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Sangamon Magazine, Summer 1973

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Sangamon Magazine, Summer 1973 u SUMMER 1973 FRANK LLOYD WRIGHT A REMEMBRANCE The ~homasHardy House, Racine, Wisconsin, shown on our cover was designed by Frank Lloyd Wright and constructed in 1905. Draw- ing by Marion Mahoney, assistant to Wright. MARK HEYMAN, Associate Professor of City Planning, was apprenticed to Frank Lloyd Wright for five years. He has experience in state government, and served for a time as assistant director of the State Planning Board in Pennsylvania. He received his Master of City Planning degree from the University of Pennsylvania. Heyman has written an article on his experiences with Wright for this issue of Sangamon. Other articles in this issue are written by: Edith Terwilliger, a newly appointed member of the Board of Regents, which governs Sanga- mon State University, was appointed to the Board to represent the Office of the Superin- tendent of Public Instruction. She is a student at the University of Illinois. Robert P. Howard, now serving in the office of the Illinois Attorney General, was for many years the legislative correspondent for the Chi- cago Tribune. Mr. Howard has been actively involved in the field of journalism since he joined the Associated Press in 1927. Cullom Davis, Associate Professor of History, is the director of the Oral History Project at Sangamon State University. He received his A.B. at Princeton, his M.A. and Ph.D. from Yale and has taught in Illinois and Hawaii. For two years Davis served Sangamon State as Assistant Vice President for Academic Affairs. Pamela Huey is presently a Public Affairs Re- porting intern, serving with the Associated Press. She is a graduate of Western Illinois University, in Macomb, where she was on the staff of the Western Courier, WIU's student newspaper. Table of Contents The campus is filled with an air of expectation this summer. Page Several changes will become effective this fall which make this period one of preparation and excitement. It is almost as if a new university were being readied to be joined to the one now here. Notes From a New Regent Traditionalists, of course, lament the passing of some things Edith Terwilliger they have been used to, but most on campus seem actively involved in preparation for the coming semester. The largest change is the addition of several new academic programs. Starting this fall programs such as Management, Frank Lloyd Wright: A Remembrance ......................... 5 Nursing, Medical Technology, Community Arts Management and others will be in operation. The expanded curriculum will Mark Heyman bring with it thirty to forty new members of the faculty and may boost enrollment to a record three thousand. This, of course, necessitates more faculty office space and many more classrooms. Commencement '73 ..................................................... 10 A new interim building is now under construction, the change from quarters to semesters is under way, a new course numbering system will be in effect for the fall, and plans are underway for a meaningful student orientation program this August. From all of this should come a Sangamon more History in Print .... diversified and tnore exciting than last year. Robert P. Howard One of the greatest needs generated by this expansion is student housing. Alumni in Springfield can be very helpful to new students if they keep us informed of any vacant rental apartments or houses which they know of. History on Tape ...................................... ...............12 Another service alumni can provide the school and their fellow Cullom Davis alums is identifying employment vacancies. If alumni know of job openings in the school, agency or organization in which they work, it would be very helpful to let the Placement Office know about those openings. Each day we see students and alumni who are looking for employment opportunities. Alumnus Profile: Jack Lauer The Placement Office actively seeks information on job openings, Pamela Huey but a thousand alumni keeping us aware of opportunities could do much more than we can. -- - Several alums-Malcolm Holman, Ted Downey, Charlie Williams, Chuck Shultzabarger, and Susan Wing among them- have been very good about telling us where job openings exist. News Notes ................................................................18 Your call could have a lot of meaning for a Sangamon graduate seeking employment. As the new semester shapes up, then, there are many changes underway. There are in addition some things that remain constant. One of those is that the people in this community need help from others. If you can give a student some help on finding housing or locating a job, give the Alumni and Placement Office a call at 2 17/786-67 16. It takes only a few SANGAMON, Volume 1, Number 2, Summer 1973 minutes to contribute to the community of which you are Editors: Philip Bradley, John Garvey still a part. SANGAMON is the alumni magazine of Sangamon State University. It is published four times yearly by the Office of University Relations. Third class postage paid at Springfield, Illinois. Send all correspondence and changes of address to Alumni Office, Sangamon State University, Springfield, Illinois 62708. Printed by Authority of the State of Illinois Phil Bradley 1.5M r:opes, July 1973 As a new member of SSU's governing board, the Board of Regents, I have been learning about the Regency system and its institutions. It seems fair for others to learn about those on the Board also. The philosophies, biases, interests, and attitudes of governing board members determine how they work together in making decisions and carrying out their tasks. This article will, I hope, provide some insight into how I view my role on the Board and my relationship with all involved in the system. So. in order to account for "how I came to be here," a brief capsule of stages in my life is appropriate followed by an attempt to articulate my philosophy concerning my role on the Board. Stage 1-Dormant Graduation from high school and marriage to my high school sweetheart were my primary goals at this stage: these I accomplished. In swift order the following occurred: my husband's discharge fram service, two children, a decision for my husband to return to college, work to help my husband through college, another child, my husband's graduation and A JOB (his). During this period of time my major concern was the survival and support of a family on EDITH TERWlLLlGER a student income. The minor concern was that I found I liked working, especially with people, and found it difficult to become a stay-at-home wife and mother again. Stage 2-Incubation A full-time secretarial job was dictated for me when, after two years of high school teaching, my husband decided to return to college to work on a doctorate degree. I was fortunate enough to find a position with the Veterans Administration which involved a lot of contact with people and which I found challenging and interesting. This was great for a time-until the office was closed in an economy move (even in 1961 !) -and I was transferred to another federal office. Our last child arrived about this time. The major problem of this stage was an internal turmoil-how to tolerate a job I did not like; how to continue working with people; and how to further my own interests which were becoming more apparent and pressing. And, of course, all of this had to be accomplished while the Stage 6-Blooming family continued as a student family. My return to school sparked the beginning of the Stage 3-Budding current stage which I may never leave. I found that I really could do both-be a wife and mother and A decision was made! I would begin my own college pursue a career (as opposed to a job)-and not career. With a scholarship in hand and four children damage my family. This time I became active in constantly in mind, I began work on a bachelor's student activities, mostly centered around curriculum, degree in business education. After a scary half teaching effectiveness, student participation in semester, I finally relaxed and really began to enjoy decision making, and teacher education. what I was doing. For two years I continued in school After completing student teaching, I decided to full-time. The major concern? Ah, that two-edged enter graduate school. My personal feeling was that sword was turning. Although I enjoyed school and I could not enter high school teaching given the was beginning to realize that there was something I structure of most secondary schools. I felt that it was could do with my own life, the guilt over leaving my too stifling, both for students and teachers, and that children to "enjoy myself" was beginning to gnaw my contribution to education would be better coming at me. in another way. Therefore, I decided upon graduate Stage 4-Spring Frost school in education with the idea of studying the A short period of trying to be a full-time wife and teaching-learning process and ways to improve it, mother followed. During this time I participated in both at the high school and college levels. That wives' groups, study groups, church activities, PTA emphasis has changed to an interest in program functions, and other traditional activities. At the same development and evaluation using a total time I tried to be a perfect mother and housekeeper. organizational-or systems-approach. This interest After nine months, I suggested to my family that I led naturally into activities concerned with learning, might like to return to work on a part-time basis. My teaching, and program development, including an oldest child, 11 at the time, said: "Great idea. You're assistantship working in Course Development in an much easier to get along with when you have Office of Instructional Resources.
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