It Began in 1897 As a Simple System for Holding Exams Without Proctors
Total Page：16
File Type：pdf, Size：1020Kb
The Myth of Martyrdom Good For Business Indie Innovator Challenging the conventional thinking Educating the next generation Putting the independence back about suicide bombers of executives and entrepreneurs into independent film The Magazine of Haverford College WINTER 2013 It began in 1897 as a simple system for holding exams without proctors. Since then, the cherished HONOR CODE has become the purest expression of the College’s values and an intrinsic part of a Haverford education. 9 20 Editor Contributing Writers DEPARTMENTS Eils Lotozo Charles Curtis ’04 Prarthana Jayaram ’10 Associate Editor Lini S. Kadaba 2 View from Founders Rebecca Raber Michelle Martinez 4 Letters to the Editor Graphic Design Alison Rooney Tracey Diehl, Louisa Shepard 6 Main Lines Justin Warner ’93 Eye D Communications 15 Faculty Profile Assistant Vice President for Contributing Photographers College Communications Thom Carroll 20 Mixed Media Chris Mills ’82 Dan Z. Johnson Brad Larrison 25 Ford Games Vice President for Josh Morgan 48 Roads Taken and Not Taken Institutional Advancement Michael Paras Michael Kiefer Josh Rasmussen 49 Giving Back/Notes From Zachary Riggins the Alumni Association 54 Class News 65 Then and Now On the cover: Photo by Thom Carroll Back cover photo: Courtesy of Haverford College Archives The Best of Both Worlds! Haverford magazine is now available in a digital edition. It preserves the look and page-flipping readability of the print edition while letting you search names and keywords, share pages of the magazine via email or social networks, as well as print to your personal computer. CHECK IT OUT AT haverford.edu/news/magazine.php Haverford magazine is printed on recycled paper that contains 30% post-consumer waste fiber. winter 2013 36 41 FEATURES 28 Fictional Fords 36 COVER STORY: Honor Bound Meet a few famed alums who exist only in movies, The College’s cherished Honor Code started out in 1897 as television and books. a simple system for holding exams without proctors. Since By Rebecca Raber then, it has become the purest expression of the College’s values and an intrinsic part of a Haverford education. 30 Good for Business By Rebecca Raber As dean of the University of Missouri’s Trulaske College of Business, Joan T.A. Gabel ’88 nurtures the next 41 Indie Innovator generation of executives and entrepreneurs. Emily Best ’02 created the new digital distribution and By Michelle Martinez crowdfunding platform Seed&Spark to help independent filmmakers find funding and connect with audiences. 32 Dismantling the Myth of Martyrdom By Justin Warner ’93 A new book by Adam Lankford ’02 challenges the Revisiting the Intersection conventional wisdom about terrorists who carry out 44 suicide bombings. of Arts and Academics The Mellon Tri-College Creative Residencies Program, By Louisa Shepard administered by Haverford’s John B. Hurford ’60 Center for the Arts and Humanities, helps make new connections among disciplines—and campuses. By Eils Lotozo 47 A Half-Century of Haverford’s Magazine By Eils Lotozo Haverford magazine is published three times a year by College Communications, Haverford College, 370 Lancaster Avenue, Haverford, PA 19041, 610-896-1333, [email protected] ©2013 Haverford College view from founders ur cover story about the Honor Code comes in the final semester of my term as interim president and after I’ve had the benefit of working and living with a Code that is perhaps the most dis- tinguishing quality of Haverford’s identity. It has Ocertainly made a powerful impression on me. I do not remember an honor code being part of my own under- graduate education at the University of Wisconsin, or at the large universities where I began my professorial career, although there were, of course, the usual admonitions against plagiarism. The emphasis was primarily on academic goals. Values were seldom discussed. I first became aware of Haverford College and its distinctive Honor Code from conversations with Bill Chace ’61. He and I worked together as president and provost at Wesleyan University in the early 1990s. He was so admiring of Haverford and sought to emulate at Wesleyan its strong sense of a values-enriched edu- cation. As a “little university,” however, Wesleyan was somewhat resistant to thinking of itself as a small college community and was fiercely committed to university values, the most central being individual freedom, open inquiry and critical thinking— essential elements, to be sure, of liberal arts education. Nonetheless, I was taken by Bill’s presumption that education at a liberal arts college could be construed differently from that at a university, that it provided the opportunity to hone the ethical, as well as the intellectual, sensibilities of young people and to prepare them for a life of service to the community and the larger world. It was at Mount Holyoke that I encountered a much fuller embrace of community values and higher purpose undergirded by an honor code. Students pledged themselves to the code during first-year orientation: “I will honor myself, my fellow students, and Mount Holyoke College by acting responsibly, honestly, and respectfully in both my words and deeds.” Students enter Haverford Coupled with the code, a historic sense of mission—about “fostering the alliance of liberal arts education with purposeful “capable of doing” and emerge engagement in the world” and preparing students to become change agents in the world—drew the community together in “able to do;” the Honor Code guides common cause. Yet even 14 years’ experience at this impressive, mission- that metamorphosis as it fosters driven college did not prepare me for the centrality of the Honor Code at Haverford and the degree to which a sense of ethical dis- the will and commitment crimination and purposefulness informs life and work at the College, where it is no less than a way of being. Like all institutions to do well, and good. 2 HaverfordMagazine with an honor code, this approach to life begins with (and relies Haverford in particular, concentrate and intensify a unique and on) values that we embrace as individuals—honesty and integrity powerful approach, and do so at a difference-making point in a chief among them. But at Haverford, where governance structures young person’s life. Students enter Haverford “capable of doing” give students an instrumental role in managing the community, and emerge “able to do;” the Code guides that metamorphosis the Code becomes a sort of polestar by which this fleet of indi- as it fosters the will and commitment to do well, and good. viduals learns to navigate as a collective. The standards of the I’d never heard of Isaac Sharpless until I moved into my office Code are called upon as a universal language that helps make in the summer of 2011. President of Haverford for a staggering complex—and, for most students, new—issues and challenges 29 years (from 1887 to 1916), he is perhaps best remembered comprehensible and manageable. By speaking the language of by Fords for remarks made at his first commencement. An excerpt the Code, first as individuals and then as shapers of community, from that speech, beautifully rendered in pen and ink, is framed students learn to build bridges across difference. They discover on my wall, so it’s fair to say that Isaac Sharpless spoke to me that those with whom they may disagree—but with whom they from the moment I got here. His are timeless words of welcome must work and live—can become partners. It takes faith in a to a world like no other, words that have inspired Fords to remain system of shared values; it takes “trust, concern and respect” (as true to the ideals embodied in the Code and, in upholding it, to students remind me). Practically speaking, the Code arises in better serve their communities: conversations about topics as diverse as plagiarism, community standards for communication, and the difference-making potential I suggest that you preach truth and do righteousness as you of replacing paper-towel dispensers in dorm bathrooms with have been taught, whereinsoever that teaching may commend hooks for washcloths. As I say, a way of being. itself to your consciences and your judgments. For your con- Our alumni often tell me that this depth and range of influence sciences and your judgments we have not sought to bind; and has prepared them for a life of purpose by teaching them to be see you to it that no other institution, no political party, no mindful of what it means to exist as part of a whole, as an owner social circle, no religious organization, no pet ambitions put of both opportunities and challenges that involve ourselves and such chains on you as would tempt you to sacrifice one iota others. Fords are successful thanks to the rigor of our academic of the moral freedom of your consciences or the intellectual program and the critical freedom of your judgments. thinking that it demands; Fords become leaders Isaac Sharpless speaks for me. when these skills are guided with a sense of With all best wishes, moral purpose and com- munity responsibility. Which is why I’m supremely confident in Haverford’s future. I can- not imagine a more effec- tive way to educate and Joanne V. Creighton prepare young adults. Interim President Certainly there are other worthy paths, and each leads to benefits for those who take such routes. But small liberal arts Isaac Sharpless colleges in general, and WINTER 2013 3 letters to the editor CALL IT HOME As a freshman I was assigned to [Merion Bondy copied classmate Chuck Durante Congratulations to Haverford on the Hall] third floor with a roommate and ’73, a longtime Haverford volunteer, on new dormitories and to you on the inter- three windows so high from the floor that his letter to the editor.