LIBERAL ARTS IMPACT REPORT
FROM THE DEAN'S DESK A LIBERAL ARTS EDUCATION IS unique because of the breadth and depth of knowledge one receives from studying the social sciences and humanities. It is difficult to predict the types of technical or business skills that will be required in 20 years, but our world will always need leaders who are problem solvers, independent thinkers, and lifelong learners who can see the world from a multi-disciplinary perspective. Our support of tomorrow’s leaders begins the moment students arrive on the Forty Acres. We introduce them to college life as they embark on a rigorous course of study. They have diverse academic experiences—research, internships, campus organizations, and study abroad—and gain knowledge and skills one can only learn by doing. I hear consistently from leaders in business, law, government, education, and the non-profit sectors about the high quality of our students, of their adaptability to changing environments, of their creative approach to problem solving, and of the qualities that make them effective and ethical leaders.
Our excellent students are a reflection of our outstanding faculty. Supported by a group of world-class graduate students, they continue to lead in creating and modeling innovations in the classroom, and the work they are doing contributes further to the excellence of our undergraduate students. None of this would be possible without you and our other donors. Your contributions are the foundation upon which our College can build this practical and intellectual excellence. There are many examples in this report that show how our communities and our world benefit from the work of faculty, students, and alumni in the College of Liberal Arts, and I hope you share my pride and sense of hope as you read their stories.
DEAN RANDY DIEHL COLLEGE OF LIBERAL ARTS
Sandy Carson
TABLE OF CONTENTS 2-4 A YEAR IN REVIEW 5
INSPIRING DONORS
6
BUILDING STUDENT LEADERS
7
SUPPORTING SCHOLARS
8-9
INNOVATING INSTRUCTION
10-11 FUNDING TOMORROW’S EDUCATORS 12-13 TAKING THE WORLD BY THE HORNS 14 TURNING LIVES AROUND 15
SUPPLEMENTING EXPERIENCE
16 ENCOURAGING EXPLORATION 17
INTRODUCING RESEARCH
18 QUALIFYING IMPACT 19 CURATING EXCELLENCE 20
MODERNIZING THE PAST
21 DEVELOPING INDEPENDENCE 22 MAPPING TRANSFORMATION 23
GROWING SUSTAINABLY
24-25 TRAINING LEADERS 26-27
FEATURING QUALITY
28 EXPLORING HISTORY 29 PRESSING FORWARD
Casey Dunn
2013/ 2014
A YEAR IN REVIEW $ 20,428,112 TOTAL DOLLARS RECEIVED
5,580 UNRESTRICTED GIFTS
4,838 UNIQUE DONORS
6,628 TOTAL GIFTS TO THE COLLEGE
$80 MEDIAN GIFT AMOUNT
1,771 FIRST-TIME DONORS
4,997 GIFTS UNDER $250
334 SUSTAINING PLEDGES
$388,949 IN MATCHING GIFTS
22 NEW ENDOWMENTS
2
ANNUAL IMPACT REPORT 2013/2014
DOLLARS BY DESIGNATION PROGRAMS & RESEARCH 570 GIFTS | $ 7,950,022
26%
16%
2%
UNRESTRICTED 5,580 GIFTS | $ 5,263,130 STUDENTS 369 GIFTS | $ 3,460,200
17%
39%
BUILDINGS & EQUIPMENT 80 GIFTS | $ 3,335,247 FACULTY 29 GIFTS | $ 419,513
GIFTS BY ENTITY INDIVIDUALS - ALUMNI 4,939 GIFTS | $ 2,381,962
1%
INDIVIDUALS - FRIENDS 1,092 GIFTS | $ 1,791,651 CORPORATIONS 269 GIFTS | $ 1,002,251
3%
0.5%
16.5%
4%
FOUNDATIONS 215 GIFTS | $ 12,524,365 OTHER 88 GIFTS | $ 1,223,456 TRUSTS / TESTAMENTARY GIFTS 25 GIFTS | $ 1,504,427
75% 3
NEW ENDOWMENTS THIS YEAR ENDOWMENTS SUPPORT THE COLLEGE IN perpetuity. Funds are invested, and the generated income supports scholarships or programs, or other purposes directed by the donor. Here are the endowments established in 2013-14:
SCHOLARSHIPS Francoise Martinez De Backer Endowed Scholarship for the Frank Denius Normandy Scholar Program Leslie Fallon and Carter Copeland Scholarship in Liberal Arts Patricia M. Kirkpatrick Memorial Endowed Scholarship in Liberal Arts
Heather and Brady E. Crosswell Endowment Fund John and Donna Curtis Excellence Fund for the Great Books Davis-Pratt Excellence Fund for Faculty Research Randy Diehl Prize in Liberal Arts The William Glade Fund Dianne and Jerry Grammer Excellence Fund for Mental Health Research
Lowell Lebermann, Jr. Scholarship Fund
Estee and Luke Kellogg Family Liberal Arts Honors Excellence Endowment
Joseph E. Scuro, Jr. Endowed Scholarship in History
Clyde Rabb Littlefield Excellence Fund in Texas History
Lt. Col. Herbert C. White, Jr. Leadership and Scholarship Fund
Virginia Newell and John McIntyre Fund for Excellence in Liberal Arts
FACULTY SUPPORT Embrey Professorship in Women’s and Gender Studies
GRADUATE FELLOWSHIPS Les Dames D’Escoffier, Dallas Chapter Endowed Presidential Fellowship in American Studies Endowed Graduate Fellowship in Black Studies
Ragen and Rachel Stienke Excellence Fund in Economics
AT A GLANCE 175
TOTAL FACULTY ENDOWMENTS
254
Hixon Graduate Fellowship in Statistics
TOTAL STUDENT ENDOWMENTS
Jennifer Jean Malin Endowed Fellowship in Psychology
140
Rosenfield Graduate Fellowship in Psychology
4
PROGRAM SUPPORT
TOTAL PROGRAM ENDOWMENTS
ANNUAL IMPACT REPORT 2013/2014
INSPIRING DONORS ERNIE STROMBERGER ADMITS that his high-school experience with Shakespeare was not that great. “I remember slogging through it dutifully in English,” he says, “trying to follow the teacher’s focus on ‘themes’ and ‘imagery’ and such.” But when Ernie and his wife Mary Gayle attended their first Shakespeare at Winedale performance in 1983 to watch their son Clayton perform in “Hamlet,” something changed. Ernie describes the experience as unforgettable. “The intimacy of the setting, and the fact that these students with no prior acting experience were able to give such stirring performances with only ten weeks of preparation impressed us tremendously,” Ernie recalls. So much so, Ernie and Mary Gayle began making gifts to the program—and kept making gifts. Three decades later, they’re still supporting Shakespeare at Winedale, never missing a year. With 31 years of giving, the Strombergers are the longest consecutive donors to the College of Liberal Arts, providing regular annual support from which their beloved program can grow. Established in 1970 as an English course, Shakespeare at Winedale has grown into a year-round program reaching groups across the Forty Acres and beyond. Undergraduates in the summer program spend two months studying and performing three plays in the converted 19th-century Winedale barn that serves as the theatre. In addition, Camp Shakespeare—a two-week summer program—allows 10 to 16-year-olds to experience learning and playing the works of Shakespeare. The year-round Outreach Program brings Shakespeare into the classrooms of elementary schools throughout Central
Texas, serving 825 students this year. “Shakespeare at Winedale is much more than just learning and performing Shakespeare,” Ernie says. “It is a unique university experience that forces students into an intense shared accomplishment they could never achieve on their own. It is an exceptionally broadening and enriching lesson in how to succeed in life.” Winedale has become a family tradition for the Strombergers. Clayton now serves as the Outreach Coordinator for the program, and his son Augie recently participated in Camp Shakespeare. “We were lucky enough to see our grandson perform on the same stage where our son had performed decades earlier,” Ernie says. Support from donors like the Strombergers has allowed the program to thrive over the years. This year, more than 2,938 friends came out to watch 40 students put on the timeless plays in Round Top, Texas. Over the years, more than 800 generous donors have helped create 10 endowments that provide over $124,000 to the program annually, helping this Texas treasure shine year after year.
Courtesy of the Shakespeare at Winedale Program
“[SHAKESPEARE AT WINEDALE] IS A UNIQUE UNIVERSITY EXPERIENCE THAT FORCES STUDENTS INTO AN INTENSE SHARED ACCOMPLISHMENT THEY COULD NEVER ACHIEVE ON THEIR OWN.” ERNIE STROMBERGER 5
Emily Nielsen
BUILDING STUDENT LEADERS NUMBER OF NYT SUBSCRIPTIONS DELIVERED THIS YEAR: 6,786 NUMBER OF LIBERAL ARTS STUDENT COUNCIL MEMBERS: 95
6
THE FIRST GOAL OF THE COLLEGE of Liberal Arts is to support students and ensure they have a positive and intellectually engaging experience during their time at UT. To that end, our Office of Student Affairs is proud to support one of the premier student organizations on campus, the Liberal Arts Student Council (LAC). As part of their organizational mission, LAC strives to “enrich the academic atmosphere within the College.” Two years ago, LAC leadership sat down with Student Affairs to discuss a potential partnership with the New York Times (NYT). LAC leadership felt that a program providing Liberal Arts students access to the newspaper was a valuable educational tool, and with support from the College, their initial ideas became reality. Through a combination of print copies and digital subscriptions available to Liberal Arts students, the LAC/NYT readership program keeps our students informed about current events and updated on important topics, such as international relations, arts and culture, and business affairs. “The New York Times readership program is a tangible example of the broad and applicable nature of a liberal arts education,” says Andrew Wilson, the
2013-14 Liberal Arts Council President. This year, to support the program, LAC participated in the ‘40 Hours for the Forty Acres’ campaign, a campus-wide fundraising initiative and raised money for the LAC/NYT readership program. Among the donors were Liberal Arts Dean Randy Diehl and other College leadership, along with students and friends. By participating in innovative student philanthropy program, LAC students demonstrated the important role giving back plays in providing opportunities for students to expand their academic horizons. Wilson points out that the continued support for LAC and its initiatives from the Dean’s Office is “a constant and critical force in furthering our overall mission of serving students.” “This is a fantastic group of students and our office is proud to support them,” says Senior Associate Dean for Student Affairs Marc Musick. “They are leaders on campus, providing important programs like this for their peers.” Thanks to donor support, the College is able to help students as they step up into leadership positions, bringing world-class resources to supplement UT students’ learning experiences, and positively influencing the landscape of a Liberal Arts education at UT.
ANNUAL IMPACT REPORT 2013/2014
SUPPORTING SCHOLARS AT THE UNIVERSITY OF TEXAS, we are proud to keep costs low compared to peer institutions, but the cost of higher education is on the rise around the world. Scholarship programs allow us to alleviate some of that financial pressure on our students. This past year, 3,204 Liberal Arts students—34% of the College’s total student population— received over $19 million in scholarship support. One of the College’s most prestigious scholarships is the Dedman Distinguished Scholars Program, a four-year, merit-based scholarship for students with exceptional academic records, who participate in extracurricular activities, and who are engaged in service to their communities. In addition to financial support, the Dedman Scholars Program fosters a sense of community among its students, facilitating on- and off-campus enrichment opportunities. “It has been an incredible experience all around, thanks in part to the amazing professors I have worked with and the friends and fellow students I have had the good fortune to meet,” says Jacob Barrios, a government and psychology sophomore and Dedman Scholar. “This is made possible by the Dedman family’s generous endowment, for which I remain immensely thankful.” With an award of $25,000 per year, plus a $10,000 supplement for study abroad and research, recipients are able to focus fully on academic studies, pursue research interests, study abroad, participate in community service, and take advantage of all the wonderful opportunities at the University and
throughout the city of Austin. Since 1989, the Dedman Scholars Program has funded 132 students, giving the College a unique advantage to attract and retain some of the top students in the nation. The scholarship was generously funded by Mrs. Nancy M. Dedman and Mr. Robert H. Dedman, Sr. (Economics, Law, and Naval Sciences ’49). This past year, the Dedman Family Foundation pledged to further expand the Dedman Scholars Program with a remarkable gift of $5 million, giving the College of Liberal Arts a unique advantage to attract and retain the top students in the nation. Their son and President of the Dedman Foundation, Robert Dedman, Jr. (Economics ’79), received the College of Liberal Arts Pro Bene Meritis award in April 2014—the highest honor bestowed by the College to recognize individuals who are committed to the humanities and liberal arts. In his remarks, Dedman spoke of the value of a liberal arts education: “The most useful class I took at UT was Latin and Greek Derivatives.” He emphasized that “the value of a liberal arts education is not that students are taught what to think or how to think, but more importantly, how to think for themselves.” The Dedman Distinguished Scholars Program is just one example of how the College is supporting its students. We are immensely appreciative to all of our donors who help make those scholarships possible. With your help, we will continue to free students from financial burdens and provide them with opportunities to thrive.
3,204 LIBERAL ARTS STUDENTS WHO RECEIVED SCHOLARSHIP SUPPORT
34%
6,693 LIBERAL ARTS STUDENTS WHO RECEIVED SOME FORM OF FINANCIAL AID
70%
7
PSY 301 SMOC
INNOVATING INSTRUCTION THIS YEAR, THE COLLEGE OF Liberal Arts introduced the world’s first Synchronous Massive Online Course (SMOC). Unlike Massive Open Online Courses (MOOCs), which can be watched independent of the time, a SMOC requires students, professors, and teaching assistants to be online all at the same time, which increases student participation and builds a sense of community among participants. Taught by award-winning psychology professors Samuel Gosling and James Pennebaker, the Introduction to Psychology SMOC also presented a unique chance for students
not enrolled at The University of Texas to register for a course alongside traditional students and participate in its innovative structure, increasing the class size in number and diversity. Facilitated by Liberal Arts Instructional Technology Services (LAITS), 749 students were enrolled during the first semester. The class organization is a departure from a traditional classroom in more ways than just the technology. The course is designed to challenge students in a way that engages them beyond cramming for a midterm or a final exam. Daily quizzes are given to help confirm that students understand the ideas discussed in class. If students miss a question, they are directed to the part of the chapter that explains the concept and are asked the question on a future test until they’ve mastered it. This, along with live discussion groups during each class, free online readings instead of textbooks, and access to expert mentors, helps students feel more engaged with the class than in the traditional auditorium-style introductory courses. “Psychology should be more than a dry lecture,” Pennebaker says. “It’s an exciting, scientific discipline that pulls back the curtain on how individuals think, feel, and connect with others.
“PSYCHOLOGY SHOULD BE MORE THAN A DRY LECTURE. IT'S AN EXCITING, SCIENTIFIC DISCIPLINE THAT PULLS BACK THE CURTAIN ON HOW INDIVIDUALS THINK, FEEL, AND CONNECT WITH OTHERS.” PROFESSOR JAMES PENNEBAKER
8
ANNUAL IMPACT REPORT 2013/2014
“In this course, we explore together how we all think and how we all learn. I truly believe this course is a rare opportunity to see and take part in something that you won’t see anywhere else.” “We want to teach students how to learn,” Gosling adds. “The design of this course draws on what we know of the psychology of learning.” It’s a strategy that seems to be working. One student in the class commented, “I could not recommend this learning style enough for future classes. It makes you keep up to date with the work and fully engage in the material.” According to preliminary results, the course also reduces the achievement gap between students with differing socio-economic backgrounds: uppermiddle class students continued to perform well, whereas lower-middle class students performed better than in previous years. The College of Liberal Arts and LAITS are continuing to create more technologically and educationally innovative courses like the PSY 301 SMOC, an opportunity that donor support allows. With your help, we are well poised to serve as a national model for using online technology to help students learn more effectively.
Tamir Kalifa
SMOC DISTRIBUTION OF GRADES
749 REGISTRANTS
A
19% 36%
B C D
24% 9%
F 5% W 7% 9
FUNDING TOMORROW’S EDUCATORS
THE COLLEGE OF LIBERAL ARTS IS proud to train future educators, many of whom go on to be teachers in middle and high schools. Two programs in the College, the Thomas Jefferson Center for Core Texts and Ideas and UTeachLiberal Arts, joined together this last school year to strengthen the preparation of our future teachers in ethics and civics. The Thomas Jefferson Center shares its namesake’s conviction that one of the best ways to attain an education suited for a free individual in a free society is through serious study of the great books. With programs and 10
curricula designed to create a sustained dialogue about questions of enduring significance, the Center seeks to counter the modern university’s drift toward fragmentation and specialization and provides new ways for undergraduates to integrate their studies. UTeach-Liberal Arts is a professional teacher preparation program for students planning to teach English, languages other than English, history, or social studies in middle or high school. The four-semester program aims to transform secondary school teacher certification from the ground up with a balanced practical and theoretical
ANNUAL IMPACT REPORT 2013/2014
approach to teacher preparation. Supported by a grant from H-E-B, the Thomas Jefferson Center and UTeach-Liberal Arts partnered to support the advancement of civic education in Texas. The grant enabled the revision of three courses to include curricula designed to help UTeach students use the great books and important primary documents in the classroom. Professor Lorraine Pangle, Co-Director of the Thomas Jefferson Center, stresses that the Center is “committed to teaching UTeach-Liberal Arts students how to connect these books and documents to the real-life ethical and political issues faced by students individually and by Americans collectively.” The grant also funded six book awards to help outstanding UTeach students build personal libraries of great books for their future classrooms. With a grant from the Cullen Foundation, The Thomas Jefferson Center and UTeach-Liberal Arts are also collaborating on a new project called “Essential Documents in American History.” This web-based collection of documents, paired with curriculum resources, will help educators teach documents of historical significance in secondary school classrooms. In 2014-15 continued support from H-E-B and a new grant from the Sid Richardson Foundation will allow UTeach-Liberal Arts and the Thomas Jefferson Center to continue providing high-quality support for civic education in Texas through the continuation and expansion of all these projects.
293
NUMBER OF TOTAL UTEACHLIBERAL ARTS STUDENTS
96
TOTAL NUMBER OF BOOK AWARDS GIVEN
$ 21,150 TOTAL VALUE OF BOOK AWARDS GIVEN
11
TAKING THE WORLD BY THE HORNS STUDY ABORAD IS AN IMPORTANT PART OF A WELL-ROUNDED liberal arts education. Being in a new cultural setting gives students an opportunity to discover new personal strengths and abilities, conquer new challenges, and solve new problems. They are learning and developing skills that go beyond the classroom experience, and the College of Liberal Arts is committed to supporting our students as they travel the world.
12
TOP 5 STUDY ABROAD COUNTRIES
TOP 5 STUDY ABROAD MAJORS
SPAIN
PSYCHOLOGY
FRANCE ENGLAND CHINA ITALY
INTERNATIONAL RELATIONS GOVERNMENT ECONOMICS PLAN II
ANNUAL IMPACT REPORT 2013/2014
656 COLA STUDENTS WHO STUDIED ABROAD
$17,785 AVERAGE COST TO STUDY ABROAD FOR ONE SEMESTER Source: the Institute of International Education
39 COUNTRIES VISITED STUDYING ABROAD
77 STUDENTS WHO RECEIVED STUDY ABROAD FINANCIAL AID
Courtesy of the Botswana Study Abroad Program
13
TURNING LIVES AROUND Lawrence Peart
1,400 PEER MENTORING HOURS
129 UTURN STUDENTS SERVED
14
MANY STUDENTS ARRIVE AT UT eager to learn, but become discouraged by their inexperience with rigorous academics. By providing participants with free tutoring, supplemental resources, an assigned academic mentor, and more, UTurn empowers these students to become successful in college. Students who meet the criteria are invited to apply to the program each semester. This past school year, UTurn served 129 students in the College. Data showed that these UTurn students were 25 percent more likely to avoid academic dismissal compared to their counterparts who decided to forgo the program. Government sophomore Sherwin Calderon says that participating in the program helped him realize the way he’d been approaching studying and classwork was wasting his time and money. He credits the UTurn program with assisting him in overcoming bad habits, learning how to study effectively, and manage his time efficiently. All of this helped him adapt to a demanding higher education environment. Calderon relied heavily on the insight and advice of UTurn Program Coordinator and academic mentor Ben Burnett, with whom Calderon met biweekly in the College of Liberal Arts Student Success (CLASS) Center, where UTurn is located. “I go to the CLASS Center almost every single day, and many times
more than once a day,” Calderon says. “Knowing that Ben and my fellow UTurn members are present keeps me in check while studying.” This past spring, Calderon was an intern on the Garry Brown Campaign for Travis County Precinct 2 Commissioner. Of the experience, he says, “I don’t think I would have been able to get an internship and be successful at it if I hadn’t relearned and refined my time management skills.” Calderon is now using his experience to help others by working as a UTurn mentor. His experience with transitioning from academic probation to the Dean’s List makes him an invaluable resource to other students eager to turn their academic lives around. In the spring of 2014, the program received national recognition when UTurn advisor Ben Burnett was awarded an Outstanding Advising Program Award from the National Academic Advising Association, which recognized his innovative and exemplary academic advising program. As the College continues its commitment to provide a high-quality education, supporting programs like UTurn becomes more crucial, allowing all liberal arts students to thrive on the Forty Acres.
ANNUAL IMPACT REPORT 2013/2014
SUPPLEMENTING EXPERIENCE INTERNSHIPS ARE A VITAL PART of student success, giving Liberal Arts students the chance to enhance their professional experience and build personal independence and confidence. This year, the College of Liberal Arts offered 29 internship-focused courses. From the Community Internship in Asian American Studies, to the Practical Internship in Applied Geography, these courses are designed to complement and enhance a student’s professional internship experience. One example of an outstanding internship experience is the Government Political Internship, which provides students an opportunity to combine work experience in government and politics with scholarly reflection on their experiences. The most common internship took place in a legislative office, but students occupied a wide variety of positions in state agencies, nonprofit political organizations, and political campaigns—any position that gave the student substantial experience in politics and government. In the 2013-14 school year, 34 students participated in the Government Political Internship course. In addition to their internship efforts, students met regularly with internship coordinator Professor James Henson and completed a series of assignments that compelled them to analyze and reflect on their internship experiences. Henson says one of his major goals has been to “make the internship course more academically substantive.” He achieves this through project-driven curricula emphasizing practical skills, and helping students learn how to communicate their experience with potential employers. Henson stresses that having those
skills and experiences on a resume or in a portfolio goes a long way toward helping students who want to pursue a career in politics after graduation. These apprenticeships create a competitive advantage on the job market and help students make informed decisions about career paths. The course also requires three papers aimed at having the students think critically about the role of ethics in politics. “A career in government or politics is an inherently ethically difficult enterprise,” Henson says. These essays force students to stop and reflect on how politics and ethics work together, integrating what they’ve seen and worked on in their internships. In order to allow students to focus on their academic work, the Department of Government strives to financially support outstanding students. This past academic year, $6,000 in scholarship support was available for internships. Private support from donors can enhance great opportunities like the Government Political Internship, making it possible for more students to develop their professional and academic resumes.
29 DISTINCT LIBERAL ARTS INTERNSHIP COURSES BY THE COLLEGE THIS YEAR
3x GRADUATES ARE THREE TIMES MORE LIKELY TO RECEIVE A JOB OFFER THAN NON-INTERN COUNTERPARTS. Source: Telegraph.co.uk
Lauren Cresswell
15
ENCOURAGING EXPLORATION “SCHOLARSHIPS HAVE BEEN INSTRUMENTAL IN MY TRAVEL AND RESEARCH OPPORTUNITIES, AS MY FAMILY DOES NOT HAVE THE RESOURCES THAT WOULD ALLOW ME TO PURSUE THESE ENDEAVORS.” JESSICA NORRISS, ‘15
16
THE UNIVERSITY OF TEXAS serves our community and the nation as one of the most highly rated public research universities in the country. Undergraduate student researchers in the College of Liberal Arts are exploring a variety of fields in the humanities and social sciences, helping produce results that touch our daily lives and shape our futures. Jessica Norriss, a geography senior, is one such student. Norriss knew that she was interested in how animals were viewed and treated in our society, and through her research, her eyes were opened to issues beyond her original questions. Supervised by faculty members, she was able to continue her research in Costa Rica, exploring the overlap between governmental and business ventures designed to conserve the fragile ecosystems and rich biodiversity of the country. “We are fortunate to be at a university that integrates such a variety of disciplines, and it is always exciting to meet people that can give you new insight on your topic,” Norriss says. In January, she was awarded the
Holz-English Honors Thesis Fellowship, funded by the Erich W. Zimmermann Professorship in Geography, for her project, “Wildlife Habitats and Cultural Landscapes of Costa Rica and Nicaragua.” “The Holz-English Honors Thesis Fellowship will allow me to explore ways to make ecotourism sustainable, rather than destructive, for the environment,” Norriss says. To support her research in Costa Rica, Norriss has also been awarded the Bridging Disciplines Program Scholarship, the Office of Undergraduate Research Travel Scholarship, as well as the Polymathic Scholars Award. As Norriss explains, “These scholarships have been instrumental in my travel and research opportunities, as my family does not have the resources that would allow me to pursue these endeavors.” Exemplifying excellence in research and academics, Jessica Norriss clearly demonstrates how private support allows students opportunities to enrich their college experience through research and study abroad.
ANNUAL IMPACT REPORT 2013/2014
32%
INTRODUCING RESEARCH MANY DEPARTMENTS AND programs in the College of Liberal Arts offer students the opportunity to graduate with departmental honors. To do so, students must conduct original research and write a thesis under the supervision of a departmental faculty member. Honors students often regard writing a thesis as one of the most meaningful and intellectually challenging experiences of their college careers. This past school year, 275 Liberal Arts students participated in an honors thesis program in social sciences, humanities, or interdisciplinary studies. They studied a wide variety of topics and produced theses such as government major Catherine Chlebowski’s “The Motivational Effects of Social Networking Sites during Presidential Campaigns and Elections on Millennials,” or psychology major Yasmine Jassal’s “Effects of Physical Activity on Mood and Visual Preferences of Children with Autism.” “Undergraduate research is such an important part of what we do in the College of Liberal Arts. It teaches independence, critical thinking, and communication skills that are extremely valuable to our students upon graduation, whether they continue to graduate school or begin their careers,” says Dean Randy Diehl.
SOCIAL SCIENCES
27% HUMANITIES
41%
INTERDISCIPLINARY STUDIES
HONORS THESIS TOPICS TOP 10 HONORS THESIS MAJORS
PLAN II HONORS PSYCHOLOGY GOVERNMENT ENGLISH INTERNATIONAL RELATIONS & GLOBAL STUDIES HISTORY HUMANITIES SOCIOLOGY PHILOSOPHY GEOGRAPHY 17
QUALIFYING IMPACT Katie Sobering
1,346 LIBERAL ARTS GRADUATE STUDENTS
50 GRADUATE FELLOWSHIPS
18
“HOW DO YOU DO RESEARCH— aren’t you a Liberal Arts student?” is a question that sociology graduate student Katie Sobering hears often. As a member of the Urban Ethnography Lab on campus, she is part of a group that produces “ethnographic research,” described as the study of people and cultures where the researcher observes society from the point of view of the subject. This research serves as a complement to quantitative research done by groups like the Population Research Center. “Before you go out to an area with a questionnaire, or do a statistical analysis, you need to know what questions to ask, what are the problems that no one is talking about,” Sobering explains. “That’s what we do.” Graduate students like Sobering generate a huge part of that exploration, and its applications in the classroom. They bring fresh and innovative ideas and techniques to research, complementing the work faculty are doing. At the same time, they are the teaching assistants who explain that research to undergrads, integrating cutting-edge ideas into classrooms, and illustrating how the theoretical affects the world around us. Sobering, who was recently awarded a prestigious Fulbright grant, focuses her research on worker-recovered,
cooperative businesses in Argentina and how employees are striving not just to work, but work with dignity. This fits into larger questions about how societies value the work that people are doing which requires a broad and insightful approach. “My area of research is qualitative,” Sobering explains, “so I really immerse myself in people’s work lives. Traveling to Argentina and working with the people there has helped me build relationships that allow me to see change over time. You can’t get that from a newspaper or an email.” The College of Liberal Arts was home to 1,346 graduate students in 2013-14 and provided 50 graduate fellowships designed to further the work those students are doing. Donor support is vital to securing top graduate students like Sobering, who are exploring new ideas and problems, contributing immeasurably to the value of the College.
TRAVELING TO ARGENTINA AND WORKING WITH THE PEOPLE THERE HAS HELPED ME BUILD RELATIONSHIPS THAT ALLOW ME TO SEE CHANGE OVER TIME. YOU CAN’T GET THAT FROM A NEWSPAPER OR AN EMAIL. KATIE SOBERING
ANNUAL IMPACT REPORT 2013/2014
CURATING EXCELLENCE GRADUATE STUDENTS PLAY A core role in the excellence of the College of Liberal Arts. They are teaching assistants for undergraduates, research assistants for faculty, and although they are a much smaller group than their undergraduate counterparts, their work is essential for improving nearly every part of the work that the College is doing. Six English graduate students exemplified that excellence in academics this year. After completing a seminar on Jane Austen in the fall, Chienyn Chi, Dilara Cirit, Gray Hemstreet, Brooke Robb, Megan Snell, and Casey Sloan worked in the spring to curate an exhibit commemorating the 200th anniversary of the publication of Austen’s Mansfield Park. Working with the Harry Ransom Center and Professor Janine Barchas, they pulled together an exhibit entitled “Jane Austen in Austin.” As UT’s resident Jane Austen expert, Barchas brought an experienced perspective to the process. In 2013, she built the popular “What Jane Saw” exhibit, a virtual reproduction of a famous art gallery that Austen visited in 1813. For this project, however, Barchas emphasizes it was the graduate students who made it so meaningful. “The students picked a few major items from the HRC’s collection,” Barchas says, “as well as some surprising items that they had discovered during their own research.” Barchas notes that the students “embraced this professional opportunity, even though our class was officially over and done with.” Including intimate correspondence and rare copies of the novels, Barchas explains that the exhibit transported visitors “across the threshold of Austen’s imagined world to see the larger cultural and historical concerns” of the day,
contextualizing her novels in Austen’s own time and culture. Barchas emphasizes that putting the novel in its original context is extremely important because for readers to really understand the value of the literature, they “need to see beyond their own anachronistic reading of the text.” Barchas cites the partnership with the Harry Ransom Center as “a great example of different units on campus working together, honing and widening the skill sets that UT graduate students need.” Barchas acknowledges the HRC staff as being generous and terrific in extending this opportunity, explaining that it is the fourth time the English department has worked with them over the past few years. Graduate students are the foundation of what makes the College of Liberal Arts great. Because of donor support, we are able to attract some of the best and brightest scholars from around the world, greatly improving what the College can offer our undergraduate students and faculty and enriching the quality of scholarship we produce.
JANE AUSTEN IN AUSTIN
258 GRADUATE STUDENT ASSISTANT INSTRUCTORS
581 GRADUATE STUDENT TEACHING ASSISTANTS
132 GRADUATE STUDENT RESEARCH ASSISTANTS 19
MODERNIZING THE PAST 43,832 15 MIN. HISTORY SUBSCRIBERS
7,687 EMAIL SUBSCRIBERS
309,621 WEBSITE VISITS
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THE DEPARTMENT OF HISTORY IN the College of Liberal Arts has many points of pride, including the Frank Denius Normandy Scholar Program, award-winning innovative research, and a top-ranked Latin American History Program, according to U.S. News & World Report. One more achievement garnering praise is Not Even Past, run by Professor Joan Neuberger. Public scholarship is an important part of the mission of the College of Liberal Arts, and Not Even Past provides some of the most accessible and engaging history writing available to the public. While it has a relatively small staff, Not Even Past aims to make a big impact. “The goal is to grab people with what they know and encourage them to look at things they don’t know—pushing them to read something outside of the U.S. history they’re used to,” says Neuberger. Each month, features, book reviews, and interviews with faculty members are posted online and emailed to 7,687 subscribers. Covering subjects like World War I, Chinese Capitalism, and British Imperialism in Africa and Asia, the website offers diverse in-depth content, providing hours of educational material. One of the most popular sections, Neuberger says, is the Texas history section. Not Even Past is also home to the 15 Minute History podcast, which Neuberger co-created with Christopher
Rose, Outreach Director for the Center for Middle Eastern Studies. 15 Minute History was started as an effort to prepare K-12 students and teachers for state assessment exams, but the podcast has since soared in popularity with a more general audience. In October 2013, it rocketed to #1 on iTunes U due to viral social media interest. With over 43,000 podcast subscribers, and nearly half a million downloads and streams, 15 Minute History has remained #1 in the history section of iTunes U ever since. Neuberger says she is extremely appreciative of donations, which made it possible for Not Even Past to hire part-time graduate student assistants and further develop two new projects this past year. The first is Our/stories, a public history website that encourages readers to write their own histories. Anyone can write about their memories of historic events, personal histories, or family histories. Another new program, The New Archive, focuses on online digital history archives. These digital history archives, which Neuberger calls “the future of studying history,” give those outside of the academic community access to high-quality information they previously have not had. Funded in large part by private support, Not Even Past exemplifies Liberal Arts as a leader in public scholarship and discourse, showing that what starts here truly does change the world.
ANNUAL IMPACT REPORT 2013/2014
DEVELOPING INDEPENDENCE THIS PAST YEAR, UT’S CHAPTER of the economics honor society, Omicron Delta Epsilon (ODE), launched an undergraduate research journal, The Developing Economist. The University of Texas is one of just four schools in the nation to publish its own Economics undergraduate research journal. The other three schools are Yale, Stanford, and UCLA. While its first edition was published in the spring of 2014, the journal’s roots began in 2012, when economics students Robert McDowall, Affonso Reis, and Alan Lujan co-founded the project with the goal of inspiring undergraduates to do their own research. “It’s a shame that more undergrads don’t do research,” McDowall says. “They read graduate or Ph.D. level work and get intimidated, but when they read research that was done by peers, they get a better idea of what’s expected. I feel this journal can help encourage more undergraduate students to pursue research.” After receiving funding from the Department of Economics and a grant from the national chapter of ODE, the founders consulted with other schools and ultimately organized eight student editors and a team of faculty advisors. Submissions were reviewed by the student editors and then taken to the advisors who would read them and give feedback. In its inaugural year, the journal received close to 30 submissions from undergraduates at UT and other universities across the United States. Two of the five students who were published are UT students. Topics included carbon pricing’s effect on consumers, bartering in ancient Babylon, monetary policy, the effect of crime on achievement, and the effect of
health on micro-financing. The journal was printed, but also has an online version at developingeconomist.com Undergraduate research is a high priority for the College, in large part because of the independence and initiative it fosters, furthering creative and analytical thinking and problemsolving skills. Students who participate in research projects are able to apply theoretical concepts to real life situations, better preparing them for graduate school or professional careers. “The honors students really owned this project,” says Professor Jason Abrevaya, chair of the Economics department. “It’s a strong testament to the initiative and drive that our students have. From concept to execution, they were able to see this through successfully, and I couldn’t be more proud of their accomplishment.” The Developing Economist is a great example of a liberal arts education in action. With the support of donors, programs like this can continue to grow, giving more students the opportunity to showcase the top-tier education they receive here at the University of Texas.
“THE HONORS STUDENTS REALLY OWNED THIS PROJECT. IT’S A STRONG TESTAMENT TO THE INITIATIVE AND DRIVE THAT OUR STUDENTS HAVE.” JASON ABREVAYA, DEPARTMENT CHAIR, ECONOMICS
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MAPPING TRANSFORMATION 10,000 NEW LLILAS BENSON ACQUISITIONS IN 2013/14
40,000 BENSON COLLECTION VISITORS IN 2013/14
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THE TERESA LOZANO LONG Institute of Latin American Studies (LLILAS), known for its exceptional academic training, is dedicated to improving knowledge and understanding of Latin America through education, research, and exchange. The Nettie Lee Benson Latin American Collection, which holds over a million books, magazines, newspapers, journals, and other world-class archival materials, is one of the premier libraries in the world focused on Latin American and Latino/a studies. Since 2011, the Benson Collection and LLILAS have been engaged in a collaborative venture that represents a new approach to globalized higher education—LLILAS Benson Latin American Studies and Collections. LLILAS Benson offers public scholarly programs such as K–16 teacher training, exhibits, lectures, conferences, and public events. It partners with a variety of programs, people, and organizations to spread knowledge and appreciation of Latin America. In June 2014, LLILAS Benson partnered with the Austin Public Library to bring a one-of-a-kind exhibit to the public. Mapping Mexican History: Territories in Dispute, Identities in Question, housed on the second floor of Austin’s Faulk Central Library through mid-October, features reproductions of twenty rare Mexican maps from the Benson Latin American Collection. The exhibit showcases both indigenous and European mapmaking and visual traditions, tracing Mexico’s evolution from colonial territory to modern state, from the late 16th century through the mid-19th century.
Several early maps in the exhibition are part of the Benson’s Relaciones Geográficas collection. These documents were created as part of the first survey of “New Spain,” ordered by the Spanish King Philip II. Later maps show transformations in Mexico’s colonial cities as well as its northern borders. The originals were either hand drawn or printed, many featuring vivid colors. The maps on display were reproduced at actual size from the Benson’s rare books and manuscripts collections. As part of its commitment to promoting the appreciation and understanding of Latin America, LLILAS Benson brought area K–16 teachers to the exhibit during its initial run at the Benson, to show them ways to integrate maps and other historical documents into their curriculum. According to LLILAS Benson Chief of Staff Heather Gatlin, “Our new initiative to share LLILAS Benson exhibitions at Faulk Central Library is an exciting way to extend our resources further within the Austin community. It is a perfect example of the kind of scholarly collaboration and public engagement that LLILAS Benson continues to build, made possible by the ongoing support of our partnership with the College of Liberal Arts and UT Libraries.” Because of the generous support of donors like Joe and Teresa Long, as well as the alumni and friends who support LLILAS Benson, faculty and staff are able to produce programs like Mapping Mexican History, truly enriching public understanding of the cultural and social past and present of Latin America.
ANNUAL IMPACT REPORT 2013/2014
GROWING SUSTAINABLY
Martin Dies Student Center Casey Dunn
THE UNIVERSITY OF TEXAS AT Austin has many iconic buildings—the Tower, the Texas Union, and the six pack buildings, to name just a few. The newest among these campus landmarks is the Liberal Arts Building, located at the heart of UT’s campus near Waller Creek and 23rd Street, on the East Mall. Representing the first time Liberal Arts has had a home on campus, one of the most exciting things about the Liberal Arts Building is its LEED Gold status through the U.S. Green Building Council (USGBC). LEED, or Leadership in Energy & Environmental Design, is a green building certification program that recognizes best-in-class building strategies and practices. To receive LEED certification, building projects must satisfy prerequisites and earn points, achieving different levels of certification. The building includes innovative design features like a green roof that not only minimizes heat, but also reduces storm water runoff and provides added insulation. In 2008, the Lady Bird Johnson Wildflower Center completed a study that showed that a green roof could reduce a building’s air conditioning bill by about 21 percent compared to traditional, tar-based blacktop roofs. Professor Mark Simmons, a center ecologist and the lead investigator on the
study, noted that green roofs’ temperature-lowering capabilities are also believed to double the lifespan of roofing material. Other features that contributed to the LEED Gold certification include 35 percent less water usage and at least 30 percent less energy usage than a typical building of similar square footage, the latter of which is due to an innovative chilled beam cooling system, solar thermal technology, low-flow water fixtures, and low wattage light fixtures. “Sustainability is a huge issue when you’re talking about a structure that will be here on campus for decades to come,” says Randy Diehl, Dean of the College of Liberal Arts. “With this building’s functional and environmentally-conscious features, we are showing the world that Liberal Arts is a leader within the UT community.” The support of donors was an essential part of constructing the new building with its environmentally sustainable features—the $22 million contributed enabled the College to bring in the Liberal Arts Building 13 percent under budget and several months ahead of schedule. Because of the support of our donors, the Liberal Arts Building is the new standard of transformation and success on the Forty Acres.
11 DEPARTMENTS AND PROGRAMS HOUSED IN THE BUILDING
200,000+ TOTAL SQUARE FEET OF SPACE
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TRAINING LEADERS 3 UT AUSTIN ROTC PROGRAMS
271 STUDENTS ENROLLED IN ROTC TRAINING
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THE COLLEGE OF LIBERAL ARTS IS proud to house three excellent Reserve Officer Training Corps (ROTC) programs: Air Force Detachment 825, Texas Army ROTC, and Naval ROTC. In the 2013-14 school year, 271 students participated in ROTC, gaining knowledge and experience to help them become commissioned officers and leaders in the military and our communities. These three outstanding programs are headquartered on the top floor of the recently built Liberal Arts Building, which was made possible by donors like Jim and Miriam Mulva, who are committed to supporting the College and ROTC students. “These are great facilities,” says United States Air Force Colonel David A. Haase, noting, “As I am exposed to the challenges faced by ROTC Detach-
ments at other universities, it makes me truly appreciative of just how amazing and generous the University of Texas at Austin and its donors have been to the ROTC programs. Their generosity elevates our program to another level and enables us to produce high impact leaders of tomorrow.” It’s not just the offices and computer training rooms that are first-class. The ROTC branches also share a new CrossFit facility in the Liberal Arts Building. The workout facilities are shared between all three branches of the ROTC and offer daily set workouts for the ROTC students, designed and supervised by faculty. Students can also visit the room independently for extra training. The additional equipment and room were possible thanks to funding from the
ANNUAL IMPACT REPORT 2013/2014
Casey Dunn
Cain Foundation, individual donors, and the Major Christopher M. Cooper Endowed Air Force ROTC Excellence Fund. The Cooper endowment was established in memory of UT Air Force ROTC alum Major Christopher Cooper by his father, Michael, and his brother, Timothy. Major Cooper served three combat tours in Iraq and Afghanistan and was serving his second tour of duty in Guam when his B-52 crashed into the Pacific. The endowment also provides scholarships for Air Force ROTC cadets. The scholarships, Haase says, are crucial, because “unfortunately, a common misconception among the public is that all students in the ROTC programs are on scholarships through their respective military branch. Regrettably, that is just not the case.� Currently, less than half of cadets receive scholarship support from
ROTC, a number Haase says is a big priority to increase. Martin W. Dies III and Marilyn White are helping to address that critical need by establishing a substantial new endowment solely focused on scholarship support and recognizing leadership. The Lt. Col. Herbert C. White, Jr. Leadership and Scholarship Fund awarded its first two scholarships this year. Private support provided by the Cain Foundation, the Cooper and White endowments, and donors like you allow the College to expand the support we can offer ROTC students through facilities, programming, and scholarships.
97 TEXAS ARMY ROTC STUDENTS
75 NAVY ROTC STUDENTS
99 AIR FORCE ROTC STUDENTS 25
766
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TOTAL LIBERAL ARTS INSTRUCTORS
NEW LIBERAL ARTS INSTRUCTORS IN 2013/14
18 NEWLY TENURED LIBERAL ARTS FACULTY
FEATURING QUALITY Above photo by Sandy Carson Portraits by Marsha Miller
Published in the Texas Exes Alcalde magazine, The Texas 10 is the only alumniselected honor on the Forty Acres, asking former students to nominate “the most inspiring faculty on campus.” This year, three out of the 10 professors selected were from the College of Liberal Arts—Mia Carter (English), Sean Theriault (Government), and Don Graham (English). When a student takes a class from English Professor Mia Carter, they are transported into another world. Phones and laptops are banned, and rather than listening to Carter lecture from the front, the students sit in a circle to facilitate active discussions and participation.
MIA CARTER
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“ONE OF THE THINGS THAT former students often say to me is ‘We miss those conversations.’ When you look at our culture right now, people don’t talk to each other. I think it’s important that people don’t just speak to people who think like them. The university is one of the places where that happens,” Carter says. Her recipe for success is working, and it reflects a departmental commitment to instruction. “The English Department is a very strong
teaching department, you know, there are fantastic people here,” Carter says. “It was an honor to be in there with Don Graham.” “Dr. Carter is an absolutely superb professor. She always has sharp commentary to guide discussions and goes out of her way to ensure that everyone in her class feels welcome. More importantly, she is the epitome of a great human being; I can’t imagine anyone disliking Dr. Carter,” says one former student. Carter is quick to give credit to students for her success, saying, “They are ready to explore and discover and ready to share. That kind of openness is fantastic to have in the classroom, and I do truly think it’s something unique to Texans. Students come ready to share and discover and debate; they are a huge part of my success, absolutely huge.”
ANNUAL IMPACT REPORT 2013/2014
In his feature story in the Texas Exes Alcalde magazine, English Professor Don Graham says he came into teaching Texas literature by accident. After 38 years at UT, thousands of students can now attest that if it was an accident, it was a happy one.
DON GRAHAM
GRAHAM HOLDS THE J. FRANK Dobie Regents Professorship in American and English Literature, and has received numerous awards for his writing and teaching, including the Regents’ Outstanding Teaching Award in 2013 and the 2006 Chancellor’s Award for Outstanding Undergraduate Teaching at UT. “Don Graham was one of the most influential professors I had while an undergrad at UT, and taking his Life and Literature of the Southwest course truly
Professor Sean Theriault can be described with many adjectives, but none of them are passive. Invested, animated, committed, energetic, devoted—these words describe the way Theriault approaches life, his research, and his classroom.
SEAN THERIAULT
ALTHOUGH HE HOLDS A PH.D. from Stanford, Theriault cites his second grade teacher as his most influential mentor. “She taught me to love learning,” he says simply. In his entry-level classes, Theriault strives to do the same. He admits in the Alcalde article that “few students in his Introductory American Government course are there for fun,” but that doesn’t deter him. He is committed to affecting real change in his students’ attitudes toward government and politics, and that effort doesn’t go unnoticed.
changed my outlook on literature and our Texas culture,” says English alumna Christi Boswell Ream, class of ‘90. Graham says changing students’ perspectives is his goal. “It’s important for people to know that the place they live in has produced significant writings, significant art—that to me is very important.” Graham’s classes focus on rounding out the character of Texas, a state he says is “too often seen in terms of myth and caricature.” Among the topics covered in his classes are cattle, oil, love, and the Kennedy assassination, explored through literature—fiction and non-fiction—film, and even poetry. In a 2011 article for the Alcalde, Graham quips, “Here’s a rule of thumb: Any time you read a novel set in Houston and there are tumbleweeds tumbling through the city, you know you’re in faux Texasville.”
“We definitely need more professors like him who not only make class exciting, but show us how crucial it is to know the information,” says Ashley Oviedo, class of ‘13. While he enjoys teaching students the basics of American politics, Theriault really thrives on “instilling the social scientific skills so that students can be discerning consumers of political information,” a passion that translates into students being more engaged and interested, or simply more aware. “Awards like this—and the response from my former students in its wake— are evidence to me that I am achieving those goals,” Theriault says.
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EXPLORING HISTORY
Marsha Miller
“I LOVE INTRODUCING MY STUDENTS TO THE GRAND SWEEP OF AMERICAN HISTORY AND TO FASCINATING INDIVIDUALS THEY MAY NOT HAVE HEARD ABOUT.” JACQUELINE JONES
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OVER THE PAST 131 YEARS, UT HAS been home to thousands of world-class professors who conduct outstanding research and also provide a high quality of instruction. This year, one history professor embodied that combined excellence. In 2014, Professor Jacqueline Jones, who holds the Walter Prescott Webb Chair in History and Ideas, and the Mastin Gentry White Professorship in Southern History, was named a Pulitzer Prize finalist for the second time, for her book entitled A Dreadful Deceit: The Myth of Race from the Colonial Era to
Obama’s America, in which she traces the lives of six African Americans to illustrate the idea of “race” in America. While her academic resume is certainly impressive, it’s not just Jones’s work outside the classroom that is accomplished and inventive. In her classes, she provides powerful and unforgettable lessons that have a strong impact, engaging students in ways that bring history to life. “I love introducing my students to the grand sweep of American history and to fascinating individuals they may not have heard about—ordinary people who changed history,” says Jones. “In almost every class I provide a biographical sketch of a person—famous or not-so-famous—who can help us understand major transformations in American society.” That glimpse into the past from a different perspective, Jones explains, gives students an introduction to the techniques of document analysis, the basis of historical studies. Students finish her class with a new understanding of how history is shaped, encouraging them to explore beyond the surface of the past and the present. Jeff Johnson, an exercise science junior says, “I’ve always been interested in history, and have always enjoyed learning more about it. Dr. Jones was able to present new and interesting material and perspectives of a time period I had learned about several times before.” In 2013-14, the College of Liberal Arts had 175 endowments designated for faculty support. Support for faculty like Professor Jones allows a consistency in the quality of instruction provided here in the College, ensuring that Liberal Arts graduates are some of the brightest and most capable in the nation.
ANNUAL IMPACT REPORT 2013/2014
PRESSING FORWARD Ty Hardin
AS CHAIR OF THE DEPARTMENT of African and African Diaspora Studies (AADS), an associate professor in the Department of Anthropology, and winner of a 2013 Presidential Citation, Professor Edmund T. Gordon epitomizes excellence in the College of Liberal Arts. First bestowed at Honors Day in 1979, the Presidential Citation program was established to recognize the extraordinary contributions of individuals who personify the University’s commitment to the task of transforming lives. The University does not award honorary degrees, and Presidential Citations are designed to salute those persons whose service exemplifies the values shared by the University community. Gordon says his major concern as an educator is helping his students think about how the world operates and their place in it. “I hope my classes give students the facility to think critically and to understand the world for themselves,” he says. Under his direction, AADS has quickly established itself as one of the top academic departments in the nation, housing one of only two doctoral programs in Black Studies in the American South and Southwest. AADS joins with the John L.
Warfield Center for African and African American Studies and the Institute for Urban Policy, Research, and Analysis (IUPRA) to make UT Black Studies, which is committed to the study of the intellectual, political, artistic, and social experiences of people of African descent throughout Africa and the African Diaspora. Dean Diehl commends Gordon, saying that outstanding faculty like him “play a crucial role in developing a new generation of scholars who will make significant contributions to education and society.” Of his legacy, Gordon says he wants to see the campus be more inclusive, both in terms of the students taught, the faculty that get the chance to teach, and the administrators who direct the programs. “We have come a long way and will continue to press forward,” Gordon says. The quality of the education and research that the College of Liberal Arts provides is dependent on the recruitment and retention of top faculty like Professor Gordon. Having world-class faculty is a key priority of Dean Diehl’s, and donors are helping to support this effort, growing the College’s excellence year after year.
“WE HAVE COME A LONG WAY AND WILL CONTINUE TO PRESS FORWARD.” EDMUND T. GORDON
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Casey Dunn