DOCSLIB.ORG

Is Lafayette Still a 'Man's College'?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Is Lafayette Still a 'Man's College'? Is Lafayette are !lot going to disappear in onc year it's beuluse I've slopped looking for Bused on her own experience or five years or even 10. what I know isn't there." She <1nd Consolini thinks that in atlem]Jting to "('\'c heard men say that thev arc many other womcn on .campus have break down barriers of traditional Still a 'Man's • intimidated by the women in general. mixed emotions about the parties. sexual stercOtype~. a Woman may Thc men can't accept the idea or a "When a WOman is a dining mcmber almost uncon,ciously begin to guide College'? Wl)11liln doing what they think Il!ey're or a L'lo,)e per,ol1al friend of some herself by male standards. "You try <,u!"'po<,cd in do," pearle in the housc," said Gallagher, to ,~ho\'e in the background what it Six women say: maybe When Gallagher wa~ named the "then she feels lil\l: a guest. llut \\ hen mean.S to be female by not being first woman editor of The la(a.l'el!C> she may be one person out of man\' emotional. b~ being rarional, b\' last spring, she made Lafayettc going to a rraternit\ pub night, shc trying ll) show the world, and indeed, By Patricia A. Facciponti history, breaking 110 year, or rna\' reel like a piece of meat. your own 'male mentality,' thai ~IOU A<;si~tanl Director traditional male leader,hip of Ihe ., I hate to l:rit ici7e the fraterni tics. can be as re~poll,iblc as any man, ublic Information/Community RelatioJls oldest college new,paper in They have a lot of good points that Then because men have an idea of Pennsylvania. BlIt at what cost') "It's people don't realize. It takes a lot of what '\'v'omen' arc, you're no longer AcademicallY, UlfavclIc Collegc 3~y for a woman to be success ful responsibilit~ to run <l large I'raternity pen::ei"ed as a woman. There's a kind ~ludel1l couldn'l be finer. agrced si:x here," said Callagher, "but you can with "I meal plan. Fraternities of detached respect for you. They rut leaders, all seniors and all women, in either be successful or you can be a subsidi/.e free social life lor mOsl of vou in a difrerent categorv." inlervie\V~. separatc Sociall\") "It's woman-not both, A successful (he wOlllcn and all the independents Sometime in her junior yenr ~ul1lmcd still a man's college," one \\'oman is not looked upon here as on campus, but I think they me the Comolini began to comc 10 terms ~till up. "It's the same." other women are. You become. last bastion of '>exism here, They've with her~elr as a woman. "Suddenly I The si\ \\,'ere asked hO\\' maybe, one of the boys-ir you're served to pre~er\'e sc\ism at I.afayette said 10 myself, 'Why am L holding up sllceessfully they felt Lafayelle had lucky-which is not bad, but you're long after it might have died at in the ilir the notion of a man'~ ideal? coped with coeducation in the 10 not looked on as a woman." anot her type of inst itut ion," Why can't I be emotional and years since womcn were first ACcLbtomeu to her share of r)lalc \Vhile Gallagher admits to <1 certain rational? Why can't I just be who I admitted. They were unanimous in attention since her early teens, amount of be\\lIderment about men's am?' It·.., dangeroLls for ot her people their praisc for the academic and Gallagher noticed that as she rose to altitudes to\\ard successful women on to tell you Ivhat you should be." cultural opportunities available to prominence on campus the men at campus, Paula Consolini, a She thinks part of the problem in them, of the egalitarian attitudes of Lafayelle seemed to regard her government and bw major from altitudes comcs f'rom the lad 01' s their profess,)r , of the Collcge's differently. "It was as subtle as a Southington. Conn., thinks she opportunities l'orstutlcnts to gt'l to efforts to accOlllmodate the women shift in the wind." understands why such attitudes kno\\ each other well. As president of and their activities. But all expressed Aside from having most of hcr develop. Al1L! while Gallagher found the Resident Advisers System, conL't'rn that dc~pite the surfaLT mail at the paper arrive addres,ed her femininity ignored or even Consolini encourages social equality, thc predominant atmosphere "Dear Sir." Gallagher has had few negated because of her succC.s<,. interaction within the re,idencc halls of the Collegc rcmain, Vcr\' masculine difficulties as a WOman in Consolini realizes that she herself through ",tudy breaks" and and in many ways the women still management in her editorial position, practically denied her womanhood in organized <;()cial events. "Women in eel like ol1tsider~. Although they "I couldn't ask for more coopcr'ation an effon to get along in what she felt particular cOllL'cntrate their ..,oci::tli/ing cited the dominance of the fraternity from the staff. They've been to be a man's world. in the dorms," said Consolini. system, the sparsity of female faculty tL'rrific." Academically. as a physics "Close relationships arc built there, and the l1l~lic-governed dining plan~ major, she has "never felt out of When you go out to the fraternities, as major faclors contributing to the place in the Physics Department." Gallagher: firs, woman editor that's \\here the others are." At masculiI1~ aura, the \\'omen rccogni/e Whcn she enrolled in 1975 ,she was set fraternity parties, she pointed out, the that the problem reall\' lies much 10 be the first woman to graduate presence of alcohol, the noise level deeper. from Lafayctte with a bachelor ( and the feeling of being in somebody "Technic:all~. J don't think that science degree in physics. However, else's house make social interaction there'~ anything that \\omen can't do she withdrew for a year and a half; difficult. here." said \nll c;allagher. another woman physics major Consolini has been a leader in "I al'a~lt:tte hal, donc about all Ihe trans ferred in, and Gallagher lo<;t that trying 10 establish a "third place" on ou[wurcl thillg~ it call to help \\l1nlen. distinction. campus-other than the re~idenee hall in faCi morc than other sL'hool~ th.l1 (,allagher wishes she had had more and the fraternity-for fellowship and ~,Hnc \\ent clh:d at about the timc, female professors at Lafayelle. cOl1versat ion. She and .I ad D' Angelo They'vl: done the <,urfacc thing,. Coming from a traditional home in a '82 were instrumental in trying to They've g()nt' through the 1l1Otiofl<" rural arca (White Haven, Pa.), she revive "The Gourd" last year as a The rcst i~ not a chanpe that can be had few opportunities to observe g collee house where students could legislated or brought about lw decree. women in positions of authority and .~ meet in a neutral, non-aleoh(\lic It concerns peopk', attitude\,. <;CXiSill sorely missed having successful "': atmosphere. Maintaining an attractive run<, decp anti 110 muttcr what yelU women as role models. < program and the small Si7C of the ;;' profess on the surface, pcork ha\ e Whatever difficulties Gallagher has room made the project difficult. She attitude~ :g 3 grown up \"ith certain that experietlced at Lafayette have been ~ and other members of a student and 0. ~ social. Uncomfortable from the first ;:; .6' .D Wilh the fraternity party scene, she is ~ o only now beginning to be able to go ;;; .c ""' to a pub night and enjoy it. "I guess I:l. 8 9 Is Lafayette arc not going to disappear in one year it's because I've stopped lOOKing for Ba.,ed on hcr 0\\ n e,xperiencc or five years or even 10. what I Know isn't there." She and Consolini thinb that in atLempting 10 "I've heard Illell say that thev arc many ot her women on campus have break down barriers of traditional Still a 'Man's • intimidated by rhe women in general. mixed elllotions about the parties. ~exual stereotypes, a woman ma\' The rn~n can't accept the idea of a "When a woman is a dining member all11o,t ul1l:()mciously begin to guide ColleQ:e'? woman doing what lhe~ thinK l17ey'r(' r a clo~e rer"onal friend of some herselr by male stundunls. "You try SlJl1POSCU 10 do." pcople in th.: hou~e." said Gallagher, to .shove in the background what it Six women say: maybe When Gallagher was named the "Ihen she fecls like a guest. l3ut \\ hen means to be !'emale b\ not being firsl \\oman editor of The La(al'elle she l11a~ be one ('>erson out of mHny emotional, by being rational, lw lust spring, ~hc made Lafayette' going to a fraIcrnit~ pub night. sill' trying 10 sho\\' till' world, and indeed, By Patricia A. Facciponti hi'itory, breaking 110 years of Illay !'eel like a piece of meat. your ()wn 'male Il1cnt<llity,' that yt)U Assistant Director traditional male leadership of the "I hatc to critici7e the fraternities. can bc as responsible as any man. ublie I nformation/Col1ll11unity Relations IdeS! college new~paper in They have a lot of good points that Then became men have an idea or Penn~ylvania.
Load more

Recommended publications
  • Scholarly Communications and the Role of the Liberal Arts College Library Diane J
    Trinity University Digital Commons @ Trinity Library Faculty Research Coates Library 2013 Scholarly Communications and the Role of the Liberal Arts College Library Diane J. Graves Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/lib_faculty Part of the Library and Information Science Commons Repository Citation Graves, D.J. (2013). Scholarly communications and the role of the liberal arts college library. In P. Hernon & J.R. Matthews (Eds.), Reflecting on the future of academic and public libraries (114-119). Chicago, IL: American Library Association. This Post-Print is brought to you for free and open access by the Coates Library at Digital Commons @ Trinity. It has been accepted for inclusion in Library Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. Scholarly communications and the role of the liberal arts college library By Diane J. Graves University Librarian and Professor Trinity University, San Antonio TX1 A little economic history The conversation on scholarly communication (often referred to as a “crisis”) has its origins in the mid- 1980s. At that time, the balance of trade between the United States and its trading partners in Europe was so far out of balance that American products could not compete internationally. The Reagan Administration, seeking to correct the problem, devalued the dollar at the so-called Plaza Accord on September 22, 1985.i In that moment, the price of journals in many Scientific, Technical, Engineering and Medical (STEM) fields, jumped—in some cases by as much as 25%. Many of the top journals were published by British or European for-profit houses, such as Pergamon, Elsevier, Springer, Wiley, Blackwell’s, Taylor & Francis, and others.
    [Show full text]
  • Lafayette College: Staying Ahead of the Game
    Vol. 15 LAFAYETTE COLLEGE: STAYING AHEAD OF THE GAME Lafayette College’s football history is as rich as it is varied, from laying claim to the the first use of the helmet in 1896, to the long standing rivalry with nearby Lehigh University dating back to 1884. But these days, it is the Leopards’ future that has taken on even greater importance. With the opening of the Bourger Varsity Football House, Lafayette’s team has entered into a league all its own. The 24,000 square-foot building, part of a $23 million stadium renovation, contains the team’s locker room, strength and conditioning areas, and sports medicine facilities, including a hydrother- apy room. The upper level houses coaches’ offices, each with a flat screen display for reviewing games, several meeting rooms equipped with custom control systems and full presentation capabilities, and one room large enough to accommodate the entire team. That area, which can also be divided into four separate units, features the same level of class- room technology found across the campus. “The experience we have with our smart classroom tech- nology allowed us to easily adapt to this rather unique setting with great results, ” stated E.J. Hudock, Academic Technology Facilities Manager for Lafayette. One of the very special features of the Bourger Varsity Football House is the highly personalized conference room on the second floor. The program- ming team at Vistacom worked with Lafayette to develop special graphic elements for the control system interface such as helmets for source buttons and a log in system utilizing the jersey numbers which are displayed on top of a Leopard’s jersey graphic.
    [Show full text]
  • FICE Code List for Colleges and Universities (X0011)
    FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST
    [Show full text]
  • Using Institutional Characteristics to Estimate Return on College Education
    Trinity College Trinity College Digital Repository Senior Theses and Projects Student Scholarship Spring 2018 Using Institutional Characteristics to Estimate Return on College Education Nate Choukas Trinity College, Hartford Connecticut, [email protected] Follow this and additional works at: https://digitalrepository.trincoll.edu/theses Part of the Econometrics Commons Recommended Citation Choukas, Nate, "Using Institutional Characteristics to Estimate Return on College Education". Senior Theses, Trinity College, Hartford, CT 2018. Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/710 Running Head: ESTIMATING RETURN ON COLLEGE EDUCATION Using Institutional Characteristics to Estimate Return on College Education Nathaniel R. Choukas Trinity College ESTIMATING RETURN ON COLLEGE EDUCATION 2 Abstract Since the 1980s, the college wage-premium in the United States has reached all time highs. As a result, college education is a critical benchmark in securing high paying jobs. While the bachelor’s degree serves as a gateway into more lucrative careers, postsecondary education can be very costly, with some taking on substantial amounts of debt to finance their schooling. Despite the increasing wage-premium, there is an even wider earnings disparity amongst college graduates than between graduates and non-graduates. Research on higher education returns suggests that most individuals – even those ranked as having low ability – benefit financially from their investment in education. At the institutional level; however, some schools produce median returns on investment that are well below zero. This begs the question, why are a considerable number of the nation’s higher education institutions underserving their students? I use OLS to test the hypothesis that schools in rural settings displaced from major cities, and with religious affiliation will be critical variables in explaining college return on investment.
    [Show full text]
  • Opening Set for 2002 Uring the May Lumni Memorial D18 Trustee-Fac- Gymnasium Is Ulty Dinner, Alan W
    Psychology_2001.qxd 5/9/03 2:13 PM Page 1 PSYCHOLOGY LAFAYETTE COLLEGE SUMMER 2001 ■ Vol.6 CHILDS WINS JAMES P. CRAWFORD AWARD Opening Set for 2002 uring the May lumni Memorial D18 trustee-fac- Gymnasium is ulty dinner, Alan W. currently being Childs, associate transformed into professor, received the Aa state-of-the-art home for James P. Crawford Lafayette’s programs in psy- Award for his out- chology and neuroscience. standing ability in The new facility will pro- classroom instruction. vide 45,000 square feet of Childs is known for his ability space on five levels including to lead classroom discussions, par- teaching laboratories, faculty ticularly in his First-Year Seminar research laboratories, shared “Human Aggression and Social faculty- student research lab- Pathology,” and his Values and oratories, and faculty offices. Science/Technology Seminar “Patient- Completion is expected to be Practitioner Interaction: The Role of sometime in 2002. Medical Technology,” noted Provost Members of the depart- June Schlueter in her remarks. ment were involved in “It was an honor to have been reviewing the plans and given an award named after some- meeting with the architects one whose career at the college I as the space was designed. have greatly admired,” says Childs. They provided advice based In a department of excellent teach- on experience in the current An architectural rendering of psychology’s new home. ers, it is a little embarrassing to be location and on exploring singled out in this way, and I think psychology facilities at other colleges. Some features include an animal of it as a compliment to the depart- research area on the lower level, common meeting spaces off the entryway ment as much as to me.
    [Show full text]
  • 2009-2010 (Pdf)
    MUHLENBERG C O L L E G E Source Book 2009-2010 Source Book 2009-2010 • Edited By: Nicole Hammel • Director, Institutional Research & Records • Published October 2009 TABLE OF CONTENTS 2009-2010 TABLE OF CONTENTS THE COLLEGE 4 I. Description 4 1. A BRIEF DESCRIPTION OF THE COLLEGE ............................................................................................. 4 2. MISSION STATEMENT OF THE COLLEGE ...............................................................................................5 3. DIVERSITY STATEMENT OF THE COLLEGE…………………………………………………………...5 4. THE YEAR IN REVIEW, 2008-2009 ............................................................................................................. 6 5. CENTERS AND INSTITUTES .................................................................................................................... .7 6. PROGRAMS OF STUDY ............................................................................................................................. .8 7. SPECIAL ACADEMIC PROGRAMS ............................................................................................................ 9 8. DEPARTMENTAL MAJOR PROGRAMS ...................................................................................................11 9. THE WESCOE SCHOOL OF MUHLENBERG COLLEGE......………………………………………….. 15 II. Facilities 16 1. MAJOR FACILITIES ....................................................................................................................................16 2. MUHLENBERG COLLEGE PROPERTIES
    [Show full text]
  • Lafayette College Climate Action Plan 2.0
    Lafayette College Climate Action Plan 2.0 Acknowledgements 2 Executive Summary 4 I. Vision 8 II. Progress to Date 9 A. Climate Action Plan 1.0 Accomplishments 9 1. We measured emissions and energy. 2. We reduced emissions. 3. We conserved energy. B. Additional Achievements 12 1. We introduced composting to campus. 2. We established LaFarm. 3. We built sustainably. 4. We minimized waste and expanded reuse and recycling. 5. We improved transportation. 6. We reinforced the College’s commitment to sustainability. II. Climate Action Plan 2.0 18 A. Buildings and Facilities Energy Use 19 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 B. Minimize Waste 26 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 C. Transportation 29 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 D. Curricular Integration 32 1. Accomplishments 2. Goals IV. Conclusion and Next Steps 37 V. References 38 1 Acknowledgements Lafayette College’s Climate Action Plan (CAP) is the result of a collaborative process, in which faculty, staff, and students were actively involved and enthusiastically engaged. Committee members attended meetings throughout spring semester 2018 and provided ongoing feedback as the plan was drafted. We appreciate their commitment to helping create this comprehensive plan. We also are grateful to faculty and students in Economics 408 and Engineering Studies 451 who contributed research and recommendations through their capstone projects.
    [Show full text]
  • IPEDS DATA FEEDBACK REPORT 2 Haverford College
    Image description. Cover Image End of image description. What Is IPEDS? The Integrated Postsecondary Education Data System (IPEDS) is a system of survey components that collects data from all institutions that provide postsecondary education and are eligible to receive Title IV funding across the United States and other U.S. jurisdictions. These data are used at the federal and state level for policy analysis and development; at the institutional level for benchmarking and peer analysis; and by students and parents, through the College Navigator (https://nces.ed.gov/collegenavigator/), an online tool to aid in the college search process. Additional information about IPEDS can be found on the website at https://nces.ed.gov/ipeds. What Is the Purpose of This Report? The Data Feedback Report is intended to provide institutions a context for examining the data they submitted to IPEDS. The purpose of this report is to provide institutional executives a useful resource and to help improve the quality and comparability of IPEDS data. What Is in This Report? The figures in this report provide a selection of indicators for your institution to compare with a group of similar institutions. The figures draw from the data collected during the 2019-20 IPEDS collection cycle and are the most recent data available. The inside cover of this report lists the pre-selected comparison group of institutions and the criteria used for their selection. The Methodological Notes at the end of the report describe additional information about these indicators and the pre-selected comparison group. Where Can I Do More with IPEDS Data? Each institution can access previously released Data Feedback Reports from 2005 and customize this 2020 report by using a different comparison group and IPEDS variables of its choosing.
    [Show full text]
  • Tenafly Tigers
    A REPORT TO THE BOARD OF EDUCATION TENAFLY HIGH SCHOOL Report on Graduates CLASS OF 2020 James O. Morrison Principal Jayne Bembridge Director of Guidance October 2020 1 Class Profile 2020 Class of 2020 2019 2018 Number of students 303 284 281 Applications submitted 2635 2269 2594 Average number of applications per student 8.7 8 9.2 Percentage acceptance all applications 56% 49% 45% Percentage of students accepted Early Decision I 47% 56% 44% Percentage of students accepted- Early Action 59% 51% 67% Ivy League Attendance 10 9 6 Number of colleges students applied to 339 325 354 GPA Distribution GPA 4.5 + 4.5-4.0 4.0-3.5 3.5-3.0 < 3.0 2020 15 118 87 60 23 2019 16 90 110 48 18 2018 19 97 104 39 20 2017 18 87 106 39 25 2016 13 99 111 46 24 2 Top 50 Most Popular Colleges as determined by Tenafly Class of 2020 College # of Applications 1 Rutgers University-New Brunswick 128 2 Northeastern University 81 3 New York University 65 4 Boston University 60 5 University of Delaware 60 6 The College of New Jersey 59 7 Pennsylvania State University 54 8 University of Michigan-Ann Arbor 52 9 University of Maryland-College Park 48 10 Fordham University 45 11 Rowan University 45 12 Cornell University 42 13 Binghamton University 40 14 Drexel University 39 15 Quinnipiac University 39 16 Syracuse University 38 17 George Washington University 37 18 Indiana University-Bloomington 36 19 Emory University 35 20 Stevens Institute of Technology 33 21 University of Connecticut 32 22 University of Miami 31 23 American University 27 24 Columbia University in the City
    [Show full text]
  • It Began in 1897 As a Simple System for Holding Exams Without Proctors
    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.
    [Show full text]
  • Campus Master Plan Status Report & Project Inventory
    CAMPUS MASTER PLAN STATUS REPORT & PROJECT INVENTORY October 2017 // Briefing Document TABLE OF CONTENTS EXECUTIVE SUMMARY A Vision For Bucknell 3 Interim Status Report 3 Assessment 3 Planning Framework 4 Campus Master Plan Update 5 Summary of Accomplishments 6 Summary of the Planning Framework 7 INTRODUCTION Planning Districts 9 ACCOMPLISHMENTS Major Capital Projects 16 Renovations / Building Upgrades 26 Planning Studies & Other Initiatives 29 PLANNING FRAMEWORK Strategic 32 Campus Enhancements 40 Infrastructure 41 CAMPUS MASTER PLAN UPDATE Purpose 43 Goals & Principles 43 Preliminary Findings 43 District Plans 46 Key Consideration 52 APPENDICES A. Parking & Traffic Assessment A-1 B. Campus Housing Assessment B-1 C. Existing Planning Materials C-1 OCTOBER 2017 BRIEFING DOCUMENT // 1 Academic West | Green Roof EXECUTIVE SUMMARY A VISION FOR BUCKNELL changes to the environment since 2008 and sum- marize anticipated unmet needs that the University From the first Campus Master Plan in 1932, The Lar- should consider for implementation over the next 20 son Plan, to The Vision for Bucknell in 2008, Bucknell years. This interim planning process has resulted in University has exemplified its commitment to the val- this briefing document which will serve to inform the ue of physical space in support of its educational mis- next iteration of campus master planning for Bucknell sion. Strategic physical planning over the past decade University. has resulted in a campus that mirrors the University’s standing as one of the premier undergraduate institu- The contents of this briefing document are founded on tions in the country. The facilities and green spaces B&D’s review of information and data provided by the on campus, along with the surrounding natural envi- University, various facility tours, interviews with senior ronment, have become a defining trait of the Univer- leadership as well as the mayor and borough manager sity and, in fact, a competitive advantage.
    [Show full text]
  • Donald “Don” Haslup Adams 954-816-0168 [email protected]
    Donald “Don” Haslup Adams 954-816-0168 [email protected] Memories I cherish from Ohio Wesleyan Best opportunity for a fine education in a friendly social setting with many chances to experiment in extra-curricular activities (theater, WSLN, Boy Scout troop 93 thanks to Abbie Seamans' Sociology Course), etc. How Ohio Wesleyan influenced my life I appreciate the value of a liberal arts education that affects so much more than just a way to make a living. Became aware of Student Affairs as a career field. Professor I will always remember and why Harry Bahrick, for teaching a good work ethic and excellent teaching skills and a long- term friendship. Oh yes, and an amazing memory! Professor Robert Marshall, who upon realizing that my non-appearance at the Poetry class Final Exam was out of character for me, phoned his friend, the house mother at the Beta House to see if I was all right. One of the brothers woke me up and in record time I was in the classroom and allowed to finish the exam. He was a scholar, a caring man and a class act. Where I have traveled and places I would like to see Because of my second career as a Tour Operator and Director, I was able to travel to approximately 90 countries, visit all the states and provinces and to spend time living in Australia, South America and several European countries. Still on the list are China, Bangkok, Iceland and a return to Vietnam under somewhat different conditions. I've been fortunate enough to have had homes in over ten states and six foreign countries.
    [Show full text]