santa Fe, New Mexico. In that course, I had the chance to work in Spanish colonial archives on the history of Abiquiú, a small town in northern New Mexico. I also interviewed residents of Abiquiú about their ancestors, and learned that I loved doing original, historical and ethnographic research. When I look back I think it’s amazing that I had this opportunity as a college junior, and in my own teaching I’ve tried to give students the chance to stretch themselves. In philosophy, Jane Cauvel served as the advisor for my senior thesis and also asked me to serve as her teaching assistant, which gave me a taste of what teaching was like. She taught me not to underestimate myself, and when she offered to write a recommendation for graduate school, it 17
made the idea of going to graduate school more real. Academia was still a male-dominated field, even in the liberal arts, and having two women professors as role models made all the difference to me. What is the most gratifying part of teaching? I love to see students’ eyes light up. It is thrilling to help students see themselves and the world in new ways—to help them feel more capable, more empowered, more aware, more engaged. I love to see students make connections—with each other, between one idea and another, between ideas and experience. I love to help students take a challenging project from beginning to end and to support them in their feelings of achievement. All this is to say that for me, the most gratifying part of teaching is facilitating students’ moments of discovery and growth. What’s something people would be surprised to learn about you? Hmm. Perhaps that during the second semester of my senior year in high school, I dropped all my AP courses in order to enroll in an interdisciplinary course called Senior Seminar that involved experiential, wilderness, and service learning. In retrospect, I can imagine that my parents may
have found this decision questionable, but this course has had a stronger impact on me than any course I’ve ever taken. Among other things, it influenced my decision to study anthropology. How did the Difficult Dialogues Series come about? In 2005, the Ford Foundation solicited proposals for programs seeking to address difficult issues on campus and in society in an atmosphere of academic freedom and respectful dialogue. Ford funded a proposal submitted by a group of UT faculty and administrators (headed by then-Vice Provost Lucia Gilbert), and we created four new UGS courses: Church and State (developed by government professor H. W. Perry), Islam in America (History professor Denise Spellberg), Religion and Sexuality (former English professor Ann Cvetkovich), and Race and Policy (former Sociology professor Bob Hummer). Ford provided funding to train faculty and graduate teaching assistants in dialogic pedagogy. In 2008, Ford funded a second proposal to create twelve additional Difficult Dialogues courses, and the program came under the aegis of the Humanities Institute, which I direct. We now have over three dozen Difficult Dialogues courses, most taught as part of the Signature Course program, and offer faculty workshops and public panels as well. This fall, as part as the Difficult Dialogues series, you’re teaching a course called Cultural Identities and Differences. How does your research inform your approach to teaching this class? My Difficult Dialogues course on Cultural Identities and Differences begins by introducing students to a dialogical model for discussing difficult issues (as opposed to a debate) and then takes them through the process of developing “learning conversations” on challenging issues such as immigration, homelessness, and mass incarceration. My own research concerns how American identity has been constructed through opposition to indigenous people, and I bring this topic to the class through a discussion of the representations of Native Americans in sports mascots, youth organizations, and national parks. I also introduce students to theoretical perspectives on the social construction of identity and the differences that are drawn from my own
research. Finally, through teaching this course and directing the Difficult Dialogues Program, I have become interested in dialogical pedagogy as a research area, and my research on dialogical pedagogy renews the course each time I teach it. How does private support help your research? As a faculty member and as Director of the Humanities Institute, I benefit greatly from private support to the College of Liberal Arts. Each semester we sponsor a Difficult Dialogues public forum on a current issue, and private support enables us to feature guest speakers. Private support also enables us to offer a Distinguished Visiting Lecture Series that complements our Faculty Fellows Seminar. This year the seminar is bringing together faculty to discuss their research on Narrative Across the Disciplines, and the public lecture series features prominent scholars discussing Narrative and Social Justice. Endowments also make possible the annual Paul and Mary Ho Lecture in China Studies, and the Cline Centennial Visiting Professorship in the Humanities, which brings a prominent author, artist, or scholar to campus for a brief residency. On a more personal level, I am grateful for the private support that allows me to attend important conferences on Anthropology, Indigenous Studies, and the Humanities, and to conduct research on the representation of Native Americans in public spaces in the US and abroad. 18
THE SCHUSTERMAN CENTER’S JEWISH STUDIES INTERNSHIP PROGRAM
I can confidently say that I have never, nor will I ever again, have the opportunity to experience a class quite like Jewish Teachings on Social Justice. It is taught by Dr. Suzanne Seriff and was paired with an internship pertaining to social justice. I had the privilege of working with the homeless artists at Art From the Streets, a non-profit organization which provides the homeless an opportunity to generate an income through the sale of their artwork. Art From the Streets has helped many individuals emerge from homelessness, while also giving them a sense of pride for the work they’ve done.
Allison Essington
I decided to work with Art From the Streets because the epidemic of homelessness in Austin is very upsetting to me, especially coming from a town where homelessness was not as prevalent. During the spring semester of my freshman year, I made the decision to personally take action against homelessness. In essence, I wanted to change the way I perceived homelessness by associating real humans with the issue, putting faces to the epidemic. Dr. Seriff’s class provided me the opportunity to obtain an internship where I was able to apply my knowledge from the classroom into the real world.
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This class hosted students from many different religious backgrounds, all of whom came together to learn about Judaism through the lens of social justice. I have been inspired by the Jewish community to implement many of their fundamental devotions into my personal life. I believe that my development can best be described by an anecdote. As a young woman, I had never engaged with the homeless on the streets before this experience. After a few weeks of working with Art From the Streets, I experienced a moment which deeply resonated in my heart. As I was walking down South Congress Ave., I watched as many people avoided a weary homeless man. I looked the man directly into his eyes and smiled at him. Moments later, the man stopped me, his eyes were beginning to tear up. He thanked me for smiling at him and I was overcome with emotion. A fellow human thanked me for acknowledging his existence. This moment has forever impacted me and I now approach every day differently, a moment which I would have never experienced had it not been for Dr. Suzanne Seriff. She consistently promoted treating all individuals in our community with dignity, a lesson I now hold very close to my heart. Dr. Seriff has made such an impact on my life through her internship program. This is a woman I will be telling my grandchildren about. Liberal Arts encourages the development of one’s knowledge, while also teaching the value of compassion and dignity. I am immensely grateful for my liberal arts education because liberal arts help students become more well-rounded members of society, while also simply creating better humans. The College of Liberal Arts donors massively impact programs, such as this one, into being a success. By receiving the Henry Weiss Scholarship, I was able to combine the lessons in the classroom while simultaneously gaining experiential knowledge interning at a non-profit organization. Thanks to this gift, I was able to directly impact my community. I now approach every day differently, where every moment has the potential to change someone’s life. 20
THOMAS GARZA, PH.D.
Professor Interview
When did you know you wanted to be a professor? When I began taking first-year Russian during my freshman year of college, I had no intention of continuing the language beyond fulfilling the foreign language requirement. I wound up not only majoring in Russian, but also continuing to study at the doctoral level, then teaching it at UT for the last 29 years. During that initial course, through skillful and informed teaching, our professor transformed the lives of several of us in the class. I realized how powerfully effective teaching could be and how much of an impact it had on shaping my own worldview and future career. What is the most gratifying part of teaching? There is little more gratifying than seeing a student’s excitement in being able to converse in a new language. While I truly love teaching courses about Russia – from the Slavic vampire myth to the literature and politics of the Chechen wars to the Russian fairytale, few courses deliver the demonstrable leap from no knowledge of a subject into functional proficiency the way a first-year language course does. Watching students go from not knowing the letters of the Cyrillic alphabet to being able to express their opinions about a film or book or provide personal information about their lives and families is as exciting for the instructor as it is for them. What’s something people would be surprised to learn about you? I’m frequently asked how a Mexican-American from south Texas decided to learn and teach 21
Russian. While my choice to begin the study of Russia was nearly accidental, I think that people might be surprised by the degree to which being a Latinx professor of Russian informs my teaching of Russian subject matter, whether it’s in a discussion of otherness in Russian literature and film or part of a conversation about gender roles in traditionally conservative cultures. Growing up bi-culturally has enormously benefitted my understanding of Russian contemporary culture. You have been traveling to and researching Russia for decades. What initially sparked your interest in this country? Exactly forty years ago, at the age of 20, I made my first study abroad trip to Russia, more accurately, to the Soviet Union. It was also my first venture abroad. During that time, I had finished two years of Russian, but knew that I needed to spend some time in Russia to see whether I thought I could get my language to a level that would be fully functional.
At the end of a six-week program in Leningrad, our group travelled to Moscow, where I found myself sitting in a theatre watching a Russianlanguage production of Shakespeare’s "Hamlet.” It turned out to be the Taganka Theatre and the actor playing Hamlet was the singer-songwriter Vladimir Vysotsky. When he walked out on stage, dressed entirely in black, strumming a guitar, and singing lines from Pasternak’s poem “Hamlet,” I was hooked and knew at that moment that Russia would be a significant part of the rest of my life. I’ve been returning to Russia every year since then, often with groups of students or alumni from UT.
Has there been a resurgence of interest from students wanting to learn more about Russia in recent years? Enrollments in the language have remained relatively stable at UT and nationally for the last 20 years. But recent shifts in geopolitics, especially in Russia and post-Soviet states, has certainly sparked interest in the region among students who previously might not have considered it part of their studies. Russia has certainly been in the news in recent months, and our students understand – regardless of their politics – its importance in global geopolitics and economics in their future lives.
How does your research inform your teaching?
How does private support help your research? I can’t emphasize enough how closely tied research and teaching are for me. Simply stated, I teach what I research, and I research what I teach. Many of the courses I teach are introductory “gateway courses” designed to spark students’ interests in the region and/or the language. As such, I rely on being able to glean current, accurate, and interesting content for these courses, such as my course on Russian Youth Culture, directly from the source. I’ve been interviewing Russian university students since 1993 on issues ranging from conscription to future plans, and these data feed directly into the material that I present in my courses at UT Has there been a resurgence of interest from students wanting to learn more about Russia in recent years?
Without funds from the McWilliams CREEES Excellence Endowed Fund, many UT students could not afford to participate in study abroad programs in Russia. This participation is crucial to maintaining productive relationships between our partner institutions in Russia, where much of my own research is conducted. By being able to run healthy programs for students in Russia, I’m able to meet with and survey Russian students and faculty for my own research. Much of the background and content material necessary for designing and creating courses on contemporary Russian language and culture can only be obtained by direct incountry contact with Russians. Private support helps make such contact possible.
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Study Abroad
Greece
Religious Studies
One of the reasons I teach at UT is that we can create seminars like this for our graduate students in Ancient Mediterranean Religions and in Christian Origins. I am convinced that doctoral students need this kind of hands-on training in the interpretation of archaeological materials, but there are only a few programs in the world with the resources to provide such an experience. Our Department of Religious Studies faculty have the intellectual resources to design a seminar like this, and The Louise Farmer Boyer Chair in Biblical Studies endowment make it affordable for our students to participate. It is the foresight and generosity of our donors that make it possible for us to offer this kind of world-class training for the next generation of professors in the study of religion. – Steven J. Friesen, Ph.D., Department Chair of Religious Studies
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The massive scale of monumental architecture in the ancient world often goes unappreciated when you only read the detailed excavation reports with the lists of measurements and complex site plans. For example, this image shows me standing in front of the remains of the Temple of Zeus at Olympia, the site of the ancient Olympic games. Ancient writers talked about the awe that the temple’s statue of Zeus inspired in them. But it was a completely different experience to stand by the temple ruins and to measure my own stature in relation to this ancient monument. Throughout the trip, I was struck by the ambition of the creators of such projects, and by the strength required of the workers who built them. I will endeavor to convey this sense of wonder to my future students and remain grateful for the private support that funded this opportunity. – Acacia Chan
One thing this trip highlighted is the way ancient sites and monuments are affected by modern political and religious interests. Site reports tell you a lot about ancient findings, but they rarely discuss which ruined architectural features have become modern sites of religious or nationalist veneration. Decisions about which areas to excavate, which monuments to restore, and which histories to ignore are inextricably intertwined with the interests of modern nation-states, religions, and ethnic groups. Traveling to these sites, talking with the archaeologists, and listening to our guides' perspectives was a great reminder of the nuanced ways that historical work interacts with present power dynamics and narratives. It’s something that’s hard to appreciate from a distance when we only work with the publications about the sites. – Nathan Leach 24
Nothing can replace archaeological research on the ground. I spent three months studying the Temple of Ares from the Athenian Agora, reading previous research, scouring aerial photographs of the Agora, and studying topographical maps. I argued that we need to understand how the temple relates to other monuments, and especially how it relates to the monuments of the Areopagus that loom over the Athenian Agora. Using my paper sources back home in Austin, I calculated that worshipers at the altar would have seen the top of the Areopagus. But standing at the altar and squinting to see the barely visible peak, I realized that in antiquity other monuments would have completely obscured the hill. Without physically standing in the agora, I might have continued to make an unlikely claim supported by impressive, but incorrect, numbers. Visiting the site, however, helped me shift my research to the relationship between the Temple of Ares and the nearby Temple of Hephaestus, which I had not fully appreciated until I experienced them in person. – Hannah Lent
Our travels through Greece prompted me to think broadly about the production, allocation, and trade of resources. Three sites, in particular, emphasized these aspects. The two ancient harbors of Lechaion and Kenchreai impressed upon me the vibrant pluralism of the GrecoRoman world. Travelers from diverse lands and backgrounds, local and foreign deities, sundry cargo of exotic wines and fish all commingled there at the nexus of many social and economic networks. The ancient marble quarry on the coast of Thassos added to this impression. There we glimpsed the massive effort required to extract white Thassian marble from mountain and coastal quarries and transport it to distant locations across the Mediterranean world. For me, these three sites emphasized that the ancient world was characterized not only by geophysical diversity, but also by rich networks of cultural exchange involving building materials, religious traditions, foods, and much more. - Jaimie Gunderson 25
As a Classics undergrad, I dreamed of visiting Greece for quite some time without having the opportunity to go, so this seminar and trip were major reasons why I chose UT's Religious Studies Ph.D. program. I loved seeing so many of the places I had read about for so long, but I especially loved visiting Delphi, which was the subject of my paper for this seminar. The paper dealt with the archaeological evidence for early Christianity at Delphi, and the trip allowed me to examine those materials firsthand. But the site visit also allowed me to experience the landscape. The mountainous region around Delphi spills out into the gulf to create a true sense of awe and even sacrality that pictures simply cannot capture. I am immensely grateful for the opportunity to develop my personal —and now physical—connection to Greece. – Caroline Crews
The 2019 seminar on Greco-Roman religions was a formative experience in my academic career. I worked all semester developing a theory about the subterranean religious spaces at the ancient sanctuary in Isthmia. The bird’s-eye view site maps for Isthmia that I had been working on in Texas were helpful, but it was nothing like exploring the site in person. Buildings, tunnels, and caves on the site were much closer together, and often very different in scale, than I had imagined. Walking around the site in person allowed me to make connections between different spaces and phases of the sanctuary that had before seemed unrelated. Overall this trip contributed greatly to my growth as a scholar, and has expanded the horizons for my future research on underground ritual space in the ancient world. – Adeline Harrington 26
Study Abroad Stats
Study abroad is an important part of a well-rounded liberal arts education. Being in cultural settings gives students an opportunity to discover new personal strengths and abilities, conquer new challenges, and solve new problems. Students develop skills that go beyond the classroom experience, and the College of Liberal Arts is committed to supporting our students in their travels.
862 500 66
Liberal Arts Students Received Financial Aid Countries Visited
Average Cost For One Semester
$15,000
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TOP 5 STUDY ABROAD COUNTRIES SPAIN ENGLAND FRANCE CHINA SOUTH KOREA
Top 5 Study Abroad Majors INTERNATIONAL RELATIONS & GLOBAL STUDIES GOVERNMENT PSYCHOLOGY ENGLISH ANTHROPOLOGY 28
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Lasting Impact What made you want to major in both African and African Diaspora Studies (AADS) and Computer Science? I was drawn to Computer Science because I loved problem-solving. I wanted to use my technical abilities to work toward solving some of society’s biggest problems. I added AADS as my second major so that I could more closely study the intersection of race and technology. I’m truly passionate about creating equity in society through technology, specifically working within the Black community and advocating for accessible development. I think that technology should be usable for anyone, regardless of their background or ability, and the combination of my two majors helps me as I work towards this goal. To me, leveraging technology for social good means conscientiously engineering and actively working to apply your skills and make the world a better place. What did you gain from a liberal arts education? I gained an interdisciplinary perspective solving technology’s most pressing issues. As an engineer, it is important that you can approach problem solving inventively. Having both technical experience and a humanities background allows me to not only envision novel solutions but more easily consider the societal impact of the technology we create. Please tell us a little bit about what you do now.
Jacqueline Gibson
Starting this past August, I am a full time Software Engineer at Microsoft. My new team specializes in creating tools for developers that allow teams to create websites that are accessible to users of all abilities. I am also continuing my work as a digital equity advocate through my volunteer work and community involvement.
How do you apply what you learned at the Forty Acres to your career path? On campus, I was able to hone my skills as a problem solver and as a leader. Through my various roles in my student organizations, as well as through my advocacy, I was able to contribute to initiatives that made a positive impact on campus. Both my successes and my challenges shaped me into the woman I am today, and they’ve made me not only a better software engineer, but a better individual. How does your education inform your worldview? At UT, our motto is “What Starts Here Changes the World,” and the last four years have ingrained this into my psyche. I am passionate about solving problems and serving my various communities. My time as a Longhorn has encouraged me to take my servant leadership to a global scale and helped me realize the “why” behind my worldview: I want to serve as an advocate for others, on whatever stage I can. Whether it be my time spent advocating for affordable technology use for 50,000 UT students or my internships where I helped build equitable technology for the billions of people that use the internet, each experience and lesson during my time on campus aided me as I work to affect positive change. How did private support impact your student career? Throughout my four years at UT, I was a participant in the Forty Acres Scholarship Program. My scholarship was sponsored by the Stamps Foundation and supported by Cindy and Tom Peel. Being a Forty Acres Scholar was invaluable to my personal, academic, and professional development. I was able to make lifelong friends who supported me during my time on campus. Older scholars served as my first introduction to many of the organizations with which I was involved during college, such as the Senate of College Councils, the President’s Student Advisory Committee, the Friar Society, and the Texas Orange Jackets. Additionally, I was able to connect with alumni who mentored and supported me.
You have already started giving back to the College. What inspires you to give? I think to those who much is given, much should be given in return. I was blessed to receive a full ride to UT, and as a result, I was able to pursue my passions fully and unabashedly. I choose to give back to not only the programs that have supported me (e.g. UT Computer Science, Texas Exes, UT Black Studies, First Bytes camp), but to causes on campus that I believe in (e.g. the For Texas Scholarship created by Texas Orange Jackets as well as Steve Hicks School of Social Work student programs). Financial support is a vital aspect in maintaining programs, and I think that when we have the chance, we should provide support for the causes we want to see thrive and grow. I would encourage people to give, not only financially, but of their time as well. Here are some ways to support the college: Support scholarships and mentor the students who receive them. Make yourself a resource for those who come after you. Create and fund programs that you wish existed during your time on campus. Taking initiative and being the change we want to see is how we can make the most impact. 30
website: liberalarts.utexas.edu phone: 512-471-8861 The College of Liberal Arts The University of Texas at Austin 116 Inner Campus Dr., Stop G6000 Austin, TX 78712