Jambalaya [yearbook] 1981

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Jambalaya
TULANE
JAMBALAYA
Tulanc Jambalaya
copyriphi I9KI, Bob Koltlcr
New Orleans, Louisiana
In Appreciation
Nikki Davis
A basic fact of life at a University is that student organizations operate on money.
For the past several years, a basic fact of life at Tulane has been that Nikki Davis
controls the money that the organizations operate on. Nikki, as the Associated
Student Body budget advisor, has the awesome responsibility of assisting the
Finance Board and helping students untangle the complicated web of Tulane's
budget procedures. Although she seems shy and quiet, Nikki's authority and
control over the books is absolute. Perplexing financial problems become simple
transactions with a few words and a flash of a smile. If an activity requires
University funding, Nikki can explain how to obtain it, or at least why it is useless to
try. More important than her expertise though, is Nikki's interest in aiding the
students. Although herjob keeps her constantly occupied, Nikki is never too busy
to arrange a purchase order, explain a line item in a budget, or assure a worried
campus leader. Above all, Nikki is a friend to Tulane students.
Now, after five years of university service, Nikki is leaving Tulane. The Jamba-laya
staff greatly appreciates all of Nikki's help without which our task would have
been far more difficult. It is with thanks and love that we dedicate the 1981
Jambalaya to our friend, Nikki Davis.
The 1981 Jambalaya
Bob Kottler
Editor-In-Chief
Jennifer Juge
Associate Editor
Andrea Silver
Associate Editor
Terry Levine
Photography Editor
Eric Olaes
Photography Editor
Edward Rogge
Faculty Advisor
Mindy McNichols
Media Advisor
Section Editors
Andrea Silver
In Retrospect
Fran Dubrow
Faculty And Staff
Terry Levine
Faculty And Staff
Maggie Hemmingway
Organizations
Lance LaBauve
Sports
Jennifer Juge
Student Life
Michael Ann Lederman
Greeks
Dale Levy
Greeks
Diana Catalano
Classes
Andrea Silver
Seniors
Ira Rosenzweig
Hullabaloo
Da\id Dunn
Index
Photographers
John Foley. O/gur Karaosmanoglu. Stephanie Klein. Bob
Kottler, Gary Kwawer. Lana* LaBauve. Byron Lohman.
Terry Levine. Dale Levy. Eric Olaes. Kenny Sadowsky.
Andic a Silver. Aeron Stevenson
Writers
LouAnn Attn. Steve Clark. Lauri Dollin, Kran Dubrow.
David Dunn, Brian Geiger, Bill Gould. Arnold Cjuevera. Ted
Jonev Jennifer Ju^. Bob Kottkrr. Michele Kralj. Gary
Kwawer. Lance t.xiBauvc. Terry Ix'vinc. Lynn Maddox.
Mindy McNichnJv. Joe Messina. Frank Moon. Gary
Robert!. Staci Rosenberg. Ira Ro.scn/weig. Jackie San
Miguel, Mike Schcmcni. Rhonda Schwarl/man. Andrea
Silver. Joel SiKcrthein. Martha Steele. Michael Yanuck
Glen Cioalcckc
liusiness Manager
Brad Kubcn
Sak'\ Manager
Table Of Contents
In Retrospect
Faculty
Organizations
Sports
Student Life
Greeks
Classes
Honoraries
Seniors
Hullabaloo
Index
4
34
74
154
218
302
360
417
433
441
449
Specifications
The 1981 Jambalaya was produced and edited by the 1981
Jambalaya staff of Tulane University. Offset printing was
done by Hunter Publishing Company in Winston— Salem,
North Carolina.
The trim size is 9X12. The paper stock is 80 pound gloss 1-
32, and dull 33^16, 449-456. Special slock 307 was used for
pages 417-432, and special stock 1 12 for pages 433448.
Headlines are set in 36pt, and 24pt Palatino. Type is set in
Times Roman. Body copy is lOpt.and identifications are 8pt.
1 he opening section is set in 14pt Iranklin (iothic italic.
Color was reproduced from prints made at Daspit Photo
Service in New Orleans, Louisiana by Judy Hill.
J he title page graphic was drawn by Gary Pinsely. I'he
Cirecks divider page graphic was drawn by Steve Aibei.
In
Retrospect
At the start of each fall a new class enters
Tulane, and as each spring draws to a close,
another class graduates. The time that spans these
two events is filled with triumphs and defeats,
laughter and tears, beginnings and endings; all the
moments that together, form the essence of the
school year.
Each student's experience is different, but in
some ways they are all the same. Common events
and shared emotions bond the student body to
each other and to the University. During the years
spent at Tulane, even as students move toward
individual freedom and growth, bonds are formed
that will last a lifetime.
It is impossible to recreate the school year
through words and pictures. No one saw exactly
the same thing as anyone else, or felt the same
way about it. Yet, sometimes a phrase or a photo-graph
brings to mind a special event, or sparks a
recollection ofgood times shared with friends. If a
chronicle of the year can provoke a smile for a
glimpse of a time gone by, then it has served its
most noble purpose.
Tulane's shaded campus provides an excellent atmosphere for
both study and play.
august
This year's freshman class will graduate in 1984. Although the date conjures
up visions of Big Brother presiding over commencement, the class does not
appear to be too terribly futuristic. Secure under the protective wings of
orientation leaders, the freshmen settle in, getting to know each other.
Seniors preside over the campus in detached amusement, fondly
remembering their first year and wondering how the time passed so quickly.
The distinction between the classes fades rapidly, and by the first TGIF, the
student body is united in anticipation of the upcoming year.
august
Classes begin, serving as a painful reminder that despite the heat, summer is
at an end. Summer recreation is far from over however, and the continued
shortage of parking spaces on campus, coupled with the ever increasing
emphasis on staying in shape has led many students to abandon their cars in
favor of more entertaining modes of transportation. Skateboards, mopeds,
and roller skates have joined bicycles as convenient ways to roll to class. The
new patio outside the U.C. provides the perfect rink for ''wheelies" of all sorts,
although there is some doubt that this is the purpose for which it was intended.
September
Ouring Sorority Rush *80, the Newcomb freshmen visit each house and are
warmly greeted with songs of welcome, sisterhood,and, of warning. "God help
the mister who gets between me and my sister, and God help the sister who
gets between me and my man!" The guys offer their own ratings of the
freshmen girls. Rush proceeds quite respectably until Screech Night, when the
chief concern of the upstanding young ladies of Newcomb is to get as drunk and
as rowdy as possible. By the end of Rush, forty percent of the freshman class
have joined the Greeks and vowed their allegiance to brotherhood, sisterhood,
and the pursuit of a good party.
September
Tuiane University Center Programming, in its never ending quest to
entertain the Tuiane community, proves once again that T.U.C.P, is *^not just
another four letter word." Neither is TGIF and each week the student body
gathers on the quad at the T.U.C.P. sponsored event to welcome the weekend,
party with friends, and thank God it's Friday. One week, all eyes turned towards
heaven, but not in praise of the Lord. The Tuiane skydivers delighted and
amazed all onlookers with a daring drop, in perfect formation, to the center of
the U.C. quad. The crowd, suitably impressed, drank beer in a toast to the
skydivers and a crystal clear Friday afternoon.
October
The Green Wave keeps rolling along while Tulane prepares for Homecoming.
At the second annual bonfire, the football team proves that they have spirit as
well as ability, as they gleefully watch a mock SMU player go up in flames.
On Saturday, Superfest festivities are enhanced by the music of the
Tulanians and George Porter's Joyride. Upon his arrival, President Hackney is
quickly escorted to jail. He does not pass go, or collect $200, but a pie assasin
does give him a taste of her wares. Dignified even with pie on his face, the
President smiles as students clown around. The theme of the event is '^Reach
for the Stars" and fraternities decorate their houses in a fitting tribute to this
lofty ambition.
10
\
October
Despite a gallant effort by the Green Wave and a record breaking pass by
Quarterback Nickie Hall, the SMU Mustangs defeat Tulane 31 to 21. The
homecoming game is far from a total loss however, as Tulane fans
demonstrate their outstanding ability to party in the face of defeat.
Queen Suzanne Smith stunningly reigns over the game, escorted by
Associated Student Body President David Young. The other ASB officers are
more than willing to fulfill their duties by escorting the couii. Homecoming
activities continue at individual parties and in the University Center, so that, by
the end of the night, few fans are in any condition to rememberthe score of the
game.
II
October
Tulane football players are by no means the only athletically inclined
students on campus. The quad is a constant flurry of activity. The Intramural
football leagues are engaged in intense competition, each trying to win the
coveted division title. The Tulane Rugby Football Club hosts L.S.U. In an
exciting campus game, which Tulane barely loses in the second half of the
match.
Every once in a while, the quad clears of organized sports. Footballs and
frisbees soar through the air as students demonstrate their athletic abilities.
You don't have to be a jock to go to school here, but it sure helps.
12
October
An atmosphere of genuine interest and concern Is pervasive on campus. For
many students, the upcoming presidential election will be the first since they
became eligible to vote, and the issues are hotly and frequently debated.
Culturally too,students are becoming more involved. The Pauline Koner Dance
Consort, which was well attended and received, is just one example of the
many cultural presentations offered at Tulane. Despite the Interest In politics
and culture though, social activities remain the permeating force on campus. A
windsurfing demonstration on the quad symbolizes Tulane students' true
concern: fun and relaxation.
13
november
There are no cries of ''L.S.-Who?" this year when the Green Wave travels to
Baton Rouge to be defeated by the Tigers in the rain. Greenie fans may have
had their spirits dampened, but they remain true to Tulane football. The Wave
has played well enough to receive a Hall of Fame Bowl bid so Tulane once again
has a nationally recognized football team. Besides, there is always next year.
The sororities are involved in a competition of their own at the annual Sigma
Chi Derby Day. The girls participate in field day events which require great skill
and dexterity, such as the tricycle race and the beer chugging contest. A
walkathon and a dance raise $6000 for Easter Seals, as the true spirit of
sisterhood is revealed.
14
november
Crystal clear November weather signifies tliat tlie semester is drawing to a
close, and students talte time out to reflect upon favorite courses and
instructors. There are some professors who have the ability to make class work
come alive, to illuminate difficult material and impart enthusiasm. In honor of
the departing President, the F. Sheldon Hackney Award for Excellence in
Teaching is established by an anonymous donor. Each year, one faculty
member from either Newcomb College or Arts and Sciences will receive the
award, along with a cash incentive. The distinction will be awarded to the
professor who best exemplifies those qualities that the university encourages
in its professors.
15
december
Although the dark cloud of impending finals looms overhead, there is still
time for last minute procrastination and diversions. The College Bowl
competition, a test of knowledge, quick thinking, and no course material,
challenges all twenty-two teams. As the Green Wave prepares for its bowl
game against the University of Arkansas, the theatre department busily
rehearses its production of Marat Sade. The play is a difficult one about the
Marquis de Sade, set in an insane asylum. The excellent performance is
certainly a preferable alternative to studying.
16
december
It can no longer be denied, final exam period is officially yiider way. Mournful
regrets for hours idly wasted do nothing to increase the time span between
tests. Staying up all night to cram last bits of informati^ri into already
overloaded brains, it feels like the torture will never end.
By some corollary of Murphy's law, it is inevitable that hours spent studying
are inversely proportional to the difficulty of the exam. Just when it all seems
hopeless, and students begin contemplating suicide jumps off the roof of
Monroe, it finally ends. —Until next semester— Seasons Greetings.
17
]anuary
I Students return to school with a fresh outlook, eager to begin the spring
semester. Cactus, taking advantage of the goodwill abounding on campus,
organizes another blood drive. Being six feet tall and weighing two hundred
pounds does not stop some of the brave men on campus from cowering at the
sight of the needle. Yet, blood flows into the life saving bags of Red Cross
volunteers, as Tulane students give of themselves.
The basketball team also thrives on the enthusiasm of a fresh semester.
With a 7-7 record at mid-month, the Wave sets its sights on the Metro
Conference championship. If it can be done, coach Roy Danforth and his team
will do it.
18
february
The fifties may be over, but rock group ShaNaNa is dedicated to preserving
tlie memory in music. iVIcAlister Auditorium reverberates with blasts from the
past, as, hair slicked back into perfect D.A.'s, and wearing tight t-shirts with
rolled up sleeves, the band revives the sounds that were the birth of rock and
roll. Although most students are too young to remember —most weren't born
yet— the fifties were apparently a great time to be alive.
A revival of those golden days seems to be the trend. This year Campus Night
will present Grease^ a nostalgic rock and roll musical about the fifties. An
interest in that era is appropriate on a campus so dedicated to letting ''the
good times roll.''
19
february
I
On the surface, most of Tulane's population seems to be fairly
straightforward, a little preppy, and even, slightly innocent. However, when the
School of Architecture holds its annual Beaux Arts Ball at the height of Carnival
season, the seemingly harmless student body undergoes an astonishing
transformation. Students come dressed as *'supressed desires", revealing
their secret fantasies in all of their lewd splendor. Masochists converse with
flashers, while hit men check out pregnant nuns. The masqueraders assume
the personalities of their costumes, sometimes a little too easily. At the end of
the evening, the supressed desires are reluctantly shoved back into the closet,
ready to reappear at a moment's notice.
20
february
When Ian Dury sang about **sex and drugs and rock and roll," he must have
been thinking of New Orleans. The city that never sleeps is a havenfor partiers
all year round, but when Mardi Gras arrives, the streets threaten to virtually
explode with the revelry of carnival goers. Mardi Gras is a never ending journey
from parties to parades and back again, with stops at every bar along the way.
Tulane joins in the celebrating at the Krewe of Toad TGIF. Students, wearing
costumes and displaying painted faces, join the parade as the Tuxedo Brass
Band marches by. The quad becomes an open party and kegs of beer are
consumed as quickly as they are tapped. Nevertheless, it's only Friday; the
party is just beginning.
21
march
Getting the most out of Mardi Gras requires careful planning and a lot of skill.
One particular character seems to be in control of the entire event. He is the
Count of Carnival, the Duke of Dubloons, the Baron of Beads,the Master of
Makeup; and the Lord of Liquor. He can host twenty out of town guests and
provide last minute costumes for all of them. He can hold a female on his
shoulders for the entire Bacchus parade without even feeling tired. He can find
empty parking spaces, clean bathrooms, and all the good parties. He can get a
drink at Fat Harrys after a parade in less than a minute. He can stand quietly as
Zulu passes by and still get a gold coconut. In short, he is the greatest of
partiers. He is the typical Tulane student.
22
march
Direction ^81 is an outstanding evaluation of the media's influence on society.
The rights of the press, the ethics of advertising, the need for news objectivity,
and the direction of television programming are hotly discussed by opposing
sides. Tensions ease at the receptions however, and the celebraties mingle
comfortably. Former Tulane President Hackney returns to moderate the News
discussion and is warmly received by Direction chairman Mark Connell,
although it is a bit odd for him to be a guest in his old home. The second most
familiar face among the panelists is McLean Stevenson, who enters Tulane
homes at 10:30 every evening as Col. Henry Blake on M*A*S*H*.The Direction
staff is rewarded for their hard work with the flash of a smile from the 4077th.
23
march
The Annual WTUL Rock-On Survival Marathon brings a weekend of fine local
music to Tulane. Beer, t-shirts, cups and calendars are sold at the fundraiser.
Unfortunately, the quad grass is not very appreciative of being trampled by
stamping feet and drowned in a sea of spilled beer, and it turns brown in
protest. The huge crowd and loud bands displease some campus residents, but
the Marathon is a record breaking financial success for Tulane's commercial-free
radio station. Some questions arise about the future of outdoor concerts
and the proper use of the U.C. quad. If this Marathon is to be the last, the nine
bands and three twenty-four hour D.J.s who provided a non-stop weekend of
rock and roll have made it the best.
24
march
The Cold, by far the most popular of the WTUL Marathon bands, is New
Orleans' own contribution to New Wave. The Cold draws a crowd wherever they
go, and the Marathon is no exception. Hundreds of adoring high school fans
crowd the stage, copying every move lead singer Barbie Menendez makes. The
devoted wear darl( sunglasses, ties over t-shirts, and New Wave buttons. They
jump up and down in almost spasmodic motion to the music while the older,
more mature Tulane students watch with smiles of amusement. Yet, late at
night, when the high schoolers are at home, Tulane students can be found at
Jimmy's, wearing dark sunglasses, ties over t°shirts, and New Wave buttons,
jumping up and down to the music of The Cold.
25
april
T.U.C.P. closes the 1981 season with a triple header. An evening of jazz and
classical acoustic guitar features the finest musicians of that genre. Guitar
greats Al Oimeola, John McLaughlin and Paco de Lucia combine talents and
perform in McAlister Auditorium. Each member of the trio is an acclaimed
guitarist in his own right and it is doubtful that such a concentration of talent
has ever before graced McAlister's stage. Although New Orleans provides
constant exposure to the roots of jazz, once in a while it is a real treat to have
the opportunity to listen to the progressive jazz that has emerged into a
complex and important musical category.
26
april
Aboard the riverboats and in the city's finest hotels, the Greeks are attending
spring formals. Some of the dances are not unlike the Senior prom; a date is
picked up by her escort, who, stiffly clad in a tuxedo, nervously pins a corsage
on her gown. There is a difference though. As the couple gets into the car, no
parents watch uneasily, imposing last minute curfews and looking
disapprovingly at the bottles of liquor in the back seat. Other formals start with
a traditional celebration and parade in honor of things near and dear to the
fraternity: debutantes and the confederacy. Even after four years of college,
many members are unaware that the south did not actually win the Civil War.
:. , ,.1'^ .i-^'m: -;:":f^fjs»8>8HiMS«T«am«i
27
april
Although Tulane artists do not distinguish themselves from the rest of the
student body, they are usually fairly easy to spot by the paint smudges on their
faces and the faint but distinctive odor of turpentine which surrounds them.
Nevertheless, often the only masterpieces the other students have the
opportunity to see are the multi-colored oil splotches which form murals on
their jeans. The Newcomb Spring Arts Festival gives the talented artists a
chance to display and sell their pieces to the community. The outdoor festival
features drawings, ceramics, photographs, glass, graphics, and paintings.
Judges award prizes to the best entries. Some come to the festival to invest in
a work by a budding artist, but most of the people simply enjoy viewing the
many talents of the Tulane art students.
april
A trip to Pensacola during spring break is a requirement for graduation from
the University. At least it ought to be. Only four hours away from New Orleans,
Pensacola claims to have the prettiest beaches in the coyniry and few would
dispute it. The sands are pure white and the water is clear enough to see all the
jellyfish on the bottom. All the popular water sports, and some that haven't
been invented yet, are available for the adventurous. Those who are less
athletically inclined read trashy novels, toss frisbees, relax, talk with friends
and return to New Orleans with the mandatory spring break tan. Quests
staying at the Holiday Inn for the first time go up to the bar hoping to meet new
people, but they soon discover that the entire crowd is comprised of Tulane
students drinking gin and tonics in Pensacola.
lil
may
The Jazz and Heritage Festival is a New Orleans celebration of Dixieland
jazz, and rhythm and blues, it is a tribute to music with roots that link the
generations and a spirit that ensures its survival. Echos of the past resound as
a saxaphone player wails the blues, or, minutes later, toots a ragtime melody.
The music is more than talent; it is an expression, a feeling that comes from the
heart.
Louisiana's heritage is as rich in food as it is in music and the Jazz Fest
features forty food booths offering a wide variety of culinary delights. Tulane
students rapidly become familiar with the local cuisine, and they boast about
crawfish etouffee, jambalaya, and gumbo, with as much enthusiasm as the
natives. Food is one of the great delights of life, and in New Orleans, life is often
delightful.
may
Senior week provides an opportunity for seniors to engage in tiieir favorite
activities one iast time. Niclt's and Tin Lizzie's provide specials in honor of
customers wlio are, by now, famiiiar faces. Tliere is a crawfish and beer party
on the quad which brings to mind fond rememberances of four years spent quad
sitting and peopie watching. Each night, Fat Harry's fills with seniors, drinking,
laughing, and reminiscing with classmates who have become true friends.
Senior Week ends as freshman year began, with a riverboat party on the
President. Deacon John provides lively entertainment while seniors compare
themselves to the scared freshmen they were four years ago and recall the
many ways in which they've changed. A hangover brunch follows the boat ride,
as class bonds strengthen in the shared misery of leaving. Bloody Marys in
hand, seniors toast four years of learning and growing.
may
Eamon Kelly, the new president of Tulane, presides over the graduation
exercises. The Newcomb class of *81 is reminded of the history and heritage of
the college. The women will face the challenges of the future with a steady base
in the traditions of the past and a firm grasp on the knowledge of the present.
An Arts and Science Senior briefly reflects upon his four years here. He recalls
floods and finals, but mostly, fun and friendship. The ceremonies draw to a close
and the seniors are suddenly college graduates.
32
may
Tulane graduates are well prepared for the future. They have the background
and training that, when joined with experience, will help them conquer new
frontiers and create the world they will live in. The people that they will become
will be, in part, a result of the experiences that they have had here. Each
graduate will take a part of Tulane with him, and will leave a part of himself with
the University. Four years of college is more than just a memory to cherish; it is
a goal to fulfill.
33
.1^
34
a n u ^
Faculty and
Administration
The Tulane faculty is charged with fulfiUing the
mission of the University: educating the students.
An army of academia invades the guilded haJls
and classrooms in an effort to enlighten students.
In class, students sit in rapt attention, carefully
noting every word of wisdom imparted by their
lofty instructors.
It is with much amazement and relief that one
discovers that professors are actually human.
They are not all high brow intellectuals locked
away in stuffy offices debating the number of
angels that can dance on the head of a pin. The
Tulane faculty members are involved in their
fields, engaged in interesting research, active in
community affairs, and dedicated to bringing their
subjects to life in the classroom. Students who
approach the faculty at Tulane often find warmth,
understanding, and even friendship.
Where there are faculty members, there are
students, and where there are both, there is un-doubtedly
an administration and a staff. From the
dormitory custodian to the chairman of the Board
of Administrators, each member of the Tulane
community has an important role to fulfill, and
each person adds his own special contribution to
the University.
Sociology professor Morse diagrams an organizational theory on
the blackboard.
35
President (1975-1980)
Sheldon Hackney:
The Spirit of Tulane
When F. Sheldon Hackney became the
twelfth President of Tulane in 1975, he
dedicated himself to the rejuvenation of
the university. For five years. President
Hackney served as the symbol of
Tulane's revitalization and spirit. He was
everywhere the students were, eating
lunch in the U.C., attending a bonfire,
drinking beer on the quad, and cheering
on the Green Wave in the Superdome. At
the same time, he was constantly working
to ensure the growth and strength of the
university, instituting new academic
programs, recruiting top level adminis-trators,
and, for the first time in twenty-five
years, achieving a balanced budget.
President Hackney decided to leave
Tulane to accept the position of President
of the University of Pennsylvania. He left
Tulane with regrets, but he is secure in
the knowledge that the University will
continue to thrive in the future. President
Hackney is proud of the change in morale
and aspiration on campus. "We've lifted
our sights quite a bit," he says. "We've
begun to do things on a wide enough scale
so that people have the notion that we
really can achieve great things."
There is little doubt that Tulane is on an
upswing. President Hackney believes
that there is enough momentum to keep it
going. The school's academic standard is
rising as each year the freshman class is
selected from a larger number of better
qualified applicants. The facilities for re-search
have improved with additional
funding, an aspect necessary for the
attraction of good faculty.
President Hackney views a dedicated,
strong faculty as crucial for the academic
development of the school. He feels that
the faculty needs more out-of-class con-tact
with the students. He says that the in-structors
are willing, but the administra-tion
must take steps to create avenues for
them to do this. Hackney has attempted
programs in that direction. He pointed
out that "one thing that I think has
changed somewhat — it needs to change
a lot more — is the sense of intellectual
excitement on campus and the experi-ence
that students have while they are
here. They are engaged in a series of out-side-
of-class activities. I think that what
goes on inside class is really very good
here."
Younger faculty members seem to re-late
to the students more easily, especial-ly
outside the classroom. However, as
President Hackney points out, even with
the recent influx of bright, young faculty,
the younger ones get older. "That's the
biggest problem, I think, in the future.
Making sure the University can keep
bringing in new faculty members in a
steady stream. We must keep revita-lizing."
In addition to the assurance of a vibrant
faculty and an emphasis on informed
education, fund raising and the subse-quent
physical development of campus
are important goals for the future. A lot
has changed in the past five years, but a
great deal remains to be accomplished.
President Hackney says that it has been a
difficult task, but now there are many
strong people in the administration and
the Presidency is a much more attractive
job. He feels that perhaps, it is time to
leave. "I think it's probably true that a lot
of the changes that have happened in the
last five years have been occasioned by
some turbulence or outbreak. That al-ways
leaves a few scars. I think it might
be easier now for some new person to get
the next set of changes than for me," he
says, and adds, "Fm not sure."
The new President, in order to con-tinue
to move in the same direction, must
have very high academic standards, and
simultaneously be able to inspire a sense
of upbeat on campus. "It's ajob that can
be done by any number of different kinds
of people; either a quiet administrator, a
charismatic leader, or an intellectual en-trepreneur,"
President Hackney says.
He offers these words of wisdom for his
successor, "Keep your sense of humor
and look at the long term." President
Hackney has managed to do both.
Tulane is a stronger, more vibrant, and
more academically oriented university
than it was five years ago. The seeds of
the future have been planted, and, with
proper care, they will thrive. President
Hackney leaves Tulane with this thought,
"It's a great place and will be even grea-ter
if people continue to love and nourish
it."
36
President (1981- )
Eamon Kelly:
Shaping Tulane's Future
For over two years, Eamon Michael
Kelly has been a driving force in the
Tulane Administration. But it wasn't un-til
he was named acting president that
Kelly's name became well known.
Although he tore down the stadium and
balanced the budget, Kelly's low-key
style kept him obscured from much atten-tion.
His achievements, however, forced
him into the center ring of the Universi-ty's
upper echelon.
Kelly, the University's 13th president,
was brought to Tulane in July of 1979 to
serve as executive vice-president, and
shortly thereafter assumed the job of
acting vice-president for University rela-tions
and resources. Previously, Kelly
was a top executive at the Ford Founda-tion
in New York City. Commenting on
his switch, Kelly recalled that "it was a
question of remaining there for the rest of
my career or changing. The idea of a com-plete
change and the challenge of the job
here at Tulane was a real temptation."
And a challenge the job certainly was.
Immediately, Kelly recognized "that the
stadium had to come down, that we had
to develop a more analytical and practical
financial reporting system, and that we
had to develop a planning apparatus as
well." Soon other problems became evi-dent,
such as the relationship with the
Board of Administrators and balancing
the budget.
Past experience would greatly aid Kel-ly
in his tasks. He holds degrees in eco-nomics
from Fordham and Columbia Uni-versities,
and taught at Penn State. In
addition, he has served in numerous
posts in both the private and governmen-tal
sectors.
The empty lot on Willow Street and the
first balanced budget in over 25 years
attests to Kelly's achievement. In fact,
Kelly only claims major dissatisfaction
with two projects: implementing a new
computer system and improving the sec-retarial
situation. "These may sound sim-ple,"
he said, "but they are two big prob-lems
we're working on. But most of my
goals have come along better than I ex-pected.
I certainly didn't expect the $1.3
million surplus we had last year."
Kelly didn't expect that he would be-come
president either. "Fm not that
much of a teleological being — I don't
have any long range goals in terms of
what I do personally. So the acting presi-dent
job was just something that had to be
done, something that I thought I would
enjoy — and did."
Now that he is president, Kelly realizes
he must "work with the entire University
community in terms of formulating goals,
policies, and programs for the decade of
the eighties."
A major issue that Kelly must tackle is
intercollegiate athletics, an area he
admits to a possible bias. "I went through
college on a football scholarship at Ford-ham
University. I think intercollegiate
athletics can play a part, a constructive
and productive part, in a university en-vironment."
The 44 year-old president also reluc-tantly
conceded a bias in another volatile
area — the food service. "Fve been in a
variety of environments where this type
of food is served and 1 think it's pretty
good. That may sound heretical, but insti-tutional
food is never delicious. But I
think the group we have here now is pret-ty
good."
"The real problem we have," Kelly
added, "is having to eat institutional food
in the same setting every noon and night.
We may be able to change this in the
future."
One of the methods by which Kelly is
made aware of student dislike of the food
service and other problems is student
government. "It plays a useful role in
university life. I'm shocked to see other
schools let their student government de-teriorate
or be eliminated. Whatever
mechanism you have to communicate the
needs of the students to faculty, adminis-trators,
and the board is useful. And I
believe student government at Tulane has
been successful."
But according to Kelly, student gov-ernment
is not the only successful group
on campus. He envisions great potential
for the entire university.
"Tulane has an enormous future,"
Kelly declared. "We're located in the
fastest growing area of the country, both
demographically and economically.
We're the only private institution of high-er
learning for miles around. We are the
most diversified institution in the South
in terms of the graduate programs and the
professional schools that we offer."
"At the same time," he continued,
"we're a relatively small college. We are
the only critical institution in the Gulf,
South, important not only for the region
but for the entire country."
37
Board of Administrators
A.L. Jung Jr.
Eric F. Johnson
Dr. Henry E. Braden III
Aldon J. Laborde
John F. Bookout
Charles H. Murphey Jr.
Mrs. Lanier Simmons
Brooke H. Duncan
Robert H. Boh
Wilham B. Monroe Jr.
John G. Phillips:
Chairman
Richard W. Freeman
W. Boatner Reily
G. Shelby Friedrichs
Louis M. Freeman
Dr. John Deming
Harry J. Blumenthal
Peter A. Aron
Sam Israel Jr.
A.J. Waechter Jr.
Harry Kelleher
Gerold L. Andrus
John Phillips: Predicting a
Bright Future Ahead for Tulane
If John Phillips, chairman of Tulane's
Board of Administrators is worried about
the University's future, he doesn't show
it. Although he will admit to some set-backs
for himself and the University,
Phillips, just past the half-way mark in his
five year term, exudes nothing but confi-dence
in Tulane.
"One major goal I had," said Phillips,
viewing his tenure thus far, "was to bal-ance
the budget. I felt that was absolutely
essential. We simply could not afford not
having one. We have achieved that. The
second major goal I had was to mount a
fund drive. I am comfortable now that,
despite some delays, it will be under way
this time next year."
Phillips characterizes this fund drive as
"very critical because inflation is the
deadly enemy of the private university.
We hope President Reagan will be able to
arrest our inflationary trends, but infla-tion
has been really hurting the Universi-ty
in that the costs of doing business are
going up rapidly. Therefore, we are quite
tuition-dependent at the present time and
we have to charge you, the student, more
and more. We wish to establish an en-dowed
base that will enable us to arrest
some of these cost increases."
Friends of Tulane in New Orleans will,
of course, be asked to assist in the fund
drive, but Phillips pointed out that "the
city supports Tulane both financially and
culturally. We are fortunate to be located
where Tulane is situated — in the Gulf
South and in a very intriguing city such as
New Orleans. I think this enables us to
attract a number of students and faculty
who wish to be in the New Orleans area.
Although Tulane's Board chairman is a
successful businessman, he knows that
money isn't everything to a university.
He places a lot of emphasis on the new
curriculum being instituted this year. "I
think it's quite important. I like the slogan
of ' making Tulane tougher. " It may not be
appreciated as much from your side of the
table, but we have got to maintain an
excellence of program to deliver to the
future youth of America."
"As you are well aware," continued
Phillips, emphasizing the importance of
the new curriculum, "the number of
eighteen year-olds is starting to decline
and will continue to decline severely in
the next decade. For the next decade, we
believe the correct posture for Tulane is
to be a university of superior characteris-tics
and learning. We will attract more
'7 think we've got an excellent
future. It's fraught with
dangers, but then, all life is.
"
and better students with that posture than
by not lowering the standards of the Uni-versity."
Though things look good for Tulane
now, Phillips remembered some dis-appointments
in his term. "It was a little
frustrating last year when we balanced
the budget and were proceeding smooth-ly
and President Hackney got a better
job. That was frustrating because we had
to go through a six month search to find a
new man. Those are normal frustrations.
You can't expect a man not to accept
something he thinks is a better position—
though liking Tulane as I do, I don't know
whether it was an accurate perception or
not," he joked.
Another problem, Phillips conceded, is
the attitude on campus that the Board is
removed from actual concerns of the Uni-versity.
"I have attempted to dispel some
of that by meeting with groups of students
and by including representatives of stu-dents
and academics at our Board meet-ings
as non-voting members. I have also
appeared before a number of groups of
academic personnel who are non-administrators
to dispel the mystique that
we are sitting off in a vacuum, making
decisions."
"Rather," he continued, "we are hu-man
beings trying to achieve the same
things that students and academics are
trying to achieve. But I still think that's
simply because we have the legal respon-sibility
for the University. It's hard to
dispel that."
These problems do nothing, however,
to daunt Phillip's confidence. In fact, he
believes "the adverse times for private
universities in the next two decades could
well prove to be a good thing for Tulane. I
think we've got an excellent future. It's
fraught with dangers, but then all life is.
But I think that we can cope."
38
Front Row:
Robert Helmer
Errol Barron
Mark Shapiro
Middle Row:
Raymond Snowdend
Michael Nius
H.T.C. Davis
Ronald Filson. Back Row:
Dean
John Rock
Wilford Calogne
Robert Schenker
Eugene Cizek
Robin Riley
Stephen Jacobs.
Asst. Dean
Georgia Bizios
Franklin Adams
Leo Oppenheimer
Milton Scheurman
School of
Architecture
Ronald Filson: Upgrading Architectural Education
Dean of Architecture Ronald Filson
came to Tulane in July after serving as
UCLA's assistant Dean of Architecture.
Filson had directed various research,
architectural, and consulting projects,
which led to an involvement in projects in
Gulfport, Biloxi, and Natchez, Mississip-pi.
He eventually asserted himself in the
New Orleans area as a design consultant
for Armstrong Park and the Piazza D' Ita-lia,
and is in the process of setting up a
private practice in New Orleans.
Dean Filson has made great strides in
implementing new programs. He is cur-rently
in the process of setting up an
Architectural Coalition that will join stu-dents
with faculty as they take on in-ternship-
like projects. This program is
"based on the idea that professional
education, whether it be medicine, law,
architecture or whatever, requires a bal-ance
between pure academic training,
professional experience, and profession-al
involvement. Traditionally, in
architecture, those things have been kept
separate. Because there is not much con-nection
between the environment of an
architecture school, the University, and
the profession, a lot of times the positive
aspects of learning from the professional
side of it have been lost. The educational
aspects are lost and the real world and
real job concerns put business values
ahead of educational values. My idea is to
combine these experiences."
In addition to instituting the Coalition,
Filson plans to improve the quality of
work put out by the architecture school.
He wishes to bring visitors and new ideas
into the school. His professors have been
gaining professional recognition in their
"research and practices" which im-proves
the overall outlook for the school.
Filson encourages other University
students to take some architectural
courses. For instance, interested art stu-dents
can gain useful insight to expand
their knowledge and learn something
about architecture. In return, they
expand the architecture students' views.
The lights in the School of Architecture
remain on 24 hours a day, and not very
many people see the architecture stu-dents
outside the building except during
the annual Beaux Arts Ball. The long
hours and hard work breed a feeling of
camaraderie among the architecture stu-dents,
and they stick together. According
to Dean Filson, "they feel like one big
family — like most families, happy at
times and unhappy at others. There is a
great sense of community that comes out
of sharing a commitment (which studying
architecture requires), sharing common
concerns and experiences and sharing
lots of hard work. So there is, in the
architecture school, more of a sense of
community than in other divisions within
the University."
39
Arts and
Sciences
Dean Joseph Gordon:
Increasing the Value
of a Tulane Education
<(It is part of a Dean's job to aid and
nurture the development offaculty
members"
Dean Joseph Gordon is easily one of
the most important administrators at
Tulane. He has worked for the good of
the school despite the many problems
and difficulties entailed by his job.
Dean Gordon has been at Tulane since
1954 and feels great affection for the Uni-versity
and its students. Although he has
a masters degree in mathematics, he later
received his Ph.D. in administration from
the University of Chicago and has not
taught for many years.
How does the Dean aid the University?
I think that it is part of a dean's job to
aid and nurture the development of facul-ty
members. Principally, the job is up to
individuals, but a dean can provide assist-ance
and support which will aid in their
growth and development. Growth and
development are necessary in any career
and if someone can give the younger
faculty a boost along the way, then good
results will occur.
Do you have any comments concerning the
changes at Tulane, such as the new curri-culum?
I am very pleased with the changes tak-ing
place at Tulane. I say this since
Tulane has had its share of hard times and
is now getting a stronger base. In the late
sixties and early seventies, Tulane was
directed toward the unstructured curricu-lum
which gave the average student too
much freedom in curriculum choice, but
too much freedom results in a totally un-structured
curriculum and the undecided
student will flounder around unless he
has good academic advice. The new
move toward a more structured curricu-lum
is a good thing. It established a path-way
to many of our students who are
undecided on a career choice. The
second reason that I am especially
pleased with the new curriculum is be-cause
of the re-establishment of the for-eign
language requirement. I was heartsick
when the faculty voted out the foreign
language requirement in 1974, and it is
good to see it again listed as a graduation
requirement. I believe that it enhances
the value of a Tulane degree and it
broadens the knowledge of everyone
studying in this academic institution.
Do you feel that the attitudes of Tulane
students have changed during your years
here?
I have now been with the dean's office
for seventeen years, and during that time
I have seen changes in the University.
Each decade has some interesting
aspects, such as the assertion of student
activism in the late sixties which caused
some headaches. In the seventies, an in-creasing
mood of conservatism was pre-sent
among students. Students became
more serious in terms of academics and
about ambitions in life. A significant dif-ference
between students of the seventies
and those of previous years was the pre-sence
of the trait I call "consumerism".
Consumerism deals with a student's in-creased
attention to the type of education
he is getting since he is paying good
money for it. Often, students would not
complain about inadequate treatment in
the classroom, but now it is not uncom-mon
to see a student walk into the dean's
office and complain of a teacher's atti-tude
or his practices related to teaching. I
believe that this is a very healthy and
responsible attitude when it has a con-tinuing
legitimate basis. I think that
Tulane has been very fortunate in the past
and with strong faculty, good administra-tion,
and hard work, it will continue to
remain a significant university in this
country.
40
School of Business
Front Row:
James T. Murphy:
Dean
Joni Steinberg
Stephen Strasser
William Mindak
Stuart Wood
Victor Cook
John Trapani
Back Row:
Soliman Soliman
Frank Jaster
Thomas Bateman
Christine Lentz
David Harvey
Beauregard Parent
Dorothy Whittemore
Lillian Gibbs
Daniel Killeen
Richard Kelsey
Kirk Karwan
Balaji Chakravarthy
Seymour Goodman
Martha Little
Chun Lam
Kenneth Boudreaux
Not Pictured:
Larry Arnold
Jeffrey Barach
Richard Beckwith
B.J. Capella
Robert Dailey
Timothy Greening
Thomas Griffin
Irving LaValle
James Linn
Hugh Long
Frank Page
Edward Strong
Gerard Watzke
Jeffrey Barach: Helping Students Develop
As Future Executives And As People
The study of philosophy is undoubted-ly
one of man's most noble pursuits. It is
the attempt to define our world and its
values; it dares to ask questions for which
there are no answers. Philosophers
however, are not frequently sought after
in the job market. When Tulane Business
School professor Jeffrey A. Barach
graduated from Harvard with a major in
philosophy, he found that his career
opportunities were rather limited. "That
was interesting," he says, puffing on a
pipe in his den-like office in Norman
Mayer, "trying to figure out how to make
money as a philosopher. 1 went back to
Harvard Business School to find out
whether 1 could be taught business. They
succeeded in teaching me that 1 could
teach business. That's as far as 1
got. Then I ended up teaching philos-ophy."
In 1965, Professor Barach completed
Harvard and began teaching marketing at
Tulane. Within a year he was also
teaching the Business and Society
course, which he renamed "Business,
Society, and the Individual," the title of
his text book. As he points out, "The
acronym for Business and Society wasn't
particularly nice, and my focus was more
on individual values anyway." The class
is an opportunity for Tulane Busi-ness
students to examine their own
philosophies and formulate a moral code
that is consistent with the real life
corporate world. Professor Barach com-bines
his teaching skills, his business
knowledge, and his philosophical sense
into a course that helps students to de-velop,
both as future executives
and as people.
The Tulane Bachelor of Science in
Management program is structured to
provide a diverse humanities curriculum
prior to admission to the business school
.
Professor Barach feels that this is a cru-cial
step in preparing students for their
careers. A diverse background gives the
B.S.M.'s an advantage. "So much of all
our theories that we learn and we try and
teach is situation specific," the instructor
states. "You have to learn the company,
get some feel for the ropes. Someone who
has had some work experience first or is a
quick learner can do a lot better than a
great many business executives, because
a great many business executives manage
their craft very badly and learned it in the
school of hard knocks which may be a
good school but it's not one noted for
breadth of curriculum."
Although Professor Barach certainly
does not reside in an ivory tower, his
association with academia does give him
the opportunity to observe the market-place
from a broad perspective. He notes
that the increasing complexity ol'thc free
enterprise system has led to a growing
concern about inter-relationships in the
marketplace and a corresponding
tempering of competition.
"It has brought the concept of what is a
fair profit or a reasonable contract into
some popularity," Dr. Barach remarks.
"Not that fairness is good — but the
pressures of the marketplace are such
that it's wonderful when a fair contract is
one you can sign." He notes that it is this
concept of equity which may ultimately
be the hope for the future of free enter-prise."
Today a person who operates in a
manner which is perceived generally as
being fair and equitable finds that it is the
most profitable course in the long term. It
isn't that it's right to be fair or nice to be
fair, it's that it's necessary. When you get
a system working so that it's necessary to
be fair you have some chance of preserv-ing
the system."
Dr. Barach possesses those rare qual-ities
that distinguish the most respected
and admired of professors: a genuine in-terest
in his students and a real love for
the subject he teaches. He is attuned to
his pupils, who were, he says, "born in
the lap of sufficient luxury for it to be said
that they had at least pewter spoons in
their mouths ..."
"I think that it's very important for the
undergraduates particulary to find out
where they get the kick out of their work-ing,
what turns them on, and to learn how
to do things for the enjoyment of it and
the challenge of it and to have the rest to
be productive . . . Somewhere along the
line I am concerned about how you
evolve as people in your careers." It is
this easily discernable concern that is the
pervasive force in Dr. Jeffrey Barach's
classroom.
41
School
of Law
George M. Strickler
Vernon Valentine
Palmer
Hoffman F. Fuller
Robert Force
Luther L. McDougal
Thomas Carbonneau
M. Shael Herman
A.N. Yiannopoulos
Not Pictured:
Rodolfo Batiza
Thomas Schoenbaum
Dan Capra
WilUam Lovett
Cynthia Samuel
Harvey Couch III
David A. Combe
M. David Gelfand
Sara Jane Lx)ve
Christopher Osakvve
Paul Barron
Anita Henry
Joel Freidman
Elizabeth Cole
Jane Johnson
Thomas Andre
Billups P. Percy
Catherine Hancock
Joseph M. Sweeney
Ferdinand F. Stone
Paul Verkuil: A Winning Case
At 41, Paul Verkuil is the Dean of the
Tulane Law School. Despite such heady
success, Verkuil remains a quiet, un-assuming
man, loathe to accept credit for
the many innovations he has made during
his administration. The "boy dean," as
he is affectionately nicknamed by the stu-dents,
has an extensive academic back-ground
which focuses on administrative
law. He came to Tulane in 1978, having
previously taught in the law schools of
the University of North Carolina, Duke,
Indiana University and Columbia.
Since Dean Verkuil's arrival, the law
school has grown dramatically. The num-ber
of faculty teaching freshman has tri-pled,
while the library collection has dou-bled
in size through the use of microfilm
and computers. Dean Verkuil believes
that the law school is doing very well. "It
has a good head of steam and the educa-tion
here is as good as it is anywhere."
However, he expressed concern about
the effect of student loan cutbacks being
implemented by the Reagan administra-tion.
In spite of the nationwide drop in col-lege
applications which is foreseen as a
result of the aging of the post World War
II baby boom generation, Dean Verkuil is
optimistic about the future of Tulane.
Law School applications for 1981 have
increased by fifteen percent and Verkuil
anticipates no abatement in the near fu-ture.
wmmm
WKMmm
-^.
Li^fl
42
School of Medicine
Dr. James Hamlin: Country Doctor Is Still Around
The days of old country doctors have
come and gone. Nevertheless, there are a
few doctors who still have that old bed-side
manner, and Dr. James Turner Ham-lin
III is one.
As Dean of the Tulane University
School of Medicine, most of his time is
now spent on administrative matters such
as balancing the budget. However, like
most administrators, he had to work his
way up the academic ladder. After gra-duating
from the University of Virginia
-School of Medicine in 1955, he followed
an internship program in Boston until he
contracted polio during the summer of
1955. He spent a year in the hospital be-fore
returning to his residency program in
internal medicine, which he completed in
three years. From 1959 until 191} , Dr.
Hamlin researched and worked on the
staff of such prestigious institutions as
the Medical College of Georgia, the
Rockefeller Institute in New York, and
the University of Virginia. He came to
Tulane in 1973 as Vice Dean under Dr.
William Thurman, who moved to the
University of Oklahoma in 1975. Dr.
Hamlin moved into the vacated position
as Dean of the Tulane Medical School,
and has remained there for the past six
years.
Dr. Hamlin is a firm believer in clinical
research, an interest he developed while
he was a second year medical student.
The firm desire to pursue a career in
academic medicine is what lead him to his
position at Tulane University. It is ironic
that someone so involved with research
contracted polio no more than six months
before the Salk Polio Vaccine entered
wide-spread use. If Dr. Hamlin had not
contracted polio, he would have com-pleted
a full residency program and pos-sibly
a fellowship, and then have entered
academic medicine.
Dr. Hamlin's interest in research has
enabled him to actively support and soli-cit
funds for the various research projects
that the medical school is involved with.
As dean it is his job to locate the best
people, and give these people the neces-sary
support, so that they may perform
their research. "You tend to profit from
the success of your better people," says
Dr. Hamlin.
Even though research is crucial, the
primary function of a medical school is to
educate various members of society in
the art and science of medicine. As dean.
Dr. Hamlin is very much concerned with
this facet of the school although he real-izes
that there arc flaws in the process,
not just at Tulane, but at every medical
school in the world. He states that many
physicians appear to possess the qualities
that make a good doctor when they apply
to medical school; however, there is "no
correlation between GPA, MCAT
scores, Premed Committee evaluations,
and what kind of physician a person will
be five years after he gets out of medical
school." This poses a difficult problem
for med school admissions committees
when they are interviewing applicants.
Dr. Hamlin believes that the dehuma-nizing
process that physicians must com-plete
starts at the undergraduate level
where the competition for spots in medi-cal
school is fierce. Combining the premed
jungle with the reality of being responsi-ble
for a large debt upon completion of
medical school gives one a bleak outlook
on life. This outlook, in turn, causes some
physicians to choose their specialties for
monetary reasons as opposed to huma-nitarian
ones. According to Dr. Hamlin,
"People that are graduating today have
some different values from those graduat-ing
twenty-five years ago. I know that it is
a product of the times they are living in
and the pressures that are out there, and I
know very well that many of these pres-sures
are financial and that it is having an
effect on the physicians we are turning
out. I don't know what we can do about
it." Dr. Hamlin and the admissions com-mittee
work hard to help the students,
but funds are limited.
Being concerned about the students'
needs, hiring the best people, and provid-ing
the necessary support facilities are
only some of Dr. Hamlin's many daily
chores. As a doctor, he took a pledge to
help people. Perhaps this gregarious
man, who acts the part of the country
doctor, is helping more people as an
administrator trying to educate the doc-tors
of tomorrow than he would have as a
private clinical practioncr. Tulane is very
lucky to have such a man at the helm of its
medical school.
43
jiei»>yWpa»>v>vX<-Mfv/w.-ao"
Newcomb
College
Dean Wittig:
Preserving the
Newcomb
Identity
Susan Wittig practically lived one
whole life before continuing her educa-tion.
She married right out of high school
and had children by the age of nineteen.
Now she's forty-one, beginning a new life
and, "the kids are behind me."
Dean Wittig was a professor of English
at the University of Texas before serving
as Associate Dean of their graduate
school. The school gave her the oppor-tunity
to see all of the departments in-teract
and to assess their needs relatively.
"Any administrative position is a learn-ing
experience. Every day you learn
something new about your institution,
about yourself and about ways to help
people get the best out of themselves.
The job of an administrator is to make all
of the resources of the institution avail-able
to the faculty and students; to let
everybody live up to the fullest of their
potential."
When she came to Newcomb, Dean
Wittig found that the college needed a lot
of attention. No set paths or routines had
been left behind for her to pick up and
carry on. "There were no records on how
to do commencement. The first year was
a matter of patching together all of what it
took to make the college go." Dean Wit-tig
has turned Newcomb back into an effi-cient,
effective college.
Having spent a year here, Susan Wittig
has formulated some definite ideas about
Newcomb women. "When I think of
Newcomb women, I think of the women
that the college has turned out, who are
bright, articulate, committed to the ideals
of community and family, and now —
now that the culture has allowed them to
do this —they are committed to the ideas
of self-fulfillment through work for
women. So when 1 think of the Newcomb
image, I think of women who are con-tributing
fully to the lives of their families
and their communities, and now lately,
are able to contribute to the professions
and to the national scene in politics."
44
University College
Dean Woody:
Overhauling
the University
College
As a "product of the worst sort", Wayne
Woody was born and raised in New
Orleans. After graduating from Tuiane
undergraduate and Tuiane Law School,
he joined the Law School's faculty and
eventually became its associate dean.
Six years ago. Dean Woody became in-volved
in University Affairs and was
awarded a fellowship in Administration
for the Academic Council of Education.
"This program gives the recipient the
opportunity to spend a year at another
University doing something in an area of
his interest. Woody spent a year at
Stanford observing the activities of the
president and the provost, "being no-thing
more than a fly on a wall and finding
out how a good University runs itself."
In August of 1978, President Hackney
appointed Wayne Woody as the Dean of
University College. At that time, the col-lege
had been declining, but since then.
Woody has revamped the curriculum,
undertaken a massive advertising cam-paign,
and added many new courses.
"You have to stay ahead of the game.
You never know what's going on; you
have to keep your ear tuned to what is
happening. We've been reviewing all the
academic programs in the college, trying
to reassess their soundness, and one
thing that must be considered is that
many programs come and go. What may
be popular now may not be popular five
years from now. What is constant is three
quarters of the work that one takes to-wards
a degree and what varies is the
interest in the major."
Dean Woody wants to attract Arts and
Sciences and Newcomb students to Uni-versity
College. Because most of the Uni-versity
College students are adults, this
would "produce a very interesting en-vironment
in the classroom — older people,
working people, less well-educated
and less aflluent, in class with the more
privileged full-time day student. What
the older person offers is experience and
the younger person may offer more rigor-ous
academic training. I knew absolutely
nothing about University College when I
came here. I have been introduced to a
whole new world of academic life that I
didn't know existed. 1 think it is interest-ing
and often times exciting."
45
Student
Services
Don Moore: Student Service is Our Job
Under the guidance of Vice President
and Dean for Student Services, Donald
R. Moore, the sprawhng division of Stu-dent
Services, with responsibihties rang-ing
from housing to club and intramural
sports, food services to fraternities, stu-dent
activities to international students,
has affected every Tulane community
member at some time or another. If you
have ever organized a meeting in the Uni-versity
Center, attended a movie in McAl-ister
Auditorium, participated in student
government, lived in a residence hall,
dialed ext. 4735 for information or a phone
number, interviewed for a job through The
Placement Office, or have been through
freshman orientation, you have been the be-neficiary
of the aid provided by a department
in this pervasive division.
Dean Moore, better known to some as
"the King", is responsible for the de-velopment
of the philosophy, goals, and
direction which motivates the nearly 200
professional, support and service staff
members under his leadership. The Jam-balaya
sought his response to the follow-ing
questions:
What is the purpose of Student Services as
you see it?
Higher education through the Civil
War was primarily interested in pure
cognitive development and academic
success on the part of the students. It was
not until the early 1900's when England's
residential college approach came to the
United States that colleges began to
understand that they had to provide more
than classroom teaching.
Currently, Student Services personnel
approach their university responsibilities
with two ideas in mind.
First, we are the providers of several
necessary services which support the
academic enterprise and the students
who participate in it. In addition, we must
also anticipate future demands for spe-cific
services.
Second, we are "out of the classroom"
educators. We consciously provide non-academic
opportunities for participation
which will enable students to become
more mature, self-directed and responsi-ble
members of society. Such opportuni-ties
are designed to involve students of all
academic divisions and thus create a
sense of unity on campus.
Explain the need for this division and what
areas it includes.
Students are in classes and laboratories
on the average of only 20 hours per week,
the great majority of time is spent outside
these formal learning times. The Division
of Student Services at Tulane exists to
help provide services and less structured
learning experiences for students in the
following areas:
Student Activities
University Center
Career Planning and Placement
Counseling and Testing
Residential Life
International Students Office
Club and Intramural Sports
Fraternity Affairs
Freshman Orientation
CACTUS
Student Records and Registration
Food Services
These areas create an environment which
can substantially and profoundly influ-ence
a student's growth and develop-ment.
46
Student
Services
How does Student Services compare with
other Divisions, particularly the Academic
and Business Divisions of the University?
I feel that our division is unique be-cause
it incorporates aspects of all the
other Divisions. It is a service operation,
and an educational enterprise.
Give an example of how the Division is
important to the University.
We in Student Services have much to
do with the retention of students accord-ing
to research conducted by the Amer-ican
College Testing Program.
ACT found that Students decide to stay
on campus 'because of a caring attitude
displayed by staff and faculty and also
because of student involvement in cam-pus
life'
.
The research also showed that students
leave because of poor counseling support
systems, inadequate extracurricular activ-ities
and unclarified career aspirations
— areas greatly influenced by this Divi-sion.
This area is vitally important in creat-ing
a challenging and satisfying environ-ment
which provides ample opportunities
for leadership, education, and social and
recreational activities.
With the danger of impersonalization
in higher education, it becomes a major
task in the Student Services Division to
seek better avenues of communication
for students, faculty and staff. Our Divi-sion
can help establish a personalized and
postitive campus environment.
Can you give an example of how goals in
your Division are accomplished?
I think the Peer Tutoring Program in
which students tutor other students, is
perhaps the epitome of what a student
services program can be, since all parties
involved benefit and at a very low cost.
The tutor obtains the very real satisfac-tion
of helping a fellow student master a
learning problem and the student who is
being tutored experiences, in addition to
likely improvement in his academic rec-ord,
the feeling of belonging to a com-munity
which is concerned for his well
being.
The University benefits because both
students feel involved with and commit-ted
to Tulane in ways which increase the
likelihood that they will stay at the Uni-versity.
What are some of the improvements made
in the Division this year?
Student Records and Registration has
made steady progress. With the new
computer system that was inaugurated
for the spring of '81, the availability of
more useful data and a more streamlined
registration process is a reality.
The Student Activities Offices' orga-nization
and operation has been central-ized
and expanded. The quality of pro-gram
advising, budget assistance, and staff
support to the media, TUCP, and the
many student organizations has been
greatly enhanced.
In addition, we have experienced good
progress in program development and im-provements
in many of the services and
facilities for students. A few examples
would include: CACTUS, International
Students Office, Career Planning, Uni-versity
Center, Swimming Pool, and
Bruff Stuff.
The Division is also fortunate to have
so many ideas and innovations from the
energetic new staff members hired last
year and this year. All in all, I think the
students are being well served by the Di-vision
of Student Services in the form of
informal educational, social, and rec-reational
programming.
47
Provost
Frank Birtel:
Team Effort
is His Secret
When asked what a Provost does,
Frank Birtel, quoted Charles the Second:
"A Provost should have healthy horses
and a few strong men so that he can roam
about the countryside to keep the troops
from ravaging the villages." The job is
multi-faceted, and because of the variety
of duties encompassed, Tulane runs the
Provost's office in a different manner
from that of other schools. Together with
Frances Lawrence and Frederick Starr,
Provost Birtel runs Tulane's academic
administration through a "team effort."
As a result of this cooperation, the school
is run smoothly and efficiently. No single
area is neglected as being less important
than any other area.
Provost Birtel is an outgoing man, who
is quick to give credit to others. He attri-butes
the increase in fund raising efforts
to Frederick Starr, and the recent im-provement
in personal relations to Fran
Lawrence. Birtel is primarily involved in
internal management operations such as
promotions and tenure. According to Bir-tel,
"The three man team organization,
although unusual, makes it possible for a
Provost who is burdened by day to day
managerial details to share those respon-sibilities
with another person in the
academic office. Thus, more time can be
devoted to projecting the image of the
institution, for long range planning, and
meeting with faculty. It's a workable
arrangement." The office work can cre-ate
chaos, unless compatible personali-ties
are present. Birtel feels, "It takes a de-sire
to share the decision-making process,
allocate the natural responsibilities that one
individual usually has, in order to make the
relationship work."
In addition to holding the position of
Provost, Frank Birtel is the acting dean of
the Graduate Schools. Birtel was
appointed by former President Hacney
last year because he was interested in the
future of the Graduate Schools, and was
qualified for the job.
Provost Birtel has encountered many
obstacles while directing the Graduate
Schools. "The graduate school deanship
is perhaps the hardest, most thankless job
in the country now because graduate
education has received bad press." A
negative attitude has been taken by the
media; therefore propaganda is being
spread. On an optimistic note Dean Birtel
stated, "Our stance at Tulane as far as
graduate schools are concerned is that we
are not concerned about falsely maintain-ing
sides. We are interested in quahty.
The presence of graduate schools is
essential to the research character of the
institution and it keeps undergraduate
education honest."
Graduate School programs service the
undergraduates, keep scholars alive, and
aid in recruitment of high quality faculty.
According to Dean Birtel, even if the
number of graduate students decreases,
Tulane prides itself in getting the best
students, for "numbers do not follow
quality."
48
Dr. Frederick Starr as Vice-President
of Academic Affairs is in a iiighly visible
and important position within the Uni-versity.
The Vice President works
together with the University Provost as
the chief academic administrator on the
uptown campus. All other University col-leges
report to this office regarding items
such as financial budgeting and the addi-tion
of new faculty members. Since he
was hired about a year and a half ago,
Fred Starr has supervised many changes
in the university, including the new curric-ulum
for the freshman of 1981, which
should ultimately improve the value of a
Tulane degree. He also worked on up-grading
the criteria system for hiring
faculty members and has reviewed facul-ty
production and the quality of their
work.
Dr. Starr is a unique individual whose
many interests include an avid pursuit of
musical perfection and an impressive
quest to better diplomatic relations be-tween
the United States and Russia. He is a
vivacious, lively man who in a time where
diplomacy is very important, boldly
writes about relations between important
countries, while performing the duties of
a Tulane administrator.
Dr. Starr, could you tell me some in-formation
about your role in the Uni-versity?
My function here is the development,
care, and feeding of a first rate faculty. I
also try to make Tulane attractive to a
special student body that is capable of
taking advantage of this faculty. The cen-tral
mission of the university is academic.
I believe that the success of the new cur-
Vice-President of
Academic Affairs
Frederick Starr: Developing
a First Rate Faculty
riculum being devised for next year's
freshmen ultimately depends on the wil-lingness
and readiness of the individual
faculty members. 1 think students here
have every right to be challenged by a
rigorous academic curriculum. They are
paying for a first rate education and
should be able to receive it. We will make
it. Tulane is in a rather unique position
since most universities and institutions,
both public and private, are merely tread-ing
water while trying not to sink beneath
the fiscal waves, but Tulane is one of the
very few in the country who is moving
ahead and changing in a dramatic way.
The joy of my position lies in the fact that
in terms of faculty and staff, Tulane def-initely
has what it takes. It has the ability
to become a major national institution be-cause
of the quality of research and
teaching being done by the members of
our faculty.
What other factors promote development
at Tulane?
The board of administrators play a cru-cial
role in the growth of this university. It
is quite pleasing to see how dedicated the
board is in building up the university,
rather than just maintaining it. This is
exceedingly important, since a self-satisfied
board cripples the potential for a
university's achievement. Tulane's
board is pleased with what exists, but its
members seem to be full of hopes for the
future. This enormously helps my work
on the academic side.
Dr. Starr, I hear that you actively pur-sue
an outside interest in the arts centerinji;
on music. Could you tell me a little about
this pursuit?
I play in the Louisiana Repertory Jazz
Ensemble which is linked with the Jazz
Archives. It is a group of fanatically dedi-cated
musicians, a number of whom
share an association with Tulane. The
group boasts one other faculty member, a
Tulane alumnus, and the director of the
Jazz Archives. The other members are
full-time professional musicians. We per-form
regularly at the Maple Leaf Bar on
Wednesdays and frequently give con-certs
as well as performing for radio and
television programs. We plan to be
traveling and recording soon. Music ful-fills
the role in my life that tennis does for
other people. I have played in a musical
group everywhere that I have lived. The
instruments that I play are the saxaphone
and the clarinet. Here in New Orleans,
the possibility of forming a good jazz
band was overwhelmingly tempting. It is
quite rare that I will let anything stand in
the way of my music.
49
Security
Not Pictured:
D. Gilberts
D. Roberts
M. Arbuthnot
Sgt. B. Huglis
B. Little
V. Bieneimy
Ron Seacrist,
Chief of Patrol
John Ferguson
Sgt. A. Jefferson
Camell Johnson
Col. S. Mutter
Stanley Casper
Sgt. H. Powell
Louis McWilliam
Frank Dodge
Cpl. J. Van Buren
Col. Berridge: Keeping the Tulane Campus Safe
Col. William Berridge, Director of
Tulane Security, does not have an easy
job. He is in charge of making sure that
the campus is a safe place to be. Col.
Berridge feels that he has done a good job
this year and boasts "we did not have a
single major rape or assault reported dur-ing
the school year. We had a couple of
criminal assaults last year, but none this
year."
After pulling out his files and examin-ing
the statistics, Berridge reports, "Only
two areas of crime showed a considerable
increase: the theft of personal and Uni-versity
property. Dormitory theft has had
a sizable increase. This is a result of stu-dents
leaving their rooms open, outsiders
and employees stealing property, and fel-low
students stealing property." He adds
that "we are somewhat handicapped in
doing anything about it because we don't
go in the dorms unless we are asked in or
are in hot pursuit.
'
' He also says that ' 'the
area of drugs has not been a big problem
this past year; this doesn't mean there
aren't drugs, but there wasn't a lot re-ported
to this department."
Looking back over the past decade.
Col. Berridge finds that "there has been a
constant increase in the area of theft, an
increase in the number of undesirables
coming onto campus, and a downward
trend in the drug problem."
The parking problem has been a con-cern
of the University for quite a while.
Visible results have been seen this year
and Col. Berridge feels that "the parking
situation is already resolved on a tempo-rary
basis, until the Administration de-cides
what they're doing with the stadium
lot. There is an increase in parking over
by the ROTC building and by the old sta-dium
site. This does not necessarily mean
that it's all going to be just as convenient
as everybody wants it, but certainly there
is adequate parking." Concerning pro-grams
for next year, the Col. adds that "if
you're willing to park on the north side of
Willow Street, we have now made that a
five dollar parking area. We're hoping to
convince the Physical Plant workers.
Security, Maintenance, people who get
here early in the morning, that they can
save fifteen dollars a year and still get
very adequate parking. We also want to
convince the students who live on cam-pus
and may drive their car only once a
week."
Recently, the traffic on campus has
been an area of concern. It was Col. Ber-ridge
who was in charge of getting the
University a radar gun .He's proud of this
acquisition and states that "we do not use
the radar gun at any time to write tickets
for the purpose of generating revenue.
The radar is generally used when the
speeding has gotten so bad on this cam-pus,
especially at night on Law Road,
that we need a deterrent. Sometimes, it's
like the Indianapolis speedway all over
again! After about two nights of using the
radar we slow the traffic down.
Col. William Berridge has substantially
improved the security force since he has
been here at Tulane, and he intends to
keep up the excellent work. In closing, he
believes that "this campus is a safe place.
I would like the word out to the parents
that this is a good place to send their sons
and daughters and it's a safe place to send
their sons and daughters."
50
Maintenance and Physical Plant
Ronnie Charpio: Unlocks the Mysteries of Magic
Tulane's personal locksmith, Ronald J.
Charpio, has the unique distinction of pos-sessing
a key for every lock in the uni-versity.
"Ronnie the Keyman," as he has
been dubbed, came to Tulane in 1965 and
has been here ever since. Not only is
Ronnie a locksmith, he is a magician and
is known as affectionately in the field as
"Little Red Jimmy the Cricket."
Ronnie is a cub scoutmaster and be-came
involved in magic in 1972 through
his contact with two of the fathers of his
scouts. "Both of them had just got into
magical that time and they asked me if I'd
be interested in going to a couple of Magi-cians"
meetings with them. So 1 said.
'Sure, I always did love magic. I'd love to
go.' From there, I started going to all the
meetings and joined up."
Ronnie performs many different kinds
of tricks in a variety of situations. He has
done "stage magic, close-up parties, old
folks homes, childrens' hospitals, and
school functions."
Although Ronnie knows a number of
different types of magic, he says, "As a
locksmith, I like escapes. 1 enjoy doing
different escapes but most of my favorite
magic is stage magic."
When asked how being a magician
affects his life, Ronnie replied, "It really
adds a lot to it because magic is some-thing
I can do for other people to make
their lives more pleasant. I go to the old
folks homes and get out there and start
doing a little bit of magic and I see the old
folks smile and laugh. You feel like
you've made a thousand friends inside
you. You gain just a little bit more love
from somebody out there. And it's the
same thing when I go to the childrens'
hospital. To see the kids smile and be able
to participate with me a little bit and get
laughter out of it—it makes me feel good.
My family supports me wholeheartedly
because they know that I love it and they
know I do it to give happiness to people.
"
51
Anthropology
Front Row:
Elizabeth Watts:
chairman
John Fischer
Victoria Bricker
William Norman
Back Row:
Bertrand Masquelier
E. Wyllys Andrews
Harvey Bricker
David Davis
Arden King
Munro Edmonson
Elizabeth Watts: Searching for Man's Past
Elizabeth S. Watts is the chairwoman
of Tulane's anthropology department.
She graduated from Newcomb and is
consequently well acquainted with the
school. Ms. Watts returned to Tulane in
1968 after completing her graduate work
at the University of Pennsylvania and
working at the Medical College of South
Carolina and in Paris.
Ms. Watts teaches a number of both
undergraduate and graduate courses. Her
students are very fond of her because she
transmits her genuine interest and enthu-siasm
for anthropology in her classes.
Although she is a strict grader, she is easy
to get along with.
Professor Watts is primarily concerned
with the biological aspects of anthropolo-gy.
She has studied the evolution of pri-mates,
and has investigated the biological
make-up of apes.
In her study of monkeys, Ms. Watts
has been able to observe the evolution of
the skeleton. She has determined growth
patterns and the development of specific
bones. Elizabeth Watts is considered an
expert in identifying skeletons, and she
has worked with the police in identifying
bodies. From skeletons alone, she can
determine race, sex, age and approxi-mate
time of death.
This summer, Ms. Watts plans to go to
East Africa for some field research. The
time limit will prevent her from doing any
digs, although she has done them in
America. Three of Professor Watts'
works are currently in the process of
being published.
52
Dr. Richard Tuttle
Prof. A. Kern
Prof. J. Clemmer:
Chairman
Dr. Marilyn Brown
Prof. Gene Koss
Dr. Caecilia Davis
Dr. Jessie Poesch
Prof. Norman Boothby
Not Pictured:
Dr. Robertson
Prof. Pat Trivigno
Prof. James Stey Art
Norman Boothby: Stressing Creative Photography
Professor Norman Boothby. a laid-back,
soft-spoken master of the arts, came
to Tulane in 1967 with a Bachelor of Fine
Arts, and a Master of Fine Arts from
Temple University. He considers himself
a "jack of all arts,"" but is most noted by
the students for his teaching of photogra-phy.
His style is centered around the idea
of creativity coupled with a structured
program of thought-provoking assign-ments.
"The way to teach photography," says
Boothby, "is to try to set up a situation
where people can discover answers to
problems themselves rather than having
answers supplied for them. When stu-dents
are trying to do things that are crea-tive,
you have to approach it differently
than you may some other subject."
Professor Boothby encourages stu-dents
to be free-thinking while still being
able to maintain a central thought or idea.
"The students should be somewhat in-ventive,
they should be willing to experi-ment
and willing to try out things, and
they ought to be rather exacting in what
they allow themselves to put out as their
products."
When asked what he thought to be the
reason for the success of Tulane"s photo-graphy
program, he replied it is because
"people find the things that are most
meaningful to them and I think they
achieve an amazing amount considering
what the University has available to the
students as far as facilities. We have
enough interest and talent here so that
sooner or later, we can get into areas that
are untouched right now such as large
camera format, a studio setup, and those
kinds of things."
Professor Boothby has developed a
motion capturing machine/camera pro-ducing
pictures that "resemble some of
the distortions ascribed to Picasso in his
period of painting in the late twenties and
early thirties. It is very possible that the
way he was seeing in that time was by
memory of how things moved through
space and he reconstructed it in a static
image. Things that people claimed came
from pure imagination may have actually
come from just adjusting their way of
seeing."
Boothby is also in the final stages of a
three year project called a "sculptural,
environmental, useful installation for the
Tulane Medical Center which can be
called a chapel, a meditation room, an
oratory — a space where people can get
out of the atmosphere that you associate
with the medical institution and essential-ly
be alone and think. It will attempt to set
up an atmosphere that is suggestive of a
'self-help' kind of thing — such as replen-ishing
your moral and possibly spiritual
strength."
Tulane University is fortunate to have
the likes of Professor Norman Boothby in
its Art Department. He not only contri-butes
his creative and artistic genius to
the students, but to the fine tradition of
superior Tulane professors as well.
53
Biology
Upon entering the fourth floor Biolo-gy
laboratory in Percival Stern, one en-counters
a long-haired guinea pig, an
empty six pack of Beck's beer, and
nationally reknowned biologist. Dr.
Robert Tompkins who is currently testing
the eyesight of African clawed frogs. Dr.
Tompkin's long term research project has
finally culminated with positive results.
Tompkins had been attempting to deter-mine
whether a tadpole can see through
an eye transplant from another tadpole.
The final testing began "Sunday morning
about five o'clock a.m. We'd been up all
night getting the stuff together." After
learning about the positive results of the
first frog. Dr. Tompkin's excitement
turned into elation. "We went and had a
beer. We were very, very happy. It
means that a whole block of other things
are now possible that have never been
possible before. That is one of the great
excitements of keeping after your scien-tific
research."
Dr. Tompkin's research will allow the
study of how external conditions affect
growth in the brains of normal and abnor-mal
animals. Dr. Tompkins has produced
a strain of frogs whose cells have twice
the normal number of chromosomes.
Not Pictured:
E. Peter Volpe
David White
Merle Mizell
R.D. Suttkus
Leonard Thein
Gerald Guntiing
John Barber
David Fredrickson
Harold Dundee
Robert Tompkins
Milton Fingerman:
Chairman
Richard Lumsden
Erik EUgard
Stuart Banforth
Joan Bennet
Arthur Walden
Steven Darwin
Claudia de Gniy
Alfred Smalley
Andrew Hamilton
Dr. Robert Tompkins: Teaching
Research Technique to Students
These are called tetraploid frogs and their
cells are used as markers in order to trace
the development of cells in a growing
animal. "We hope to define, much more
exactly than is possible now, what the
normal situation is, where the cells
come from, how they participate in nor-mal
development, how they are used and
what can go wrong with them through a
cell marker system."
Dr. Tompkins is assisted in his re-search
by graduating seniors who are cur-rently
working on their Honors Theses,
as well as by many junior and sophomore
students, who also work with various
animals in the labs. According to Dr.
Tompkins, assisting in research "intro-duces
the students to what research is all
about: how things are found out, how to
decide if something is interesting and how
to decide if you can do it. If the students
develop an appreciation of research and
get their hands into the actual research, it
can be a great learning experience. This is
the new emphasis of the honors and scho-lars
program."
The students who have worked with
Dr. Tompkins have great admiration and
respect for him. In addition to spending
time on his research, Tompkins takes an
interest in his students. "We have a good
time together. Although I'm getting too
old to party too much with the students,
we've managed to do a good bit."
54
Dr. Melvyn Levy
Dr. John Jacobus:
Chairman
Dr. Wilham Alworth
Dr. Charles Fritchie Jr.
Dr. Gary McPherson
Dr. Harry Ensley
Dr. Joel T. Mague
Dr. Marcetta Darensbourg
Dr. Larry Byers
Dr. Roy Auerbach
Dr. Donald J. Darensbourg
Not Pictured:
Dr. Jan Hamer
Dr. Hans B. Jonassen
Dr. Joseph M. Nugent Chemistry
Dr. John Jacobus: Organic Chemist
Dr. John Jacobus is the lively chairman
of the Chemistry Department, and is
well-hked by everyone that knows him.
The secretaries of the Chemistry Depart-ment
are no less than complimentary
when speaking of him; his students
give only excellent evaluations for his
courses. How does one man who has
been on campus only IVz years manage to
consistently draw the largest section of
organic chemistry with increasing enroll-ment
each semester? Without batting an
eyelid he replies, "It is required for
Medical School admissions."
Despite his witty humor, he is a taxing
instructor. His lectures cover a great deal
of material and the tests coverall of it. He
is very concise and descriptive in relating
information.
Dr. Jacobus received his Fi.S. degree at
S.W. Memphis. He earned a Ph.D. at the
University of Tennessee and did posl-doctorate
work at f^rinccton and then
Clemson. Heforc coming to lulane he-had
worked with the governmcni in v;i-rious
capacities. He served as an expert
witness for chemical spills, and was em-ployed
by the Air Force to test the poten-tial
application of polymers as filtering
agents for chemical warfare.
In the summer of 1978, Dr. Jacobus
was offered a position at Tulane. He
accepted the offer because he liked the
reputation of the University and wanted
the chance to work with a high-caliber
student body. In discussing the students
here. Dr. Jacobus points out that "the
students are highly qualified but are often
lazy." He recognizes the fact that a good
number of students are grade motivated
— especially those in pre-professional
curricula. He suggests a good method for
altering this attitude; "Drop organic che-mistry
as a requirement for medical
school." Seriously, he feels that it is the
concept underlying organic chemistry
that is important, the fact that it is logical
and builds upon itself. "Organic chemis-try
is not static; there is always something
new. Furthermore, it tests not only the
person's knowledge of chemistry, it tests
his competence."
Dr. Jacobus loves teaching. He finds it
exciting when it all falls into place for the
student. This, he says, is enough stimula-tion
for him to continue teaching. Con-sidering
whether professional schools
turn out competent students. Dr. Jacobus
replies, "These people are competent in
the fact that they know what they are
supposed to know. Competence, howev-er,
has to be measured in application —
and for the most part competent people
are going into the professions."
Dr. Jacobus commented on his popu-larity
with Tulane students: "One can be
popular and well liked for the wrong
reasons," he said. Dr. Jacobus believes
in equality and likes to give the student a
fair chance. However, it is up to the stu-dent
whether he excels or fails to reach
his potential; the instructor can only give
encouragement when it is called for. In
closing he remarked, "I have learned
different ways of explaining the same
thing. This helps more people under-stand.
I like to shoot for 90%." It seems
that Dr. Jacobus may be under-estimating
himself.
55
Classics
Alan Shapiro
Sanford Ethridge
Joe Pee:
Chairman
Jim Buchanan
Not Pictured:
Rabbi David Goldstein
Rabbi Hillel Fine
Dr. Joe Foe:
Encouraging Ancient History
Dr. Joe Poe, head of the Classics De-partment
at Tulane University, has an
interesting background. Upon graduation
from Columbia College Men's School,
Dr. Poe got his Masters Degree at Cornell
and then returned to Columbia to receive
his Ph.D. When asked what brought him
to Tulane, Dr. Poe replied in the same
manner as many Tulane students, "The
warm weather made Tulane attractive."
Dr. Poe also likes the small college
atmosphere that Tulane offers.
Dr. Poe teaches Latin courses as well
as several Roman History courses. Poe
describes himself as a Latinist rather than
a Hellenist, although he finds Greek dra-ma
very interesting.
While still a graduate student. Dr. Poe
wrote "Translation of Livy" which deals
with early Roman history. He has since
written several articles, including "The
Septimonium" and an article about the
Roman Tragedian Seneca who had an in-fluence
on Renaissance and Elizabethan
tragedy. Dr. Poe is currently working on
a monograph on two plays of Sophocles.
In addition to writing about Greece and
Rome, Dr. Poe has traveled to these his-toric
places, and has taught at the Amer-ican
Academy in Rome. He is primarily
interested in Roman history; however, he
is also fascinated by topography — the
study of actual locations of ancient build-ings
and monuments. Many of Tulane's
Classics majors spend their junior years
abroad at the University of London or at
St. Andrews in Scotland because of their
fine Classics programs. Dr. Poe would
also like to see more Tulane students go
to Greece and Rome. He is presently
urging Tulane to become involved with
The Intercollegiate Center in Rome. The
Center offers a one semester program and
is run by a consortium consisting mostly
of Ivy League Schools.
Having studied and taught Classics,
Dr. Poe has discovered an interesting
phenomenon which he believes is nation-wide.
The ratio of males to females in his
classes is an estimated 4 to 1 . He is aware
that there are sex roles and stereo-types
in our educational system such as the
myth that girls tend to shy away from
math and science and that boys stay away
from languages. Poe says that he knows
of no practical explanation for this and
hopes to see more Newcomb students in
his classes.
56
Dr. Victor J. Law: Chairman
Dr. Stanley H. Benton
Dr. Johnette Hassell
Dr. Mark Benard
Not Pictured:
Dr. Frederick E. Petry
Archie J. Grefer
James Flock
Terry Flaherty
Paul Johnstone
Computer
Science
Archie Grefer: Computer Whiz
Archie Grefer completed his graduate
work at Tulane and has been here for
three years. He spoke to the interviewer
about his background, computers, and
Tulane.
Was there a particular person such as a
teacher or friend who influenced your
career choice?
I really didn't choose this career until I
was a freshman in college. I did my
undergraduate work at Loyola Universi-ty
as an accounting major, and was very
quickly bored. We had to take a computer
science course as a requirement and that
appealed to me a great deal. Luckily,
there were a couple of teachers at Loyola
of very high caliber who made the class
very interesting. Besides being interested
in the field, they did a great deal to influ-ence
my career decision.
Do you feel that you bring a positive
influence to the computer science depart-ment?
I certainly hope so. By keeping in
touch with new developments and tech-nologies
I can give a positive influence.
It's not a well established discipline and
the course changes from year to year in
order to keep on top of things, especially
new developments in the industry.
What special components give Tulane a
superior computer program?
The faculty is very important in any
department and they are outstanding in
our department. It is very tough for a
university to get faculty at this time, and
we are fortunate to have five professors
in computer science because the compu-ter
industry is gobbling up everyone who
comes out with a degree. Our faculty
members come from various back-grounds
which serves to enhance our
program. Some of the teachers have phy-sics
or engineering degrees and that de-velops
a nice combination of different
disciplines along with computer science.
This is important since computers are
tools which are used in other fields of
study.
The equipment we have is important,
too. We have some modern and up-to-date
equipment available to us. We have
a number of small free-standing compu-ters
which the students actually get to
touch and program themselves. I believe
that this is very important. The students
don't just observe the computer from a
distance, they actually make contact with
the machine, which isn't true in some
universities. These things make it appeal-ing
to the students.
As a teacher, would you say the general
relationship between students and
teachers here at Tulane is good?
The major gauge I have to determine
this is, of course, my class. You will al-ways
have some students who are in the
class just because it's required, but the
majority of the students want to take the
course. I have an open-door policy; if
they wander in the office and my door is
open, they can shoot the breeze about
anything, whether or not it is a school
problem. Student/teacher relationships
depend upon the attitude of both parties
involved. If the teacher is disinterested,
the relationship will quite obviously be
bad. I believe that with a good student/
teacher relationship, the students will
learn more since they feel free to ask
questions.
1 am eagerly awaiting the day when
almost every student on campus can have
access to a computer.
57
Earth Science
Robert J. Horoyski
Harold E. Yokes
Ronald L. Parsley
Emily H. Yokes: Chairman
Hubert C. Skinner
Elizabeth Seale
George C. Flowers
Stephen A. Nelson
Hamilton M. Johnson
Not Pictured:
Carol Gilchrist
John P. McDowell
J. Michael Queen
Dr. Ron Parsley: Using the Canyon as a Classroom
Professor Parsley, of Tulane's Earth
Science Department, received his under-graduate
degree at UCLA and went on to
the University of Cincinatti to get his
Masters and Ph.D. Fifteen years ago, he
came to Tulane as a visiting professor and
decided to remain.
Professor Parsley is very popular with
his students and reciprocates that affec-tion.
He takes a personal interest in
undergraduate geology majors and also
organizes an annual Grand Canyon Col-loquium.
The colloquium, offered each
spring, has a student capacity of 36 and is
always full. "Sometimes I think we have
to beat them off with sticks," claims Pro-fessor
Parsley. Why is this class so popu-lar?
Probably because Professor Pars-ley
not only brings the Grand Canyon into
the classroom, but also takes the class to
the Grand Canyon. Each spring; stu-dents
accompany Parsley on an eight day
tour of the Canyon. The group travels
down the Colorado River by boat assisted
by Red Cross certified boatmen. The stu-dents,
who explore both the river and the
Canyon, are warned of the possible dan-gers
before embarking on the journey.
According to Parsley, "Montezuma's re-venge"
has been the most serious prob-lem
encountered thus far.
The Grand Canyon Colloquium is open
to students of all disciplines, and is so
well known that many schools have used
it as a model when organizing similar
trips. Each year. Professor Parsley in-vites
former students to return to the Can-yon.
He has found that many students
respond well to instruction from their
peers and thus encourages veterans of the
Canyon to help out the novices.
Dr. Parsley first visited the Canyon in
1969 before instituting the present collo-quium
in 1972. He insists that as of his
twenty-third trip, he still has not tired of
the Grand Canyon. "I love the Canyon
because I find that it is the greatest geolo-gical
classroom I've ever experienced.
It's the best demonstration for the stu-dents
that I can think of."
Biw-' I^^l glr'^^%1
^^
^^l^mmm
Hiii^^^
1
r^. ^ iHfiiX^
^ '^HH ^^Blfe:',iVj^=.^r^.:.-;^
tf^ ^Btu^alNifc^ ^^
ijk
-Svi;:.,^:*^ 1 W^r
>'"''
r
58
J. Ernest Tanner
Radu Filimon
Rodney E. Falvey
Betty Daniel
Steven Slutsky
Tracy Saunders
Frank L. Keller
Yutaka Horiba
Adele Wick
Herman Freudenberger
Janet Furman
William H. Oakland
Dagobert L. Brito
Hal Fried
Not Pictured:
John R. Moroney
Ronald W. Batchelder
Gerry L. Suchanek Economics
Hal Fried: Thinking Economically
on Social and Financial Issues
Professor Hal Fried has been an Eco-nomics
teacher at Tulane for three years.
He is presently teaching courses in in-termediate
economics and has previously
taught introductory as well as higher level
economics courses.
Mr. Fried was raised in the suburbs of
Washington D.C. and attended the Uni-versity
of Michigan for three years. He
then became disillusioned with college
life and decided to temporarily leave
school. Through VISTA. Fried worked in
Arizona on a project involving the reorga-nization
of the low income credit union
for Black and Mexican Americans.
Although this project was not very suc-cessful,
he feels that it was a good experi-ence.
Mr. Fried then returned to the Uni-versity
of Michigan to finish his last year
of undergraduate degree before returning
to VISTA to work on community orga-nization
in North Carolina. Fried subse-quently
received his masters in econo-mics
from the University of North Caroli-na
at Chapel Hill. After completing
graduate school. Fried accepted his pre-sent
position at Tulane.
lor the past two years Dr. Fried has
been doing research in conjunction with
other faculty members on the 1978
mileage regulation of automobiles. Fried
seeks to discover whether the mileage
standard actually restrained the sale of
large cars, or if sellers had to raise big car
prices to encourage the sale of smaller
ones. Additionally, the study examines
the possibility of raising the price of gaso-line
as an alternative means of energy
conservation.
Professor Fried believes that the Eco-nomics
department at Tulane has a great
deal of potential and is optimistic about
its future. He has not yet made any long
term decisions about his career and is
planning to stay at Tulane for at least a
few more years.
59
Chemical
Engineering
School of
Engineering
Top:
Steven Threefoot
Rich Freedman
Ray V. Bailey
Bottom:
Sam Sullivan
Bob Weaver:
Chairman
Danny McCarthy
Farhad Fadakar
Lynn Groome
Not Pictured:
Bert Wilkins
Hugh
Thompson:
Striving for
Number One
Upon graduation from Auburn Uni-versity,
Dr. Hugh Thompson went to work
for the Mobil Oil and then he re-turned
to school to fulfill his educational
desires in the field of engineering. Dr.
Thompson entered the Tulane Graduate
Program and completed his degree in
1964. Since that time, he has remained
within Tulane academia and now serves
as Dean of the School of Engineering.
When Dr. Thompson attended Tulane,
there were only four departments within
the Engineering School — Chemical,
Electrical, Civil and Mechanical— cater-ing
to four hundred undergraduates.
Now, in addition to the four original de-partments.
Biomedical Engineering,
Computer Science, and a graduate pro-gram
in Petroleum Engineering are
offered, and there are well over nine hun-dred
undergraduates in the school.
Thompson attributes this increase to the
continued strength of academic quality.
"Our program is certainly unlike others.
It is very highly structured. All of the
courses are interlocked. In order to take
upper level courses one must have taken
all of the undergraduate courses, not just
a few of the prerequisites. Engineering is
an intense, rigorous program."
Dr. Thompson sees the need for more
changes in the future and has set several
goals for the school. He would like to see
the current $20,000 in sponsored research
increase to $40,000 or $45,000. In order to
achieve this. Engineering needs better
facilities to work with. Although the sta-dium
property is available, Thompson
sees the need to keep Engineering Row
right where it is. If expansion is to be
60
done, then he wishes to build a computer
center in the existing Theatre and Speech
building which could be moved to a new
Fine Arts Center.
As the facilities expand for new re-search,
Dean Thompson says that it is
imperative for engineers to continue with
their education. 'Tt is an absolute ne-cessity
to continue education beyond the
undergraduate degree. As technology de-velops,
some of it becomes obsolete.
There are so many different computer
languages that one has got to keep up with
it. The application changes, but the basic
technique doesn't. We change according
to society's demands and pressures."
Biomedical Engineering
Moshe Solomomow
Allan Weinstein
William Van Buskirk:
Chairman
Cedric Walker
Steven Cowin
Not Pictured:
Alastair Clemow
Stephen Cook
Civil Engineering
Robert Bruce Jr.
John L. Niklaus
Frank J. Dalia
Sankar C. Das
Walter E. Blessey:
Chairman
Peter Y. Lee
Terence J. McGhee
Charles Grimwood
Electrical Engineering
Paul Duvoisin
Charles Beck
James Cronvich:
Chairman
Jo Seto
Edward Williamson
Donald Vliet
Shieh Hsieh
Robert Drake
Not Pictured:
George Webb
Jack Sperry
Mechanical Engineering
Dr. Paul M. Lunch
Dr. Kamal-Eldin Hassan
Dr. Robert G. Watts
Dr. Harold H. Sogin: Chairman
Prof. Louis P. Orth Jr.
Dr. Hans B. Jonassen
Not Pictured:
Dr. Kenneth H. Adams
Dr DcWilt C. Hamilton Jr.
Dr. John L. Martinez
Prof. Chester A. Peyronnin Jr.
61
English
Not Pictured:
James Catano
Lamarr Stephens
Peter Glassman
Edward Partridge
Joseph Cohen
Lynda Boren
Eric Tretheway
Susan Kehoe
Dorothy Wells
Alwin Baum
Susan Wittig
Peter Cooley
Richard Finneran
Thomas Assad
J. L. Simmons
Dale Edmonds
Ruling Ussery
Michael Boardman
Teresa Toulouse
Gerald Snare
Donald Pizer: Chairman
Marvin Morillo
Robert Cook
Michael Kreyling
Phillip Bollier
Purvis Boyette
Harold Weber
Maaja Stewart
John Schafer
Dr. Michael Kreyling: Studying and
Specializing in Southern Literary Style
Dr. Michael Kreyling is one of the
Tulane English department's most
admired professors. When asked what
makes his classes so interesting. Dr.
Kreyling responded ," I try to do what my
best teachers did for me. I try not to be
too pompous. I try not to sound scholarly
although I have to be scholarly. Schol-arship
to me is not what it appears to
most people: a dry and boring endeavor. I
like to let the students feel it can be in-teresting
to think and not just react and
respond, but to take an idea, examine it,
test it, make fun of it, throw it out or
accept it. I try not to be dogmatic. I'm not
dogmatic by nature so I really don't have
to try. I don't want to make up students'
minds for them, although I will tell them
when I think they are making a mistake."
Among other courses. Dr. Kreyling
teaches a Southern Literature class. He is
currently working on a study regarding
the various degrees of meanings in South-ern
Literature. He hopes that his study
will answer such questions as: Is there
such a thing as Southern Literature? and,
once Southern Literature has been dis-tinguished
from the rest, have you done
anything really meaningful? Dr. Kreyling
is "fascinated with the way which people
are dedicated to the idea that there is
something distinctive about Southern
writing and culture . " He has already pub-lished
one book on the study of fiction by
Eudora Welty, who is a renowned South-ern
writer living in Jackson, Mississippi.
Dr. Kreyling graduated from a small
Catholic College in Northern Kentucky.
He then went to Cornell University to
receive his Ph.D. in 1975. Mississippi
State offered him a job where he taught
literature for two years and then in 1977,
he came to Tulane on a Mellon Post
Graduate Fellowship. Now, as a member
of the English Department, Dr. Kreyling
is enlightening the minds of the many stu-dents
who are fortunate enough to have
him as a professor.
"Tulane has offered a lot to me—good
students to teach, a good library to work
in, the opportunity to teach interesting
courses and the encouragement to do re-search.
New Orleans is not a great liter-ary
town, but it doesn't interfere, except
that it is so pleasant that one may want to
take advantage of its great weather and
great food. I find New Orleans a nice
place to work. I have thoroughly enjoyed
being here."
62
French and Italian
Elizabeth Haar
Weber Donaldson —
chairman
Catherine Brosman
Elizabeth Poe
Simonne Fischer
Francis Lawrence
Martha Sullivan
Not Pictured:
Jeanne Monty
Harry Redman
Ann Hallock
Candace Lang
George Rosa
German and
Russian
Ann Arthur
Karlheinz Hasselbach
Elena Serebryakova
George Cummins
Not Pictured:
Bodo Gotzkowsky
Thomas Stames
Dr. George Cummins:
Stressing Soviet Communications
Tulane's Slavic languages department
is not well known. However, lurking be-neath
this veil of obscurity is one of the
school's best kept secrets: Dr. George
Cummins. Dr. Cummins attended Mid-dlebury
College and subsquently received
his Ph.D. in Slavic Linguistics from Har-vard.
He came to Tulane ten year's ago
and has maintained a love-hate rela-tionship
with New Orleans ever since. He
relishes the restaurants and the culture of
the city, but is sometimes irked by the
provinciality of its residents.
Few of Tulane's 9000 students have
taken Dr. Cummins small, specialized
classes, but those who have invariably
find them among the most memorable in
their academic careers. Dr. Cummins can
often be seen cruising the streets on his
motorcycle and he extends this noncon-formity
to the classroom. He has traveled
extensively in Russia and Eastern
Europe and is thus able to bring material
he teaches to life by interjecting amusing
anecdotes into his discussions.
Dr. Cummins says his classes are uni-que
because of the nature of his disci-pline.
The Slavic languages department is
small and offers courses at the under-graduate
level only. Because of these
limitations, the professors in the depart-ment
are forced to be highly flexable and
well versed in a number of areas. They
are rewarded for their diligence with stu-dents
who, as a result of the somewhat
esoteric nature of the field, are truly com-mitted
to the subject matter.
Dr. Cummins feels that while profes-sors
have multiple loyalties — to Tulane
and to their discipline — the bottom line
in teaching must be an overriding loyalty
to the students. "We have to lead the
students, not just serve them. We must sit
them down and say: 'Look, its not our
purpose to train you to get a job— we are
doing something a little bit more vital
than that. We want to help you build an
ability to assess your own values, to
assess your own culture. We think that's
more important than getting a job.'"
While Dr. Cummins primary interest is
linguistics, he is also fascinated by the
cultural legacy of the Slavic Countries. Dr.
Cummins teaches such diverse subjects
as Polish, Czech, Russian, linguistics,
and Russian Literature in translation. He
is so proficient in Russian that he is often
mistaken for a native Muscovite. Dr.
Cummins feels that the most important
factor in achieving detente with Russia is
communication. "Reagan's view of Rus-sia
is oversimplified, but it could be effec-tive.
Finally, we're sending a thug there
who's really strong — who can push the
Soviets around. I hope that he will be
effective. I think that Reagan cares deep-ly
about maintaining peace. However, he
ought not to be afraid of what they used to
call 'the eggheads.' He ought to call the
Russian specialists up and say, 'let's talk
to the Soviets.' 1, myself, am personally
ready to negotiate with the Soviets. 1 will
travel to them — I will do anything to try
to open communications."
Maybe President Reagan should take
him up on it.
63
History
Front Row:
Dino Cinel
John Boles
Francis James
Charles Carter
Nels Bailkey
Second Row:
Lawrence Powell
Richard Latner
Patrick Maney
Kenneth Harl
Charles Davis
Third Row:
Radomir Luza
Richard Teichgraeber
James Hood
Bill Malone
Ralph Woodward Jr.
Richard Greenleaf
Fourth Row:
Syliva Frey
Black Touchstone
Not Pictured:
George Bernstein
W. Burlie Brown
Hugh Rankin
Gertrude Yeager
Raymond Esthus
Colin MacLachlan
Samuel Ramer
Bruce Raeburn: A Musical Historian
Elvis Costello began his career as a
computer technician; Kris Kristofferson
started out as a Rhodes scholar. Deep
within the history department, Tulane
may be harboring its own claim to future
musical fame. The instructor of "U.S.
Survey Since 1865", teaching assistant
Bruce Raeburn, has an impressive musi-cal
resume. In addition to working as the
director's right hand man in the Tulane
Jazz Archives and completing a thirteen
segment broadcast on the genealogy of
jazz for radio station WWNO, Bruce
plays drums for the Driveways, a New
Orleans New Wave band.
Musical talent runs in the Raeburn
family. Boyd Raeburn, Bruce's father,
was a sax player and a band leader in the
forties. Boyd played with such musical
greats as Dizzy Gillespie and Charlie
Mingus in his group "Boyd Raeburn and
his Orchestra." His band also had the
distinction of being the first "Big Band"
to accept blacks. In that era, musicians
enjoyed playing together despite the fact
that they belonged to different bands.
This tradition has continued in New
Orleans music and Bruce says it's "like
musical chairs. You get to play with
everyone."
Raeburn has appeared with a large
number of very diverse musicians in the
New Orleans area, including Clark Vree-land.
The Ritz, The Radiators, James
Booker, The Cartoons, and his last band.
The Mechanics. All that experience has
improved his drumming, and Bruce has
demonstrated that he can handle any-thing
from the technical finesse required
in improvisational jazz to the steady bop
beat that New Wave demands.
Bruce has been at Tulane since 1971.
He graduated from UCLA and completed
his Masters in History at University of
Southern Louisiana. He is currently
working on his Doctoral dissertation, a
study of his father and the big band move-ment.
His approach is historical but he is
chiefly concerned with the social implica-tions
of the movement. This analytical
examination of the music world carries
over to his theories on today's music.
Basically, says Raeburn, New Wave
has infused a new energy into rock and
roll with a trend towards a rejuvenation of
sixties guitar chord music. The Who, Pat-ti
Smith, and Bruce Springsteen were its
forerunners, but it took a band like the
Sex Pistols with their safety pins to
"shape the media into realizing that
something new was happening." At its
best, claims this musician. New Wave
contains insightful statements about soci-ety.
"It's where the energy is. They're
the only people trying to be creative.
What's good is better than anything else
coming out now." It is not often that a
musician has such a clear, objective per-spective
on his own music, but for Bruce
that seems to be half the fun.
Although he is officially a T.A., Bruce
has enjoyed much autonomy in structur-ing
and teaching his courses. He feels that
the history department gives its teaching
assistants a great deal of respect. "You
really learn to teach," he says, "but it's
not sink or swim. The department is here
to help.
'
' He also enjoys working with the
students here and notes that they seem to
have a high level of education.
Bruce is not sure what he will do after
he completes his dissertation, although
he believes he would like to go on
teaching. Certainly, there will be many
options for this multi-talented instructor.
Whichever path he chooses, though,
Bruce Raeburn will continue to march to
the beat of his own drum.
64
Mathematics
Meredith Mickel
Carl Cheng
Robert Fortus
Hester Patemostro
Martha Mark
Al Vitter
John Liukkonen
Jackie Boling
Bill Nico
Tom Beale
Michael Rose
Al Clifford
Michael Mislove
John Dauns
Ed Conway
Jean Renault
Steve Rosencrans
Laszlo Fuchs
Ron Fintushel
Terry Lawson
Maurice Dupre
Gary Sod
Not Pictured:
Mark Benard
Jerry Goldstein
Karl Hofmann
Pierre Grillet
Ronald Knill
Arnold Levine
Jennie MuUin-Killilea
Areski Nait-Abdallah
Frank Quigley
James Rogers
Howard Sealey
Susan Lam
James Rogers: Teaching Academic Administration
Professor James Rogers is a member of
the mathematics department and he has
always taught a variety of courses.
However, this year instead of teaching,
he is working on a program with the
Council of Education. The object of the
program is to take people who are not
exposed to academic administration and
give them that exposure for one year.
This program helps them decide whether
to become administrators in academics or
simply educates them about the way a
university is run.
In the fall semester. Dr. Rogers worked
with former President Hackney and Vice-
President Starr, studying various aspects
of the university administration and
learning their individual functions. In the
spring, he traveled to other universities in
order to compare their administration
with that of Tulane.
Professor Rogers is from Statesville,
North Carolina and majored in mathemat-ics
at the University of North Carolina at
Chapel Hill. He then earned his Ph.D. in
Mathematics from the University of Cali-fornia
at Riverside before coming to
Tulane in l%8. Originally, he did not plan
to stay at Tulane, but he has been very
satisfied with the school.
For the past four years Dr. Rogers has
also held the position of Chairman of the
Senate Committee on Athletics. This
committee advised the president and the
athletic director on problems involving
athletics. Dr. Rogers finds the position
quite exciting as controversy has
flourished over the possible abolition of
inter-collegiate sports at Tulane.
Professor Rogers' primary area of re-search
is topology — a type of abstract
geometry which is the basis of many
mathematical concepts. Tulane is re-nowned
for its excellence in topology and
Dr. Rogers is carrying on the tradition.
He has published some forty articles on
topology and its applications. Dr. Rogers
enjoys doing research and publishing, as
well as teaching. Tulane is fortunate to
have Dr. Rogers in the mathematics de-partment.
65
Philosophy
Ronna Bulger
Eric Mack
Radu Bogdan
Donald Lee
John Glenn
Harvey Green
Michael Zimmerman
Gordon Wilson
Frank Schalow
Andrew J, Reck: Chairman
Not pictured:
Louise Roberts
Robert Whittemore
Michael Zimmerman: Asking Questions on Life
Is philosophy obsolete? Does it have
anything relevant to offer to today's soci-ety?
"Philosophy teaches us to ask ques-tions,"
says Michael Zimmerman, pro-fessor
of philosophy at Tulane and head
of the JYA program. He claims philoso-phy
is important because "it makes one
think critically of himself."
Michael attended LSU, where he
earned a BA in philosophy. "I chose phi-losophy
for a major because it was the
most challenging," he explained. He then
worked for his MA and Ph.D. at Tulane,
was a Fulbright Scholar in Belgium,
taught at Denison University, and finally,
returned to Tulane.
Michael Zimmerman is calm, creative,
and extremely interested in society. His
office reflects his easy going personality,
resembling a private study, with personal
drawings on the walls. It is here that
Michael studies the present age, as well
as the future.
One aspect of society that Professor
Zimmerman finds particularly discom-forting
is the defeatist attitude held by so
many people. "In the 60's there was
much political activism. Students were
active; people were involved," he
emphasizes, contrasting that spirit with
today's passivity. He believes that peo-ple
just sit back and let things happen to
them, instead of making an effort to con-troll
their environment. "I like to call it
the 'Entertainment-Leisure time syn-drome,"
he explains; television
is a factor because people have
learned to demand entertainment. Stu-dents
are not excluded from this. Michael
feels that New Orleans has an abundance
of entertainment. Students have come to
expect it, and in the same way that they
turn off the TV when they aren't enter-tained,
they turn off classes that aren't
entertaining.
A professor can help stimulate stu-dents
by playing a role model. "He can
exhibit the results of learning and show
that there is an intrinsic pay-off for learn-ing."
Unless something is done, Michael
fears the future will be disastrous. "Imag-ine
people who are not willing to take
charge of their lives!" he claims.
In the future, Michael believes the ma-jor
concern must be to prevent the con-tinuing
ecological crisis. "Man has gone
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too far in dominating nature," Michael
explains. "Man has made himself the
source of all value and meaning and has in
a sense — become God." Man must rise
above present economic policies. In capi-talism,
he takes from nature for private
interests; in socialism, he takes from na-ture
for public interest. Either way man is
taking from nature. Michael emphasized,
"There has to be a radical change. There
is a possibility for this in Judeo/Christian-ity.
This possibility lies in the view of na-ture
in a religious way. If we stop mater-ialistic
exploitation of nature there is that
chance for change. That change would
preserve man's freedom and dignity
which preserves our place in nature."
Michael states that philosophy can
play an important role in bringing about
change. "Philosophy will make you think
critically about what you believe to be
true," he states, "Once we stop taking
our lives for granted, we have taken that
step in the right direction."
66
Minnette Starts
Avie Bridges
Berverly Trask
Janice Michiels
Jeanny Neilson
Elizabeth Delery:
chairman
Not Pictured
Elizabeth
LeNoir-Diaz
Sandra Patemostro
Adele Smith
Kenneth Wenn
Michael Ban
Bruce Bolyard
Betsy Dyer
Scott Hammond
Nobuo Hayashi
Rix Yard
Harvey Jessup:
Chairman
Sharyn Orr
John Bobzein
Physical
Education
Hindman Wall: Stressing Academics and Athletics
Five years ago, Tulane University
underwent many major changes in the
Athletic Department. New coaches for
baseball, basketball, and football were
hired, but more importantly, a new Athle-tic
Director, Hindman Wall, was selected
to run Tulane's eight varsity sports.
Since Wall has been at Tulane. he has
been instrumental in the building of the
Monk Simons Athletic Complex, which
did not cost the school one cent, the
establishment of an endowed scholarship
program, and the national recognition of
Tulane as a prominent athletic power.
Since NCAA has begun to enforce its
regulations concerning academics and
athletics, it has suspended the University
of New Mexico and five of ten teams in
the Pacific Ten Conference for viola-tions.
Tulane has always maintained a
tradition of combining a good athletic
program with a fine academic program.
"Tulane University, as many other
fine academic institutions such as Duke
and Stanford, can compete very well with
high academic standards," noted Wall.
"I think many of our athletes are good
students, and I look at it as an advantage,
because the main purpose for them com-ing
to school is academics. For example,
the University has done a study on our
athletes who graduated ten years ago,
and the results in terms of their success in
life has been excellent. This study proves
that the athletes have taken their educa-tion,
used it to their advantage, and have
becorrie successful in their endeavors."
Although academics and athletics help
in recruiting people to come to Tulane,
Wall adds there are other reasons why
high school seniors choose Tulane.
"I have not actively recruited since I
have been an Athletic Director at Tulane
and Cincinnati, but when you recruit you
sell your school. The coach sells himself
and his program. Most kids involved in
college athletics come to the school for
some specific reason. For some of them,
it is the athletic program, for some, the
school, and its environment, and for
some, the city and its surroundings. I per-sonally
think that at Tulane the academic
capability is a big factor in a number of
our kids, but I think it is a combination of
academics, the athletic program, the
coach, and the city that sells your school,
not just one aspect of a school. Our hope
is to continue the quality of student-athletes
we get. We think we have a great
success record, because our rate of reten-tion
is very high. The one thing that I say
time after time is that I am more con-cerned
with how he comes out of here,
than how he comes in here."
After five years at Tulane, iHindman
Wall has seen, and contributed to, the
improvement of Tulane athletics. The
football team has had two consecutive
winning seasons and has participated in
two consecutive bowl games. Finally, the
athletic department has shown profit,
thanks to a successful football program
and increased attendance. Although the
basketball program is still in a depressed
state, the baseball and women's sports
programs have greatly improved.
With the positive trend in the last five
years. Wall believes that the I980's will
be just as successful. "I see our future as
generally good. The financial problems,
which have plagued most universities,
will make the road rocky. The endow-ment
fund, which has raised several mil-lion
dollars, and the fact that we have
doubled the amount from 220,OOO to
550,000 dollars annually will hopefully be
the salvation of our program, but the de-gree
of our success will depend on addi-tional
revenue outside the university."
67
Physics
Dr. S.G. Buccino
Dr. Karlem Riess
Dr. George Rosensteel
Dr. Robert D. Purrington:
Chairman
Dr. Frank E. Durham
Dr. Joseph Kyame
Dr. John P. Perdew
Not Pictured:
Dr. Alan Goodman
Dr. Ronald J. Deck
Dr. Robert H. Morriss
Dr. Allen M. Hermann
Dr. George Rosensteel: Philosophical Physics
¥
"People have different ways of discus-sing
physics. I like to look at it as deduc-tively
as possible. I try to lay out the basic
assumptions and hypotheses and to be
extremely clear about that, and then use
some logic and mathematics, or whatever
is necessary to deduce a conclusion and
try to make the logical structure as clear
as possible. When you're exceedingly ex-plicit
like that, then I think it becomes a
lot clearer than if you discuss things in
general and bring in a hypothesis here and
a hypothesis there during the course of
the argument. Then, afterwards, you
don't wonder what the argument was in
the beginning!"
As a young, warm, friendly professor
of Physics, Dr. George Rosensteel likes
to teach his course so that it is easily
understood by all. Because of his strong
interest in the subject, he has a magnetic
power that somehow draws his students
and helps them to enjoy learning the sub-ject
as much as he enjoys teaching it. "By
teaching courses you tend to learn so
much more than if you were working on
some very highly specialized problem. In
a specialized field, you become a