University of Denver - Kynewisbok Yearbook (Denver, CO)

Text from Pages 1 - 344 of the 1977 volume:

, UNIVERSITY OF DENVER OFFICE OF ALUMNI RELATIONS Denver. Colorado 80208 KYNEWISBOK 77 is the seventy-ninth volume of the University of Denver Yearbook, copyright 1977 by Matthew P. Finnigan, the Board of Communications, and the All University Student Association of the University of Denver, Denver, Colorado. All Rights Reserved. No part of this book may be reproduced without the express written consent of the Editor, the Board of Communications, or the All University Student Association. Printed in the United States of America by Inter-Collegiate Press, Shawnee Mission, Kansas. 2 KYNEWISBOK Kind friends, the key of Wisdom's Royal Book Your gift becomes; your privilege 'tis to look 'Neath white and crimson covers bright and fair. Enjoy and read whatever's written there. With thought and labor 'tis prepared for you; In kindliness bestow the praise that's due. Secure we hold the book—and padlocked strong-But what is ours, to you shall now belong. Oh, may each page breathe forth a magic spell! Keep safe the key and let it serve thee well. from Kynewisbok Volume One 1899 ■ 6 r 2W i r- Sail. j i ! 10 II 13 u 20 Ccnoua Glen 21 TO WAY TRAFFIC Steuen R. Antonoff, Executiue Director of Admissions and Student Affairs Dean Steven R. Antonoff has observed the operation of the University of Denver from a variety of vantage points. Since coming to the University in 1970, Antonoff has held six positions including University Man at Large, Dean of Student Life, and Dean of the Center for Prospective Students. Currently Antonoff is the Executive Director of Admissions and Student Affairs. In November the Kynewisbok spoke with Dean Antonoff on a number of subjects. SECONDARY SCHOOLS I think by and large the secondary schools in this country are providing adequate preparation for college work. Most of the students we get at the University are prepared for the work they encounter here. A great deal has been said and written in the last couple of years about the quality of the secondary school experience. Most of those articles have pointed the guilty finger at secondary education for the lack of literacy in society. It was easy to accuse the secondary schools of not teaching properly and not being good enough. I think that is a simplistic answer. Where the secondary schools have been guilty is in the area of offering too many courses. In the sixties when everyone was screaming relevancy, many schools bent with the pressure. Instead of offering ten good English courses in their curriculum, suddenly there were thirty, twenty of them mediocre. And the same can be said about other fields. I think the secondary schools need to make more demands of students. The schools must provide a more in-depth training in English, mathematics, and science. If students don't have a firm grasp of the basic skills by the time they get to college, then it is really too late. College is a springboard from the secondary experience, and if students have not had the kind of background I'm outlining, then I think they play catch-up during their college years. Then they go on to professional schools and never get back to some of the kind of learning they should have had earlier. COLLEGE EDUCATION A college degree does not guarantee a job. That was not the original intention of the medieval universities. It wasn't the reason that higher education was created as an institution in society. The university was created to enable people to live a more fulfilling life, to allow them to have an appreciation for the things that surround them, for their environment, to have an appreciation of the art and music and literature that was a part of their culture, to enable them to understand the ebb and flow of daily life in a reasonable and informed fashion, to enable them to contribute to the public good, and all of those purposes have been waylaid as we have debated over the past several years whether or not an education will guarantee a job. If a college education fulfills some of the functions that I have outlined, then to me it is a valuable and worthwhile experience. I sometimes wonder why a student comes to college. It is obvious that some don't have anything better to do. I don't say that to criticize those people. I think that there is a cultural press, certainly among the kind of students we get, that you must go to college. Of course there are other students who come to the University because they specifically know what they want to go into — accounting or speech pathology, for example — and the programs here attract them. I like to think that other students are here because they know that the chance to meet informed and gifted people exists here; the chance to explore a number of different courses of study and be a part of many growing academic programs interests them. THE FUTURE OF PRIVATE EDUCATION The number of students that attend private universities has gone down over the past several years. However, when you look at the trend setters in higher education, you typically must look to Harvard, Yale, Stanford, MIT, Columbia — all private universities. I think that if private education can convince the people who are entering college of the advantages that we have to offer at private institutions that are not found in state universities, then I think we will continue to attract students to private institutions. We realize here at the University that finances are a problem and we have increased dramatically the financial aid opportunities here. Hopefully we can continue to do this. The number of students here that are on some kind of scholarship is higher than it has ever been. We have to support students in larger numbers. We have to continue to attract high quality students and interest them in private education. 25 STUDENT ATTITUDES The students entering the University of Denver are more academically oriented than in the past. That does not mean they are bookworms; it does not mean that they will want to spend all of their time in the library. It does mean that in terms of the extracurricular offerings we need to be looking at programs and activities which are more involved with academic programs. We need to develop clubs which are part of academic departments and part of colleges; we need to develop a series of speakers and cultural programs which have a more intellectual base. Every generation of students is different. They have different goals, different values, a different orientation. As administrators, I think we must be prepared to deal with the changing generations. When I came to the University of Denver I was met at the doorstep of my office by very hostile students — students who were angry. The nation was embroiled in a war that they did not appreciate; they were on campuses for reasons beyond receiving an education. They were frustrated; they were angry; they were concerned, certainly. Then we went through the period where there was general apathy. You had the feeling that students were just into themselves, and by and large they were. This was the heavy period for drug usage. Now students are very much interested in their academic work. At the same time they realize that they want to be happy while they are in college. They want to have some good experiences, and they are more prone to become involved in a homecoming celebration, or a dance, or any other such activity. Those are the kinds of trends that I have seen at this university. 26 26 VOTE Donwa V tEDE N A u s A. President VtUTMtltnreMT 34 M 6ULU093LU0H it M w 42 45 46 Blood Dpius DU us Republic of China 49 56 57 M 59 40 63 Peter A. Finmin. Dean of Business Administration Kynewisbok: What is your background? Where did you obtain your degrees? Where else have you been involved in higher education and in what positions? Firmin: I received my Bachelor's degree in business from Louisiana State University, my MBA from the University of California at Berkeley, and my doctorate at Michigan. I began my teaching career while at Berkeley as a teaching assistant. For about two years afterwards, I taught at Saint Mary's College (California). From there I went to Tulane where I stayed (off and on) for 25 years. Off and on means that I spent two years of that 25 years at Michigan, one trimester at the University of Pittsburg, a year at Harvard with a post-doctoral fellowship, and several months as a faculty fellow with Touche Ross Company in Chicago. Kynewisbok: What brought you to the University of Denver? Firmin: Primarily a need for change in life-style and environment. Twenty-five years in one place is a long time. I had begun to miss skiing and other winter sports. I felt the objective I had set for myself as Dean at Tulane had been accomplished and that there was very little challenge left in the job. I was looking for a new challenge. When we first started looking for another position, our first decision model was to locate nowhere above the 30th parallel. So we looked at Florida. After one brief look at the state system there, it was clear that my personality and predilections are such that I couldn't survive happily in a state system. We revised our decision model and started looking only at private universities. There had been a fleeting courtship once before between the University of Denver and me in 1967 when they had asked me to consider the chairmanship of the newly formed Accounting and Quantitative Methods Division. We almost had our plane ticket in hand and were on our way out to look at D.U. when it became obvious that I would be offered the deanship at Tulane. So I stayed there, and six and one-half years later, here I am — as Dean. Kynewisbok: Do you feel that the quality of higher education has risen or declined in recent years? What prospects do you see in the future regarding the quality of a college education? Firmin: It is very difficult to generalize an answer to those questions. We know so much more now than we did even ten years ago. Less than ten years ago we were talking about the knowledge explosion. Both in terms of general knowledge and specific knowledge, it's very difficult to teach or to learn all that has to be learned in any discipline or skill. The quality of education may indeed have suffered if we are trying to teach more in the same period of time. On the other hand, because there is so much more to teach and learn, more people may be much more well-educated than they were in the past. Today's employers sometimes complain that college graduates don't have the right education. What they really mean is not that college graduates are not well-educated, mature, and sophisticated, but that they sometimes lack fundamental skills. I don't know whether employers have always complained that people can't write, speak appropriately, or don't know the fundamentals of math — or whether this is a new phenomena. It's just awfully hard to say. For example, my children have a much richer curriculum choice in their high school than I ever had. They can take subjects that not only were not offered but didn't exist when I was in high school. On the other hand, I believe my communication skills were better developed than theirs are at comparable ages. Kynewisbok: What role will the University of Denver play in that future, in regards to academic affairs? Firmin: For the University of Denver, I think there is only one answer and one strategy: the University has to focus on excellence, it has to attract the better than average, able student, and it has to have a better than average faculty so that when we are compared with the majority of other institutions, particularly state institutions, we can demonstrate some kind of a uniqueness. Whether that uniqueness is that our faculty is a better faculty, our student body is a better student body, or our programs are better programs — we must have a uniqueness and a richness that somehow is different — either quantitatively or qualitatively from other institutions. We have to appeal to a broader market, either a non-traditional continuing education market or to a group of students who want to come here because a particular program or environment exists here and nowhere else. Something must clearly discriminate us and distinguish us from others. This distinctiveness can be programmatic — we can present to the world a profile of professionalism in all the things we do. We can provide a mechanism for linking the University's totality of resources so that the student can have the advantage and be encouraged to take advantage of all of them. We can continue to reflect excellence and to try to attract superior students and faculty — not necessarily only by standard measures. For example, we are not certain that the student who has the high ACT score and the high grade point average coming out of high school is necessarily the best fitted for business. There may be a particular profile of values that a student who will make a successful business person will have. Possibly we ought to be measuring those values, such as motivation, achievement, drive, aggressiveness, and social consciousness. If these qualities could be measured in a value profile, we might have better knowledge on the kind of student we ought to admit than if we used the traditional standardized tests only. Kynewisbok: What qualifications do you see an admissions officer looking at to decide whether or not to admit a student in the future as compared to today? Firmin: If we continue to use the same tests, they'll be looking at the 67 same standards. The only questions will be whether we admit someone with a combined SAT score of 1000 or 1200, or not; or whether we admit a student with a B average or we don't. One way to improve our situation is to become ever and ever more selective, using the same standards we use now. The risk of doing that is we continuously narrow the population as we become more selective with the same standards. This strategy may not be feasible in the face of an expected decline in the number of people who will go to college. It may not be reasonable to continuously upgrade standards. On the other hand, if we can't do that, we lose some of our discrimination. Therefore it seems to me that the only way to effectively discriminate is to find better standards. Even now many people quarrel with the use of SAT scores as a measure. Some allege that SAT scores do not represent an effective test — that their use stifles creativity and leads tc the selection of a student body which is homogeneous and unimaginative. Kynewisbok: Does it make sense for someone in today's society to major in liberal arts, considering job opportunities are limited, or do you feel that a college is not necessarily a place to prepare one for a vocation, but an education one can use in everyday life? Firmin: Both. I think there is every reason in the world for a person to major in liberal arts or the sciences, but the person should simultaneously prepare himself for an entry-level job of some sort. The fact is that most employers want as quick a payoff as possible in terms of productivity. They look for an ability to do something. Whether that employer is a museum which is looking for a person who is skilled in the arts, an industrial firm that is looking for someone who is skilled in the sciences, or an industrial firm or government agency interested in someone who is skilled in accounting or some business discipline — all look for an entry-level skill. The college graduate who does not have a skill to offer probably should obtain one. In no sense does this mean that education at the undergraduate level has been wasted; it simply means that the person is not adequately prepared at that particular moment for the market which exists at that particular time. Kynewisbok: There is no reason to doubt that the expenses of higher education will continue to rise. Do you feel that this will encourage those who have shown ability on the college level, and have considerable intelligence from attending college? Firmin: It's all relative. The cost of education, including the cost of private education, has not risen disproportionately relative to the cost of living during the last twenty years. The tuition of $3,000+ that is common now is no larger in relation to median incomes than was the tuition of $600 that we might have been paying twenty years ago. Most private universities have reasoned that as long as the cost of tuition does not increase at a rate higher than the increase in the cost of living, tuition can continue to go up. Most state university tuitions have also increased significantly in the past two decades. There are few states these days where the tuition is minimal. Colorado has tuition levels which are approaching $1,000, and the University of California has tuition levels which are now in excess of $2,000. The differential between private and state systems has also been maintained, in some cases almost in a constant proportional relationship. The costs of all forms of college education have been rising, but so has income. Kynewisbok: Will private education costs eventually price itself out of reach? Firmin: It has for some. People do make the trade-off: they do reach a point where they just will not be able to stand the extra cost to go to a private school that they once did. But private education has not yet priced itself out of the market. 68 Kynewisbok: Do you think it will? Firmin: Is your crystal ball any better than mine? No one of us would have thought that twenty years ago the tuition at Stanford would be hitting $5,000, and the tuition at D.U. would be $3,690; this would have been unbelievably high — an incredible tuition rate. Yet it is, and people are here. It would not surprise me to have tuition reach $10,000 by 1990, but neither would it surprise me if the median income in the United States were $50,000 by that time. The real travesty is that with our progressive tax system, the tax bite out of each additional dollar or each incremental dollar is progressively greater so that the person who is making $50,000 is not twice as well off as the person making $25,000. Kynewisbok: Do you foresee government funding of private schools in the future? Why or why not? Firmin: It has happened in other nations. It has happened in the United States. Private institutions which have not been able to make it, such as the University of Pittsburgh, have been forced to accept state funding through a tuition subsidy for the students at the University of Pittsburgh. It is indeed possible that state funding will be needed to support some private institutions. It has happened in Japan, where the Japanese government has realized that the private hospitals and the private universities cannot survive without government subsidy. There are many people in this country who feel that it is inevitable that either the state or federal government will have to subsidize or take over private institutions. Of course, many legislatures already are giving manv forms of aid to students, directly and indirectly. 69 Kynewisbok: Do you foresee any major changes in the university curricula in the next ten years? Are the apparent changes for the better or the worse? Firmin: I don't have a ten-year horizon on curriculum. We are now looking very carefully at the existing curricula in the College of Business. We have a curriculum committee working on a new MBA program, and we are considering a new relationship of the quantitative methods to the business curriculum. We have a committee working on an assessment of the Master of International Management program. We are considering a possible joint relationship with other parts of the University. I would hope that a policy of institutionalized change would be in effect at all times in the University, so that the curriculum would always be moving ahead to take into account those new phenomena of society that would be important for the students to learn. For example, I am convinced that the international dimension will be increasingly more important, and I would hope that efforts would continuously be made to internationalize our curricula in one way or another. I am convinced that a better articulation of the relationship between the public management programs and the business management programs will have to exist, and I would hope that we would continually be moving in that direction. I would hope that the curriculum would continuously reflect the fundamentals and always be responsive to the changing needs of society. Kynewisbok: If you could mold the educational system into perfection, what would be its characteristics? Firmin: Diversity, freedom of choice, a spirit of exploration, a spirit of inquiry. Tear down and destroy all departmental walls which inhibit free communication among disciplines. If there is a need for the kind of middle management and the kind of administrative roles that departments do facilitate and do perform, have some kind of a system which would ventilate departmental walls so that cross-discipline programs would be very easy to accomplish. Faculty members and students should be urged to find out all they can about things other than their discipline major. Create an environment where students would get a very broad education still allowing for a specialty, but not believing that that specialty was the end-all. 70 71 ' .V-4 1 PRINCIPLES OF ACCOUNTING principles and preparation of financial its. interpretation and use by lenders, stock-ders and managers 5 qtr hrs J-2 2 PRINCIPLES OF ACCOUNTING II Account-tg as a tool for management managerial use of accounting data and financial statements, interrelationships with other areas ismess Prerequisite 50-2 t 3 qtr hrs ? ' p A A s? © 52-: V‘Jf n £ o- A ©4. '0 0 .S°Ve a % ■ tev. e, - •5?. Mmw, wf xmim v� -«t INVESTMENTS AND TAXA r -.� s affecting investments in real estate ,- cial attention to legal forms of ownership dis ' counted cash-flow analysis depreciation, tax oasis impacl of income taxation, exchanges. e-ions, real estate securities and son-dffect ng real estate Pre ' mission of instruct' V ' M , ©A -o $ v- • A i. C_ % Pe -. v Vr cr 2 5 © o ito 8-364 METHODS OF MARKETING Rk Marketing research activities, methods ■' planning, conducting and reporting of re its applications in particular marketin'. Prerequisite 53-211 or 58-200 and65-1 58-365 SALES MANAGEMENT Mef icies needed to develop and admmir sales force, the selection, traminc moliv -m and supervision of ' reqi v ; 213 5 qtr hrs % •ft ! aO IH'P5 vOPU h % % W c r� rS sjq Jib z siuaujajmbaj ax o ssautsr %%% Buipueis joiuas ansmbdjajd sanbiuqoai % % 9® £a paseq jaindiuoo ssaoojd uoisioap luaux % 9 v suonejado asudjatua euoiiount paiej' Qi-vmints lN3H3DVNVn 3AI1VH9? V 2 a % qoyd sooistoop 5uiia ueuj oi uoqeoiidde J Sid ovOD Gunieuj-uoisioao 0NI±3 l Nl SNOISI03Q 1N3H3DYNVW 112-99 U Hi ig I gsfl 3? 'o' Vc V .V- . m jgp J%€f+ tf vt tf • BUSINESS ORGANIZATIONS The law of partnership corporation and security rela-rerequisite 53-151 5 qtr. hrs iillilr pm ° , s © £ = - s i ? 5 °c ° a) 2- t Mtfis z£S s£ C,J,rr� 9 '«o fcV V. O O O- -o u - s« U' rtf' ° - . v C - % ? « • ,44 ’' r c WiM vA fc C� - ‘� « ■£ SX, V% £ ££ If 54-356 LABOR ECONOMICS The labor movement labor policies of employers, methods of ndustnai 4 conciliation, labor legislation Prerequisite 54-102 o' 5 qtr hrs w Siq i|t £ Suipuejs joiun ajismboi -.fl sjofeuiueoiuado soioeiie;puespej lOip a ieiu je|d P i° uoipajes pue uotjetndujoo passaooP ujs oqejeuj sdnoiO a6e „e ,o utieau e paieiaj a 0 4. % u°W� nN A13IDOS ONV SlN3 � ™ 59 ? c sts. r?55 national M ‘'anafions among re mar f ° ,heS° facl°'?on arketing operations m 'oquisae J8-200 5 qtr rvs - T? PROPERTY AND CASUALTY INSURANCE zards underlying risks, the protection pro-y lire, liability, automobile and other casualty ;ts Prerequisite 55-205 5 qtr hrs s, « i 74 I G Kenneth Puncell, Dean of Pints and Sciences Kynewisbok: What is your background? Purcell: I am a psychologist and have had both clinical and academic experiences. I worked on my B.A. at NYU and received it from the University of Nebraska where I did my graduate work and also received my PhD. I taught at the University of Massachusetts and the University of Kentucky where I held positions as assistant professor. I was director of the Behavior Science Division at the Children's Asthma Research Institute at Colorado Medical Center between my teaching positions. I came to DU in 1970 where I was the director of clinical training and then became chairman of the Psychology department. Kynewisbok: In the past ten years the number of community colleges has increased enormously as have the number of college graduates. Will there come a time when the vast majority of the American people have a degree from a college? Would this be good or bad? Purcell: There is a differentiated higher education system which allows people to fulfill their various interests, capacities and potentials to the utmost. I think it is positive that more people do have college degrees. Community colleges serve the general public by focusing on the acquisition of a skill. Universities concentrate more on advanced learning. Kynewisbok: Viewing the fact that higher education is producing more and more PhD and many of them are not able to find work, are we over educating our work force? Purcell: No. I don't think we are over educating our work force, I think there is a basic economic problem here which has several alternatives. There are new markets and areas which people are just beginning to realize and start preparing for. Also new job markets are always being created and there are frontiers still being discovered in the job market. Graduate programs could monitor the number of PhD's that are entering the work force by cutting the number of PhD's accepted in their programs. I feel that the idea of limiting PhD candidates because of the job market is unfair and goes against basic academic principles, if they want to learn and have filled the requirements they should have the opportunity to do so. I feel it is our duty to warn these people that they are picking a field where jobs are scarce, but I believe we should let them enter our programs as long as they understand the possibility of a serious job problem when they finish. Kynewisbok: What role will the University of Denver play in the future? Purcell: I hope DU will continue its path of development from a Tramway Tech institution where local people attended a highly vocational oriented school to the present where it is among the ranks of major private universities. I hope DU will continue to work in the direction it has been and toward the goals of other major universities. I hope to see DU in the future as a major private university, one who accepts students who are likely to become leaders in their field, enter professional level positions, and be interested in intellectual matters. 79 Kynewisbok: What qualifications do you see an admissions officer looking at to decide whether or not to admit a student in the future? Purcell: I think academic potential is very important to look for in an incoming student. Also, I believe there should be a personal and intellectual spark in the individual that makes them interested in benefiting from the university at the same time benefiting the student body with their individuality. Kynewisbok: In view of the fact that a trend is leaning toward a more discriminating admissions policy where standards are high, where will this lead higher education in the future? Purcell: First, there are differentiated institutions for different needs. In a private university it is a desirable and wise goal to raise the standards of the school academically. The overall size of the incoming freshmen classes will be significantly smaller by the early 1980's and it will be hard for a private university to stay in business unless there are good students who are motivated to stay in school and who can 'survive well . These students will improve the caliber of the total undergraduate student body which will hopefully attract other students, who can pay their way. Currently there are programs being started to supplement the honors program and others to offer more to the student. Kynewisbok: In general, do fraternities and sororities have a positive or negative effect on today's university, and do you think they will soon become outdated? Purcell: I don't know if they will be processed out of the university community, but I think anything that adds to diversity in a college environment is positive. The Greek life creates another path of interaction. It's a different style of life. Kynewisbok: What attracts people to college to spend their time and money if it is no longer a job ticket? Purcell: College is still sold on an economic basis but there is personal growth that is not relevant to a career. While there are great economic rewards for attending college, there is also a broader view developing that makes one a civilized citizen of a community. There is a lot more to college that developing skills and learning the fundamentals of career planning. Both broadening your horizon and or preparing for a career are valid reasons for attending college. Kynewisbok: Which pattern do you think higher education will follow, a place to train for a vocation or a place to get a gentlemen's education (general liberal arts)? Purcell: Community colleges focus on developing a skill which makes them different from universities. People are people and you can prepare a capable person so that he will then become capable in his job. It is the job of the university to help prepare people to be sensible and capable. Liberal arts broadly educates, being exposed to the arts makes a person well rounded, hopefully civilized, and helps their personality develop. Sequentially after you create a foundation one can focus their interest on skill acquisition or attaining a career. Kynewisbok: There is no reason to doubt that the expenses of higher education will continue to rise. Do you feel that this will discourage those who have shown ability on the college level, and have considerable intelligence from attending college? Purcell: Generating scholarship funds should be a primary priority of DU. Scholarships are critical because there is a disservice being done to not only talented individuals who couldn't make their contributions •o without a college education, but to society at large. Higher education is a service where unlike a firm there can be no productivity increased to fight inflation. You can't increase output to get a financial return in a university, it's the nature of the beast.'' Kynewisbok: Will private education costs eventually price itself out of reach? If not, how high can private university tuition climb? Will it reach a peak? Purcell: I believe that if family incomes continue to increase at a comparable rate then families will continue to afford higher education at private schools. Private universities are beginning to be looked upon as a resource to serve students instead of an institution in competition with state universities, and recently there have been government forms of state aid for private institutions. I doubt there will be a ceiling on tuition prices as long as there isn't a ceiling on family income. Everything goes up, not just tuition. Kynewisbok: Do you foresee any major changes in the university curricula in the next ten years? Purcell: I think the administrators should be more systematic about evaluating the impact of change. There have been no serious attempts to see if the change was useful and change for the sake of change seems senseless. Also at the time of planning an innovation, a way of evaluating the change should be essential in the format of the plan instead of wondering whether the outcome was positive. Kynewisbok: If you could mold the educational system into perfection, what would be its characteristics? Purcell: The educational system needs to create a climate to free faculty and students so they may exercise their talents to the utmost. Therefore I would evaluate every kind of proposal for change against that criteria: Does the change increase and improve the atmosphere for learning and working your potential fully? Also in this atmosphere there should be an element of control, knowledge that the individual had goverance over his destiny. This participation and awareness I believe to be an important part of personal development in undergraduate years. Since monies are tight and will continue to be for probably more than a decade, the uses of money and resources are more critical than when it (money) was abundant. The decisions to spend should have the support of a significant number of the faculty community. I think it's important that students are heard and faculty play a significant role in advice giving and goverance in the university community. Developing mechanisms to achieve more input from faculty and students will be part of the system and job for higher education in the next 15-20 years. 81 V« 0 OJOV| ,- u� om jo uoncjfeiut tuotourn joopua a eiq� u� jo uoun 0 � 4 AOCDONtUDOONB ZXZ 9 + 6S' -- •� ) Siuauiannbaj . ,«iu«d ui pesn q A JO w� n 0ql ‘.fOiOl ■— •Ml :qii � � •■• ,r0r bi 'Lo —«3� tC1301 � m )0 . •rrMU� � � MMOW3jno� j|K -. 3101 laiUCUJUOJiAU put UBix ,. -Mlit Ml uodn Minus, |«in -' lN3WNOblAM=� - P ,0 jr 12-227 AMERICAN LITERATURE II: EMERSON TO OOi r DICKINSON 11836 18861. The idem. concern and tach- T| oiqum ol tht American romantic writers. 4 qtr. hn. 12-228 AMERICAN LITERATURE III: TWAIN TO tr ? 'STWE : HEMINGWAY (1884-Present). Literary re� U m and natural- mem ism; the modern mind as rellected in contemporary THE A t' flit American l.terature. 4qtr.hrs. s. - r o 'os University ot Denver 5 7, , ‘ • - c -At y sC° � 1 ifP-e 2 5 3 3 - 00 ■'Ip-TV CO ryA 7i 03-241 THE ARV teethe ol Japan el to the present.! «| Buddhist art as n j . °' A 'o ; ° ? n'o. ° •r «3-_c? 11 is? s aho ►ho' o« ,x ° c • ..V V ’ � °0. - V_S nD ' fvV'- • , 24 275 GERMAN CONTEMPORARY LlTERATuR 43 1 Representative works of German postwar literature. develop 0 NS 3 CV°% • 3 ' VC 24-299 INDEPENDENT STUDY. Sea page It. Arrange .V - .tr' aO kV 24-330 GERMAN ROMANTICISM. Significant intellectual (|4 «nistic and literary currents of the early 19th century. M0 Prerequisite: 24-151 3 or equivalent. 5qtr. hrs. ?- • Prerequisite: 2 years of collega German. 5otr. hrs. c x 30202 PHILOSOPHY OF THE EARLY MOOERN AGE. ’ • xt Problems of reason and experience. tha mechanistic viaw of ° men. new interpretations of mind; Descartes. Leibniz, Spinoza, Locke. Berkeley, and Hume. 5 qtr. hrs. - � ■• f. 2. 3 PIANO PEDAGOGY I concepts, principles of deveto, •t. observation of students. Ages w 0° oc aV . VOICE ANt i of the vocal injuumai A 43-213.1. .2. .3 VOICE A Synematic development o excrcite and jpplicetii rS.°%. °'%N- x X % £ ' TWENTIETH CENTURY THOUGHT. Confmporiry £ £ r oZe+'o � «,' -Y)ica trends in txitumithsm. pragmatism and v P ? V '° • ■thilosophy. Primarily for nonrmjort. 5 Qtr. hn. f0 d a,c' ISTENTIALISM. The philotophical. raligsoui. ptychological views of axlttantialiam. Sanra. Camot. 5 Qtr. hrt. ohy; Huatari. Haida ar. Sanrt, •. BQtr.hn. -.n- . o' ‘ 1MENOLOGY. Movements fn twenti 'S CS. BEING. APPEARAN IT 0 5 « fr ? W- y y it � n 12.27 AMERICAN SHORT STORY. Th« Vtr |0 co t text o Amenan literary hittory •« rrt” 85 the g n,f • 3 qtf. hrt. l£ I H CENTURY ART. Stylistic ter jer� c « t.c arts of this century with an emphasis on I94 � . 5 otr. hrt r f ,% ss® tS! 'vK' - eaVK'c ‘SsSr-:. 'C� W- OMrr.fw . r OF CHINA. Various devetopmer •M .oertivon from the Neolithic per 8 |?o IVR TlA G AND THE MA ;t . V C'.fTve . M-W b.o«m. th. .. • p,«.n,.flo„ of on ,-«.c P—t-n, .«d «.«.r d. cor f. OF JAPAN AND KOREA A- « 130 OEVJIOPMENT OF MASS MfDl e', '■.? 'T, . ' d Korea from the earliest pot «'•. en j impact 01 journal,vn. radio. r M- d v.loorr n, ,nd WMd o« b’P On„ap S-- -, S QI, . 'V. „ as secular art. 5Qtr.hr . , -nC® In SC 00 u. •fiu.ueaur s •p' _0 -dV JN IQa,w . ♦' •� � io� u '''£ U,'H‘‘° Du. iS“3CNn , ° S|y0r � Po , “ 55 ■. ... A NM 102 5 „.n� HV FROM KANT TO NI6TJ PHIUOSOPH „lt co™c� u� ow. t « 3 v o !h 9 w _ £ J M G£ MOVEMENT EOF, The . ■ § $ rtem of the actor; phy„cJ L ° ° - - I application, j Qtr £, ,om9n °EECH IN THEA TEtE hrt. LNvMopman, VO SPEECH EO„ THE ACTOf, th0 setor voce instrument o r. hr . each -o '° ° - 2 V . .«a - o' ,ogS « f y ,“« ,n par,tat tu,™l °''on',°l 5,NTe NA T,n ___.« n) ItnP ___________________ neon us. du Two obstacles proved insurmountable in the Pioneer leer's quest for yet another National Collegiate Athletic Association Hockey Championship: the University of Michigan hockey team which knocked the Pioneers out of contention in the second round of the playoffs, and the NCAA Infractions Committee which earlier had placed all DU teams on a two year indefinite probation for alleged recruiting violations. The probation stemmed from a United States District Court ruling in December, 1972, which invalidated the NCAA's regulations concerning eligibility and amateurism. As a result of that ruling, the NCAA was forced to reexamine its rules which the court described as vague and uninterpretable. The outcome of the self-examination was a revision and clarifi- cation of ice hockey eligibility rules. But the NCAA went beyond a simple revision. It decided that those players eligible under the new rules, but ineligible under the old ones, would have to be declared ineligible. They would then be forced to undergo a review on a case by case basis in order to restore eligibility. A special sub-committee was established to hear such cases with the tacit understanding being that most players could expect reinstatement in what Chancellor Mitchell termed a whitewash action. In order to comply with the NCAA ruling, all collegiate hockey players affected were required to file benefits questionnaires with the NCAA. The questionnaires were designed to identify what benefits, if any, were received while playing amateur hockey in Canada. 90 At that time, it was revealed that four DU students had received room and board from their Canadian teams while attending school. The practice, common to those Canadian students who play in metropolitan areas far from their homes, is similar to that employed by numerous prep schools in the United States. The only difference in the two is the fact that in Canada the team picks up the expense whereas in the United States the school does. As with over 100 similarly affected students, the four DU players were declared ineligible. But unlike the vast majority of others involved, the DU players were denied reinstatement. The University, for allegedly violating the principles of amateurism and failing to fulfill obligations of membership in the NCAA, was slapped with a two year probation for all sports. Upon appeal, the two year probation period was reduced to one year for all sports except hockey. One of the player's suspension was reduced to five games, but all remained ineligible to some degree. The University filed suit in Federal District Court against the NCAA in May, 1976, but the Court ruled against DU. An appeal was filed, but no agreement had been reached before the 1977 hockey playoffs. The probation period for the other sports was scheduled to end on April 27, 1977. Throughout the often rancorous fight, the University insisted that the NCAA's actions deprived the students of their rights of due process and equal protection under the law. Chancellor Mitchell characterized the NCAA as an unscrupulous organization run by tired out jocks. 91 Field Hocteu 93 r 93 Soccer 96 98 100 101 UJater Polo Rugby I Ill 116 Baseball 117 120 Cumnastics 121 Hockeu 176 m 139 30 Basketball 131 133 Basketball 134 136 Lacrosse 139 Ron Oyer, Athletic Director Ron Oyer assumed the position of Athletic Director last spring and since this is his first full year of service to the University, he considers himself This year's freshman . Mr. Oyer graduated from high school in 1962, distinguishing himself in a variety of sports and was a first team high school All-American halfback. He went to Syracuse University on a full scholarship where he was the New York State Shot Putting Champion during his senior year. After receiving his undergraduate degree in management, Mr. Oyer enlisted in the Marine Corps. He then returned to school to attain his Masters in Public Administration. In 1969 he took the position of Assistant Athletic Director at Syracuse and in the next five years gained experience as he occupied positions of administration in collegiate athletics. Mr. Oyer was interviewed in the fall of 1976 during which many of his philosophies concerning athletics surfaced. ON ECONOMICS There are only a handful of schools that can make their athletic departments pay for themselves and I think the tragedy is that people continue to say that they're going to make money for the school. Well that is not necessarily true. Very few can make money. Michigan is one of the few schools that can make money yet, their gain is not any more substantial than most colleges. But even then if you really examine their books in terms of the total cost and what the total cost per student is, it's probably not much different than the University of Denver or any other school. The role of athletics, if it's to be solely a monetary one, has no business being on campus. So I don't try to justify our program on the basis of money. I do try to earn enough money so that other people who don't appreciate, or don't think that it (athletics) has a role here, can't have any grounds for criticism. A $50,000 deficit has been the history of this department. If you take the $50,000 and the 6000 plus students that are involved in our program and pro rate that on a unit basis, you're getting a hell of a bargain. From a monetary point of view I don't like to talk about athletics because I don't think that's relevant. We're talking about an educational experience and the problem is that no one's really focused on that. They use that as an afterthought. The reality is that we have to function here and keep people paid and keep facilities running and keep equipment out. The only way we really have to generate money is to keep our intercollegiate programs successful. ON VALUES IN ATHLETICS Intra-personal things happen in athletics, the pure relationships, one's personality, what one experiences under stress. What one is willing to do in terms of achieving specific goals and attainments. The realization that no matter how good one is, there is someone better. These are the kind of last priorities in most athletic programs. The first question from the public is 'what is your win loss record and how many people came to the game'. I think that kind of evaluation is just totally ridiculous for an educational institution. But if we're running a professional team, sure, every stockholder has a right to know how many games we win and how many we lose. But we are not talking about holding stock in a professional team, we are talking about giving 142 people an auxiliary to a learning experience, one outside the classroom that relates to them and their lifestyles. ON LIBERAL ARTS AS OPPOSED TO SPECIALIZATION The type of education one specializes in has been dictated by the job market. When industry wanted people with a liberal education the market was so big and money was available. Industry would take the person with the liberal education and put him in a training program, teach the person their trade the way they (industry) wanted him to do it. Today money is tight, inflation is high, unemployment is high and industry is not willing to spend a lot of money on training programs. They want a person to have a skill before they hire them, and it has very little to do with a philosophical value of an education. My personal value is, 'hey it's really neat to know comp., Plato, and a little classical music or a foreign language so that you can be a broad person.' I think that's really neat. If I had my choice I would say let's have them both, a liberal education and then identify the person's particular interest area or skill level and have him really focus on that. ON THE UNIVERSITY OF DENVER There is a very high participation level in athletics, and what that says to me is people want to be involved, they don't want to be spectators. The reason we don't have good spectators is probably threefold. One, we haven't had strong teams. Two, there is such a variety of leisure activities in Denver. Three, for a year we lost a tradition when our building was condemned and we were off campus for a whole, there were no athletic activities on this campus. A tradition was broken because of the condemned buildings. Once you break the chain in a tradition you have to re-establish the tradition. The ice hockey tradition has been very successful in renewing itself, but because of the nature of our student body we draw from almost every state in the union. At least 47 percent of our students are form out of state and a lot of kids have never seen an ice hockey game before. So the fact that we have a national championship team really isn't as exciting as it might sound to students who have never seen frozen water before. ON NEW PROGRAMS What excited me about the University of Denver is being able to reorganize the whole department into what I think is something fairly unique and progressive and perhaps ten years ahead of its time, and that is that all the departments are under one head. What we're looking at right now is the women's programs. The women's intercollegiate program is something that turns me on about Denver. It's only two years old, we have five sports and it's just growing and growing and growing. There's a whole spectrum of society out there that has been eliminated, really, for all practical purposes from the sport scene and it is about time we said 'Hey if sports has been good for building character for men for 2000 years, why isn't it good for women'? ''I think that right now the University of Denver is setting a trend. The thing that saddens me is that people are not doing it for philosophical, moral, or intellectual reasons, and what you're going to find is that there is going to be more emphasis placed on participation in intramurals. I think students and administrators are going to wake up to the fact that most athletic departments spend 95% of their budget on less than 2% of the student population. That's just not going to make it anymore. There's no justification for it. I think we're trying to provide more opportunity for participation on all levels here, more equal opportunity for whatever level one aspires to. At DU one can go shoot the basketball around at noon time, if that doesn't fit the bill one can get involved in the intramural programs, where, depending on what team you join, is much more intense. Hopefully we will develop the club sports or a J.V. program soon, but the money is just not available at this time. The club sport or J.V. program is more intense, a little more defined, and takes more of a commitment on the individuals part than does the intramural program. And if that doesn't make it, there's the intercollegiate level. I think by the nature of sports our programs are progressive. I am not sure that we need to be a training camp for professional athletes, but the quality of our programs should be such that if someone wanted to go and become a professional athlete, one should be able to attain that reinforcement here. U5 ISO 153 54 ISC 137 158 160 !d� 162 164 � 165 166 167 169 72 173 The fill-Stan Seme arc: aloi car Wf ref o man can wt ap a cloak d him and say that he will stand leftina no one influence his life--- 5 net ro enter the lives of others, times seem vague and nebulous, t on the wisdom that sufferitg endured, of yourself and year experiences, sses. Once a beam hits a particle in ■ted, the ultimate reaction illuminates T newistok 1971 m. Constance Keough, Dean of Student life Dean of Student Life M. Constance Keough came to the University in 1972 as Associate Dean of Student Life. In 1974, when Steven R. An-tonoff, the former Dean of Student Life, was appointed Dean of the Center for Prospective Students. Ms. Keough was appointed Acting Dean. The following year she was appointed to the position permanently. In November some of Dean Keough's philosophies concerning student life and education surfaced during an interview with the Kynewis-bok. LIBERAL ARTS EDUCATION 'The true liberal arts education is concerned with teaching people to think. If you cannot learn to think and develop a lot of eggs in your basket, then over a long period of time it's going to become more and more difficult to achieve life satisfaction. My philosophy of education is that our function is not preparing people for a job, but rather preparing them to live. You want to be prepared for a job, true, but you also have to live the function of a social being and that includes having an appreciation for the beauty of life around you. COLLEGE CURRICULUM I can see several changes in general college curriculum within the next ten years that will allow students to develop what I term eggs in their basket. We're going to have interdisciplinary classes combining, for example, music and business. So that when you graduate from college you have more expertise in a variety of areas. What we have found is that specialties become narrow and what we want to do is develop a lot of eggs in your basket , so the student has more freedom and flexibility. Each person goes through several stages of life. If education helps uncover and develop a special talent as well as developing the ability to utilize your mind, then there will always be an intellectual balance. ECONOMICS It is true that four years of college and a degree no longer guarantee a job, but I think you have to ask yourself why you are going to school. We're naive if we think young people are not going to school to get a job, everybody needs to eat. But education has to be more than that; life is a process of learning, and higher education gives you the tools to live a productive life. It enables you to make decisions, to be able to judge the world around you, to be self-directive. If you don't get this out of your education then something is definitely amiss within the system. Students are looking at college catalogues, talking to guidance counselors, and becoming informed consumers of education and educational institutions. Students are becoming more interested in what they are getting for their dollar, and that is good because we are having to be responsible for the expenditure of that dollar. Independent institutions need to obtain some government aid. The cost of living and the cost of operation keeps going up and schools can't cover that rise without raising tuition. Hopefully, the government will give the money to the students and let them decide where to invest that money so that we can maintain academic standards and freedom of choice. 79 STUDENT LIFE I see the University of Denver as a mosaic — many smaller communities within the larger one. I think the Greek system is an important part of the whole community because it has a direction outside itself pertaining to the whole, as well as the closeness within the system. But if that group becomes dissident, it can become a very destructive force. That rarely happens, and when it does, the group won't be around very long. Just the fact that the Greeks are a group is a great asset. When you need a group to call on, it's easier to call on a large organization that is willing to help initiate a new program. Student Life surveys indicate that when a student commits himself to a group like the Greeks, he feels a real closeness to the University, a DU'ness. He identifies with the school and usually continues to associate with the University as well as with the group. If I could set up an ideal university, first I would have a place where professional people really got along with each other and the emphasis was placed on service, to one another and to the population we serve. There would also be an opportunity to witness growth, you don't always find that in a university. The University of Denver has about 7800 students, my goal is to make each person feel as if they know every other person and have a chance to share in the lives of one another; faculty, administration, and students. If the Office of Student Life can do that, then I've accomplished my goal. UJ - 186 V 87 192 194 ye owe notice TO ALL POTBJT AL VlSlTCCS UGTORs STREETlvAUtERS RL-scoji- cookie- seueRs mg ffto tees- )FMy«e$fcN £ i s njot fect OocouJTeD Far pcbpae pea to Sre3s voLCsetr a iHej peR Btcvjoeoo? TAOTTWF M4€V Vrfu IS NOT CHOwevw w€ wiu. scic rr SINC6RJELV, Lit' � s« eu Housing 1. Barb Breighner 2. Mike Verne 3. Babette Norton 4. Mrs. Crabbe 5. Cathy Davern 6. Anne Uhring 7. Helen Hatlelid 8. Dave Eshorn 9. Todd Ketttekamp 10. Laurie Sartorio 11. Bonnie Robson 12. Geoffrey Roe me It 13. Leslie Png 14. Trisha Burtingham 15. Bruce Gifford 16. Nancy Gilbert 17. Sandy Roberts 18. Barbara Noll 19. Rebecca Rugland 20. Margaret Hickson 21. Tricia Hammer 22. Mrs. Kouris 23. Richard Emmelhainz 24. Walter Shaw 25. Richard Green 26. Linda McKnight 27. Cathy Barradas 28. Carol Berry 29. Dan Uhlrich 30. Linda Thomas 31. Bones Walker 32. Jim Owens 33. Karen Sutton 34. Karen Peltz 35. Terry 8essey 36. Carol Bavousett 37. Lucille Burns 38 Dave Wilson 39. David Rosenberg 40 Maggie Rosche 41. Kathleen Gallardo 42. Elbert Hunt III 43. Kris Kissinger 196 197 199 5. V .t '«§;t ft tcV5 cG?° .. ' . j H pjj t£. fjr J JjJ a j°. j X?V Jp- J? � ■T J fJr is o Panhellenic 1. Laura Martin 2. Cindy Ansell 3. Dabbie Lewis 4. Linda Battle 5. Kathe Friend 6. Karen Young 7. Simone Zeile 8. Shauna Molloy 9. Bonnie Campbell 10. Janet Clark 11. Carol Essex 12. Skeeter Gelshenen 13. Pat Whedon 14. Carol Costa 15. Ginny Roberts 202 Intenfnatennitu Council 1. Chuck Bromley 2. Peter Hem 3. Gregg Witt 4. Bill Scarnato 5. Rich Bedont 6. Andy Aronson 7. Bryan Stuart 8. Phil Marchildon 9. Jeff Webner 10. 8iirSolf.sburg 11. Ken Rubin 12. Tom Burk 13. Tom Naughton 14. Alex Johnson 15. John Rosa 203 Alpha Gamma Delta 1. Skeeter Gelshenen 2. Michelle Broxmeyer 3. Janice Smith 4. Karen Thirup 5. Barb Finder 6. Laurie Bohm 7. Susan Card 8 Carla Folk 9. Sharon Gwin 10. Ellen Hollobaugh 11. Pam Treul 12. Janna Anderson 13. Jayne Sharfstein 14. Gail Tepe 15. Ramona Simpson 16. Lisa Voth 17. Judy Groll 18. Trish Alder 19. 8onnie Campbell 20. Janine Maxwell 21. Karen 8reckenridge 22. Marilyn Von Hess 23. Lynn Dexter 24. Laurie Lockwood 25. Pam Falcone 26. Dia Trieman 27. Joan Hardy 28. Michelle Cano 29. Debbie Lewis 30. Margo Lanius 31. Debbie Gregory 32. Heather Beldon 33. Barb Strauss 34. Laurie Riggio 35. Rebecca Barnes 36. Chris Schuller Data Theta Pi 20 1. Jim Kopka 2. Paul Faugno 3. Scott Zinn 4. Larry Manzanares 5. David Laplant 6. Mark Masur 7. Craig Curran 8. David Coffin 9. Rick Streitz 10. Frank Fatti 11. Jeff Webner 12. John Patton 13. David Moore 14. Tom Seay 15. Bud Scully 16. Bob Weller 17. Greg Isaac 18. Al Proudfoot 19. Steve Sherman 20. Tom Stang 21. Ed Bell NOT PICTURED 1. David Gustafson 2. Mike Sullivan 3. Jim Gosselin 4. John 8olinger 705 I. Rick Fathi 2 Beth Brooks 3. Clarke Houston 4. Linda Houston 5. Bill Soifisburg 6. Crawford McLaughlin 7. Mrs. Crawford McLaughlin 8. Mike Perales 9. Dave Benight 10. Dyann Symsack II. Rich Ober 12. John Hkkey 13. Rosemary Murphy 14. 8rad Guse 15. Pam Treul 16. Teri Klindworth 17. Barb Mihahki 18 Tish Willems 19. Sandra Pirkir 20. Cathy Davern 21. Ann Corrado 22. Heather Beldon 43. 23. Maura Wolfkeil 44. 24. Mitch Sepaniak 45. 25. Scott Nelson 46 26. Allan McCrum 47. 27. Bill Uwder 48 28. Trent Tripp 49. 29. John Bradley 50. 30. Andy Brody 51. 31. Jerry McKerr 52. 32. Chris Bucolo 53. 33. Art Carrette 54. 34. Brian Leeper 55. 35. Bill Vincent 56. 36. Lou Homer 57. 37. Mary Givens 58. 38. Grant Dintiman 59. 39 Dave Marshall 60. 40. Maureen Ryan 61. 41. Ken Rubin 62. 42 Devnet Trinkle 63. Kristi Lamm Dave Rohrer Susan Blake Nancy Schneitter Lisa Keister Cliff Plavin Andy Place C. L. Unden Tom Banks Rich Billingham Mark Concklin Alan Griffith Dave 8ehr Kevin Carey Dan Linge Pete Pattison Mark Forbes Reynolds Parsons Martin Knott Mary Ann McUughlin Brian Milligan 206 Sigma Alpha Epsilon 207 Alpha Chi Omega 1. Carol Cohen 2. Dixie Alsdorf 3. Fiona Humphrey 4. Mary Selian 5. Simone Zeile 6. David Merriweather 7. S ott Wilson 8. Jamie Gilber 9. Sara MacAlister 10. Carol Essex 11. June Gallagher 12. Heidi Spangler 13. Lydia Turley 14. Janice Chapman 15. Beth Kirsch 16. Shannon McGrath 17. Mary Smithson 18. Nell Flusche 19. Michelle Martin 20. Robin Auge 21. Becca Nerad 22. Cindy Sima risky 23. Nancy Jamieson 24. Lisa Keister 25. Molly Sue Bradshaw 26. Jan Carter 27. Susan Tie en 28. Mrs. Burton 29. Marla Petrini 30. Ada Veasey 28 29 30 20 209 Delta Gamma 1. Debbie Linderholm 2. Anne Wilkirwon 3. Janette Gallagher 4. Betsy Strong 5. Liz Powers 6. Joan Thompson 7. Janet Clark 8. Nancy McGee 9. Mart Wabtszewski 10. Tracy Muth 11. Jamie Martin 12. Bettye Kerckhoff 13. Jane Moser 14 Chris Cook 15. Barb Ford 16. Ttsh Willems 17. Pat Whedon 18. Cindy Van Inwagen 19. Becky Wylie 20. Cindy Eck 21. Carol Nevens 22. Carla Wittenburg 23. Ju Lee Simmons 24. Maggie Johnson 25. Chris Woodbury 26. Sue Worden 27. Carol Pardee 28. Kelley Stewart 29. Lisa Bean 30. Sue Swain 31. Cathy Heimburger 32. Laura Martin 33. Lisa Murfey 34. Bobbie Grubb 35. Stacy Smith 36. Sue Appel I 37. Ann Nicholson 38. Karen Sandlin 39. Sally Martin 40. Gail Neujahr 41. Cindy Armstrong 42. Sheila Loomis 43. Murne McLaughlin 44. Laurie Christensen 210 Lambda Chi Alpha 1. Brad Kelly 2. Bob Nadler 3. Mark ledder 4. Mark Higgins 5. Sam Morrison 6. Ricky Kiehm 7. Kris Katseanes 8. Bill Lavin 9. Rick Tear 10. Bill Hall 11. Steve Rhyner 12. Pat Gardner 13. John Buckley 14. Dan Hoctor 15. Mike Costa 16. Rod Akiona 17. Rick Utt 18. Bill Bishop 19. Mike Davis 20. Rick Erickson 21. Cam Morton 22. Al Licpas 23. Phil Marchildon 24. Jim Lewis 25. Mike Pakradoni 26. Rick Eckhout 27. AlLegaye 28. Jay Tallman 29. 8ob Niemeier 30. Burt Meyer 31. Ed Solomon 32. Chuck Tomb 33. Cal Meyer 34. Tom Kirby 35. Craig Racocha 36. Chuck Bromley 37. Dick bbbey 38. Ken Kneen 39. Todd Milliken 40. Tony Sherman 41. Pete Valentino 42. Bruce Carlton 43. Tom Matthews 44. Brad Meyer 211 Pi Beta Phi 1. Holly Higgins 2. Sara Wilson 3. Chelle Stoner 4. Laurie Davis 5. Dee Dee Brooks 6. Jill Bowen 7 Tana Witte 8. Elaine Arbo 9. Colleen Mohrle 10. Mom Lee 11. Andrea Burr 12. Nancy Stephan 13. Renee Lee 14 Linda Battle 15. Jacquelyn Mou ton 16. Terri Reed 17. Carolyn Doehrman 18 Di Di Edwards 19. Marcia Taub 20. Kathy Knight 21. Gina Tassie 22. Mary Person 23. Sandee Griggs 24. Ann Heermann 25. Siddy Adams 26. Ginny Voorhis 27. Ginny Roberts 28. Tena Crabbe 29. Ann Cassidy 30. Cissy Wiliams 31. Susan Jones 212 Phi Kappa Sigma 1. Matt LiCause 2. Paul Harrigan 3. Mark Holtzinger 4. lee Shapiro 5. Steve Tidd 6. Jeff Bolling 7. Dave Rhodes 8. Joe Kelly 9. Pat Thompson 10. Tom Jung 11. Gus Davino 12. 8ob Kaufman 13. Harry Thomas 14. Kelly Hoffman 15. Chuck Stencel 16. Jeff Davis 17. Randy Pros 18. Jim Woods 19. Rick Fickle 20. Bruce Helmer 21. Marty Brady 22. Tom Naughton 23. John Mdlwee 24. Scott Wyborny 25. Chuck Rolecek 26. Scott Areys 27. Dan Vandenbergh 28. Gary Kelly 29. Dan Turnbull 30. Dave Hankin 31. Dave Erlcson 32. Eric RavinHansen 33. L Hendrix 34. Max Clark 35. Byron Drummond 36. Doug Eshelman 37. Ron Schuberth 38. Dennis Gorman 39. Kevin Crean 40. Scott Phillips 41. Mike Naughton 42. William Nugent 43. Steve Capps 44. Jed Blaich 213 kop DO Si ODQUtU rei ieco ° 0. HcrrD v. T. S T'0 5 r M a- S=e A-C.o'9a Q o i _K ’.CA.wL'T hOt-BSAn' A. Vj us-f Qo«S lMfSTT iS Kcr 'T ci V'V-iXL f, -T ).Gl.C'3,= ' 2- VAA b Alpha Kappa Psi 11 e is't f f v 1. John Gallo 2. Mike Bergen 3. Charlie Chavez 4. Jonathan Seltezr 5. Kevin Olson 6. Mark Eamhart 7. Dale Dobbs 8 Steve Fante 9. Dan Perceful 10. Steve Timm 11. Joe McCaffery 12. Steve Richards 13. Howard Buckner 14. Jerry Porter 15. Mike lertora 16. Al Schuelke 17. Alex Johnson 215 Alpha Tau Omega 1. Terry O'Brien 2. Maggie Rosche 3. Jim Shepherd 4. Herb Skinner 5. Matt Finnigan 6. Carol Bavousett 7. Peter Bock 8. Dave Irwin 9. Phil Anderson 10. Camelia Tavakoli 11. Dave Forstall 12. Walter Terwey 13. Kat Duncan 14. Dave Green 15. Laura Hughes 16. Maury Mortensen 17. Duke Earle 18. Dan Murphy 19. Dave Staab 20. Bill Stephani 21. Dave Bagwill 22. Todd Herzog 23. Bo 8ehrens 24. Dave Hamula 25. Guy Gronquist 26. Sue Kendall 27. Kris Kissinger 28. Dave Freeh 716 TO BIND MEN together in a brotherhood based upon eternal and immutable principles, with a bond as strong as right itself and as lasting as humanity; to know no North, no South, no East, no West, but to know man as man, to teach that true men the world over should stand together and contend for supremacy of good over evil; to teach, not politics, but morals; to foster, not partisanship, but the recognition of true merit wherever found; to have no narrower limits within which to work together for the elevation of man than the outlines of the world; these were the thoughts and hopes uppermost in the minds of the founders of the Alpha Tau Omega Fraternity. 217 Otis Allan Glazebrook 1880 Gamma Phi Beta 1. Diana Johnson 2. Barbara Lebeck 3. Merrilee Moorhead 4. Kathe Friend 5. Shellye Farber 6. Colleen McGee 7. Grace Southerd 8. Patty Barrows 9. Melody Baker 10. Leigh Ann Kudloff 11. Kim Machol 12. Margie Royer 13. Peggy Ostrom 14. Barbara Gaukler 15. Gail Pratchett 16. Rita Burleson 17. Moira Peril 18. Patty Irish 19. Sheila Jorgenson 20. Linda Reese 21. Sandy Yarmoski 22. Carol Costa 23. Betsy Landsman 24. Jo Ann Ashburn 25. Bonnie Delp 26. Julie Judkins 27. Kelley Carbeau 28. Diane Essex 29. Joni Vernars 30. Janet Mann 17 218 ma Chi 1. Bryan D. Stuart 2. Liz Samuels 3. Cathy Buzan 4. Barb Hurley 5. Chris Middendorf 6. Dan Scott 7. Philip Whitcraft 8. Jim Battersby 9. Dave Johnson 10. Dave Wunderiey 11. Bruce Neely 12. John Kirkpatrick 13. Tim Hielscher 14. Jeff Haines 15. Patty Wallace 16. Linda Robinson 17. Eric Hess 18. Jean Johnson 19. Dwight Gibson 20. Mike Dowden 21. Julie Withers 22. Paul Loux 23. Jill Kennedy 24. Jeme Ertl 25. James Dean 26. Karen Shaw 27. 8ill Swart wo at 28. Dave Vansell 29 Cindy Mercer 30. Howard Snyder 31. Chris Howe 32. Tim Kelleher 31 (L3Z Kappa Sigma 1. Tom Grainger 2. Erik Wicklund 3. Bill Leonard 4. Barry Goldberg 5. Jordy Scott 6. John Trueax 7. Bill Meek 8. Steven Betz 9. Norm Gaida 10. Matt Maclaren 11. Harry Kramer 12. Bill Jess 13. Jim Adams 14. Charles Meyer 15. Nick Jenny 16. Perry Brush 17. John Montgomery 18. Todd Lebewitz 19. Jim Collums 20. Tom Burk 21. Bruce Eastman 22. Eric Mulfinger 23. Bruce Stone 24. Craig Crotteau 25. Mike O'Donnell 26 George Roth 27. Jim Bebry 28. Stuart Bishop 29. Peter Hause 222 1. Herschel Shapiro 2. J. J Haspel 3. Motz Yardis 4. Mark Freedman 5. Bill Castellano 6. Lon Hess 7. Brian Cook 8. Tom lieberman 9. Jim Rubai 10. Sy Rosen 11. Jesse Ireland 12. Carol Wergeles 13. Rick Johnson 14. Richard Goodman 15. Joe Odachowski 16. Marci Greene 17. Andy Aronson 18. Gregg Witt J9. Paul Berman 20. Ken Friednash Zeta Beta Tc o 1. Susan Card 2. Shelley Antonio 3. Spencer Crona 4. Matt Finnigan S Carol Essex 6. Marla Serwin 7. Vicki Thomas 8. Beth Kirsch 9. Marc Williams 10. Mark Thomase 11. Gail Schecter 12. Marlis Schlegel 13. Diana Johnson 14. Bill Carlino 15. 8rad Cromer 16. Phil Anderson 17. Bob Rotland 18. Mr. Smiles 19. Kurt Schmitt 20. Chris Rees 21. Guy L. Gronquist 22. Tom Auer 23. Mike Sobodnski 726 THE DENVER CLARION Staff Guy L. Gronquist.. Spencer Crona..... Philip Anderson---- Marc Williams..... Shelley Antonio--- Tom Auer ......... Mustapha Pasha----- Bill Carlino ...... Ms. V.............. Bryan Stuart....... Tom Mayers ........ Vicki Thomas ...... Dave Vansell...... Tim Hielscher...... Brad Cromer..... Nathan Andersohn Dwight Gibson...... Marlis Schlegel--- .........Editor-In-Chief ........Associate Editor ..... Managing Editor .............News Editor . Associate News Editor . Associate News Editor . Associate News Editor ...........Sports Editor .. .Entertainment Editor ............Photo Editor .Associate Photo Editor .............Copy Editor . .. Advertising Manager . Graphic Arts Manager ............. Accountant _____Collections Manager .....Circulation Director Administrative Assistant NEWS: Oavd Hill, M der Aii Khan. Adrienn MuHmaui. G i Screcter Mark Thom SPORTS. Lor Bohn-.. B'll Carnno Joe ford. Sieve Pieman. Mark Hamlyn, Tom Lyon Mark Shan. M.ke ScOacarak. ENTERTAINMENT Kathey Colley T.m Cai.n . Sieve HamOorger RothKiliner. Jerry Minfcofl. R� ck Ntcoleltt. laur.e Siutr er PHOTOGRAPHER: Parr Roe PRODUCTION: Pally Calendar. Adrienne Chael Diana Johnson. Beth Keen. Bridget Peril. Lmda Rotwnson. Marla Seram. Carol Werth ADVERTISING Carol Esse. Jell Haines. John Kirkpatrick. Bod Roll and. Kurt Schmitt Alpine Club 1. Nancy Cohen 2. Matt Stone 3. Tom Farber 4. Mari Snyder 5. Lori Schnase 6. Luke Santangelo 7. John Linley 8. Spencer Tlmon 9. Kent Willis 10. Mike Martin 11. Don McNurlin 12. Jeff Otto 13. Scott Rex 14. Jeff Bosboom 15. Garie Robie 16. Todd Herzog 17. Brad Boren 230 1. Mike Smith 2. Shelley Antonio 3. Donna Weedon 4. Richard Green 5. Mary Beth Hanagan 6. David Monwn 7. Daivd Hill 8. Craig Choun 9. Tim Mowzcko 10. Lori Tiel 11. Kat Duncan 12. Shannon McGrath 13. Bob Wood 14. Mark Forbes 15. Jamfe Merman 16. Ron Weaver 17. Bill Prince 18 Patti Steiger 19. Kevin Ditmer 20. Janet Kiyota 21. Frank Fredricks 22. Dennis Steurwald 23. Sharon Ugmal 24. Krista Wetzei 25. Anne Koontz 26. Jane Evers 27. THh Willems 28. Jerry Okimoto 231 Kunewisbok 1. Dave Irwin 2. Matt Finnigan 3. Bill Barry 4. Maggie Rojche 5. Sandy Yarmoski 6. Kat Duncan 232 The Origin of the Kynewisbok The first yearbook of the University of Denver was the “Mount Olympus' , published in 1895 by the Junior Class, the Class of 1896. The “Mount Olympus was only published for the one year because the successive Junior Classes did not follow in the footsteps of the Class of 1896. In 1899, the Junior Class, the Class of 1900, decided to once again publish a yearbook for the University of Denver, but under another name. One member of the class Winifred Willard, knew of a college that had an annual named “Rig Veda , which was a Hebrew word meaning “The Royal Book of Knowledge . She went to Dr. Ammi B. Hyde, a professor of the Greek Language and Literature, an instructor of the Romance Languages, and an Acting Chancellor of the University for one year (1889-1890). Dr. Hyde was asked to suggest a name in some language that would mean “The Royal Book of Knowledge . After much thought he suggested the Anglo-Saxon word “Kynewisbok . The word comes from the roots: Kyne which comes from the Anglo-Saxon word “konig meaning 'royal' or 'king', Wis which is the root of 'wise', and Bok which is the root of 'book', thus the meaning “The Royal Book of Knowledge for the “Kynewisbok , now in its seventy-ninth volume. 1 wioiwim mmmmmr' iinnwii mm b3AN3 3 JO Aug� 3AINQ 'WIMW u,l,i juiSwOgp Editor...........................................Matthew P. Finnigan Business and Promotional Director ...............Kathleen L. Holmes Photography..............................................Bill Barry Peter Bock Tim Craig Matthew P. Finnigan Tom Mayers Bryan D. Stuart Writing .........................................................Boyd Boland Kat Duncan Matthew P. Finnigan David Irwin Laureen Slutzker Layout ...........................................Matthew P. Finnigan Sandy Yarmoski Art...................................................Maggie Rosche SPECIFICATIONS Printer........................................Inter-Collegiate Press Shawnee Mission, Kansas Color Processing........................................Pallas Photo The Pro Lab Headlines......................................Letraset 42 pt. Zipper Geotype 24 pt. Zipp Compugraphic 48 pt. Park Avenue Body Typeface ..........................................Frutiger 55 Frutiger 56 Paper .............................................80 pound Enamel Cover............................ Chambray Linen with 160 pt. board, silkscreen and foil hotstamp Finding.............................Smyth sewn, rounded and backed, cased with headbands Reproduction...............................Camera ready preparation 233 1. John Duarte 2. Vincente Chavez 3. Virginia Chavez 4. David Graham 5. Joaquin Graham 6. Jorge Espinoza 7. Niva Espinoza 8. Jess Gonzales 234 Open Clinic 1. Chri Boyd A 8yren 2. Mark Sham 3. Joe Stem 4. John Erb A Jason 5. Linda Gray 6. John Bolinger 7. Tracy Saunders 8. Carol McCarty 9. Cherie Hoffman 10. Cindy Keller 11. Illece Buckley 12. Nancy Weaver A Paco 13. Emily Allred 14. Jim Stein 15. John Ryan 16. Nancy Cohen 17. Dan Hoctor 18. Peggy Cantlay 19. David Houser 20. Bob Windsor 21. Ann Williamson 22. Sallie Ferguson 23. Jess Gonzales NOT PICTURED 1. Steve Armour 2. Thomas Cameron 3. Jolene Chavannes 4. Randi Demsey 5. John Landaas 6. Jeff Matthews 7. Ron Riffel 8. Eric Mulfinger 9. Preston Price 10. Jennifer Rachko 11. Marty Rapp 12. Andrea Shapiro 13. Barbara Thomas 234 Senate 1. Donna Weldon 2. Laura Wing 3. Shelley Antonio 4. Bill Solfoburg 5. James Harris 6. Doug Antoon 7. Marc Williams 8. Randy Pros 9. John Bolinger 10 Chuck Tomb 11. Ron Kraut 12. Mike Smith 238 Count 1. David Kleinkopf 2. Phil Marchildon 3. Boyd Boland 4. Burt Meyer 5. Julie Mackay 6. Grieg Asher NOT PICTURED 1. Steven Jones 239 Special Events Films Publicity Cultural Speakers Dan Campbell Bill Barry Paul Rosenberg Bruce Hanson Ed Pierson flUPB 1. Mike Perales 2. Connie Keough 3. David Kleinkopf 4. Jan Slovin 2ao b.o 1. Boyd Boland 2. Oavid Kleinkopf 3. Mike Smith 4. Tom Watkins 5. Donna Weedon 6. Ken Millsap NOT PICTURED 1. Terry Toy 2. Dave Jensen 24) 1. Ann Brougher 2. Stu Geldin 3. Chris Meeks 4. Mindy Lewis 5. Robin Levin 6. Ruth Barnhouse 7. Oan Boorman Sweetwater, ________ journalw Inside: One. Two. Three. You Lo e. Student . The course catalogue described it as on thing The course professor taught it as something entirety different Whet are you going to do about n7 Indeed, what can you do about It? Debbie Downs digs up some rather sad truths about accountability of schools and professors towards students Well, that's one more victory fgr the administration and courts Four. Five. Six. You Win Again. What's this7 Students do have rights’ Bill Barry found some things that students can do and when they have the right to do N. One-half-a-dozen legal actions you can take to keep your school in lute The Women’s College Revisited. Reborn, and Forever Rising The girls at women's colleges may soil be prudes, but they're not curtsying to anyone any mote. Dr. Sharon Proudfrt discovers for you what she already knew—that women's colleges are better and that you can't keep a good woman down Now it's a matter of holding them back Yon Didn't Have To Do It But you Insisted You went ahead and took that course at Metropolitan Stale College where they give you a dollar a day and then throw you downtown to sleep, eat. travel—and if you're lucky—come back abve on Emerson Schwartikopf brings a new meaning to the red badge of courage It's a tough way to earn an A It's the Same OI'Song Chmtmai d.nner m a pretty rotton place to find out that the Christmas dinner ts now standardised And If that wasn't enough, the reason behind the stagnant dinners is Grandpa, whose been fifty years old all his life A short story by Mark Koxtk Point Counter Point Maurice Mitchell Chancellor of the University of Denver, opened ha mouth at his school-s convocation The question posed, m this case, w whether hb loot is stdin it or not Read the editorials and decide for yourself Dorm Room Delights Shrimp Curry’ Meatballs Romanoff7 Gazpacho Cabente7 The menu from The Broker7 Befcevc it or not. these delectable dishes and more can save you from the dorm food—all very simple to prepare m the privacy of your room Fine Points for Beginning Skier What to buy. how to buy. and whan to buy before you venture on your first trip to the ski slopes Notation on Foliage The trouble with plants how to cure those trouble , and what plants you can forget about over vacation (and not have to worry) Stagin' In My Mind When Professor Jimmy Wlnokur isn't down at the D U Law School teaching Property Law. chances arc good that you can find him at home making note -not about Law-but about music in general and Jerry (“Mr Bofangles I Jeff Walker ei particular Interesting Way to Make Money. Need cash for the weekends? Here arc a couple of n ty businesses you can operate manage, and profit from all by yourself (and still have time lor school). Who are We and What are We doing herd? __ Publications like The Sweetwater Journal ’ have come and gone and come come back again over the years They have all been good ideas, staffed by people who fell that the own idea's time had come And when thetr own idea's time was up. those same people — along with the magazines-caught the next westbound wind to the coast And in the process, they forgot el about that Dynamic new and viable audience that they were counting on so heavily It seemed as that dynamic new audience-le the college student—was mtspet-cetved once again And now it's our turn Everybody's had thetr chance at entertaining, inlormlng and educating the student market Now. let some students have a go at it Naturally, there are going to have to be some changes So fitst of aU. let's get the introductions out of the way so that other proper matters can be taken care of. We. the staff of The Sweetwater Journal, arc a small group of students with boatloads of ambition and an Incredible amount of useless experience at the University of Denver The editor and founder of this kttle monster magazine ts Robin Dean Lewi. Mass Communication mayor from the thickly wooded areas of North Carolina He sells ads. types, writes, takes photo yaphs. sweeps and makes one god-awful cup of coffee When timet ate rushed and tense and we're cursing him at 3:00 a m .he makes us drmk that horrible brew just to spec us He fares and re-hires staff with a remarkable consistency and no pay Which brings us to the next point—commitment Commitment to the Journal «s only half the game We have our markets (both advertamg and reading) to consider, Our readers are you. the students of Colorado's colleges and universities, and the professors that teach you. and the administrators that govern the professors And since you are our readers, it is only logical that you become our writers also As you plow your way into this our first issue, take note of the type of material we're looking for What is In this Issue is being read by 12.000 faculty and students across Denver What « run in the second issue of Sweetwater will be read by 18.000 academic persons in Colorado The goal of Sweetwater is to involve as many different students In the state in various activities (seminars, advertising, mountain retreats, internships. etc ) as possible When we say that we wish for your support, we don't mean your money Our advertisers wil take care of that end We want your participation, ideas, suggestions Damn , we want you to become Invoked To gel to know those students m the state who have your same interests We are. of course, well aware that Denver University isn't the most popular school In the state And that's why - despite our tainted image —we arc taking it upon ourselves to straighten what is now crooked And the median for this new movement ts “The Sweetwater Journal “ The next time you are m our vicinity, drop on by the office We re located in Hiltop Hall. 67 It is an apartment converted into our editorial offices with the use of desks, typewriters phones, and plants Hilltop Hall is an apartment dorm for students on the campus, so we always have visitors dropping in. looking at our coffee and then leavmg again The atmosphere ts inviting But it is tough to catch any two people here at the same time We're about and around the state gathering material hunting new ideas If we don't find you as one of our writers, then please make « a pom! to find us Wefl. that about wraps it up 111 end by saying that this idea wasn't the easiest thing in the world to get accepted by the Board of Communications here at D U It was our useless experience against then useless experience meeting head-on to do combat for six months So now that we're out. we can stop worrying about the Board and begin working lor our readers Write your letters to us U you consider yourself a journalist. cal us or visit and we 11 discuss it Photography, art. cartoons. mechanical or technical Mb are all welcome and If we don't have room for you. well be sura and make some And that's what Sweetwater ts about Have a good new year ANN BROUGHER Director of Communicators 243 Order of Omega 1. Gregg Witt 2. Tom Naughton 3. Phil Marchildon 4. Dave Freeh 5. Constantine Sotiriou 6. Terry Toy 7. Dan Hullitt 8. Ken Millsap 9. Dave Fletcher 10. Rich Bedont 244 3 5 Ibrahim Almutrif Alena Bertha Bill Barry 4 Nathan L. Andersohn Barbara A. Breighner Georgene Brown Rita J. Burlason a nc Doc' Caidin William Carlino Scon E. Carlson Haw.d R Carroll I 248 Janet Marie Clawson Louise Corkran John Cribb Catherine E. Davern John T. Co wen Christina Crabbe H. Patrick Dee Dave Dennis Dana Deuel John F. Duarte Lonale Eckhardt David Faganel 249 John Fisher Matt Finnigan John Fleer Janie Feldmann Mark Fowler Ward 1. Ganger Aileen Gaumond Roy Goldberg less Gonzales Ramon Gonzales Richard 8. Green 250 Guy L. Gronquist Ronald F. Hart Caro Y. Holliman Mike Greenberg Sonia Jeantet Lei Jones Steven Paul Jones David K. Irwin Bob Keller Janet Lazar Matthew C. Lenhart Ron Kraut J5i Julie Mackey Mark A. Margason R. Lee May if Patricia A. McDonnell Colleen Mohrle Thomas W. Nelson Jennifer Nobis Shaien Palmer M2 Jim Parmer Mary Perkins Mary Person Sandra M . IVker Janice Rainer Amy Ribnick Luke Santangelo Carol Silvestam Curtiss B. Smith Marc A. Terkel Kathy Walsh 253 C«rol Werth David Willems Norm A. Wyman Chancellor Maurice B. PHitchell Chancellor Maurice B. Mitchell came to the University of Denver in 1967 without a college degree. He had been forced to drop out of New York University for financial reasons only to begin a career that would lead him through newspapers, radio, publishing, and eventually higher education. Mitchell has been active in a number of public roles also. He has served on the Civil Rights Commission, the Denver Branch of the Federal Reserve Bank of Kansas City, the Community Education Council, and is now a Director of the Federal Reserve Bank of Kansas City, along with a number of other community service roles. The following are excerpts from a Kynewisbok interview with the Chancellor during February 1977. THE STUDENT BODY One sees a very impressive student body in the incoming classes of the past two years. These students are more serious about their education and they perform at higher levels than their most recent predecessors. In short, they are more challenging to the faculty. Some departments are beginning to report that they are getting more satisfaction working with these students than they have for a number of years. So we have smarter students, we are much less of a country club and much less of a playground, and we much more seriously address the problems of university life. I'm not suggesting that we don't have a lot of young people who can't have a great deal of fun while they are going to school, but it is a different environment than we have had in years past. ADMISSIONS There was a time when the normal tendency of students to go on to college created an automatic increase in the number of applications every year. We had a population increase, you add to that a growing feeling that it was important to get an education beyond secondary school, and you have the foundation for growth. At that time, the idea that we would go out and try to recruit a college student was a relatively new one. After the war boom ended, it was recognized that it would be a ood idea to actively recruit students, and this is when the University's dmissions department became a recruiting department. It carefully alculated the places from which it wanted to attract students, from primarily private schools and, secondarily, from schools in well-to-do uburban areas. Also, admissions wanted to attract students from parts f the country some distance from the University. So we deliberately nfluenced the kind of student we attracted through our recruiting efforts. Following the student unrest in the late 60's, when the applicant jool began to decline, we began to re-examine our aspirations with espect to our student body which led to a re-alignment of our recruitment efforts. We have made up our mind that we must attract students jf high academic achievement, generally in the top 10 or 15 percent of their class, and students who are capable of doing work in the A and B grade category at the University of Denver. In general, we are going much more for a higher level student than we ever have in the past. We are better off not being known as a cosmopolitan school, but being known as a school which has a terribly interesting and highly intelligent group of students. After all, a university is no better than its students, and aggressive, high performing students make a good university.” FUTURE FUNDING 'The major fund drive will provide new facilities, some contribution to the scholarship fund, and some other resources. But there is never a solution in a single fund drive, there is always a need for a larger one to follow. ''The real problem is how to support the University on a continuing basis under conditions where it isn't always over committed, therefore doomed to a deficit. The University under ideal circumstances would benefit from state support, but not the kind of support anybody has been talking about. I think that the University's alternative for state aid is going to have to be to struggle to produce an addition to it's income from tuition, funds that can go into the endowment or into the support for special programs. And we are moving in that direction. We are moving increasingly towards a situation in which the individual colleges are funding themselves. This is not an unusual or unprecedented technique, but we have never done it here. The University is going to have to ingenuity, aggressive persuasion, and some unconventional procedures for attracting financial support if it's to maintain its present position. The University also has room for another 400 or 500 students. But that is a joke, if we lose money on a student we can't in the same breath say we need more students. I have no doubt that the University is going to emerge healthier and stronger. 235 GENERAL VERSUS SPECIALIZED EDUCATION I happen to feel, and am never going to be convinced otherwis-, that you do not have to take a vocational course, or tilt your studies i the vocational direction, to make a living. I think the world is primaril open most widely in an employment sense to people who have i general education. I believe most people in general education are mo likely to go further in fields of their own choice, excluding medicim than will the people who have a specialized education. But it is true, there is a new language being developed now whid tries to make it appear that the same general experience is now . vocational experience. I think it always has been, in a sense it (genera education) has always prepared people to be good citizens and to b successful leaders in society. The University wants to attract people who are going to be profes sionals, professionals in business, professionals in music, professionals ir teaching, professionals in all fields of endeavor. What it really means i that the University wants people who are capable of being leaders. Yol can't get a leader out of somebody who has never done anything but study accounting, you must given them a general education. CHANGES IN THE CURRICULA I think the freshman experience can be greatly strengthened and improved. The fact that we're now adding to the Humanities a Social Studies block, and we will add a Science and Technology block seems to indicate to me that we are undergoing a vast change in the options available to the freshman alone. Of course, we've begun to do some other things, some of the elements of the Humanities are being continued as individual programs of their own. The science faculties have been experimenting with programs aimed at non-science majors; aimed at being more than a walk through in the very weak gruel that is fed to non-science majors. Students, if they want to, can engage in inter-disciplinary activities that have career potentials. We have an array of inter-disciplinary activities that I would have thought 10 years ago would have been impossible to develop in such a short period of time, programs in which the College of Business and the College of Law or the School of Social Work work together. This trend will grow, indeed we have just seen the beginning of it. THE REASONS FOR HIGHER EDUCATION One goes to college, one studies, one engages in a learning experience with other people on a university campus with a kind of selfexploration, a self-fulfillment. Why do you want to understand yourself better, why does anyone want to feel fulfilled? Because in those two sensations and experiences are the clues to much of happiness. You really go to school because in the process of studying you learn about the things that create happiness; you learn to appreciate art, to appreciate people, to appreciate brilliance. You learn to understand the excitement of the world that lies ahead as well as the world you are living in. I think you lay the foundation for happiness, you feel useful, you feel there is a place for you in the world and you feel anxious to take part in it. Those are the hallmarks of educated young men and women. 257 Uico Chancellor UUilliam Key Dr. William H. Key, Vice Chancellor for Academic Affairs, received his undergraduate degree from Southwest State Missouri College, and his Masters and Phd from Washington University in St. Louis. Most of his involvement in higher education has been at the departmental level in Sociology. He has taught at the University of Arkansas, at Depauw University, at Washburn University, and at the University of Denver. Dr. Key was interviewed in the fall of 1976 for the Kynewiskbok. Kynewisbok: Assuming you enjoy your job, what are the most rewarding aspects of it? Key: I guess the most rewarding aspect is contributing to the maintenance and improvements of the quality of the institution. One of the experiences that administrators, even at the departmental level, have to become accustomed to is that the rewards are primarily rewards which come from seeing someone else achieve. And without trying to be dramatic about it, you have to sublimate your own expectations for direct rewards. For example, if I write an article and it's accepted for publication, that's a direct reward. But if I work with somebody and facilitate their acquiring research funds that lead to an article or to a successful teaching experience, that's an indirect reward because someone else is getting the direct psychic rewards. The other major satisfactions come from working with the faculty and other academic administrators in the development of new programs. Kynewisbok: You mentioned new programs, any specific type of programs? Key: I was thinking of such new programs as the ones in Professional Psychology, the Master's Program in Taxation, the Master of International Management, the cooperation between the School of Social Work and the lliff School of Theology and others where I have been involved. Even though the Deans and the faculty generate the ideas, I've had a hand in helping them, and that gives me a very real sense of satisfaction. Kynewisbok: In the past ten years the number of community colleges has increased enormously as have the number of college graduates. Will there come a time when the vast majority of American people will have a degree from a college or university, and would that be good or bad? Key: You understand that I am biased and I think education, particularly through an undergraduate degree, is a positive good for the society. The assumption under which a number of our educational institutions were established is that democracy operates only with an informed electorate and an informed electorate means that information has to be channeled through some understanding of where we come from, what we are doing, and where we may be going. So I think that from the society's point of view it would be good for everyone to have a degree. In point of fact, the proportion of high school graduates who are enrolling in higher education is going down, so that we are not educating as high a proportion as we were, say six or eight years ago. In part that is because we have a general commitment to the notion that education ought to have monetary payoffs, and there is a widespread assumption that an education no longer pays off. I can understand that, an education should contribute to an individual's economic welfare. I don't reflect that notion but the greater good for the society won't come from that so much as it will from a more humane and informed population. I don't think we have much of a chance selling that as an ideal because the citizenry in the United States is very pragmatic. But I'm all in favor of people going to college both for specific technical training and a liberal education. Kynewisbok: What type of future resources do you think can be used to pay for a person who cannot afford to attend college, but is an excellent student? Key: There are three potential sources of additional money for DU. One is that in the state of Colorado we have not been getting any of the Federal monies that are channeled through the states for Student State Incentive Grant (SSIG). That is a tuition scholarship fund which the state of Colorado dispenses only to people who go to state schools. They count DU students from Colorado in order to qualify for the funds but they have never included our students as eligible for the funds. I think that that is unfair and is going to change under pressure from the Federal Government. The second source is that Colorado is one of the few states that offers no assistance to its students who choose to attend private universities and colleges. In California, for example, if you live in California and go to Stanford you can receive a substantial amount of money as a direct tuition grant. The third source is by increasing our endowment funds. We need to set aside more for tuition scholarships, to make up the gap for those people who can't afford to pay the entire cost. Those are the only three sources I see right now and we're working on all three. What will happen will determine in part our ability to help support excellent but needy students. Kynewisbok: Do you feel that fraternities and sororities have a positive or negative effect on the academic performance of a student while at college? Key: It varies with the period of history and the specific fraternity or sorority. I'd hate to label the entire system as either good or bad. In my fraternity I was the first person to graduate in ten years. Obviously that fraternity had not helped academic performance or even been supportive of academic life. On the other hand, I think the living arrangements are potentially very useful. One of the great strengths in the English system at Oxford and Cambridge, is their house system. If the fraternities and sororities adopted that model, so that we had a house system 259 in which there were some attempts to integrate the living arrangement with the academic program, they could be very helpful. I think the size is an advantage. At one time we had a language house on campus with 40 people living in it instead of 600 people in Towers and Halls, and it was very conducive to academic achievement. The system we're trying to develop, or that housing has developed, in which people are assigned with people of like interests in the general housing unit, is a step in the right direction. The answer I guess is that it depends. I've seen it both ways. At Depauw University, 90% of the students were in fraternities or sororities, the other 10% lived in dorms. Socially, these dorm dwellers had a hard time. But I didn't see any interference with academic achievement at Depauw by fraternities and sororities. At my undergraduate college, fraternities and sororities were supportive of a very fine social life, which is a part of the education. A great deal of what I would call education happens outside the classroom, and is an important component of a learning community, which is what we ought to be. Kynewisbok: Do you see any major changes in the university curricula in the next ten years, and are the changes we are seeing now for the better or worse? Key: Any change that I support I assume is for the better, so I would say the changes taking place now are for the better. In the future I think there are going to be some changes in the curriculum, especially in a renewed emphasis on the three R's. The question of conventional literacy is getting enormous attention from the mass media and the academic community, and I think deservedly so. We haven't done a very good job of transmitting the skills of the intellectual. It is as though people were somehow expected to absorb all these lofty ideas without being able to read and write. Reading, writing, reasoning and calculating are tools of the intellectual, and if you don't have those skills, it's very difficult to become an educated person. We are going to focus much more attention on what I'll call the core or basics of the curriculum. That may mean that we will demand a good deal more and that we will have a more restricted set of electives, at least for the first couple of years. On the other hand, the changes won't be so major that they will produce an entirely new system. I think you'll be able to recognize DU if you come back in ten years as being the same kind of institution, although I hope we will be doing a better job in advising and transmitting the skills and values of the intellectual and that we are providing more opportunities for students to practice the skills that they are acquiring. Education institutions deal with both the fundamentals and the fads of a society. We are constantly tinkering with the curricula, which is useful, but the guts of the University are good faculty and good students grappling with the fundamental questions all societies face. Kynewisbok: If you could mold the educational system of higher education into perfection, what would be its characteristics? Key: I have no constraints of money, is that right? Many of the compromises we make are because of a lack of funds. I guess I would tend to devise a university about the size of DU. It is large enough to provide variety and I think that the very large schools, unless they are broken into sub-units tend to neglect some of the fundamental aspects of education. I'd make DU more of a community than it is. What happens now is that faculty, staff, and students meet here occasionally, but it's not a highly integrated community that's pulling together all the time. And I don't mean by that, that there would be an absence of conflict, but we don't have the kind of system that pulls us together like the medieval universities or even like the colleges I attended. We need a sense of commitment and identity that we don't have. Why we don't have it I don't know, it may be a casualty of the times. In addition. I'd provide more enrichment through the 'out of the classroom experience'. I'd have not only our own community, but I'd have more intellectually provocative people visiting us and I would have more members of our community traveling and visiting other good schools. In addition, I would pay more attention to the cultural life of the DU community. Kynewisbok: That is with no constraints, but with the constraints that are going to be placed upon us in terms of technology and economics in the coming years what do you think is going to happen to higher education, not just DU, but all of higher education? Key: I think there are going to be casualties. Some of the colleges that are currently operating will not be operating in the future. There are a number of relatively small and weak colleges in the economic sense, which will die. I think in the future we're going to be forced to sort out the duplications that exist, because we won't be able as a society to afford them. Part of the sorting out process will be the death of some of the institutions. I will look for a reduction in emphasis on community colleges. There was an enormous expansion of community colleges during the 1960's when there were a number of people who either couldn't afford or be admitted into a four year institution. The community college provided a way for that group to experience some post secondary education. Today, we don't have the number of people seeking a post secondary education that we had so the four year institutions will be able to handle all of them. Another major question that arises with the demise of growth is how will we maintain a sense of movement and freshness in education as our plant wears out and our faculty ages. I think we'll have to turn towards some more innovative uses of media than we have historically. However, I think that the surviving institutions will prosper. I can't imagine this society without an extensive higher education establishment. 26) Uice Chancellor John Dlacbbunn Vice Chancellor John Blackburn came to the University of Denver ir 1969 as the Vice Chancellor for Student Affairs. In July 1974 Dr. Blackburr became the Vice Chancellor for University Resources, a newly createc position. In November the Kynewisbok spoke with Vice Chancellor Blackburr about the University and its future. A COLLEGE EDUCATION It's not easy to go to college, to undertake a learning experience and if people want to do it, they should be encouraged. Education should not be viewed as an economic payoff. There is a social return to education, there might be too many PhD's within a certain discipline, but there is nobody who has to much education. And what is wrong with a PhD driving a bus? Some of the best experiences could take place if you had a well educated school bus driver, mixing with the students in an informal way. This could be a very educational experience for him, the students, and society. Some of our best philosophers are bus drivers without PhD's. Quality education is returning; for a period there were many programs instituted that associated learning with an experience. I think that a formal education structure should be a quality experience as a whole, and there should be constant pressure to improve the quality of that experience. Not everything we do transfers into credit, but everything we do should transfer into learning. The University of Denver is always updating its programs, instituting new ones, and experimenting with different types of educational structures. No one is going to pay large sumes of tuition for a mundane educational program, and they shouldn't. To maintain an exceptional education environment and experience, we are looking for two qualities: the most highly qualified students and the number of students necessary to effectively utilize the institution 262 A LIBERAL ARTS EDUCATION Enrollment in Liberal Arts Colleges is down because of the assumption that the student isn't prepared to do anything. It's a good preparation for life, but it doesn't train you for a job or vocation. The liberal arts education is probably the best experience you can have and we can't put dollar signs on that type of learning. It makes a person more flexible and more able to deal with our rapidly changing society. The leader of the future, the leader of society needs to be a person who understands our culture and the Western philosophy, as well as other cultures and philosophies. If you look at political leaders of today, they don't come across well. Whether they are meeting people on a one-to-one basis or speaking to a large group, they don't relate well. I think what is missing is a broad Liberal Arts education. Political leaders have been narrowly educated and we react very negatively to that. THE COSTS OF EDUCATION The cost of education continues to rise, but I don't think that tuition will rise beyond the rate at which inflation rises. I heard someone make this comment several years ago: as long as the price of education doesn't exceed the price of a mid-size Chevrolet then you're all right. And if you look back historically, the price of education per year has been slightly lower than a Chevrolet. So if education is too expensive, Chevrolets probably are too. The private institutions are beginning to have to compete with public institutions for philanthropic dollars. If this continues we are going to need financial help from the government. It would be a shame if a private university folded because it was a private institution, and a public institution survived regardless of its quality of education. PRIVATE VERSUS PUBLIC EDUCATION Private institutions have a real responsibility to encourage humanistic education. Taxpayers are much more willing to support programs that produce technologians and engineers, the type of people that will have an immediate, concrete effect within society. Private institutions are going to provide the balance between humanity and technology. 263 Uice Chancellor Carl Gardner The University of Denver, like most private universities in the country, has been forced by dropping enrollment and rising costs to tighten its financial belt. Carl Gardner, Vice Chancellor for Business and Financial Affairs and Treasurer of the University, spoke with the Kyrtewisbok about the financial future of the University. Vice Chancellor Gardner received his degree in accounting from Eastern New Mexico University. He worked briefly as a public accountant before joining the University of Evansville. Gardner came to the University of Denver as the Controller, where he served until assuming the duties as Financial Vice President-Treasurer in 1974. Kynewisbok: What is the financial condition of the University? Gardner: I think the University of Denver's financial condition is sound, but as is the case with all higher education, we are facing a lot of problems. Kynewisbok: What sort of problems? Gardner: The University is in a third deficit year. We have had two prior years and the current year of deficit operation. Every plan is that this is going to be the last deficit year. The budgets will be balanced after this year. It has been necessary to review each budget and make adjustments this year. When the enrollment did not reach the anticipated level of 8100 students, the Chancellor took the initiative and made budget adjustments so that we could live at least within the estimated deficit. The first year of the deficit was budgeted at $1,700,000. The actual deficit when that year was over was $850,000. The second year deficit was budgeted at $2,000,000, and the actual deficit was slightly under $1,000,000. The estimated deficit for this year is $850,000. 744 Kynewisbok: Is the ever increasing cost of tuition going to cause the University to price itself out of the market? Gardner: It is certainly going to limit the number of students who can attend the University, as costs go up. I think the University needs to be very aggressive in obtaining scholarship funds from various sources so that more students can attend the University through financial assistance. The other sources of funding for private education are donations and contributions from foundations, corporations, individuals, friends, alumni, also endowment earnings and, in some cases, assistance to students from state and federal programs. Those funds will have to be increased. Kynewisbok: Are the tuition increases going to become less frequent? Gardner: I really doubt it. I suspect tuition increases will be annual. Kynewisbok: How does DU's endowment compare to those of other private universities? Gardner: Compared to other institutions, the University of Denver's endowment fund is invested more heavily in real estate, less heavily in stocks and bonds. Depending on the position of the stock market at any given point, that can be either good or bad. Certainly in those years when the stock market has been down it makes the University look more favorable than other institutions. Most of the real estate holdings of the University were given to the University in that form. Kynewisbok: What does the future hold for the University of Denver? Gardner: As far as the future is concerned, the University has a desperate need to replace some very inadequate facilities such as the art buildings and the science facility. It is my hope that every attempt will be made and that we can be successful and actually find those funds and construct those facilities. I think because of rising tuition costs there is an ever increasing demand for student scholarship funds, and I think in the future those funds will be more aggressively sought. There are needs to raise funds for specific kinds of academic programs, to assist faculty in research, and other efforts. Hopefully funds can be found for those purposes, also. 263 Bond Boland Four years have passed since I first enrolled as a student at the University of Denver. I guess this is as good a time as any to reflect on my stay here. Has it really been worth the time, the emotion, the money? Four years at DU — it has been a lot of work, a lot of good times, a lot of growing. Classes and academic study have been important, of course, but the college experience offers much more than that. It is an opportunity to experiment — a chance to try, to see, to read, to think, to meet, to hope, to do. So, I have experimented. I have tried, seen, read, thought, met, hoped, done. I have lived as much of the college experience as I could, and I am satisfied. When I came to Denver University from Golden High School it was with a great deal of anticipation and not a little worry. During the college experience a great many things were supposed to happen to me. I was to grow, mature, learn, and, I was told, to gain the beginning of an understanding of the mainstreams of human thought. A tall order indeed. How this process was to be carried on, how I would react to it and what it would demand of me were unknown quantities. And always there was the question, How will I measure up? Soon I was immersed in what to me was an explosive intellectual environment. Dr. Breck's history class, to name one, along with classes in philosophy, religion, political science, economics, and sociology, gave me new insights into understanding the world. I learned all over again to study, to listen, and to think; and for the first time, I began to understand that the world of ideas was far bigger and more exciting than I had imagined. After that first hectic year there seemed to be more time available to me. Time to assess, evaluate, select, and begin to assimilate a few of the ideas to which I had been exposed and to make them a part of my thinking. There was time to make friends and become a part of the social and club life of the University. Some of the activities most meaningful to me were working as president of the Talarians service group to establish programs to assist older women and senior citizens who were returning to school at DU; serving on the Dean's Advisory Board to improve communication within the University; and helping as a member of the philosophy department's student affairs committee to provide opportunities for students and faculty to become better acquainted and to pursue common interests. Each of these activities contributed greatly to me and the contributions I was able to make to each of them have given me a feeling of genuine accomplishment. The recognition I have received on the campus has, of course, been rewarding — Outstanding Junior Women; Phi Beta Kappa, in my junior year; Mortar Board; Who's Who; and finally the Pioneer award. But it was the pleasure of working toward these goals with students and faculty members I liked that was the most rewarding element and the one which I will remember longest. I am happy that I chose Denver University as my school — happier still that I became actively involved in it. My undergraduate experience here has delivered all I had hoped it might. Within the limits of my abilities to make what was offered a basis for my future development it ha fulfilled its purposes. I am grateful for what D.U. has given me. I am proud to have been a part of it. 269 Ramon Gonzales I have enjoyed my four years at DU. The faculty has been outstanding both in academics and in their dedication to improving the quality of the University. One of DU's strongest advantages is its size. The University provides undergraduates with a quality of education that is impossible at larger state institutions. Finally, it is my friends that have made the time spent here so enjoyable. DU would have been nothing without them. 370 Sum L. Snonquisb Serving as Editor-In-Chief of the Clarion over the past two years has given me the greatest personal satisfaction. It has also been the source of my greatest disappointment as the Clarion has not consistently lived up to its potential. Despite its shortcomings, I am convinced that the Clarion remains the greatest focus of student involvement and accomplishes more for students and faculty members than any other student organization. The University has a few outstanding professors and many good teachers, the balance being mediocre. DU will probably be a great place in 25 years either as a result of adequate professional fund raising, or through state support. Right now, the facilities are inadequate and the endowment is not large enough to support the claims to greatness which are so frequently made today. Being selected a Pioneer is nice, but the real reward has been In meeting people and forming a few close friendships. The real learning has come in editing the Clarion and in discussions with a handful of scholars. « 271 James L Harris During my years at D.U. I've had varied experiences. Participating in such organizations as the Black Student Union, AUSA Senate, and Board of Contingency, required an open mind, a well rounded personality, and a sincere interest. At times it was frustrating here, however, the knowledge I've acquired made it worthwhile. D.U. has developed some outstanding citizens in the past, hopefully I can be among them. It is my belief, that before one can excel in the future, he must have in some way been successful in the past. 272 IMAGES OF COLLEGE Freshman year: anticipation frightened, curious, overwhelmed small town girl in a big city (Ponca City, where???) strangers, dorm life, studying new friendships, new experiences going home to old high school friends who have changed (or have I???) Sophomore year: staff position at Centennial Halls teaching swimming lessons hitting the books, chemistry lab laughing, playing, loving life Junior year: once again on staff at Centennial Halls academics, anxieties women's swimteam cramming for a chemistry test — attending a meeting — preparing for a dorm dance — cleaning up afterwards — collapsing Senior year: questioning goals, wondering, dreaming, learning spending all my waking hours at Science Hall new staff position at Aspen Hall the real love of my life, engaged happiness, contentment will I get a job??? graduation, excitement but tears of sadness anticipation A new life. ?73 euen h • Jones The last four years of friendships, classes, and a clutter of activities have been deeply satisfying. D.U.'s student body and faculty made that possible. The student body was large enough to ensure diversity but small enough that I could say, this is my university. The faculty was good. But just as important, the faculty was accessible to students. Yet, I feel uneasy about D.U.'s future. The pressures faced by a private university are strong and getting stronger. I think that future students will not be able to experience what I have known. 274 Jocklyn mitchell hang in there ... freshman ... exploring ... economics ... frustrating ... excitement ... friendships ... indecisions he that stays in the valley shall never get over the hill ... hopes ... tensions ... motivation ... anticipation Listen, as when you are talking you are only repeating what you already know ... long days ... memories ... senior ... lasting relations ... DU Shauna 5. fflollOLi My experiences at the University of Denver have been invaluable — I wouldn't exchange them for anything. The university offers a great many opportunities to become involved — it take self-motivation and determination ... but your reward is seeing others get involved and enthusiastic as a result of your own involvement. Most important to remember is, that you have to put forth effort to get anything out... My sword is strength, my spear is song, with these upon a stubborn field, I challenge falsehood, fear and wrong, but laughter is my shield. Unknown Being able to assist the Center for Prospective Students in recruiting activities has been my most worthwhile accomplishment. The responsibility of reorganizing and restructuring the College Acquaintance and Recruitment Experience (C.A.R.E.) program was a very challenging task to undertake. However, it provided me the opportunity to utilize management and organizational techniques which I thought were only textbook fantasy. As a result it was amazing to see the vast amount of student talent and resources the University has to offer in aiding the C.A.R.E. program. Students are excited about D.U. and what it has to offer. I have seen this in the students who participate in C.A.R.E. People within the University community have complained about the apathetic attitudes of D.U. students. This conception is over exaggerated. Apathy is not a problem at D.U. I have seen too many students who are willing to contribute their time to worthwhile causes and am not willing to accept this apathy theory. The only advice I have to leave with students still pursuing undergraduate degrees at D.U. is to get involved as soon as possible. Also, think of this involvement as a part of your education. It is critical. One thing that everyone has to deal with in life is other people. The faster you begin to learn about others, the easier life will be. Tim moujczko luan ID. Qunuuell I am very honored to have been selected as a Kynewisbok Pioneer. My involvement with the University of Denver as a student and as a member of its staff has been extremely rewarding. I have had the opportunity to meet some dynamic and fascinating people at the University who have been instrumental in my growth. The University of Denver has outstanding resources in terms of its administration, faculty, and student body. I have no doubt that the future of such an institution has limitless potential to serve and to educate new generations. Lanrn m. Jackson As Assistant Dean of Student Life, my objective is to create a campus community which is authentic and representative of what our society should be. I feel the most challenging aspect of working in education is it can provide new experiences. Sometimes these experiences aren't always viewed as good, but nonetheless they are learning experiences. A campus community is more than the residence halls and the classrooms. It is a common experience of students working and interact ing with each other to become culturally aware. It is also a common commitment by the total student populus to obtain personal and academic growth. This growth will enable each student to contribute to a harmonious and educational society. Education, like the world, is in a constant state of change. The transformation is initiated not only by educators but also by students. As an administrator, I would hope to serve as a catalyst to challenge students to become involved in the building of a total campus community. With this involvement will come interaction. With interaction will come communication. Through communication will come knowledge. With this knowledge, students can launch into new and different areas of experiences that will be a part of our changing society. Institutions made by men can be changed by men. Stuart James Well, sometimes I think of the University of Denver as a kind of rest home for retired Ph.D's who baby-sit now and then for pin-money. That's on the bad days. Other days I think of D.U. as a kind of educational jig-saw puzzle that for some unknown reason won't quite go together. On those best days that have popped up during the last eighteen years, D.U. has seemed a place where young people were curious and eager, and mattered, a place where schooled and considerate instructors freed those young people from the prison of dead ideas and opened to them the secrets of their own self-development. ITIichael martin ... at about the age of sixteen. I was offered a choice which, in retrospect. I can see that l was not mature enough, at the time, to make wisely. This choice was between starting on the calculus and ... reading Latin and Greek literature more widely. I chose to give up mathematics, and I have lived to regret this keenly.... The calculus, even a taste of it. would have given me an important and illuminating additional outlook on the Universe, whereas, ... I had already got far enough in Latin and Greek to have been able to go farther with them unaided.... One ought, after all. to be initiated into the life of the world in which one is going to have to live. I was going to live in the Western World ... and the calculus ... is one of the characteristic expressions of the modern Western genius. Arnold Toynbee, 1969 What you can do. or dream you can. begin it. Boldness has genius, power, and magic in it. J.W.v Goethe. 1806 The university confronts us with many choices, each an opportunity to direct our education. How are we to react? Some take a timid course, wary of what they may lose. In doing so they lose the chance to play an aggressive role in their own education. They want classes to be safe, not too hard, not too deep, not too new, and are only slightly disappointed when their classes are not too interesting, not too stimulating, not too enlightening. What benefit, they ask, can accrue from studying_______________? As if benefit were bestowed by an external source upon a student who has served his time. The benefit comes from seeking challenge and responding to it with the best of ones creative ability. This action benefits a person by means of positive internal change. The only immutable ingredients in worthwhile education are the individual and the commitment to learn. Insistence on high quality work from oneself and one's companions is part of the essence of a university. And it is the expectation of quality as a natural result of committed interest that enriches the whole university community. Time spent in formal education is used well when used aggressively. When learning is sought, demanded and appreciated our choices are governed by what we may gain rather than what we may lose. In current parlance, when you have a choice, go for it. 281 fll Senafin The Pioneer award has been given posthumously to Al Serafin in appreciation for more than 25 years of service to the University of Denver. During this time he held many positions such as Director of Student Activities, Director of Placements, Director of Career Services, and many others. Mr. Serafin received his undergraduate degree from the University of Denver in 1935, and his masters in 1950. In 1945, Mr. Serafin began his employment with the University of Denver, where he remained until his death in November, 1976. 262 Unashamedly and with great personal satisfaction, I admit I love the University of Denver. Not only does it represent a very significant past, being one of the truly pioneering institutions of higher learning in the West, but an attitude and perspective on the value of learning and its potential. This outlook has provided me with the kinds of opportunities and experiences that I never dreamed of at an earlier age. Chief among the most gratifying of these has been my contact with undergraduate students. Unhappily I find myself, as most other faculty, standing in front of a class lecturing to a group sitting in chairs bolted to the floor. Symbolically the students are similarly attached to their seats. Sometimes these classes are immense in size, something I regard as little less than a travesty on education, and for which I can infer no good reason. Even in some instances such as these it is possible to permit a student to engage in his or her own personal research. This is often like opening up a new and fascinating world. Seeing the products of these efforts reach fruition through presentation in professional meetings or journals, and hopefully in the seeking of further education, is nothing short of thrilling. Often this pleasure has been matched by what I have learned from the students who take advantage of the opportunities offered them at the University of Denver. Their ingenuity and creativity are among the most exciting experiences I have been privileged to have. There is a celebration of capability, knowledge, learning and the future in this institution. It is not always easy to see even if it is all around us, and that may be part of the problem — it is too evident. It requires an aggressiveness on the student's part to realize fully, and not infrequently the faculty and administration need to be awakened to its presence. We are all learners except when our egos get in the way of enlightenment. Our collective education constitutes the purpose of this University and undergraduate students are not the least teachers here. The struggle is to appreciate life, enrich it for ourselves and others, to make it count that we have lived at all. The University of Denver can only offer us the opportunity. It will be up to us to have the vision and the commitment to make this present reality into a better future one for all of us. 283 Peter Uan Gnsdale Four things come not back: The spoken word, the sped arrow, time past, the neglected opportunity. This statement by the Arabic scholar Omar Ibn Al-Halif speaks to me not only from the viewpoint of anthropology, my discipline, but from the perspective of the University of Denver as well. The entire university community is faced with an immense challenge in the next decade — how to continue those traditions of time past so important to the maintenance of scholarship and intellectual enthusiasm, and yet how to mold new programs which will apply to education and society's changing context. Now is the opportunity we must not neglect. No longer faced with the prospects of every-increasing college enrollment, ever-expanding U.S. technology, and never-ending world progress, I see a return to a more conservative realism. This change is exciting in its own way, and I hope to be able to contribute. n Tom UUatb’ns One of the more gratifying changes I have noticed over the past several years is the return of the university to a place where it's fun to be. The '70s have brought us a positive environment, and I believe academic inquiry is both more likely and more intense in that kind of atmosphere. It's certainly true at DU: we are discovering all over again the excitement of learning and living together, of achieving together. That's a remarkable combination: caring for each other and aspiring to excellence. It makes this an inspirational place to work----- Each term since I arrived I've tried to take a Continuing Education course. Everyone should do it. Aside from the intellectual stimulation, it's a reminder of what a valuable part of the community we are, and it makes one proud. That pride has a compounding effect: it makes one strive to excell, to make the University proud of one's contributions.... I don't think I ever really teach students anything of lasting worth. The facts, if there are such things, don't mean very much. The essential characteristic of the classroom is the chance to turn students on, to see them get excited about learning. And one hopes the experience will have at least two effects on a student: first, discovering the intellectual tools necessary to be a worthwhile contributor to our changing society; and second, creating the enthusiastic desire to be one. That's the real payoff, and it's an opportunity that never varies no matter how many times the course is taught____ It's impossible to work at the University of Denver without emotional attachment. For me it comes from having one's name linked to the University on a new article or book, from going to Winter Carnival, from dinner at the home of a colleague, from talking with prospective students and their parents about all that we are, from losing one's voice at a hockey game, from seeing hundreds of students on the intramural fields on a spring day — and joining them for a softball game.... DU is a truly great institution — and willing to say so. Sure, we face challenges and it is unlikely we will be flawless in meeting them. But there's genuine dedication here: to continue to extend the limits of man's knowledge; to succeed as a fine academic community in the face of declining enrollments elsewhere; to create new and better academic programs in order to meet a changing world. We'll do those things together, and we'll have a great time of it: sharing the fun of working together in a common commitment to excellence and to an exciting sense of community. 2$5 Robert 6. yeggs The University of Denver is part of my life and my family tradition. My lawyer father received his undergraduate and law degrees at the University; I earned my Master of Arts and Juris Doctor degrees at the University. Since receiving my degrees, I have continuously taught at the College of Law and the College of Arts and Sciences. I hope to be able to continue that part of my life and tradition for many years in the future. My twelve years as Dean of the College of Law have been some of the most richly rewarding of my personal and professional life. They have developed me as a teacher, a legal scholar, and an academic administrator, all part of the life I shall continue to cherish and enjoy. Moreover, I owe the depth, breadth, and perspective of my personal and professional life to my varied and rewarding experiences with the University of Denver — a family tradition and a source of cherished pride. Pioneers The Pioneers are a group of seniors, faculty, and administrators who are recognized each year for their outstanding service to the University of Denver community. The choices were made by a committee whose job it was to select the oustanding members of the University community. The Kynewisbok recognizes these members of the community on the following pages in an effort to show our appreciation of their dedication to the University and its people. Also, the Kynewisbok would like to thank the members of the selections committee, Bill Dorn, Linda Reese, Keith Humphries, Shelley Antonio, Phil Anderson, Ruth Hoffman, Richard Green, and Larry Jackson. 28 7 The Office of Student Life Moses Brewer, University Consultant at Large Ed Collado, Campus Ministry Beth Diaz, Secretary Pam Harris, Work-Study Student Gerry Hasty, Assistant to Department Chairman Dan Hulitt, Assistant Dean Beth Irwin, Special Assistant to the Dean Larry Jackson, Assistant Dean Connie Keough, Dean Alice Lee, Information Desk Clerk Diane Kegley Milne, Secretary Craig Sweeney, Manager, Student Union Erma Towne, Secretary Irene Woodall, Secretary It is with delight that the Student Life Office accepts the 1977 Kynewisbok award. At the beginning of each academic year all of the members of the Student Life staff revivify their commitment to work with and for the students at this University. It is a commitment to work, in conjunction with other Student Affairs offices, to establish a tone on campus. The purpose of this tone is to facilitate the student's academic life by providing an educational atmosphere for intellectual, social and emotional growth. An institution, seventy-eight hundred in size, could seem large and isolating if opportunities for interaction among students, faculty and administrators were not available; if opportunities to test ones self-perception in relation to others and the world around were not provided; if opportunities for building a mosaic of minor communities, each with a common interest within the larger University, did not exist. Student Life has accepted this on-going challenge of building community among the members while encouraging diversity, creativity and excellence in programs and services. Your award is an indication of your confidence in the way Student Life is serving the students today and will be a catalyst for us to seek new approaches for the students of tomorrow. Thank you. 288 Who’s Who Among Students In American llniuensities Colleges Douglas Hawthor Barber Cindy Ann Barwell Boyd Nagel Boland Mark Franklin Bozeman Barbara Arlene Breighner Valerie Elaine Broin Paul Evans Brooks Mari Coleen Bush David Charles Conley Paula Wallace Coppen Victoria Anne Cundiff Bob Edwin Dierking Frederick Jose Eckhout Ernest Peter Elzi, II Marlowe Charles Embree David Scott Freeh Jess Gonzales Ramon Michael Gonzales Guy Lee Gronquist James Harris Mindy Harris Helen Louise Hatlelid Mark Wesley Holland Steven Henry Jones Robert Tyson Keller John Edward Landass Philip Gary Marchildon Jacklyn Alma Mitchell Shauna Barbara Molloy Timothy Alan Mowczko Thomas John Naughton Jeffrey Fred Olliffe James William Parmer Ronald John Schuberth Carol Joplin Sivestain Gregg Frederick Witt Todd Alan Ziplow 291 ‘Jential cliff-hanger c iW o. v-p VM 292 a 791 The Spirit of the Place, Revisited A university is a place of ideas, books, professors, students, tradition. One senses a special atmosphere on a university campus which exists nowhere else; it is an air of excitement, discovery, thought. There is a special spirit of the place, and the spirit is different from one university campus to the next. So, you may be asking, what is the spirit of the University of Denver; what is it that sets this campus apart from any other institution? That question has been posed countless times before and only rarely has the same answer emerged more than once. It is, however, a question worthy of reconsideration, and so we endeavor to revisit the Spirit of the Place. Architecture is frequently used by universities to exemplify the image they hold of themselves. That obviously is not the case at the University of Denver where the most appropriate label for the architecture is confusion. The buildings range from the Collegiate Tudor of Margery Reed Hall and Old Fraternity Row to the modern cubism of Penrose Library, from Buchtel Chapel's Spanish Mission design to the phallic Gothic of Mary Reed Building. And, of course, the creme de la creme of style — early WWII military. Nope, it is not architecture that sets DU apart. If not the buildings, then perhaps it is the student body which defines the spirit of the University. Wrong again. A more diverse group of individuals would be difficult to assemble. East coast sophisticates, west 294 coast radicals, die hard cowboys, southern belles, and characters of every kind all converge in Denver to study. Their culture is reflected by the way they dress, the cars they drive, the games they play. 796 If not the students, then surely the faculty must epitomize the spirit of DU. But like the students, the faculty is a mixed bag — young and old, theorist and practitioner, establishment and reformer. Their styles, outlooks, and ideas are as different as their faces. It is safe only to say that they are all educators with information to share with their students. TO The spirit of the University of Denver cannot be found by looking at the buildings, the students, or the faculty. Combine the three, however, and the University takes form. Information and ideas flow back and forth, and a sense of expectancy and excitement fills the air. That is what the University of Denver exists for — learning, thinking, understanding. That is what the University is all about. That is the spirit of the place. •Paul Klinkhammer and Jim Donaldson. The Spirit of the Place.” and Michael Wilson. The Buildings That Grow Here.” free Magazine. Volume 7 (February 13,1975). pp. 3-7. A yearbook, by definition, is a publication produced to recapture a particular year in photographs and print. The DU community, for whom this book was intended, can be the only judge of its success, and their satisfaction will determine whether or not the efforts of all have been well spent. I hope that the finished product will reflect the time and effort of all people involved. I tried to capture the DU campus, its people, its activities, and the surrounding area both on film and in writing. I hope that when you look back in the years to come, the book will provide many memories of the years spent in Denver and at Denver University. A few years back, in the spring of 1972, the AUSA Senate attempted to kill the Kynewisbok, the oldest organization at DU, by cutting off all allocated funds. Through much work on the part of the Editor that year, a book was published. The Kynewisbok is still here despite its problems over the years, and I hope that it will remain, if not for any other reason but to uphold tradition. For when tradition dies out, there is little left to keep the student body from becoming totally apathetic. In my years at DU I have seen a revitalization of student interest in campus affairs, witnessed by the attendence of the sporting events and the Homecoming celebration this past fall. It is my hope that this interest on the part of the DU community will continue to increase, and that more people become involved in campus affairs. Things continually change. This year we have witnessed the revelation of the new Master Plan and the announcement of a 40 million dollar fund drive. Academics have become more interrelated. A student can now study within two disciplines at the same time, and can obtain two degrees in a shorter period of time. This trend in academics is just beginning, and will probably grow quickly in the coming years. Within athletics we have seen a renewed emphasis on the club sports and wide participation in the intramural program. Denver University will continue to change in the future. The interviews in this volume have been focused on the future and the role DU will play in that future, as well as look at where the University stands now. There are many people who deserve praise for their help, understanding, and support of me and my work associated with the 79th volume of the Kynewisbok. I am extremely grateful for the efforts of these without whom this book would not have been possible. Sincerely, Matt Finnigan 300 Photo Credits Bill Barry 27. 38. 194. 195. 316. 317, 319. 320. 321 Peter Bock 1 Tim Craig 248, 249, 250, 251, 252. 253 Matthew P. Finnigan 2, 4, 5, 6, 7, 8. 10, 11, 12, 13, 14, 15, 16, 17, 18, 19. 20, 21, 22, 23, 24. 25. 26, 28, 29. 30, 31, 32, 33, 34, 35, 36, 37, 39, 40, 41, 42. 43. 44, 45, 46. 47, 48, 49, 50, 51, 52, 53, 54. 55, 56. 57. 58. 59. 60, 61, 62, 63, 66, 69. 71, 74, 75. 78, 79, 80, 81, 82. 83, 86, 87. 90, 91. 92. 93. 94, 95. 96, 97. 98. 99, 100, 101, 102, 103, 104, 105, 106, 107, 108. 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120, 121, 122. 123, 124, 125, 126, 127, 128, 129, 130, 131, 132. 133, 134, 135, 136, 137, 138, 139, 140, 141, 143, 145, 146, 147, 148, 149, 150, 151. 152, 153, 154, 155, 156, 157, 158. 159, 160, 161, 162, 163, 166. 167, 168, 169, 170, 171, 172, 173, 174, 175, 178. 179, 181, 182, 183, 184, 185, 186, 187, 190, 191, 192, 193, 196. 197, 198. 199, 202, 203, 204, 205, 206, 207, 208, 210, 211, 212, 213. 214, 215, 218. 219, 222, 223, 226, 229, 230. 231, 232, 234, 235, 236, 237, 238, 239, 240, 241, 242, 244, 245, 254, 255, 256, 257, 258, 260, 261, 262, 263, 264, 265, 268, 269, 270, 271, 272, 273, 274, 275, 276, 277, 278, 279, 280, 281, 283, 284, 285, 286, 288, 289, 291, 292, 293, 294, 295, 296, 297, 298. 299, 302, 303, 304, 305, 306, 307, 308, 309, 310. 311, 312, 313, 314, 315, 322, 323, 326, 327, 328, 329, 330, 331, 332, 333, 334, 335 Tom Mayers 92. 93, 94, 95. 114 Bryan D. Stuart 9. 164, 165. 209, 220, 324, 325 30) coc 304 305 304 307 308 3W 31? i m 315 J 316 Dll Theatre 319 320 Village plaza Winter Carniual 3 4 325 378 329 330 331 3 34