S a n ta C l a r a U n i v e r s i t y PRESIDENT’S REPORT 2009–2010
contents
A Letter from the President.......................................................................... 3 Introduction................................................................................................ 5 Intersection of Theology, Science, and Culture Dissecting Biotechnology with Religion and Ethics................................... 7 A Meeting of Minds: The Artful Interweaving of Science and Religion......... 8 Exploring and Embracing Silicon Valley’s Religious Diversity..................... 9 Markets, Inequality, and Poverty Global Fellows Open a Window to the World.. ......................................... 11 In Pursuit of Happiness—An Economist’s Perspective............................ 12 Power to the People............................................................................ 13 Ecology and Sustainability Engineering Seniors Inspire Sixth-Graders to Conserve Resources.. ......... 15 Human Rights and Civic Responsibility Ending Modern-Day Slavery, One Survivor at a Time.............................. 17 2009–10 Highlights................................................................................... 18 2009–10 Financial Overview.. ..................................................................... 24 University Governance............................................................................... 27
About S a nta Cl ara Un i v e rs i t y
Santa Clara University is a comprehensive Jesuit, Catholic university located 40 miles south of San Francisco in California’s Silicon Valley. Santa Clara offers its more than 8,800 students rigorous undergraduate programs in arts and sciences, business, and engineering, plus master’s degrees in a number of professional fields, law degrees, and engineering and theology doctorates. Distinguished by one of the highest graduation rates among all U.S. master’s universities, Santa Clara educates leaders of competence, conscience, and compassion grounded in faith-inspired values. Founded in 1851, Santa Clara is California’s oldest operating institution of higher education. For more information, see www.scu.edu.
A LETTER FROM THE PRESIDENT As president of Santa Clara University, one of my goals is to provide opportunities for students, faculty, and staff to grow as we encounter new cultures, new scientific discoveries, new technology. It is this same challenge of growth that was at the heart of last spring’s conference in Mexico City—Networking Jesuit Higher Education for the Globalizing World: Shaping the Future for a Humane, Just, Sustainable Globe. My own thinking about Jesuit education received a strong stimulus from the address of Fr. Adolfo Nicolás, the Jesuits’ Superior General, as he detailed the nimbleness we need to educate students in the globalized, interconnected, and highly technological culture of the 21st century. He asked this question of those of us gathered in Mexico City: “Can Jesuit universities today, with energy and creativity … forge intellectual bridges between Gospel and culture, faith and reason for the sake of the world and its great questions and problems?” He went on to say that we educators face great difficulties when instructing students immersed in a world of blogs, text messaging, virtual friends, iPods, and viral videos. The laborious, painstaking work of serious, critical thinking often gets shortcircuited in such an environment. As Fr. Nicolás stated, “The globalization of superficiality challenges Jesuit higher education to promote in creative ways the depth of thought and imagination that are the distinguishing marks of the Ignatian tradition.” Fr. Nicolás also spoke of the rise of two “isms” in our globalized world: on the one hand, an aggressive secularism that claims religion has nothing to do with answering the world’s big questions; on the other, various fundamentalisms that escape complexity by taking refuge in blind faith, unregulated by human reason. I found it interesting that Fr. Nicolás returned repeatedly to the need for real creativity: an active dynamic process of finding responses to real questions, “finding alternatives to an unhappy world that seems to go in directions that nobody can control.” Jesuit education is grounded in critical thinking, creativity, and imagination. I came away from the conference pondering how to bring these new perspectives home to Santa Clara, and thinking about the best way to share them with our students and faculty. We are already designing and delivering an educational environment that provides space in which students and faculty can wrestle with the great questions and problems of the world. I appreciate your support as we further develop our pedagogy in order to shape a better future. Best wishes,
Michael E. Engh, S.J. President
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Quotation from Pope Benedict (35th General Congregation):
The Holy Father affirmed that the special mission of the Jesuits was to be “at the frontiers … those geographical and spiritual places where others do not reach or find it difficult to reach.” He further identified the frontiers as places where “faith and human knowledge, faith and modern science, faith and the fight for justice meet.”
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foreword
L
ast spring, at the conference in Mexico City, the leaders of 180 Jesuit colleges and universities met at a three-day gathering organized by the
late Paul Locatelli, S.J., former SCU president. The attendees discussed four “frontier challenges” in Jesuit education: • Theology, science, and culture; • Markets, inequality, and poverty; • Ecology and sustainability; and • Human rights and civic responsibility. How does Santa Clara University meet these challenges? Theology, Science, and Culture
Ecology and Sustainability
At Santa Clara, we strive to educate
We instill in our students a deep
students with theological and
care of the earth. We demonstrate
religious literacy to help navigate
how religious values can join
a world in which political and
forces with technology to protect
military conflicts involve clashes
the environment and those most
between cultures and theological worldviews. We offer students the intellectual tools to step back and clearly perceive the place of science and religion as harbingers of truth in their own cultures. In this report, we will discuss theologians and
harmed by pollution and climate change. In this report, we tell the story of our engineering students whose senior project was to build an “energy bike” to teach elementary school children about sustainability.
engineers in dialogue with their students about chaos theory, suffering, and beauty, as well as a
Human Rights and Civic Responsibility
team-taught, cross-disciplinary course in genetic
We strive to help our students
engineering and ethics.
develop a genuine sense of compassion with those in need.
Markets, Inequality, and Poverty
We provide them with experiential
We encourage students to
learning opportunities to engage
develop compassion, to immerse
with those on the margins, such as refugees and
themselves in the realities of those
migrants.
who are on the margins of society, and then reflect on the meaning of these experiences in their own lives. In this report, we talk about the Global Women’s Leadership Network, which sends both male and female business students abroad to not only help those in underdeveloped regions, but also to transform themselves. We also relate how an economics professor shares with students his research on economic growth and happiness
In this report, we share stories about the law school’s Alexander Community Law Center, where students and faculty are working with victims of human trafficking—not overseas, but in the heart of Silicon Valley. In the best Jesuit tradition, Santa Clara students and faculty are immersing themselves in geographical and spiritual places that are most difficult to reach.
inequality.
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6
theology,
T
science,
and
c u lt u r e
hirty students break out into groups of six each to discuss whether insurance companies should have access to an individual’s genetic tests, whether such genetic testing
information should be collected in a DNA bank, and whether society should have the right to require mandatory genetic testing under certain circumstances.
DISSECTING BIOTECHNOLOGY WITH RELIGION AND ETHICS Students engage in these difficult dialogues twice a week in a course called Social and Ethical Dimensions of Biotechnology, co-taught by Biology Professor Leilani Miller and Margaret
complex scientific and medical issues that impact society and that I enjoyed being an advocate for such causes,” she says. “The passion and planning that went into this class made a
McLean, associate director of the Markkula Center for Applied
lasting impression on me. Ethics is a core value in my graduate
Ethics and religious studies lecturer.
program—a value that was instilled in me permanently at
Many of the ethical questions students dwell over bubble out of religious traditions. “There is no one way to look at these issues … it’s very pluralistic,” says Miller. “The students who are ‘techno-optimists’ come with the attitude that technology can solve every problem, but we want them to understand that that’s not always the case … and not everyone shares their religious or cultural perspective.”
Santa Clara.” The impact of this course has, indeed, been far-reaching. Miller says it has expanded the way she views the world. “It’s not about studying science in isolation or ethics in isolation. It’s about seeing all the different perspectives and realizing that all of them have their own justifications that need to be respected,” she says. “I can no longer disconnect science from the ethical issues it engenders … they’re completely intertwined. And that’s what students end up discovering, too.”
As they look at pre-implantation genetic diagnosis, the development of AIDS vaccines, gene therapy, genetically modified crops, and informed consent scenarios, students constantly evaluate the ethical responsibilities and implications of cutting-edge technology. “We ask them questions like what the ethical imperative is to develop AIDS vaccines for African countries when we aren’t even able to provide healthcare to all U.S. citizens,” explains McLean. “What’s our obligation beyond our borders? The students use ethical principles, guided by their moral compass and religious beliefs, to arrive at ethically defensible conclusions.” For Michelle Pesce ’09, it was these discussions that spurred her decision to pursue a graduate degree in bioscience at Keck Graduate Institute of Applied Life Sciences in Claremont, Calif. “I discerned that I enjoyed discussing and thinking about
Faculty members Margaret McLean, religious studies, and Leilani Miller, biology, review Nathan Yung’s ’11 poster on evolving vaccine trials.
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theology,
science,
and
c u lt u r e
A MEETING OF MINDS: THE ARTFUL INTERWEAVING OF SCIENCE AND RELIGION Can beauty be found in suffering? Is it rational to believe in
truths. They’ve both designed innovative courses with a primary
miracles? These and other, seemingly paradoxical questions fill
goal of creating autonomous thinkers.
the classroom with intense—sometimes heated—discourse in some of the most unexpected courses offered at Santa Clara. Two highly respected deep thinkers in SCU’s theology school
The two met three years ago, when Zecevic recruited members for a joint JST-SCU colloquium on science, art, and religion with colleagues from JST, the School of Engineering,
and engineering department challenge a widespread belief that
and the College of Arts and Sciences. In their monthly meetings,
science and religion are essentially unrelated areas of human
the interdisciplinary reading group delves into various aspects
inquiry.
of aesthetics. Where most of us think of aesthetics or beauty in terms of form, order, and symmetry, Zecevic explains that it is the mix of order and disorder that characterizes nature, and without disorder it would be a boring universe devoid of novel occurrences. Both men employ the Socratic style of teaching, a form of inquiry and debate that serves to stimulate critical thinking and illuminate ideas. The focus is on giving students questions, not answers, and the openness of the Jesuit way of teaching naturally allows the needed space for students to engage the big questions. Zecevic uses his recently completed manuscript, Chaos Theory, Metamathematics and the Limits of Knowledge: A Scientific Electrical Engineering Professor Aleksandar Zecevic teaches his course in Chaos Theory, in which students debate scientific perspectives on theology, aesthetics, and ethics.
If ever there were a perfect example of kindred spirits, it would be found with Aleksandar Zecevic, a professor of electrical engineering, and Alejandro García-Rivera, a theologian and faculty member of the Jesuit School of Theology
Perspective on Theology, Aesthetics, and Ethics, as the primary text in his course of the same name. He says, “Many times in science, especially when you have no direct experience of the concepts you are dealing
with, you resort to aesthetic criteria … you go with what looks the most elegant mathematically.” In his 2009 book, The Garden of God: A Theological
(JST). Their main connection leads them to align with the Jesuit
Cosmology, García-Rivera uses the cultivation of a garden as
outlook that every dimension of creation is sacred and therefore
a metaphor for man’s relation to the cosmos—a garden not so
no area of study or line of inquiry is off limits.
much designed as discovered. He reminds us that “aesthetic
Both men are nicknamed “Alex,” have impressive science backgrounds, share a lifelong passion for aesthetics, and are intent on revealing ways in which concepts that appear to be self-contradictory may, in reality, express a number of possible
insight is needed if we are to discover the garden of God in Theologian and JST Professor of Systematic Theology Alejandro García-Rivera
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the cosmos.” He adds, “I believe wholeheartedly that we must
Why should a student care about this intersection of science
begin to see the interconnectedness of the world, to grasp its
and religion? Zecevic offers a rationale from the engineering
complexity, even if our intellectual traditions have conditioned
course he teaches on science and religion, in which students
us to seek a different type of grasping.” He often uses the term
are faced with the question: “What can one rationally believe?”
“interlacing,” which he describes as the artful weaving of various
Students with a religious background may wonder, for example,
perspectives across disciplines to gain an insight greater than any of its components.
if what they learn in the sciences is compatible with their beliefs. Students in a technical discipline might ask whether
García-Rivera teaches the course Theology and Human Suffering at JST. “I always start the class by saying it’s hard to teach a class where everybody’s an expert … because who hasn’t suffered?” At times, he says he may be the naïve one in the classroom. It can become tense when students from all
certain counterintuitive theological claims (such as miracles) are logically acceptable. As part of their coursework, the students write candid, sometimes beautiful reflections on these questions, often transforming themselves in the process. “This is not something that you are likely to see in any other
parts of the world share experiences. Many have known great
engineering class,” says Zecevic. “It’s wise to question …
turmoil, endured torture, or witnessed the deaths of loved ones;
Jesuits are good at that.”
others have struggled with serious illness and loss. “Students come back to me years after and tell me it’s the one course that’s helped them the most,” he says. What makes this class unique is that it’s based on the principle of the cosmic nature of suffering and the beauty of suffering. But how can one find beauty in suffering? “That is our challenge in theology,
(In the midst of producing this publication, on December 13, 2010, we were saddened to hear that Alejandro García-Rivera passed away. He was a respected colleague, beloved teacher, and one of the most important and influential voices among the circles of theology and science.)
especially today,” says García-Rivera. “If you cannot see beauty in suffering there’s just one alternative left … and that’s despair.”
EXPLORING AND EMBRACING SILICON VALLEY’S RELIGIOUS DIVERSITY Adesola Oshinoiki ’12 thought Islam
For Oshinoiki, it meant shedding
was oppressive toward women until
assumptions based on media reports.
she interviewed some Turkish Islamic women as part of her Religions in Silicon Valley class. Established in 2003, Santa Clara’s
In her conversations with Muslim women, she discovered that they have the same rights as men when it comes to divorce, that they choose to wear the
Local Religion Project afforded Oshinoiki
hijab (a head covering), and not every
the opportunity to step outside her
Muslim woman is as devout as the next.
comfort zone. “In Silicon Valley, we have a unique opportunity to study global cultures
“Through this experience, I’ve learned to keep an open mind,” says the 21-year-old computer engineering
and religious traditions,” says Religious
major. “I have also acquired a newfound
Studies Associate Professor Philip
appreciation and respect of another
“Boo” Riley. “We want to mine these opportunities and find out what happens when people of different faiths interact.”
person’s religious beliefs.”
(
Professor Riley sums it up: “The Local Religion Project demystifies complicated abstract theology. Students get access to ordinary people and the role religion plays in their day-to-day lives. It provides students with real context for theological thinking and I think it pushes us to reflect on the humanity of religion.”
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markets,
M
inequality,
and
poverty
ichael Erkelens ’12 came to the United States from Guatemala when he was 6. He experienced a similar cultural uprooting last year when he went on a month-long
summer fellowship program to Indonesia.
Global Fellows open a window to the world “I have been to many countries and seen much poverty … and Indonesia was no different,” says the 19-year-old. “But what was unique about my experience was that I got to go to a remote jungle—Halimun—where you don’t get the third-world feel … this was prehistoric.” Erkelens, a marketing major, observed people living a simple
I acquired came in handy when I became a residential learning community facilitator at Santa Clara.” Even though the Global Fellows Program is sponsored by a women’s leadership network, 25 percent of the student applicants are males. “We’ve realized both men and women need to partner on these projects,” says Alepin. “Our students
life: families eating, working, and living together, and making the
get great exposure and learn a lot about women’s rights by
most of the frugal resources they had. “They were poor, yes, but
immersing themselves in these organizations.”
they were some of the happiest people I have met,” he says. Erkelens went to Indonesia as a Global Fellow through a program sponsored by the Leavey School of Business and supported by the Global Women’s Leadership Network (GWLN). Launched in 2004, the GWLN supports various programs that help women become leaders in their communities. “The Global Fellows program places students with not-for-profit
For Erkelens, it was a trip that validated everything he has been learning at Santa Clara. “We are constantly talking about competence, conscience, and compassion at SCU, and this fellowship complements the University’s mission perfectly,” he says. “I was able to live out my education in a remote jungle. I learned how to observe, listen, and share and truly become a global citizen.”
organizations, many of which are run by graduates of the GWLN,” says Linda Alepin, founder of the GWLN and dean’s executive professor for entrepreneurship. “The Global Fellows get to participate in a community-based learning approach with a strong social justice focus and learn what it’s like to make a real difference in underserved communities.” Erkelens is one such student. He worked closely with Ami Aslepias, a graduate of the GWLN, helping her organization
Michael Erkelens ’12 is one of approximately 30 SCU students who are placed annually with notfor-profit organizations around the world. Erkelens, a marketing student, worked and studied in a rural region of Indonesia.
with the marketing of a hydro project that supplies power to the most rural areas in Indonesia. “I interviewed the locals, asking them about the impact of the proposed hydro project, and created a marketing campaign,” recalls Erkelens, who benefited from the hands-on experience. “I got to use all the skills from my marketing classes, and the people skills
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markets,
inequality,
and
poverty
Assistant Professor of Economics John Ifcher shares his research on happiness and money with students in his Economics of Poverty and Income Inequality class.
In pursuit of happiness— an economist’s Since the summer of 2007, Economics Assistant Professor John Ifcher has been running statistical analyses measuring the
research closely interplays with his course, The Economics
happiness of single mothers.
of Poverty and Income Inequality, where he and his students
Ifcher was intrigued that many researchers had evaluated social welfare programs in terms of economic indicators but no one had investigated their impact on subjective well-being. “Single mothers are a poor, disadvantaged group, on average, with less access to opportunities than other groups—e.g., married mothers or single women without kids. On top of that they have the challenge of running a household solo, are stressed about raising a kid by themselves, and might even be weighed down by social stigma,” he says. “To only study them based on economic indicators is missing a large part of the story.”
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Supported by the Markkula Center for Applied Ethics, Ifcher’s
examine various facets of income disparity. The class begins, though, by understanding the definition of inequality. “We discuss whether income inequality is a good or bad thing. How much should the government do about it? And there’s a huge divergence of opinion on what equality is,” he says of his class. “Is equality everyone gets the same? Is equality everyone gets based on what they need? Is equality everyone gets based on what they give, i.e., their productivity? There are a lot of different ways to define it … and a lot of students feel that it’s fair that those who don’t give a lot, don’t get a lot.”
Entrepreneurs, investors, technologists, and community organizations examined innovations in technology, business models, and public policy required to deliver cost-effective renewable energy solutions to underserved populations.
Power to the People Entrepreneurs, investors, and energy
A 2010 United Nations study revealed
experts came to the Mission campus
that 1.6 billion people—one quarter of our
developing world,” says Basu. “While we
in April last year to discuss efforts and
world population—do not have access
can’t compete with the R&D capabilities
obstacles in bringing renewable energy to
to electricity.
of major research universities, we can
underserved consumers worldwide. The conference, aptly called “Power to the People: Renewable Energy for Underserved Communities,” was organized by Santa Clara University’s Center for Science, Technology, and Society (CSTS).
Despite the facts, though, Radha Basu, then-co-managing director of CSTS, is optimistic.
values in pursuit of clean energy for the
capitalize on social enterprise, acting as a bridge between Silicon Valley innovation and solutions being developed around the world.”
“We have inaugurated a three-year Clean Energy Sector Program at Santa Clara that combines this institution’s leadership in engineering and social enterprise with the school’s Jesuit
perspective Ifcher stresses his teaching style is not to tell students what’s
“There’s a definite synergy,” he says. “In talking about income
right and wrong, but to provide them with the tools to make
and inequality in my class, I discuss that one of the problems
that distinction.
with measures of inequality is that they only include earned
“I think the core value of economics is critical thinking, critical writing, and a tool chest for analyzing things,” he says. “I’m trying to teach them how to have thoughtful and informed conversations. They draw on real knowledge of facts, and they
income, so we start having discussions on how else inequality can be measured … and subjective well-being, or happiness, is a valid alternative measure to explore.” His students walk out of the class knowing that economics
use economic theory to analyze situations and finally synthesize
isn’t just about understanding micro and macro theories—it’s
arguments.”
about realizing the all-encompassing and real impact of
The kind of interactivity and questioning that Ifcher brings to
economic policies on lives everywhere.
his class is informed by his research.
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ecology
F
and
sustainability
or their senior design project, mechanical engineering senior Ursula Uys and her classmates Tory Chun and Jessica Scott decided to use science to inspire and excite
youngsters to learn about electricity and sustainability.
Engineering Seniors Inspire sixth-Graders to Conserve resources The team approached senior design advisor and Professor Shoba Krishnan with an idea for an “energy bike.” Krishnan is passionate about steering young kids into engineering, especially females, and suggested that the Walden West Science Center in Saratoga would be the perfect “client” for the team to implement their project. The Energy Bike would show students how to create their own energy and observe how much power they can generate by supplying different outputs. The biggest challenge for the engineering students was how to convey abstract concepts of energy in a fun and engaging way to fifth- and sixth-graders who may have had little or no exposure to the sciences. So the team hooked the bike up to a light box to demonstrate how the students’ pedaling affected the lighting ability of both a traditional incandescent light bulb and a fluorescent energysaving bulb. When the kids saw firsthand they could light up so many more fluorescents with so much less effort, the team noted a marked shift in the students’ reactions. “So you can ‘feel’ that the fluorescents take less energy, and seeing the energy bike in action this way turned an abstract into a physical feeling that they could grasp,” says Uys. “It was significant. They saw that science was cool and this is what you could be doing if you studied science in school.” Advisor Krishnan noted that because the bike’s intricate mechanism was encased in clear plastic, everyone could easily
Ursula Uys ’10 shows young students that science is cool with the Energy Bike, the winning senior design project in the electrical engineering category. The Energy Bike project also was designated “Best Community-Based Project.”
Originally from South Africa, Uys remains at SCU earning a master’s in engineering management. She says her capstone project confirmed that she someday wants a career in industry, but she’s also very interested in teaching and helping people as a means of giving back. About the Walden West project,
see what was going on. “There was a working generator inside,
Uys says, “I knew it was going to be rewarding, but not to this
not a hamster running on a treadmill,” she says. The team was
extent. It blew me away to see these kids light up—both literally
especially careful about the budgeting aspects of the project
and figuratively.”
and even repurposed an old exercise bike to use the frame for their Energy Bike. “The young students observed that they could reuse all kinds of things, to not just throw things away, but use them to make amazing new things—electricity!” says Krishnan. She adds, “Knowing that the small seeds they’ve planted in the minds of these fifth- and sixth-graders might lead to the creation of new technologies we haven’t yet imagined is truly exciting.”
Perpetuating a Passion for Sustainability As president of the Walden West Foundation, the late Abby Sobrato ’83 shared a lifelong commitment to exposing young students to science, technology, and sustainability. It was originally her idea to have SCU engineering students work with Walden West.
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human
I
rights
and
civic
responsibility
t has been 11 years since CCH (name concealed to protect the victim’s identity) saw her two older children. Trafficked into the U.S. by her brother-in-law, she stayed captive
in his house, scrubbing floors, babysitting, cooking, doing dishes, and performing a host of other activities for a meager $80 a week.
Ending modern-day slavery, one survivor at a time “I was not allowed to answer the door or any calls,” she says, her eyes welling up. “I was completely disconnected from the world and had no one to run to.” She had no idea what visa she was on or her legal status in the United States. “My brother-in-law told me he had all the paperwork taken care of,” she recalls. “And I needed the money to send back home.” After 14 arduous months of working 20-hour days, she was
“In law school, the focus is on Socratic thinking,” says Parker. “When they come here and get immersed in an emotional situation, it’s challenging for them. These are not simulations … these are real-life situations.” With the help of Parker and SCU’s law students, CCH now has a T-visa that grants her work authorization for four years; her youngest son also has a T-visa. In three years she and her son will be able to apply for permanent residency.
told her services were no longer required. “I begged my brotherin-law to send me home, but he said it wasn’t his responsibility and I was left out on the streets with no recourse,” she says. Some distant relatives came to her rescue, and after multiple odd jobs, she found stable employment at a local café. Finally, she also sought the help of Catholic Charities. “I had brought my youngest baby—my 5-year-old asthmatic son—illegally into this country and I needed help,” she says, breaking down once again. The relief organization referred her to the Katharine and George Alexander Community Law Center, a part of SCU’s law school. The center provides pro bono advice and representation in several areas including workers’ rights, consumer rights and immigration rights.
Lynette Parker, law faculty member, advises a modern-day slavery victim on immigration law. Parker handles 11 human trafficking cases at SCU’s Alexander Community Law Center.
In 2009, the center, as lead agency on behalf of the South Bay Coalition to End Human Trafficking, received a $300,000 two-year grant from the U.S. Department of Justice to help victims of human trafficking, a little-known but persistent problem in the South Bay area. Lynette Parker, supervising attorney for immigration, oversees law students as they perform background research; interview clients; prepare forms, declarations, and briefs; accompany clients in law enforcement interviews; and work with the clients’ case managers.
It’s by working on such cases that students realize what a difference they can make in someone’s life—and how privileged their own lives are. “Sometimes it’s hard to come home and leave the client’s problems at the clinic,” says law student Mina Ciurea ’11. “It’s hard to cope with the fact that these people go through such trauma and I have such a sheltered life here.”
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highlights
Faculty Awards
Ron Hansen, the Gerard Manley Hopkins, S.J., Professor of Arts and Humanities at SCU and literary editor of Santa Clara Magazine, was awarded the Denise Levertov Award by the journal Image and Seattle Pacific University on May 20, 2010, for his sustained and serious engagement with the Judeo-Christian tradition in prose.
Dragoslav D. Siljak, the Benjamin and Mae Swig University Professor in the School of Engineering, won the Richard E. Bellman Control Heritage Award for his contributions to the theory of large-scale systems, decentralized control, and parametric approach to robust stability. The award is the highest recognition of professional achievement for U.S. control systems engineers and scientists, given for distinguished career contributions to the theory or application of automatic control.
Hansen
Siljak
SCU students win third place in international Solar Decathlon Team California—composed of students from Santa Clara University and the California College of the Arts in San Francisco—came back winners from the 2009 Solar Decathlon sponsored by the U.S. Department of Energy in Washington, D.C., the week of Oct. 8–16. Twenty teams of college and university students competed to design and build a 100 percent solarpowered house. Team California built an 800-square-foot house—called Refract House—on campus for the competition that won second place in engineering and third place overall.
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ROTC “Bronco Battalion”
Student Awards
The Santa Clara University ROTC “Bronco Battalion” won the prestigious MacArthur Award granted by the U.S. Army’s Cadet Command and the General Douglas MacArthur Foundation. The award is granted to the year’s best Reserve Officers’ Training Corps program among 33 battalions in the West Coast 8th Brigade and considers factors such as the battalion’s physical fitness, navigation skills, leadership, and success in commissioning officers after ROTC.
The students beat top universities such as Tufts, Rice, and Cornell, making their home one of the most energy-efficient, beautiful, and comfortable solar-powered homes in the world. During the competition, entries were judged in 10 categories: architecture, market viability, engineering, lighting design, communication, comfort zone, hot water, appliances, home entertainment, and net metering. The judges described Team California’s Refract House as masterfully executed, exquisite, and well designed. The students spent two years designing, engineering, and building the house. They then disassembled it, trucked it to Washington, D.C., and reassembled it on the National Mall. This is the second time Santa Clara University competed in the Solar Decathlon. In 2007, SCU also won third place.
Examining Ethical Implications of Helping the Poor Adelene Gallego Ramos, MBA ’11, won an award for a film project called “Social Entrepreneurs, Ethics, and Making a Profit on the Bottom Billion.” Sponsored by the Markkula Center for Applied Ethics, Ramos’ film about social entrepreneurs and the Santa Clara University community will examine the ethical dilemmas that social entrepreneurs face when working to improve the lives of those whose situation is ripe both for improvement and for exploitation.
Fulbright Awardees • Megan Williams ’10, political science major, who studied at the Centre for East European Studies in Warsaw, Poland. In addition to learning Polish, she conducts a research project on far-right Polish student political groups. • John “Jack” Mahoney ’10 teaches English at one of Indonesia’s hundreds of boarding schools. Mahoney was a political science and religious studies major, with a minor in Arabic, Islamic, and Middle Eastern studies. • Jennifer Mock ’10, who majored in German and political science with minors in international studies and history, teaches English to middle- and high-school students in Burghausen, Germany.
Ramos
First SCU cross-country All American Junior Stephanie Wilson came in 28th at the 2009 LaVern Gibson Championship CrossCountry Course—the fastest runner from any school in California. Her time secured her status as a cross-country All-American—the first Bronco ever to do so. Wilson
(Left to right) Williams, Mock, and Mahoney
Engineering students win prestigious scholarships Ryan Clark ’10, civil engineering major, was awarded a $25,000 Robert Noyce Scholarship to complete the fifth-year teaching credential program at SCU, after which he will spend two years teaching science and mathematics in a high-need middle or high school in San Jose. Ryan Hinds ’10, mechanical engineering major, received a scholarship and internship from NASA for aeronautics research. The program includes a $15,000 a year scholarship for two years and a stipend of $10,000 for the internship.
19
highlights
Rankings and ratings
Grants
$2.4 Million Grant to Help Exonerate Wrongfully Convicted Inmates The Northern California Innocence Project at Santa Clara University School of Law and the California Innocence Project at California Western School of Law in San Diego received a $2.4 million grant from the U.S. Department of Justice to administer a massive DNA testing program. This federally funded Post-Conviction DNA Testing Assistance Program is designed to give indigent California inmates an opportunity to pursue claims of innocence.
Santa Clara University
Grants by the Numbers: Awards Received—Sponsored Projects Office: 40 Awards Received That Include Student Funding: 20 Faculty & Staff Who Received Awards: 33 Total Funds Awarded in FY 2009-2010: $6,272,276
Honors Program Receives $1 Million The family of the late Arthur Hull Hayes Jr., Santa Clara University’s first Rhodes Scholar and a former commissioner of the U.S. Food and Drug Administration, has donated $1 million in Hayes’ name to fund scholarships and support for the University Honors Program. The majority of the gift, $700,000, will fund scholarships for honors-program students. Another $300,000 will be dedicated to operation and support for the program, which provides Santa Clara’s most able students with intellectual opportunities based in small, seminar-style classes.
President’s Speaker Series U.S. Secretary of the Department of Homeland Security and former Arizona Gov. Janet Napolitano ’79 celebrated her 30-year class reunion last year by kicking off the University’s annual President’s Speaker Series. Centered around the theme “Globalization: Boon or Bane?” Napolitano spoke on “Homeland Security in a Networked Age,” addressing issues such as the types of threats for which the United States should be prepared and ways ordinary citizens can become more involved in national preparedness efforts. Other speakers in the series included Jon Sobrino, S.J., a Jesuit priest and theologian known for his contributions to liberation theology and his lifelong devotion to helping the poor and oppressed, and David Sanger, White House correspondent for the New York Times.
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U.S. News & World Report • Ranked No. 2 among 115 master’s universities in the West. • Second-highest undergraduate graduation rate nationally—85 percent—among master’s universities. • Highest average freshman retention rate—93 percent—of master’s universities in the West. Princeton Review • SCU is named one of the nation’s best institutions for undergraduate education in the 2011 annual guidebook, “The Best 373 Colleges.” Forbes Magazine • Santa Clara University jumped to No. 115 in Forbes’ America’s Best College list for 2010. In the previous year, SCU was ranked 150, and in 2008, in the inaugural edition, SCU was 318. SCU Ranked No. 33 in the U.S. for Return on Investment • The value of a Santa Clara University education is among the best in the country, according to PayScale, an online site that collects salary data. SCU was ranked No. 33 on a list of 554 schools in the 2010 College Return on Investment Report.
President’s Honor Roll • SCU was named to the 2009 President’s Higher Education Community Service Honor Roll for community service programs and student involvement. Leavey School of Business BusinessWeek • The undergraduate business program at Santa Clara University is ranked No. 39 in the nation, according to “The Best Undergraduate B-schools.” U.S. News & World Report • The part-time MBA program is ranked No. 35. School of Law
I n
M e m o r i am
U.S. News & World Report
Paul Locatelli, S.J.,’60 (1938–2010)
• Santa Clara University School of Law was again named one of the top 100 law schools in the country.
Paul Locatelli, S.J., former president and chancellor of Santa Clara University, died on July 12, 2010, two months after being diagnosed with pancreatic cancer.
• Santa Clara law school was also recognized as one of the most diverse law schools in the nation. School of Engineering U.S. News & World Report • SCU’s School of Engineering is No. 17 among engineering schools in the country’s comprehensive master’s universities where the highest degree awarded is a bachelor’s or master’s.
de Saisset Museum Re-accredited Santa Clara University’s de Saisset Museum again achieved accreditation by the American Association of Museums, the highest national recognition afforded to museums. Accreditation signifies excellence to the museum community, to governments, funders, outside agencies, and to the museum-going public. The de Saisset was initially accredited in 1979. All museums must undergo a reaccreditation review at least every 10 years to maintain accredited status.
Locatelli was born in Santa Cruz on Sept. 16, 1938, and grew up in Boulder Creek. He attended the University of California, Berkeley from 1956 to 1958 and transferred to Santa Clara University, where he graduated with a degree in accounting. He served in the army and, while stationed at Fort Ord, began to think seriously about a vocation to the priesthood and religious life as a Jesuit. He entered the Jesuit Novitiate at Los Gatos in 1962. Locatelli received his doctorate in business administration from the University of Southern California in 1971 and a master of divinity degree from the Jesuit School of Theology, Berkeley. He was ordained to the priesthood in St. Mary’s Cathedral, San Francisco, in 1974. He joined Santa Clara’s faculty as an assistant professor of accounting that same year. In addition to teaching, he served as associate dean of the business school and academic vice president. In 1986, he was named rector of the Jesuit community of Loyola Marymount University, Los Angeles, and two years later returned to Santa Clara as the 27th president. From 2009 until his death in 2010, he was both chancellor of SCU and secretary for Jesuit higher education in Rome.
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highlights
SCU alumni join Jesuit Volunteer Corps
Since the Jesuit Volunteer Corps was launched more than 50 years ago, it has drawn numerous Santa Clara alumni to serve as full-time volunteers supporting disadvantaged communities throughout the United States and globally. These volunteers work in many areas, including advocating for refugees, nursing in community clinics, teaching in schools on Native American Reservations, assisting in shelters, and organizing a local response to climate change. This past year, many Santa Clara graduates began placements across the country through two U.S. Jesuit Volunteer Corps organizations— the national JVC and JVC Northwest.
Here is a look at who they are and what they’re doing:
Jennifer Latimer—Project Lazarus, New Orleans.
Jordan Becerril—SOME (So Others May Eat) Medical Clinic, Washington, D.C.
Erica Mawbey-Lance—The Peace Corner, Chicago.
Laura Brown—L’Arche, Seattle.
Erika Moen—Health Care for the Homeless, Mobile, Alabama.
Emily Fette—American Red Cross, Anchorage, Alaska Krista Frankovic—Verbum Dei High School, Los Angeles. Mary Georgevich—Homeboy Industries, Los Angeles. Julia Hopkins-Powers—Paschal Sherman Indian School, Omak, Washington.
Kathryn Ranney—Women’s Lunch Place, Boston. Sara Seghezzo—Respite Care of San Antonio, San Antonio. Matthew Williams—St. Stephen’s Episcopal Church, Boston.
Leslie Kincaid—Sisters of the Road Café, Portland.
Results of the Survey of Recent Grads, Class of ’09 Santa Clara University surveyed the Class of 2009 in February 2010, approximately eight months after their graduation. The purpose of the study was to learn the respondents’ employment and/or graduate school status. Here are some highlights: • 73 percent of respondents were employed full time, attending graduate school, or participating in a service program such as the Jesuit Volunteer Corps. • The median starting salary for graduates working full time was $42,000. • 67 percent of graduates employed full time worked in the service sector. • 14 percent of graduates employed full time worked in the nonprofit sector. • 19 percent of graduates employed full time worked in the manufacturing sector. • Of those who had found full-time work, 88 percent indicated that their SCU education provided good to excellent preparation for their careers. • 90 percent of those who applied for graduate study were admitted to at least one graduate program. Of those who were admitted to full-time graduate study, 93 percent indicated that their SCU education provided them with good to excellent preparation for graduate study. • 89 percent of the graduates indicated that their SCU education had provided them with good to excellent preparation for life after college.
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A Year in the Life of Our New Core Curriculum 2009–10 marked the first full year of implementation of the new Core Curriculum. To date, SCU has undergone two years of Core assessment. In 2008–09, assessment focused on student learning in Critical Thinking and Writing courses and Cultures and Ideas courses as part of the pilot year. Assessment results revealed that more than 80 percent of students either met or exceeded the expected learning outcomes.
Leadership changes
Robert Gunsalus Joins as Vice President for University Relations Robert Gunsalus joined the University Relations team in September 2010 as vice president. He is leading the University’s fundraising efforts, government relations, alumni relations, and marketing and communications.
Results from the 2009–10 assessment of Religion, Theology, and Culture 1 courses and Critical Thinking and Writing with Science, Technology, and Society courses will be completed this school year.
Gunsalus
S. Andrew Starbird MBA ’84 Heads the Leavey School of Business A 23-year faculty member and expert in food safety at Santa Clara University’s Leavey School of Business, Drew Starbird took the helm of the school in July. S t u d e n t S tat i s t i cs Starbird
2009
2008
2007
Undergrad Grad
Undergrad Grad
Undergrad Grad
Men
2,455
2,107
2,469
2,027
2,415
1,956
Women
2,745
1,539
2,798
1,464
2,846
1,468
White
2,174
1,356
2,470
1,320
2,727
1,357
Asian
962
1,395
892
1,266
915
1,179
Hispanic
809
254
739
262
682
245
African-American
229
79
192
84
179
70
Native American
29
16
18
11
24
12
997
546
956
548
734
561
Ethnicity
Michael Zampelli, S.J., New Rector of Jesuit Community Associate Professor Michael Zampelli, S.J., assumed responsibilities as the head of the Jesuit Community at Santa Clara. He has taught in the Department of Theatre and Dance since 1998. He follows Gerdenio “Sonny” Manuel, S.J., who completed six years of service in July 2010. Zampelli joins the SCU Board of Trustees, ex officio.
Zampelli
Other
E n r o l l e d F r es h m a n P r of i l e C l a ss of 2 0 1 3 2013
2012
2011
Mean academic GPA (unweighted)
3.60
3.53
3.5
Mean SAT verbal score
610
600
597
Mean SAT math score
635
627
618
Mean ACT composite score
27.7
27
27
From public high schools
47%
43%
42%
From Jesuit high schools
11%
12%
11%
Religious background: Catholic
47%
52%
51%
From California
59%
58%
57%
Number of states
40
37
39
Number of foreign countries
16
16
16
23
financial overview
Last year, alumni and friends of the
Despite challenges of the economy
University contributed a supplemental
institutional investors to contribute to
$1.9 million to help keep 190 students
the task force for alumni participation,
Santa Clara, the University was able
enrolled who otherwise would have had
says, “Every gift is critical. The many
to successfully negotiate the turbulent
to drop out of school.
waters of the financial crisis. “One year ago, Stanford was laying off faculty and staff; San Jose State soon
“The energy level on campus has amped up,” says Engh. “The University is back on an upward trajectory.”
cut admissions by 3,000 students; and the University of California system cut faculty salaries,” says President Michael Engh, S.J. “As a newcomer to office, it was my awkward duty to announce fiscal economies needed to safeguard our own budgetary challenges. Though these were difficult decisions, this allowed us to avoid the kinds of fallout experienced at those other institutions.”
One of the most encouraging signs
smaller gifts that SCU receives from alumni add up to create an enormous impact on overall giving. In addition, a larger percentage of alumni making gifts not only helps to address the needs for scholarships, academic programs, and other vital University initiatives,
for undergraduate alumni giving
it also sends a strong message to
participation. The number of alumni who
foundations and corporations that might
made a gift last year increased from
be considering a grant. It is also taken
5,390 to 6,711, which resulted in an
into account by publications such as U.S.
overall percentage of alumni making gifts
News & World Report, who rank colleges
to 18.6 percent—a three-point jump over
annually, illustrating the allegiance that
the previous year.
alumni feel toward Santa Clara—an
Many people give back to Santa Clara University—grateful alumni, parents of current and former students, staff and faculty, friends and neighbors, and corporations and foundations. Their reasons to give may be diverse but all of them have one thing in common: they want to make a difference in the lives of our students. Donors help sponsor programs for students, including academic initiatives, research opportunities, and campus activities; Santa Clara’s endowment ensures that the University will continue to offer educational opportunities into the future; and scholarship funds help Santa Clara continue to grow its extraordinary community of scholars.
of the Board of Trustees who co-chaired
is a reversal in the downward trend
Impact of Giving
24
Heidi LeBaron Leupp ’84, a member
and the limited ability of individual and
important sign of a quality university.”
Yareni Carrasco ’11 cried with joy when she received her acceptance letter and scholarship support from Santa Clara University. A firstgeneration student, she wouldn’t have been able to attend SCU without the help of the Special Assistance Fund and an SCU Scholarship. “My father was forced to retire after being diagnosed with kidney cancer and my mother had been laid off,” says the 22-year-old. “It was one of those times where things just could not get any worse … seeing the letter with the aid extended to me was a true blessing. Graduating from this prestigious university is now a reality within my reach.”
While contributions to the Santa
The endowment is invested in a
Clara Fund serve current students,
diversified portfolio of assets designed
endowments support scholarships,
to balance risk and return objectives as
chairs, and graduate fellowships in
approved by the Investment Committee
perpetuity, enabling the University to
of the Board of Trustees.
attract the brightest, most promising students and most qualified faculty. At the end of fiscal 2007, the
“Our investments are moving in the right direction,” says Bob Peters ’61, chair of the Board of Trustees
University’s endowment reached a
Fundraising Committee. “The
high of $700 million and then retreated
importance of endowments lies in their
to $529 million by June 2009 due to
permanence. They are the gifts that keep
the economic recession. By the end of
on giving.”
fiscal 2010, endowment investments rebounded to approximately $603 million. Fundraising 2009–2010 (actual $)
Scholarships $8,353,177
Other $6,326,073
Capitol Projects $991,500 Annual Fund—Pres $1,369,375 Annual Fund—Law $291,221
Total Fundraising $25,031,343
Annual Fund—SCF $1,808,503
Endowed Chairs $56,057 Academic Programs $4,713,842 Centers Endowment $76,110 Athletics $1,045,485
Jennifer Nicholson ’12 received a scholarship from the
Joseph Perry ’12 was able to pay his tuition thanks to
Santa Clara Fund to help finance her Donovan Fellowship. “If
the Special Assistance Fund. He was devastated when his
it weren’t for this financial assistance I wouldn’t have been
mother—a single parent—was diagnosed with esophageal
able to go on my volunteer
cancer. “I spent most of last
trip to Costa Rica, where
summer by her bedside in
I worked with children in
the hospital,” says the 20-
a small, poverty-stricken
year-old aspiring mechanical
town called La Carpio,”
engineer. “She passed away
says the communications
in August. But it’s because
major. “I helped supplement
of alumni who give back to
the teaching staff and
the University that I will be
taught English, helped with
able to fulfill her dream of
homework, and supervised
completing my education.”
a safe, enriching, and fun environment for the kids.”
25
financial
overview
Santa Clara University’s primary source of revenue is tuition and fees from current students. Gifts to the endowment or capital projects are not used for operations and not included in these charts. Santa Clara University maintains a high level of fiscal responsibility and control that is overseen by the administration and managed by the University Finance Office, which is responsible for the accounting, budgeting, collection, and management of operational funds. The annual budget planning process is led by the University Budget Council with the support of the president and senior management. The budget planning process culminates in the development of a Five-Year Financial Operating Plan. The Finance Committee of the Board of Trustees has provided important advice as the University has navigated through the recent turbulent periods of economic uncertainty.
Operating Revenues fy2010 (actual $ in millions) Other sources $20.9 Private gifts, grants, and contracts $16.2 Sales and services of auxiliary enterprises $24.4 Endowment income used in operations $24.6 Tuition and fees $263.7 Total Revenue $349.8
Expenses fy2010 (actual $ in millions) Retained reserves/capital investments $24.4 Restricted/reinvested funds $6.9
Faculty $59.2
Capital renewal and replacement $26.2 Debt repayment $11.5
Staff $59.1
Financial aid $57.0 Library acquisitions $4.6 Operating expenses $58.3
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Total Expenses $349.8
Student wages $5.4 Benefits $37.2
university
governance
Contributing Writers: Margaret Avritt Mansi Bhatia Christine Cole Dona LeyVa Illustration: Nicholas Wilton Photography: Charles Barry Design: Greg Lee Art Direction: Linda Degastaldi
Board of Trustees
Board of Regents
University Administration
Robert J. Finocchio Jr. Chair
John M. Sobrato Chair
Michael E. Engh, S.J. President
Jon R. Aboitiz Gregory R. Bonfiglio, S.J. Margaret (Peggy) Bradshaw Michael J. Carey William S. Carter Louis M. Castruccio Gerald T. Cobb, S.J. David C. Drummond Michael Engh, S.J.* James P. Flaherty, S.J. Paul F. Gentzkow Rebecca Guerra Sal Gutierrez Ellen Marie Hancock Rupert H. Johnson Jr. Richard Justice John P. Koeplin, S.J. Jennifer Konecny Timothy R. Lannon, S.J. William P. Leahy, S.J. J. Terrence (Terry)Â Lanni Heidi LeBaron Leupp John (Jack) C. Lewis Donald L. Lucas Regis McKenna Joseph M. McShane, S.J. Richard Moley Kapil Nanda John Ocampo Edward A. Panelli Robert W. Peters Stephen Schott Robert H. Smith John A. Sobrato John M. Sobrato* Larry W. Sonsini Michael Splinter Gilbert Sunghera, S.J. William E. Terry Charmaine Warmenhoven Agnieszka Winkler Austin Woody Michael Zampelli, S.J.*
Betsy Ackerman Penelope Alexander Kathleen Anderson William Barkett David Barone Christopher Barry Marie Barry Paul Beirne Deborah Biondolillo Patricia Boitano Alec Brindle Roger Brunello Rudolf Brutoco Mary Frances Callan James Cunha Karen Dalby Raymond Davilla John Del Santo Geraldine Ferrara Beasley Gary Filizetti Julie Filizetti Stephen Finn Joseph Gonyea Philip Grasser Paris Greenwood Michael Hack Mark Hanson Mary Haughey Richard Haughey Laurita Hernandez Catherine Horan-Walker Kathy Hull Suzanne Jackson Brent Jones Thomas Kelly Jay Leupp James Losch Paul Lunardi Luciann Maulhardt John McPhee Martin Melone Emmanuel Mendoza Joanne Moul Michael Moul Daniel Mount Patrick Nally Maria Nash Vaughn Kyle Ozawa Randall Pond Marc Rebboah Scott Santarosa, S.J. Byron Scordelis Therese Sissel Bess Stephens Kirk Syme Margaret Taylor David Thompson Susan Valeriote Julie Veit Christopher Von Der Ahe
Don C. Dodson Interim Provost and Vice President for Academic Affairs
* ex officio
John Ottoboni General Counsel Robert Gunsalus Vice President for University Relations Michael Sexton Vice President for Enrollment Management Robert Warren Vice President for Administration and Finance
Santa Clara University on the Web www.scu.edu Office of the President www.scu.edu/president
27
500 El Camino Real Santa Clara, California 95053-1500
Paper Choice—Environmental Benefits Statement Using post-consumer waste fiber Pounds of paper
Trees saved
Energy saved
Waste water reduced
Solid waste reduced
Greenhouse gases reduced
17,286
51
35.3 million BTUs
18,616 gal.
3,080 lbs.
5,679 lbs.
Calculations based on research by Environmental Defense and other members of the Paper Task Force.
SCU OMC-7800D 2/2011 31,500