Ripon College Winter 2019

4 TEACHING THROUGH THE DECADES

Several longtime Ripon College educators reflect on how the classroom experience has changed at Ripon - and how it has stayed the same

8 TEACHING EXCELLENCE

Students at Ripon are not just a number. Our faculty make sure of it. Four faculty members share what teaching at Ripon means to them

12 TRAINING STUDENTS TO BECOME EDUCATORS

Educational studies remains one of Ripon College's most popular areas of study, and the student teaching process is designed to develop students into influential mentors.

14 ROUNDUP OF ALUMNI EDUCATORS

From teachers to administrators to influencers in service and business settings, Ripon College alumni share their knowledge and passions around the world.

20 ALUMNI PERSPECTIVES: WORDS OF WISDOM

Alumni share their favorite life lessons learned from faculty and staff at Ripon College.

DEPARTMENTS:

26 Sports

28 Around the Clocktower

33 Obituaries

37 Remarkable Ripon

ON THE COVER: Robert Wallace, the Patricia and Philip McCullough 1969 Professor in Biology, leads a class in an earlier year at Ripon College Wallace will retire this spring

PHOTO: Harwood Memorial Union at dusk, Dec. 13, 2018

Ciao, Presidente!

According toWikipedia, a sabbatical is "a rest from work, or a break, often lasting from one month to a year." ln the Bible there is advice to abstain from working the fields every seventh year

Now in my ownseventh year as the president of Ripon College, the Board of Trustees granted my request for a sabbatical this spring. My family and I are spending time in Milan, ltaly - it started inJanuary and lasts untilJune I am researching a book about Americans playing basketball in the Italian professional league But it also will be a chance tostep back from the day-w-day job ofbeing a college president and spend time with my children (now ages 16 and 14) and show them a countty and a culture that I adore.

My passion for Italy is directly linked to a professor I had in college Professoressa

Giulianella Ruggiero introduced me to ltalian cinema, politics and the beauty of ltalo Calvinos The Baron in the Trees. I distinctly remember an older colleague in my firstJob tell me that "Italian is a dead language, it won't ever be useful to you!"

Fast-fo1ward 30 years and Iralian is more importanr to my career and life than ever. Along wirh Professor of History Diane Mockridge, I've introduced more than 100 Ripon students to the Eternal City of Rome through the Liberal Arts in Focus course each May I've co-edited a book about Arezzo - a dreamy city in Tuscany- and even taught an inrroductory Italian language course at Ripon last sp1ing.

We always say that you don't come to college just Lo learn a skill bm to find your passion. I know my world is richer because of my interest in Italy I enJoy eating in Sheboygan at Il Ritrovo (best pizza, I am not kidding, in the United States) and talking tochefStefano

Viglietti (2016 Ripon College honorary degree recipient) about food I love the Neapolitan novels of Elena Ferrante and

tho ugh t the HB O ada ptat ion of My Bril lian t F1i end was

bravissimo I ow11a sky blue Vespa and often precend to be driving through the streets of Bologna or Florence on my way down Watson Street in the summer

And all this began with a teacher at a liberal ans college A professor whoshared her love of ltaly with me when I was 20 years old

Ripons calling card is teaching excellence. From alumni and currenr students, I know that Bob Wallace's love of vertebrate zoology influenced career choices I have first-hand accounts ofhow the dulcet sounds of Kurt Dietrich:; trombone or Sarah Kraazs (or "Mom," as herstudents affectionately call her) organ playing inspired Ripon students toa lifelonglove of music. There are so many stories from Ripon College alumni who have made it big in Lhe financial or business world whocan trace it back to class with Paul Schoofs. And there are future leaders in public policy who will certainly remember debaLing the big ethical issues in 2018 with Brian Smith.

Ofcourse, there is a lot I'll miss about Ripon this spring Our first Catalyst Day seminars are April 24, 2019 They'll be open to the public to comment on what our juniors discover ln their applied innovation seminar. And I am curious tosee what the Ripon faculty who won a National Science Foundation gram this fall

21 RIPON College

will develo integra our cu

As win continue Wehr, Roadhouse tradition of professor and student learning from each other goes on It is a legacy of which all of us can be proud.

ZACH P. MESSITTE, PRESIDENT (On sabbatical spring 2019)

And,

Acondensed timeline of teacher education at Ripon College

1854 Brockway College organized a Preparatory and a Normal Department. "The Normal Department is designed to embrace the solid and ornamental branches of a finished English Education, together with the Modern Languages. Particular attention will be paid to those preparing to teach. In addition to a thorough drilling in the elementary branches, frequent lectures will be given on a school discipline, and the best methods of imparting instruction "

1867 Of the four members of Ripon College's first graduating class, Luthera Harriet Adams, Harriet Hemans Brown and Susan Ann Wright Salisbury all became teachers.

1870s-1906 The only education course taught at the College is in the Philosophy Department with President Emeritus Edward Merrell.

1907 Dr William Mutch is hired to replace Edward Merrell in the Philosophy Department. Mutch brings expertise in pedagogy (the method and practice of teaching), and the department is renamed the Philosophy and Pedagogy Department.

1908 The Philosophy and Pedagogy Department is broken into three departments: Philosophy, Pedagogy and Religious Education. All three departments are led by Mutch.

1921The Department of Philosophy and Education is divided A new professor, J Clark Graham, became the head of the new department, the Department of Psychology and Education.

1950s Twelve courses are offered in the Education Department, led by its only faculty member, J. Frederic Andrews. Courses of study include secondary education, physical education and music education.

1960 Elementary Education program is introduced

1972 Several courses are revamped and new courses are added like "The American Public School."

1992 Major revisions to the course offerings are made because of a program review by the Wisconsin Department of Public Instruction New certifications are offered in elementary education (grades 1-6), elementary/middle education (grades 1-9), secondary/middle education (grades 6-12), secondary education (grades 9-12), physical education (grades K-12) and music education (grades K12)

2001 Early Childhood Education major and minor programs added to the curriculum.

2010 Art Education certification program is offered in partnership with UW-Oshkosh

2018 Dual certification program is offered for students to licensure in elementary education (grades 1-8) and special education (grades K-8) with a joint program through UW-Oshkosh

2019 The Department of Educational Studies offers more than two dozen courses leading to teacher licensure, an educational studies major or minor, or a combination of licensure with a major or minor

Ripon faculty on teaching through the decades

Since the founding of Ripon College, its faculty have brought passion about their subject areas and devotion to the ideals of a liberal arts education to their classroom and mentoring duties. Several longtime educators share their reflections on how things have changed at Ripon over the years - and how they have stayed the same

Sarah Mahler Kraaz Professor of Music, College Organist and William Harley Barber Distinguished Professor Kraaz,

who has been at the College since 1989, retires thissp1ing.

'The most obvious aspect of teaching thaLSchanged since Istarted in 1989 is the technology We had nocomputers and only a party line - thats1ight, no individual phone lines - in our offices in Rodman. Its hard to look back and realize how dramatically the resources for classroom teaching have expanded. ln the '90s, CDs replaced records, and in the 2000s digital music replaced CDs, making thousands (millions?) of examples available to us. Really, wiLhout YouTube, I couldn't teach music in the clas.sroom.

"On the other hand, pianos arestill the same as they've been since the mid-19th century, and the organ in Demmer uses l 7th-cemury technology - except for the electrified blower that supplies air Lo the pipes. Students still have to practice and acquire the same techniques as every previous generation And young human beings are es.sentially the same: confident (or not), curious, contradictory and complex "

For Kraaz, the most rewarding aspect has been "the students, of course- its the best anti aging medicine in the world to spend most of ones clays withenergetic, emhusiasLic young adults, and its safe to say I've learned a great deal from the students I've had over the years.

"An effective teacher has to be a lifelong learner. l'm a naturally curious person, always eager to acquire knowledge and explore new ideas about many things, not just music. l try to model this openness to mystudents by talking about my intellectual interests, my perfo1ming, research and writingexperiences, and my love of reading and listening to peoples sto1ies. The liberal ans philosophy of education suits me perfectly because in todays world, a person has to be able to think critically and embrace complexity, survival skills that students learn at Ripon."

Jeanne Williams Professor Emerita

of Educational Studies

Williams began with Ripon College in 1992 and retired in 2017 She now is an adjunct professor of educational studies.

"At the core of good teaching is a human relationship between a teacher and his/her students; That hasn't changed since Socrates gathered students around him on the streets of Athens. The technology changes, the amount of information available changes, but that core relationship is the bedrock of education.

"The sense of community among Lhe faculty and staff was tremendously supportive throughout my time at Ripon, both on a personal and a professional level. I always fell that people were there for me and willing to challenge me intellectually. I also enjoyed having the opportunity to see students develop from their admissions visit to the campus through their programs and into student teaching So much happens over these four years and it is lovely to be a part of that growth process through its various stages

"I Lried to make my teaching experience based - lots of activities and discussion with exploration of what a particular practice can mean in the development of a child's skills and abilities. Learners need to see that the content or skill they are working with will enrich their lives in very specific ways. That doesn't mean that everything we learn has to be useful or pracLical in terms of earning a living or making mundane decisions. ILdoes mean that learners have LO experience that their lives are richer and Lheir connections to other people stronger as they learn more about themselves and·about Lhe world "

Robert Wallace

Patricia and Philip McCullough 1969 Professor in Biology

Wallace, who has been with the College since 1977, retires this spring.

"Clearly, technology has made teaching easier - lots of information is no·w at our fingertips, but that brings on other challenges. How much infonnation is too much? The part of technology that I like is to be able to show PowerPoint slides to my students of places that I have been that suppon the ecological topics being considered. And if I have not been there, I can extract them from the internet.

"Nevertheless, authentic teaching is a person to-person enterprise and will remain so, or at least l hope it does. l can imagine some early hominid sitting by the fire insLructing others on how to nap a !lint arrowhead. If teaching moves completely Lo the disembodied Internet, society will lose something dear."

In his approach to education, Wallace says, "I start ,vith the assumption thaL while each student is unique, all are keen to learn.

Unfortunately,some students do not know how to be very efficiern al learningand they try to memorize everything. That strategy can lead to frustraLion l posit that learning how to learn is an important skill that can be gained and improved with practice.

Accordingly, l see part of my job to be a facilitator to learning.

"The most rewarding thing about working at Ripon is the inLeractions with my colleagues, both students and proressors Moreover, Ripon has been a place where my teaching and scholarship have become integrated. Thus, Ripon has allowed me to wed Wallace, the teacher, to Wallace, the scholarwithout the absolute need to be chasing money from funding agencies."

Robert Amsden Director Emeritus of Theatre

Amsden has taught in the Department of Theatre since 1991 and now is Director Emeritus

"As a generalist, l enjoy teaching and learning more about many topics in theatre," and he hopes that his students will become independent thinkers and learners. "I hope they understand that acting is a craft, a collection of skills that can be learned. I hope they learn to empathize with characters rooted in different social circumstances and time periods other than their own. This learning has the most impact in playing a character om of our Lime period, or working as an assistant designer, but it also can come through understanding the cultural circumstances of characters in plays read for class that are very different from a college students own "

Teaching, in many ways, has stayed the same over the millennia, Amsden says "I imagine Plato, Aristotle and Socrates had an array of students following them around, and some vigorously grasped the material immediately and others strnggled With some there surely were motivational factors that caused other issues in their lives to take precedence over their studies. Teaching has remained the same because students enter the classroom with an array of gifcs, background preparation, interest/curiosity and motivations. A teacher's presentations must auempt lO take this wide variety of background and interest into account."

Kurt Dietrich Professor of Music, Barbara Baldwin De Frees Chair in the Performing Arts

Dietrich started at Ripon in 1980 and retires this spring.

"Every year, it's the journey you make with the ensembles. There's some serious work to do and by the end of the year, it comes out pretty well. I can think back to certain years when we had more numbers of skilled players than other years. On the other hand, I can think back to just a few years ago (when a particular) group has made more progress than any other group l can remember.

"I can remember times when numbers were really low and how hard it was to fully staff the symphonic wind ensemble Again, both of those experiences can be rewarding and l just look back on them in different ways "

He feels that it is worthwhile to expose students to fine an in all its forms "We can appreciate fine art and we can appreciate this and that, and that music makes a difference in people's lives So whatever l can do to have students have as much exposure as possible is what it's been all about to me "

He says composers from earlier periods still impact people's lives today more so than other historical figures For instance, from the 19th century, "Napoleon's whole career is fascinating, a big part of history and made a difference to people alive then Beethoven makes a difference to people who are alive now. Here are composers who lived hundreds of years ago, but they still make a daily difference in people's lives. I want to get students to get to realize that. This music makes a difference Napoleon doesn't change how I feel day today, whereas Beethoven could."

Paul Schoofs

Patricia Parker Francis Professor of Economics

Schoofs started at Ripon in 1974 and retires this spring.

"What I want to do and have always tried to do, without just preaching it, is modeling in my own behavior that everybody who knows me can see how much l truly enjoy learning and helping other people learn," he says "I have a passion for it. It's a wonderful life to be a learner and to help other people learn Every day is a chance to know more, to learn more, to better understand ourselves and our place in the world."

He feels that "knowledge is power" and that learning should be fun "There's a real joy in gaining more of that power and understanding how the world works, and the many dimensions of it," he says.

He

appreciates "the chance to be involved in the leaniing of the individual students and then to see its impact, too A professor in a larger place can feel confident in their impact, but they probably have to assume it more than to be able to see it. In this kind of a teaching context, I do get to see that regularly

"Ultimately, good education still involves interaction, and you can't have as much of it in an online context. Interaction with fellow students, as well, is important. That kind of interaction has always been a key element in learning and in education "

Major NSF grant advancing Catalyst skills instruction

Anew National Science Foundation grant of nearly $300,000 will enhance Ripon's ability to produce graduates who are able to apply quantitative reasoning to decision-making

The gratlt will help build capacity for inLerclisciplinary quantitative reasoning instruction among faculty so that they, in turn, can apply the skills across disciplines in the new skills-based curriculum

These include non-quantitative Ftelds such as communication, languages and the fine arts.

Quantitative reasoning is the application of basic mathematics, logical and problem-solving skills to analysis of real-world needs. Catalyst 120, a required course where students develop skills Lhat can be transferred to the workplace, focuses on quantitative reasoning. Different sections are taught by faculty across a varieLy of academic disciplines.

While quantitative reasoning instruction is limited to math classes at many institutions around the country, "in this project, we \Viii leverage the institutional and curricular strengths of Ripon College to develop quantitative reasoning skills in all of our stuclenLs, regardless of major," says Andrea Young She is the acting vice president and clean of faculty, associate professor of mathematical sciences, and a principal investigator of the NSF grant.

In Ripon's grant proposal, authors suggest this approach "provides students with the opportunity to use quantitative reasoning skills within disciplinary contexts and allows for broad transferability of these skills "

According to Young, Ripon is training students to use numerical evidence to make convincing and correct argumenLs. "This

approach is broadly valuable to all of us as well-educated citizens, but also to employers who are looking for students with at least some degree of fluency in quantitative methods," she says. "The way in which Ripon College provides quantitative reasoning instruction from an interdisciplinary approach is unique."

Faculty development opportunities will be provided in the fonn of faculty learning communities and mentored course development The first yearlong faculty learning c01i:J.munity began in January and has 13 faculty participants from across all academic divisions.

"Numbers and quantitative reasoning touch all of us, not just those of us in STEM (science, technology, engineering and mathematics)," Young says. "We also are going to study the effects of this inLerdisciplinary approach to quantitative reasoning and instruction on student learning and attitudes toward quantitative reasonmg.

She says grant reviewers were enthusiastic about how Ripon faculty have structured the Catalyst curriculum to employ faculty from different disciplines, all teaching for the same purposes. "That demonstrates that our faculty had to work together in a collaborative way to develop that curriculum and then to maintain it."

Other principal investigators on the project are Soren Hauge, professor of economics and the John Barlow Murray '37 and Nellie Weiss Murray '37 Professor in Economics; Matt Knoester, associate professor of educational studies; McKenzie Lamb, associate professor of mathematical sciences; and Steve Martin, associate professor of communication

Andrea Young Soren Hauge

Matt Knoester McKenzie Lamb Steve Martin

Faculty-student relationships are hallmark of Ripon experience

The commitment of Ripon College faculty to help each student - to get to know each one as a distinct individual and ensure that every student realizes his or her unique promise - is profound Its a huge reason why close faculty student relationships remain a true hallmark of the Ripon educational experience, not just a tagline on a glossy brochure.

Unlike a big university, Ripon's liberal ans environment creates a community that embraces the faculty-studem relationship and prioritizes it above all else. Our alumni frequently tell us how humbled they are and grateful for the attention they received from their Ripon faculty, whom they refer to as memors, role models, colleagues and friends.

Whether it occurs in class discussion or the lab, office hours or in the hallway, al a game or in Pickard Commons, Ripons wonderful and accomplished professors are there for each student. They wam to help. Their deepest satisfaction comes from seeing students grow and Gourish over four years, and then watching from afar as alumni live lives of meaning and accomplishment.

\/1/e asked four Ripon faculty members to tell us in Lheir own words what teaching at Ripon means to them

English

What excites you most about teaching at Ripon?

MARY UNGER "I love the small class size, of course, but l especially enjoy being able to teach the same students multiple times throughout their careers at Ripon, sometimes even as many as four or five times!" says Mary Unger, associaLe professor of English "This allows me to get to know students on a much more individual level, track their growth over several years, and help them personalize their liberal ans education to suit their interests and career goals."

Paul Jeffries Ass_oc;ote Professorof Philosophy

Associate Professor of PoliticsondGovernment

PAUL JEFFRIES "The students are the source of my greatest excitement about teaching at Ripon," says Paul Jeffries, associate professor of philosophy. "They come from such a wide range: first generation, diverse economic, social and ethnic backgrounds, different community sizes, international students and students of different levels of preparation. I have worked with some truly gifted students and also with students who faced significant academic challenges What excites me is that both kinds of students can and do thrive here "

LAMONT COLUCCI 'Traditionally, Ripon College students are more diverse in thought than in other institutions This is particularly true in politics," says Lamont Colucci, associate professor of politics and government "The monolith of thought that exists on the majority of American university campuses does not exist among the student population here. This allows the professor to ignite political discussions and debates where multiple sides are illustrated "

UNGER "As an English professor, I always want my students to work on critical reading and w1iting skills, as well as develop an ability to articulate their ideas out loud to a group of their peers Knowing how to weigh evidence, construct an argument and interpret the world around them are objectives 1 hope my students \\ 11 master no matter what class they take from me "

JEFFRIES "(I try) to cultivate a passion for learning and seeing the world through a new way of thinking My goal is to make apparent some of the ways they are already 'doing philosophy' and 'doing ethics' in their lives, as l also challenge them with ways they might engage in Lhese activities differently and more Lhoughtfully. l see myself as planting seeds, seeds that may take root that semester, but more often after lying dormant for a time and may come to fruition many years down the road."

COLUCCI "My teaching of Ripon College students has been consnucted along three pillars: content, critical engagement and provocative communication Each class has to revolve constantly around these three pillars."

Assistant Professor of Psychology

JULIA MEYERS-MANOR "I love the opponunity to work one-on-one with students," saysJulia Meyers-Manor, assistant professor of psychology "l like watching them grow in their courses as wiiters and thinkers. I also love being able to partner with local community members to enrich the students' experiences."

MEYERS-MANOR "I always incorporate writing and critical-thinking skills into my courses I Lhink these are skills that are essential for all students to have. I especially like to get them thinking about connections of the mateiial to real-world problems."

Mary Unger AssocioteProfessorof

Lamont Colucci

Julia Meyers-Manor

As you prepare your classes, what are some of the universal objectives you have no matter the subject matter?

What are some of the key lessons you want your students to take away from their time at Ripon College?

UNGER "l wam my students to gain the knowledge and experiences to live deliberately. No matter their major or minor, their extracunicular activities or their career goals, I want students to be able to construct lives that are meaningful to them "

JEFFRIES "I wam all of my students to know that they can and must makea positive difference in the world. I wam students to become more cmious about the world around them and to be open tO learning throughom their lives Such a capacity can help a person navigate a wide range of jobs and careers in the span of a single lifetime. Finally, I want them to see that what is most important about each of them is not the job or career they have but what kind of person they are and are becoming "

COLUCCI "I am often idemified as a 'policy practitioner' so it is surprising to some that my foundational focus on politics is on great ideas Policy and opinions withom grounding in the vvorld of philosophy, morality and ethics is an exercise in futility.

The great questions of politics, which go well beyond policy issues, are the foundations of my classes Studems need to understand that ideas and opinions must be grounded in content. Opinions and beliefs are not in and of themselves worthy unless they are built on knowledge, logic, reason and wisdom."

MEYERS-MANOR "I want students to be able Lo leave Ripon College and to read newspaper articles or chat with their friends and to be able to think and speak critically about research conclusions I want them to be able to look at a problem behavior and think of ways that they could change that behavior I also want them t0 know that there is someone out there who believes in them and is rooting for their success."

What are some of the ways you engage your students in the classroom?

UNGER "Facilitating class discussions about readings is the primary way that I engage students Rather than providing them with answers upfront, l ask questions, present them with pop quizzes (which are often games) and set up problen1s for them to solve in order to make their learning experience more engaging I want them lO give me the answer and be able lO articulate in a convincing way how they arrived at that interpretation or conclusion."

JEFFRIES "The dominant metaphor for my teaching is 'surfing the chaos.' I think philosophy is an activity, not merely a body of knowledge that one masters. The surfing analogy comes when we get to our Socratic dialogue as a class. Sometimes I happen to catch a really great wave and can ride it for a long time. But I never know exactly how the discussion will go or what direction it will take, so I just ride the wave and see what happens."

COLUCCI "It is my desire and goal to create an atmosphere where the swdent is constantly challenged Lo engage, defend or refute a host of arguments and concepts at all times l pride myself on maintaining such an environment where I am neither neutral nor partisan. This means tbat I am the challenger to the rigbt, the left and the center A constam stress imposed on me is tbe balance between allowing the free flow of discussion and debate, and ensuring the content is completely presented.''

MEYERS-MANOR "In tbe classroom, I use mini-experiments such as dissecting Twinkies 'brains' or training clogs on a novel behavior. I also use a lot of videos and classroom discussions to engage students in difficult topics I use outside-of-class exercises to get them to think about why tbe topics matter. That might include putting on a neuroscience fair for kids or writing advice columns to solve practical dating and family problems "

What does success look like for a teacher at Ripon?

UNGER "Success for me means helping students become more independent, compassionate and aware of the world around them and their impact on it."

JEFFRIES "Teachers must find tbeir own way of teaching tbat fits their strengtbs and personality and then develop their own unique excellence. And part of developing teaching excellence is recognizing that each class each semester has its own personality. 'vVhat works with one class may not work th another. Hence, 'success' can be a real challenge to define l believe it is more important to be faithful to one's calling as a teacher.''

COLUCCI "For me, success is measured in what my students do after Ripon. I am proud in how many of my students I have assisted in placing in graduate school and law school. However, I am even prouder of the tremendous number l have helped in getting their first career slot in places like the FBI, CIA, Department of Defense, Capitol Hill and the Wisconsin State Legislature."

MEYERS-MANOR 'To me, student success is to help students bener understand the topic. That doesn't necessarily mean an A for every studem but that each student can engage with the material at whatever level they are at. I feel like my students have succeeded wben l can take their progress from first paper or project drafts to excellent final products that make everyone proud."

Crucial live classroom experience prepares students for teaching success

Ripon College is not just a destination to experience excellem teaching. It is producing excellent teachers al all levels of the educational system.

Year after year, educational studies is among the top areas of study of graduating seniors at Ripon. In the past decade alone, 174 students graduated with a teaching certification. This academic year, 13 students will complete their student teaching assignments in various local and national school districts.

Ripon students achieve their dreams of working in classrooms in a variety of ways. Teacher education programs are approved by the Wisconsin Department of Public Instruction (DP]) and prepare students for Pre-K through 12 licensure and cross categorical special education in public and private schools, locally, nationally and even internationally. In addition, there are 24 subject licensure programs, ranging from traditional biology and life sciences to general music, foreign language and physical education

The teacher preparation process at Ripon College requires a rigorous sequence of classes throughout multiple disciplines, ranging from the history of public schools to the importance of diversity in the classroom Methods classes emich students with pedagogy and allow them the opportunity to practice teach to their peers. Education students also develop specialties for the areas and grade levels at which they wish to teach.

Future educators must have at least 100 hours of classroom time observing and Leaching before they are placed in studem teaching positions. Department professors observe student teaching lessons and provide feedback.

"Almost evety education class has a clinical component," says Abby Hilker '19 of Menasha, Vv'isconsin, who is student teaching chemistry classes at Fox Valley Lutheran High School in Appleton, Wisconsin.

"I had many opportunities to watch excellent teachers and to teach myself before I actually started student teaching. It is a lot more work than I ever could have imagined l even find myself hoping for no snow days because we are a little behind on coment. It seems like there are never enough minutes in a class period when you are student teaching."

Still, she insists, "It is awesome to see students develop understanding, and l get to watch as they progress from unsure about a topic Lo a thorough understanding."

Beccahjones '18 of Dixon, lllinois, now is a health teacher al Reagan Middle School in Milwaukee, Wisconsin Her student teaching experience began in the Princeton School District where she worked individually with students Her second placement was in Oshkosh, Wisconsin.

"My placements for student teaching taught me more life lessons and how to relate to students probably more so than teaching itself, which is not a bad thing al all," she

says. "l definitely saw myself grow inLo the teacher l wanted to be someday."

Ripon College students and alumni like Hilker andJones benefit greatly from their applied experiences, becoming knowledgeable, passionate and able to positively impact their classrooms and communities.

Josh LeGreve '09 teaches Spanish in the Green Lake (Wisconsin) School District and says his Ripon education "made me intellectually curious, and the quality education program at Ripon helped me take that and become a reflective and responsive classroom teacher."

His student teaching semester was at Kenwood Academy High School in Chicago Public Schools as pan of the Chicago Center for Urban Life and Culture. He also had clinical experiences \vith public schools in Ripon, Berlin, Green Lake and Two Rivers.

"Even before beginning my student teaching, l had the opportunity to participate in plenty of observational and hands-on experiences in the classroom, learning from practicing teachers and being able to use the methodologies that 1 was learning in practice," he says.

He says this variety of experiences made him a flexible teacher - "able to work comfortably witb students from many dilTerem paths of life and to reach students at their level. l feel this experience helped prepare me at such a depth that I went into the classroom as an independent teacher with confidence."

Kelly Millenbah '90 finds passion in both classroom and administration

"My current position is 100 percent administration," she says "I oversee our college's Office of Academic and StudenLS Affairs and manage one of the main funding lines for the college."

She appreciates both the classroom and administrative aspects of education "I love being in the classroom," she says. "Students are phenomenal. They challenge you to be a better you I love their excitement and energy."

Acareer in education brings together many passions for Kelly Millenbah '90 of Mason, Michigan, now a college professor and administrator.

Millenbah majored in biology at Ripon and made uips to the Associated Colleges of the Midwest Wildemess Field Station near Ely, Minnesota. She remembers her experiences there as some of the most impactful of her life.

"After leaving Ripon, I knew I wanted to go on to graduate school," Millenbah says She wanted to be a wildlife biologist and her time at the field station confirmed that desire. She received a master's degree and a Ph.D in fisheries and wildlife from Michigan State University.

While working on her Ph D , she discovered how much she enjoyed teaching

and interacting with students while serving as a teaching assistant for a population analysis course.

"It really evolved from there," she says "I loved teaching and the more ] learned about how students learn, it was clear that I had another new passion - teaching and learning."

Halfway through her Ph.D., she was offered a faculty position. In that role, in addition to on-campus courses, she also led study abroad programs to Kenya, Australia and South Africa

Now, at Michigan State, she is senior associate dean and director of academic and student affairs for the College of Agriculture and Natural Resources; and a professor in the Depanment of Fisheries and Wildlife

As an administrator, though, "I get to work at a-different level and effect change by inlluencing and shaping experiences that enhance our students' ability to be successful," she says. While no longer regularly teaching, Millenbah continues to publish and engage in research, most notably in the areas of teaching and learning.

A good educator, she says, needs "passion to make a difference and passion to see the importance of affecting and supporting other individuals. That is critical. Its importam for us to be concerned about others and ensure they have access to the best classrooms, programs and curriculum

"There is no greater gift that someone can give themselves than education. Your education can never be taken away from

you. As an educator, we have the ability to shape and support students and give them all the tools possible to be effective leaders and global citizens."

Sam Dougan '48

encouraged students to learn responsibility

Education wasn't a career that Sam Dougan '48 actively pursued, but it presented itself as an opportunity, and it grew LO be a significant force in his life.

Dougan was born in Beaver Dam, Wisconsin, and enrolled at Ripon College in 1940 as the first in his family to attend college. He says he came from a farm family where the men previously had not gone on to school, but two aunts on his father's side and an aunt on his mother's side were teachers.

He spent only a year at Ripon before enlisting in the U.S. Anny during World War Tl "Instead of showing up for my sophomore year, I enlisted in the Army three months before Pearl Harbor," he said "I was overseas for 34 months."

His service included the invasion of North Africa

He returned to Ripon at the conclusion of the war. He majored in history and he had a job helping to clean the biology classrooms and labs. This job paid for a third of his yearly tuition of $510.

After graduating, he taught history for three years in Ocotiomowoc and geography for four years in Viaterto\v,1.

I-le then received a master's degree in education from the University of Wisconsin-Madison and studied education at the University of Arizona He remained in Tucson and taught social studies for 27 years He also acted as a liaison between

the school district and the University of Arizona's teacher training program.

At first, he says, he felt it was "just a job, and I was pretty strict. But soon, I got to really like the kids and their enthusiasm."

He also liked to help young people who needed it. "lf l got a kid who had a bad time at home, he could be a linle negative to the teacher," he said. "I wanted to teach them responsibility. When I was a kid, people did whatever they did and got the best out of it and made the best out of it. The kids in those days are not the same kids who are in the classroom today. Kids today are more demanding and free wheeling."

One of his favorite students is a retir"ed medical doctor who still stays at Dougan's house when he visits Tucson

He says the qualities that make a good educator are confidence in_their subject mauer, patience and a good self-image.

For 25 years, Dougan ,vas a volunteer at the Arizona Postal Museum in Tucson He also was actively involved with his church Dougan retired in 1983. At 95 years old, he remains acLively committed to working om, managing his collections of stamps, an and postcards, and keeping up ·1vith what is going on in the world and at Ripon College He is a member of Ripon's Partners in the Legacy

Ripon alumni impact the future with careers in education

From the first graduating class in 1867 through today, Ripon College has continued to educate students who are passionate about sharing their knowledge, continuing their own learning and influencing generations to come through the power of education They teach around the world at all educational levels from pre-school to graduate school. They serve as counselors and in administration, the Peace Corps and

educational programs in service and business settings. Here are some of them

A desire to help others and to share her passion for language led Madeson Walgenbach '16 to major in educational studies and Spanish at Ripon College As a student, she received the Wisconsin Association for Language Teachers Future Language Teacher Award

Walgenbach is a Spanish teacher at Waupun (Wisconsin) Junior/Senior High School, teaching seventh through 12th-grade Spanish. "Good educators invest in their students and work to mold learning to fit their needs," Walgenbach says "My hope is for students to understand that life will always throw them challenges but that those challenges are what will mold them as people and help them grow."

The transition w beingan educator happened "organically" for Elizabeth "Lizzie" Brown '13. She has a degree in English from Ripon College

and a master's degree in library and information science from the University of Illinois at Urbana

Champaign She now is an associate professor and reference librarian/ instruction coordinator at Brooks Library at Central 'vVashington University in Ellensburg, Washington

There, she now also works as an instructor and educator "I've found that the values of educational work aligned closely wiLh my personal interests and values," she says. 'The work I currently do allows me whelp students achieve their educational goals, explore the learning edge with them, expose students to new ideas, comribute to the available scholarship in my profession and learn something new every clay"

She says a good educator should be open-minded. "If we ask those we teach Lo gain new knowledge from us, we have to be open to gaining new knowledge in return," she says."Teaching is defi.nilely a forked road, and the same lesson thal works for one class may flop with another. Being flexible in the moment requires keeping your perspective on the big-picture goals and constantly reading your group· to provide information in a way thats relevant to them

"There is so much to learn in life, and the time I have with students is limited. If 1 can inspire them to be their own motivation to learn more, I have clone my job "

"I feel that education is Lhe most impottant career there is," says LeahHover-Preiss '08 of Wisconsin Dells, Wisconsin. "\Vitho1.1qt uality teachers at all levels, there would not be good doctors, lawyers, engineers and so on Society needs educators who want to make the world a better place,and I haveahvayswarned to do so."

Hover-Preiss teaches math at Poynette (Wisconsin) High School. She also is coach of the math team, ad\riser to the Link Crew Freshman Transition Program and co-founder and co-ad\riser to the Litera1y Arts Council. She recently defended her dissertation toward a doctorate in education from St Mary's University of Minnesota and has presented papers at education conferences and workshops.

"My biggest desire is for my students to know that while they may never use some of the formulas or mathematical properties they learned in algebra and geometry in their everyday lives, they will use the perseverance, resiliency, collaboration and problem-solving strategies that they developed in the courses and that with those qualities they can do anything they want to do

"A good educator cares noLonly for each stlldem they work with but wants to push them to be the best individual he or she can be."

Lindsey Kreye Heil '08 of Savage, Minnesota, is a high school special education teacher, working with students who have mild-to-moderate learning disabilities. She also teaches l 0th-grade English and a small-group strnctured English class.

"While l was growing up, I faced a variety ofacademic challenges,"

Heil says. "Along the way, l was lucky enough to have teachers who believed in me and encouraged me to never give up l decided to go into education, specifically special education, \vith hope that I would be able to help students through their learning challenges and in reaching their highest potential"

She says a good educator is passionate about the subjects they teach, develops meaningful relationships with students and families, and holds high expectations for all students

"Each year, I have between 18 and 22 high school stllclents on my special education caseload," she says. "All of these students have individualized education programs and all have very unique needs. My hope is that they not only rake away the skills that I have helped them learn Lhroughout high school but also remember Lhat, although things in life might not always come easily, with hard work and determination, it is possible to obtain your dreams "

Olivia Wetzel '13 originally planned LO teach, but hearinga school counselor speak about justice sparked a career change. AfLer compleLing the professional counseling program and earninga masters of science degree in education al the UniversiLy of Wisconsin-Oshkosh, she now is the K-5 school counselor at Rossman Elementary School in Hanford, Wisconsin.

"l decided to go into education because l wanted LO be the safe place/ person for students at school," she says. "Without those safe people l had the privilege of meeting on my ownjourney through school, I would not be where I am today: WB Yeatssaid, 'Education is nm the filling ofa pail, but the lighting ofa fire.' l wanted LO be the spark that inspires perseverance, compassion, curiosity, open-mindednessand acceptance. It is truly an honor and privilege co be this suppon for both students and staff."

She feels a good educator has a passion for educating others and uses their owneducation 10 do so. "A great educator, however, knows they are always as much of a student as they are an educator," she says. 'They are vulnerable, passionate and authentic. They are ready to be challenged and take on challenges, and they believe in their colleagues and students fiercely."

Making an impact on a larger scale led Bryant Bednarek '07 LO transition from bemga classroom teacher LO an administrator. He is the assistant principal at Wautoma (Wisconsin) High School.

As both his parems were teachers, "l saw firsthand that l could live a fulnlling life as an educator I also feel strong!)' that toda)•S youths are in need of positive influences and role models from outside the home because many do not have a stable home environment. l felt l could have a positive impact on many lives as an educator and leave my mark through that impact."

He says good educators like and want to help students be strong, engaging communicators, and have a love of learning for themselves. "Todays teachers have to be especially creative to engage students who come in hooked on instant gratification platforms like social media," he says."Education is changing and what worked well five years ago may not work well in five more years. ln order w stand the test of time, you have to continue to grow your craft."

Hesays the most imponant lessons aren't found onstandardized tests. "I ho my students realize that even though we all come from different places and that we all have different aspirations, the world is better if we are nice to people along the way," he says."lf theydon't learn anything else, I hope il is how co get along with others who are different."

Erika Doss '78 of South Bend, Indiana, comes from a family of educators. I!er mother taught elementary school, and her father, Seale Doss, was a professor of philosophy al Ripon College from 1964-99. "Their respect and enthusiasm for learning and for critical thinking about how and what we learn was infectious," Doss says.

She now is a professor in the Department of American Studies at the University of Notre Dame and received Ripon College's Distinguished Alumni Citation in June 2018.

The qualities of a good educator: "Being fair and being clear. Being able to explain how and why the subject that you are teaching is relevant and important. Not assuming you know everything and being open LO alternative points of view. Modeling a kind of behavior and a way of thinking that motivates and inspires students Lo think for themselves and achieve their own goals and ambitions. Having empathy. Having a thick skin. Staying curious and enthusiastic about what you teach."

Her hope for her students, she says, is for them LO always forge their own paths and stay curious about the world.

Education is a family tradition for Stuart Russ '07 His mother and tlu-ee aunts were teachers. His father was a school board presidem. His uncle was an elementary school principal. He has siblings and cousins who are all in education.

"Growing up, teaching was something that always imerested me," Russ says

"It was not until I entered the classroom chat l became interested in pursuinga career in administration."

At Ripon College, Russ majored in histo1y and minored in English and educational studies. He taught for sixyears, was associate principal at a high school for four years and now is in his first year as principal of Shawano (Wisconsin) Community Middle School.

"No two days are ever the same," he says. "I am responsible for staffing, professional development, student achievement and everything in between."

He says good educators can fom, genuine, positive relationships with students and challenge themselves and their students to achieve at le\·els theydid not think possible. "I hope mystudents know that I value them as people," he says. "I want them 10 be able to go into the world with the ability LO think for themselves and not take everything at face value We live in a time when the ability to critically think and evaluate information is more imponant than e\'er."

Wisconsin

Missy Skurzewski-Servant'04 discovered a passion for education, first as a teacher and then as an administrator. She earned a Ph.D. in leadership studies, served as associate clean at UW-Sheboygan and now is clean of the School of Business and Technology for the various campuses of Mid-State Technical College in

"Lifelong learning is a part of (an educators) identity, while at the same Lime they are masters of their skilVdiscipline," she says "A good educator cares about people's needs and mentors individuals toward their goals. They set high standards for students and colleagues and hold themselves and others accountable for providing a quality learning experience and environment in their classroom These individuals know that their impact is experienced not only in the classroom, but also through their support of institutional events, in the building of partnerships with businesses and other educators, and in spreading their knowledge to the larger surrounding community."

She wants students to leam and develop from her modeling and guidance "I hope that all studems realize how fortunate they are to have had the opportunity to experience education and that they encourage others to embrace learning," she says. "I hope they achieve their dreams, utilize their rnlents to contribute positively co society and pause often co reflect and appreciate all that their educational experience provided for them "

"One of my first memories is pretending to be a teacher with Lhe neighborhood kids as my pupils, so being an educacor was something 1 grew up wanting to be," says Nick

Osenberg '11 of Ferndale, Michigan

At the Warren (Michigan) Consolidated School of Performing Am, he teaches design and technical theatre, oversees costume shopoperations, works with stLldent carpenters and painters, and with parent volunteers on box office duties and ushering

"A good educator is a listener and a believer in the next generation(s) of citizens," Osenberg says. "I strive to make my classroom a place where I talk for less than a third of the class period and my sruclents spend the other two-thirds working and actively participating in class while I listen and respond to their work."

He says he also believes in the power of education to help democratic societies1hrive and create well-informed citizens "I want my students to believe that they can do whatever they seLtheir minds to and make them self-actualized learners," Osenberg says "Much like Ripon College taught me, I want my students to be able to learn new things throughout the course of their lives "

Teaching was always the goal for Bryan Nell '09. "l find it ve1y

rewarding to share my knowledge of a subject \vith my students and passalong what l know," he says "It is a very challenging but very gratifying experience "

Nell majored in chemistry and minored in economics at Ripon College He earned a Ph D. in chemistry at the University of Oregon,

followed by a postdoctoral fellowship at Lawrence Berkeley National Laboratoty in California He now is an assisrnnt professor of chemistry at the University of Minnesota, Morris, teaching primarily organic chemist,y and other upper-level electives. He also perfom1s chemical research with the help of his undergraduate researchers

"l think there are many ways one can be a good educator, and it is a constantly evolving process of learning how to be better at teaching," Nell says. "I find that being passionate about a subject can really engage students and get them to be actively learning in the classroom. Other key things I think are important: patience, being a good listener and asking lots of questions.

"1 hope that my students come away from my classroom being able to solve problems and to think critically. Not eve1y srudent will continue on in chernisuy, but they still can learn valuable skills Lhey can use the rest of their lives."

"I am passionate about learning and wanted to share that passion with others," says Emily Dozier '14 of Quincy, lllinois "Education provides endless opportunities, and I believe the lack of an education is what keeps people rooted in poverty."

Dozier is an adult education transition coordinator at john Wood Community College, working with adult students on their GEDs, basic education skills or improving their English.

She says a good educator recognizes that one size does not fit all. Her srnclents come from diverse backgrounds and ability levels and learn differently and at their own pace "On top of educational challenges, many also sttuggle with very real-world problems like transportation, child care and even housing," she says.

It is important for students to realize that education is the only thing that can't be taken away from them, she says. "I hope they keep moving forward in their educational journeys or careers. Most of the slUclents in our program live challenging lives with poverty at the center of it. Since many have grown up in, or are still immersed in, a culture of poverty, it can be difficult for our students to see the bigger picture to continue their education when they have immediate needs."

What is the greatest life lesson you took away from your professors at Ripon College?

A liberal arts and sciences education exposes students to new perspectives, worldviews and a personal understanding of who we are and who we can become. A single sentiment can expand our outlook, summarize for us how we want to carry ourselves through life and keep us going in the right direction. Here, alumni share some of those great words of wisdom learned from Ripon College faculty and staff

Many years ago (1980), I was a budding freshman, new on campus and new to Wisconsin. lt was the first big trip l ever made in my life, and Ripon was the chance I took to grow out of my Connecticut roots. One of the first things they did with the freshman class was to split the men from the women so they could meet with the respective deans.

I got to meet with David Harris, an older gentleman with wire-frame glasses who was very well-spoken and was a few years away from retirement In my head I was saying, "What could this old man tell an 18-year-old that will be usefuP" I thought it was going to be a bori;1g talk about the College or how to

behave in class. Boy, was I wrong

Dean Harris instantly captured our attention by saying one phrase that has stuck with me for all iliese years: "There's no such thing as a free lunch "

We've all heard it before and have passed it off as a useless aphotism. Dean Hanis made it genuinely come alive in front of 100+ boys. He told us, "Life is hard and that anything important will rake determination, resilience and elbow grease."

He said, "The next four years here at Ripon can be happy and productive ones if you work hard - college is not an amusement park ride like most people think."

That 15-minute speech changed my life. I graduated from Ripon in 1984, went to work for a number of great companies over 20 years, and now run my own high performance coaching practice. I say those same words to every one of my clients when I onboard them.

In addition, my son, Chris, just graduated from Ripon this past year, and my other son, Andrew, is actively applying!

Thank you, Dean Harris. You were a powerful dean of men, and a "Marcus Aurelius" who truly changed my life.

Rich Gee'84 Oxford, Connecticut

Thanking Dr. (Paul)Aldus (English), Bill Tyree (philosophy), Robert "Spud" Hannaford (philosophy) and Sidney Goodrich (classics). Dr. Goodrich said that my name, Phyllis, meam something like "a young tree whose branches will bend greatly but are very hard to break." What a thought (!) as l have gone through some hazardous life events. Bill Tyree taught me and my husband, Richard Kraft '58, that anyone who leads in any capacity, a teacher, parent, politician, office manager, friend, takes "hostages to fonune" - the hostages being those whom he or she leads. Finally, some words 1 try co keep in mind are: "What is your tolerance for ambiguity?" They tend to keep one humble.

Phyllis Schaffer Kraft '58

San

Antonio,

Texas

Dr. Jack Christ (leadership studies) taught me, "Seek first to understand and then to be understood " This has stuck with me through the years and helped me in my personal and professional relationships

Daniel

Mikesell

'14

Kanagawa, Japan

Hands down, Dr. William Tyree "Sometimes you have to put aside the books and tend to the education "

Favorite words: Life is a participatory spore. You do not stop laughing because you grow old. You grow old if you stop laughing!

Henry Holzkamper '62

Bonita

Springs,

Florida

I almost weekly recall a quote from Shakespeare that frequently came up in our Alpha Phi Omega (the Boy Scout fraternity) meetings: 'To thine own self be true, for then it surely follows as night the clay, Thou cans't not be false to any man."

J.PeterJensen'58 Belmont, California

When I was midway through my chem/ bio double major at Ripon, I had misgivings about spending so much time studying science and not enough time studying other subjects. I had always loved music, art and literature and ,vas tempted to take courses outside of Farr Hall, but l feared that if I did that it would detract from my science education.

I mentioned that concern to Dr. Richard Scamehorn (chemistry), and he stopped whatever he was doing and gave me some well-thought-out and sound advice. He suggested that it might improve my scientific work if I have a continued interest in the humanities, adding that the two complement each other. He recommended a book that I believe was called The Two Sciences, about just this issue. I think he grabbed the book from the shelf in his office and handed it over....

Ripon was a place where our professors were accessible and so helpful to us as students for lessons learned not just in lecture but also in the interactive projects we worked on and in our campus life.

DorothyJaeger Jayne '73 Cleveland, Wisconsin

As a biology major with med school aspirations, my cuniculum wasweighted heavily with science and math courses. If Ripon's liberal arts requirements hadn't forced me to also include a smattering of history, foreign language, English and philosophy, l would not consider myself an educated person

Such courses exposed me to what I can describe only as an intellectual journey into a vast world of knowledge of which I had no awareness. As an example, l was enthralled as a freshman by the introduction to such a world in Dr. John Glaser's (history) ICHME class - Introduction to the Culture and History of Modern Europe

Other such classes followed, many offering me an opportunity to discuss a variety of copies in small classes in an informal setting Such a class was the History of Religion, taught by Dr. William Tyree, in which we were exposed to religious philosophies around the world and encouraged to fom1 our own personal credo while being tolerant of those of others.

J.v!y greatest life lesson was becoming aware of all that the world has to offer and keeping my mind and hean open to the fulfillment that knowledge brings. Ripon provided me the tools for achieving that, and I will always be grateful.

Donna Haubrich Reichle '59 Fripp Island, South Carolina

It wasn't so much what Ripon professors said as it was the example that they set, each in his own unique way, but all pointing to a respect for intellectual life. One of my favotite memories is of Dr. John Glaser of the history departmem (who wrote his dissertation at Harvard on Gladstone) frequently reading the Times of London in Lane Library.

Susan Vonder Heide '74 Chicago. Illinois

The statement that has remained with me is from a speech by President Fred 0. Pinkham. He told us that at Ripon, we are not teaching you what to think, but H0\1\1 to think

Lynn Siebel Sundelius '63 Kalispell, Montana

I learned that the professors cared about each of the students personally and were willing to help get you into grad school if you wanted to go. I learned that being one of two female chemistry majors in my class made no difference to the male professors or to guys in our class, and that I was equally qualified to get a good job after graduation I learned that as a woman, l was equal and deserved to be treated as an equal to the men

},fany thanks to Dr. Jack Powers, my chemistry professor who still corresponds with me at Christmas 53 years later. Last year he sent a note that said, "You may never know how much it means to me to hear at Christmas from former Ripon students, and this is especially true of the select group of women that joined us in the chemistry department and went on to being successful in that field That was a time when relatively few females could be interested in the physical sciences even though the job opportunities were more encouraging in chemistry or physics than in so many other disciplines. And Carol, I include you high on that list. Jack."

Carol Rummel Dingman '64 Dallas, Texas

The greatest life lesson I was taught by a Ripon professor may nOl have been an intentional lesson, but it is one of the most powerful truths l know When I arrived at Ripon, I already knew I wanted to be a biology major. With Ripon being a liberal arts institution, I was required to study in other areas and I found that economics was of particular interest to me

Halfway through my sophomore second semester and second class in economics, l told my professor, Paul Schoofs, that I wanted to earn a degree in economics l liked it that much He asked if I had decided on a major yet, and l told him I was majoring in biology "You already have a major. I highly advise that you reconsider your desire to be an economics major, as well. Doing both at this point in your college career could be a bad mistake."

The challenge was made. The challenge was taken I received a bachelor's degree in each discipline two years later. It took some summer school to get it done, but done is what it was going to be. The lesson was about the power of a challenge and the will to see it through. Although I have nothing much to do with either biology or economics today, I experience no shortage of challenges. ll was a lesson well-learned at Ripon, and applied ever since.

Bake Shaffer '83

Tucson, Arizona

Dr.(Edwin) Webster (history) taught me that learning was exciting and important to my understanding of the world. The study with him of Ancient Near East History, Greece, Rome and Byzantia gave a lens to look at today's world and politics

A saying I taught my children and try to live by from "Auntie Mame": "Life is a banquet, and most poor (souls) are starving to death "

Deborah Johnson Van Slyke '60

Scottsdale, Arizona

Ripon taught me to think critically and live ethically - as my parents did. The key words I tell people I work with is that we need to "take care of our people so they can take care of our customers "

In most businesses, it is always important to demonstrate that the people in the company are its most valuable asset and all are key to the success of the company.

Harry Quinn '77

Bel

Air, Maryland

I'd say that I learned a couple of great life lessons at Ripon. First of all was simply learning how to learn. I've said for a while now that "If you don't want to learn, IT is not the right field for you " My Ripon experience taught me how to be a self directed learner, which has helped me immensely over the last 20 years as my career in IT has progTessecl.

The second lesson was something that Dr. TedJones, professor of German, taught me. "College is to learn How to Learn!"

\IVhile a student, it was very easy for me to get wrapped up in thinking I didn't know enough stuff while I was in school. How can I possibly learn all that I need to do a good job after I graduate? But once I became aware of the real reason for college, it gave me more confidence in being able to navigate my own future. I think it would be VERY helpful to students currently in college to learn that key purpose of college

Nicholas P."Chip" Retson '69 Aiken, South Carolina

I was initially an indi!Terent student who really didn't take the time to prepare for class. One clay, Dr. (Ted) Jones had had enough of my indifference and laid it out for me: "Look, I'm not here to hold your hand. If you're not going to bother to prepare, why don't you just not come? Don't waste my time." Yes, it was hard to hear, but it opened up my eyes to what l needed to do, both in German class and in life. I, and only I, was responsible for my success or failure,

and I, and only I, could ensure that. It took me a while to change my habits, but that particular lesson taught me to look ahead and to be ready - a habit that has also been of particular value in a changing field like IT.

David Presuhn '86 Fridley, Minnesota

Several of my business professors continuously t0ld me to appreciate the people you know to build relationships because you never know what doors will open clown the line. Seize opportunities when they present themselves. (After several changes of areas of study and taking opportunities when they presented themselves), I realized that the printing and design industry is where l ultimately wanted to end up in........Sonow I work at the Experimental Aircraft Association (EAA), home to the largest air convention in the world, and I made it as a graphic designer in publications. Ripon College didn't offer graphic design as a major, but through the opportunities and relationships built in my time at Ripon College, I was able to still achieve my career I wanted! I seized opportunities and will continue to seize opportunities when they pre.sent themselves later in life.

Cordell Walker '18 Ripon, Wisconsin

Ripon professors taught me that you had to work to succeed and that no matter how long it took and how hard iLwas, if you believe in yourself and work hard, you can make anything happen The professors gave you the tools and showed you the road but you had to walk iLby yourself. They were always there Lo help but not to do it for you. I think l first learned this in Professor Dino Zei's Chem-Phys class freshman year Professor Zei never took attendance. When asked why, he replied, "Your parents already paid the tuition. 1 hope you will come to class, but that's up to you. We're here LO teach you if you're here to learn." That's when it dawned on me that it WAS all up to me.

Words to live by7 Mine have always been: "Good enough is not good enough." You can't phone it in You have to do the work LO be the best.

Scott A. Nyquist '69 Naples, Florida

Difficult concepts can be overccme with determination and persistence And my favorite words to live by: If we don't learn anything by the movement of history, we're bound to repeat it.

l've applied that in my life If I make mistakes, I've tried to learn from them I'm so indebted to the education l got at Ripon College 1t changed my whole life I've had a successful career as a lawyer and now a mediator in employee disputes. Had 1 not gone to Ripon, I would never have succeeded in law school and in life because of the education and the discipline that I developed.

Howard Myers '61 Mequon, Wisconsin

I learned an important lesson from Brian Smith, the religion professor. He taught my World Religions class and my History of Christian Theology and Ethics class He showed me that, as a former priest, he could accept and see the beauty in other religions,

and criticize his own. It was beautiful to watch someone honor other people's beliefs while still loving his own - something I strive to do every clay.

I have two favorite words to live by:

Be kind Lo others because you don't know what they're going through.

Say what you mean. Don't try to hint or say things in code. Be direct.

Ariel Dickinson '12 Madison Wisconsin

The professors at Ripon taught me some amazing life lessons The two that stick 1vith me the most are "lt's OK to ask for help" and "Your ideas are not always crazy, just different. You're going to change the world someday." Professor Brian Smith taught me both of those lessons I had him for many classes, and he has been very encouraging and helpful since I graduated as well.

Some of my favorite words to live by are: "Never stop being you." In a world where we are told by others what or how to be, it's important to remember who you are

HopeBell 'lS St. Cloud Minnesota

Newapproach, facilities shape modern exercise sc •ience programs

Both the field of exercise science and the program at Ripon College are growing, and it's eiqxcted that growth will continue in the years to come.

The health and wellness industry has exploded with 12.8 percent growth from 2015-17 and is now a $4.2 trillion global industry. One of Ripon's n1ost popular areas of study is well-positioned to meet increasing demand, thanks to the addition of two new faculty members, a new curriculum, and state-of-the-art facilities in Willmore Cemer.

This fall, the Department of Exercise Science rolled out a new curriculum designed to support four majors: athletic training, human performance, physical education and sports management; and

four minors: adapted physical education, coaching, health, and strength and conditioning.

"By expanding our courses and course offerings, we have increased the rigor within the department and improved the skill sets that graduates possess," explains Mark Cole, associate professor and chair of exercise science, who joined Ripon in spring 2016.

During the redesign process, faculty placed an emphasis on extending the rigor of coursework, aligning content and hands-on experiences with changing national standards, and mirroring the labor market and society's increasing interest in the sub-disciplines within exercise science, Cole says.

'The exercise science faculty come from very different backgrounds, allowing us to collaborate and provide students \vith applicable experiences and knowledge in almost any career related to the broad field of exercise science," says Briuany Followay, assistant professor of exercise science, who _joined Ripon last fall. ''Our focus is' to prepare and educate students Lo become successful health and fitness professionals through the development of key skills such as effective communication, critical thinking, realworld application and community engagement."

Willmore Center plays a big role in mixing the applied experiences with scholarly learning Engaging classrooms, modern equipment and adjacent activity spaces are paramount Students gain exceptional

hands-on and laboratory experiences through dedicated lab space for student research projeccs and state-of-the-an equipment like:

• BOD POD®, assessing body composition

• Electrocardiogram, detecting heart problems

• VeloTron, as essing anaerobic power

• Hean rate variability software

• Diagnostic ultrasound

Students learn about the methods for assessing health and wellness before walking across the hall or to the back of the room to practice these same tests on classmates. Vv'hether it is cardiovascular stress, body composition, heart rate variability or other health and wellness assessments, students can "see one, do one" during the same class petiod.

"I hope that our students develop an appreciation for physical activity and sport as holistic experiences with significant psychological, social and physical components," says Cole. "I also hope that our graduates use their understanding of physical activity and sport to positively impact not just an individual's health, wellness and quality of life, but that they use their knowledge to improve society as a whole "

Brock Woodman '78 assists community member

J J Curi with a dead lift as a member of the student athletic training staff

Assistant Professor of Exercise Science

Exercise Science Welcomes Two New Faculty Members

Mark Cole Associate Professor and Chair of Exercise Science

Cole began his career as an athletic trainer, w rking at all levels from clinic to high school to professional and Olympic. He later earned a doctorate in sport psychology and the sociology of sport Coles research focuses on the psychological aspects of injury and rehabilitation and how healthcare providers can better use their understanding of these psychological factors to improve the recovery and rehabilitation Learn more about Cole at ripon edu/faculty/colem

Brittany Followay

exercise science, including cardiac and pulmonary rehabilitation, wellness consulting, personal training, and exercise testing and prescription. Her research emphasis is in neuromuscular ph

Followay joined the faculty in fall 2018 from Kent State in Ohio. She brings practical experience

prevention in Lhe aging population. learn more about Followay at ripon eclu/faculty/followayb

Women's tennis makes quick turnaround to higher standings

Ripon College's tennis program has ush_ered in a new era with lhe hiring of Head Coach Rob Oertel. He is the Red Hawks' first full time men's and women's tennis coach since Hall of Farner Chuck Larson '65 retired in 2005 after 39 years as head coach Oenel's arrival immediately paid dividends as the women's team finished the 2018 fall season with their best record in 12 years, going 8-4 as a team, including 5-4 in the Midwest Conference - as many conference wins as they had during the last three years combined.

"l was very happy "- th the progress that we made this season, and it showed in our results," Oertel says. "I was hired with the expectation of turning this into a respectable program, and I informed the women from day one that moving up in the M'vVC

standings and \vinning more matches than previous years is a high priority. It's great that they bought into that philosophy and succeeded this fall."

One reason for Ripon's quick turnaround was lhe play of the first-year students, who make up exactly half of Lhe team's roster. They include Brianna Bembenek and Hannah Ryback, who combined to go 10-8 in singles play at the number one and two flights, respectively. That duo also teamed up to go 5-4 at number one doubles.

"We have some very good building blocks for the future with our five first-year students," Oertel says. "Brianna and Hannah handled playing at tbe rop of the lineup ,vith exceptional poise. They both have a lot of inner confidence "

The fall success will help the program in the

future, as they hope to see an even bigger influx of talent in the coming years after finishing fifth in the MWC standings, just one game shy of qualifying for the MWC Team Tournament. That is a place the Red Hawks haven't been since 2003

"I hope we can continue to build on lhis momentum so that we will consistently qualify for the MWC Team Tournament, which means that we'll need to finish in the top four in the conference standings. That Ls the goal," Oertel says

Another aspect that has helped is the team's facilities. Although the team plays many of its matches outside on Larson Courts, they also play some matches inside the newly renovated Vvi!lmore Center. "As cold as it gels late in the season, having Willmore Center really helped us gel some quality

praCLice and preparation time," Oenel says "Good tennis players want to play, so I think Willmore Cemer will help us tremendously with recruiting because our players know that they can play on any day they want at any time, no matter what the weather conditions may be "

Oertel's challenge now is to conduct a similar turnaround with the Ripon men's tennis team this spring The men's team once was the crown jewel of the MWC, with 21 conference championships, the most of any sport in Ripon College history; but they haven't qualified for the MWC Team Tournament since 2007

'The men's team could be a little more of a challenge because we won't have as many players on the roster as the women's team But I hope to see just as much progress throughout the season, with our goals beingvery much the

Sport Highlights

Doehling-Heselton Trophy// The Red Hawks defeated Lawrence University 52-0 to retain the Doehling-Heselton Trophy, awarded annually to the winner of this rivalry game, for the 19th consecutive season. Ripon has won 21 of the last 22 meetings against the Vikings in what is the oldest college football rivalry in the state of Wisconsin, dating back to the 1893 season.

Naomi Jiter '19 // Women's soccer student-athlete Naomi Jiter '19 of Kenosha, Wisconsin, received this year's Midwest Conference Women's Soccer Elite 20 Award, given for the highest cumulative grade-point average while participating in a culminating championship or tournament event. Jiter, a biology major, is a two-time Academic All-Conference performer One of Ripon's top defenders, she has appeared in 47 career games for the Red Hawks, making 36 starts Ripon advanced to the Midwest Conference Tournament.

Lane Barnes '19 // Defensive back Lane Barnes '19 of Clovis, California, finished the football season leading all of NCAA Division 111 in forced fumbles, while also being lied for eighth in the Midwest Conference in interceptions (3), and finishing in the top 20 in the conference in tackles (78), tackles for loss (12) and passes defended (8).

Cormac Madigan '22 // Cormac Madigan '22 of Rosendale, Wisconsin, was named the Midwest Conference North Division Football Newcomer of the Year. He is a chemistry-biology major and led the conference in rushing yards with l, 109, which ranks seventh in school history for a single season He also scored 13 rushing tOuchdovms, which tied for the most in the MWC and is tied for ninth in Ripon history. Also named to the 11/[WC's All Conference First Team, Madigan averaged 7.4 yards per carry, while also throwing for 318 yards and three touchdowns

Maggie Oimoen '19 // Maggie Oimoen '19 became just the ninth player in Ripon College women's basketball history to score more Lhan 1,000 career points during the Red Hawks' 61-52 win against lllinois College on Dec. 1.

Coach Ryan Kane// Head men's basketball coach Ryan Kane earned his 100th career victory in a win over Illinois College on Dec 1. In his seventh season at the helm of the Red Hawks, Kane now holds a 106-56 career record (654 winning pct.) as ofJan. 15, 2019, making him the third-winningest coach in program history. The Red Hawks, in early December, were at 51-15 at home during Kane's tenure (.773), including 4-0 at the beginning of this season

AROUND THE CLOCKTOWER

RiponCollege produces the highest-earning graduates in the , , Shawn Karsten '09 is the new vice president foradvancement, Michaelj.

stateof Wisconsin,according tothe Deprutment ofEducation!; CollegeScorecard. The website Zippia usedscorecard data to determine the school in each state whose graduates earned the most in mean wages 10 years aftergraduation The repon ha s beenshared by news media across the country.

Ripon Collegealso hasbeenranked the top liberal artsschool in Wisconsinandeighth inthenation forcolleges that promote social mobility, according to U.S. News & World Report The ranking for social mobility measures schools' success at supponing their students from low-income families and rates them based on the graduation rates of those students.

Ripon College is ranked first in the state of Wisconsin and 15th in the nation among all colleges and universities offering economics programs, as published by Study com Economics programs were considered based on outcomes data as reported by the Depanmem of Education, academic and career resources for economics smdents, the quality of education in economics, faculty and other factors

CollegeConsensus ranks Ripon Collegeon its Top 50 list of Most InnovativeColleges. Riponis recognized for its20credit applied innovation Catalystcuniculum and itsdedication to bringing Career and Professional Development resourcesinto all four years ofa student'stime on campus Riponis just one of tllree schools in Wisconsin to make the lisL

and Lisa Ellis is lhe new associate vice president for advancement. Karsten, a Ripon native,served as theColleges interim associate vice president for advancement for the previous year Ellis, previously the director of advancement services, hasmoved into a newly created role toserve aschc division'sprimary tactical, administrative and management officer.

3. Julia Meyers-Manor's research earns widespread recognition

"Lending a helping paw: Dogs will aid their cl)ing human," a research article co-written byJulia Meyers-Manor. Ripon Collegeassistant professor of psychology,garnered widespread auemion nationally and internationally, inc::luding coverage from Time, NBC News, The New Yori, nmes, Inside Edition, Daily Mail, The Converscrtion,Canadian Broadcasting Corp. and numerous other print and broadcast outlets

4. Faculty members take on new duties in administration

While President ZachMessitte is on sabbaiical duringspring 2019, several staff and faculty members have taken on new positions.

Ed Wingenbach, vice president and dean of faculty,is serving as acting president.

Andrea Young is serving as acting vice president and dean of faculty. She continues to serve as special assistant to the presidem and liaison to the Board or Trustees.

Rebecca Matzke, professor of history, has taken on a new permanent position as dean of faculty development (P/1010: Ed Wingenbach)

1. Ripon leads state in graduate earnings, social mobility, economics, innovation

2. New leadership announced in Office of Advancement

5 Michael Milburn '97,AnnRawding '83 are new Trustees

Milburn '97 ofChicago andAnn M Rawding'83

28 j RIPON College

of Grandview, New York, have been elected to the Ripon College Board or Trustees. Their terms began with the fall meeting in Ociober

Milburn is chief customer officer for the service cloud at Salesrorce At Ripon College, he majored in politics and governmentand minored in philosophy.Heexcelledat tennis and earned All-Ameiican honors as asenior.

Rawding is the senior director of public sector government practicesat Salesforce.At Ripon College,she majored in history and minored in philosophy and was involved in WRPN, Student Senate and the history honorsociet)<

6. Politics and government students publish opinion pieces

Recent graduateJimmy Amedeo '18 ofOrland Park, Illinois, had an article published in fust Asia ForumJune 17, 2018 "Ambiguity the only certainty as the dust settles on the Singapore sum1nit" was co-wtitten with John Hemming, director of the HenryJackson Society in London

Amedeo and Nathan Faucett '19 of Marinette, Wisconsin, published ''ExerciseT)idemjuncture is a response to Russian aggression" in The Hill on Oct. 22, 20J8. explaining the significance of NATO:S1,:cent milital)' exercisein Norwaywhich tested ,he readiness and joint operability of NATO nations

Amedeo is a researcher at the American Foreign Policy Council in Washington, D.C. He majored in politics and government with minors ill national security studies and law and society at Ripon College. Faucett was involved in NATOs Operation Joint Guardian. He is majoringin politics and governmem with a minor in national security studies

(Photo:Jimmy Amedeo '18,left and Na1l1an Faucett'19)

7. Seniors attend conference in Israel on world terrorism

Jacob Kramer'19 of Ripon, WJSConsin, and Nathan Faucett '19 of Marinette, Wisconsin, members of the Ripon College International Relations Club, attended the International Institute of Counter-Terrorisms World Summit in Herzliya, Israel. in September. Therewere 30 lecturersfrom around the world and more than 1,500 participants from 60 countries. The International Relations Club supplied partial funding for the trip.

Kramer ismaj01ing in politics and gove:rnment with minors in national security studies and business management. Faucett is majoring in politics and government wi1h aminor in national security studies.

8. 9/11commemorated with flags, flag retirement ceremony

Student members of Young Americans for Freedom and others placed small American flags on the lawn in front of Harwood Memorial Union to honor the 2,977 people who died in the terrorist attacks of Sept. 11, 2001. Students at Ripon College have been marking the anniversaty of that horrific day in this manner since 2009

Also,a coordinated nag retirement ceremony was held with local veterans prior tothe placement of the flags on tl,e lawn.

9. Mark Krause '19 receives award from regional classical association

Mark Krause '19 of Sun Prairie, Wisconsin, is one of six recipients of the 2018MansonStewart Award,granted bythe Classical Association of the Middle Westand South Krause is a double major in classicalstudies(self-designed) and history.

10. It's a small world with Ripon College connections

Tom Hugdahl '62 and Jackie Blodgett 1-lugdahl '63 of Hudson, Wisconsin, took a Columbia and Snake River cruise, highlightingstories of the LewisandClarkexpedition ''A ladysit.ting next to me at dirmer, knowing we were from Wisconsin, said she went to a small college in Wisconsin and wondered if I'd heard of it - Ripon College. Well, Tom and I both looked at her and said, 'Oh, yes - class of '62 and '63 here.' She said, 'Class of '64 here.' It was nice to meet Pat Ostrom Kohnen '64 (of Pleasanton, California). We reminisced about Ripon during our trip." (Photo: Tom /·h,gdal,l '62, left, Pat Ostrom Kohnen '64,Jad,ie Blodgett Hugdahl'63 and the11aturalisUsrory1eller onboard)

11.Sociology

The S11pernat11ral ill Society, Culture, and 1-fistory, a book co-edited by Associate Professor of Sociology Marc Eaton, has been published by Temple University Press. The book demonstrates the value of serious academic inquiry into supernatural beliefs and practices through pieceswriuen by severalcontributors whoaddressencounters with ghostsand the supernatural that have persisted and flomished.

Mary Unger,assistant professor of English, received an award foran essayshe published at the end of last year.Shereceived the Katharine Newman Best Essay honor, given annually to the bestessay published in the peer-reviewed journal,Multi Etlinic Liierar11re of 1he United States (MELUS), for her essay "LiteraryJustice in tlie Post-Ferguson Classroom," published in MELUS, vol. 42,

(Photo: Nathan Fauceu '19,left,and Jacob Kramer '19)

professor Marc Eaton co-edits book on supernatural

12. Assistant professor of English wins award for recent essay

is.7le 4 (Wimer 2017)

13. Paul Jeffries presents at international conference

Associate Professorof Philosophy PattlJeffriesattended the 12th annualconference of the InternationalSocietyof Maclmyrean Enquiry held at Sr.John's College at Durham University in Durham, England, in July 2018 The four-day conference focused on the work ofAlasdair MacIntyre, one of the most distinguished moral philosophers of the late 20thand 21st centuries Jeffries gave a presentation, "A Conceptual S\.\ sss Arm)' Knife: Maclntyrean Enquiryin tl,e Liberal ArtsCollege."

14. Students win honors at regional theatre festival

Several Ripon College students were honored at theKenned)' Center Ametican College Theatre Festival, Region 3, held Jan 8-13 in Madison, \V'JSConsin DeShawn Thomas '20 of 1'-tilwaukee. Wisconsin,and Dakota Marlega '21of Waupaca, Wisconsin, advanced to the semi-final round of the Irene Ryan Scholarship Auditions C,ystal Fercy '19 of Appleton, Wisconsin, advanced tot he finals of the Design,Technology and Management (DTM) competition and wonan honorable mention for her scenicdesign for the play"Paragon Springs "

James Balistreri '19 of Plymouth,Wisconsin,advanced t0 the finalsin theDTMcompe1it ionand won theStage Management Fellowship. He willattend the national festival inWashington, D.C., later this year.

KenHill, professor of theatre and the DoreenL. '73 andDavid I. Chemerow d,airb1Theatre, is the mentor to the Irene Ryan Scholarship nominees from Ripon. John Dalziel, associate professor of theatre, is the mentor for the DIM project.

WINTER 2079 I 29

(Photo:Jam,:s Balistreri '19)

The first-ever Applied Innovation Seminar, Catalyst 300, of the newCatalyst curriculum is in full swing this spring, with seven faculty members from across the College serving as mentors for 24 interdisciplinary teams of juniors The teams are working to address significant problems and translate their visions to a viable framework of solutions. The seminar culminates in a series of public presentations of the solutions proposed by each team during Catalyst Day, Wednesday, April 24

As part of the seminar, student teams are working collaboratively to integrate knowledge and address one of five problems situated within the United Nations' Sustainable Development Goals framework: food for all, mental health systems, climate change mitigation, water pollution and reducing inequalities.

Teams will be challenged to propose an applied innovation, an improvement over existing solutions, to help solve theirproblem. Students have the freedom to choose geographical scale and location Some will work locally while others are likely to expand their visions to other states and countries.

The details of the course, structure of projects and faculty

development resources needed for success were developed in the fall by a team of faculty and administrators, thanks to ongoing support from the Andrew W Mellon Foundation.

All classes are canceled April 24 to allow members of the campus and broader community to attend the presentations. For more details, visit Ripon.edu/Catalyst.

In memoriam

MARCIARUSSELLBESELER'45 ofArbor Vitae, Wisconsin, died Dec.2, 2016. At RiponCollege,she majored in English and biologyand participated in Kappa Sigma Chi.She taught high school English andbiology Sheestablished the Medical Reference Library at Howard Young and helped establish the library at Our Lady Queenof the Universe Catholic Church She enjoyed playing bridge, traveling, sewing, embroidery andceranucs. Survivorsinclude one son and one daughter

JOHN "JACK" GOODRICH '46 of Inver Grove Heights, Minnesota,diedSept. 22,2018 Heenrolled at Ripon College but enlisted Dec 7, 1942 He served in the Army Air Corps asa B-17 co-pilot in England, He remained in the Air Force Reserve until 1962. He worked in the family business, Goodrich Furniture and FuneralService,and graduated from Stout Stale University (now University of Wisconsin-Stout) in 1948. He worked for Employers lnsurance of Wausau for 32 years in Minneapolis, Indianapolis and Kansas City. He enjoyed fixing things,outdoor'activities,tennisand swimming. After retiring, he livedin Lander,Wyoming, and Fon Collins, Co]orado,and traveled extensivel) Survivors include hiswife, Mary; three sons and two daughters; and a sister PATRICIA GOODRICHCHRISTENSEN'54

DONALD"BlLL" BESELER '4 7 of Woodruff, Wisconsin, died Oct.27, 2018. At Ripon College, he majored in biologyand participated in ROTC and Alpha Phi Omega, He served in the Army during World War II. I-le taught for several years before receiving a graduate degree in administration and policy from Central Washington University.He thenservedas a school adminisrrator, principal and schoolsuperintendent. Heenjoyedoutdoor activities, gardeningand woodworking. He was a member of the Lions, Rotary Club, American Legion and Veterans of Battle of the Bulge. He served on the Nicolet College Board for 10 years and the Tri-County Health and Human Services lloard Survivors include one sonand one daughter

KATHRYNJ.PHILIPP'47 of Milwaukee, W&onsin,diedOct. 30,2018. At RiponCollege,she majored in English andhistory and panicipated in Ver Adest and Pi Tau Pi She received a master's degree in educational studies from the University of W1Sconsin-Madison She worked for Menomonee Falls PublicSchools as a curriculum coordinator

LAWRENCEE.BRAY'48 of Elkhart Lake, Wisconsin, died NO\<14, 2018. AtRipon College, he majored in mathematics and participated in Ver Adest and a,hletics. He received a degree in architecture from MIT (Massachusetts Institute of Technology). Heserved in the U S. Navyin the Pacific during World War11. Me founded BrayAssociates Architectsin 1962 and designedand built more Ihan 900 buildings all over the Midwest, specializing in schools. rlis book, /-listmic Elhharl La!«, included his own watercolor paintings. l le enjoyed journaling and traveling Survivors include two sons and fourdaughters.

RONALDGRAHAMALBURY'51ofCherry Hill, NewJersey,died Oct. 24,2018. At Ripon College, hemajored in philosophyand participated in football, Ver Adest and Merriman/Phi Kappa Pi He rec-eived degrees from

Seabury-Western Theological Seminary, received his Diaconal Ordination May8, 1954,and his Pliesthood Ordination Nov. 20, l 954. Ile was rector of the Church of the Holy Cross in North Plainfield for more than 25 years and associate priest at St. Peters Episcopal Church in Medford since 2003. He was a member of Rotary and a train enthusiast, and he was involved with migrant workers and ami•racism troining. Survivors include lWO sons and five daughters

ROBERT OTTO LIEBER '52 of Neenah, Wisconsin, died Sept. 18, 2018 At Ripon College, he majored in economics and panicipated in athletics and Lambda Delta Alpha. He was a first lieutenant in the U S Army in Korea in 1953. He worked in the family business, Lieber Lumber Co He enjoyed traveling, the Green Bay Packers, photography, food,""ne, golfing, swimming and taking Sunday drives. I-le participated in the Neenah Club and volunteered at his church. Survivors include his wife, WILMA HEIM LIEBER '52: oneson and two daughters.

JAMESL.ATKINSON'53 of Fullenon, California,died Sept. l 7, 2017 At Ripon College, he majored in mathematics and participated in Omega Sigma Chi. Hestudied electrical engineering at Purdue University.

GERALDR. BARRICK '53 of Oakland, California, died Sept. 29, 2018. At Ripon College, he majored in economics and panicipated in ROTC. Me received a degree in economics and a law degree from ,he University ofWisconsin-Madison, He was a second lieutenant in the U S Army from 1953-55, then practiced lawin San Franciscoand SanBruno, California He was an avid collector of antiques and an and etajoyed 0y fishing, backpacking, camping andskiing.Sunavors include hiswife, Lynda Cook Barrick; onedaughter and onestepson

MARTHA ANN FIEDLER MORRIS '53 of Ripon, Wisconsin, died Nov. 23, 2018. At Ripon College, she panicipated in Alpha Gamma Theta. She was a teacher and office aide at Ripon Middle School for 24 years. She was a longtime member of Ripon Congregational Church, United Church of Christ, and wasa volunteerand associate. memberat Ripon Medical Center for 20 years She belonged to Ripon Study Club and the Red Hat Society and enjoyed playing cards, reading, knitting, music and theater Survivors include one son and twodaughters;and asister,JANETM.BOTTIGLIA'57.

MARTINJAMES DWYER '54 ofGarden Valley,Idaho,died Oct 22, 2018. At Ripon College, he majored in philosophy and participated in VerAdest and Theta Sigma Tau.He attended seminary at Berkeley Divinity School and earned a master's degree in counseling from the University of Nonhem Iowa, He served in the U.S. Navyand Na>)' Reserves, at sining the rank ofcmmnander Asan Episcopal priest,he served inseveral states, retiring as dean of St. Michael Episcopal Cathedral in Boise, He enjoyed woodworking and stein collecting Survivors include oneson) twostepsonsand astepdaughter.

WALTERS. HOFMAN'54 ofGlenview, Illinois, died Nov. 1.6, 2018. At Ripon College, he maJoredin biology,chemistry and Geiman, and he panicipated in athletics,ROTC and Omega Sigma Chi He e.,rned a degree in dentistry from Marquette University and was a dentist in Streamwood and Hoffman Estates, Illinois, for more than 57 years Survivors include

his,vife, Ellen: and twodaughters.

JAMES THAYER '54 of Oshkosh, Wisconsin, died July 3, 2018 At Ripon College, he majored in economics and participated in ROTC, Ver Adest, student government, College Days, athletics and Delta Sigma Psi Me entered the Anny as a second lieutenant andserved in Germany before retiring as a first lieutenant in 1957 He then worked for Speed Queenin Ripon,servingin several roles including vice president of field sales. He retired to Arizona and Oshkosh, Wisconsin. His passion for history and aviation led him lO become a docent at I he EAA museum in 2000, where he led guided tours for 15 years Survivors include his,vife, Phyllis Thayer;tluee sons,including STUARTTHAYER, maintenance and carpentry worker at Ripon College, and one daughter

RICHARDA."DICK"JOHNSON'55 of FallsChurch, Virginia, , died Oct. 21,2018 At Ripon College, he majored in physics and participated in ROTC and Merriman/Phi Kappa Pi He attended the DefensellmguageInstituteinMonterey,California, serving around the world for 20 years before retiring in 1976 as a lieutenant colonel. He earned a master's degree in Russian studies from American Universityand worked asan independent AMSOI Ldealer until his death. He etljoyed the Green Bay Packers, traveling/cruising, reading andworking on crossword puzzles. Survivors include his wife Betsy HolbrookJohnson of Falis Church,Virginia; three daughters; and a brother STEVEN J,JOHNSON '58

RICHARDHENRY"DICK"SCHUSTER'55 of Shawano, Wisconsin, died Sept. 13, 2018 At Ripon College, he majored in economicsand wasa member of Sigma Nu In the mid- I960s, he bought his father's business, Schuster's Eleetric City, which became Schuster's Home Appliance He operated it until his retirement in 1998 He loved the omdoors, was a member of Pheasants Forever and Ducks Unlinuted, and enjoyed hunting pheasant in South Dakota and elk and mule deer in Wyoming and Montana He was an accomplished carpenter, golfer and skier,and he enjoyed Shawano history.Sunivors include hiswife, Susan; one son and twodaughters

JOHNSTILES'56 of Findlay, Ohio, died Nov. 15, 2018. At Ripon College, he majored in economics He graduated from the University of Wyoming and was in the U.S. Army for twoyears, stationed mostly in \1/est Gennany. He was an accoumam for the Ohio Oil Company (now Marathon Oil Co ) in Casper, Wyoming, and Findlay, Ohio, until reti1mg in 1995. He wasa memberof St. Andrew's United Methodist Church and a member and volunteer with the Gideons of Hancock County. He enjoyed American history, Wyoming history, reading and traveling. Sunovors include one son and one daughter.

DOROTHY WALSHAYLWARD '57 of Wheaton, Illinois,died Nov.2, 20LS, At Ripon College, she majoredin English and participated in drama, musicals and Delta Phi Sigma She received a master's degree in English from Northern Illinois University Shetaught anddirected playsatseveralschools,and alsose1ved as a counselorandchairof theEnglishdepanmem

She volunteered at St.Johns Winfield, was president of the school board and parish council, and helped with the family WINTER 20)9 I 33

resLaurants, Tally Ho and Round-Up Survivors include her husband.John '"Jack" Aylward.

LORENZO DOSS '59 of Las Vegas, Nevada, died Feb. 10, 2018 At Ripon College, he majored in physical education and participated in fooLball and Merriman/Phi Kappa Pi. Survivors include his wife, Barbara Doss; one son and one daughter; and a brother, ULYSSES S DOSS'57

JUNE KATHLEEN EGGERT SCHUETT '59 of Oregon, Wisconsin, died Sept 30, 2018 At Ripon College, she majored in English and wasa member of PiTau Pi She earned a masters degree in library science from the University of Wisconsin-Madisonin 1984.She worked for the Oregon School District as a substitute teacher and then as the libnuian for the OregonJunior High and Oregon Middle School, retiting in 2004afLer 25 years ofservice.Sheenjoyed shopping, playing cartls, btidge with the Oregon Heights Bridge Club and casino gambling. Survivors include one son and two daughters.

GREGORYTHOMPSON '65 of Normandy Park, Washington, died Nov.15, 2018.At Ripon College, he majored in history and panicipated in Sigma Nu. He enlisted in the Navy,comple1ed Officer Candidate School and wasassigned to a salvage and rescue ship where he wasadiver He thenobtaineda master of business administration degree in transpona1ion from the UniversiLy of Washmgton. He founded and was president anddirectorofoperations at Airpac Airlines, acontract cargo operator based out of Seattles Boeing Field since 1976. He enjoyed history and traveling Survivors include his wife, Michele; one son and one daughter.

JOHN A. LENZ '66 of Waus.1u,Wisconsin, died Dec. 2, 20

J8 At RiponCollege, he ma1ored in speech communications and was a member of Bew Sigma Pi. For several years, he was a director al WSAW-TV, Channel 7, Wausau. At Foto News in Merrill, he wrme his own column among other roles lie was a member of First Presbyterian Church, Wausau, where he served a tenn asadeacon;was a founding 1nemberofthe RS&W Model Trail1Club in Rothschild;and enjoyed fishing, reading, old movies and documema1ies on TV Survivors include his wife, Cheryl Lenz, of Colby, Wisconsin; and sisters, including ROSALIE LENZ MOSHER '69.

KAREN REIMERSTURTEVANT '66 of Oak Forest, Illinois, died March 15, 2018 At RiponCoUege,she majored in history and minored in English, and panicipated in WRPN, music, student government and athletics She received a master's degree in special educalion [rom Chicago State University and studied education at St. Xavier University.

TERRAYANE O'BRIEN JONES '71 of Palm Coast, Florida, died Sept 8, 2018.She loved to read and started LOvolunteer at the local library at the age of 13 After attending Ripon College, she worked for NorthwesLern Bell in Minnesota for 25 years, transferring from J\,iinnes.ota co New Jersey with AT&T She retired with her husband to Palm Coast in 1998 She volunteered a, Lhe local libraty, was presidem of the Friends ofthe Library of Flagler County for IA yearsand participated in numerous acLiviLies. She also enjoyed sailing Survivors include her husband, KenneLh Jones

KENNETH MAGRATH '73 of Richmond, Virginia, died Dec lj, 2018. At Ripon College, he majored in psychology and panicipated in student govenunem, athletics and Delta Upsilon He earned a Ph.D in psychology from Syracuse University and completed pre- and post-doctoral fellowships at New York 1-lospiial-Comell Medical Center lie hadanindependent practice in clinical psychology/neuropsychology and served on Lhe faculties of Cornell University Medical College and NewYork Medical School. He published workin the areas of as.ses.smem,coaching andcounseling in profes.sional literature. Sur,ivors include his wife, JULIE FENWICK MAGRATH'73: and children

FACULTY AND STAFF

JAMESw.BEATTY, professorofchemistty emeritus, of Sierra Vista, Arizona, died Dec 15, 2018 lie earned a Ph.D in physical chemistry at the Massachusetts lnsLitute of Technology in Cambridge, Massachusetts in 1960. He taught at ColbyCollege in Waterville, Maine, and at Ripon College from 1963 until retiring in 2002 He was an active tem1is player, both in Ripon and Sierra Vista. He also enjoyed bicycling, reading and gardening Survivors include hiswife, Catherine lleatty; two sons and one daughter

.&

STANLEY GEHLER, formerly assistant professor of military science, died April 2, 2017 He served in 1he U.S. Anny for 20 years, including time in Vietnam and Korea,and retiredasamajor. He received numerous medals and commendations, including a BronzeStar Medal, Meritorious Service Medal,vi1h one Oak LeafCluster and Viemam Service Medal with one Silver Service Star After retiring from the military, he worked for the direcLOr of logistics at Fon liood, Texas. He enjoyed sporLS, gardening and handwork. Survivors include one son and one daughter.

BRONZE STATUES RESTORED

Two bronze statues, created by1877 Ripon College alumnus Clarence Addison Shaler, received facelifts during the summer of 2018 The restoration of "Lincoln the Dreamer," outside of Farr Hall of Science, and "Genesis," between Smith and West halls, was funded by the Department of Art and Art History and carried out by August Peter, preparator and exhibit designer at the Museum of Wisconsin Art in West Bend Peter used both heat and mechanical processes to remove corrosion and oxidation and then added a waxthat gives the bronze sculptures a leathery finish that also will inhibit corrosion and oxidation.

"The sculptures will need to have regular maintenance to remain in good condition:• says Rafael Francisco Salas, associate professor of art. "To that end, the Ripon College Republicans and the Ripon College Democrats have agreed to do this maintenance together once a year "

Letters to the editor

EDITOR'S NOTE

We ore groteful thot we hove on active ond loyol group of readers of Ripon Mogozine When we ask far comments and opinions on o variety of topics, we o/woys receive obundont replies. Also. we often receive thoughtful letters commenting on various topics oddressed in the magazine.

You sometimes catch our mistakes, os • well/ A headline ,n the Summer 2018 issue contained on unfo,tunote spelling error In on onolysisorticle, Ken Kaliher'67oddressed the situotion on the Koreanpeninsula ofter having lived far mony yeors in South Korea as o civilion analyst for the U.S military. The heodline for thot onolysis should hove read "Thoughts on Koreoby on expatriate."

Please continue to let us know your thoughts. We will publish wholwe con depending on ovoiloble spoce; os well os selections which comply withoureditorial policy:no vulgority, no overtly politico//y charged moteriol ond nothing that doesn't applydirectly to the topic ot hond

TOUGALOO COLLEGE

I was shocked to see my 1967 HS yearbook photo looking out at me from page 43 of yoursummer 2018 Ripon Magazine. Obviously, I eagerly read it to find out why I was mentioned in your article about the exchange thathappened betweenRiponand Tougaloo College in Jackson, Mississippi. But I was even more shocked to realize that you did not mention the fact that Or. Martin Luther KingJr was killed at the very time that our Tougaloo exchange students were visiting us on our Ripon campus on April 4, 1968 It broke my heart to see theirdevastated grief. That trip and the aftershock of his assassination followed by others wakened me in a way that nothing had until then in my 18-year-old life.Being from a very white, very small Midwestern town, I fell my world reeling from inside and out. Yourarticle did not really convey how awful this was for all of us

I do thank Ripon for helping me to befriend students of coloron ourcampus and in Mississippi, and students from all kinds of backgrounds, as we tried to learn and to comprehend the history we lived. As I triedto explain to my son recently, it wasveryhard growing into adulthood at a time when all of our leaders were being killed along with many of ouryoung in Vietnam And then he asked me, "When did it start getting better. Mom?" And it struck me. I hopeand praythat it is better now. But sometimes I'm not sure that it really is I am grateful for that eye-opening experience years ago at Tougaloo and at Ripon I wish you could have included more about what happened after we visited Mississ,ppi whenour Tougaloo visitors came to our campus, and a little of what it was like lo be young and living then

Jennifer Cox Johnson '71 Northfield, Minnesota

SUMMER ISSUE

Today I received and read the latest edition of Ripon Magazine.I wanted to just send thiSnote tocommend youand yourstaff.I read the magazine regularly, but I must say that I thought this edition was outstanding Thanks to you and your staff for your efforts!

Nancy Wadley Keough '67 Pebble Beach, California

I have never been motivated to email regarding a publication I have received from Ripon, however I could not resist sending a WOW after reading the summer "Lifting Our Voices" magazine. It was interesting. informative, beautifully presented and I enjoyed every article and every photo. It made me remember all the things about Ripon that are meaningful and reawakened a sense of pride and fondness for my experiences there Kudos to the creators of the magazine. WELL-DONE!

Nina Bade Sparks '5S Madison, Wisconsin

LIFTING OUR VOICES

I enjoy Ripon Magazine, and,dueto my age, I tendto alwaysreview "In Memoriam" asI see a fewclassmates and friends that have passed away

The"LiftingOur Voices sectionwas interesting. The front picture wasthestudent antiwardemonstrations and a Vietnam moratorium parade in 1969. Not that I am against demonstrations and such, but there is another side to the story. I was in Vietnam in 1969, along withanumber my of ROTC classmates fighting for those at home. I left a wife and 6-month-old daughter at home I, of course, made it back safely, but welost 58,000 people of my generation. Vietnam veterans are finally getting their due respect. I had my own opinion of the war, but I had a duty and responsibility to serve my country.

I know Ripon is a very liberal institution like many colleges but I would like to see you view the ·other side of the story• at times

Mike Miller '67 Ringgold, Georgia

Ripon College in the news

• Kurt Dietrich, professor of music and Barbara Baldwin DeFrees Chair in the Performing Arts, and his new book w;sconsin Riffs:JazzProfiles from the Heartland were featured in several media outlets, including Wisconsin StateJournol in Madison and Ripon Commonwealth Press on June 7, 2018. He made a guest appearance Thursday, May17, on "Central Time" on Wisconsin Public Radio.

• Numerous newspapers throughout Wisconsin reported the attendance of their local students at the 77thyear of Badger Boys State. held June 9-16 at Ripon College

• John Hughes, assistant professor of music and directorof choral activities.wasfeatured in several print media and on Wisconsin Public Radio on June 12, 2018, in relation to his role as conductor of Composer Residency forthe Green Lake Festival of Music. He spoke about the 2018 residency of Norwegian-born composer Ola Gjeilo.

• An article by Mary Williams-Norton, professor of physics emerita, was published in Radiations, the official publication of the Sigma Pi Sigma physics honorsociety. Shewroteabout her philosophy that "everychild should beable to havefun withphysics:'

• Maggie Wolf '15 of Madison, Wisconsin, was featured June19,2018, in the Portoge(Wisconsin) Doily Register She is a quality assurance tester for Raven Software in Middleton.

• Timothy Haney '03, sociology professor and director of the Centre for Community Disaster Research at Mount Royal University in Calgary, Alberta, Canada. and his wife, Sara Wichlacz Haney '04, were featured June 19, 2018, in the Co/gory Herold "Disaster chosePro{ Haney,not the otherwayaround" includes how his wedding at Ripon College was disrupted by a tornado.

• AllysonFleck,former adjunct instructor of music, isassociated with the Midsummer's Musicfestival in DoorCounty, Wisconsin. In an article published June 23, 2018, in the Green Boy Press Gazette, she recalled fond memories of Ripon College of herself and her alumni parents, Bob Fleck '65 and Ruth Ann Potts Fleck '66.

• "Mexican-American Artist Brings Unique Perspective of Rural Experience," about Associate Professor of Art Rafael Francisco Salas, was posted by Wisconsin Life July 9 and aired on Wisconsin Public Television Sept. 20.

• Mara Evans '07 of Madison, Wisconsin, wrote "A Breakthrough in Care for Women Affected

by Female Genital Cutting" for Johns Hopkins Nursing, published July 18, 2018.

36 j RIPON College

• An article about research directed by Associate Professor of Psychology Kristine Kovack Lesh was published July 18, 2018, in the Ripon Commonwealth Press The research is focused on how attention spans develop fromchildhood into adulthood.

• Katherine Zech Kioshi '86 of Milwaukie, Oregon, was profiled July 20, 2018, in the Omoho World Herold Kioshi is an intensive care unit nurse with the VA Medical Center in Portland. Oregon.

• Memuna Khan, associate professor of biology and chair of the department, was featured in "Eastern bluebirds find ahome at UW-Oshkosh; published July 26, 2018, in UW-Oshkosh Today. Khan studiesEastern bluebirds with herstudents at Ripon College.

• Larry Miller, retired professor of education, and his wife, Betsey, were highlighted July 26, 2018, in the R;pon Commonwealth Press For26 years, the Millers have offered use of their 170-acre property near Green Lake for area third-graders to learn about a variety of ecosystems

• AthleticBusiness published an online article in August aboutthe immediate success of Willmore Center "Ripon College's Willmore Center is Proving its Power as a Recruiting Tool" highlights several powerful achievements: 28 percent more student athletes making deposits. 40 percent more student athletes taking tours of campus. nearly double the number of football recruits in one year's time, 305 alumni and community residents who have purchased memberships and nearly 50 outside organizations that have held events in the facility.

• Austin Van Treeck '14 of Sheboygan, Wisconsin, was featuredAug.17, 2018,in the Sheboygan Press about networking to expand careers Van Treeck majored in economics andminored in leadership studies at Ripon College Heis a customer insights analyst for Johnsonville Sausage.

• An opinion piece by Brian Smith, professor of religion, the Charles and Joan Van Zoeren Chair in Religion, Ethics and Values. chairof the Department of Philosophy and Religion, and co-director of the Center for Politics and the People, was published Aug 20, 2018, by the Milwaukee JournalSentine/and later by several otherGannett newspapers Thetitle was"Toheal from latest priest sex abuse revelations, Catholic Church will need secular help "

• University of South Dakota football coach BobNielsonwasprofiled Aug.23.2018.in the Sioux Falls Argusleader. Nielson spent two years. from

1989-1991, at Ripon College asassociate professor of physical education and head football coach

• Meghann Morrissey Jarchow '03 of Vermillion, South Dakota. wasprofiled Aug 29, 2018, in the student newspaper.TheVolante,at the University of South Dakota. Sheis chairof thesustainability and environment department at the university

• Matthew D. Dacy '79 of Rochester, Minnesota, is featured in Ken Burns' latest documentary, "The Mayo Clinic: Faith-HopeScience," which debuted on PBS in September.

• President Zach Messitte was featured in the Wisconsin Jewish Chronicle Sept. 27, 2018 He talked about how hehasseenenrollment jump by 10 percent this year, without adjusting admissions standards. because of Willmore Center He also was a co-author of "The man who pioneered Trumpism," an opinion piece published Nov.15 by TheWashington Post.

• AdamSonntag '08, cityadministrator for thecity of Hillsboro, Wisconsin, since 2011, wasfeatured Oct. 16, 2018, in the loCrosse Tribune.

• ToddJohnson '94appears in anNBCdocumentary released Nov 12, 2018. The video profiles United States military veterans who now work for the National Park Service. Johnson is a park guide in the Interpretive Division at Bighorn Canyon National Recreation Area in Montana.

• BillQuistorf '80 of Everett, Washington, chiefpilot with the Snohomish County Helicopter Rescue Team, was a recipient of the German-American Friendship Award presented in November. A rescue in which he was involved gained national and international news attention

• A feature story about volunteer work leading to a career for Mike Romagnoli '04 was published Dec. 3, 2018, by Illinois State University, where he received a master's degree in Spanish.

• "Cyber Attacks Should Be Treated as an Act of War," a peer-reviewed. long academic essay by Lamont Colucci, associate professor of politics and government. was published by Praeger Security International. Colucci also regularly publishes opinion pieces in major national media publications such as AM/ Newsw;re, Washington T;mes, lnHomelondSecurity.com from American Military University and Sage Journals.In November, he debutedanew column. "From the Heartland," with the online news organization Newsmox Media.

WILLIAM CHESTER JORDAN '69

scholar teaches students to look at the present through the eyes of the past

Renowned

in 1973, where he currently serves as the Dayton-Stockton Professor of History

Jordan is highly regarded in his field, and he specializes in medieval studies of the sixth through 14th centuries in Europe. He has published extensively on such topics as the Great Famine of northern Europe, the reign of Louis IX of F ranee and the Crusades.

His work has been awarded the Haskins Medal by the Medieval Academy of America

Leadership roles include serving as a Fellow of the Medieval Academy of America, American Philosophical Society and American Academy of Arts and Sciences, and as president of the American Catholic Histodcal Association.

Ripon Colleges mukifaceted approach allowed William ChesterJordan '69 to study in numerous areas and ultimately major in history, Russian and mathematics. The determination to become an educator was paramount. "The trnth is that the life of the mind that had always intrigued me and appealed to me - the idea of becoming a professor, trying to create new knowledge and impart it to young and supple minds in an academic atmosphere" was appealing, he says He received a Ph.D. in history from Princeton University and joined the faculty

At Ripon College, he is a member of the Board of Trustees and has received the Distinguished Alumni Citation

Jordan says his position at Princeton is a perfect fit for him He enjoys teaching, doing research and publishing to leave his work for future generations Dozens ofhis former Ph.D students serve as researchers at eminent colleges and universities around the world.

"! love what I do, and thats the bottom line," he says.

"Bill Jordan is a towering figure in international medieval studies, not just in the U.S. His research has been characterized by its range of subjects, originality of enquiry, forensic intensity of source criticism, subtlety of argument, objectivity of interpretation and grace of exposition His scholarship has redefined whole areas of our understanding of high medieval politics, culture and society, especially in France, including interfaith relations Throughout, his work is marked by quiet intellectual integrity, generosity of spirit and unsentimental human sympathy. He is one of the most admired historians of his generation."

CHRISTOPHER TYERMAN PROFESSOR OF THE HISTORY OF THE CRUSADES, UNIVERSITY OF OXFORD, OXFORD, ENGLAND

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