Drake Blue Magazine Spring 2013

8 dolph pulliam reflects on early days at drake 29 drake’s vision for athletics 44 nashville star’s bulldog roots spring 2013

What Does it Mean to Win? College athletics and the mission of higher education

spring 2013

Dolph Pulliam, fa’69, director of community outreach and development, will retire his “lucky” blue leather suit after 35 years with Drake. See more on page 8.

Features 22 what does it mean to win?

44 kourtney horner, as’03

Are athletics programs still fulfilling the mission of higher education? A look at the challenges and opportunities in Division I sports.

By Aaron W. Jaco, jo’07, as’07

28 changing the game

Drake’s integration of academic performance with intercollegiate athletics may just change the way we think of college sports.

By Tim Schmitt, gr’08, ‘10

33 running toward rewards

A Drake almuna reflects on lessons learned through athletics and the impact those lessons have had on her professional life.

By Kristin Looney, jo’09, as’09, gr’10

Profiles 8 dolph pulliam, fa’69

On the verge of his retirement, Pulliam reflects on his life and times at Drake.

17 braeden stanley, class of 2015

A student shares how a trip to Uganda opened his eyes and changed his life.

copyright drake university 2013

A Drake alumna talks about her recurring role on the hit ABC series Nashville, the road to success, and the role Drake played in her journey.

47 daniel van sant, as’11

An Iowa Sister States fellowship recipient studies

disability issues in Japan and puts his global citizenship skills into practice.

Departments 4

Welcome

5

Inbox

50 The Last Word 51 Just for Fun

6 Blue Notes Stories, news, and bits of useful information from

and about the Drake community. In this issue: Drake’s first lady fields questions; Professor Emeritus Richard Black, fa’57, discusses art and the art of growing grapes; J-Term adventures; and the top five reasons to explore the neighborhoods surrounding the Drake campus.

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

Welcome

ILLUSTRATION BY DREW ALBINSON, CLASS OF 2013

from the president ...

Several years ago Deb Lukehart and her team in marketing and communications made an important editorial decision regarding Drake Blue that I hope you have noticed—and appreciated. In addition to the “normal” fare that everyone expects and values in a university publication, we wanted to challenge our readers to consider a variety of perspectives on topics of importance beyond the University’s borders (recent issues have focused on leadership and on civility). It is important to note in this context, to paraphrase my favorite Russian author, Anton Chekhov, it is not our task to answer the questions; it is our responsibility to raise the questions properly.

Our goal in raising the big questions is to engage you as participants in an ongoing discourse about things that matter and do so in a way that reflects Drake University’s emphasis on learning as an interactive exchange of ideas, perspectives, and insights. We want to encourage you to figure out what your answers are to these big things and to draw others into an expanding discourse that connects you to each other, and to Drake.

Ask the staff ...

What’s your favorite film adaptation of a book?

Danny Akright: Harry Potter and the

design Emma Akerly, as’09; Shelly Mootz; Micki Nelson

To submit news or update your alumni profile, contact Drake’s Office of Alumni Relations:

web communications

t 1-800-44-drake, x3152

Jeremy Sievers; Carl Olsen

e alumni.update@drake.edu

executive director, marketing & communications

Alyssa Cashman: Gone with the Wind

Kristin Dunn, jo’92

(1939), directed by Victor Fleming, novel

by Margaret Mitchell (1936)

project manager

Micki Nelson: Adaptation (2002), directed

by Spike Jonze, adapted from The Orchid Thief by Susan Orlean (1998)

Jeremy Sievers: Apocalypse Now

— David Maxwell

Dr. David E. Maxwell

creative director

directed by Victor Fleming, adapted from The Wonderful Wizard of Oz by L. Frank Baum (1900)

In this issue of Drake Blue, Aaron Jaco provides a balanced overview of the national picture for intercollegiate sports, raising some of those tough questions to which the higher education community must find the right answers. An accompanying piece, “Changing the Game,” provides insights into the very special, positive role that intercollegiate sport plays at Drake. I hope these articles, and the others that make up this issue, engage you in thinking about some of the “big questions” and prompt you to share with us your thoughts about the “right” answers!

president

Deathly Hallows: Parts 1 and 2 (2010–2011), directed by David Yates, novel by J.K. Rowling (2007)

Abbie Hansen: The Wizard of Oz (1939),

There are few topics related to higher education that provoke more heated and energetic discussion—both positive and negative—than intercollegiate athletics, especially at the Division I level. Sport attracts wonderful young men and women to Drake University, giving them the opportunity to realize their dreams—academic and athletic—and to enrich the collective experience of the campus. Success on the courts and fields can strengthen alumni ties in addition to admissions and fundraising efforts. But we also know— from all too frequent media coverage—there are serious questions being raised on the national level, from the impact of huge television revenues on institutional values to academic integrity to student-athlete behavior to the health and safety of athletes in high-contact sports.

Debra Lukehart, jo’89

Abbie Hansen, jo’01

editorial Danny Akright, jo’10, as’10; Jarad Bernstein; Jill Brimeyer; Alyssa Cashman; Aaron Jaco, jo’07, as’07; Tim Schmitt, gr’08, ’10

student interns Drew Albinson, Class of 2013 Abbey Barrow, Class of 2015 Ben Curtis, Class of 2013 Sam Hoyt, Class of 2016 Cameron Johnson, Class of 2015 Adrian Mendez, Class of 2013 Carter Oswood, Class of 2013

(1979), directed by Francis Ford Coppola, adapted from Heart of Darkness by Joseph Conrad (1899)

online magazine: www.drake.edu/magazine

rss feed: www.drake.edu/magazine

flickr: www.flickr.com/drakeu

twitter: www.twitter.com/drakeuniversity

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Views expressed in Drake Blue do not necessarily reflect opinions of the editors or the University.

We welcome story ideas and submissions. Send correspondence to: Drake Blue Office of Marketing & Communications Drake University 2507 University Ave. Des Moines, IA 50311-4505 e bluemag@drake.edu

follow us

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w www.alumni.drake.edu

facebook: www.facebook.com/drakeuniversity

Inbox on guard for political correctness I read with great pleasure the rewriting of “The ‘D’ Song” mak-

quality of a drake education shines through magazine

ing it gender neutral. But I do not think that the update

Above all else, Drake University does teach you critical think-

is complete. Take the name Drake. It is masculine. I think

ing skills. I think your fall 2012 editorial package

the University should change its name to Duck. And “The

on civility was terrific. The cover story reflected the

‘D’ Song” even with its changes is way too pugilistic. The

responsibilities of citizenship; the value of a Drake

words fight, battle, and victory should be replaced with

education; and the high caliber of work produced by

words like disagreement, compromise, and workable solution.

Drake alums, students, and staff. And how about that

And, of course, the bulldog, known for being an aggressive,

picture of Babe Ruth in a Bulldog football uniform?

protective animal, should be replaced with a lapdog. Such changes would make all students and alums proud of Drake,

Keep up the good work.

—Clark Bell, JO’73, Chicago

I mean Duck.

Standing guard on civility and political correctness, —Tom Johnson, LA’67, Carmel, Ind.

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

Virtually Speaking Do colleges place the right amount of emphasis on athletics? Or do you think they tend to over- or under-emphasize the value of athletics programs?

We posed these questions to Drake Facebook fans and Twitter followers. Here’s what they had to say:

Bill Wittren, parent of a Drake student: I think the private schools do a pretty good job of keeping sports programs in balance, but the public universities place far too much emphasis on it and use way too many resources for it.

Shaun Healy, bn’02, jo’02: A strong athletic tradition is

Mario Rossi, Class of 2016: I think colleges tend to put too

the main way that a school can increase its brand awareness.

much emphasis on athletics, mostly because it’s all about

Beyond the Ivies, universities cannot live strictly on academics

getting students on campus and, ultimately, paying tuition.

and expect to be a national brand.

“... universities cannot live strictly on academics and expect to be a national brand.”

Jason Rohloff, Class of 2016: It depends. At Drake I feel that there is a balance between education and athletics. However, being a Division 1 school, I think that putting a little more

David Witkiewicz, Class of 2014: Some schools overemphasize athletics while others do not. I think Drake has a good mix, but the campus seems divided at times. I think they could work on getting students and student-athletes more involved with each other.

emphasis on promoting athletics would increase interest from prospective students and bring in more revenue.

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

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blue notes [ on the spot ]

Madeleine (Maddy) Maxwell

We gave Drake students, alumni, and community members the opportunity to ask Maddy Maxwell, spouse of the president, just about anything. Here’s what they were eager to know about Drake’s tireless first lady:

Hope Rowold Johnson, jo’94, as’94: What is your favorite color?

Maxwell: I’ve been an illustrator, a designer, and a creative director. It’s impossible for me to choose one color over

Leslie Schrader Caraballo, jo’82: How is being a female

another—it depends on the season or the setting. On an early

undergrad today different from when you were in college?

spring day there is nothing more beautiful than the yellow of

Maxwell: I wasn’t a typical female undergrad inasmuch as I

a daffodil against the snow and dark earth, or the orange flame

was studying at the Rhode Island School of Design being artsy, individual, discussing the meaning of the color yellow or

of a blazing fire on a jet-black night, or the sky-blue-pink of a sunset. Black? White? I love those, too. Absence of color; fully

protesting what was going on in the South, breaking down

saturated color—I could go on all day.

barriers, aiming for truth, helping humankind, and bucking

Stephanie Esker, Class of 2014: What about Drake has

the establishment. We were not as focused on career then.

affected your personal life the most?

We were interested in learning how to think critically and

Maxwell: At Drake it’s not a what; it’s a who—and that is the

innovatively and never sell out. We were finding our passions and learning how to be aware to make the world a better place—Drake students are doing this, too!

Sara Robby, la’83: What is your favorite part about being in the Drake community?

Maxwell: Getting to know students as they follow their dreams, then hearing about them later on or visiting with them at reunions. It always seems as if they’ve skyrocketed into being successful adults.

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people who comprise the Drake community. If it has to be a what, it would be the great work ethic.

Joey Gale, Class of 2015: What is the secret behind those delicious whoopie pies you bake?

Maxwell: Yummy ingredients that you won’t see in any health food store except for chocolate, which is now deemed good for you.

[ where are they now ]

Richard Black, fa’57, Professor Emeritus of Art richard black, fa’57; professor of art and printmaking 1960–1994; professor emeritus of art From the rooms of Drake’s Studio Arts Hall to the rows of a grape vineyard, retirement has been a change of scenery but certainly not a rest for Richard Black, fa’57. When he left Drake in 1994 after 35 years of teaching in the art department Black saw a chance to expand his work into new horizons.

“I was looking forward to retirement, and now I feel pretty much the same way,” Black says. “It gave me the opportunity to do a lot of other things I was always looking to do.”

One of those new opportunities is the grape vineyard Black runs in Farnhamville, Iowa. Following a lifelong passion for gardening, Black began growing and selling grapes in 2000.

“Most people assume that because I raise grapes, I also make wine, but I don’t,” Black says. “Wine is too confining because there’s the exact recipe you have to follow. Art is the opposite, and it allows you to experiment.”

After grape harvest season is over, Black spends the rest of the year in the printmaking studio he built on his farm.

“I just see art as an opportunity to explore a lot of new ideas,” Black says. “Very seldom do you hear about artists who stop making pictures, because they just don’t retire.”

As a member of the Royal Society of Painter-Printmakers, Black participates in a show every fall in London. Last year, one of his entries was selected for a prize, and his work was published in a London printmaking magazine.

Despite the demands of balancing two careers, Black maintains his connection to Drake, especially Bulldogs basketball.

Black’s prints have been featured at the Des Moines Art Center and Olson-Larsen Galleries in central Iowa.

“I’ve had season tickets since probably 1954,” Black says. “Having played [basketball] myself, I appreciate the game. I even watched them play in the Final Four in the late ’60s.”

Hectic schedule and all, Black sees no signs of slowing down.

“I enjoy everything I do and get so much pleasure from it,” Black says.

—Abbey Barrow, Class of 2015

visit www.olsonlarsen.com/artists.cfm to view more of Richard Black’s art.

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blue notes

Profile

Bulldog by Choice dolph pulliam’s future as an nba or nfl star was sealed—until something much better came along.

By all rights, Dolph Pulliam, fa’69, should be retiring from a run as anchor on ESPN’s SportsCenter—from days spent making his picks, bantering with commentators, and recalling his glory days in the pros.

But that’s not how things worked out for Pulliam, who announced his May 31, 2013, retirement as Drake’s director of community outreach and development as well as Bulldogs basketball commentator. And, if you ask him, he wouldn’t have it any other way.

Difficult Beginnings Life for Pulliam began in the cotton fields of a segregated Mississippi.

“My nine brothers and sisters and my mother, we all lived in this one-room, tin-roof shack,” recalls Pulliam. “Our jobs were to plant the cotton, tend the cotton, and then harvest the cotton.” His sisters and mother would also clean and cook for the landowner, while even the youngest children—Pulliam was 6, with siblings aged 4 and up—worked the fields.

“At 6, I couldn’t do a lot of work, but they were training me,” he says. “They were teaching me how to do that kind of work for the future.”

His mother, however, wanted much more for her children. She succeeded in relocating them with relatives in Gary, Ind., six months before she was killed, and the older siblings stepped up to help raise the younger ones.

Pulliam excelled, becoming a member of the National Honor Society as well as a standout football and basketball player.

He dreamed of a pro career someday with either the Boston Celtics or Dallas Cowboys.

Beyond Hoop Dreams By his high school graduation in 1965, Pulliam had fielded 50 scholarship offers to play basketball or football at Division I schools and was set to play basketball for Indiana University. Then he met Maury John.

The Drake basketball coach stopped Pulliam after a postseason game, congratulated him, and then raised one simple question that would change everything.

“He asked, ‘What are you going to major in at Indiana?’“ says Pulliam. “The recruiters hadn’t talked with me about that—nobody had talked to me about my education.”

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blue notes

John spoke of a future beyond sports, promising the young athlete a degree in a meaningful field, earned within four years. He also vowed to look after him like a father.

“My brothers and sisters said, ‘You’re going to Drake,’” recalls Pulliam. “I asked why, and they said, ‘Because that man cares about you.’ It was life-changing.”

Calls From the Pros For Pulliam, arriving on the Drake campus in Iowa was a real eye-opener—for more reasons than just the climate, foods, and accents that differed so markedly from those he knew in his native Mississippi.

“Having been raised in a racist environment, I was afraid to disagree with a white person, stand up on my own, and feel confident in speaking my own words,” says Pulliam. “Drake University taught me how to stand on my own.”

Pulliam majored in speech with a minor in radio/TV broadcasting. He also helped lead the Bulldogs basketball team to the 1969 NCAA tournament.

The Bulldogs narrowly lost to UCLA (featuring star Lew Alcindor, now Kareem Abdul-Jabbar) in the semi-finals, but the team’s—and Pulliam’s—fame was sealed. The first call Pulliam received upon his return to Des Moines was from Tom Landry, declaring that the Dallas Cowboys planned to draft him into the NFL. The next call was from Red Auerbach from the Boston Celtics, offering a draft into the NBA. His dreams from childhood had come true, but there was more yet to come.

Groundbreaking Choice In the following weeks, powerful Des Moines leaders wooed Pulliam in hopes he’d stay in Des Moines, followed by offers from several large corporations and then-governor Robert Ray. But once again, the clear, small voice that guided Pulliam’s future came from a Drake mentor. Jim Duncan, Pulliam’s radio and TV broadcasting professor, encouraged him to meet with the station manager of Channel 8. By the end of the meeting, Pulliam had a job as an on-air news and sports reporter.

Upon hearing the news, Duncan was not surprised. Recalls Pulliam, “He said, ‘Others can play in the pros. But I wanted you to be the first African-American broadcaster in the state of Iowa. And when you do a good job—and I know you will— you’re going to open the door to other African-Americans.’

That was powerful.”

From Death Threats to Prime Time Following Pulliam’s first live on-camera report, the Channel 8 switchboards lit up. The calls escalated and death threats followed, leading the station to bring in the FBI. Pulliam had a choice: look out for his safety and work behind the scenes,

or persevere on air under the protection of FBI agents. He chose the latter.

“For the next two months or so, those guys were setting my route to work and my route home, making sure they were always different, and searching my car and apartment for bombs,” he says. “I’m so thankful that the station continued to support me.”

The threats stopped, and Pulliam grew to become a popular personality, broadcasting sports and the station’s midday news, and hosting two local children’s shows, 1-2-3 and Dolph’s Cartoon Corner. He also happened to be on air using new satellite technology for the station’s first live remote broadcast—from Drake’s Beautiful Bulldog Contest.

Elevating Drake When Pulliam “retired” from Channel 8, Drake again came calling. It was 1989, and then-president Michael Ferrari was looking for an athletics marketing and promotions director.

And, once again, Pulliam was up for the challenge. He filled that role for more than 10 years before being called on to lead a different charge.

“The president wanted me to work with the people, businesses, and organizations in the neighborhood,” says Pulliam, who was named as Drake’s director of community outreach and development. Pulliam’s team created a Neighborhood Improvement Task Force to work with the police, city, and neighborhood association to tackle the issues of crime and abandoned properties.

“We got the neighborhood stabilized, then looked at revitalizing a vibrant Dogtown,” he says. “We were able to get businesses to take another look at the Drake neighborhood and come back in.”

In his Drake career Pulliam has also hosted and produced the Beautiful Bulldog Contest, a Drake Relays tradition.

Since 1969, he has frequently served as the commentator for Bulldogs basketball, donning his “lucky” blue leather suit, which he wore for every game as the 2008 men’s basketball team advanced to the NCAA tournament.

For Pulliam, the past several decades have been a labor of love.

“I see Drake as my surrogate mom,” says Pulliam. “Drake took this inexperienced kid from Gary, Ind., and she nurtured me. She raised me. She educated me. She made me a strong, proud man. And she prepared me for the success that I was later to have. Drake took a chance on this young man, and I didn’t let her down.”

—Jill Brimeyer

visit www.drake.edu/magazine for an exclusive video interview of Dolph Pulliam reminiscing about his life and times at Drake. spring 2013

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blue notes [ book club ]

From Page to Screen With a recent barrage of big-screen adaptations, original printed works often get shrouded behind their theatrical interpretations.

Highlighting the glory of the original, Dina Smith, associate professor of English, chooses her favorite books turned films.

Breakfast at Tiffany’s novella

by Truman Capote (1958), film directed by Blake Edwards (1961)

Capote’s novella differs dramatically from the popular film adaptation starring Audrey Hepburn. Set in the mid-1950s, the story follows the gay narrator as he reminisces back to World War II years and his friendship with his delightfully transgressive

neighbor, Holly Golightly.

Charlie and the Chocolate Factory

by Roald Dahl (1964), film directed by Tim Burton (2005)

This popular children’s book has been adapted twice into film. Drake’s own John August, jo’92, constructed what Smith believes to be a more faithful adaption of the creepily quirky source text: an anti-capitalist allegory of over-consumption set against a tableau of poverty.

Cloud Atlas by David Mitchell (2004), film directed by Tom Tykwer, Andy Wachowski, and Lana Wachowski (2012) The hoopla over the big-budget adaptation of David Mitchell’s tour de force novel will

hopefully cajole a few readers out of the theaters. Cloud Atlas astounds its reader in its scope and brilliance, reminding us that we are all connected somehow, somewhere, and at some time.

Revolutionary Road

by Richard Yates (1961), film directed by Sam Mendes (2008)

A postwar novel rediscovered after the successful film adaptation, Revolutionary Road is a damning indictment of American suburbia and the impossibility of the prototypical breadwinner and housewife to achieve the success promised to them by the mid-1950s affluent society.

—Abbey Barrow, Class of 2015

[ the best place ]

Wedding and Engagement Photos

Nestled in the grass outside Old Main sits a hunk of granite, engraved with decades of history and an omen of love. Legend has it that couples who kiss here will find true happiness. With the stately brick behind it and emerald leaves above, the Kissing Rock is the perfect place for wedding or engagement photos.

Across campus, a rainbow road runs parallel to Jewett Hall.

A strong Drake tradition, layers of memories move square to square on the Painted Street, allowing each couple to find its representative place and even a spot that matches the bridesmaids’ dresses.

But the best place for wedding or engagement photos is wherever Sarah Wildgen, as’09, and Mike Borland, bn’09, (above) pose on the Painted Street. Jenny Tran-Johnson, as’06, and Matt Johnson, bn’08, (above right) wed on Old Main’s lawn.

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you share special memories with your sweetheart.

—Danny Akright, JO’10, AS’10 visit www.pinterest.com/drakeuniversity to get ideas for your Bulldog wedding ... or your wedding for bulldogs.

Science for the Masses A recent study published in Science illustrated scientists’ successful creation of mice eggs from stem cells, which could lead to some exciting developments for women trying to conceive. But you’d never know it from the title of the article: “Offspring from Oocytes Derived from in Vitro Primordial Germ Cell-like Cells in Mice.”

What?

That’s where Ira Flatow, host of National Public Radio’s Science Friday program, comes in. For the past several years, he’s been making sense of these seemingly unintelligible reports and science issues for the average listener. He’s bringing science to the masses.

Flatow will be the keynote speaker at the Drake University Conference on Undergraduate Research in the Sciences (DUCURS) luncheon on April 11. The well-known personality is set to discuss the influence of science in everyday life and the importance of scientific literacy.

“Mr. Flatow’s passion for understanding and disseminating scientific findings is evident,” says Maria Valdovinos, associate professor of psychology. “Having a well-known guest as the keynote speaker at DUCURS promotes how valued the sciences are at Drake.”

In addition to hosting Science Friday, Flatow is the founder and president of the Science Friday Initiative, a nonprofit dedicated to creating multimedia projects that make science user-friendly.

He has been reporting on science-related issues for 35 years, including time as a science reporter for CBS This Morning and CNBC. His credits also feature six years as host and writer for the Emmy award-winning show Newton’s Apple on PBS. Flatow’s work to promote scientific developments has earned him dozens of accolades. In 2012, he received the Isaac Asimov

“Mr. Flatow’s passion for understanding and disseminating scientific findings is evident.”

—Maria Valdovinos, associate professor of psychology

Science Award, which honors advocates who have increased the awareness and understanding of science and the scientific approach.

Flatow is one of the most prominent speakers to lecture at DUCURS. The conference provides a forum to showcase collaborative math and science research projects between students and faculty. DUCURS is part of Drake’s ongoing efforts to increase scientific literacy and provide opportunities to engage the larger community in science and math.

—Alyssa Cashman

visit www.drake.edu/magazine for video of Ira Flatow’s 2013 DUCURS speech at Drake, “Science is Sexy.” spring 2013

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blue notes

J-Term Brings Remarkable Experiences

For three weeks in January, Drake’s classrooms stretched from

For junior health sciences major Sarah Mooney and her watch

Des Moines to the Bahamas, the Galapagos Islands, and Ghana,

team, a swiftly moving storm provided one of many tangible

as well as to Poland, Austria, and London. These locations and

lessons in leadership. “The winds were blowing like crazy,

many others were the destinations of Drake’s inaugural January

waves were crashing up over the boat,” says Mooney. “We

Term (J-Term) offerings, in which students devoted three weeks

had to act fast and deal with the situation, because the storm

to in-depth study of a single subject, often on location.

wasn’t going anywhere. It was an incredibly pertinent leadership

During J-Term, 25 students traveled to Washington, D.C., to

lesson because when you encounter an unexpected obstacle,

attend the presidential inauguration under the guidance of

it’s important that you react in a calm but efficient manner to

Rachel Paine Caufield, associate professor of politics. They also

transcend the obstacle, whatever it may be.”

worked with national leaders and scholars, conducted fieldwork

Other J-Term courses took place closer to home—such as

assignments, met with professionals in their fields, blogged,

producing the musical Chicago, studying the biology of winter,

and created a culminating documentary.

and building and programming robots. But all offerings took

“Throughout our time in Washington, D.C., Drake alumni

advantage of the ability to accomplish much in a compressed,

were all very willing to meet with us and explain what it is

intensive time frame.

like to start a career and live in the nation’s capital,” writes

“With J-Term, there are a lot of things that you can try that you

Lucas Mueller, a junior actuarial science and finance double

might not be able to do in the regular semester,” says Arthur

major, on the group’s blog. He noted that Drake alumnus

Sanders, the Ellis and Nelle Levitt Professor of Politics and

Zachary Nunn, as’02, director of cybersecurity policy for the

associate provost. “J-Term allows us the opportunity to offer

National Security Council, arranged for the class to go bowling

those kinds of choices.”

in the White House’s Truman Bowling Alley.

—Jill Brimeyer

“For me personally,” says Mueller, “this was an amazing experience that I will never forget.”

In another popular offering, students served as crew on the Liberty Clipper, a 125-foot schooner, while being mentored in leadership by Tom Westbrook, professor of education. The students spent two weeks in the classroom learning leadership attributes and the technical aspects of sailing, and then practiced what they learned while exploring the Bahamas Out Islands for six days.

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Scenes from J-Term 2013: Above: Performing the musical Chicago in Des Moines. Opposite, clockwise from top left: Studying Charles Dickens, London; leadership at sea, Bahamas; the presidential inauguration, Washington, D.C.; international advertising, Poland; education, Ghana; avian biology/ecology, Des Moines. Opposite, center: letterpress printing, Des Moines. visit www.drake.edu/magazine to enjoy photos and blogs that recount students’ J-Term experiences.

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blue notes [ making a difference ]

A Path Out of Debt Bob Smith,* a retired reverend, was facing nearly $2,000 in owed taxes to the Internal Revenue Service (IRS)—a debt impossible to pay on his fixed income. The IRS was challenging his claim of the ministerial tax credit for the first time in years, and there was seemingly nowhere to turn, until he heard about the Drake University Low Income Taxpayer Clinic. Seeking a resolution, he turned to the clinic for assistance, and a student attorney helped reverse the challenge.

“I would recommend them in a heartbeat,” he says. “It’s a wonderful service they’re rendering, and the process was very easy.”

The clinic, which opened in fall 2011, is one of just two centers in Iowa to offer free aid to qualified clients—those whose annual income does not exceed 250 percent of the poverty level, or about $57,600 for a family of four in 2012.

“All of our clinics are designed to meet two goals: First and foremost, to provide an outstanding, practical hands-on experience for our law students,” says Jerry Foxhoven, professor of law and executive director of the Drake Legal Clinic. “We also want to provide free legal services to those with financial limitations.”

So far the student attorneys have worked on 35 cases and hope to take on more in the future. The clinic also provides translators to clients for whom English is a second language.

Student attorneys represent low-income taxpayers in “controversy cases”—disputed claims that may end up in federal tax court. They collaborate directly with the IRS to find an appropriate solution—one that ideally avoids court, eliminates the debt, or provides a manageable payment plan for the client.

Clearly the clinic provides benefits to both the student attorneys and clients.

“Many of the people who come to us think they can never escape their situation,” says Mandi Plagman, project coordinator at the clinic. “But we bring them that relief and show them there is a way they can improve their lives and get out of crippling debt.” *name has been changed to protect anonymity

—Alyssa Cashman visit www.law.drake.edu/academics/NealBeaSmith for more information on Drake Law clinics.

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ILLUSTRATION BY DREW ALBINSON, CLASS OF 2013

“It’s a really interesting way to be involved and apply the knowledge I’ve learned in class,” says Heather Harvey, a third-year law student who serves as one of the three student attorneys for the clinic and plans to pursue a career in tax law. “There’s definitely a big learning curve, and it’s certainly different than simply reading a textbook.”

Profile

Building a Better Future students, community benefit from project to construct health clinic in uganda Of the three weeks he spent taking a Drake course in Uganda last summer, one moment stands out in Braeden Stanley’s mind.

The class had just gotten off a bus and was waiting to be escorted to a nearby secondary school. As the students milled outside, music erupted. Suddenly, a marching band paraded over a nearby hill, followed by students and teachers, to greet the school’s first American visitors.

“That was the point on the trip where I almost got emotional,” says Stanley, a sophomore international business and marketing double major from Glen Ellyn, Ill. “The hospitality in Uganda was the best out of anywhere I’ve ever been. They were the nicest, most welcoming people I have ever met.”

The warmth of the Ugandan people inspired Stanley to become a driving force in an undertaking that took root long before he attended Drake.

In 2007, the first group of Drake students went to Uganda on a travel seminar about sustainable development. The trip, led by four Drake faculty members, included an outing to a rural village—childhood home of Jimmy Senteza, associate professor of finance, who was the impetus for the course.

The stop in the village became a regular part of the seminar, and after years of visits to the area, the Drake faculty decided to give back. A health clinic rose to the top of local residents’ needs.

Last year, Drake students developed plans for the health clinic. This year’s group shared them with the residents of Kasawo, the community where the clinic will be built, just a short distance from Senteza’s hometown.

“The whole village came and talked with us about the designs,” Stanley says. “That was the day I fell in love with the project.”

Stanley joined other students to lead the effort. Near the end of the trip, they discussed how to keep momentum once they returned to Drake. Debra Bishop, associate professor of practice in management and international business, worked with colleagues to start a one-credit course, which is regularly attended by 12 students—though frequently more show up to help. Currently, one priority for the group is fundraising.

“Everyone contributes a lot, and it’s awesome what we are able to get done with one weekly meeting and everyone working on their own between classes,” Stanley says.

The students’ ultimate goal is to make the clinic sustainable.

To accomplish this, they have partnered with the Shining City Foundation, a nonprofit with the mission to improve the health of underserved populations.

They hope to begin construction on the clinic this year, though Stanley plans to stick with the endeavor until it is fully functional.

“This is something I am very committed to,” Stanley says.

“These people welcomed us into their homes and treated us like we were family. I want to give them something to show appreciation for what they have done for me, because they have opened my eyes.”

—Elizabeth Ford Kozor, JO’07, AS’07, GR’12

visit www.ugandaclinic-january2013.blogspot.com to read the blog Braeden Stanley kept during his time in Uganda. spring 2013

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now

drake relays officials line the blue oval as a pack of competitors passes.

then if you build it Drake Relays athletes know our track for its intimate atmosphere, but nothing today compares to the intimacy of the Relays’ early days. An arm’s length seems more like the width of a hair in this photo (top) of two runners bursting toward the finish line.

The Relays have grown from an unknown track meet into a world-class athletic event—this year, Drake Stadium will host dozens of veterans of the 2012 London Games.

As the meet has blossomed, Jim Duncan Track has morphed from a simple ring (above) to an iconic track-and-field venue.

Due to the success of the Drake Relays, the University has been able to attract the NCAA Outdoor Track and Field Championships for three of the past five years. With a view to the future of our storied track, Drake’s Athletics Director Sandy Hatfield Clubb is eagerly pursuing an even higher national and internatonal profile.

Rooted in the legacy of legendary athletes like Jesse Owens, Wilma Rudolph, Michael Johnson, and many more, Drake Stadium, the Blue Oval, and the Drake Relays can only get bigger, better, and more legendary.

—Danny Akright, JO’10, AS’10

Late in 2012, Drake announced Hy-Vee, Inc., which is headquartered in West Des Moines, as the new presenting

sponsor of the Relays. This exciting partnership has expanded the road races, increased winners’ purses, and boosted the Relays overall.

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visit www.drake.edu/relays for a schedule for this year’s athletic competition and activities.

ILLUSTRATION BY DREW ALBINSON, CLASS OF 2013

blue notes

[ top five ] Reasons to explore the neighborhoods surrounding campus The Drake neighborhood is great— but you already knew that. Here are five reasons to branch out a little farther.

1.

Snookies in the Beaverdale neighborhood is not just an ice cream shop; it’s a Des Moines institution. Residents camp out in the parking lot every year to be among the first in line on opening day. You don’t have to be first, but you should go.

[ how to ]

Build an Art Collection on a Budget Turning your home into a gallerylike space usually requires two things: fine art and money. If you can’t afford to bolster your art collection with museum-quality pieces, try these tips for collecting artwork without spending a fortune from Heather Skeens, director of Drake’s Anderson Gallery.

2.

The quirky gifts, local art, and handcrafted goods at Tandem Brick Gallery make this shop a must-see as you explore the many restaurants, storefronts, art galleries, clubs, and dives on Ingersoll Avenue.

The street runs through the Woodland Heights, North of Grand, and Ingersoll Park neighborhoods.

Des Moines’ oldest neighborhood, Sherman Hill, is famous for its many “painted ladies”—spacious Victorian homes restored to their original splendor.

Plus, Hoyt Sherman Place, the 1,400-seat theater originally built as a home for Major Hoyt Sherman in 1877, dazzles with its historic architecture.

Buy work from art students Buy art from up-and-coming artists before they hit the big time. Skeens recommends checking out shows at your local university art department, such as the Annual Juried Student Art Exhibition at the Anderson Gallery.

Attend local arts events “The best way to add to your growing

3.

collection is to attend local gallery openings, and get to know local artists at arts events,” Skeens says. “If you see any pieces you’re dying to have, ask about pricing and possibly set up an installment plan.”

Get internet-art savvy “There is a great site, 20x200.com, for people who want to purchase work from popular contemporary artists but might not have the budget to purchase an original,” Skeens says. Ebay is also a resource for uncovering artistic gems.

“Find an era or period of art you like, and search for ‘art,’ ‘decorative arts,’ or ‘photography’ to find something unique and fitting to your taste,” Skeens says.

Become friends with artists “Growing your personal art collection shouldn’t be your main intention when seeking out artist friends, but it can be a nice benefit,” Skeens says.

Scour auctions and estate sales Another’s trash can be your artistic treasure. “If you see something and fall in love with it, just buy it. Don’t worry about anything else,” Skeens says.

—Abbey Barrow, Class of 2015

visit www.drake.edu/magazine for a Drake art professor’s video commentary on one of Drake’s more notable works of art.

4.

If you’ve not had breakfast at Waveland Cafe in the Waveland Park neighborhood then you’ve never truly experienced Des Moines. Don’t let the long lines deter you; the friendly staff goes out of its way to get you in as quickly as possible.

Taller than you would ever think a child’s slide should be, and steeper by far, the rocket slide in Union Park, located in the Union Park neighborhood, is not for the faint of heart. Never fear, though— nearby is the much tamer (but equally cool) Heritage Carousel, one of the few wooden carousels built since the 1930s.

—Tim Schmitt, GR’08, ’10

5.

visit www.drake.edu/desmoines for an interactive look at some of the places Drake students love most in the capital city.

What Does it Mean to Win? Big-time TV contracts, roaring crowds, and $100 million annual revenues are appealing to universities and their student-athletes. But are athletics programs still fulfilling the mission of higher education?

By Aaron W. Jaco, jo’07, as’07 For centuries, colleges and universities have been beacons for young people to learn, find their passion, hone a craft, and mature into ethical leaders. The model of higher education is one that has traditionally been tailored to meet those needs—with the ultimate goal to create and instill knowledge, prepare global citizens for meaningful professional pursuits, and fulfill a social compact to serve the public good.

At the same time, thousands of students use their college years to participate in athletics, an endeavor that has long been thought to go hand-in-hand with academics. But developments in some sectors of intercollegiate athletics are bringing sport into conflict with the core mission of higher education. The addition of television contracts, video game sales, and other major licensing deals has transformed Division I athletics into a high-revenue business venture—fraught with added pressures, larger time commitments, and fiercer competition among student-athletes.

While the demands associated with participation increase, data show that the valuable lessons traditionally associated with athletic competition—including fair play, critical thinking, teamwork, and trust—are falling by the wayside. Off the playing field, institutional spending on coaches’ salaries and other expenses are increasing at a rate higher than spending on academics.

Confronted by these challenges and more, college and university leaders are working with athletics regulators and others to find a balance between commercialism and the core purpose of our colleges and universities.

Individually, several schools have consistently topped $100 million in annual revenues for the past five years or more.

Television contracts generate a large chunk of that revenue. In 2010, the NCAA reached a 14-year, $10.8 billion television rights deal for the NCAA Men’s Basketball Championship. A new college football playoff, set to begin in 2014, is expected to raise another half-billion dollars. Those revenue sources are parsed out to member colleges and universities based on a variety of factors.

Altogether, television contracts and other marketing rights constituted nearly 20 percent of revenue for schools within the Division I Football Bowl Subdivision (FBS), the top level in college football, in 2010. Schools also earned cash directly from ticket sales (24 percent), donor contributions (22 percent), and other sources, including institutional/government support, student fees, and corporate sponsorship.

Full-time commitment?

One byproduct of that money—and the competitive environment it promotes—is a higher standard for student-athlete performance.

Competing in college sport can be a rigorous, full-time endeavor, and one that is taking more and more of a student-athlete’s time.

The NCAA allows 20 hours of official practice per week, but games, travel, voluntary workouts, and other commitments can double the amount of time students spend on athletics.

Big-money athletics

In 2010, student-athletes in Division I and II men’s basketball, Division I Football Championship Subdivision (FCS) football, and Division I baseball reported an increase in the time they spent every week on athletic pursuits compared with respondents in 2006.

The Southeastern Conference, the nation’s top-earning athletics conference, collected more than $1 billion in receipts in 2010.

The Big Ten Conference was right behind it with $905 million.

Division I FBS football players practiced and competed the most: more than 43 hours a week while in-season. Division I baseball and FCS football players also reported an average time commitment in

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excess of 40 hours per week. In Division III, student-athletes reported spending at least 30 hours per week in-season on their sport.

Even when coaches exercise moderation in their practice regimens, university officials are faced with the fact that some students prioritize athletics above their work in the classroom. In 2011, a study by the NCAA showed that a majority of Division I studentathletes listed athletics participation as a more important factor than academic offerings in their college decision. This held true across all sports for student-athletes of both genders, not only for players on men’s marquee teams.

University officials must ensure that their students succeed academically while making sure not to stifle their athletic potential, says Gene Smith, athletic director at The Ohio State University.

“We have elite athletes who aspire to win championships and be the best they can be,” Smith says. “We want to make sure they also do what they’re supposed to do in the classroom.”

Degrees of success A college degree is the most tangible culmination of higher education for most student-athletes—for the great majority, at least, who don’t go on to play professional sports. But does athletic participation make students more or less likely to graduate? The statistics paint a complicated picture, particularly in high-revenue sports at high-profile schools.

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Federal graduation rates show that students who compete in Division I athletics are 2 percent more likely to earn a college degree than are nonathletes, according to data for students who entered college in 2005.

By the same measurement, black student-athletes are 10 percent more likely to graduate than black nonathletes, and the graduation boost is even higher for black female athletes—though in all cases they remain significantly less likely to graduate than their white counterparts.

The picture becomes more nuanced when segmented by sport.

Students who participate in basketball and football are less likely to graduate than peers who participate in lower-profile sports at most Division I schools.

For example: A dozen men’s teams that competed in the 2010 NCAA tournament, or about one in five teams that took to the court, graduated fewer than 40 percent of their players, according to statistics released by the NCAA in October 2012.

That same year, five men’s teams in the NCAA tournament graduated 20 percent or fewer of their black players, and two teams graduated none of their black student-athletes who entered the program from 1999 through 2002, according to an editorial that U.S. Secretary of Education Arne Duncan wrote for ESPN.com.

The College Sport Research Institute (CSRI) at the University of North Carolina–Chapel Hill used another model to compare Division I football players with full-time male students who did

Does athletic participation make students more or less likely to graduate?

The statistics paint a complicated picture. not participate in sports. The study found that football players are less likely to graduate at a majority of Division I schools. The CSRI found the highest discrepancy in graduation rates within the Pacific-12 (Pac-12), one of the nation’s top-earning athletic conferences, where football players graduated at a rate 27 percent lower than their full-time male counterparts. (The discrepancy was even higher when comparing black football players with the overall male student body.)

Level playing field?

The Knight Commission on Intercollegiate Athletics, a group of higher education officials, journalists, and others with a stake in the future of college sports, has pushed for stricter NCAA standards to address disparities in academic outcomes among colleges and universities. Such regulations, the commission suggests, should carry financial rewards and consequences—because without the incentive of money, schools may sacrifice their focus on academics in pursuit of a competitive advantage and an extra buck.

For Gonzaga, athletics advance the university’s mission primarily by increasing visibility. The name recognition that results from ESPN appearances and the glow of athletics victories are powerful marketing tools that boost applications and allow the university to be more selective in its enrollment practices.

“There are many students out there who know us first because of our basketball program,” Roth says. “You literally can’t buy that kind of publicity.”

The impact of athletics success has varied, with research suggesting that application increases resulting from successful seasons tend to be temporary. Some college administrators believe that a consistently competitive athletics team substantially benefits admissions, while others have said that simply having Division I teams matters more than any one team’s success.

Lessons on the field

“It’s difficult for an institution that is doing everything it can to keep athletics aligned with the university mission,” says Amy Perko, the Knight Commission’s executive director. “Because the reality is, you’re competing on the athletic field with your competitors, who may not adhere to those same standards.”

Most athletics officials, student-athletes, and fans would agree that sport provides an exceptional learning experience for participants— that coaches teach their students to develop critical thinking skills, to work as a team, and to perform under pressure. Those outcomes, among others, strike at the core mission of higher education by promoting career preparedness and receptiveness to learning.

The academic performance at any given school tends to be influenced more by institutional priorities and culture than by revenues, says Jean Boyd, associate athletic director for studentathlete development at Arizona State University.

On the other hand, a significant number of student-athletes today say they are not perceiving an institutional emphasis on other key values, which include ethics, honesty, and fairness. As competition heats up, do these values fall by the wayside?

“You take a school like Northwestern or Duke or Stanford—those who have an academic identity that is historically firmly entrenched and long-lasting—and there I think you’ll find the best of both worlds: The money stream is high, and the academic performance is high as well,” Boyd says. “But there are situations on the other end, in which schools have vast monetary resources but a [graduation rate] that is relatively low. It probably has more to do with the culture there than with money.”

In 2011, only 57 percent of Division I football players surveyed by the NCAA said they “strongly agree” with an assertion that “my head coach defines success not just by winning but by winning fairly.”

Fewer than 50 percent of participants in men’s basketball, baseball, other men’s sports, and women’s basketball strongly agreed with the survey question.

The basketball squad at Gonzaga University, a private Roman Catholic institution in Spokane, Wash., has appeared in the NCAA tournament every year since 1999, including six Sweet Sixteen finishes. The team has also graduated all but one of its men’s basketball players who completed NCAA eligibility at the university since 2000.

Similarly, between 39 and 56 percent of Division I student-athletes strongly agreed with the assertion that “my head coach can be trusted.” Responses varied by gender, conference, and school.

Between 61 and 77 percent of Division I athletes strongly agreed that academic honesty is highly valued at their institution, with the fewest number of football players saying they strongly agree.

“It’s true that some [Division I teams] place higher emphasis on academics than others,” says Mike Roth, athletic director at Gonzaga. “But that’s an individual school’s prerogative. It doesn’t seem to harm our competitive edge, though I see how it could.”

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Proactive steps As myriad elements continue to complicate the dynamic between higher-ed institutions and their athletics programs, NCAA officials and some schools are using new approaches to ensure that athletics remains a faithful extension of the university’s core mission—or at least serves a complementary function.

In 2011, the NCAA adopted a rule requiring schools to be on track to graduate at least 50 percent of its players in order to be eligible for postseason competition. The mandate, adopted 10 years after the Knight Commission first advocated for it, was more stringent than those recommended by some other proponents of athletics reform, including Education Secretary Duncan.

The NCAA also recently increased its minimum GPA for eligibility in Division I sport. Student-athletes must maintain a 2.3 GPA in certain core classes—up from the previous minimum GPA of 2.0—beginning with students in the graduating class of 2016.

A third development ties academic performance to financial revenue to an unprecedented extent. In 2012, officials who oversee a new college football playoff agreed to allocate nearly 10 percent of revenues from that event—projected to earn $470 million a year— to schools based on their academic performance. It’s the first time in college football history that schools will be directly financially rewarded for the results of their work in the classroom, according to Perko, of the Knight Commission.

Also last year, the NCAA reversed a rule that prohibited institutions from awarding multiyear scholarships to student-athletes. That rule, which stood for 40 years, gave some institutions the wiggle room to cut funding for students who underperformed on the playing field—making it more difficult, or impossible, for shunned studentathletes to afford to finish school. Officials hope the use of multiyear scholarships will allow more students to earn degrees.

Other NCAA regulations aim to keep students’ focus on their classes rather than on the prospect of professional sport. Studentathletes are prohibited from accepting payment, including gifts, for participation in athletics. Rules also preclude them from profiting from commercial use of their image or likeness. The NCAA’s regulations have also led some schools to monitor their students’ use of social media and even their checking accounts—though critics of these controversial measures maintain that athletics leaders are more concerned about protecting their own image than teaching students about ethical behavior and the importance of academics.

Who pays?

At Division I institutions, some athletics programs have begun allocating money toward academics. In September 2012, for example, Louisiana State University’s athletics department agreed to give more than $36 million over five years to the university in support of academic programs. Ohio State also capitalizes on its financial windfalls to enhance the school’s ability to provide educational opportunities for students.

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“Our primary goal is to support the university,” says Smith, Ohio State athletic director. “We transferred $30 million to the university [in fiscal year 2010–2011]. We paid all our scholarship costs— $16 million—and transferred another $14 million to support other parts of the institution.”

On the other hand, most schools, including those with top-earning football programs, do not make a profit on their athletics programs.

The costs associated with higher-profile competition, such as increasing coaches’ salaries and facility costs, have historically offset the increase in revenue.

A majority of schools subsidize their athletics programming with university dollars—which amplifies questions about the role of athletics in advancing the university’s core mission.

A majority of schools subsidize their athletics programming with university dollars—which amplifies questions about the role of athletics in advancing the university’s core mission.

Looking ahead What is the purpose of college sport? Is it a springboard for promising young people to access a college education?

To go pro? To learn life lessons that will prepare them for rewarding lives and careers?

Is it a vehicle to rally alumni support, to increase the visibility of the institution? And how does the changing financial foundation of athletics shift the way universities approach these questions?

Do administrators, coaches, and student-athletes behave differently when there’s more at stake?

Whatever the future holds for intercollegiate athletics, one thing seems certain: The television deals, the money, and the crowds are here to stay. And so are the questions. As long as thousands of fans fill the stands at home games and bowl games, and pack into living rooms and restaurants to cheer their teams toward championships; as long as universities earn millions in revenue (and pay it back in millions to coaches); and as long as young men and women dream of competing and excelling at the highest level of their sports, there is certain to be continuing negotiation as schools seek a balance between the business of sport and the mission of higher education.

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Changing the game Creating a new model for athletics in higher education

By Tim Schmitt, gr’08, ’10 It’s no secret that some student-athletes pursue higher education primarily as a means to “study” their sport. While college sports provide a great opportunity for the vast majority of participants to grow both academically and athletically, some students don’t always make this connection. While few in the world of higher education would claim to endorse this approach, the fact is that education can sometimes take a backseat to athletics.

Colleges and universities want—and athletes want to be a part of—strong athletics teams that win championship titles and bring prestige to their schools. But there is no guarantee that shunning academics to focus on athletics results in winning teams. When this gamble for athletic greatness does happen, it takes place at the expense of student-athletes who are missing out on the education they were promised.

And it’s a gamble that need not take place. There have always been great athletes who excel in the classroom. And often, students who have struggled academically in their younger years find academic success in college thanks to the opportunity provided them by participating in athletics. Changing the mindset in higher education to expect this to be the rule rather than the exception, however, is not a simple task.

“The concept that students can learn more than their sports through athletics is not new,” says Director of Athletics Sandy Hatfield Clubb. “Learning is happening everywhere on college campuses.

Unfortunately we often leave it to chance in athletics that learning happens in the best way possible. Why not develop intentionality in our programs to ensure that comprehensive learning takes place?”

This challenge exists on college campuses of all sizes across the country—and Drake is no exception. As a result, Drake’s Athletics Department, led by Director of Athletics Sandy Hatfield Clubb and with support from Drake University President David Maxwell, has been undergoing an intentional and strategic shift in the athletics programs at Drake. Building upon traditions of academic excellence and athletic achievement already in place, Drake is intertwining learning outcomes with athletics to further develop well-rounded student-athletes as well as winning programs. spring 2013

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The Drake Athletics Strategic Plan calls for the University to provide leadership-based experiences for student-athletes and create a progressive model for intercollegiate sport. This plan, says Maxwell, is an example of how Drake University takes its mission seriously and how athletics can—and should—play an important role in its fulfillment.

“The Drake experience is a holistic experience,” says Maxwell.

“Whether it’s in the classroom, in Greek life, in the lab, in student life, or on athletics teams, students are learning to lead. Athletics is one path that leads to the learning outcomes promoted by the University.”

Leveraging the jersey Hatfield Clubb presented the Drake Athletics Strategic Plan to the campus community in 2010. Student-athletes now take coursework that explicitly defines and points out lessons in leadership and communication from the playfield that were previously left to chance. Additionally, they use their visibility and positions as student-athletes to engage in service work— from packaging meals through Meals from the Heartland to acting as guest lecturers in local schools—that further reinforces these lessons while benefitting the community at large.

The Seeds of Success program, made possible through a grant from DuPont Pioneer and in partnership with Character Counts, allows student-athletes to visit area middle schools and discuss with students what it takes to succeed in the classroom and in life.

“They use the power of the jersey to reach middle school students and tell their stories of success and overcoming adversity,” says Hatfield Clubb.

Drake’s student-athletes seem to understand that there is more to learn from their sport than, well, their sport. When the grant was awarded, Hatfield Clubb committed to putting 30 student-athletes into classrooms in the first year and to increasing the number of participants over subsequent years. In the first year, however, 42 student-athletes eagerly signed up to participate.

“Our students embraced the program immediately,” she says.

“That speaks to the type of student-athletes who Drake recruits.”

Recruiting the right students is just the first part of the effort. Once here, student-athletes are guided through Bulldog Foundations, an extended orientation process that introduces them to the Bulldog Way and the Drake Playbook—programs that teach the importance of integrity in action for all student-athletes.

“Every coach has a philosophy and approach to ethics and success—it is not a cookie-cutter approach,” says Hatfield Clubb.

“They understand that leadership involves learning who you are and developing that potential. They stretch their students and take them beyond their own mental concept of what they can do. They help them reach their full potential by getting better every day.”

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But can we still win games?

The focus on athletics as a tool to teach leadership and ethics while requiring student-athletes to be academic achievers is a concept that is different for some fans. It’s natural, then, that some might ask if it is possible to take this approach and still have successful teams.

The short answer is yes.

“The concept of creating winning teams and using athletics as a teaching tool are not mutually exclusive,” says Maxwell.

The 2007–2008 men’s basketball team is a perfect example of this, he says. That team, made up of many athletes with GPAs of 3.0 or above, won the Missouri Valley Conference (MVC) championship, set a school record for wins, and advanced to the NCAA tournament.

More recently, the 2012 football team won its second consecutive conference title in November; the men’s soccer team advanced to the NCAA Elite Eight in 2010; men’s tennis won two consecutive MVC titles in 2011 and 2012; the softball team advanced to the semifinals of last year’s MVC tournament; and individual athlete honors—both academic and athletic—are too numerous to list.

But this is just the beginning. Drake University is striving for sustained success and believes that a coaching model in which there is an intentional focus on developing the human being first and educating young people to become world-class leaders will produce winning programs.

“Some have argued that Division I teams have to recruit studentathletes who are not prepared for, or focused on, the academic side of college in order to be competitive,” says Lindsay Whorton, as’09, ed’09, a former student-athlete, first-team Academic All-American, Rhodes Scholar, Fulbright recipient, and current member of the Drake University Board of Trustees. “There are many talented athletes who are very bright and are motivated to excel both on and off the court or field. I believe that an institution that is able to truly integrate the athletic and academic spheres will be able to successfully attract these student-athletes. Such an institution will produce winning teams, teams that will also contribute to a vibrant academic environment.”

Multidimensional students Matt Bowie, a senior biology major, member of the men’s basketball team, and a member of the football team until his eligibility ran out this year, recognizes that athletics has helped him learn some meaningful lessons—on and off the field.

“Drake Athletics is unique to other programs in not only the way academics are stressed as the highest priority to athletes but also the way the qualities of leadership, time management, self-efficacy, and others can be learned from these sports,” says Bowie. “This approach has been important to me because it assures that I don’t

become one-dimensional. I am not just a student or just an athlete.

The approach focuses on maintaining the balance needed to excel in both aspects and not just getting by in one or the other.”

Bowie says he learned about the power of athletics in a very real way when he traveled to Tanzania as a member of Drake’s football team in 2011 to compete in the first-ever collegiate game of American football on the African continent.

“That trip really helped me gain perspective on other cultures and myself,” he says. “It pushed me from being really introverted to where I actually love to experience new things. This is something that would not have happened without participating in athletics.”

Maxwell, who traveled with the team to Tanzania, recalls a conversation while still en route in which Bowie mentioned that, although he was interested in winning the game, he was well aware that the trip, the experience, and the service work they were to do was much bigger than the sport that brought the team there.

“The game is a catalyst,” says Maxwell. “The Africa trip was a powerful example of this. It helped teach cross-cultural communication and leadership, and it allowed these students to do meaningful work in a variety of settings for a population in need. To hear Matt articulate this was very powerful.”

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Though results of implementing the Drake Athletics Strategic Plan are apparent in the words of Matt Bowie and in the actions of student-athletes across campus, the effort is really in its formative steps.

“I think there are more ways to integrate athletics and academics in a formal sense and to continue to think about the role that athletics plays in accomplishing the mission of the liberal arts university,” says Whorton. “There is room to consider how college athletics can contribute even more to the university at large and enhance the experience of non-athletes and campus life as well as student-athletes.”

Hatfield Clubb acknowledges this effort has just begun, and ensuring it continues and succeeds will require a campuswide effort.

“The majority of our work is ahead of us,” she says. “Studentathletes really do a great job supporting each other, but the question is how we build pride across the community and make sure this carries over and continues. We need to have a pervasive culture, not pockets of buy-in.”

visit www.drake.edu/magazine for a photo tour of Drake athletics through the years.

Running Toward Rewards

By Kristin Looney, jo’09, as’09, gr’10

I first laced up my running shoes at the age of 7. Prior to that I had witnessed my dad leave our home several times to run, regardless of the weather. And each time, he returned with a smile. I assumed running would be enjoyable and effortless.

But the first time I tried, it was exactly the opposite. I vowed, while dramatically huffing and puffing around my block, that I would retire from the sport. Yet my energy and determination overruled that idea, and I again laced up my shoes. Eventually the huffs and puffs subsided, and I begged my parents to enter me in the Ridge Run, a local event held each Memorial Day that included a kids’ one-mile “fun run.” I was 7 years old.

The race did not feel “fun.” In fact, it was torture. But the cheers that welcomed me as I crossed the finish line made the strain seem insignificant. My family encouraged me to continue competing, and I competed in the fun run for the next seven years.

Over time I became focused not on winning but on improving.

Beating my personal best—even by a single second—was supremely satisfying.

When I entered high school, I knew that running was something

As I reluctantly ran from curve to straightaway, curve to

I enjoyed. However, I had clear specifications when it came to

straightaway, the feelings from my first time running around the

the sport: Anything over a mile was simply too far. My coach

block resurfaced. Several times, I vowed that my days of running

had other ideas.

long distances were through. Yet as I crossed the finish line,

During practice one day, she revealed that I would be competing in my worst nightmare: the 3,200-meter run. The thought of running two miles—let alone running them in circles on a track and in a race—made me feel like I had a rock the size of Stonehenge in my stomach.

I contemplated potential excuses. Could I feign a fracture? Could I blame bad cafeteria food? At that moment, I loathed the fact that I was a terrible liar.

the struggles transformed into smiles. My self-doubt decreased, and I had faith that I could achieve anything. With renewed confidence and drive, I set and attained several competitive goals during the following years, including qualifying for state and being named Most Valuable Player.

During my senior year in high school, I came into contact with a midsize university in Iowa that invited me to visit campus.

As a lifelong Chicagoan, my perception of Iowa was that it was covered in cornfields and students shared tractor rides to class.

But what I had learned about the school—Drake University— intrigued me. The plethora of programs and boundless opportunities seemed ideal (and the blue track didn’t hurt).

So I took a road trip.

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The moment I arrived on campus, I knew Drake was a flawless

satisfactory and superior. Because of the optimistic outlook

fit: Everyone I met was warm and inviting, the students were en-

promoted throughout Drake Athletics, I began to believe

gaged in their classes and with each other, and, of course, there

that I could soar over what I previously perceived as the

was the Drake Relays. That first visit eventually led to a position

unbeatable bar.

on Drake’s cross-country and track-and-field teams.

Shortly before I finished my undergraduate degree, I made a

When I started at Drake, I was ecstatic about everything. I took

decision that would have a profound impact on my future. Al-

classes that I found incredibly appealing, such as Reading and

though I immensely enjoyed my journalism classes, I decided

Writing Short Stories and Sports Psychology. In addition, my

to pursue a master’s degree in teaching. I was determined to make

teammates were not only dedicated, they were also extremely

a difference, and I realized that education was my true passion.

enthusiastic and enjoyable to be around. I developed strong

The decision to pursue higher education amounted to more time

friendships quickly and could not fathom being at any other

and money. Yet my confidence in my choice never wavered.

school than Drake.

Without a doubt, I knew that Drake was the place where I want-

A few months into college, however, I encountered both academic and athletic roadblocks. Throughout my life, I had been a perfectionist. In both academics and athletics, I set high goals for myself and worked diligently to achieve them. But in college, the

ed to attend graduate school. I worked diligently in my courses, and, fortunately, my efforts were rewarded. I received my dream job—to teach high school English and journalism while coaching the school’s cross-country team.

bar was higher. The expectations began to feel overwhelming.

As a teacher and coach, the messages I learned at Drake remain

Within a few weeks, I received a poor grade on

meaningful. At times the plethora of papers and my penchant

a paper and ran a horrible race. I began to doubt my abilities

for procrastination make tasks seem insurmountable. The huffs

to succeed as both a student and a runner.

and puffs that I experienced during my first few times running

During those times of uncertainty, the faculty and staff at Drake reached out to me and continued to help me build my confidence.

And throughout Drake Athletics, the idea was continually reinforced that successful student-athletes remain positive, dedicated, and adaptable regardless of circumstances. That concept became my mantra.

While competing, my coaches emphasized that receiving outstanding grades was even more important than attaining athletic accomplishments. While learning, my professors stressed that education was not about the grade; it was about gaining knowledge. In both athletics and academics, I learned that the amount of effort I applied would make the difference between

sometimes make a return in my career. Sometimes I witness a glimmer of these doubts in my students as well: A challenging curriculum can simply seem too intimidating. A cross-country workout can seem too strenuous. Both my students’ and my comfort zones are frequently compressed.

Yet, through my years at Drake, I’ve learned to never settle for satisfactory. I’ve worked to instill this notion in my students and runners as well. The standards that Drake has encouraged me to continuously set for myself always return to the forefront of my mind. The efforts are never easy, but the results are always rewarding.

Running had transformed from an arduous test to a persistent passion.

OLD MAIN ENTRANCE Tulip time isn’t just for the Netherlands; Drake’s horticulturalists bedeck the entire campus, including Old Main, in vibrant bulb-born flowers each spring.

Update

A Collective Responsibility What are your aspirations for Drake University?

How does Drake’s reputation affect you and the value of your degree? The answer to these questions is personal. However, when answered by more than 65,000 alumni they have a strong, collective, and defining impact.

Drake recently completed a strategic planning process, which outlines how we plan to accomplish our vision to serve as a model institution of higher education and innovatively address the challenges of the 21st century. While there are multiple indicators of our progress toward making our ambitions a reality, there are others that convey a more challenging path.

Without tiptoeing around the issue, Drake’s vision requires resources. It is my hope that we can engage in an honest

responsibility. They reflect a culture where alumni are

exchange regarding Drake and the leadership role alumni

enthusiastic and proud to be part of something larger

play in providing financial and inspirational support.

than themselves.

One of the great privileges of my job is visiting with alumni,

Drake is a remarkable community, which leads me to ask

and during these visits, a high percentage share with me their

two questions: Why is there a significant gap between alumni

affection and hopes for Drake, our faculty, and our students.

giving participation and positive feelings toward the Drake

Recent survey findings tell us that more than 80 percent of

experience? What will it take for Drake to develop a culture

our alumni have favorable to very favorable feelings toward

where financial participation is embraced as a meaningful

their Drake experience. For many of our alumni these

opportunity to define Drake’s future?

sentiments develop into active volunteer engagement and transformational philanthropic support, and we are deeply appreciative of that.

These are big questions with answers that have significant impact on our shared aspirations. I welcome your ideas related to alumni engagement and participation or comments

However, our alumni’s passion for Drake does not always

about why you give to Drake. Please let me know your

translate into annual giving. Approximately 12 percent of

thoughts by email at philanthropy@drake.edu.

graduates make a gift to Drake during the fiscal year, which is below the level of giving at other Midwestern colleges and universities:

• Creighton University–19 percent

• Butler University–23 percent

• Northwestern University–29 percent

• DePauw University–31 percent

• Carlton College–58 percent

In closing, I know that many of you love Drake University.

As we move toward our vision for the University through

distinctlyDrake, it is time to transform our shared affection into a culture where everyone feels a sense of ownership and commitment to Drake’s promising future.

Drake can make real its vision when we all work toward common goals. Your participation matters. You matter.

Thank you for your engagement in the life of Drake and

What do these alumni participation rates say about each

your constructive feedback.

institution? These colleges and universities are communities

—John Smith, as’92, gr’00, Vice President for Alumni and Development

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spring 2013

Atrium Construction Completed Construction on the new Morgan E. Cline Atrium for Pharmacy and Science wrapped up in January, providing a new hub for the students and faculty in the College of Pharmacy and Health Sciences (CPHS).

The two-story facility connects the Cline Hall of Pharmacy and Health Sciences with Harvey Ingham Hall and contains space for faculty offices and the large Hy-Vee Student Learning Commons. The commons, on the first floor of the atrium, is technologically advanced and outfitted to enhance creativity, team building, and collaboration.

It includes room for individual and group presentation preparation. The open area will also serve as a venue for CPHS and campuswide events.

The project was made possible by a number of gifts to distinctlyDrake, including a leadership-level gift of The sciences are a top priority of distinctlyDrake. Contact John P. Smith, vice president for alumni and development, at 515-271-2969

$3 million from Morgan E. Cline, ph’53; along with support from Hy-Vee, Inc.; and the Roy J. Carver Charitable Trust.

or john.smith@drake.edu for information on transformational gifts to the sciences. spring 2013

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Update

Keys to Excellence Elevates Music Program Douglas Allen, la’73, was raised in a musical family, so when he was looking to make a difference at Drake, he focused on the music program. Allen donated one piano, and after seeing Sarah Thune, a senior applied piano major, perform on it, he felt inspired to give another one.

“I was impressed by her passion,” Allen says. “I saw her intensity and her excitement that showed she loved the piano and music. She was thankful for the new piano, and I was thankful for her talent. Watching her play gave me faith in Drake’s music program.”

Through Keys to Excellence, a fundraising effort that is part of distinctlyDrake, the University plans to replace 68 of its 100 pianos and has already received the funding to purchase 11 new pianos. But the initiative is about more

Contact Doug Lampe, major gift officer, at

than replacing instruments that are beyond repair. Having

515-271-3055 or doug.lampe@drake.edu for

high-quality pianos will enable Drake to attract high-caliber

more information on the Keys to Excellence

music students and faculty, and it will allow current students to pursue their passion for music with instruments that reflect the excellence of the University’s music programs.

The fundraising effort has a broad impact. Every music student, regardless of major, completes four semesters of piano instruction. Additionally, Drake hosts numerous performances throughout the year that are free and open to the community. New pianos will enhance these performances to the benefit of all.

fundraising effort.

Scholarship Provides Motivation, Financial Assistance As one of eight children, Laura McGuire, a junior business and business law double major, would not have been able to attend Drake had it not been for the scholarships she received.

This support came first in the form of a presidential scholarship and next as a recipient of the Lou Ann Simpson Scholarship.

“As a student paying for my own college education, I can’t express what this kind of generosity means to me,” McGuire says. “It is because of the generous scholarships I have received that my Drake education has become much more affordable.”

McGuire says the Lou Ann Simpson Scholarship is particularly meaningful to her, because Simpson, professor of business law, is an important mentor and role model—a sentiment echoed by one of the scholarship’s past recipients, Derek Smith, a senior marketing and finance double major.

their futures,” she says. “That is what I love about teaching.

We attract good students here, and they are a joy to teach.”

Her love of teaching led Simpson to begin to contribute to the scholarship created in her honor, and as part of

distinctlyDrake, she has left a significant portion of her estate to the scholarship fund—a planned gift that will magnify the impact of the Lou Ann Simpson Scholarship and make a Drake education affordable for students for generations to come. “I just have a warm feeling that I can

“It was an incredible honor to receive an award in her name,”

help students succeed well into the future,” she says. “I

Smith says. “Being a Lou Ann Simpson Scholarship recipient

wanted to provide students with educational opportunities,

helped motivate me to strive to achieve the standard of

because when you see students succeed, that’s the best

excellence I know Lou Ann expects from each and every one

feeling in the world.”

of her students.”

A former student of Simpson’s started the scholarship fund in recognition of the education he received in her classes.

“I think that is one of the greatest honors you can have,” says Simpson, bn’66, lw’68. “It’s so nice when students say ‘thank you,’ but to have one do something that will provide opportunities for students in the future, I think that is as good as it gets.”

Simpson says she has felt a strong connection with the University since she arrived as a first-year student in 1962.

That passion for Drake has only grown since she began teaching business law in 1973.

“For me, it’s very satisfying to see how students grow and mature and start to succeed and prepare themselves for

Leaving a bequest is simple. It can be made by inserting a few sentences into a valid will or trust. A bequest also provides flexibility: You can give a specific amount or item or a percentage of your estate. You also have the option to make the gift contingent on certain events, and you can make changes to your gift at any time. (Consult your attorney about laws specific to your state.)

Visit www.alumni.drake.edu/give to learn more or contact Sarah Pritchard, director of planned giving, at 515-271-4069 or sarah.pritchard@drake.edu with questions about naming Drake University in your will or living trust.

alumniconnections

Drake Notes Changed your career? Published a book?

Earned an advanced degree?

Let’s stay connected!

Tell us about your accomplishments at www.alumni.drake.edu or by completing and mailing the form on page 49 so we can share the news with your fellow Bulldogs.

Drake Notes is published in each issue of Drake Blue. This issue includes all entries received by Nov. 15, 2012.

achievements 1930s Kenneth Brechler, ed’35, Las Cruces, N.M., celebrated his 100th birthday on Sept. 1, 2012.

1950s Ruth (Helmick) Lier, la’50, gr’52, Los Alamos, N.M., was named one of three Living Treasures of Los Alamos in September 2012 and was honored at a ceremony for her outstanding dedication to the life, heart, and spirit of the Los Alamos community.

Larry Conn, fa’57, Pleasantville, Iowa, was honored for his 43 years of service as an organist at Wakonda Christian Church in Des Moines.

1960s David W. Terre, bn’60, Little Elm, Texas, was recognized with an alumni award from the Washington’s Investment In Great Schools Educational Foundation for his exceptional personal, community, and professional achievements.

Janis (Bohrofen) Bashara, fa’61, Omaha, Neb., along with her husband, T. Robert, celebrated her 50th wedding anniversary on Aug. 12, 2012.

Cesar Rennert, la’65, New York, is the founder and CEO of Rennert International, a full-service language school, teacher training center, and translation services

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group in New York City, Miami, and Istanbul. The school was shortlisted for the third straight year for the prestigious Star Award as Best English School in North America.

Sally Waxman, fa’65, Bellevue, Ky., celebrated her 47th year of marriage with her husband, Ernest.

Thomas Lauterback, jo’66, Elgin, Ill., was appointed to the board of directors for the Edgewater by Del Webb Homeowners Association.

Linda (Tomlinson) Toerper, la’66, Cedar Rapids, Iowa, is currently the referee coordinator for the Granny Basketball League.

Larry Katzen, bn’67, St. Louis, was appointed to the audit committee for the Annenberg Foundation Trust at Sunnylands.

Stuart Bechler, ph’68, Libertyville, Ill., retired from Ridge Pharmacy and Wauconda Pharmacy after 44 years as a pharmacist.

Shelley Dawson, la’68, Dallas, received the lifetime achievement award from the Dallas Association of Petroleum Landmen in recognition of her service as vice president of membership for the organization’s board of directors.

Marjorie Wharff-White, ed’68, gr’73, Urbandale, Iowa, retired as assistant activities director at Valley High School.

spring 2013

Robert Goranson, jo’69, Libertyville, Ill., received the 2012 G.D. Crain Award for lifetime achievement in business-tobusiness marketing. Goranson was also inducted into the Business Marketing Association Hall of Fame.

1970s Fredrick Smith, bn’70, Waukegan, Ill., retired from VW Credit, Inc. John Mayberry, jo’72, Fort Myers, Fla., retired.

Sally (Martz) Stalnaker, ed’72, Omaha, Neb., was promoted to senior public relations specialist at Albers Communications Group. Stalnaker was also elected chair of the 2013 Heartland Family Service Gala and president-elect of the Omaha Symphony Guild.

Carla (Harmison) Miles, gr’73, Sun City Center, Fla., received the Service to Mankind Award from the Sertoma Club, the Distinguished Woman of the Year award from the American Association of University Women, and the Woman of the Year award from United Community Church.

Ralph Rosenberg, lw’74, Ames, Iowa, was appointed executive director of the Iowa Environmental Council.

Brian Kane, bn’76, Simi Valley, Calif., was promoted to production manager of payload and antenna products at Boeing Satellite Development Center.

Marc Franson, bn’77, gr’77, lw’80, Chicago, was named chair of the national advisory council for the Donald V. Adams Leadership Institute at Drake University.

John Jansonius, la’77, Dallas, was listed to the 2013 edition of The Best Lawyers in America.

Kay Augustine, fa’78, gr’88, ’08, Chaska, Minn., accepted a position as manager of Check & Connect and Targeted Services for Eastern Carver County– District 112.

1980s Peggy (Rausch) Huppert, jo’80, Mendota Heights, Minn., accepted a position as the Minnesota state leadership director of the American Cancer Society.

Alan Pendleton, lw’80, Hopkins, Minn., received the 2012 Minnesota District Judges Association Outstanding Judge Award.

Michael Diedring, fa’81, Fort Wayne, Ind., is secretary general of the European Council on Refugees and Exiles.

David Strege, bn’81, Winterset, Iowa, won gold in the men’s 50-and-over division of the 2012 USA National Volleyball Tournament in Salt Lake City. He was also selected to play on the USA senior men’s volleyball team at the Global Cup in October 2012.

Jennifer (Thompson) Strege, ed’81, Winterset, Iowa, won gold in the women’s 40-and-over division at the 2012 USA National Volleyball tournament in Salt Lake City.

Arnold Friedman, fa’82, Boston, was promoted to chair of the Department of Composition at the Berklee College of Music.

Scott Opsal, bn’82, Fitchburg, Wis., is a lecturer in finance and the director of the applied investments program at University of Wisconsin–Whitewater.

John Naylor, bn’85, Eden Prairie, Minn., was named senior vice president of commercial markets at Medica.

Daniel Tubridy, ph’87, Roseville, Calif., accepted the position of account executive with BoehringerIngelheim Pharmaceuticals.

Dan Belzer, as’88, Los Angeles, was promoted to adjunct associate professor in the School of Theater, Film, and Television at UCLA. Chris Gearhart, as’88, Chelsea, Mich., was named director of the Hydrogen Technology and Systems Center for the National Renewable Energy Laboratory in Golden, Colo.

Joel Barrows, lw’89, Bettendorf, Iowa, was appointed an Iowa District Court Judge by Gov. Terry Branstad.

Deborah (Morris) Burton, gr’89, lw’90, Baltimore,

created a self-publication website for a home-school mock trial curriculum at www.homeschoolcourt.com.

Melissa Murer Corrigan, ph’89, Iowa City, Iowa, received the Henry Cade Memorial Award from the National Association of Boards of Pharmacy for her continued service to the regulation of pharmacy practice.

Clint Farlinger, bn’89, Cresco, Iowa, took a position as business manager/board secretary for the

Howard-Winneshiek Community School District in August 2012.

1990s Patrick Kearney, fa’90, Des Moines, is president of the Iowa Bandmasters Association.

Scott Koeneman, jo’90, Urbana, Ill., was named director of international advancement for the College of Engineering at the University of Illinois at Urbana–Champaign.

Mary Gesiriech, bn’91, Johnston, Iowa, is director of development at Hoyt Sherman Place.

Lisa (Rota) Simons, as’91, Faribault, Minn., was awarded a Minnesota State Arts Board grant for a young adult novel she is writing and traveled to Kenya and Ethiopia for research.

Mitchell Taylor, lw’91, Burlington, Iowa, completed the requirements to obtain a national certification in consumer bankruptcy law.

Theresa Lewis, gr’93, Des Moines, published “You Can’t Cut Your Way to Prosperity: Benchmark the Road to Success” in the May/June 2012 issue of MGMA Connexion.

Bianca Bentzin, lw’94, Austin, Texas, was appointed chief prosecutor for the City of Austin.

John Donohue, gr’94, West Palm Beach, Fla., accepted a position as assistant professor of public administration at Indian River State College.

Angela (Vanni) Fontana, lw’94, gr’94, Lake Forest, Ill., was promoted to vice president and general counsel for Allstate Financial.

Michael McCormick, jo’94, Philadelphia, was promoted to design director of Martha Stewart Weddings magazine.

Tracie (Nelson) Porter, lw’94, Huntington Beach,

Calif., accepted a position as professor of law at Western State University.

Jennifer Fah, jo’95, Van Nuys, Calif., is editor for The Price Is Right game show, which airs on CBS. Tasha Ransom, bn’95, Evanston, Ill., received the Peter Lisagor Award for Best TV Public Affairs Programming.

Heidy (Pemsl) LaFleur, ed’98, Des Plaines, Ill., accepted the position of principal for North School in Franklin Park, Ill.

2000s Allison Enright, jo’00, Chicago, was named editor of Internet Retailer magazine.

Aaron Masterson, jo’00, Minneapolis, was promoted to vice president of technology practice for Weber Shandwick.

Kurt Van Auken, jo’00, Urbandale, Iowa, was promoted to executive producer of Big Ken and Colleen in the Morning on Star 102.5.

Kourtney Horner, as’03, Antioch, Tenn., has appeared in a speaking role on the new ABC drama Nashville under her performance name, Kourtney Hansen.

and accessory company for professional women. All products produced by the company are inspired by countries around the world.

Jessie (Shepherd) Huber, bn’07, Chicago, was promoted to

associate account executive with Scripps Networks Interactive.

Michelle Rich, gr’07, Des Moines, was invited to participate in the inaugural White-Riley-Peterson Policy Fellowship, which focuses on after-school and expanded learning policy.

Kathryn Schiavo, ph’07, Chicago, was awarded the 2012 Illinois Council of Health-System Pharmacists Best Practice Award.

Brent Smoyer, lw’07, Lincoln, Neb., was elected to serve as Lancaster County District 5 County Commissioner.

Kevin Haas, jo’08, Bangkok, Thailand, is a basketball coach, an ESL tutor at the Thai-Chinese International School, and a freelance writer.

Victoria Novakovich, as’08, Bangkok, Thailand, is a high school counselor at the Thai-Chinese International School.

Dawn Gerber, ph’04, Avondale, Ariz., was promoted to associate professor of pharmacy practice at the College of Pharmacy–Glendale at Midwestern University.

Zachary Smith, jo’08, ed’12, Tiachung, Taiwan, is an ESL teacher and director of the writing lab for seventh and eigth grades at Ivy Collegiate Academy in Taichung.

Erin Schmidt, jo’04, Minneapolis, was promoted to senior specialist, interactive producer at Target.

Stacie Bendixen, as’09, Urbandale, Iowa, was promoted to program manager at State Public Policy Group.

Kasey Skala, jo’04, Elkhorn, Neb., joined Mutual of Omaha as manager for social media and online marketing.

Erica (Nichols) Cook, lw’09, Springfield, Ill., accepted a position as staff attorney for the Illinois Innocence Project.

Bryan McCarty, as’06, Manhasset, NY, began a residency in emergency medicine at North Shore University Hospital in Manhasset.

Erin deFrance Davison, gr’09, Des Moines, was promoted to senior program manager at State Public Policy Group.

Lauren (Smith) Hong, as’07, San Diego, launched Lauren Olivia & Co., a new handbag

Manisha Paudel, as’09, Davenport, Iowa, was hired as management and accreditation analyst for the City of Davenport.

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alumniconnections

Profile

The Road to Nashville for this drake alumna, it’s paved with success

Sometimes you have to take a chance and see what comes of it.

That’s what Kourtney Horner, as’03, a theatre alumna, did in 2008 when she moved to Nashville to see if she could make it as an actor. She has. Not only is Horner a correspondent for CMT Insider and the broadcast personality for the Nashville Predators, the city’s NHL team, but she also scored a supporting role in the ABC TV series that shares the name of her new hometown. Drake Blue talked with Horner about her recent success.

How did you land the part of Emily, assistant to Juliette Barnes, on Nashville?

My talent agent arranged the audition—he convinced the casting agent and me that I would get the role. When I auditioned, it was for a pilot; there was no guarantee the show would be picked up. I kept thinking, “I’m from Des Moines. There is no way I will be involved in something this big.” When I watched the first episode, I couldn’t comprehend the extent of its reach. It is so crazy.

What have you learned from the experience?

Television is a different world than theater. Short scenes, camera work … and the number of people working on the production is incredible. I’ve learned to trust my training.

I credit my acting and theater classes at Drake for how far I’ve gotten in my career.

What changes has your work on Nashville brought to

you personally?

Financially it’s nice—but it’s not exactly stable. My character is not a regular on the show, so I’m always wondering if Emily will be in the next episode. But I’m getting more offers to do things, and I seem to get greater consideration for auditions.

The best part is people I haven’t talked to in years are telling me they are proud of me.

What has been your biggest surprise about the entertainment business?

People aren’t as ruthless as I would have thought. If you are genuine and honest, then people will help you and look out for you.

What advice do you have for actors starting their careers?

Be in it for the craft, not the money. Don’t get discouraged.

Have faith in yourself and keep going.

What is your favorite Drake memory?

Meeting two of my best friends. Every show that I did.

And Deena Conley. All my professors were wonderful, but Deena sticks out. She was easy to talk to and gave us realistic scenarios. She didn’t sugarcoat anything.

That has helped me a lot in this business.

What do you do when you visit Des Moines?

I go the University Book Store to buy something Drake to wear around Nashville, and I enjoy time with family (who are almost all in Iowa) and friends.

visit www.drake.edu/magazine for video of Kourtney Horner (also known as Kourtney Hansen) in action and to connect with her on social media.

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spring 2013

She’s also traveled to Eritrea, Kenya, Nepal, and East Timor for work with UNICEF while conducting research.

Micah Wright, as’09, West Des Moines, Iowa, placed first in the senior division of the 53rd Annual Bill Riley Talent Search Competition at the 2012 Iowa State Fair for his performance on the clarinet.

2010s Jennifer Barker, ph’10, Milwaukee, is a clinical pharmacist at Aurora West Allis Medical Center.

Samuel Knott Benham, lw’10, Lancaster, Ohio, is staff attorney for the Ohio Legislative Service Commission.

Andrew Poppen, as’10, Des Moines, was hired as graphic designer/brand manager for the Science Center of Iowa.

Jonathan Rzepecki, jo’10, bn’10, Grand Rapids, Mich., accepted a position as the high school sports reporter for MLive Media Group, which includes www.mlive.com and eight newspapers.

Elizabeth Woerle, as’10, bn’10, Berlin, Germany, plays on a professional soccer team in the Bundesliga League and works with Athletes in Action, a Christian sports ministry.

Cody Schweinefus, bn’11, Phoenix, is a professional golfer.

Caroline Bettis, lw’12, Des Moines, is an associate attorney at Bradshaw, Fowler, Proctor & Fairgrave, P.C. Clarissa Blaylock, bn’12, Des Moines, is now a benefits adviser at Businessolver.

Evan Repsholdt, as’12, California, Mo., accepted a position as a computer scientist at NAVAIR (Naval Air Systems Command).

advanced degrees Scott Livingston, ph’84, Babson Park, Fla., received a doctorate in organizational leadership from Indiana Wesleyan University.

Denise Chuick, as’89, The Woodlands, Texas, received her master of education in educational leadership from Lamar University in Beaumont, Texas.

Wendy (Ryun) Arch, as’03, Indianola, Iowa, earned her master’s degree in English literature from Iowa State University.

Bryan McCarty, as’06, Manhasset, N.Y., received a doctor of medicine degree from New York Medical College.

Laura Krossner, as’10 , Des Moines, received her master of library science degree from Indiana University Bloomington.

authors Virginia Smith Watkins, la’70, Minnetonka, Minn., published “Celebrating Easter in New Ways,” an article in the spring 2012 edition of Mature Years magazine.

Donald Doudna, bn’71, Johnston, Iowa, co-wrote Bulletproof: The Man’s Midlife Guide to Staying Strong, Healthy and Happy.

Linda Stillwell, ed’72, San Luis Obispo, Calif., published Linda, her first book.

David Balducchi, gr’74, Arlington, Va., wrote “Iowans Harry Hopkins and Henry A. Wallace Helped Craft Social Security’s Blueprint,” an article published in the summer 2011 issue of Iowa Heritage Illustrated.

Patrick Leong, la’78, Nashua, N.H., wrote two novels, Diamond Promise and Little Boy Promise.

Gregory Landgraf, jo’98, Chicago, wrote Citizen Science Guide for Families: Taking Part in Real Science.

Alumni Calendar april 2013

may 2013

104th Drake Relays Presented by Hy-Vee April 24–28 Drake Stadium

50-, 60-, and 70-Year Reunion— Classes of 1963, 1953, and 1943 May 17-19

Downtown Street Painting April 24 Downtown Des Moines

Commencement Weekend May 18–19

National Alumni Awards April 25 Reading Room, Cowles Library

september 2013

Environmental Science and Policy Reunion April 26–27 School of Journalism and Mass Communication Reunion April 26–27 10-Year Reunion—Class of 2003 April 27 20-Year Reunion—Class of 1993 April 27 25-Year Reunion—Class of 1988 April 27

Parent and Family Weekend September 20–22 DU Good Day September 28 Nationwide

october 2013 Homecoming October 5 Visit www.alumni.drake.edu/ events for more information about upcoming events.

40-Year Reunion—Class of 1973 April 26–27

We Asked ... You Responded Last fall Drake University sent an online survey to alumni. We asked you to rate your attitudes, experiences, and impressions of Drake from the perspectives of a student and an alumnus. Nearly 2,000 responded with ideas, concerns, and points of Drake pride. Now it’s our turn to go to work. The Drake University National Alumni Association Board of Directors and the Office of Alumni Relations are evaluating the survey results in order to improve programs and opportunities to connect our 68,000 alumni worldwide. Though this particular survey is closed, you can ensure participation in future surveys and the ability to offer ideas and share feedback—just email alumni.update@drake.edu.

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alumniconnections

births

deaths

Lillias Freeman-Hogan, jo’81, and Terry, Omaha, Neb., adopted a daughter, Katie Marie

1920s

John Wilkin, ed’95, gr’01, and Jamie, Webster City, Iowa, a son, Grady Richard

Grizelda “Zelda” (Morse) Stute, fa’29, ’33, South Bend, Ind.

Colin Murphy, lw’96, and Kelly Westphal, Clear Lake, Iowa, sons, Finnegan Ross and Gavin McCann

1930s

Heather Podgorski, as’97, gr’99, and Chris, Maple Grove, Minn., a son, Evan Christopher Katie (Pearson) Range, fa’99, and Justin Range, bn’98, Edwardsville, Ill., a son, Samuel John

Dorothy (Anderson) Sanders, ed’36, Des Moines Cornelius “Cornie” Jensen, lw’37, Edmonds, Wash.

Virgil Nutt, bn’37, Urbandale, Iowa Lucille (Wills) Perry, fa’37, Advance, N.C.

Erica (Harris) Snodgrass, as’99, and Michael, Des Moines, a son, Benjamin Andrew

Catharine Jane (Templeton) Smith, bn’37, Mahtomedi, Minn.

Laurie Dickes, as’00, and Mark, Sioux City, Iowa, a daughter, Kaitlyn Mary

1940s

Danita (Galdick) Grant, lw’00, and Neil, Dubuque, Iowa, a son, Declan Christopher

Anna “Annie Lou” (Ede) Kilgore, ed’39, ed’47, Sun City, Ariz.

Jarad Gronau, bn’00, gr’04, and Pam, Urbandale, Iowa, twin sons, Austin and Brayden Grant Geyerman, bn’02, and Sarah, Arlington, Va., a son, Samuel Robert

Florence (Bacon) Manning, ed’40, Spencer, Nev. Avis (Mayne) Patterson, fa’40, Yuma, Ariz.

Howard “Greg” Gregory, la’41, Des Moines Howard Longfellow, la’41, Rockwell City, Iowa

Marisa (Ellsworth) Gift, as’02, and Alan, Omaha, Neb., a daughter, Sienna Carmody

Russell Mote, la’42, Austin, Texas

Meredith (Brignadello) Nelson, fa’02, and Phil, Chicago, a son, William Dennis

William Blackburn, la’45, Des Moines

Colonel Glen Booton, la’43, Dayton, Ohio

Wendy (Ryun) Arch, fa’03, and Eugene, Indianola, Iowa, a son, Franklin Eugene

Warren Conrad, la’45, Knoxville, Tenn.

Katie (Colonno) Johnson, jo’03, and Jessie Johson, ed’04, Waukee, Iowa, twin daughters, Grace and Claire

Peggy (DeBord) Hull, bn’46, West Des Moines, Iowa

Christine Minkalis, bn’03, and Ryan Feldman, Des Moines, a son, Ronald Wayne Austin Streeper, bn’03, and Anne, Madison, Wis., a son, William Nikols Blake Campbell, gr’05, and Sarah, Ankeny, Iowa, a son, Ryan Blake Rachel (Riley) Murray, ph’05, and James Murray, bn’03, Aurora, Ill., a son, Jack Caedmon Jill (Patton) Wheeler, as’06, and William, Slater, Iowa, a son, Grayson John Katie Ruedinger-Kuhn, ph’07, and Joshua Kuhn, Oshkosh, Wis., a daughter, Madelynn Kate Marsha (Weber) Street, ph’07, gr’07, and Brad, Ankeny, Iowa, a son, Dominic Richard

Thelma Lucille Ross, ed’45, gr’48, Madrid, Iowa Loie (Ehlert) McElwain, fa’46, Woodbine, Iowa Mary Darlene (Conner) Norris la’46, Fort Collins, Colo.

Robert W. Byas, bn’47, Des Moines Doyle Fleishman, la’47, gr’64, Dallas Center, Iowa Lois (Whiting) Shirbroun, fa’47, Coon Rapids, Iowa Marian Patricia “Pat” (Fitch) Carlson, la’48, gr’73, West Des Moines, Iowa Earl Michael “Mick” Donahue Jr., bn’48, West Des Moines, Iowa Burl Crawford, ed’49, gr’51, Montgomery, Texas Benjamin Erickson, fa’49, Story City, Iowa Gloria (Codner) Hearshman, la’49, Overland Park, Kan. Digby “Digger” Lindquist, la’49, Rockford, Ill. William “Bill” Lones, bn’49, Denver

marriages

Suzanne (Fowler) Merrill, la’49, Des Moines

Colin Murphy, lw’96, to Kelly Westphal, January 2, 2010

John Pritchard, ed’49, New Hope, Minn.

Stephanie Kaplan, as’97, to Robert Villegas, July 14, 2012

Loretta (Siebenaler) Schnoor, ed’49, Vinton, Iowa

Sara Graham, as’04, gr’05, to JoJo Brandt, June 3, 2012 Jessie Shepherd, bn’07, to Matthew Huber, as’07, July 21, 2012 Sejal Ashvin Patel, ph’08, to Jayesh Patel, May 27, 2012 Jamie Dorrell, jo’08, to Joe Skluzacek, September 15, 2012 Danielle Chaplin, bn’09, to Michael Beach, June 12, 2012 Erica Nichols, lw’09, to Walter Cook, October 1, 2011 Trisha Lightfoot, as’10, jo’10, to John Gawley, August 4, 2012 Emily Steiger, as’10, jo’10, to Daniel Jandak, ph’12, April 14, 2012 Marissa Collins, as’10, to Ryan Michel, as’09, gr’11, August 3, 2012

1950s Lois (Williams) Brehm, fa’50, Ashfield, Mass.

Glen E. Davis, bn’50, Springfield, Va. James Gehrdes, la’50, Annapolis, Md. Kenneth Good, jo’50, Casa Grande, Ariz.

Leonard Hudson Jr., ed’50, Carlisle, Iowa Duward Hutchinson, gr’50, Marion, Ind. Wilford Long, bn’50, Cedar Rapids, Iowa John Redden, la’50, Memphis, Tenn.

Ralph Schivone, la’50, West Chester, Ohio Larry Skipton, fa’50, Onalaska, Wis. Helen Teter, ed’50, gr’55, Grinnell, Iowa

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Profile

Sister State Studies each morning, daniel van sant, as’11, wakes in the shadow of mount fuji One year after graduation, Daniel Van Sant now studies in Kofu, capital of Japan’s most productive agricultural region, Yamanashi Prefecture. Before this foray, he toured the United Kingdom, Thailand, India, Singapore, Brunei, the Philippines, Macau, and Hong Kong.

The competitive Yamanashi Prefecture Research Scholarship, awarded to Van Sant by the Iowa Sister States organization, supports his current venture. The scholarship allows Van Sant to study and conduct research in Yamanashi for a year; his work focuses on the intersection between culture and disability policy in Japan.

“I’ve done on-site research in schools for children with disabilities, nursing homes, and rehabilitation centers here,” Van Sant says. “Having another culture’s view on disability has been enlightening and helps me see these issues from another perspective.”

One feature of Japan’s disability policy that Van Sant has highlighted is its use of designated public schools just for students with disabilities.

Van Sant says. “But they’re completely secluded from students without disabilities in traditional schools.”

Instead of criticizing the Japanese system, Van Sant says he tries to keep an open mind.

“When doing research like this, it’s very easy to say ‘this is different, this is wrong,’ ” he says. “Drake gave me a global perspective that allows me to step out of the American perspective and see things from the culture I’m living in.

I think that’s what it means to be a global citizen.”

In the fall, Van Sant plans to apply what he’s learned in Japan to studying disability law at the Syracuse University College of Law in Syracuse, N.Y. While he would like to eventually work internationally, Van Sant says his work will start at home.

“Disability is an international human rights issue because inaccessibility—to buildings, education, health care, voting—is something that affects millions of people around the world,” Van Sant says. “However, I think there is a lot to be done in my own country as well.”

“You have this double-edged sword of schools that are amazing in terms of education, accessibility, and opportunity,”

—Danny Akright, JO’10, AS’10 spring 2013

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alumniconnections

Kenneth V. York Sr., ph’50, Flippin, Ark.

Carolyn (McClure) Mullins, ed’63, Des Moines

Joan (Landegren) Angier, ed’51, Davenport, Iowa

Milo Pitkin Jr., bn’63, Poplar Grove, Ill.

Marion (Larsen) Blaess, la’51, Boone, Iowa

Pauline (Mailander) Stieha, ed’63, Canon City, Colo.

William “Bill” Cropp, la’51, Des Moines

Elizabeth Biros, ed’64, Hutchinson, Kan.

Phillip Hagberg, la’51, Keizer, Ore.

Michael Galligan, la’64, West Des Moines, Iowa

Donald Horsman, ed’51, gr’56, Seminole, Fla.

Robert Johnson, ph’64, Keokuk, Iowa

John Toon, la’51, Hastings, Neb.

Ted Laird, fa’64, Des Moines

Lewis Whitehead, bn’51, Beverly Shores, Ind.

Joseph Schwartz, ph’64, Sioux City, Iowa

William Wong, bn’51, Waikulu, Hawaii

Eleanor Stowe, ed’64, Iowa Falls, Iowa

Robert Comito, ph’52, West Des Moines, Iowa

Vicki Hall (Hollander) Tujague, fa’64, Mt. Lebanon, Pa.

Sam Win Dung, la’52, Los Angeles

John Anderson Welty, bn’64, Green Valley, Ariz.

James “Jim” Peterson, ed’52, Des Moines

Jean (Wiese) Benskin, ed’65, Marshalltown, Iowa

Francis Boggess, ed’50, gr’55, ’66, Estherville, Iowa

Iroline Chambers, ed’65, Leon, Iowa

J. Daniel Priest, ed’52, gr’55, Runnells, Iowa

Dorothy Coulthard, ed’65, gr’70, Urbandale, Iowa

Hugh Woody, ph’52, Des Moines

William Groteluschen, lw’65, Audubon, Iowa

Ralph Zenisek, la’52, Sarona, Wis.

Joseph “Dick” McCarthy Jr., ph’65, Peoria, Ill.

Darl Bingham, bn’53, Knoxville, Tenn.

Jay Middagh, la’65, Scottsdale, Ariz.

Elsabea (Kube) Dierks, ed’53, ’56, DeWitt, Iowa

Margaret (Phipps) Schwartz, ed’65, Boone, Iowa

Emery Goodenberger, lw’53, Winterset, Iowa

Roberta “Bobbie” (Thorsten) Blanshan, la’66, Boone, Iowa

Thomas Kennedy, ph’53, Lake City, Minn.

Donald McDonald, gr’53, Apache Junction, Ariz.

Betty (Turner) Sand, fa’53, Rockford, Ill. Ronald Diedrich, bn’54, Arlington, Texas Edward Fauble, gr’54, Riverdale, Iowa Harold Brown, bn’55, Des Moines Gale Nissly, bn’55, Sarasota, Fla. Mescal (Reasoner) Gilbert, ed’56, Des Moines Vera Jane (Dahlstrom) Sweeney, la’56, Des Moines Marylynn (Orcutt) Bennink, fa’58, gr’60, Windsor Heights, Iowa

Career Tips

Q: A:

Anthony Burns, bn’58, Indianapolis Ruth DuPuis, ed’58, Mason City, Iowa Lura Katherine (Wright) Letcher, fa’58, Platte City, Mo.

Know Your Position’s Salary Range: You may find this out by consulting with your human resources department or searching online for market data relative to your position. A few online examples are www.salary.com, www.payscale.com, and www.indeed.com.

Be Fair and Realistic: Consider the business climate; this may not the best year to ask for additional compensation. Remember, timing is everything.

Make an Appeal for Your Request: Focus only on yourself. Be sure that your work performance is deserving. Document your significant accomplishments, what you have done above and beyond, and why you feel you deserve a raise. Leave emotion out of the discussion and focus on objective, welldocumented reasons.

In general, it is important to be mindful that base salary is only one factor in overall compensation. There are other components, such as bonuses, benefits, and other forms of recognition. Consider all of these things when deciding if you feel your pay is equitable or not.

—Renee Hardman, LA’83, GR’89 Senior Vice President of Human Resources at Bankers Trust

John Roseland, ph’58, Kalispell, Mont.

Thomas Sandell, la’58, gr’63, Fort Dodge, Iowa

Bill Weeks, gr’58, ’66, Grinnell, Iowa Robert Whitmore, gr’58, Pensacola, Fla. William Loebel, fa’59, West Des Moines, Iowa Ronald “Ron” Riley, la’59, lw’65, Marshalltown, Iowa Richard Whipple, ed’59, gr’63, Des Moines Robert Daut, ed’60, Muscatine, Iowa Merridy (Woar) Patrick, gr’60, Des Moines Marie (Pies) Sutton, ed’60, West Des Moines, Iowa Lee Donnellan, fa’61, Eldora, Iowa Stephen Jewett, la’62, Centerville, Iowa Wayne Peterson, ph’62, Moline, Ill. Lorna Stith, la’62, Fort Dodge, Iowa Barbara (Shelton) Williams, fa’62, gr’66, Des Moines, Iowa Judith (Klein) Fitzgerald, fa’63, Bloomington, Minn.

Hazel (Jordison) Fitzner, ed’63, Fort Dodge, Iowa Jerry Hendrix, la’63, Keller, Texas Marlys (Kratz) Jacobson, ed’63, gr’69, Des Moines

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Know Your Company’s Compensation Guidelines: Employers have budget constraints and may only give raises at certain times of the year. Know your company’s overall pool for merit increases.

Helen (Stewart) Lutz, ed’58, gr’69, Montrose, Colo.

1960s

What should I consider when asking for a raise?

visit www.drake.edu/career for resources on resumes, cover letters, and more from Drake’s Professional and Career Development Services.

Thomas Drake, gr’66, Prior Lake, Minn.

Jaci (Yochum) Gordon, la’75, gr’81, ’88, Des Moines

Dorliss (Keith) Elmquist, ed’66, Audubon, Iowa

W. Edward Rickman, gr’75, Aurora, Mo.

Bonita (Harshbarger) Harmon, ed’66, Ankeny, Iowa

Ira Dickstein, lw’76, San Diego

Helen (Putnam) Sandberg, ed’66, Decorah, Iowa

Susan McKay Krahl, as’76, Wapello, Iowa

Margaret Skrivseth, gr’66, Cedar Rapids, Iowa

Sheilah Manley, ed’76, gr’78, Des Moines

Gary Lindquist, la’67, gr’73, Joplin, Mo.

Kim Ann (Schlarbaum) Kriva, ph’78, New Berlin, Wis.

Helen (Steward) Oster, ed’67, West Des Moines, Iowa

1980s

Harold Vinsel bn’67, Warrenville, Ill. Lois (Colwell) Banwart, ed’68, Adel, Iowa

Bernadette Riley, la’80, West Des Moines, Iowa

Margaret (Lyons) Nelson, ed’68, Salem, Ore.

Jonathan Schafrann, lw’80, Scarsdale, N.Y.

Eleanor (Pearce) Slavens, ed’68, Earlham, Iowa

Gene Beach, lw’81, Marshalltown, Iowa

Gary Allenstein, la’69, Lake Geneva, Wis.

Daniel Butler, gr’82, Urbandale, Iowa

Betty (Person) Larson, ed’69, Badger, Iowa

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

David Menke, la’69, Klamath Falls, Ore.

Lois Joanne (White) Salmon, la’85, West Des Moines, Iowa

Susan (Wicker) Oxenford, fa’69, Des Moines

Martin Dolphin, gr’86, Marshalltown, Iowa

Helen (Walkup) Studts, la’69, Marshalltown, Iowa

1970s David Chamberlin, fa’70, Des Moines Mary Chiles, gr’70, ’71, Humboldt, Iowa Raymond Driver, ed’70, gr’72, Mulberry, Fla. F. Louise (Brewer) Hall, ed’70, Boone, Iowa Dean Hoganson, gr’70, Des Moines Edward Nahas, la’70, gr’78, Waukee, Iowa Richard Ramler, la’70, Fountain Valley, Calif.

Mae (Gladson) Fenley, ed’71, Chariton, Iowa Timothy Morrissey, bn’71, Minneapolis Muriel (King) Stinehart, gr’71, Fort Dodge, Iowa Pazzi Ann Bohnenkamp, fa’72, Los Angeles

David Reimers, gr’87, Des Moines James Rupnow, gr’88, Des Moines Correction: In the Fall 2012 issue of Drake Blue, Mr. Michael David Proebsting, jo’87, was mistakenly listed as deceased. We regret the error and sincerely apologize to Mr. Proebsting.

1990s Steve Richter, gr’91, Granger, Iowa Andy Christiansen, bn’92, West Des Moines, Iowa Gregory Sturtz, lw’92, Midland, Texas Holly Heskett, lw’94, Des Moines Diane Ishmael, ed’98, Ossian, Iowa Robert “Bob” Sukup, gr’99 , Ankeny, Iowa

2000s

Lynn Hummel Corum, ed’72, Lower Mt. Bethel Township, Pa.

Mark Johnson, gr’00, Urbandale, Iowa

Gary Fiscus, fa’72, Council Bluffs, Neb.

Erin Blankley, as’01, Chamberlain, S.D.

Delbert “Mac” MacDonald, la’72, Des Moines

Christopher Kelly, gr’02, Urbandale, Iowa

Voula (Rozou) Bennett, gr’74, Johnston, Iowa

Ryan Richardson, lw’07, Le Mars, Iowa

David Keller, gr’74, Troutdale, Ore.

Michael VanGriethuysen, gr’08, Colorado Springs, Colo.

Changed your career? Your address?

Do you have family news or any career information you’d like to share with the Drake alumni network? Tell us so we can stay connected with you!

Complete this form and mail to: Drake University, Office of Alumni Relations, 2507 University Avenue, Des Moines, IA 50311, or update your information at www.alumni.drake.edu. q Please check here if your current address is different from the attached mailing label.

And please attach the mailing label so we can correct our records—and stay connected with you.

Name (Mr./Ms.) College and year

Email address

Address City

State

Phone (home)

(business)

Employer

Title

ZIP

What’s new with you? spring 2013

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The Last Word

the best of both worlds: a nationally renowned education and a division i football experience Many high school athletes claim they want the complete

receive scholarships to play football? Absolutely. But will they

package for their collegiate experience, but in the end, most

compromise the best for something less than the best?

don’t receive it. Whether it’s a lack of opportunity or real

Absolutely not.

conviction, student-athletes often sacrifice either academics or athletics when choosing a school. At Drake, it’s different.

Our football players have both earned and are in a position to take advantage of the opportunity to experience the best of both worlds.

Of the 24 conferences that comprise Division I football, the Pioneer Football League and the Ivy League are the only ones that do not award football scholarships. Some people perceive that the players in these leagues were not able to garner a football scholarship out of high school. The reality at Drake is that more than half of our players were offered football scholarships; however, they turned down this money because they did not want to compromise their education or their overall college experience.

Our guys get it. They know that the four years they spend at Drake are about the next 40 of their life. Would they like to

When you assemble more than 100 Division I college football players with this depth of understanding and set of priorities, you end up with a special group of young men. The quality of our guys is exceptionally high both on and off the field.

In the last two years, Drake football went 17–5 and won back-to-back conference championships for the first time in 81 years. Four players were visited by NFL scouts. We played the first-ever American football game on the continent of Africa, and together we summited Mount Kilimanjaro. Two players were selected for the American Football Coaches Association Good Works Team®, and in 2011, Drake football set a school record of 61 players on the Pioneer Football League Academic Honor Roll.

Unfortunately, many times an athletic scholarship becomes a business deal—the contract replaces the passion. But every morning at 5:15 in the off-season, when our players’ alarms go off, there is no business deal making them get up to work out.

Only a pure drive to be their best and win a championship

drake bluethe Drake football team on winning its second consective Pioneer Football League championship. Go Bulldogs!

together. Then, after their workout, they head to class to earn an exceptional education. It truly is the best of both worlds.

—Chris Creighton, Head Football Coach visit www.facebook.com/drakefootball and “like” the Bulldogs to keep in step with Chris Creighton and the team.

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Just for Fun six-square scramble—by ben curtis, class of 2013, and drew albinson, class of 2013 Each box contains a hidden word or phrase. Unscramble the square using the given clues to discover the answer!

1.

2.

Main

delphic

3.

4.

house house house house house house house house house

5.

k9twn

6.

est

est

avenue

est

answers: 1. old main,

2. the times-delphic,

3. morehouse,

4. dogtown,

5. forest avenue,

est

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6. the painted street

2507 University Avenue Des Moines, Iowa 50311-4505 4271

drake’s mission

is to provide an exceptional learning environment that prepares students

for meaningful personal lives, professional accomplishments, and responsible global citizenship.

The Drake experience is distinguished by collaborative learning among students, faculty, and staff and by the integration of the liberal arts and sciences with professional preparation.

Thanks to the new partnership with Hy-Vee, Inc., the 2013 Drake Relays promises to be the most exciting in the event’s history.

This year’s elite competition will feature more than 15 Olympic medalists, multiple “London rematches,” and $120,000 in prize money for the top finishers in the Hy-Vee Road Races.

If you aren’t able to be there in person this year, be sure to tune in to ESPN2 for a 90-minute recap on Saturday, April 27. More details, including ticket information, live streaming of events, and race registration, are available at www.drake.edu/relays.