Duke University - Chanticleer Yearbook (Durham, NC)

Text from Pages 1 - 382 of the 1986 volume:

THE AIMS OF DUKE UNIVERSITY THE AIMS OF DUKE UNIVERSITY ARE TO ASSERT A FAITH IN THE ETERNAL UNION OF KNOWL- EDGE AND RELIGION SET FORTH IN THE TEACH- INGS AND CHARACTER OF JESUS CHRIST, THE SON OF GOD; TO ADVANCE LEARNING IN ALL LINES OF TRUTH; TO DEFEND SCHOLARSHIP AGAINST ALL FALSE NOTIONS AND IDEALS; TO DEVELOP A CHRISTIAN LOVE OF FREEDOM AND TRUTH; TO PROMOTE A SINCERE SPIRIT OF TOL- ERANCE; TO DISCOURAGE ALL PARTISAN AND SECTARIAN STRIFE; AND TO RENDER THE LAR- GEST PERMANENT SERVICE TO THE INDIVIDUAL, THE STATE, THE NATION, AND THE CHURCH. UNTO THESE ENDS SHALL THE AFFAIRS OF THIS UNIVERSITY ALWAYS BE ADMINISTERED. DUKE UNIVERS ITY CROSSING THE THRESHOLD THE 1986 CHANTICLEER DUKE UNIVERSITY CROSSING THE THRESHOLD THE 19 86 CHANTICLEER CONTENTS INTRODUCTION 4 ACADEMICS 33 EVENTS 49 ATHLETICS 97 HEADLINES 177 RESIDENTIAL LIFE 193 PERSPECTIVES 225 THE CLASS OF 1986 273 POSTSCRIPT 353 CHRISTOPHER G. CAPEN EDITOR r U K E INTRODUCTION In the heady talk of Sun Belt pros- perity in the late twentieth century, it is all too easy to forget that things were vastly different in North Carolina and the South in the early decades of the century. Poverty — stark and perva- sive, affecting both whites and blacks — characterized most of the South after the Civil War and up until the time when World War II finally began to bring changes. The massive economic fact of that poverty together with the region’s persistent sectional defensive- ness guaranteed that the South would lag behind in many aspects of the na- tion’s development. In higher education the most revolu- tionary change came in other parts of the nation when the idea of the modern research university, an idea imported from Germany, inspired the establish- ment of Johns Hopkins University in Baltimore. It opened its doors in 1876, and within the next three decades in the Northeast, Midwest and Far West either older colleges reorganized and transformed themselves into research universities or new institutions (such as Chicago and Stanford) were launched. While Johns Hopkins is in the border state of Maryland, in the rest of the entire South as late as the 1920s there was not a single major research univer- sity. True, there were stirrings in state- supported universities in Chapel Hill, Charlottesville and Austin, stirrings that augured well for the future of those institutions. But they too were then only in the early or take-off stages. In the mid-1920s William Preston Few, the scholarly professor of English who had become president of Trinity College in 1910, sold the idea of organiz- ing a new university around Trinity College to James B. Duke. Few’s dream was an audacious one, for he meant for North Carolina and the South to have a voluntarily supported, major research university, one that would generously but rigorously serve students from its own region as well as those from other regions who might wish to come to it. From Methodist-related Trinity Col- lege, Duke University inherited several salient characteristics. Trinity early set out to transcend the old-style, often bit- ter sectionalism that engulfed so much of the South after the Civil War. That it succeeded in its courageous course is best illustrated in the Bassett Affair of 1903, where the college stood up for academic freedom, as well as for a pro- fessor who had uttered “racial heresies” according to prevailing orthodoxies. With financial support coming large- ly from James B. Duke’s father and older brother, Washington and Benja- min N. Duke, Trinity early began to insist that it wished to measure itself by national rather than regional stan- dards; to stand out as academically strong when compared to other institu- tions in the most poverty-stricken sec- tion of the nation was not good enough — either for Trinity or, ultimately, for North Carolina and the South. Trinity also wanted its sought-for excellence to be of the utmost possible service to the people of its region as well as to those who were welcomed from other parts of the country. All of this fitted well with the t hinking of the Dukes, for they were unusual Tar Heels in their day: while they were staunch Methodists, they were also nationally minded because of their far-flung business interests, and they were rich Republicans in a sea of mostly poor Southern Democrats. Managing with great sensitivity and skill to oversee the transformation of the old liberal arts college, whose roots went back to 1838, into a modern re- search university, Few also managed to keep the loyalty and support of the col- lege’s largely Methodist alumni and friends. And he shared with James B. Duke the happy task of planning for the construction of the extensive new facili- ties that the university would require. As the plans began to take shape for a new university to be organized around an old college, the president, William Preston Few, prophesied in September, 1924 it would be “The most harmoni- ous, imposing and altogether beautiful educational plant in America.” Such physical beauty as Few envisioned would be owing in part to the universi- ty’s setting in the North Carolina Pied- mont, with its gently rolling terrain and forests filled with pines, dogwoods, red- buds and numerous other varieties of trees. But human choices and aesthetic tastes played an even larger role than the setting in producing the beauty, for the Carolina Piedmont, like other sce- nic areas of the nation, has perhaps been more often defaced than enhanced by human design. The prospect of extensive construc- tion at Trinity College excited James B. Duke, for that was something he en- joyed and had learned a great deal about in his varied careers in tobacco, textile manufacturing and the electric- power industry. To design the new buildings he selected the then well- known architectural firm of Horace Trumbauer of Philadelphia, which had built for Duke both an elegant white marble mansion on New York’s Fifth Avenue in 1910 and elaborate green- houses on his estate in New Jersey. In the spring of 1924, Few and Frank Brown, a professor of English and key aide to Few in matters relating to the grounds and buildings, visited Trum- bauer in Philadelphia before embarking on a study-tour of a large number of colleges and universities. At Bryn Mawr College, for example, they care- fully examined and collected pictures of the stone buildings constructed in what was known as the Collegiate Gothic or Tudor Gothic style. Handsome dormitories in that style had been erected at Princeton Universi- ty not long before World War I. Duke’s country estate was not far from Prince- ton, and he had seen and admired the new, stone structures. He could not have articulated the matter as did Prin- ceton’s president, but James B. Duke perhaps unconsciously shared the thinking of Woodrow Wilson: “By the very simple device of constructing our new buildings in the Tudor Gothic style we seem to have added to Princeton the age of Oxford and of Cambridge; we have added a thousand years to the his- tory of Princeton by merely putting those lines in our architecture which point every man’s imagination to his- toric traditions of learning in the Eng- lish-speaking race.” Few and Brown certainly shared Wil- son’s penchant for the Tudor Gothic style, and they carefully studied more of it at Yale, Cornell, Chicago and else- where. They were also charmed, howev- er, at Thomas Jefferson’s University of Virginia, and at other colleges in that state, by the pleasing combination of red brick and white columns in build- ings of neo-classical or Georgia design. Neverless, by September, 1924, James B. Duke, Trumbauer, Few, and Brown had decided that the new buildings at Trinity would be constructed of stone in the Tudor Gothic style — distinctly my first choice,” Few happily reported to Ben Duke. Despite the fact that Trinity’s cam- pus was already a spacious one, addi- tional land would be required for the planned expansion. Land to the north of the campus, especially in the area of what was then Watts Hospital, would be needed for the possible medical school. Although Few put agents quiet- ly to work acquiring options for the nec- essary land as early as 1923, they en- countered various obstacles as well as sharply rising prices as rumors spread about Trinity’s expansion. With James B. Duke growing increasingly annoyed by the delay and difficulty in acquiring the land, Few had an inspiration as he hiked with his young sons through a beautiful wooded, hilly area a mile or so to the west of the Trinity campus. “It was for me a thrilling moment when I stood on a hill,” Few later wrote, “.. . and realized that here at last is the land we have been looking for.” With James B. Duke’s approval, Rob- ert L. Flowers, the vice president of Trinity College, went to work acquiring the new land with the utmost discre- Introduction 5 tion. He secured the first option in No- vember, 1924, and by the spring of 1925 had succeeded in buying more land than was immediately needed. Pur- chases to round out the holdings con- tinued for many years, in fact, and Duke University wound up eventually owning around 8,000 acres, mostly in a forest preserve. It would never be handicapped by the land scaricty that plagues many educational institutions. Until James B. Duke had seen the new land, however, no one knew whether it would actually be used for the univer- stiy or, if so, just how. In three busy spring days in late March, 1925, as the dogwood and red- bud trees bloomed in what can be a magical time in the Carolina Piedmont, a great deal of the planning was accom- plished for what became the two cam- puses of Duke University. When James B. Duke finally inspected the new land, he, in consultation with Few, Trum- bauer, and one or two others, quickly decided that the Tudor Gothic build- ings, with a soaring chapel at their cen- ter, would be erected on the new land on a crest overlooking a deep ravine, which Duke envisioned as a lake. A life- long lover of fountains and water-falls, Duke pictured a great fountain in the central quadrangle with the water cas- cading over falls that emptied into the lake. The long-desired coordinate col- lege for women, rather than being crowded into a corner of the old Trinity campus, would occupy that entire cam- pus. While some of the existing build- ings there would be retained, several would have to go in order to make room for eleven new buildings to be con- structed of red brick and white marble in the neo-classic style so beloved by Thomas Jefferson. Trumbauer’s construction superin- tendent kept a simple notebook which is one of the few documentary sources for the decisions made in that spring of 1925. “Met Mr. Duke today,” the super- intendent recorded, “and went over the ground for the new University.” When Trumbauer arrived, the superintendent noted that he explained to the architect “the new location of the layout on top of the hill moving the chapel forward so it will come on the high ground. And the library was “to be moved over to a high spot to the right of where shown on plans, this being Mr. Duke’s idea of how the layout should be.” Trumbauer and his associates returned to Philadel- phia with instructions to prepare work- ing drawings, first for the new buildings on the Trinity campus, soon to be known as the East Campus, and then later for the Tudor Gothic structures to be erected on the new land, which would become the West Campus. The selection of the stone to be used in the Tudor Gothic bildings was an- other matter of keen interest to James B. Duke. Initially assuming that the stone would have to come from one of the well-known quarries in the North, he arranged for freightcar-loads of var- ious samples of stone to be shipped to Durham so that test walls could be built on the Trinity campus. Frank Brown, in the meantime, learned of an aban- doned quarry near Hillsborough, only a few miles from Durham. After a sample wall of the local stone had been built, Brown informed Trumbauer that it was “much more attractive than the Prince- ton wall” and “much warmer and softer in coloring. Morever, it would cost not more than $3.50 per ton delivered as compared to an estimated $21.00 per ton for the Princeton stone. Duke au- thorized the purchase of the quarry and additional testing of the stone. He was pleased by the wide range of colors in the Hillsborough stone — various shades of brown, yellow, gray, blue, green and black — and gained assur- ance of its durability from both the state geologist’s office and the Bureau of Standards in Washington. When Duke and the trustees of the Endow- ment met in Durham in late March, 1925, he proudly led them to the sample walls where balloting revealed a decid- ed preference for the local stone. A ven- erable style of English architecture in- spired the original buildings of Duke’s West Campus, but the warmly colored stone came from a nearby Piedmont hillside. As much concerned about the lands- caping of the campuses as about the architecture, Duke selected one of the leading firms in the nation, Olmsted Brothers of Boston, to redesign the Trinity campus and to lay out the grounds for the new one. Founded by Frederick Law Olmsted, the creator of New York’s Central Park and of many other famous parks, the Olmsted firm emphasized, among other things, the use of attractive native trees and shrubs where possible; thence came the magni- ficent Southern magnolias, the great live oaks, the cedars, and other native trees that grace the two campuses. As the rebuilding of the old Trinity campus began in the summer of 1925, James B. Duke, up to then a vigorous and extremely active sixty-eight year old man, fell ill. His doctors, initially puzzled, finally diagnosed pernicious anemia, and Duke died in his Fifth Ave- nue mansion on October 10, 1925. Aside from the annual support for Duke Uni- versity that would come in perpetuity from The Duke Endowment — ap- proximately one-third of its annual in- come was designated for the university — James B. Duke provided altogether about $19 million for the physical plant of Duke University on its two cam- puses. Saddened by his younger brother’s death, an increasingly bed ridden Ben Duke lived until January 8, 1929. His own interest in first Trinity College and then Duke University never waned. While his gifts to the institution includ- ed such significant contributions as the Angier B. Duke Memorial scholarship fund in honor of his deceased son, Ben Duke’s role was overshadowed by the munificence of James B. Duke. None- theless, Few and others in the universi- ty publicly acknowleged and empha- sized the institution’s long-standing and crucial debt to Ben Duke. Despite James B. Duke’s great gener- osity to Duke University, the grim but unpublicized truth was that there was simply not enough money to do ever- ything in the manner that Duke had originally envisioned. Few had sold him on a most ambitious undertaking. If the philanthropist had lived, matters would no doubt have been quite differ- ent, but as it was, Few and his principle associates were forced to cut down on various plans in order to stay within available income. The lake that James B. Duke had wanted on West Campus and the two great fountains there, as well as the fountain in the circle be- tween the handsome Georgian library and matching union building on the East Campus, all had to be eliminated. Various other cost-cutting measures, all relatively minor, had to be taken in the Gothic dormitories. The loss of the lake may have been a blessing, for that ravine became the site first of an iris garden which Dr. Freder- ick M. Hanes persuaded Mrs. Ben Duke to underwrite. Then after she died in 1936, her daughter, Mrs. Mary Duke Biddle, completed and expanded the project that her mother had helped start. The magnificent Sarah P. Duke Gardens, significantly enlarged in the decades after their formal opening in 1938, became one of the most distinc- tive as well as most beautiful parts of the university. By 1930, as the chapel tower, which was the last of the original Tudor Goth- ic structures to be built, began to climb upward among the lofty pines, Presi- dent Few’s worries about money had somewhat abated. He confided to an as- sociate: “The routine at times may be dull and gray, but the vision of the fu- ture is always golden and infinitely in- spiring.” Few drew great satisfaction from his belief that “we have now hit the open sea and that a long journey is ahead of Duke University.” It was to be a journey in which, in one very real sense, the past lived on in the present. Robert F. Durden Professor of History Duke University Introduction 7 ■411 ■� t DUKE UNIVERSITY CROSSING THE THRESHOLD 1986 Excellence. We strive for it in everything we do. It motivates us. It guides us. It challenges us. We dream of achieving it. We fight to reach it. Many times this struggle controls our lives. It possesses us. But should we actually reach a point where we are so satisfied with our cur- rent condition that we are not striving to improve it? Clearly not. Over the past several years Duke University has made clear its commit- ment to higher education. With guid- ance provided by A. Kenneth Pye and President Emeritus Terry Sanford Duke realized its need to dramatically increase its endowment. The goal was to double the endowment for the Uni- versity as a whole, increasing six-fold the restricted endowment for the Trin- ity College of the Arts and Sciences. A goal termed “outrageous” by many. But what tangible results will this goal produce? The list is significant. Al- ready, additional distinguished profes- sorships are being established to help Duke recruit outstanding scholars. Ex- penditures for library acquisitions will increase. Graduate fellowships for the Arts and Sciences will enable us to at- tract and retain the brightest faculty. And additional scholarship support for undergraduates will be available. The list goes on. “What may have seemed a hopelessly unattainable dream has become in fact a bold vision demonstrably in the pro- cess of realization,” commented Joel Fleishman, Chairman of the Capital Campaign for the Arts and Sciences. The Capital Campaign has a goal of raising $200 million. Challenging every member of the Duke community to reach for always higher levels of excellence, President H. Keith H. Brodie now leads Duke for- ward. Brodie’s commitment to the Ca- pital Campaign and his vision of the future will insure Duke’s place as a leader in higher education. Duke University can never afford to become complacent. We must always have a vision of the future and work together to translate that vision into the reality of excellence. We must al- ways be crossing the threshold to ever higher levels of excellence. Chris Capen DEDICATION Many individuals at Duke have made a significant contribution to the growth of this outstanding university: adminis- trators, alumni, faculty, students, and many employees. Each has dedicated a portion of his or her life to helping Duke achieve excellence, yet many nev- er receive a simple thank you. While all of these people deserve our sincere thanks there are two individuals who must be recognized: Joel L. Fleish- man, Chairman of the Capital Cam- paign for the Arts and Sciences, and John J. Piva, Jr., Vice President for Alumni Affairs and Development. These two men and the people who work with them are providing Duke with the financial resources we must have to achieve our ambitious goals. It is their tremendous dedication to this university that will enable Duke to re- main a leader in higher education. For their total and sincere belief in the future of Duke University and the ever higher levels of excellence it will achieve, it is with deep appreciation that The 1986 Chanticleer is dedicated to Joel L. Fleishman, John J. Piva, Jr., the staff of the Capital Campaign for the Arts and Sciences, and the Develop- ment and Alumni Officers of Duke Uni- versity. Introduction 11 CHRISTMAS ON CAMPUS DUKE MARINE LAB, BEAUFORT, NC BALDWIN AUDITORIUM SARAH P. DUKE GARDENS Introduction 15 ■ THE INAUGURATION OF PRESIDENT H. KEITH H. BRODIE ntroduction ACC CHAMPIONS NCAA FINAL FOUR Introduction 1 FRESHMEN GAMES (TOP); PHI KAPPA PSI AUCTION (ABOVE) FALL ON WEST 22 Introduction CAMPUS MOVING IN SIGMA CHI DERBY DAY CHUG-OFF Introduction 23 HACKY SACK PARENTS WEEKEND 24 Introduction WIND SYMPHONY IN THE GARDENS CHRISTMAS TREE LIGHTING 6 Introduction JAZZ ON MAIN QUAD UB40 Introduction 27 THE MESSIAH : WEST CAMPUS FROM THE CLOCK TOWER PHILANTHROPIST WASHINGTON DUKE Introduction 29 DUKE CROSSING THE THRESHOLD ACADEMICS 4 Academics Academics 3f How To Study In Perkins The world outside the stacks is friendlier. However, you must proceed, in the silence, past cool stares, past people who all seem much more industrious than you. Finally, find an empty carrel. As you pull the chair to sit down it will screech, and the girl behind you will turn her cool stare to ice. Fine. Now sit. Before you begin, check out the graffiti carved on the desk top and around your head. Most is commonplace, benign. However, in the upper left hand corner someone has insulted your home state. Find your pen and settle the score. People learn from graffiti; it is the people’s soundboard. You have a responsibility to correct and contribute. Look around to insure no further editing is required. If you are so inspired, write something of your own. It must be worthwhile, howev- er. Avoid Greek affiliations, sex, and poor spelling. Political statements inform, incite thought, and are a mark of the times. If there is really nothing to write, don’t. Pointless graffiti is irritating graffiti. Time to pull the books from the book bag. Of course you have brought your Chronicle. Finish reading this so there will be no excuse for interruption when you finally begin studying. However, do not be afraid to give up on the cross- word puzzle. Once you do, don’t go back. And then, your books. Your books will seem heavier when you use them than when you simply carry them on your back. Some people do not find this out until very late in the semester. Don’t panic; this happens often. Begin studying. Obviously this is easier said than done. Before you know it will be nap time. The best way to deal with this is not to fight sleep, but to simply give in. When you wake up, if you are not refreshed, go the Cl and get some- thing to eat. Any beverage should include caffeine. Then start process from the beginning. academics PHI BETA KAPPA Initiated December 1985 William S. Arnold Randolph L. Austin Barry H. Berke Alan J. Bernstein Genevieve A. Berry Genny L. Carter Jill S. Cole R. Townsend Davis David W. Drucker Raymond A. Dudley Patricia J. Dunn Denise L. Finkelstein Bethany C. Graham Gerald M. Hansler Catherine Hitti Kenneth T. Holland Carolyn C. Holt Michael P. Jeremiah Andrew L. Knaut David H. Kramer Jeffrey S. Larson Louise H. Lofquist Vincent Lu Jean M. Lynch Susan E. Minkoff Lisa R. Mislow Robert D. Monyak Walton S. Moseley Paula Y. Paradis Lisa M. Roberts Robert E. Robinson, Jr. Michael J. Rytel Brian H. Sarter Steven G. Siegel Robert C. Stoler Rebecca S. Swartz Jon E. Swedenborg Stephanie Telesetsky Shauna S. Tilly Edward T. Tobin Lisa C. Verderber Heidi A. Waggoner Julie S. Webster Emily W. Wharton Richard H. Wiegmann Annette Windhorn James A. Winter Initiated April 1986 Elizabeth H. Addison Tracy J. Anbinder Robert L. Bach Jefferson F. Bennett Brenda S. Berlin James J. Bock Sarah E. Caldwell Paul W. Cobb Stephanie M. Cogan Stanley D. Cohen Thomas M. Contois Richard M. Crawford Robert L. Day Joanne B. Dugan Joseph V. Dupont Marc A. Fischer Bradley A. Gambill Carl-Henry Geschwind Steven M. Gottlieb Farrell D. Graves, Jr. Paul E. Hamer Barbara J. Harrington Gaelen P. Harrington Julia M. Heitzenrater Robert T. Honeywell Michelle J. Jacobus Jane E. Jadlos Jane L. Kelly Dorlisa D. King Richard D. Kortum Todd M. Lasner Donald S. Levy Edward S. Levy William H. Lipscomb Katherine Liu Josephine M. Mauskopf David E. Nahmias Carol R. Palmore Elizabeth A. Pennington Anthony F. Pipa Mark A. Potsdam Kenneth M. Reiss Harris S. Schild Steven K. Stranne Debra B. Waitman Ronald S. Weber James M. Wood Academics Faculty Spotlight: Ernest Elsevier Ernest Elsevier, associate professor of mechanical engineering, joined the Duke faculty in 1949 and officially re- tired in early 1985. During the 1985-86 school year, however, he continued to teach and advise students, and he plans to do the same in 1986-87. Even after retirement, his office remained filled with textbooks and momentos accumu- lated over 37 years and his door re- mained open to students and fellow fac- ulty. Born in Holland, Elsevier moved to the southern United States as a young man. He joined the U.S. Navy in 1941 and served in the Pacific fleet as Avi- ation Chief Machinist’s Mate until 1945. He attended Auburn for a B.S. in mechanical engineering and earned his masters at Georgia Tech. Although he held positions at some of America’s fin- est universities, and asserted he could have chosen to teach at any of them, he very happily decided on Duke. “I think it’s the best school in Amer- ica,” Elsevier said of Duke. He listed three reasons for this conviction: First, “they have real good people in the ad- ministration, who are smart.” Also, “they pick real good students; I like to work with good students.” Finally, he felt that at Duke, “there’s a first-class relationship between faculty and stu- dents,” usually lacking at other univer- sities. Elsevier was involved in much more than teaching engineering classes dur- ing his career at Duke. He holds a long list of honorary awards and member- ships in professional societies, includ- ing the North Carolina regional presi- dency of the American Society of Me- chanical Engineers, an appointment in 1967 to the Board of Registration of the North Carolina State Board of Profes- sional Engineers and Land Surveyors and the “Total Development Award” given in 1968 by North Carolina’s Gov- ernor Moore. He formed his own con- sulting firm and served as an industrial consultant in the textile, furniture and tobacco industries. His areas of interest included improving textile mill work- ing conditions and environmental cleaning. In addition to these activities, Else- vier became what Dean Walter Sealy termed in 1963 “the number one advi- sor to mechanical engineering stu- dents.” Elsevier noted that, “as a teach- er, I want to make students into good human beings.” As an advisor, his main emphasis was simply “getting them jobs.” He also helped students get into graduate school. Knowing admissions directors, peo- ple in industry and students themselves added to Elsevier’s influence in getting students where they want to go. “I’ve taught more engineering students than any other engineering professor,” he said. On his desk, the thick stack of letters from students asking for his help attested to this. In recognition of his concern for students, the Ernest Else- vier Scholarship Fund was established in 1985. Elsevier recalled a very different past in Duke’s engineering department. “It has changed a whole lot” since his arri- val in 1949, he said. “At first there were no girls, and no computers.” In addi- tion, students had to take many more labs. Elsevier saw the engineering de- partment through turbulent times in the 60s and the computer age. He main- tained his role as teacher and advisor for more than three decades. Of his fu- ture, he added, “I’d like to stay a while.” Academics . Faculty Spotlight: Allen Kelley Allen Kelley, James B. Duke profes- sor of economics, settled at Duke in 1972 despite having “been every- where.” Kelley grew up in Washington and did most of his undergraduate and graduate work at Stanford. He has held teaching or research positions at the University of Wisconsin-Madison, Har- vard, Stanford, the Australian National University, Heriot-Watt University in Edinburgh, Scotland and the Interna- tional Institute for Applied Systems Analysis in Vienna, Austria. Kelley served as chair of the Department of Economics from 1973 to 1980. Aside from teaching economics classes, Kelley lectured and wrote on Third World countries. His research led him “to do a lot of international trav- el,” he said. “I’ve published half a doz- :n books and maybe a hundred arti- cles,” which have lead to various invita- tions to give guest lectures. Also outside Duke, Kelley stated that his largest sin- gle commitment was with an organiza- tion called the Joint Council on Eco- nomic Education, which promotes good economics teaching in the United States in high schools and grade schools. Kelley described Duke as “exactly the type of school I want to be a part of. It’s a school that places an equally im- portant emphasis on teaching and in- teracting with students . . . there are not many schools in the United States that have this type of balance.” “One of the things I enjoy most is the environment for interacting with stu- dents and [with] faculty members from other disciplines, he said. “The interac- tion with other faculty members from other departments has been extraordi- nary.” Kelley’s interaction with undergrad- uates was also extraorinary. He offered sit-down dinners and one-on-one dis- cussions in seminars. In larger classes, like his “Principles of Economics” class, Kelley had to think of a creative way to meet the students. “I have 300 students,” he said, “so what I do is on Friday afternoons I have what I call help sessions. I come in at 3:30 and work with students until the last stu- dent leaves, as long as they want. You get to know students pretty well in that situation.” As a bonus, he said, “every time I’ve taught ‘Principles’ I have all of the students over to my house on a Sunday afternoon for a meal we have a tennis tournament . . . and we have a big trophy; it’s one of the covet- ed trophies of the freshman class.” Kelley explained his teaching goal in any course was “to teach students to think critically about the issues related to that course .1 like to teach stu- dents to ask intelligent questions . The other thing I’m hoping my stu- dents get from my course is the sense of excitement in discovery,” he said. For this reason, “research and good teach- ing go hand in hand, and one has to be at a place like Duke to really appreciate that.” Students can benefit at a research- oriented institution because “they’re in the midst of the discovery process,” Kelley said. From the faculty’s point of view, “if the other part of your job is not only keeping up with knowledge, but expanding knowledge, that’s exciting, and that sense of excitement . . . rubs off on students.” demies Faculty Spotlight: Kathryn Jackson Dr. Kathryn Jackson not only tries to expose her students to new ideas, she tries to teach them a new way of think- ing in the process. “It’s not like you just want students to learn a body of materi- al,” she said. “I try to teach them how to do philosophy in the discussion. I try to get them to bring up questions of their own. I don’t just want people to give an opinion, I try to get them to pursue a line of thought and see how it goes.” Jackson came to Duke in 1982 from Toronto via Chapel Hill, where she re- ceived her Ph.D. in philosophy. She said she became involved in philosophy as an undergraduate. ‘‘I really like phi- losophy and I guess I wanted to be a professor. I just found it very interest- ing and I had questions I wanted to pursue: ethics and political theory and justice.” During her stay at Duke Jackson has taught ethics, social and political phi- losphy and applied philosophies such as medical ethics, feminist philosophy and philosophy of law. “I like teaching medical ethics and intro ethics,” she said. “I don’t have any medical back- ground but I’ve been reading about this for 6 or 7 years. Whenever I meet doc- tors I try to ask them questions. Stu- dents actually teach me things, too.” Jackson added that most of the stu- dents who take her medical ethics course are pre-med. Jackson said “things are getting bet- ter” for female professors at Duke, but she “wouldn’t say it’s advantageous” to be one. “There still is not maternity leave. I was back teaching when my son was 2 weeks old.” She added, however, that she “[has] no problems with her colleagues” and “there’s a very active women’s faculty group which makes a big difference here.” Jackson will be on leave during the 1986-7 academic year in order to com- plete a book on political theory. “I’ll be working in New York, but I should be back the following year,” she said. Jackson enjoyed a close relationship with some students in 1985 and 1986 when she lived in Southgate as a facul- ty-in-residence member. “It was a dif- ferent sort of experience. I got to know a lot of people.” Jackson added that she probably would not repeat the exper- ience. “I think once was enough for me. Two years of that, when you have a family, and I think you want a little privacy. But I was happy for the exper- ience. You get to see a different side of the students and I like the students a lot.” Academics 4 Faculty Spotlight: Lorraine Woodyard Lorraine Woodyard, assistant athlet- ics director and associate professor of physical education, said she likes to see Duke students get involved in sports. After her appointment as Duke P.E. in- structor in 1954, Woodyard gained re- nown among her students as an enthu- siastic and active Blue Devils fan. Woodyard estimated that her habit of announcing team standings and up- coming sports events began in 1975, when the athletics department became a separate department from physical education and included women. Publi- cizing the latest information on as many sports as possible “is a way of getting students involved,” she said. Students in one of Woodyard’s swim- ming classes learned not only how to improve their side stroke, but how Duke’s baseball team fared in its last game. “Many times we overlook non- revenue sports,” Woodyard said. Stu- dents could relate to them better be- cause so many have played them, she said. The goal of the physical education department is to teach lifetime sports, according to Woodyard. “They’re a good outlet for stress,” she said. “Dur- ing exams more people swim than any other time.” She believed that P.E. in- structors provide more counseling than any other department. “We feel we’re helping people,” she said, not only by helping them improve physically but also by being good listeners. East Campus and Card gyms, the courts and playing fields are informal places that spur communication better than an academic classroom or office, according to Woodyard. She said there is a warmness extended by members of the P.E. department that manifests it- self in questions that are important to an individual’s life but never asked by the average college professor, such as where a student spent Christmas break or whether he or she is going to the next basketball game. Woodyard has been in six different offices since 1975, due to the continuous expansion in the staffs of both depart- ments. She hoped the P.E. department would grow bigger, to extend its advan- tages to more and more people. The ; athletics department’s goal in 1986 was aimed more toward quality than quan- tity, due to budgetary limits. Woodyard earned her masters degree at UNC in Greensboro. She said she j enjoys the two-sided view of Duke that she gains by being both a teacher and an administrator. The self-described “transplanted Tarheel from Virginia” was certain about the origin of her Duke spirit. “It kind of breeds in you.” 42 Academics D i a eai leit Dt IOUS art- ient The «ai era she i [hat: an(i :• U a Faculty Spotlight: Bruce Payne Bruce Payne, director of the leader- ship program in the Institute of Policy Sciences and Public Affairs, said he feels he is doing his job when he knows his students and they know themselves. He admitted that in the fall of 1985, when the leadership program was get- ting started, all the extra administra- tive duties that came with his new ap- pointment kept him away from stu- dents too much. “It was really painful,” he said, referring to that aspect of the semester. At the same time, though, the program added new opportunities to Duke. Payne started teaching in 1972 in courses that included leadership, ethics and policy making, public policy and the arts, rural poverty and documen- tary photography. In 1983 he received the Alumni Distinguished Undergrad- uate Teaching Award. The best part of his job, Payne said, occurs in “the mo- ments where something gets revealed where people find out something about the world and something about themselves in relation to it.” According to Payne, the burgeoning popularity of the PPS major came as no surprise because “people understand that public problems are important.” He said the public policy program is “oriented not to disciplines but to prob- lems in the world, and aimed at the millions of people who want to make a difference.” The leadership program was built partly on this aim. Administrators de- sired to harness the energies of students who want to help move others forward. “We really want to focus on people’s imaginations, that they understand just how much difference they might make in the world,” said Payne. The leadership program was designed to educate students who want to be in- volved in important public problems and to stimulate useful hands-on work through internships. The concept of leadership develop- ment geared toward America’s volun- tary sector and both political and cor- porate leaders, together with a new en- dowment, set Duke’s leadership pro- gram in motion, according to Payne. “The whole thing has been working wonderfully as planned,” Payne said. Students from several majors learned not only from Payne but from leaders from all over the country who spoke in seminars, as well as from direct project experience in the Duke and Durham communities. “The best thing about my life is teaching students,” Payne said. He liked to see his students develop and change into “the person they want to become.” Payne said he enjoyed helping to give students, friends and associates the confidence to accomplish everything they can. “I tend to think my time is used best advising and encouraging and providing emotional support rather than doing organizational and adminis- trative work.” He advised leaders in the Duke Africa Initiative and supported local artists, among other activities on his long list of causes. According to Payne, philosophy and literature should be taught with politics and economics. He considered these fields helpful in providing the insight necessary for developing leadership ability. Payne’s own areas of interest have included the civil rights move- ment in the ’60s, opposition to Ameri- ca’s Vietnam policy, and migrant labor issues in North Carolina. Of his work in the classroom, he said, “If a student leaves saying, ’Well, I’m a little bit dif- ferent person than I was when I came,’ then I’ve done my job.” Academics 43 i Duke Marine Lab Beaufort, N.C. The Duke Marine Lab in Beaufort, North Carolina is an independent learning and living community. Duke’s campus on the North Carolina shore replaces great Gothic architecture with unassuming, single-story cabins and a view of the ocean. Volleyball with fel- low students and faculty substitutes for a workout in crowded Card gym, and well-equipped labs and libraries that are always open supercede Perkins and the Gross Chemistry lecture hall. Beaufort students in 1985-1986 took courses in oceanography, ecology, bot- any, physiology and independent study. Although the curriculum was sci- ence-oriented, non-science majors went also. Tracey Knock, a junior zoology major who was at Beaufort for the fall, 1985 semester, said the family atmo- sphere there helped make it “the best experience I’ve ever had at Duke.” And it wasn’t just because it’s near the beach, she said. Academics 45 Study Abroad During the 1985-1986 school year, 281 students studied abroad, a marked increase over previous years. Students’ reasons for enrolling in academic pro- grams in foreign countries included the desire for something new and the desire to learn first-hand about another lan- guage, culture or political system. Op- tions for locale were almost limitless; students chose Canada, Scotland, Den- mark, China, England, India, France, Belgium and, in the summer, the USSR, among many others. According to Lori Humphrey, study abroad advisor, the University has en- couraged foreign study because stu- dents acquire not only more knowledge of foreign affairs, but also increased self-sufficiency and confidence on their return. The language departments en- courage study abroad because “a stu- dent who has struggled for years with a language will find it comes easy to them” when abroad, Humphrey said. April Pulley, a Trinity junior who stud- ied for a semester in Britain as well as “all over,” added, “You can’t help learning when you’re in another coun- try You learn so much more than studying in your little carrel on East Campus.” 46 Academics Academics 47 DUKE CROSSING THE THRESHOLD EVENTS Freshmen Orientation Residential advisers, known as R.A.s,” spent a week on campus before le August 21st matriculation of the lass of 1989 in preparation for both the icoming freshmen and the returning pperclassmen. The freshmen resident dvisers, however, played a unique role uring freshmen orientation. In addition to the meetings and lec- ires attended by the R.A.s for upper- iassmen, including subjects on dorm scurity, fire safety and advising sys- � ms, freshmen R.A.s were required to ttend meetings which specialized in roblems that newcomers would be lore likely to face, according to Marc ischer, a Trinity senior. Fischer was a R.A. in Wannamaker. Freshmen R.A.s were instructed in serial areas of concern such as home- ckness, academic responsibility and Icohol policies, which are more likely be freshman problems, according to ischer. Kirk Kicklighter, also a Trinity mior and an R.A. in Wannamaker, re- erated the difficult adjustment period lat freshmen have and emphasized the roblem of bullying. “One roommate ill let the other dominate the entire tuation and not say anything because e doesn’t want to cause problems,” lid Kicklighter. It is one of the R.A.s responsibilities recognize this situation and try to rminate it before it develops and be- comes an irreversible norm. During the R.A.s orientation, they were also taught how to deal with the tension that surrounds fraternity and in particular sorority rush. They were also advised on the University’s alcohol policies. According to Kicklighter, “Whether R.A.s agree with the alcohol policy or not, they have to abide by it.” Ironically, the R.A.s jobs became much less demanding when the stu- dents actually arrived August 21st be- cause the Freshman Advisory Counsel- ors (FACs) initially introduced the freshmen to the campus, according to Fischer. The R.A.s took this time to get to know people and to make sure that the students weren’t having any serious problems. R.A.s differed on what they viewed as their most important role during orien- tation. The roles of host, informant, friend, counselor and disciplinarian were all cited. Parents seemed to appreciate the concern and care given by the upper- classmen, Kicklighter commented. In several of the dorms, donuts, bagels and drinks were provided for the parents and students while they waited to pay house fees and receive dorm keys. Ka- ren Steinour, assistant dean for residen- tial life, was in charge of all resident advisors. Events 51 52 Events Moroccan Festival The week of September 9 was one of cultural exchange for Duke University, when it shared its grounds with part of Morocco. The first Moroccan Cultural Festival was initiated by Miriam Cooke, assistant international studies profes- sor, and Bruce Lawrence, a religion pro- fessor, when they set up an exchange program between Duke and the Univer- sity of Marrakech. “Morocco is too enormous an area to be subjected to a simple stereotype . . . stereotypes make it impossible to see reality,” said Cooke. The program is the first of its kind be- tween an American and an Arab univer- sity. The festivities, which included lec- tures on various aspects of Moroccan living, fashion shows, an art exhibit, a film on Moroccan women and a Mor- roccan dinner, were sponsored by a group called The Association of the High Atlas, which was named after one of Morocco’s four mountain ranges. Events 53 General Westmoreland On his visit to Duke University Sep- tember 19, retired General William Westmoreland defended the soldiers who fought in the Vietnam War but was critical about the tactics that the sol- diers were ordered to carry out. The Vietnam veterans were not welcomed home “as in other times, other wars” because “people raised in the 1940s and ’50s . .. couldn’t imagine men could be sent to war in the 1960s by their na- tion.” Due to strong anti-Soviet sentiment, a resolution was passed in 1964 that gave the president authority to commit forces overseas as he deemed necessary in order to protect American ideology. President Johnson was led into military intervention because of a political “con- cern for unchecked communist move- ment into insecure and unstable areas,” said Westmoreland. However, “The president could have and should have asked for reaffirmation [before he react- ed to the situation in Vietnam] . . . Con- gress should have demanded it,” he said. Westmoreland also criticized the na- tion’s reaction to U.S. involvement in Vietnam. “The obsession with Vietnam was chiefly ideological and emotional, and not strategic.” In a question and answer period after the speech, Westmoreland said that he has always stuck by the Vietnam vet. “When I retired in 1972, I said ‘I’m go- ing to be a spokesman for the vet.’ I’ve never turned down an invitation to speak. I took abuse . . but it didn’t scare me off,” he said. “Cynics describe what I’m doing as flag waving. I’m not embarassed to wave the flag; I've spent my life doing it. America is great be- cause men have been born and died de- fending it ... Yes, we have made mis- takes, we are not perfect. But we have made the American Dream a reality . . . Cynical and petty people harp only on the mistakes.” Events 55 The Inauguration of H. Keith H. Brodie AS President of Duke University ft Rvpnts Events 59 m, — — Umbria Jazz Festival For the second year in a row, the Um- bria at Duke Jazz Festival gave Duke students and Durham residents the op- portunity to experience a variety of jazz music on campus and around the city. Wynton Marsalis, a twenty-three year old jazz musician, performed with his quartet to an enthusiastic audience in Page Auditorium. His show included contemporary sounds found in songs like “Black Codes” from his latest al- bum. Following the show, the four-time Grammy award winner unexpectedly appeared at Uncle Al’s American Grill. Jazz legend Lionel Hampton per- formed the following evening with his seventeen piece band. With the occa- sional accompaniment of the Duke Jazz Ensemble and a string quartet com- prised of Durham youths, Hampton led the crowd through a nearly four hour concert. In addition to these two perfor- mances, a quartet of musicians from Umbria, Italy displayed their talents during the week in October. The group appeared at the Duke Art Museum, the Fuqua School of Business, Brightleaf Square and Uncle Al’s American Grill where they played with the Paul Jef- frey Quintet. The festival was brought together by Paul Jeffrey, director of jazz studies at Duke. Support for the program was granted by many local, corporate and university groups including the Duke jazz department, AT T, the Black Stu- dent Alliance, the Alumni Association and Morris Morgan, a local jazz musi- cian- Events 61 62 Events UB40 Judging by the lines outside Page Auditorium last October, it looked as though the Duke basketball team would be playing a pre-season game in front of the chapel. But the attraction was instead UB40, an English pop band with a reggae sound. Tickets for the October 16 concert went on sale at 9 a.m., October 2 at the Page Auditorium box office. Even be- fore midnight the previous night, reg- gae fans began to camp out on the lawn in front of Page. Stocked with music systems, UB40 tapes, food, beverages and an occasional text book, students signed a list to secure their position in line. Was the concert worth all of this trouble? According to Sunny Rha, a Trinity freshman, “It was really worth the wait because UB40 put on a terrific show.” “The waiting outside would have been worth it even if [UB40] were horri- ble, but they were great. I didn’t stop dancing until the show was over” com- mented Lee Stephens, also a Trinity freshman. The group played for approximately one and a half hours. For their encore, UB40 performed their version of Sony and Cher’s classic “I’ve Got You Babe.” The audience sang along. The appear- ance of the band marked the first rock concert of the school year. Events 63 “The yo-yo was a stupid toy before someone invented the string.” If there’s one thing David Brenner hates, it’s stu- pidity. If there’s one thing his fans love, it’s his digressions on stupidity. Brenner delighted a near-capacity audience in Page Auditorium October 17 with a monologue which seemed more like a conversation with an enter- taining friend. J His fluid, natural style allowed Bren- jner to cleverly move from topic to topic ’by way of a series of .digressions, all based on his “You know what really jgets me?” theme. You know what really gets Brenner? Weather forecasts. “The one thing more boring than weather is weather- men. What do you need them for? Stick your head out the window, if it comes back wet, it’s raining. If it doesn’t come back, it’s windy.” Earthquakes. “Los Angeles is like liv- ing on a giant vibrating bed, and God has the quarters.” Shortages. “The world’s been here four billion years, and just in our life- time, they’re running out of everyth- ing.” Doggie-doo. “Don’t believe this pooper-scooper law — some of the best skiiers live in Manhatten.” Brenner, who is probably best known for his guest hosting and appearances on “The Tonight Show,” was named the most frequent guest on television by the 1980 The Book of Lists 2. In 1984 he became the official representative of the Sands Hotel in Atlantic City. Events 65 66 Events Parents Weekend Events 67 Events 69 0 Events Paul Young Events 71 The Hooters 72 Events Billy Graham Aldolfo Calero In what might have been the most controversial student sponsored event at Duke this year, Aldolfo Calero, leader of the FDN contras attempting to overthrow the sandanista government in Nicaragua, spoke in front of a divided audi- ence January 28 in Page Auditorium. He asked for U.S. citizens to support his group’s efforts by passing a bill for financial support in Congress. “All we are asking for is material support to overthrow Soviet weaponry in Nicaragua. I will never, now mark my words, never ask for U.S. military support in Nicaragua,” he said in a question and answer session following his speech. Prior to the speech supporters and protestors gathered in front of the auditorium to express their opinion of the Nica- ragua issue. One group of anti-contras dressed in black and white wore arm bands and face paint to “remind [observers] of the thousands of Nicaraguan civilians the contras have kidnapped, raped, and massacred,” as explained in a pam- phlet distributed by the group. Another group sited testimonials of alleged victims of the contras. Chants of “Russia out of Nicaragua” and “Stop the communists, stop Ortega” were countered with “Nicaragua si, contras no” and “Stop Calero, stop the contras” in front of and inside the auditorium. Enough protestors arrived to fill the entire middle sec of the lower level of the auditorium. They kept their bi turned to Calero throughout the speech. Several audi members taunted Calero with laughter and shouts of “tl a lie.” He was both hissed and applauded. “I appreciate protestors. It is a luxury we do not hav our country,” Calero said early in his speech. The majority of Calero’s speech was directed toward personal involvement in Nicaragua and the events leadin] to his banishment from his homeland and his associa with the FDN. “We did our best to establish democrac the country. We did our best to find a political solutioi “It is strange that some people would accept for others type of government they would not accept for themselv Calero said, “In this country you have lived under freed you have helped to fight tyranny in other countries . . . also have a right to ask for that kind of help, and we’re gi to get it,” he said. Calero denied having any official ties with the C.I.A.. “ not work for the C.I.A. or any government agency, but had a choice, I would rather work for the C.I.A. than K.G.B..” 76 Events Events 77 78 Events PRE-BROADWAY PERFORMANCE: Long Day’s Journey Into Night Greek Week Fraternity and sorority members re- turned from spring break to find that the party continued, this time in the form of Greek Week. Participants celebrated their involve- ment in Duke greek life by wearing their letters on one designated day, helping with fund raisers and ecological projects, and competing with other greek groups in the concluding greek games. Although originally marred by rain, the games were enjoyed by many greeks. Students held chariot races, piz- za eating contests and tug-of-war games. Events 81 Springfest What better way to welcome good weather and the approaching end to the academic year than with good music, good food, and of course good beer? Springfest annually provides stu- dents an opportunity to relax a little before the end of the semester. In 1986, local artists displayed and sold such varied fruits of their talent as jewelry, clothes, photographs, and metal sculp- tures. While some students and Durham residents browsed in front of the chap- el, others enjoyed cold beer and the mu- sic of Modern English on main quad. No matter what the taste of the dis- cerning procrastinator, 1986 Springfest appealed to just about everyone for one last enjoyable weekend before finals. 84 Events Events 85 National Sports Forum ’86 86 Events Mary Lou Williams Jazz Festival Events 87 88 Events LAR LUBOVITCH DANCE COMPANY 90 Events Commencement 1986 Lee Iacocca, Chairman of Chrysler orp., addressed the roughly 2,000 men ind women who received degrees dur- ng graduation exercises on May 4, .986. Iacocca, who received an honorary legree, emphasized the national finan- :ial hurdles students will face. “It’s my duty as your commencement peaker to impart the final wisdom sou’ll get here at Duke,” he said. “I’m iere to wrap up everything you’ve ever earned from your parents, everything you’ve learned from your teachers, and sverything you’ve figured out all by murselves . . . And I have to do all that )efore the champagne gets warm.” “Let me start with three simple vords: Think for yourselves. Let me re- eat it: Just think for yourselves.” “Now every generation inherits both he successes and the failures of the one hat came before it. And so are you. One f the greatest successes my generation :an claim is that we helped to create a stronger and more competitive world iconomy. But one of our greatest fail- ures is that we haven’t equipped you to compete in it,” he said. “We (Iacocca’s class of ’46) had a big debt but nothing like the whopper we are leaving you.” Few students waited for the cham- pagne to get warm. Before the speeches began, under- graduates stood and chanted, “Go to hell Carolina!” David Allen, a lawyer educated in Great Britain, received a law degree and delivered the student address. Allen said the degrees will be “tangi- ble evidence” of what the students learned in the classroom. “It is one of the lessons that you learn outside the classroom that I address myself,” he said. “Nine weeks ago today all of us unit- ed to share the dream of the men’s bas- ketball team and that dream came true to the satisfaction of the whole Duke community,” Allen said. “Graduate or undergraduate, another shared dream lies within our mutual grasp, the qualification which we have been seeking is before us now.” “As time goes on, I believe none of us will need reminding of the time spent here,” he said. Dr. Sydney Nathens, a history pro- fessor, received the alumni distin- guished undergraduate teaching award. In addition to Iacocca, honorary de- grees were awarded to Robert M. Lu- miansky, acting director of the Ameri- can Council of Learned Societies and a former Duke trustee; state Senator Kenneth Royall of Durham; ‘Uncle’ Terry Sanford; and Ralph O. Slayter, a world authority on plant physiology. Events 91 V I --,’- -JB� Events 95 DUKE CROSSING THE THRESHOLD ATHLETICS FOOTBALL Record: 4-7, ACC: 2-5 Duke 40 Northwestern Opp. 17 18 West Virginia 20 34 Ohio University 13 14 Virginia 37 7 South Carolina 28 9 Clemson 21 10 Maryland 40 0 Georgia Tech 9 7 Wake Forest 27 31 N.C. State 19 23 North Carolina 21 Athletics 103 6 Athletics 110 Athletics SOCCER Record : 16-5, ACC: 4-2 Duke Opp. 8 Furman 0 5 Georgia State 2 3 UNC-Greensboro 0 3 N.C. Wesleyan 0 2 South Florida 0 2 Indiana 0 0 Davidson 1 0 Clemson 2 6 Richmond 0 3 Penn State 0 1 UNC-Charlotte 0 2 Maryland 3 3 George Mason ot 2 1 Campbell 0 0 South Carolina 1 3 Wake Forest 1 1 Virginia 0 1 N.C. State 0 10 Stetson 0 4 North Carolina 0 0 South Carolina 3 Athletics 111 - ________- L TOM KAIN FOUR-TIME ALL-AMERICAN WINNER OF THE 1985 HERMANN TROPHY National College Soccer Player Of The Year T - v w.-j I FIELD HOCKEY Record: 10-6-1 Duke Opp. 0 Penn State 1 3 Wake Forest 0 4 High Point 0 5 Pfeiffer 0 1 William Mary 2 0 Richmond 1 4 Appalachian State 0 2 James Madison ot 1 7 Davidson 0 1 American 0 1 Maryland ot 1 0 Virginia 4 0 North Carolina 4 2 Longwood 1 1 Radford 0 9 Wake Forest 2 1 North Carolina 6 mrfs� ■■ T' ' -V V . - ywv GOLF MEN Tournament Finish Score Miami Invitational 6 of 18 914 Imperial Lakes Invitational 18 of 21 906 Palmetto Invitational 6 of 15 891 South Carolina Invit. 6 of 12 599 Iron Dukes Classic 6 of 24 877 Furman Invitational 5 of 23 878 Tar Heel Invitational 6 of 15 890 ACC Championships 5 of 8 895 WOMEN Tournament Finish Score Lady Gator Invit. 3 of 12 919 Hudson Industries Invit. 2 of 12 921 Lady Paladin Invit. 5 of 14 951 Duke Spring Invit. 3 of 12 898 ACC Championships 2 of 4 922 Athletics 123 24 Athletics VOLLEYBALL ecord: 23-9 ACC: 6-1, Champion V Virginia Tech 14-16, 15-6, 15-6, 15-6 V Virginia 15-11, 15-12, 15-7 w South Carolina 15-12, 8-15, 15-11, 15-9 w Penn 5-15, 5-12, 15-5, 15-8 N James Madison 15-7, 15-12, 15-7 N North Carolina 15-12, 15-9, 15-12 N N.C. State 15-2, 13-15, 15-4, 15-5 N Wake Forest 15-9, 15-10, 15-5 N East Carolina 15-6, 15-10, 15-1 N St. Augustine’s 15-9, 16-14, 13-15, 15-4 N N.C. State 15-9, 10-15, 15-11, 15-2 Rhode Island 10-15, 15-13, 8-15, 15-6, 6-15 N Tennessee 15-9, 15-6, 16-14 N North Carolina 10-15, 12-15, 15-7, 15-10, 15-13 2« Cal-Berkeley 16-14, 8-15, 5-15, 8-15 L, San Jose State 15-8, 12-15, 9-15, 3-15 L� Cal-Santa Barbara 10-15, 11-15, 6-15 L Cal Poly SLO 2-15, 3-15, 8-15 iV North Carolina 15-7, 15-12, 10-15, 15-8 iV Clemson 15-4, 15-2, 15-6 iV Penn 15-12, 15-7, 15-8 L Penn State 15-11, 10-15, 15-3, 10-15, 10-15 W Maryland 15-6, 15-9, 15-17, 15-11 w Georgia Tech 16-14, 15-10, 15-5 w Florida 15-11, 15-4, 12-15, 15-10 L Georgia 13-15, 12-15, 13-15 L N.C. State 9-15, 15-8, 2-15, 15-11, 10-15 W South Carolina 15-5, 15-6, 8-15, 15-11 Devils Claim ACC Title In 1985, the Duke Volleyball team dominated the Atlantic Coast Conference for the second consecutive year. After win- ning the regular season title, the Blue Devils swept through the conference tournament without dropping a game. Diane Brown, an outside hitter who ranked eleventh na- tionally in kills per game, particularly savored the victory over North Carolina in the tournament championship. At the match, the Trinity senior from Chapel Hill sported pow- der blue fingernails each marked with a diagonal black slash. “Winning the ACC title at UNC was one of the more exciting things this season,” Brown said. “UNC was out to get us and had a good advantage with their incredible fan support. They get psyched up to play us, no matter where we play. They had a shot at the tourney title. It was really nice to take it from them on their own court.” Duke’s post-season impetus was halted by Texas in the first round of the NCAA tournament, but the loss did not diminish the team’s accomplishments. “We had a good year,” said Coach Jon Wilson. “It was nice to go to the NCAA tournament again. We didn’t do anything unexpected. By most standards we did well, but after the exceptional year before, we had hoped to do better. But we were happy to win the conference and go back to the tournament.” 1986 DUKE BASKETBALL A CHAMPIONSHIP YEAR BIG APPLE NIT CHAMPIONS ACC REGULAR SEASON CHAMPIONS ACC TOURNAMENT CHAMPIONS EAST REGIONAL CHAMPIONS NCAA FINALIST ! The 1985-1986 season. A 37-3 season. A season that began and ended in Tex- as. A season we will never forget. When the 1982 freshmen Blue Devils - Mark Alarie, Jay Bilas, Johnny Dawkins, David Henderson, Bill Jack- man and Weldon Williams — were billed as the year’s top recruiting class, Duke fans were pleased. After an 11-17 season that ended with Jackman trans- ferring to Nebraska, few could have possibly imagined what champions they were. Four years later, few could doubt it. These five seniors, along with their teammates, proved their superiority to the country by winning the Big Apple NIT championship, the ACC regular season championship and the NCAA East regional championship. Three new banners hand in Cameron because of this team. The Blue Devils started off the sea- son by going 16-0, the best start ever for Duke. Beginning January 25th they launched a 21-game winning streak, the longest in Duke’s history, that did not end until the NCAA championship game. The 37-3 season broke the NCAA record for the most wins ever in a single season. Records were not broken only as a team. Johnny Dawkins, who inspired the slogan “Duke is Dawsome,” became the all-time leading scorer at Duke while playing against North Carolina in his final game in Cameron. He also be- came the first player in ACC history to score 2000 points, make 500 assists and pull down 500 rebounds. He ended the season as a consensus All-American and was the recipient of the Naismith award, given to the nation’s top college basketball player. For his accomplish- ments, Duke retired jersey number 24, only the third time a number has been retired in Duke basketball’s 80-year history. Tommy Amaker shared some of Dawkin’s glory by overtaking him as the Duke player with the most career assists. David Henderson was named MVP of the Big Apple NIT after giving a 30-point game against Kansas in the finals. Mark Alarie joined Johnny Daw- kins on every all-tournament team in which Duke participated. Coach Krzy- zewski was named both ACC and na- tional coach of the year. Unfortunately, the team season end- ed all too quickly. But we Dukies will always remember the joys it brought us and the crazy things we did. We will remember the chaos of Cameron whe four of our last five home games we nationally televised — A1 McGuire tr ing to tame the zoo, chants of “In-Hal Ex-Hale” directed at Carolina’s Ste' Hale when he punctured his lung ar signs like “Mark Price may be a cho boy, but Johnny Dawkins is a god.” V will remember blue hair, blue face blue bodies. We will remember the Bh Devils: ‘Dawkin’s reverse slam again Navy; ‘Bilas’s steal and break-away dui against Georgia Tech in the ACC Tou n.ament; ‘Hendersron’s grin while holding tl Big Apple NIT trophy over his head ‘Amaker stealing the ball again Carolina and making a lay-up at tl buzzer, allowing Duke to enter the loc er room with a three-point halftin lead; ‘Alarie’s game-winning shot ov John Salley for the ACC Tourname championship; ‘Ferry taking the charge again Kansas, then sinking both free thro to seal the game; ‘King’s touch-the-floor defense; ‘Snyder’s haircut by a crazed barbf ‘Strickland’s patented corner jun shots; ‘Coach K hugging Johnny D aft winning the ACC Tournament. And we will remember Dallas. T victory over Kansas resulted in a par like we have never seen before, and t loss to Louisville did not even begin diminish the feeling of pride we had f our team and their multiple accoi plishments. We will not forget the ui fication of this campus behind a groi of men we had faith in. Who we st have faith in. They brought us joy, e citement, hoarse voices, pride. They ; lowed us bragging rights, tastes of st cess. They thrilled us with victory aft victory. And they gave us memories. I credible memories. RECORD: 37-3 (Best in NCAA history) Lamar (NIT) W 66-62 Ala-Birmingham (NIT) W 66-54 William Mary w 84-61 St. John’s (NIT) w 71-70 Kansas (NIT) w 92-86 East Carolina w 98-66 Vanderbilt w 84-74 Virginia w 72-64 Davidson w 69-52 Appalachian St. w 88-46 Northwestern w 78-55 Maryland w 81-75 St. Louis w 84-58 N.C. State w 74-64 St Joseph’s w 87-66 Wake Forest w 92-63 North Carolina L 92-95 Georgia Tech L 80-87 Maryland W 80-68 Harvard W 89-52 Clemson W 89-78 Wake Forest W 68-58 Virginia W 77-65 Georgia Tech W 75-59 Stetson W 85-66 N.C. State W 72-70 Notre Dame W 75-74 Miami, Fla. W 104-82 Oklahoma W 93-84 Clemson w 77-69 North Carolina w 82-74 Wake Forest (ACC) w 68-60 Virginia (ACC) w 75-70 Georgia Tech (ACC) w 68-67 Miss. Valley (NCAA) w 85-78 Old Dominion (NCAA) w 89-61 DePaul (NCAA) w 74-67 Navy (NCAA) w 71-50 Kansas (NCAA) w 71-67 Louisville (NCAA) L 69-72 All-Big Apple NIT David Henderson Johnny Dawkins Mark Alarie 1 Most Valuable Player Big Apple NIT David Henderson Sports Illustrated College Basketball Player of the Week David Henderson All-Atlantic Coast Conference Johnny Dawkins (first team) Mark Alarie (first team) All-ACC Tournament Johnny Dawkins Mark Alarie David Henderson Everell Case Award (MVP of ACC Tournament) Johnny Dawkins All-East Regional Johnny Dawkins Mark Alarie MVP of NCAA East Regional Johnny Dawkins All-NCAA Finals Johnny Dawkins Mark Alarie Tommy Amaker Best Field Goal Percentage Jay Bilas 1986 BLUE DEVILS Mark Alarie Tommy Amaker Jay Bilas George Burgin Johnny Dawkins Danny Ferry David Henderson Billy King Martin Nessley John Smith Quin Snyder Kevin Strickland Weldon Williams Naismith Award (Nation’s top college basketball player) Johnny Dawkins All-America Johnny Dawkins First team — AP, UPI, NABC, USBWA Mark Alarie Third Team — UPI ACC Coach of the Year Mike Krzyzewski AP and ACSWA National Coach of the Year Mike Krzyzewski UPI, Basketball Times, Basketball Weekly, CBS Chevrolet Best Free Throw Percentage Mark Alarie Best Defensive Player Team Best Rebounding Average Mark Alarie Most Assists Tommy Amaker Outstanding Manager Award Jon Biggs Captains Award Johnny Dawkins David Henderson Most Charges Taken David Henderson Most Minutes Played Johnny Dawkins Glenn E. (Ted) Mann, Jr. Award (Reserve contributing most to team morale) Billy King Swett-Baylin Award (Most Valuable Player) Johnny Dawkins Dr. Deryl Hart Award (Outstanding Student-Athlete) Mark Alarie THE WINNINGEST IN TH J TEAM i 136 Athletics Duke’s Sixth Man Chaos reigns. The sixth man in Ca- meron has thousands of screaming heads and twice as many waving arms. The ball orange as fire falls more times for the Devils in Cameron than for any- one else. The nah-nah song, every time. In effect the games begin the night before. Frisbee games, hackey-sack, and drinking, beer after beer, all within the small town of tents, bonfires and bar- rels. Students who cannot make a 10:20 morning class rise to take their place in line shortly past dawn on Saturday. This is called PRIORITY. Neutral territory, once in Cameron. That is, except for those dribbling balls dressed in basketball garb of other than Duke blue. It is one big fraternity — Roman letters D-U-K-E take prece- dence over Greek on sweatshirts. Tres- passes are forgiven; we’re all saying the same prayer now: AIRBALL. One lone character sits in his paid seat, high above the sixth man, obsti- nate in Carolina blue. A Carolina fan, in Cameron? Stu-pid-shirt. He’s there again next game too. STU-PID-SHIRT! And the game after that. Stu-pid-man. Majoring in smart-ass. Faces and bo- dies painted blue. We beg to differ, ref. Dawkins is god. If you have committeed a crime, the Blue Devils will punish you again. They will throw underwear and stereos to make their point. WTe should have our little blue fannies spanked? No sir. See our halos? Good-guys often finish first, and we often did. Go to hell, Carolina. Cameron won’t be quiet next year. The sixth man doesn’t graduate. 40 Athletics THANKS FOR MAH IN | Htf four vears SO SPECIAL .' Athletics 143 V WOMEN’S BASKETBALL w Md. Eastern Shore 85-58 w Cheyney 98-66 w George Mason 85-66 w Richmond 99-65 w Wake Forest 77-67 L Maryland 60-74 W Rider 79-36 W Seton Hall 88-66 L Washington 71-83 W Cheyney 100-56 W Indiana State 94-40 w Radford 86-72 w North Carolina 79-78 w Georgia Tech 78-69 w Clemson 93-77 L Virginia 76-90 W N.C. State 70-66 W Georgia Tech 77-61 W Princeton 77-35 L Virginia 67-81 L N.C. State 86-102 W Clemson 80-76 W North Carolina 86-79 W Wake Forest 76-59 W UNC-Asheville 95-41 L Maryland 67-72 L Wake Forest 71-72 W W. Texas State 68-67 L N. Western State 88-89 L Notre Dame 67-74 L50 Athletics RESTLING Athletics 153 .. Athletics 155 TENNIS MEN Record: 21-11, ACC 4-3 WOMEN Record: 21-7, ACC 6-1 6 Athletics BASEBALL Record: 25-17, ACC 2-12 Athletics 159 LACROSSE Record: 11-4, ACC : 0-3 Hampden-Sydney w 10-5 Washington Lee w 7-6 Boston College w 17-3 Maryland L 3-10 Yale W 16-12 St. John’s W 14 -4 Vermont w 23 -7 Dartmouth w 12 -3 Michigan State w 27 -3 Villanova w 10 -8 UMBC w 7-5 Delaware L 3-12 Virginia L 8-13 Guilford w 17-7 North Carolina L 8 -9(ot: £1 Wfjr � rtV' -4r' m i $ Athletics Athletics 16' RUGBY 70 Athletics TRACK FIELD AND Athletics 171 CROSS COUNTRY Athletics 173 ICE HOCKEY EQUESTRIAN Athletics 175 DUKE CROSSING THE THRESHOLD HEADLINES American Plane Seized A Trans World Airlines Jet with 145 passengers and eight crew members was hijacked in Athens, Greece in June. The Shi’ite hijackers took the plane to Beirut, then to Algeria and then back to Beirut. Most of the hostages were released within days, but 39 hostages were held for 17 days. One American hostage was killed. 137 Killed In Crash A Delta Airlines jetliner crashed near Dallas in August killing 137 people. The plane was on a flight from Fort Lauder- dale, Florida to Los Angeles with a stop in Dallas-Fort Worth. Thirty-four people survived the crash but later died of injuries. The plane encountered a severe wind shear as it plunged to the ground. ITS Headlines Warfare Troubles Mid East The war in the Middle East contin- ued throughout 1985. Here, a distraught Moslem man hugs his son moments after they survived a car bomb outside of a West Beirut restaurant in late Au- gust. The two are being hurried away from the carnage by another man as cars burn in the rubble-covered street. Quakes Ravage Mexico City A series of devastating earthquakes rumbled through Mexico City and the central and southwestern areas of the country in September. With a death toll in the thousands, the metropolitan area of 18 million suf- fered extensive damage. At least 100 buildings in the capital collapsed in the first quake which registered 8.1 on the Richter scale. Headlines 179 Reagan Toughens Up On Terrorisi Four Palestinian terrorists hijacked the Italian cruise liner Achille Lauro with more than 400 passengers on a Mediterranean cruise in early October. One American, wheelchair-bound Leon Klinghoffer, was shot, and his body thrown overboard. After the ship was released, the Egyptian government agreed to return the hijackers to the Palestinian Liberation Organization. However the hijackers were interce] by American jets as they were flown of Egypt and were returned to Ital stand trial. 180 Headlines Volcano Wipes Out Village A resident of Amero in the Colum- bian mountains is helped by the Co- lumbian Red Cross during digging out efforts after the snow-capped Nevada de Ruiz volcano erupted in November. The 16,200 foot volcano is located 85 miles northwest of Bogota. Death toll estimates reached 20,000. ■ I Headlines 181 World Heads Talk Defense, Prisoners President Reagan and Soviet leader Mikhail Gorbachev chuckle in front of a fire place at the Fleur D’Eau in Gene- va during summit meetings there in November of 1985. Space-based defense and the release of Soviet political pris- oners were discussed at the first summit since 1979. 182 Headlines ■ U.S. Honors Vietnam Heroes Ceremonies were held throughout gon government in Vietnam. Here, the more than 58,000 dead and missing sol- the year in commemoration of the Vietnam Memorial in Washington, diers from the Vietnam war. tenth anniversary of the fall of the Sai- which is inscribed with the names of Bears Maul Patriots The Chicago Bears defeated the New England Patriots 46-10 in Super Bowl XX held in New Orleans. Bears’ quar- terback Jim McMahon, wearing one of many sweatbands that he wore throughout the season to the disap- proval of the N.F.L. commissioner, and kicker Kevin Butler embrace on the sidelines during the game. Rose Breaks Cobb Recoi Cincinatti Reds’ player-man Pete Rose broke Ty Cobb’s careei record in September. The historic 4,192 hit was a single to left field on 1 pitch from San Diego Padres r hander Eric Show with one out in bottom of the first inning. 184 Headlines Saberhagen Leads Royals To Victory The Kansas City Royals won the World Series. Royals pitcher Bret Sa- berhagen embraces third baseman George Brett after pitching a five-hitter to give the Royals the World Series crown over the St. Louis Cardinals. Sa berhagen, the winner of two World Se ries games, was named the Most Valu able Player of the Series. Headlines 185 Shuttle Explodes Killing Crew Of Seven Seventy-four seconds after liftoff, the space shuttle Challenger exploded, kill- ing the seven crew members aboard. The first in-flight disaster in 56 manned space missions, the flight car- ried Christa McAuliffe, the first teacher in space. After facing cancellations and delays, the shuttle lifted off in 29 de- gree weather at 11:38 a.m. January 28. Investigation of the explosion which destroyed the $1.2 billion craft brought NASA under criticism for hurrying the liftoff. ISd Headlines After the murder of 15 travelers in the Rome and Vienna airports early in the year, skirmishes during Navy exer- cises in the Mediterranean in March and the bombing of a night club fre- quented by American servicemen in West Germany the previous week, the United States attacked sites near the Libyan cities of Tripoli and Benghazi on April 15. U.S. Bombs Khadafy’s Libya The 20-year rule of Philippine Presi- dent Ferdinand Marcos came to a close as Corazon Aquino, widow of assassi- nated opposition leader Benigno Aquino, Jr., came to power in early March. Marcos fled the country aboard an American Air Force jet, only days after declaring himself the winner of elec- tions marred by fraud and violence. Aquino faces a struggling economy crippled by the corruption and graft of the Marcos regime and a fight to gain control of the fortune which the Mar- cos’ smuggled out of the country. The ailing Marcos has settled in Hawaii. The Philippines recalled a similar scene in Haiti in February, where the 28-year rule of the Duvalier family end- ed as Baby Doc left aboard an American plane for temporary exile in France. Aquino Ousts Marcos Headlines 187 Divestment: College Issue Of The Eighth The divestment of stock in compan- ies that operate in South Africa but that have not signed the Sullivan Principals has become an issue on many college campuses. President H. Keith H.Brodie has called it “clearly, the most compel- ling issue of our time.” At the University of North Carolina- Chapel Hill, students constructed a shantytown. At Duke, protests have been held during trustees meetings and a wreath was placed against the stage at the in- auguration of President Brodie “in Memory of the Victims of Apartheid.” “The protest at the Board [of Trust- ees] meeting was fine to a point,” said Brodie, “I think the Trustees felt their presence and that was good. To the point that they might be annoyed or irritated by it, that’s not so good.” In April, a mock jail was built on the Bryan Center walkway and passersby were invited to sit in it. On April 26, a few days before hun- dreds of parents arrived on campus for commencement weekend, six students and one alumna were arrested and charged with trespassing after igno an order by President Keith Brodi vacate and remove shanties they built on Main Quad. Protesters built new shanties at same location two days later planned for further demonstrati However, on May 3 the Board of Ti ees voted to begin selling stock ir companies with operations in South rica in January of 1987 if apartheid exists there. 188 Headlines Headlines 189 Inauguration Of President Brod RECEPTION CHOW: 400 doz miniature cream puffs 400 doz miniature ham biscuits 400 doz miniature petit fours 300 doz cheese moons with pecans 200 doz cucumber finger sandwiches 400 doz puff pastry swirls The inauguration of Duke’s seventh president. Dr. H. Keith H. Brodie, came 15 years after Terry Sanford assumed the leadership of the University in a more turbulent period. The inaugural ceremonies began Fri- day, September 27, with a black tie din- ner in the Blue and White Room — “Walking into that Great Hall — it was not the Pits,” Brodie said later. Trust- ees, the delegates of institutions and learned societies, department chair- men, deans of the schools, and the fam- ily and close friends of President Bro- die attended, for a total of 360 guests. Brodie chose the location of the din- ner and the preceding cocktail party in the Gothic Reading Room in Perkins Library and the menu for the dinner. After a tour of the campus by Assis- tant University Archivist Dr. G. Edwin Southern and a luncheon for the guests Saturday, the innaugural procession be- gan soon after 3. Almost 100 delegates and over 300 Duke faculty members marched ir academic procession, which Unive Marshal Dr. Pelham Wilder, Jr. c, “one of the largest participations i cent history.” Six thousand programs for the in guration were printed and 6,000 c' arranged on the Main Quad. 102,00 vitations to the ceremony were sei students and their parents, alumni ulty, the administration and emj ees. “I think students should be com able approaching the president,” Brodie, who holds office hours for dents to come see him, and has mor meetings with a variety of stu groups. Brodie hopes to be able to tinue to teach his course — “It’s oi the most rewarding things I do, said. “I think the purpose of an inau tion is to instill pride in the institi and enhance people's relationship it. . . I think we instilled pride.” 190 Headlines Sanford Runs For Senate Duke President Emeritus Terry San- ford has announced plans to run for the U.S. Senate seat held by Republican John East. After announcing his intentions to run in early September, Sanford later decided against running, then entered the race once again. The 68-vear-old Sanford was Gover- nor of North Carolina from 1961-65 and ran unsuccessfully for the Democratic presidential nomination in 1972 and 1976. After 15 years as president of Duke, Sanford retired last summer to work on the Capital Campaign for the Arts and Sciences and to oversee the develop- ment of the controversial 5,200 acre Trevburn development north of the Durham city limits. Headlines 191 DUKE CROSSING THE THRESHOLD RESIDENTIAL LIFE Alpha Tau Omega Alspaugh Aycock Aside from complaints about the physical condition of the dorm, most second semester Aycock residents seemed happy with the university’s de- cision to place as many January fresh- men together there as possible. “They only have two-prong electrical sockets, and the plumbing fluctuates like mad. We have psycho showers. They go from absolute zero to the boil- ing point of mercury,” said Chris Dono- hoe, a Trinity freshman. “I think that it’s great [that the dorm is all January freshmen.] We have the best time here. We all have the same problems; we’re all fools together,” said Margaret McClaine, also a Trinity freshman. Donohoe was more sceptical about living in an all January freshmen dor- mitory. “I guess the drawbacks are we tend to be a little segregated from regu- lar freshmen. We all are the Class of ’89. But I guess that will come. It just takes a little longer.” Residential Life 195 Basset ssidential Life BOG Broughton Beta Theta Pi Residential Life 197 Brown House Brown House, a commitment dormi- tory, guarantees its residents they won’t be sorry to live on East campus. With “cohesiveness” as its theme, the dorm strove to achieve a “sense of community without the extra financial or time com- mitment you would find in a fraternity or a sorority,” said Trinity junior and dorm copresident Stephen Rothen- burger. In addition to biannual formals, weekly movie nights, nice-weather Sun- day barbeques and more or less sponta- neous sauna parties in the third floor men’s bathroom, the dorm sponsored annual “Where the hell is Brown House” and “Dorsey to Devo” campus parties. Htanwims Buchanan sidential Life iOUSE CC House C Burton hx A Canterbury Cleland Residential Life Delta Kappa Epsilon Delta Sigma Phi Delta Tau Delta Epworth The residents of Epworth said they were not bothered by the opinions of other Duke students who referred to them as “Epworthless” or “weirdos.” The residents enjoyed relaxing on their balcony-porch or hanging out in the purple parlor, their commons room. If others found them odd, too bad. The dorm held a “Shakespeare hour” every two weeks as well as “share hours” at which a resident shared his or her talent with the others. The residents did not, however, limit their activities to artistic pursuits. Many students were volunteer tutors at nearby schools. On Halloween Epworth sponsored their annual haunted house for the children of Durham. Epworth by no means considered it- self a typical dorm. Residents felt that their diverse backgrounds and talent made their dorm interesting. Bsidential Life Gilbert-Addoms Giles The popularity of West Campus dorms resulted in an abundance of sophomores in many East Campus up- perclass dorms. In Giles, however, there was a good mixture of senior, junior and sophomore women. Lore Greene, co- president of Giles, cited “growing uni- ty” between the residents as a key fac- tor in the decision of upperclass women .to remain in the dorm. The residents looked upon Giles as a home rather than merely a place to live. The residents enjoyed being together at dorm sponsored activities or at sponta- neous gatherings in the halls. On Hal- loween they dressed up and went trick or treating in the dorm. They showed movies on Saturdays and gathered to watch Duke basketball games on TV. The residents also held a mixer with geology graduate students and spon- sored a faculty cocktail party with the Kappa Alpha fraternity. They appreci- ated the relaxing atmosphere of Giles and the fact that there was always someone around to talk to. Residents had an overwhelmingly positive feeling about the dorm. Greene said the nicest aspect of Giles was the feeling of “com- ing home” after a hard day of classes. Residential Life 203 Glouchester Hampton Hanes Hanes Annex The freshmen who lived in Hanes Annex during 1985-1986 found them- selves the subject of much discussion around the University. The dorm, gen- erally considered inconvenient because of its distance from West Campus, was made more inconvenient as a result of construction to widen Erwin Road, on which the dorm is located. The residents had to deal with both the danger involved in walking around the construction site and the noise pro- duced by cranes, bulldozers and jack- hammers. The widening of Erwin Road would result in more noise for the resi- dents even after the completion of con- struction because of more traffic. The dorm was criticized for its small size, and for the noise and inconve- nience for the residents. The residents, however, were not the ones complain- ing; they liked living in the dorm. They felt the dorm’s small size was an asset as it gave them a sense of unity and closeness. The residents were more con- cerned that the construction had de- stroyed the Hanes Annex lawn than they were with the noise and inconve- nience. One resident remarked, “Others say it’s a hellhole, but I love living there. I know everyone in my dorm, and there’s a real feeling of closeness among us.” The other residents agreed saying that next to the friendships they made, the noise, inconvenience and small rooms seemed unimportant. Residential Life 205 Fubar I ARVIS esidential Life Lancaster Mirecourt ster House P that they probably would not have to live in the dorm for more than one year. According to Walker, the residents were mainly “transients who, having escaped their freshman clusters, were slowly making their way over to West Campus where they would live out the rest of their Duke careers in a triple the size of a shoe box.” He added, “They will, however, be closer to the Cl.” Many of the residents were sophomores who were unable to get housing on West; some residents, however, had lived there for more than a year. Walker said that many of the resi- dents were apathetic when it came to dorm activities. The commons room, in which the foosball table and television could be found, was the center of many of the residents lives. EGRAM Pegram dorm, a co-ed dorm on East ampus, is an “extreme” dorm accord- ng to Lance Walker, Pegram’s presi- lent during 1985-1986. The dorm is the •losest to Rossini’s Ice Cream shop and he Ninth Street Bakery, but it is the urthest from any campus bus stop. The like to the bus stop, grueling on any ay, was especially rough on Monday mornings at 8:00 am or any rainy day. jvlost residents took solace in the fact Residential Life 209 Phi Delta Theta Phi Kappa Psi iential Life Phi Kappa Sigma |Pi Kappa Alpha Psi Upsilon Random House Sigma Alpha Epsilon Sigma Chi Sigma Nu Sunday morning in the Sigma Phi Epsi- lon commons room . . As most of the brothers were still asleep, early morning visitors were greeted only by the odor of stale beer and the sight and sound of one disar- rayed student snoring on a tired sofa. The commons room had been in better order. Bits of evidence revealed both the activities of the fraternity and the activities around campus. Two empty kegs sat in one corner, nd beer cans were sparsely scattered around the room. Two large stereo speakers appeared to be taking a well deserved break. A Hawaiin shirt rested on one of the couches, but unless its owner was the sleeping partier across the room, it would probably remain there unclaimed for days. All evidence considered, one might conclude that a party took place in the commons room at some point Saturday night. It is not likely that the brothers limited their partying to the section. A plastic beer cup bearing the words Lip Sync IX would seem to indicate that some of the brothers attended Lip Sync, one of the most popular parties on campus. On the back wall, a do- geared and carefully annotated poster keeping track of the winners of the NCAA basketball tournament proved that the brothers were participants in presently the most popular pastime at Duke — watching college basketball in the hopes that the number one team would prove worthy of its ranking. In general, the Sigma Phi Epsilon commons room did not appear the worse for wear as a result of the goings on Saturday night, but the calm atmo- sphere it had on a Sunday morning was probably not typical. Southgate Two miles away on the same morning Ah, Sunday in the Southgate com- mons room. The perfect place to study for next Friday’s chemistry quiz. Cheerful sunshine streams through the windows closed against last night’s chilly air. The tempting smell of coffee and bacon wafting from the nearby kitchen accompanies the sound of laughter from its cooks. Only a few residents of the all-fresh- man women’s dorm are in the room, watching the television at low volume as to not disturb their neighbors. The other dorm members are enjoying a few extra hours of sleep or perhaps are at church. Two women talk about last night’s activities. Some of their friends went to the Lip Sync party on West Campus, and probably drank beer, if no one carded them. These women stayed in the dorm and talked about life before Duke over Snapple juice and Rossini’s ice cream. The room looks almost exactly like it did last Friday. Aside from a few bits of paper left by a careless visitor, no doubt, the room is spotless. Furniture here is rarely moved, except before Duke basketball games when everyone pulls up in front of the television set. And the room is at least adequately decorated. That’s one thing nice about Duke students; they keep their com- mons rooms in good shape. Stonehenge Residential Life 215 Trent WANNAMAKER Westminster (House D) Wayne Manor Wilson II Windsor Drime location — off main West, close the Cl and the parking lot” ... freedom to sunbathe without too any prying eyes” ... ‘‘Quiet, all-girls rm” ... “Parties — Suitcase party to the Bahamas, Stranger Party, and for- mals” . . . “Great study breaks — Papa- gayo’s, Steve’s Ice Cream, Dominoes pizza, Sunday brunches...Diet-at- Duke” Residential Life 219 House Z 220 Residential Life PROFILE: BARBARA BUSHMAN Barbara Buschman may have had the most difficult job at the University dur- ing the 1985-86 academic year. As Stu- dent Housing Coordinator, Buschman had the responsibility of locating rooms for Duke undergraduates. The job, diffi- cult under normal conditions, was com- plicated by an overcrowding problem. About 4,100 students could live com- fortably in the existing dormitory space. During the Fall semester of 1985, about 4,500 students actually occupied the dorms. A large January freshman class ad- ded to the existing overcrowding. While the average January freshman class is about 200, the 1986 class was composed of 229 students. Only 100 students could be placed in Aycock with the re- maining students dispersed throughout freshmen and upperclass dorms on East Campus. One hundred twenty-five returning students also needed on-campus hous- ing. As a result, Buschman expanded about 50 single and double rooms in upperclass dorms, mostly women’s dorms on West Campus, in order to cre- ate new space. Thus, many students found them- selves living in overcrowded conditions. Suggestions to alleviate the problem ranged from phasing out married stu- dent housing on Central Campus to converting large singles on East Cam- pus to doubles. While these suggestions could provide temporary relief, the ne- cessity of finding a more permanent so- lution was apparent. Duke “is eventually going to need an- other dorm,” said Buschman. The “New Dorms” of Edens Quadrangle, built in 1962, were the last dorms built. From 1982 to 1985, five new dorms were planned, but all were cancelled. Plans to build a dorm on East Cam- pus were abandoned in May of 1985 be- cause cost estimates were too high. Al- though Buschman recognized the need for more housing on campus, she ex- pressed concern over the fact that the site chosen had been East Campus. Ac- cording to Buschman, it would be nec- essary to “turn East Campus around” before a dorm on East could be a solu- tion to overcrowding. Improvements would have to be made in order to make East attractive for upperclassmen who find West Campus more convenient. Buschman felt it would be helpful if enrollment remained at 5,700. She sug- gested that more caution be used when admitting students as it is “easier to add people than take them away.” Duke’s popularity had resulted in a higher matriculation rate than usual. Despite all the frustrations, Busch- man described her job as challenging. Although students tended to define her job as thankless, Buschman did not agree. “I wouldn’t still be here if I did.” Residential Life 223 DUKE CROSSING THE THRESHOLD PERSPECTIVES Presidential Perspective BY H. KEITH H. BRODIE, M.D. My position provides for several kinds of contact with students, and I find them all rewarding and never dull. I meet regularly with Duke’s student leaders, and they have impressed me with the intelligence and careful thought that our students bring to their concerns about Duke. Another way I stay in touch with Duke students is in dealing with day-to-day student problems; these frequently allow me to don my psychiatrist’s hat, and I like that. After all, I chose to be trained in a field that values human differ- ences, and I don’t mind being reminded of them. In fact, I think that many other Duke administrators would tell you that the opportunity to help students seek the solution to an individual problem carries a special satisfaction. The third kind of contact I have with students is very casual, very unplanned. I have to eat a lot of “working lunches,” but when I can, I prefer to slip out of the office and have a sandwich on campus. I find unofficial conversations with Duke students relaxing and enlightening. But as important to me as all these interactions are, I would have to say that teaching Duke undergraduates in my seminar for seniors has provided the most enduring rewards. Although Duke has grown into one of our nation’s premier research universities, its historic commitment to undergrad- uate education has remained strong; those four years of schooling in the deepest values of our civilization remain at the heart of this university. Today, while an invigorating controversy swirls around America’s colleges as to the best way to educate our youth, the central importance of the teaching mission has again crystallized in the debate, just as it has always crystallized in Duke classrooms. As president, administrative duties increasingly seek me out. Yet, during this first year, the demands on my time have increased rather than lessened my awareness of the source of life in a university. There is a special kind of collision that occurs in the classroom among eager minds, a process of intellectual activity in which students elicit the best efforts from professors. The same questions may be framed and reframed; new knowledge may be integrated; new theories tried and discarded. But no matter the subject, wherever this process is happening, life is being examined anew. And I, for one, want to be there. rspectives Perspectives 227 Perspectives 231 Perspectives r : I a Perspectives 2.5't spec ctives Perspectives 237 Durham, N.C. I vSrti � ■«■ rTiTi I'BU ■■IML Bm� l as®-: Perspectives 241 GO caRouh Ol � N( 0 TO HELL CAROLINA Perspectives 243 jrspectives spectives The Perseverance Of Time The one reality of Duke life none can avoid is the law of time. We live in time, it is the stage on which we perform; yet, like a stage, its finite boundaries restrict and limit us. Time passes: this is the law, and now that we have graduated from Duke, we wonder how such a law has made us so old, so soon. The most familiar of time’s pressures on one’s life as a Duke student was each day’s insistence on lasting only 24 hours. It is not that our days at Duke were shorter than our other days, but that Duke provided so many opportuni- ties, with which to fill them. We woke up, later than intended, and staggered out to meet the day; immediately classes, people, schoolwork, food on points, and (often) sunshine batted their eyelashes at us, enticing us to spend our time with them. And who knew what once-in-a-lifetime lectures, movies and ballgames would waylay us? We went to bed, later than intend- ed, ridden with guilt about all the things we wanted to do. There just wasn’t enough time in the day. (Hey, whose idea was 24 hours, anyway?) Then there were the moments when minutes seemed to last for hours, in those excruciating Tuesday-Thursday classes, punishing you for not doing the reserve reading. And the times when you walked into an empty classroom on a Saturday morning, come to spend the precious weekend writing a paper. But among those moments were also a few brief glimpses of the challenging joy of learning, in a lecture, or perhaps with a solitary book. At those moments, the hours of academic drudgery seemed a small price for the seconds of revela- tion. Our time at Duke was also part of a larger span of time, the sweep of histo- ry. Who knows what it will mean to those of later times when we say we By Tom Walsh were Duke students in the mid-1980s? Among us were the soldiers of the Rea- gan revolution, and also its concerned opponents, and only time would tell which group would win the soul of our generation. Inevitably the landscape of these years at Duke becomes hopelessly dated: short hair and U2, flowery shorts and David Letterman, hacky sack and African handbags, paisley and “Born in the U.S.A.,” sweats and Rambo, “Ghostbusters” and Bimmers. The things on which one time smiles, an- other time laughs. Usually real soon. Another aspect of time is that our allotment of it is subject to termination, without notice, at any moment. Young and beautiful in our Duke days, we dealt with the matter of ultimate time — eternity — primarily by ignoring it. For some it was a time of seeking recon- ciliation with the God who gives us our minutes, but for others it was a time of failure to acknowledge the spiritual realm. To love Duke is also to hate it, and among its most hateful aspects was our presumption in living as though we would live forever, when in fact we are never sure of the next second. Now that Duke days are time past, you see how little quality time you got to spend with people. So many were the wonderful people, the worthwhile friends, provided one at Duke. Remem- ber the inspired moments of goofing around with the gang? More exhilarat- ing still were the two-hour dinners and all-night soul-baring sessions, with folks willing to know you better than you deserved to be known. But there were also the missed opportunities to spend time with people, foregone be- cause of work, or fatigue, or whatever. The passage of time is not negotiable, and when you passed people by, you didn’t get any second chances. Finally, time haunted us: the time be- yond Duke. Perhaps there will be no fun at all after college, we often feared, redoubling a quest for fun that often seemed frantic and desperate. After four years, we had to leave the Duke stage of our life behind. This is why we tried so hard to do so much before they made us graduate. When we showed up at our dormitories on the sunny morn- ing of August 27, 1982, a clock started ticking in our minds. The closer we got to the time when the alarm would ring, the louder the ticking became. So much to do, so little time. To look through our freshman pic book is saddening, be- cause there are so many familiar faces there was never time to really know. The loss is incalculable. But the time which circumscribed and limited us so, by its brevity, is the same time which saw us showered with undreamed-of gifts. For these, gratitude is the most fitting response. Time passes, and now our time for Duke is over. I loved and hated it pas- sionately while I was there, and now when people ask what was the best thing about it, all I can say is, “I went there.” For a time, it was mine, and for each of us, that subjective experience weighs more than all the objective facts we know about the place. Now Duke — whatever it meant to us — belongs to other people, to whom it means other things. Now, rather than we being part of Duke, Duke is part of us, in ways often beyond our recognition. To recap- ture our Duke, from now on, it will not suffice to look at the yearbook, or visit the campus, or even spend time with the people. Since our Duke — the sun- light through the trees on the quad on a sunny Friday, the view from the dorm room window on a rainy Saturday night — is within us, it is only in our memory that it will endure, the real thing, not faded by time. Residential Life 24' The Duke Card The 1985-1986 academic year marked the introduction of a new convenience for Duke undergraduates — the Duke Card. Described in a promotional bro- chure as “synergistic,” the Duke Card does indeed combine many different functions new to students or formerly performed by the meal card and semes- ter enrollment card. The new system went on line on Au- gust 19, 1985, after having been in the planning stages since February of 1984. The Duke University Food Services, University stores and business auxil- iaries participated in the planning and the installment of the system. Joseph Pietrantoni, assistant business man- ager, said the Duke Card was valuable because “one single device can be used for everything . . . food, parking, voting [in campus elections], identification, admission to athletic events . . . it’s a single card with several identities.” Mike Gower, director of finance for business auxiliaries, elaborated on the Card’s capabilities, saying that it could be used to purchase tickets from Page Box Office, as admission to all PC labs on campus and even as a card key. However, since the Card combines so many features into one piece of plastic, it has one major drawback — “If you lose it, you’re up a creek,” Gower said. Aside from this disadvantage, the reception of the Duke Card by students was overall favorable. Marty Novem- ber, ASDU president at the time of the Card’s inception, called the Card “convenient for students. They don’t have to think about money, worry about carrying cash . . Everyone loves it.” If the reactions of students and ad- ministrators are any indication, the Duke Card may be an integral part of undergraduate life for many years to come. Perspectives 251 spectives Perspectives 255 'S r Perspectives 257 POSE WITH i erspectives Before The “Hot College” Era By Paul Gaffney B — was a little pissed, or disillu- sioned, anyway. It was February of our senior year, 29 of 32 college months stretched miles behind us. We were on campus, making the rounds of parties the way we used to when we were fresh- men, sophomores and juniors. But things were different now. “The SAEs, they were all practically handing out business cards. The Betas, they’re all Eurofags. And the Delts, they’re all just trying to act like Delts. What’s this place coming to? Remem- ber the way it used to be?” Remember the way it used to be? If there is one thing I’ll always remember about my senior year, the topic sen- tence of my final foray at Duke, it is that question. If you don’t know the answer, if too many keg parties or too many all-nighters have eaten away your memory, there’s no shortage of people who will fill you in. Grain par- ties. You could make nearly as much noise as you wanted. There was none of this residential college talk. The mean SATs were lower. You’re likely to hear that Duke used to be a great place to go to college, a place where you could work hard through the day and play hard through the night. But not anymore. The time seniors remember was before the “hot college” era; before the cross-the-threshold- quest-for-excellence period. It was be- fore anyone cared about the rankings, before anyone cared about “intellectual atmosphere.” It was before public poli- cy yuppie-ism, before things were rot- ten. Oh, if I applied to Duke now I could probably never have gotten in. No doubt, Duke has changed since my freshman year. For better or for worse, a university has to change every- day; otherwise it becomes obsolete in a very short time. But people change, too. I remember this pimple-faced kid who came to Duke in September ’82 with all his new clothes under one arm and all his favorite tapes under the other. Want to see how much you’ve changed? Go look at all the tapes you brought with you freshman year, if you haven’t taped over them already. Some of what’s happened to Duke in the last four years has been good, some of it bad, but most doesn’t make any difference at all. I was probably one of the first to cry foul when Dean Wasio- lek padlocked fraternity commons rooms last fall for having “unregis- tered” parties before school even start- ed. C’mon Dean Sue, I howled out like everyne else, you’re ruining a tradition. But in the long run things like this are minor. Some anthro major told me that if you put everything from the beginning of the earth to today on a year-long timeline, human history would take up about the last minute. When our four j years are compared against the rest of Duke’s history, now and in the future, most of what happened will seem simi- larly insignificant. When I was a fresh- man, all I heard was how this place had changed. No more beer on points. What’s this noise policy nonsense? How come all frats aren’t on West anymore? And will you look at the class of geeks they let in this year. Sound familiar? ! How you see something depends on | where you are when you look at it. Col- j lege is a process that you come out of significantly different from how you came in. You can’t really judge some- 1 thing your last year the way you did your first because your angle of percep- ! tion has changed. A yearbook is an amazing thing. It distorts reality. It makes everything seem very romantic, like movies of Vic- torian or other past ages that make you think you might actually want to live without a microwave. Think of what Trinity ’95 students will think when they go to Perkins, pop Yearlook '86 into the VCR and watch a Tommy Amaker to Johnny Dawkins alley oop before a standing-room-only Cameron. God, how great it would have been to go to Duke back then. Paul Gaffney served as the editor of The Chroni- cle during the 1985-'86 academic year. YOU’RE A GOOD MAN, CHARLIE BROWN HOT L BALTIMORE DAY OF ABSENCE COMPANY Pprsnprtiuoo OGE. Alpha Delta Pi Alpha Epsilon Ph ALPHA OMICRON PI lpha Kappa Alpha Delta Sigma Theta Kappa Alpha Theta Kappa Demy Kappa Kappa Gamma Pi Beta Phi eta Tau Alpha Perspectives 271 DUKE CROSSING THE THRESHOLD THE CLASS OF 1986 Jeffrey D. K. Aaron Susan Y. Abarbanell Anthony M. Abate Psychology Biology Electrical Engineering Damaris S. Abeles Patricia A. Abello Todd A. Abernethy Political Science Economics Todd G. Abraham Giselle M. Achecar Gordon T. Political Science Achtermann Public Policy Studies Alice M. Adams Daniel T. Adams David M. Adams Joseph D. Adams Madelyn R. Adams Brian F. Addy Political Science Design Engineering Political Science Economics Political Science Electrical Engineering Todd S. Afferica David B. Agatston Amina Ahmed Scott A. Akens Sam M. Alaish Elizabeth Aldrich Zoology Biology Political Science Biomedical Engineering lass Of 1986 Jennifer L. Alexander David M. Alin Sukrit Alkawal Ann T. Allen Janet C. Allen Tracy J. Anbinder History Electrical Engineering Mathematics Political Science Economics F. Charles Anderson Laurie B. Anderson Robin L. Angel Music Anthropology Public Policy Studies Karen D. Angell Miriam L. Angress Tom L. Antonino English Arlen L. Appelbaum Miriam R. Arichea Scott J. Arnold Psychology Public Policy Studies Electrical Engineering Lang Aston Robert T. Atkins Mark E. Atkinson Civil Engineering Mechanical Electrical Engineering Engineering Lisa J. Auslander French Randolph L. Austin Computer Science Gildy V. Babiera Economics Class Of 1986 2' Jeffrey H. Baer Andrew W. Bagley Kathryn A. Bailey Michael C. Bainum Laura P. Baird Mary E. Baker Computer Science Politcal Science Economics Public Policy Studies Electrical Engineering Psychology Patricia A. Baker Suzanne T. Baker Vincent F. Baldassano Saul T. Ballesteros Jennifer W. Bancroft Nicholas Bandarenko Political Science Psychology History William A. Barbieri, Shari L. Barkin Jr. Zoology Religion Elizabeth A. Barksdale Religion John J. Barnes Max L. Barnhardt III Glenn M. Barrett Biomedical Political Science Engineering Class Of 1986 Jeff L. Barringer Elizabeth L. Barry Julia A. Barry Christina H. Bartlett Margaret G. Barton Leslie T. Bass Economics Biology English History Psychology Sociology David M. Battan Michael J. Battle Susan M. Battle Elizabeth E. Bauza Catherine E. Baxter Elizabeth R. Beach Religion Art History Political Science History Jeffery A. Beaudry Renee E. Becnel Biochemical Economics Engineering Virginia B. Beerel Andrew C. Bell Biology Matha E. Bell Mary H. Bell Zoology Comparative Area Studies Class Of 1986 277 Jay R. Bender Robert B. Benford Jim P. Benge Jefferson F. Bennett Katherine M. Benson David B. Bent Public Policy Studies Electrical Engineering Zoology Linguistics Physics Art History Mark R. Benz William J. Berg Barry H. Berke Brenda S. Berlin Electrical Engineering Zoology Public Policy Studies Political Science Amanda J. Berlowe Alan J. Bernstein History Public Policy Studies 18 Class 01 1986 Matthew A. Bernstein Genevieve A. Berry David M. Bigley Physics Economics Helen R. Billig J. Layne Birdsong Cary C. Bissell Economics Political Science Art History William R. Black Anthropology William G. Blackard English Len B. Blackwell Economics Cynthia L. Blankenship Geology Thomas M. Bleick Civil Engineering David T. Blaauw Computer Science Class Of 1986 279 ASDU, People Make Duke Memories By Martin November When I think back on my Duke ex- perience, some words of wisdom my un- cle gave me for college always come to mind. He told me to make sure my studies did not interfere with my educa- tion. Certainly, this was good advice. Too much activity outside the class- room is unwise, but one becomes nar- row-minded if his life is conducted sole- ly within the walls of Perkins Library. Going to Duke has meant a great deal to me. I still remember walking around the campus when I first arrived in Jan- uary, 1983 and wondering how come ev- eryone seemed to be blond, blue-eyed and fresh off the cover of a fashion mag- azine. When finally I saw a student with horn-rimmed glasses and a calcu- lator on his belt, I followed him in dis- belief. In the next few weeks, however, I was to learn how extremely diverse and multi-dimensional Duke students are. Most of my memories come from my work in the student government. Dur- ing sophomore year I decided to get in- volved in ASDU and in the fall semes- ter my junior year I ran for president. Up until that time, I had experienced my fair share of fraternity parties and long nights studying for exams. The year 1985, though, came to mean a lot more. Suddenly I was thrust into a position I had never imagined I would be in. Although there were times when I ques- tioned my motivation to ever pursue a role within the student government, ASDU gave back everything I put into it and more. There were times I missed seeing my friends more often or regret- ted staying in on a weekend night to write a paper, but I would not trade my year as ASDU president for anything. The many people I met and the rela- tionships which evolved made me grow in many ways. I had the opportunity to get to know people from all circles of life. From administrators and profes- sors to students and employees, I learned a great deal from my interac- tion with them all. Although being president of ASDU caused me to change, I worked to fit the position to my personality as well. I wanted to be as open and honest as I could, because I knew I did not have all the answers and only with the help of others could I ever hope to make things happen at the University. With the coo- peration of a whole lot of people, the year was fun and profitable. One lesson I learned very quickly was the real val- ue of friends. Whenever I needed my spirits picked up or my ego let down, they were there to do it. They let me know where I stood with them. They gave me the humanity I sometimes needed. My experience with the student gov- ernment, however, is not all I will take away from Duke. I will remember times in the classroom when my thinking was challenged. I will often think about bas- ketball games in Cameron, coffee-filled late evenings writing papers, the Gar- dens, bands on the quad, good times at the Hideaway and in Durham. Most of all though, I will remember the people. My friends and roommates. The men and women who work at the C.I. and the housekeepers in the dormitories. Professors, R.A.s, the waitresses at Steak and Egg, the policeman at Har- dees and Pete Rinaldi. It was the people and the situation which made it all real for me. Duke will never just be a place I spent my undergraduate years. That says too little and Duke means much more to me than that. Martin November served as ASDU president in 1985. Joseph F. Blesse Karen C. Bloch Electrical Engineering Chemistry Debra L. Brock David P. Bloom Economics Art History David A. Blosco David P. Boch Economics Leslie S. Boehler Kimberly C. Booth Psychology Biology Matthew A. Borten In terdisciplinary Courses Blaine H. Bortnick Economics Andrea J. Bosch Anthropolgy Sandra J. Bostian Barbara A. Botsch Michael A. Bouzigard J. Andrew Bower Psychology Economics David K. Boyd John F. Bozeman Henry C. Bozwell Robert J. Brager Beth A. Branch Shelly A. Branson Evelyn H. Brantley English Economics Psychology Susan Bratton Joseph K. Braverman Alan S. Breckenridge Peter M. Breining Beatrice Y. Lewis C. Brewster Political Science Political Science Psychology Mechanical Brewington Electrical Engineering Engineering Biology Robert Bright John S. Brittain Polly A. Brocklehurst David H. Brody Ellen R. Brook Christopher L. Program II Chemistry History Political Science Brookfield Psychology Diane L. Brown Jacqueline E. Brown Louise M. Brown Peggy H. Brown Judith E. Browne Scott R. Brun Sociology Public Policy Studies French Chemical Engineering Economics Class Of 1986 281 Catherine L. Brvan Veronica M. Bulgari Stephen E. Bunker Nicholas A. Lauren A. Buono Marc P. Buranosky lectrical Engineering Art History Biomedical Buoniconti Psychology Economics Engineering Political Science John C. Burkart Paul A. Burke Steven I. Burke John C. Burris Susan C. Burroni Rebecca F. Burton Political Science Political Science Mathematics History Glenn A. Butcher Elisabeth C. Butler Katherine B. Butler Wade R. Byrd Susan L. Callahan Joseph E. Campbell, Electrical Engineering Economics History Public Policy Studies III History i Ol 1986 Kenneth A. Cannon David A. Cantrell Christopher G. Capen Edith M. Carpenter Mary L. Carroll Computer Science Chemistry Political Science Anne V. Carson Electrical Engineering Cecilia D. Carter Genny L. Carter Chryssa E. Castle Jeffrey F. Cattorini Joseph C. Cauthen Douglas A. S. Art History History Economics Biology Political Science Chalmers Public Policy Studies Rita L. Chambers Electrical Engineering Elizabeth D. Chapin Political Science Peter A. Charles John P. Chazal History Brian T. Chen Marjorie C. Chenault Economics Class Of 1986 28i ■ Jestin C. Cheng Pin C. Cheng Chemistry Biology Roland S. Cheng Ursula Y. Chesney Janet B. Chiang Hyun M. Cho Biology’ Zoology Economics Chemistry Chris N. Christakos Odette M. Cianchini Colleen J. Cicchetti Curt A. Cimei Deborah J. Clabby Kristin K. Clark Chemistry Psychology Mechanical Economics Psychology Engineering Ann L. Clarke Sarah C. Clarkson Anne C. Classen Anita M. Claybrook Lila T. Cleminshaw Joshua L. Clevenger Psychology Public Policy Studies Art History French Electrical Engineering Electrical Engineering blass Of 1986 Jennifer A. Cobe Elizabeth T. Coble Susan E. Cochran Michael J. Coffey Stephanie M. Cogan Steven R. Cohen Philosophy Psychology Art History Biology Art History Chemistry Celeste C. Coker English Jill S. Cole Biology David R. Colley Charles P. Collins David R. Collins Patrick T. Collins Psychology Political Science Mechanical Engineering Sputnik By Bill Rose The dog was dying. He knew it and so did I. So, a little before sunset, I picked him up and carried him from my bedroom to the edge of the cotton field behind the house. It was our special time of day. There, away from the prying eyes of grownups, we would watch the sun drop into the cotton until the whole Delta was dark. It was our secret place, our secret time. I called him Sputnik, because he was born the night the Russians shot the first satellite into orbit. He was just a scruffy little rat terrier, but for a bare- foot 9-year-old Mississippi country boy too skinny to play football, too little to be much of a baseball player, and too slow to run from the town bully, he was just what the doctor ordered. We grew up together. He followed me to school and met me when it was over. To my mother’s everlasting horror, he slept, not at the foot of my bed, but on the pillow, his face cuddled up next to mine. I developed an incredible talent I for seeming to feed myself with one hand at the dinner table while using the other to pass Sputnik the choicest mor- p sels. He was the world’s greatest body- I guard, breaking up any number of play- ground football games by trying to de- vour anyone who dared tackle me. I had a habit of squatting in a corner j of Daddy’s drug store to read “funny | books,’’ as we called them. One day, a salesman who needed to get to the shelves behind me made the mistake of trying to shove me aside with his leg. Sputnik took a hunk out of his hip. He was faster than any dog I knew. And smarter. And he could smile, al- though my parents laughed when I told them so. When I told him of my disappoint- ments, he would look at me with eyes that bled. But when we were having fun, he would open his mouth just wide enough to bare his teeth, slide his tongue to the edge of his front lip, pant, and display what looked for all the world like a sly, Rhett Butler grin. When I fell for Carol Jean Tackett, a cute little 16-year-old cheerleader, Sputnik was the first to know. When I brought her home, he hopped up on the couch for a better look, gave her the once-over from head to toe, cocked his head and let loose a grin that had “welll, welll, welll” written all over it. I blushed. When I had to go off to college, he understood. But somehow, he seemed to sense that things could never be the same again. When I would call home, Mom would tell me that Sputnik had developed new habits. He would stay out at night cavorting with loose wom- en, wake up neighbors with sharp barks and skip meals for walks on the wild side. I would get Mom to put him next to the phone so I could tell him to be- have, but it didn’t seem to work. Then, one summer, he got sick. We didn’t have enough money for a vet, so he wasted away. Finally, it was time. Sputnik knew it. We were in the cotton field. He rose painfully to his feet, leaned against my leg and looked at the sun. The big red fireball hesitated for a second above the field of white, then slowly melted into the cotton, turning the horizon into what looked for all the world like a fiery sea of orange fluff. Then it was dark. Sputnik looked at me. He laughed. So did I. Then, shakily, he lay down. I picked him up, stroked behind his ears, and carried him to bed. A few minutes later, he wobbled over to me, gave one last yelp, and died. I wept. With his toy mouse and his rubber ball, I buried him at the edge of the cotton field he loved so much. When I walked back in the house, Daddy was waiting. He tried to hide it, but he had been crying too. “Son,” he said, “sometimes growing up is hard, isn’t it?’’ Not really, I thought. Growing up is OK. What’s hard is watching your childhood die. Reprinted with permission of The Mi- ami Herald. Class Of 1986 285 Deborah L. Collver Elizabeth W. Connell Cameron J. Conner Evi I. Constantinidou Paul H. Constantino Richard E. Conway History History Computer Science Biomedical Political Science Mechanical Engineering Engineering Kalen C. Cookson Robert J. Coon Michael J. Cooney Kathryn J. Coons Monte M. Cooper Jeffrey B. Psychology Psychology Electrical Engineering Political Science Economics Coopersmith Economics Anthony S. Corbett Edwin K. Corbin Elizabeth M. Coreth Economics Economics Art History Domagoj Coric Diane M. Coucoulas Laura C. Cousar Psychology Biology Economics lass Of 1986 James J. Cowie Economics Stephen C. Cowles Electrical Engineering Elizabeth A. Crabb Psychology Margaret E. Crawford Richard M. Crawford Susan B. Crawford Electrical Engineering Mathematics Brian S. Crenshaw Kimberly A. Crider Catherine L. Crowder Psychology Electrical Engineering Political Science Karen A. Crowley Vincent F. Crump Tony Cucuzzella Psychology Computer Science Psychology “The older I get, the more I realize that I am never wrong and all the pains that I have so humbly taken to verify my notions have only wasted my time.” — George Bernard Shaw Peter Shimm Eduardo H Cue Lydia E. Cuevas Karen A. Cummings Robert D. Curran James H. Curry David F. Dabbs Computer Science Computer Science Economics Mechanical History Engineering Thomas C. Daily Mark D. Damico Diane L. Dana Romeo Dator Electrical Engineering Political Science Public Policy Studies Psychology William T. Dauer Jonathan N. David Zoology German Class Of 1986 287 Elisa G. Davidson Betsy Davies Ted J. Davies Jennifer A. Linda C. Davis Peter G. Davis Political Science Economics Davila-aponte Mathematics Chemistry R. Townsend Davis Susan E. Davis Tiffany G. Davis Alexander L. Dean, Mark L. DeAngelis Russell C. Deans Public Policy Studies History English Jr. History Electrical Engineering Electrical Engineering Jennifer A. DeCrane Christina M. Zoology DeFranco Classical Studies Darryl J. Deitsch Kent B del Carmen Nancy A. DeLuca John DeMatteo Religion Geology Civil Engineering $8 Class Of 1986 Leslie A. De Mary V. Demopoulos Tushar H. Desai Eric Desman Kimberly J. Devenne Danielle Devoney Montrichard Psychology Biomedical Zoology Civil Engineering Biology Engineering Martine L. Devos Cynthia A. Dickes Billie S. Dickson Julianne M. Didul Donald A. Diebold Susan E. Dieterich English Economics Electrical Engineering Economics Chemistry Psychology Kathleen M. Vincent Dimaiolo John N. Distasi Janet S. Dodge Danna H. Doede Andrea L. Dogon Digennaro History Computer Science Biology Economics Geology Public Policy Studies Class Of 1986 289 Dennis M. Doherty Daniel J. Donovan Elizabeth A. Donovan Francine Donovan Patricia S. Dowd Biology Chemistry English Zoology English Kristin L. Droege History David W. Drucker Nilesh V. Dubai Leigh M. Dudek Raymond A. Dudley Gregory D. Duff Psychology Electrical Engineering Biologyr Economics Ann E. Dulik Art History PROFILE: MARK DE ANGELIS A two-time class president, Mark De Angelis was an integral member of the Duke Players, per- forming in such plays as Past Grand Knight and Romeo and Juliet. He theorized about his extra- curricular activities, and his as-yet ungelled plans for the future. It was freshman year. It was a student-written play, directed by a student. That was the first time I auditioned for something at Duke. Most of what I did here was student-directed stuff. It’s just fun because you really get to know the people well. I didn’t go into the Greek system. I didn’t join a frat, basically because I had Duke Players. It was my niche, so to speak. And it was fantastic. I had a really different freshman experience, I think, that a lot of people. I lived in Epworth dorm. Epworth was actually a freshman dorm then; there were only about forty of us in there. I had gotten into ASDU first semester. I always wanted to do that kind of thing. I really liked the people in my class, and I thought the campaign- ing was really fun. It isn’t more complex than that, it really isn’t. That and I wanted to send out letters to people. I was president twice. Basically it was working wih the administration. You know, alumni af- fairs. What it basically means is that when we’re all graduates, you can expect letters from me. They’ll call me up and they’ll say, “Mark, we’re trying to raise $500,000 for the 25th reunion of the class of 1986. Of course you’ll sit on the commit- tee, won’t you?” And I’ll say “sure.” So everyone will be settled down with their Volvos and the 2.5 kids and their wives and their husbands, and one day they’ll go to the mailbox and there’ll be a letter from the Duke Alumni Association with my John Hancock on it. Duke Players is why I really gave up the class government stuff. I love acting. This school will become one of the premiere centers for drama in the next twenty years. It’s got the facilities, it’s got the teachers, and it’s got the students who are willing to do it. Nothing has really held it back. It’s been a slow growth procss. Duke Players was started by stu- dents years and years ago. Students decided to get together and do some acting. Then they called in faculty. John Clum was instrumental; for twenty years John Clum was the faculty advisor for Duke Players. We just recruited a guy named David Ball. Dr. Ball has just come in from Carnegie- Mellon Universty, and he as got dreams for this place. I mean, he could have taught anywhere, but he decided to come to Duke and has a big agenda. And all of a sudden, there are drama majors; drama majors are popping up! There are a lot of us involved in the drama department who are not drama majors. If I came back, I’d be a drama major now, I think. The program has gotten that good in the last four years. There are really good people in the department here. Actors can be stigmatized for being cliquish. But here, it’s really an open community. It’s very open, they’re very receptive to new people coming in. And the facilities ae amazing. Oh, drama’s a blast. I don’t know. I’d like to pursue it after Duke to some degree, but the other part of me is a greedy, money-hungry Duke pre- professional who says, “No, no! Go for the MBA!” And so I’m torn between; should I do stand-up comedy at night and eventually pursue an acting career? It’s not easy. I have a few job offers. I don’t know if I’m going to take any of them. I could just vegetate for a while. I was thinking of going to Nepal and just hiding ut in the mountains for a while with the Buddhist monks. My sister was here right before me. I cam ein as soon as she graduated. For both of us, it’s been a completely different experience. For her, it was pre-med, Beaufort laboratories, hanging out in the Alumni Lounge before they had the Bryan Center. For me, it’s been Duke Players, going to Oxford this last summer, studying abroad thre. That was a blast. Class government I remember as well. The whole thing. I’ve had a good feeling about this school. I real- ly think it’s a great school. I think our degree has appreciated more than any other degree in the country in the past four years. It’s wonderful. And we know it. The preceeding was compiled from a staff inter- view. ) Class Of 1986 Heather E. Dunbar Amy H. Duncan Patricia J. Dunn Jerri U. Dunston Joseph V. Dupont Jennifer E. Dwork Geology Religion English History Kimberly A. Dwyer James A. Edison Bonnie C. Egan Scott W. Eilbeck Kiara S. Eily Chris B. Elam Biomedical Biology Economics History Zoology Public Policy Studies Engineering Class Of 1986 291 Susan E. Eldon Richard L. Eldridge Laura E. English Jill Enright Ronald S. Epstein Stephanie I. Epstein Chemistry Economics Chemistry Zoology Political Science Erika L. Ericksen M. Y. Eshelman Gregory A. Esses Laurel L. Estabrooks Mark C. Estrada Christopher E. Comparative Public Policy Studies Electrical Engineering Zoology Computer Science Eubank Literature Physics Robert M. Evans Barry D. Fagan Jon R. Fahs, Jr. Jeffrey P. Fairchild Anna F. Fakadej Bruce A. Falbaum Economics Electrical Engineering Mechanical Anthropology Psychology Economics Engineering John A. Falco George A. Fang Howard E. Farfel Edmond D. Farrell Katherine K. Farries Allen H. Farrington Economics Electrical Engineering Economics Political Science Political Science Electrical Engineering Jeffrey A. Feinstein Joshua M. Felser Richard R. Ferguson Carole M. Fetzer Economics Chemistry John P. Fezza William G. Fick Economics Art :iass Of 1986 Steven F. Fields Bruce D. Finkel Electrical Engineering Chemistry Denise L. Finkelstein Denise I. Fischer Psychology Guido W. Fischer Mark A. Fischer Mechanical Program II Engineering Elliot A. Fishman Thomas J. Flaherty Electrical Engineering Gregory R. Flanagan John C. Fleer Religion Class Of 1986 293 Kevin M. Fleishman Dino F. Flores Robert S. Flowers Peter W. Flur Carol F. Fong Zoology History Electrical Engineering Political Science Carol Forsyth J. David Forsyth Denise M. Forte Elizabeth S. Foster Marsall S. Foster Cheryl A. Fox Computer Science Mathematiics Computer Science Art History Psychology Political Science Class Of 1986 Derrick S. Fox George F. Fox Robert S. Fox Jay A. Foxworthy Maria L. Francisco Ellen E. Frangione Political Science Mechanical Computer Science History Zoology Electrical Engineering Engineering Helen M. Freeman Beth S. Friedman Lynn S. Friedman John L. Frost Nina T. Frusztajer Cynthia D. Fryer Political Science Russian English Economics Psychology Class Of 1986 295 Jarrett L. Fugh Lisa D. Furman Paul B. Gaffney Bradley A. Gambill Thomas M. Gannon Lillian J. Garcia Political Science Computer Science Economics Computer Science Economics Economics Joanne Garone Arlyse L. Gafson Karen H. Gates Elizabeth P. Gatti Nathan S. Gay Gary W. Geek Political Science Political Science Biology Public Policy Studies Economics Civil Engineering Caryn L. Gelbman David R. Gemerchak Jennifer A. Getchell Sam A. Ghazaleh Paula C. Giannini Sallie H. Gibson Political Science Psychology History Electrical Engineering English History � 6 Class Of 1986 Brent W. Giese Roderick K. Giffen Peter B. Gill Mark G. Gillin Anthony R. Glad Lisa A. Gladden Economics Biomedical English Public Policy Studies History History Engineering Lisa A. Gleason Jeffrey W. Glenney Donna J. Globus Sean W. Glynn Robert E. Godschall Anuradha C. Goel Chemistry Economics English Public Policy Studies Economics Class Of 1986 297 Wildest Experiences The NROTC Midshipmen Dining-In, in the fall of ’82. Seeing officers throwing po- tatoes at each other across a banquet hall is really quite an experience. Robert Coon Sleeping on the eighteenth green at the golf course. Anne Kaczor Connie F. Goins Martha E. Golden Brian H. Goldman Computer Science French Zoology Leslie E. Gema M. Gomez Roberta L. Gonzalez Goldsborough Chemistry Public Policy Studies Frederick Gortner Jom K. Gotow Amy S. Gotterer Program II Mechanical Economics Engineering Steven M. Gottlieb Ann E. Gowan Kathleen A. Grady Bethany C. Graham Public Policy Studies Biomedical Engineering Lisa A. Granozid Jonathan S. Grant History Public Policy Studies Giovanni C. Grassi David W. Grawemeyer History Stephanie Green Steven B. Green Economics Stephanie B. Karen E. Greene Greenblatt Mechanical Engineering Class Of 1986 Susan L. Greenfield Economics Richard M. Greenwald Biomedical Engineering A. Dandridge Gregg Amy S. Grenen Political Science Kurt G. Gresenz Political Science Ann R. Grier Computer Science Michelangelo Grigni Wendy L. Grode Scott A. Gronholm Computer Science Comparative Area Mechanical Studies Engineering Robin E. Gruker Carl Guadagno Jon Guerster Political Science Economics Electrical Engineering Thomas C. Guiles, Jr. Rajeev Gulati Babu V. Gupta Political Science Computer Science Biology Liz A. Guzyrshi Religion Kurt W. Haas Elizabeth A. Haight Economics Jeffrey W. Grossman Meloney L. Grove Theodora L. Grubb Electrical Engineering Economics History Class Of 1986 299 Karl Hailman Loueva M. Halla Richard K. Linda K. Hammer William E. Hammer Heather Hammond Political Science Psychology Halterman Psychology Mechanical Biology Psychology Engineering Mike Hansler Cynthia A. Hardgrave Ann E. Hardison John A. Harkin Mary E. Harkins Douglass B. Harper Civil Engineering Economics Public Policy Studies Political Science Political Science English Ken M. Harper Laura W. Harris Robert A. Harris IV Shannon E. Harris Shawn F. Harris Virginie P. Harris Economics Political Science History Mechanical Electrical Engineering Engineering 0 Class Of 1986 1 i John T. Harrison Moira E. Hartigan Robert J. Harward Zoology Psychology Marianne Hassan Robert E. Hasty Sandi L. Haynes Political Science Electrical Engineering Public Policy Studies John W. Heacock Timothy S. Healy Chemistry History Adam Hecht Amy L. Heffernan Julie M. Heitzenrater Sharon J. Hendricks Psychology Public Policy Studies Zoology Public Policy Studies Susan L. Heneson Heidi Heneveld Judaic Studies Computer Science Charles L. Herring Suzannah W. Herring Christopher K. Hersh Lisa Herskowitz Chemistry Economics Economics English Class Of 1986 301 Nancy E. Heyman Richard E. Heyman Mike C. Michael J. Higgins Bruce C. David S. Hill Political Science Psychology Higginbotham Higinbothom Zoology History Biology Michael R. Hill C. T. Hilton Allison P. Hinely Sonja M. Hines Bonny V. Hinners Brenda M. Hiskey Biomedical Public Policy Studies English Political Science Computer Science English Engineering 302 Class Of 1986 Albert F. Ho Julie Hoffman William C. Hofmann Nancy L. Hogshead Horace P. Holden, Jr. Christopher E. Computer Science English Zoology Political Science Zoology Holland Electrical Engineering Kenneth T. Holland Richard S. Holland Judith M. Holme Carolyn G. Holmes Stephen R. Holstad, Carolyn C. Holt Geology Economics Art History Jr. Economics Class Of 1986 303 PROFILE: JULIUS Grantham Julius Grantham was red-shirted his freshman year and was plagued by a variety of injuries throughout his first three years of athletic eligibility. A po- litical science major, Grantham is con- sidering playing professional football or attending law school. The talented run- ning back looked forward to a healthy and successful 1987 season and reflect- ed on four years at Duke. I started playing football at the age of seven. Actually, my father had been away, he was in Vietnam, and he came back home and I was doing things like playing house and playing jacks with my sisters because it was just the three of us at that time. So I started out at about the age of seven. I started out as an offensive center because I was so chubby for my age, and I went from center to defensive end. It wasn’t until high school that I started playing run- ning back, and that was easy and it was also the most glamorous position and I thought it was definitely for me. From a team standpoint I know a lot of the guys say, “Let’s not play, let’s just play for each other, they don’t care, they don’t really support us, they’d rather watch Dawkins and David Hen- derson.” You get a lot of comments like that. I think from my standpoint they do care. I know I get a lot of support, and a lot of pats on the back, and I receive a lot of mail from people who say “keep trying, things will get better.” I think they do care about us regardless of whether we win or lose. Being at Duke, I think the emphasis on winning is not quite like it is at other places like the Nebraskas or the Clem- sons where football is practically a way of life, and that’s because of the aca- demics. Fan support is definitely a plus here and I think it’s evident in the bas- ketball team. On winning the Victory Bell from Carolina in 1985: The feeling was in- credible. Any time you beat Carolina, regardless if it’s in gin rummy or what, it’s always a good feeling. Sometimes I think I’d rather support the Russians than the Tar Heels, you know what I mean? It’s not easy playing football, and we put in a lot of hours. Life here at Duke playing football has its pluses and its minuses. Generally though it’s a good thing. It’s providing me with a free edu- cation so I can’t knock that. I just wish that people could try to relate and see what we’re trying to do. It’s not easy getting up with bumps and bruises. A lot of times when people are out party- ing after the games I’m sitting in my tub with ice on my body because I’m too beat up to go out. If I were not playing football, I’d like to learn to play hackey sack. In the spring, when I walk down the quad to go to practice, that’s when everyone starts to play frisbee and lay out in Wallace Wade. It’s hard. I think I’d be playing frisbee. And, well, I probably wouldn’t be cum laude or anything like that, but I definitely think [the extra time] would help. My least favorite thing about Duke is all the gossiping that goes on. A lot of talk is focused on black white relations, too, and that’s just magnifying the problem, if there is one. I think it’s made too much of. I like the sense of humor that people at Duke display. Sometimes with ath- letics and academics you need some- thing to get you through. It’s evident at basketball games what the crowd can do for you. You can walk into Cameron with a thousand problems and for those moments you’re having a ball. Home. Now if you would ask my fa- ther this he would probably give you a twenty minute lecture on what home is. But I was born in North Carolina with all my relatives an hour and a half away. So in my choosing a college, the main ingredient was for me coming home. But for the most part if you look at things as far as athletes graduating from college I certainly know that I’ve made the right decision. I think in pick- ing a college the thing that separated me from most people was that I wasn’t looking just to play football for four years. I was looking to better myself and put myself in a position to succeed forty years down the road, and I think that Duke certainly has enabled me to step on the right foot. The preceding was compiled from a staff interview. Mary E. Honeycutt Robert T. Honeywell English Political Science Thomas K. Hoops Helen E. Hope Computer Science Zoology Chris Horgan Carole A. Horton Economics English Daniel S. Horwitz Mark J. Hotchkiss Religion Political Science Heather E. Houck Dawn E. Howard Economics Political Science [04 Class Of 1986 Edward A. Howson, Jr. Economics Diane E. Hueske Computer Science Parks D. Hunter Public Policy Studies Theresa R. Imiolek Mechanical Engineering Kelly M. Ivey Andrea C. Hronas Dong-yuan Hu Florence F. Huang Leta Huang Peyton D. Hudson Biology History Political Science Economics Art Studio John G. Huettel Carol A. Huff Jeff A. Hughes John G. Humphrey Elizabeth K. Hunter Electrical Engineering Zoology Mechanical History Engineering Craig H. Huntley Sheryl L. Hurd Andrew J. Jeffrey D. Hutchinson Byron C. Hutson Civil Engineering English Hutchinson Public Policy Studies Economics Economics Eric H. Imperial James V. Ingold History Elwood F. Ireland Richard D. Irons Linda A. Ironside Mathematics English Mousin S. Jafri Mathematics Darryl E. Jackson Tom D. Jacobs Jane E. Jadlos Mark D. Jaffe Computer Science Comparative Area Economics Studies Class Of 1986 305 --------------■ Cornelia K. Janke Julie M. Jaquiss Stephen S. Jenkins Michael P. Jeremiah Political Science Zoology Daniel P. Jernigan Gula C. Jinks Benjamin G. Jogodnik Jeffrey P. Johnson Zoology Computer Science Political Science Biomedical Engineering Julie A. Johnson Psychology Marjorie E. Johnson Robert L. Johnson III Robert T. Johnson Public Policy Studies Economics History Vernon W. Johnson Wendy L. Johnson Economics Public Policy Studies Scott M. Johnston Cynthia L. Jones Drew A. Jones H. Ramsey Jones II Political Science Psychology Chemistry Economics Jeffrey W. Jones Kathy Y. Jones Leslie E. Jones Lucy N. Jones Art History Chemistry Economics Zoology Class Of 1986 Lyndon K. Jordan III Peter S. Jordan Stacey E. Jordan Kevin M. Jorgensen Economics Political Science Public Policy Studies Electrical Engineering The sooner you fall behind, the more time you have to catch up. Robert Coon Sharon M. Joyce Anne M. Kaczor Pamela S. Kading Lauren G. Kairys Public Policy Studies Mechanical Economics Psychology Engineering Neil S. Kalin Christopher M. Kane Zoology Economics “I Dwell in possibil- ity.” — Emily Dickinson Amanda Berio we Nancy E. Kaneb William J. Karcher Cynthia S. Karfias Amanda D. Kasbekar Art History Economics Mechanical Engineering Anita Kassof Murry C. Kaufman Julie Kay Holly H. Keahey History Mechanical Zoology Spanish Engineering Paul K. Keblish Francis X. Keeley, Jr. Juita M. Keil Aric J. Keller Economics Chemistry Chemistry Mechanical Engineering Class Of 1986 307 Melissa L. Kelley Kevin J. Kempf John T. Kennedy Patrick J. Kennelly Thomas J. Kenney Randi A. Kent English Psychology Economics Comparative Area Zoology Political Science Studies Janice L. Kephart Todd Kerstetter Stella M. Kidwell Phillip R. Kiester Tracy J. Killette Laura A. Kinard Political Science Psychology Art History Religion Mathematics Margaret M. King Teresa A. King Janice R. Kinkel Stuart M. Kipris Cindy L. Kirby Michael D. Kircher Geology Geology Public Policy Studies Comparative Area Mechanical Studies Engineering Class Of 1986 Tracy M. Kirk Julie M. Kirkendale David B. Kirvan Henry E. Kistler III John E. Kistler Kathy A. Klein English Comparative Area Computer Science Computer Science Economics Studies Melanie Klein Zoology Carol A. Klingensmith Chemistry Andrew L. Knaut History Alexander C. Knight Catherine A. Knight Philip H. Knight Economics Comparative Area Studies Class Of 1986 309 Hardy A. Knowlton History Michele L. Knox Chemistry Catherine A. Koch Psychology Adam D. Koenigsberg Comparative Literature Margaret E. Kohler Economics Jenifer A. Kohout Public Policy Studies Nanci J. Koop Wendy L. Koppel William E. Koppel Larry M. Korman David H. Kramer Eric E. Krantz Economics Biology Political Science Political Science Civil Engineering Mechanical Engineering Marc A. Krasner Brad J. Kronauer Cynthia Y. Krueger Computer Science English Jeanne M. Kurucz John M. Kuttler Thomas J. Computer Science Electrical Engineering Kwiatkowski Chemistry Barbara C. Krull Chemistry Anne Ku Jeremy R. Kumin Drama Wildest Experiences “Borrowing’’ the entire contents of another fraternity’s commons room. Michael Wolitzer Playing metaphysical hacky sack: Spring break, 1984 Lance Walker 310 Class Of 1986 Linda E. Kwoun Michelle J. Labahn James J. LaClair Public Policy Studies Biology Sheon L. Ladson Lee W. Lafferty Michael S. Lahart History Political Science Economics Zona C. Lai Allen W. Lalor Christopher S. Lamb Psychology Electrical Engineering Electrical Engineering Steven E. Landis Wendy E. Lane Lawrence J. Lang Thomas T. Lape Jeffrey S. Larson Robert E. Larson Political Science History Electrical Engineering Economics Zoology Biology Marybeth Latchis Bernard L. Lavely, Jr. Sharon L. Lawrence Stacy E. Lawson Kenneth B. Lazarus Mark D. Lazarus Computer Science Biology Political Science Biomedical Mechanical English Engineering Engineering Class Of 1986 311 Cindy A. Lebauer Charylene L. Martica Lederman Donna Lee Henry K. Lee Jonathon T. Lee Public Policy Studies Ledbetter Psychology Biology Economics Psychology Psychology Dana I. Lefkowitz Wayne M. Lefkowitz H. Edward Lehrman Katerine A. Leibu Melinda J. Lengel Esther A. Lependorf Psychology Biomedical English Chemistry Political Science Engineering Elizabeth A. Lesan Emily G. Lesure Marybeth Levin Theodore R. Levin Lisa M. Levine Robert S. Levin Psychology Psychology Computer Science Psychology Political Science Electrical Engineering 312 Class Of 1986 Marian E. Little Robert S. Littlejohn Zoology Economics Lauren A. Levy Public Policy Studies Lisa E. Lew Economics David S . Lindquist Mechanical Engineering Daniel Litwin Economics Allan A. Lewis Zoology Bruce E. Lineker Art History Elizabeth E. Llewelyn George B. Lewis Computer Science Thomas H. Lister Chemistry Thomas L. Lloyd Chemistry Ruth H. Levin Evan J. Levy Electrical Engineering Sheryl B. Libman Music Corinne Linardic Zoology John C. Lindgren Charles G. Littleton French Class Of 1986 313 David A. Lockwood Deborah B. Loeb Adam L. Lomax Elise G. Long Anne E. Longsworth Charles A. Loomis, Jr. History Biomedical Computer Science English Public Policy Studies Physics Engineering David J. Loomstein Leslie L. Looper Theresa R. Lorch Deborah H. Losee James R. Lovelace Linda W. Lowe Political Science Biology Mechanical Political Science English Engineering 314 Class Of 1986 Edward H. Lowenfeld Banks C. Lowman Vincent Lu Jeffrey S. Lubin Peter L. Lublin Karen M. Lum Economics Religion Economics Anthropology Political Science Zoology Greg D. Lundberg Kelly A. Luther Geoffrey Lyman Francis P. Lynch Jean M. Lynch Lucy C. Lynch Biomedical Political Science Psychology Geology Public Policy Studies Engineering Class Of 1986 315 Elizabeth E. Lynn Jane B. Lyon Lisa K. Lyons Ana M. Maeia- David W. MacMillan, Melissa K. Madison History Public Policy Studies Biomedical Castillo Jr. Computer Science Engineering Electrical Engineering History Karen L. Magid Economics Michael J. Mahaffev History Jill P. Mahanna Art History Samia Mahassni Zoology Sawsan Mahassni Chemistry Donald H. Malcolm III Psychology Lisa L. Maloney Christina M. C. Keith E. Mandel Nick P. Manitzas Robert A. Marchese Neil L. Margolin Political Science Mandanas Economics Political Science Economics Political Science Biology Melinda J. Marion Samuel B. Marks William S. Marlow Marike E. Mars Shannon L. Marsh Kimberly A. Marshall Zoology Mathematics Political Science Comparative Area Computer Science Economics Studies Christopher J. Tanya A. Martin Alfred C. Martino Christopher H. Kurt D. Marttila Jane F. Mashiko Martens Economics Economics Martorella Economics Biomedical Economics Electrical Engineering Engineering 316 Class Of 1986 Bill R. Mason John G. Massey Economics Biology Christopher W. Alfred T. May III Maxmin Zoology Political Science Catherine M. Maynard Economics Lauren M. McBennett Civil Engineering Robert J. McAfee English Heather M. McCain Jane S. McClellan Mechanical Engineering Amy C. McClune Political Science Class Of 1986 317 Douglas M. McCracken Scott C. McCrea Patricia K. McCuiston Andrew R. Mechanical English Economics McCumber Engineering William W. John L. McDermott Diane McDonald Maureen A. McCutchen Electrical Engineering Computer Science McDonald Chemistry Economics Alexander F. McGimpsey Economics Tamara L. McGlockton Philosophy Heather J. McGowan Michael P. McGuire Anita D. Mcllveen Alan D. Mclnns Spanish Anthropology Biomedical Public Policy Studies Engineering Melinda I. Mclntire David K. McIntosh Charles G. McKee Stephen J. McKenna Psychology Zoology English Susan L. McKenzie Kimberly J. McLarin Mark P. McLaughlin Elisabeth R. Electrical Engineering Public Policy Studies Computer Science McLuckie Public Policy Studies 318 Class Of 1986 I Kevin M. McMahon Edward B. McMillan Thomas C. McThenia, Mark A. McWright Political Science Biology Jr. Psychology Mechanical Engineering Eric R. Meier Louise G. Meinecke Deborah R. Merkle Millicent S. Meroney Biomedical Psychology Electrical Engineering History- Engineering Bruce R. Metcalf Patricia Metelski Quentin S. Mettler Annalise Metz Economics English Economics Mathematics Stephen J. Meyer Economics Marshall A. Meyers Debra M. Mihal Blair D. Milburn Political Science English Electrical Engineering Maria T. Millan Zoology H Hi Charles E. Miller Courtney A. Miller Deborah L. Miller Chemistry Computer Science Public Policy Studies Elizabeth E. Mever Kristen L. Meyer Music Biomedical Engineering Class Of 1986 319 Scott B. Miller Thomas E. Miller English Economics Brent S. Mills English Jeff Mini Susan E. Minkoff Michael B. Mitchell Computer Science Mathematics Public Policy Studies Sean A. Mitchell Katherine H. John T. Molleur Anne E. Monahan David J. Monderer Anne M. Montany Economics Mohrfeld Political Science History Economics Chemistry Computer Science Rhonda L. Montoya History Robert D. Monyak Elizabeth L. Moody Kevin G. Mooney Kathryn E. Moore Political Science Electrical Engineering Psychology Susan A. Moore Economics 320 Class Of 1986 IN MEMORIAM Class of 1986 Luis Felipe Ferrer Melinda Lee Hunter Alison Bracey von Brock Theodore Robert Williams John C. Morris Karen Y. Morris Christopher S. Morter Karen B. Moscoli Mark D. Moseley Walton S. Moseley Chemistry Mathematics Economics Civil Engineering Tracy E. Moser Diana M. Moshovitis Mark J. Mosrie Sean P. Moylan Alexander V. Elizabeth 0. Art Design Drama Political Science Mulvihill Mundinger Comparative Public Policy Studies Literature Class Of 1986 321 Andrew Muroff Annette E. Murphy Kenneth A. Murphy History Philosophy Political Science Debra D. Murray Kerry E. Murray Mark M. Murray Electrical Engineering Political Science Mechanical Engineering Susan J. Murray Kami L. Myers Jeffrey M. Nadaner Anthropology Art History Joyce M. Nahigian David E. Nahmias Edward R. Najarian Lamer A. Najia John C. Nardone Stacey G. Navin Zoology Political Science Economics Mechanical Political Science Economics Engineering Sunil Nayak Allen W. Nelson David C. Nelson Julia M. Newby Richard H. Nicolaides Wendy L. Niebling History Economics Mechanical Public Policy Studies Biology Engineering 322 Class Of 1986 Michael W. Nolet Zafeiria C. Nomicos Robert C. North Deborah L. Norton Robert D. Norton, Jr. Martin T. November Electrical Engineering Electrical Engineering History Anthropology Psychology John J. O’Brien Economics Kelly L. O’Brien Christopher S. O’Brion Political Science Christine A. Kate M. O’Connor Stephen J. O’Connor O’Connell Mechanical English Anthropology' Engineering Alice J. Odorico Fukiko Ogisu Sebastian P. O’Kelley Economics Comparative Area Economics Studies Leigh A. O’Neal Beale H. Ong Hence I. Orme Physics Claire E. Osgood Angela D. Overcash Wanda Pak Computer Science Chemistry Economics Class Of 1986 323 Glen L. Palmer Mary E. Palmer Margaret E. Pankey Denise L. Paquin Paula Y. Paradis Catherine C. Parker Chemistry Economics Comparative Area Chemistry Zoology Studies Jeffrey A. Parker Roderick K. Parker Michael L. Parks Susan B. Parrish Kimberly A. Partoll Eleanor J. Patch Electrical Engineering Psychology Computer Science History Computer Science Harpreet S. Patheja Daniel E. Paul John T. Paxman Gregory T. Payne Robert C. Payne, Jr. Benjamin H. Peabody Chemistry Engineering Science Political Science History Electrical Engineering English 324 Class Of 1986 Elizabeth R. Robert C. Peng Elizabeth A. Andrew D. Penrod Paula K. Peratt Gladys G. Perkinson Penberthy Biology Pennington Economics Computer Science History Psychology History Sharon L. Perkinson David T. Perry Jeanne E. Perry Demosthenes J. Ellen E. Petri Andrew G. Philpot Public Policy Studies Electrical Engineering Mathematics Peterson Public Policy Studies Mechanical Comparative Area Studies Engineering Diane M. Pierno Scott N. Pierpont Jennifer A. Pierson Zbigniew P. Pietrzak Public Policy Studies Religion Psychology Susan G. Pinke Program II Carrie E. Pinkerton Public Policy Studies Class Of 1986 325 Tony Pipa Craig L. Plastrik Catherine D. Pliakos Deborah L. Pollock Mary F. Pols Cynthia L. Pope English Electrical Engineering Civil Engineering History Art History Economics Carine M. Porfiri Matthew L. Porio Gregory J. Porto Religion History Mark A. Potsdam David C. Pratt Frances H. Pratt Mechanical Computer Science Music Engineering 326 Class 01 1986 Jean E. Pratz Thornton F. Prayer Elizabeth A. Preston Cathleen V. Pritchard Leslie L. Probert John H. Propper Zoology Electrical Engineering Civil Engineering Psychology History Electrical Engineering Ed V. Puccio Jacqueline L. John T. Pugmire Kanchan H. Puranik Jann L. Purdy Nancy C. Purse Zoology Puerling Electrical Engineering Zoology Computer Science Class Of 1986 327 Seniors: Be Open To Life During your years of baccalaureate study, you have proven yourselves to be high spirited and active citizens of the Duke community. Among you are athletes, scholars and organizers, writ- ers and speakers, gymnasts and cheer- leaders, officers of clubs, tutors and peacemakers and photographers. Your spirits are unquiet. You have an im- mense vitality about to be unleashed on an unsuspecting world. The rest of your senior year, howev- er successful and busy will be accom- panied by a certain amount of natural anxiety . . . You really are coming to the end of a stage in your lives, a time when you have been gifted with an extended period of youth. This has not been a pause in growth to matur- ity, but rather a temporary respite from the urgent multiple responsibil- ities that will claim the coming years of your adulthood. I hope that here you have developed a lifetime commitment to learning — to looking at the world with new eyes, to hearing it with new ears, to ques- tion in life persistently and thorough- ly with an open, informed mind and an unquiet spirit. This openness to life is at the very heart of a liberal educa- tion. We began together, you and I, as freshman chancellor and as freshman undergraduates. And much have we learned together, these past three years. Now, however, you are antici- pating the end of your time at Duke. I wish you success and fulfillment out in the world. May you achieve the personal and professional growth that you desire, for as you grow, so will the future of our society be shaped. Here at Duke we have worked to teach you about the past and the present; soon we will place the future in your hands. To you we will entrust the promise and the responsibility for all that we cherish. — From President Brodie’s address to the senior class, October 28, 1985 James D. David C. Quick Quattlebaum English History Andrew L. Quigley Mary E. Quinn Economics English Ronald L. Rader, Jr. Edward F. Raftery III Computer Science Political Science Jonathan W. Ragals Richard D. Rahaim Political Science 328 Class Of 1986 Shelley A. Rakich Economics Renuka Ramaiah Cynthia L. Randall Geetha A. Rao Catherine L. Ratcliffe George J. Ratcliffe David J. Ratonyi Barrett H. Reasoner English Political Science Economics Computer Science Computer Science Political Science Amulya M. Reddy Richard T. Reece Carolyn C. Reed David M. Reed Kimberly D. Reed William F. Reed Zoology Economics Economics Comparative Area History Studies Gerald M. Rees Christopher L. Reif Beat F. K. Reinhart Lisa A. Reiter Ellen B. Reynolds Llevelyn D. Rhone Electrical Engineering History Economics Psychology Mechanical Engineering William M. Ricci David N. Rich Catherine Richardson Lisa A. Rietz Joshua D. Rievman Andrew F. Ringel Biomedical Economics Zoology Religion Engineering Elizabeth C. Riordan David C. Ritterband Thomas S. Rivkin Heather W. Robb Lisa M. Roberts Mark J. Roberts Zoology Economics Psychology Biomedical Political Science Engineering Class Of 1986 329 Kevin M. Robertson Michael J. Roe Susan M. Rogan Louise C. Rogers Mary C. Rogers Smith M. Rogers Psychology Mechanical Political Science Zoology Public Policy Studies Biology Engineering James H. Rooney Michael D. Rose Laurence Rosenberg David S. Rosenthal Bruce G. Rosner Randi L. Rosof Economics Economics Biomedical Biomedical Psychology Political Science Engineering Engineering 330 Class Of 1986 Rex A. Roten Economics Katherine K. Rott Psychology Daniel T. Rowley Mechanical Engineering Deborah L. Roy Economics Steven B. Royster Mechanical Engineering Stephen E. Ross Computer Science Thomas Rubinson Paul S. Rubinton Robin B. Rudd David W. Rudge Jill Ruedy Nicholas M. Rulli Political Science Economics Zoology English Botany Class Of 1986 331 Mark A. Rushin Victoria S. Russell Michael J. Rytel Michelle D. Saks Nancy J. Sampson Jeffrey N. Sandler Philosophy Political Science Religion English Electrical Engineering Economics Timothy S. Sant Paul M. Santi Maya M. Sarda Brian H. Sarter James K. Satcher Risa A. Sattof Economics Geology' Religion Zoology History Economics Alletta E. L. Sauer Michael S. Sayko Rebecca E. Schaller Zev S. Scherl Harris S. Schild Jonatthan B. Schindel Computer Science History Economics Psychology Political Science 332 Class Of 1986 Diana H. Schlag Frederick B. Schlimm Caroline A. Schmidt John A. Schmidt Martha H. Schmidt Nancy A. Electrical Engineering Economics French Schoenberger Political Science Linda L. Schoff Wendy J. Schofield Deborah A. Schuch Jennifer J. Schuette Amy Schulman Joseph P. Schultz Political Science Psychology Mathematics Economics Political Science Zoology Class Of 1986 333 Julie L. Schulz Economics Oren Scotten Computer Science Harold E. Schwartz Alexandra C. Scribner Psychology Todd J. Schweizer Computer Science Andrea H. Selch Philosophy Kimberly A. Scott Biomedical Engineering Laurie C. Self Economics Suzanne W. Schwartz History Jennie L. Scudder English Jessica S. Serell Psychology Monica L. Scott Audrey Seymour David H. Shafron Daliah Shapiro Psychology Biology Barry A. Shepard Ann E. Shepherd Brad M. Sherman Computer Science Public Policy Studies Psychology 334 Class Of 1986 William E. Shew Peter B. Shimm Economics Michele M. Shivers Zoology Howard A. Schoobe Robert F. Shuford Lori A. Shugar Electrical Engineering Biomedical Political Science Engineering Bettina L. Sidey Dina R. Siegel Nathan E. Siegel Economics Economics Steven G. Siegel Mark W. Sikorski Jane L. Siler Economics Electrical Engineering English Stephanie D. Silver Gail E. Silverman David R. Simmons Geoffry J. Simmons Karen P. Simmons Mathematics Psychology Biology Computer Science Linda S. Simmons Paula U. Simon Political Science Patricia B. Sipe Andrew W. Smith David A. Smith English Biomedical Economics Engineering Karen A. Smith Myron W. Smith III Psychology Biomedical Engineering Class Of 1986 335 Scott J. Smith Scott M. Smith Shelly T. Smith Timothy W. Smith Trina E. Smith Audrey A. Solent Economics English Mathematics Economics Amy B. Solomon Martin Solomon Seung J. Song English Philosophy Mechanical Engineering George D. Soule Laurence A. Spero Biomedical Engineering Stephen M. Spinella History 'll a 4 Jaqueline M. Spoto Jennifer L. Springer Carolyn J. Sprinthall Harold B. Staggs Dierdre Stanley Karen J. Starr Public Policy Studies Political Science History Economics Public Policy Studies Psychology 336 Class Of 1986 Lisa M. Stec Gary A. Steele Judith R. Steele R. B. Stefanowicz John J. Stefanski Frederick P. Stein Zoology Chemistry Computer Science Electrical Engineering Electrical Engineering Holly A. Stevens Katrina E. Stevens Drama Lem Stevens Mechanical Engineering Nicholas Stevens James R. Stevenson Amy C. Stewart Philosophy Computer Science Political Science Donald H. Stewart III Kristin K. Stitz Max K. Stokes Presley W. Stokes Robert C. Stoler Geary L. Stonesiefer Chemistry Economics English Class Of 1986 337 Dean V. Storelli Alfred Stovall, Jr. Mary Beth Stragisher Heidi A. Straiter Jason M. Straminger Steven K. Stranne English Public Policy Studies Geology Biomedical Public Policy Studies Mechanical Engineering Engineering Karen M. Streisfeld Paul B. Stroube Peter S. Stubbs Carmen E. Stubig Greg Suba Mari J. Sugahara Psychology Computer Science Political Science Civil Engineering Music Psychology You are only young once but you can be immature forever. Jennifer Dwork Always have fun at the expense of others. Michael Yen Ronald White 338 Class Of 1986 Imme L. Suh Sarah K. Sullivan Cynthia F. Sulzberger Tracy D. Sunderland Ted Suzuki Dinah L. Swain Psychology Psychology Political Science Political Science Public Policy Studies Winifred L. Swan Rebecca S. Swartz Hemella L. Sweatt Jon E. Swedenborg James Sweeny Jack C. Sweeny, Jr. Economics Public Policy Studies Zoology Economics Mechanical Economics Engineering Class Of 1986 339 Lloyd F. Swift Zoology Michael W. Tan Psychology Linda M. Tatten Political Science Stephanie A. Telesetsky Zoology Timothy N. Thoelecke, Jr. Landscape Design Steven B. Swindler Electrical Engineering Sharon L. Tan Electrical Engineering Julie A. Tattersall Economics Ellen C. Temple English Electra G. Thomas Political Science Julie K. Sydor Mechanical Engineering Jeffrey W. Tannehill Computer Science Gregory B. Taylor Physics Deborah A. Teske Biomedical Engineering Karen E. Thomas Psychology Emilie S. Talbot Drama Steven S. Tarchak Mechanical Engineering Susan E. Taylor Ronny The Computer Science Carole L. Thompson Psychology Deborah A. Tan Biology Maria E. Tatis Susan B. Teitelbaum History Mark E. Thierfeller Political Science Douglas E. Thompson Zoology Michael B. Syrop Peter Tarasewich Electrical Engineering Ross Taylor Frederic H. Thaure Betsy W. Thompson Political Science 340 Class Of 1986 Mark B. Thompson Nicholas D. History Thompson Computer Science Lisa A. Thorbjarnson Julie M. Thorner English Comparative Area Studies Marion D. Thorpe Shauna S. Tilly Psychology Biology Duke Teaches More Than Class Facts By Tanya Martin We come to you tonight through a scorching fire, a fire that continually threatens our unique art. Yet, Flames cannot burn creativity, nor can they smite dedication or destroy beauty. Our history shows that we will overcome any obstacle, any fire. I wrote this poem for the Dance Black recital “Through the Fire,” but it reminds me of being here at Duke — in particular, being a black student at Duke. We are often engaged in a strug- gle to keep our cultural background and identity alive at Duke. It is difficult, and perhaps rewarding, to maintain groups such as Karamu when Duke’s black population is so very minute. There exists at Duke a misconception that the black students are a monolith- ic, separatist group. It simply is not true. The only thing we have in com- mon is that blacks are often the victims of prejudice, injustice and isolaton, all on the basis of skin color. Not always recognized is that black Americans share a unique culture, one that is often overlooked. I was asked to write co- ments that were inclusive of the exper- ience of black students at Duke. While many of my racial peers will see parts of their Duke story in mine, I can only speak to one black experience, my own. I recently completed my term as president of the Black Student alliance, a group sometimes criticized for pro- moting segregation in the Duke com- munity. But to those who suggest that the BSA promotes a cultural separa- tion, I reply that the BSA is not the cause of black culture, instead it is a manifestation of black culture at Duke. I think that it is a great thing for us to have on campus the mechanisms to learn about people different from our- selves. This is something I have tried to take advantage of these last four years, and some of the most meaningful things I have learned have been in the living classroom of the Duke community. And sometimes it is difficult not to feel like a living curiosity exhibit, when people have asked insensitive questions. How- ever, the alternative of allowing igno- rance to continue to flourish is much worse. I have tried to learn not only about my fellow classmates but my fellow Durham residents. I feel that I have a responsibility to the community I live in, and that includes Durham as well as Duke. I have never lived off campus, but neither have I hid for four years behind our infamous gothic walls. Reaching out to help others is the fundamental part of the black greek tradition. In my sophomore year I pledged Delta Sigma Theta sorority. Many of my friends did not understand the concept of “on line.” Pledging is a process of learning how to function in a group to reach a common goal, and building a bond of sisterhood and love that is eternal. Our commitment to ser- vice extends past our Duke lives. My sorority, as with the other black greek organizations, has active graduate chapters and that will give me the op- portunity to always give to those who have not been as fortunate as I am. Like every other senior, I do not know what I will be doing when I see this issue of the Chanticleer. However, I am sure that I will appreciate even more the experience I have had and the friends that I have made while I was here. I do not expect to remember all of the classroom facts, but I have learned how to think and to question and form my own beliefs. There is not any greater lesson to be learned. Most of all, I am glad I have had the chance to be and deal with Dukies. I think we are a unique student body, and I am proud to be a “Cameron sixth man.” It has been fun and I’ll take with me all the things it meant to be a Blue Devil; the kinds of people we all were, and how we ex- pressed ourselves. It will always be a part of me. Yes, things could have been better, but things weren’t so bad at all. Tanya Martin held the position of BSA president in 1985. Mary M. Todd Philosophy Mark Todres Economics Class Of 1986 341 Steven S. Toffler Michael T. Tamaino, Tammy F. Tomlinson Elias J. Torre Suzanne C. Tosini Robert M. Townsend Computer Science Jr. Chemistry Civil Engineering Economics Biology English Lisa M. Toyama Zoology Lisa C. Tracy Susan E. Tracy Benton J. Trawick Philip J. Trommel Leslie B. Troy Art History Psychology Political Science Linguistics Computer Science Joyce Tsai Chemistry Henry M. Tufo Physics Thomas H. Tung Zoology Edward A. Turner Economics Stacey D. Uptain Psychology Elizabeth A. Vanderlugt Electrical Engineering 342 Class Of 1986 Scott J. Vansteyn Biomedical Engineering Julia C. Vernon English John L. Wade Biology Michael A. Vasquez Religion Nicholas Verykovkis History Bradley T. Waggoner Mechanical Engineering Kevin S. Vaughan Economics Erica Y. Veuzke Political Science Heidi A. W'aggoner Public Policy Studies Lisa V. Varni Economics Peter R. Vitale Music Grace E. Wagner Economics Harry D. Venezia Economics Janet R. Vorsanger Eric R. Wahl Zoology Lisa C. Verderber Chemistry Jill M. Wade Zoology Chi S. Wai Biomedical Engineering Class Of 1986 343 Jennifer S. Wainwright History Debra B. Waitman Psychology Carman S. Walker Computer Science David W. Walker Computer Science Grissim H. Walker, Jr. History Lance E. Walker Public Policy Studies Jonathan R. Wall Thomas J. Walsh III Theodore A. Walston Timothy R. Walter Andrew Wang Philosophy History Economics Public Policy Studies Chemistry Eileen M. Warburton Amy E. Ward Garrett G. Ward George W. Ward Public Policy Studies Chemistry Harry Ward Michael A. Warner Iris T. Warren Economics Zoology Computer Science 344 Class Of 1986 Jean D. Waterbury Yelberton R. Watkins Spencer M. Waxman Jennifer A. Weber Julie S. Webster Melissa E. Wehba Psychology Biology Political Science Psychology Jeffrey N. Weiner Karen A. Weisenseel Greg P. Weiss Wendy A. Welch Kathleen J. Wentling Cynthia M. West Computer Science Anthropology Economics Chemistry Computer Science Computer Science Class Of 1986 345 William D. Westerkam Political Science Frank N. White Political Science Richard R. White Ronald P. White Electrical Engineering Mathemataics Helen W. Whitehead Psychology Elizabeth L. Whitmore Psychology Richard H. Wiegmann Paul A. Wiese Gary N. Wilcox Neil H. Wilcox Barbara J. Wiley Randy S. Wilgis Economics Electrical Engineering Public Policy Studies Economics Public Policy Studies Civil Engineering 346 Class Of 1986 Candace A. Williams Shari L. Williams Sharon L. Williams Leslie A. Williges Annette M. Willis Douglas C. Willson Psychology Program II Computer Science Political Science Comparative Political Science Literature Cindy J. Wilmer Anne L. Wilson Catharine E. Wilson Derek M. Wilson Gary G. Wilson Janine L. Wilson Political Science Zoology Public Policy Studies Economics Biology Civil Engineering Janine M. Wilson Jennifer A. Wilson Computer Science Public Policy Studies Carolyn M. Wingard John L. Winkler Economics Computer Science David I. Wishengrad Susan S. Witte Psychology Public Policy Studies Marianne E. Wojnar James R. Woldenberg Mathematics Public Policy Studies Susan Wolfe Michael W. Wolitzer Political Science Economics 348 Class Of 1986 John S. Wollman Mark H. Woltz Carrie E. Wood Charity S. Wood James M. Wood III Pamela K. Woodard Computer Science English Zoology Computer Science Calista H. Karen E. Woods Russell S. Woodward Steven T. Wray Virginia C. Wright Judith D. Wrubel Woodbridge French History Public Policy Studies Psychology English Art History Doris P. Wu Justin Ja-Li Wu Steven J. Wunder Cynthia J. Yag Michael W. Yen Brenda L. Yocum Chemistry Chemistry Art History Psychology Political Science Biomedical Engineering David S. Yonker, Jr. Geology Cheryl L. Young David A. Young Biomedical Engineering Amy M. Youngs Biomedical Engineering Alberto H. Zapata Donna M. Zapata Political Science Stephanie L. Zeller Jill B. Zimmerman Wendy N. Casey Zmijeski Teresa M. Zoucha Raymond Zwycewicz Art History Public Policy Studies Zimmerman Anthropology Mathematics Political Science Class Of 1986 349 When it’s all said and done, it’s warmer than the Ivies. Thomas McThenia, Jr. t'- DUKE CROSSING THE THRESHOLD POSTSCRIPT 354 Postscript 356 Postscript Postscript 359 1986 CHANTICLEER STAFF CHRISTOPHER G. CAPEN EDITOR-IN-CHIEF MIDDLETON EVANS PHOTOGRAPHY EDITOR ASSOCIATE PHOTOGRAPHY EDITORS KENT DEL CARMEN — Introduction TIM BUZBY — Athletics ERIK SWANSON — Organizations JOHN MILLAR — Events KERRY FITZGERALD — STAN WALLACH — Class Of 1986 Residential Life DANA GOODALL — Perspectives CONTRIBUTING PHOTOGRAPHERS MARK ESTRADA STEVE DAY JAY RATHERT BRAD JOHNSON BETH BRANCH JANE RIBADENERYA ALICE ADAMS STEVE DUNWELL SCOTT TAYLOR GAIL SILVERMAN BILL YOUNT CAROLINE VAUGHAN JENNY BANCROFT WILLIAM WALLACE, JR. LOUIS MINTZ DAVE MOLL ANDEW RIST DEBORAH GEERING COPY EDITOR ASSOCIATE COPY EDITORS MICHELE LYDON — Academics SUZANNE CARTER — Events KAREN WOODS — Athletics FLORA GARCIA — Headlines AMY FRICK — Residential Life DAPHNE RUBERT — Perspectives CISSY BRITT — Organizations TIM WERNER — Class Of 1986 CONTRIBUTING WRITERS ANNE AARON TAMMY DUKES SUSAN MCDANIEL JAN KINKEL JESSICA LIM ROBERT MOORE ALEXANDRA V. MULVIHILL LAYOUT EDITOR ASSOCIATE LAYOUT EDITORS TIM AARON PATTI FAZIO CHRIS KRIBS ANNE MONAHAN KIRAH VAN SICKLE MICHELE LECHAK ART EDITOR ASSOCIATE ART EDITORS RAYMOND HAHN GREYDON PETZNIC GRAYSON BAUR ALEXANDRA WEIL FREDERICK W. GIESSLER II BUSINESS MANAGER MARK DE ANGELIS — Public Relations BETH MITCHELL — Advertising BRUCE ROSNER — Darkroom DAVID SMITH _ Sales Postscript 363 Postscript 365 SPECIAL THANKS Leslie Banner Fannie Castillo Laney Funderburk William Griffith Evelyn Hicks Bill Hudson Warren Klawiter Roger Marshall Homai McDowell Joel Siegl Jim Slaughter Harry Thomas Adonde Washington Richard Whitted John Wood Stan Young The Dallas Morning News The Duke University Archives The Raleigh News Observer Talton Colortronics University Camera CREDITS Color photographs from the NCAA Basketball Tournament provided courtesy of The Dallas Morning News. National photographs in the Headlines section provided by the Associated Press and United Press International. Sports Illustrated cover photo by Manny Millan. Reproduced courtesy of Sports Illustrated ® 1986, Time, Inc. Black White photographs in the Introduction provided by The Duke University Archives. Crowd photograph on page 129 provided courtesy of The Raleigh News Observer. COLOPHON The 1986 Chanticleer is the yearbook of the undergraduate students of Duke University. The book was printed by Jostens Printing and Publishing Division in Clarksville, Tennessee in a press run of 5,200 copies. Harry Thomas served as Jostens’ representative to the staff. Senior portraits were taken by Varden Studios of Rochester, New York. Joel Siegl served as Varden’s representative to the staff. The cover of the book was blind em- bossed from a photograph on a royal blue, mission grain, with a black over- tone rub and silver foil applied. The book was printed on Warren’s Cameo, 801b. weight. All copy was set in Century Schoolbook. Endsheets were tinted. Base ink was black. All color was reproduced from prints. An eight page double gatefold was in- serted between signatures eight and nine to add color coverage to the bas- ketball section. The 1986 Chanticleer was copyrighl ed by the Publications Board of Duk University. No portion of this public tion may be reproduced in any forij without the written consent of the Pub lications Board. Additional information is availabl upon request to: The Chanticleer, P.Q Box KM, Duke Station, Durham, Nort Carolina, 27706. Telephone: (919) 68 2856. 366 Postscript EDITOR’S PERSPECTIVE BY CHRISTOPHER G. CAPEN In comparison with recent issues of The Chanticleer, the 1986 yearbook is very unique: over fifty students contri- buted to the production of this book. Teamwork made this book possible. The Chanticleer is a student publica- tion, but it is also a student organiza- tion. As a student organization it has a responsibility to provide students with an opportunity to learn, yet in recent years this has not been available. Staff members of The 1986 Chanti- cleer were given many significant re- sponsibilities. An Editorial Board was created to establish the format of the book, preventing the book from becom- ing one person's perspective of Duke. Students were available to give others instruction on the use of equipment. A writing staff was organized, and the lay- out of the book was done by the staff, not by the editor alone. Recruiting and maintaining a staff of qualified, motivated, and enthusiastic students was my first goal as editor. I wanted the staff to be a group that any student could be a part of, whether that student was very talented or just very interested. If each staff member had the opportunity to make a contribution to the book, learn various skills, and meet other students, I would be satisfied. I have no doubt that this goal was accom- plished. My second goal was to produce a yearbook of the highest quality possi- ble, representing student life at Duke. Thanks to a talented and diverse staff. and the proven ability of Jostens Print- ing and Publishing Division, we achieved this goal. The 1986 Chanticleer came together because of a number of individuals who were totally committed to this book. My deepest thanks goes to these people who sincerely devoted themselves to The 1986 Chanticleer and who were al- ways available when deadlines ap- proached and problems arose. Without these people The 1986 Chanticleer would not have become a reality. Postscript 367 THE DUKE STUDENT HONOR COMMITMENT A UNIQUE ASPECT OF A LIBERAL ARTS EDUCATION IS ITS ATTEMPT TO INSTILL IN THE STUDENT A SENSE OF HONOR AND HIGH PRINCIPLES THAT EXTENDS BEYOND ACADEM- ICS. AN ESSENTIAL FEATURE OF DUKE UNIVERSITY IS ITS COMMITMENT TO AN ATMOSPHERE OF INTEGRITY AND ETHICAL CONDUCT. AS A STUDENT OF DUKE UNIVERSITY I ACCEPT AS MY PERSONAL RESPONSIBILITY THE VIGOROUS MAINTENANCE OF HIGH STANDARDS OF HONESTY, TRUTH, FAIRNESS, CIVILITY, AND CONCERN FOR OTHERS. MY DEVOTION TO INTEGRITY ESTABLISHES THAT I WILL NOT CHEAT IN ACADEMIC WORK, AND THAT I WILL AD- HERE TO THE ESTABLISHED AND REQUIRED COMMUNITY CODE OF CONDUCT. ACCORDING TO THE DICTATES OF MY OWN CONSCIENCE, I WILL REPORT BEHAVIOR IN VIOLA- TION OF SUCH ESTABLISHED STANDARDS. IN ADDITION, AND BEYOND THE REQUIREMENTS OF ANY CODE OR LAW, I CONFIRM MY OWN COMMITMENT TO PERSONAL HONOR AND INTEGRITY IN ALL MATTERS LARGE AND SMALL. EVEN THOUGH THE IDEAL OF HONOR IS AN ABSTRACT ONE, BY IMPLEMENTING THIS IDEAL, I JOIN THE MEN AND WOMEN OF DUKE UNIVERSITY IN MAKING THE CONCEPT OF HONOR A REALITY.