CJ:Iie PHI BETA KAPPA Society
DELEGATES' MANUAL
FORTY-THIRD TRIENNIAL COUNCIL
AUGUST 2-4, 2012 PALM BEACH, FLORIDA
.. ctlie PHI BETA KAPPA Society
DELEGATES' MANUAL
FORTY-THIRD TRIENNIAL COUNCIL
AUGUST2-4, 2012 PALM BEACH, FLORIDA
~--·······------TABLE OF CONTENTS
Section One Council Program and Procedures 3 Council Program 3 Council Procedures 6 General Information for Delegates 8 Policy on Reimbursement of Delegates' Expenses 11
Section Two Report ofthe Senate, 2009-2012 13 Senate Affairs 13 Constituencies 15 National Activities 16 The Phi Beta Kappa Senators and Officers 27 Financial Reports 28
Section Three Report ofthe Council Nominating Committee 32 Biographical Statements for Nominees 34 Officers 34 Senators at Large 35 District Senators 42
Section Four Report ofthe Committee on Qualifications 46 Creighton University 48-59 George Mason University 60-75 University of Montana 76-90 Oklahoma State University 91-104
Section Five Appendixes 105 Appendix A: National Office Staff 105 AppendixB: In Memoriam 106
2 COUNCIL PROGRAM
Wednesday, August I, 2012
Registration 1 p.m. -6 p.m. South Loggia West
Executive Committee Meeting 3 p.m.-6 p.m. South Mezzanine 1
Thursday, August 2, 2012
Registration 7 a.m.-6 p.m. South Loggia West
Committee on Associations Meeting 8 a.m.-9:30 a.m. Gulfstream 2
Committee on Chapters Meeting 8 a.m.-9:30 a.m. Gulfstream 1
Meeting of the Senate 10 a.m.-2 p.m. Gold Room
Conference of Association Delegates 2:15 p.m.-3:45p.m. Mediterranean Ballroom
Meeting of Chapter Delegates 2:15 p.m.-3:45p.m. Venetian Ballroom
District Meetings 4 p.m.-5:30p.m.
East Central District (Illinois, Indiana, Michigan, Ohio) Ponce de Leon 6
Middle Atlantic District (Delaware, New Jersey, New York, Pennsylvania) Ponce de Leon 2
New England District (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont) Ponce de Leon 5
North Central District (Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Wisconsin) Ponce de Leon 1
South Central District (Alabama, Arkansas, Kentucky, Louisiana, Mississippi, Oklahoma, Tennessee, Texas) Ponce de Leon 3
South Atlantic District (District of Columbia, Florida, Georgia, Maryland, North Carolina, South Carolina, Virginia, West Virginia) Gold Room
3 Western District (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, Wyoming) Ponce de Leon 4
Visiting Scholar Lecture 6:30 p.m.-7:30p.m. Venetian Ballroom
Council Delegates' Reception 7:30p.m.- 9:30 p.m. Mediterranean Ballroom
Friday, August 3, 2012
Registration 7 a.m.-6 p.m. South Loggia West
Delegates' Continental Breakfast 7:30 a.m.-9 a.m. South Ballroom Foyer
Orientation for New Delegates 7:30 a.m.-8:45a.m. Ponce de Leon 4
Meeting of the Tellers 8 a.m.- 8:30 a.m. Gulfstream 3
Meeting of the Credentials Committee 8 a.m.-8:30a.m. Gulfstream 4
First Plenary Session 9 a.m.-11 :30 a.m. Venetian Ballroom
Visiting Scholar Lecture 11:30 a.m.- 12:30 p.m. Venetian Ballroom
Meeting of the Committee on Qualifications 12:30 p.m.-2:00p.m. Flagler Ballroom
Second Plenary Session 2:45 p.m.-5 p.m. Venetian Ballroom
Saturday, August 4, 2012
Delegates' Continental Breakfast 7:30 a.m.-9 a.m. South Ballroom Foyer
Committee on Resolutions 8 a.m.-noon South Mezzanine 1
Visiting Scholar Lecture 9:30 a.m.-1 0:30 a.m. Ponce de Leon 4
Association Forum 10:45 a.m.-12:00 p.m. Ponce de Leon 3
4 Chapter Forum 10:45 a.m.-12:00 p.m. Ponce de Leon 5
Meeting of the Tellers 1 p.m.-1 :30 p.m. Gulfstream 3
Third Plenary Session 1:30 p.m.-3:30p.m. Venetian Ballroom
Council Reception 6 p.m.-7 p.m. South Ballroom Foyer
Council Banquet 7 p.m.-9 p.m. Ponce de Leon 4
Sunday, August 5, 2012
Meeting for New Chapters 9:30 a.m.-11 :30 a.m. Gulfstream 4
5 COUNCIL PROCEDURES
Order ofBusiness The Society's Bylaws (Bylaw 3, Section 3) set forth the following Order of Business for the Triennial Council:
(a) Call to Order (g) Election of Officers (b) Announcement of Committee Membership* (h) Report of the Committee on Qualifications (c) Report of the Senate (i) Election of Senators (d) Report on Credentials G) Reports of Other Committees (e) Consideration of the Minutes (k) Other Business (t) Amendments to the Constitution and Bylaws (1) Adjournment
*As previously appointed by the President
This considerable body of work is to be completed in the Council's three plenary sessions on Friday and Saturday. While there is no way to predict with certainty how rapidly the Council will be able to dispose of the issues brought before it, the following projected schedule for the Council outlines the proceedings as they are expected to develop.
First Plenary Session (Friday morning) The session will open with formal greetings to the delegates and the announcement of appointments to the 43rd Council's committees. The Secretary will then report on the activities of the Society in the three-year period since the last Council meeting. As part of the Report of the Senate, the Council will hear from the chair of the Committee on Qualifications who will comment on that committee's work and describe the chapter application process. There will be a report on Credentials. The approval of the minutes of the 42nd Council will follow. (The minutes are contained in the 42nd Council Bulletin previously distributed). The Council Nominating Committee will present its nominations for President and Vice President for the Council's consideration. The elections of officers follows. The outstanding Association and Chapter awards a will be given at the conclusion of this session.
Second Plenary Session (Friday afternoon) Following the report on Credentials, the Committee on Qualifications will report on the motion, approved by the Senate, that four new chapter charters be granted. The Council will vote on the Senate's motion. Election of Senators will be held.
Third Plenary Session (Saturday afternoon) In the concluding session, the Council will hear an updated report on Credentials. The report of the Council Finance Committee will follow, and the delegates will hear and act upon the proposals introduced by the Council's Committee on Resolutions. (See the following section on resolutions for further information.) Any new business will be considered at the end of the third session before the Council is adjourned.
Resolutions The Committee on Resolutions is responsible for receiving, reviewing, and presenting resolutions for the Council's consideration and voting. Resolutions may be submitted to the committee by groups of delegates or by individual delegates. Resolutions for the committee should be typed or clearly written and submitted along with the name(s) of the submitter(s) to the Phi Beta Kappa registration desk by Friday, August 3, at 5:30p.m. The Phi Beta Kappa registration desk at the hotel will be located on the South Loggia West.
Resolutions offered by the Committee on Resolutions require affirmative vote by a simple majority of the Council delegates in order to be adopted. Resolutions also may be offered from the floor, as governed by Article VII of the Society's bylaws:
Resolutions offered from the floor at Council meetings shall be referred to the Senate for consideration and a report with recommendations submitted at the next triennial meeting,
6 unless the Council at which the resolution is introduced votes by a three-fourths majority to give it immediate consideration. New Business Delegates should note that new business might be introduced for Council deliberation under the heading of "Other Business," which appears as the last item in the bylaws' prescribed "Order of Business for Triennial Councils."
Prior Notification In accordance with the provisions of the Society's Constitution and Bylaws, the Senate's recommendations for the establishment of new chapters and statements about each recommended institution were e-mailed to the chapters and associations six months before the Council. The full report of the Council Nominating Committee (including the names and biographies of all nominees) was also e-mailed to all chapters and associations at that time. All of these items are reproduced in other sections ofthis manual.
7 GENERAL INFORMATION FOR DELEGATES
ACCOMMODATIONS
The Breakers is the headquarters for the 2012 Council. All Council business meetings will take place at The Breakers.
The Breakers is located at One South County Road, on oceanfront property in the heart of Palm Beach. This resort destination offers a beautiful view of the Atlantic Ocean, nine different restaurants, ten onsite boutiques, and a championship golf course. Amenities include concierge service as well as a business center and exercise facility.
Phi Beta Kappa's special meeting rates for rooms at The Breakers are $190 for a single or double room (plus tax). These rates will be extended to delegates up to three days prior to and after the meeting, subject to room availability.
For reservations, delegates should go to the following web address: https//resweb.passkey.com/go/PHI12 or call the hotel's reservation department: (888) 273-2537. All reservations must be guaranteed with a credit card. To receive the meeting rates, please identify the group name, "The Phi Beta Kappa Society." Delegates are urged to make their reservations as early as possible. Reservations must be received by Sunday, July 1. After that date, Phi Beta Kappa's room block will be released, group rates will no longer be guaranteed, and reservation requests will be subject to room availability. When you receive your reservation confirmation from the hotel, be sure the dates of your arrival and departure are recorded correctly and bring the confirmation slip with you to Palm Beach.
The following are parking fees for The Breakers:
Valet Overnight Parking: $20 Outside Guest Parking: $30
Please note that ALL parking garage use is based on availability
TRANSPORTATION
By Air: Palm Beach has one major airport: Palm Beach International Airport, approximately seven miles from The Breakers.
Phi Beta Kappa has designated an official travel agency for the 2012 Council to assist delegates with their travel plans and ticket requirements. Because the agency, Circle Travel, is committed to obtaining the best flights at the lowest cost for Council participants, we encourage you to avail yourselves of their services. Their number is (202) 483-9594. Phi Beta Kappa will provide Circle Travel with our list of Official Delegates. Ifthe chapter or association did not send in their delegate information, please contact Lucinda Morales as soon as possible at the national office: (202) 745-3235 or [email protected]. All airfare reservations must be made by Sunday, July 1. Delegates are urged to make their travel arrangements early for the best fares and flight selection. Phi Beta Kappa arranges for special airline discounts and travel agency services to ensure that both delegates and the Council Fund benefit from reduced travel costs. All air and rail travel that is to be reimbursed by Phi Beta Kappa must be booked through Circle Travel.
From the Airport: The best transportation to and from the airport is a taxi cab. The national office will only reimburse the cost of a taxi cab fare.
8 COUNCIL REGISTRATION
Attendees can register for the meeting online at www.pbk.org. To facilitate planning, Council participants are asked to register for the meeting and special events by Friday, July 20. Payment for all Council fees must be received before the registration can be completed. You will not be registered until the national office receives your payment. The registration fee is $150; $17 5 late registration for anyone who registers after July 20 or onsite at the event.
Council delegates and guests may check in and pick up their registration packets at the Phi Beta Kappa Council registration desk at The Breakers. Registration hours are listed on the meeting program. Delegates who have not registered in advance of the meeting may do so at that time. There will be an information booth at the registration area for the duration of the meeting.
COUNCIL SESSIONS
On Thursday afternoon at 2:15 p.m. there will be two meetings. The Conference of Association Delegates, and all chapter delegates, will meet separately to discuss current initiatives.
District meetings for delegates from each district are scheduled for Thursday, August 2, from 4:00- 5:30p.m. The district meetings enable delegates from chapters and associations in the same region to meet, elect district officers for the coming triennium, and discuss district activities and ways in which the members in the region might work together productively. Since the district meetings take place before the Council plenary sessions, they also provide an opportunity for delegates to ask questions and review Council business and procedures with district senators and officers.
On Friday, August 3, from 7:30-8:45 a.m. officers of the Society will meet with first time delegates to answer questions and give an overview of what to expect in the days ahead.
Council plenary sessions will take place on Friday and Saturday. They will include review of Society activities during the past triennium and plans for the future, discussion and voting on charters for new chapters, Council resolutions, and the election of new senators and officers for the Society.
SPECIAL EVENTS
In addition to the business sessions described above, the Council will include several special events. The local chapters and associations will sponsor an evening reception on Thursday, August 2, at The Breakers.
We have three Visiting Scholar Lectures scheduled during the Council. On Thursday evening Lisa Pratt, Provost's Professor of Geological Sciences at Indiana University will speak before the opening reception.
After the first plenary session, Trevor Pinch, Professor of Science and Technology Studies, and Sociology at Cornell University will lecture on the invention of the music synthesizer.
Teofilo Ruiz, a scholar of the social and popular culture of late medieval and early modem Spain and a 2011 National Humanities Medalist will speak on, "The Other 1492."
Finally, at the banquet on Saturday evening, the eighth Sidney Hook Memorial Award will be presented to Martha Nussbaum, Professor of Law and Ethics at the University of Chicago and Founder of the Center for Comparative Constitutionalism. The program also includes the presentation of the Phi Beta Kappa Award for Distinguished Service to the Humanities to Patricia Meyer Spacks, Professor of English at the University of Virginia.
9 Since tickets are required for all of the special events, you are asked to register in advance if you plan to attend. Tickets will be included in the registration packets.
DRESS
Dress for the daily Council sessions is business casual, evening events dress is business, and cocktail attire is requested for the closing banquet.
CONTINENTAL BREAKFAST
Complimentary continental breakfast will be available for Council delegates each morning before the Council business begins.
REIMBURSEMENT POLICY
One delegate from each chapter and chartered association is eligible to receive reimbursement of travel and lodging for attendance at the Council meeting, within the guidelines set forth in the enclosed Policy on Reimbursement of Delegates' Expenses.
10 POLICY ON REIMBURSEMENT OF DELEGATES' EXPENSES
One delegate from each chapter and chartered association represented at the Council meeting is eligible for reimbursement of travel, and lodging expenses from the Council Fund according to the following guidelines and to the extent that there are sufficient resources in the Council Fund. Each chapter and association provided the name of their official delegate to the national office. The Phi Beta Kappa Society serves as the custodian of the Council Fund, which is funded by fees paid by the chapters and associations. Reimbursement forms must be returned within 90 days ofthe meeting to receive reimbursement.
The reimbursement policy covers the following expenses:
1. Travel. Travel expenses will be reimbursed up to an amount not exceeding the cost of round-trip, advance purchase, economy-class airfare. Delegates who travel by train, bus, or other means of transportation may be reimbursed within these limits. Delegates who travel by automobile may claim reimbursement at a rate of 55 cents a mile, providing the total amount does not exceed the cost of round-trip, advance purchase, economy class air fare. Parking expenses in Palm Beach are reimbursable only if an automobile provided the delegate's transportation to and from the meeting. Taxi cab fare is reimbursable for transportation to and from the airport in Palm Beach. All air and rail travel that is to be reimbursed by Phi Beta Kappa must be booked through Circle TraveL
2. Lodging. The cost of a single room (plus tax) for the nights of the Council is reimbursable. The additional cost of a triple, quad room or hotel suite is not covered. The nights of the Council are considered to be Thursday, Friday, and Saturday while the full Council is in session. Additional nights of lodging are only covered if travel times dictate earlier departure or later return, or if delegates are required to attend preliminary meetings; in both cases, delegates must obtain the Society's clearance for extra reimbursement in advance of travel or ticketing.
Expenses not covered by the reimbursement policy include:
1. Council registration fee. The registration fee is not reimbursable.
2. Rental car. Unless a rental car provides transportation from the delegate's home to Palm Beach, in place of air or other long-distance transportation, costs of car rental are not reimbursable. Parking expenses in Palm Beach for non-reimbursable car rental are also not covered by the reimbursement policy.
3. Personal transportation. Train, bus, local cab or other transportation within the city during the course of the meeting is not reimbursable.
4. Telephone calls and other personal hotel charges. Only hotel charges for room and tax are considered reimbursable expenses.
5. Meals. A complimentary continental breakfast is available to delegates on Friday and Saturday mornings. There is no charge to delegates for the Thursday reception and Saturday banquet. Any other costs during the period of the Council meeting will not be reimbursed.
Each delegate designated as the reimbursable delegate from his or her chapter or association must submit a Travel and Expense Voucher, including receipts for all expenditures, to the national office of Phi Beta Kappa following the Council. Receipts must be included to receive reimbursement.
11 All delegates will be responsible for paying for their hotel charges upon check-out at the hotel. Reimbursement of hotel expenses will be made to reimbursable delegates along with other expenses reported on the delegate's Travel and Expense Voucher after the meeting.
Phi Beta Kappa's arrangement with Circle Travel allows for reimbursable delegates to have their tickets charged directly to Phi Beta Kappa's account. In order for delegates to avail themselves of this service, however, Phi Beta Kappa must know which delegates are designated as reimbursable delegates from their chapters and associations in advance of booking.
On the basis of current estimates, the Council Fund is expected to cover full reimbursement within the guidelines explained above. In the event that total reimbursement claims exceed the resources of the Council Fund, the reimbursement policy provides that proportional reimbursement will be made to all reimbursable delegates.
12 The Report ofthe Senate on the Activities ofthe National Organization 2009-2012
The Phi Beta Kappa Society is an individual membership organization composed of the nearly 600,000 living members who have been inducted into the Society. It also comprises as its constituents 280 current chapters on college and university campuses. There are approximately fifty active, chartered associations, which taken altogether enable about 10,000 members of the Society to pursue its ideals beyond their college years. But the Society is also a unified, national organization, with appointed national officers responsible to a Senate elected by the Council. The Council's delegates represent chapters and associations, and in addition to Senators they elect the President and Vice President of the Society. The aim of this report is to present to Council delegates a record of the activities of the Phi Beta Kappa Society, 2009-2012, considered as a national organization.
SENATE AFFAIRS In the senatorial elections at the 42nd Council in Austin, the following District Senators were elected to six-year terms, 2009-2015: Kate Lehman (Western District), Andrew McNitt (East Central District), Michael Gauger (North Central District), and Theopolis Fair (Middle Atlantic District). The following Senators At Large were elected to six-year terms, 2009-2015: Fred Cate, Linda Greenhouse, George Greenia, Valerie Hotchkiss, Jean Howard, Robert Koons, Lynn Pasquerella, and Jeffrey Sammons. The following Senators At Large was elected to three-year terms, 2009-2012: Yolanda Broyles-Gonzalez, Rachel Moran, and Gilda L. Ochoa.
The Senate has met annually during the 2009-2012 triennium, and the executive committee has met quarterly. In 2009-2012, the Executive Committee comprised President Fred H. Cate, Vice President Katherine Soule, and Senators Joseph W. Gordon, George Greenia, James E. Lightner, Lynn Pasquerella, and Don J. Wyatt.
A complete list of the Senate's membership is given elsewhere in this manual, and is available at http://www .pbk.org/home/SenatorDirectory .aspx?d=.
Committee on Qualifications In the 2009-2012 triennium, the Committee on Qualifications, chaired by Senator Catherine White Berheide, reviewed 28 applications from institutions seeking to shelter a chapter of Phi Beta Kappa. The committee then invited seven institutions to submit the General Application and all seven of the institutions were visited by teams of committee members. The teams' reports were considered by the committee, and the committee forwarded positive recommendations to the Senate for four of the institutions. The Report of the Committee on Qualifications, comprising four recommendations for the creation of new chapters and endorsed by the Senate, is included in this manual. The institutions described in the report are Creighton University, George Mason University, the University of Montana, and Oklahoma State University.
The Committee has continued to have good success in working with a policy developed in the 2006- 2009 triennium by an ad hoc group of Senators who studied the Society's commitment to freedom of expression on campus. The Society remains committed to the American Association of University Professors' 1940 Statement on Academic Freedom, which pertains to faculty expression in the classroom as professional representatives of their disciplines and outside the classroom as citizens. Phi Beta Kappa now also addresses the need for institutions to have specific policies and consistent practices governing the appearance of outside speakers who may be invited under the aegis and authority of a group or office to speak on campus.
The Stipulations Phi Beta Kappa's stipulations regarding eligibility for election to membership in course, the criteria relevant to a chapter's consideration of prospective new members, were originally adopted in 1952 after a century of intermittent deliberation. They have been revised by vote of the chapters at intervals of about 20
13 years ever since. The previous revision was reported to the 1991 Council. It is time to report another, consequent to a vote by chapters conducted in spring, 2011.
The Task Force on the Stipulations, authorized by the Senate in 2008 to work under the authority of the Committees on Chapters and on Qualifications, comprised the following members:
Senator Catherine Berheide (Sociology, Skidmore College), co-chair Senator James Lightner (Mathematics, emeritus, McDaniel College), co-chair Senator Allison Blakely (History, Boston University) Professor Leslie Butler (Chemistry, LSU) Professor Michael Denner (Russian, Stetson University) Professor Andrea Dobson (Astronomy, Whitman College) Former Senator John Doner (Mathematics, UCSB) Senator Susan Hagen (English, Birmingham-Southern College) Professor Lisa Newton (Philosophy, Fairfield University) Professor Mary Beth Winn (French, SUNY/Albany) Senator Don J. Wyatt (History, Middlebury College) Staff Liaison: John Churchill, Secretary, the Phi Beta Kappa Society.
The time line of its work was follows:
December, 2007: Authorization and appointment January, 2008-August, 2009: Preliminary committee work, discussion of issues, and initial drafting August, 2009: Distribution of draft revision to chapters October, 2009: Discussion by chapters at Council November, 2009-April, 2010: Task Force revisions (Six iterations in this period) May, 2010: Distribution of new draft to chapters October, 2010: Chapter comments submitted October-November, 2010: Task Force revisions in light of commentary (Four iterations in this period) November, 2010: Recommendations to Senate December, 2010: Revision February, 2011: Proposal to chapters for ratification June, 2011: Chapter votes tallied and results announced
Following the endorsement of the final report of the ad hoc Task Force by the Senate, acting in its December 3, 2010 meeting, the staff of the national office conducted a poll of chapters. Each chapter was provided a copy of the existing stipulations, as adopted by a poll of chapters in 1990, a copy of the stipulations as they would be if the revisions were approved, a summary of changes, a copy of implementation guidelines developed by the Task Force, and copies of the relevant sections of the Society's Constitution and By-Laws. Responses were accepted through May 16, 2011. On June 8, 2011, the Secretary reported to the chapters that the proposed revisions to the stipulations had been passed by an overwhelming margin.
Two hundred and thirty of the chapters, or 82 percent, filed reports in the voting. One hundred ninety nine, or 87 percent, of those voted affirmatively. Twenty-two voted against the recommendation, and nine reported abstention. On the basis of this result, the Executive Committee declared that the revisions to the stipulations to have been adopted.
The Committee on Chapters discussed the implementation of the revisions, and has recommended that the Class of 2015 should be the first to be governed by them. Some chapters may, legitimately responding to local circumstances, begin adjusting their practices earlier.
The stipulations may be viewed at http://www.pbk.org/infoview/PBK_infoview.aspx?t=&id=SO.
14 Structured discussion of the revised stipulations, with comments by members of the Task Force, is scheduled for Thursday afternoon's meeting of Chapter Delegates.
CONSTITUENCIES
Chapters The 42nd Council in Austin, October 2-4, 2009, created four new chapters. The chapters are at Butler University, Elan University, James Madison University, and The College of St. Benedict /St. John's University. These chapters were installed by officers of the Society later in the 2000-2010 academic year, and each inducted a first class of new members in spring, 2010. These additions brought the total number of chapters to 280.
During the 2009-2012 triennium, the national office continued its campaign of travel to and contact with chapters. These visits have included learning about local conditions, exploring the health of chapters, examining the degree of support offered by the sheltering institutions, and searching for ways in which the national office could develop policies and practices that would conduce to the success of chapters. Cara Engel has continued to visit chapters through the current triennium in her role as director of chapter relations. These contacts have contributed to the development of new ways of doing business for chapter officers and prospective new members via the national office's web site.
In all, counting visits by the Secretary and Associate Secretary, during the 2009-2012 triennium representatives of the national organization have visited in person with members of nearly 100 chapters. The intent for the future, travel funding permitting, is to maintain this level of contact.
In 2006, this report observed that the preponderant majority of chapters seemed were quite healthy, as evidenced by their induction rates, their participation in the Visiting Scholar Program or other evidence of support for scholarship and the liberal arts, and their level of visibility and recognition on their campuses. In 2009, the report stated that the identification of risk indicators for chapter success had led to a specially designed chapter effectiveness program, the "Parmele Project." This project, as was then noted, emerged from studies of the characteristic activities of very successful chapters. This project gave rise to a "best practices" template.
The Parmele Project succeeded. In 2009 we reported that ''No participating chapter has failed to improve in some dimension of its activity, whether in acceptance rate, campus visibility, recognition of excellent teaching, improved institutional support, greater faculty and/or student involvement, or, typically, some combination of these." Financial pressures of the downturn then taking effect, however, led to cutbacks in the national office's ability to support some features of the Parmele Project. The project is now in revival in a more precisely focused format.
Also, in 2008, the Society created a traveling exhibit, available to chapters, to increase awareness of the Society, its history, membership, and mission. That effort has continued through the 2009-2012 triennium, and the exhibit has proven very popular, and has been installed at fifteen campuses. Most host sites also generate a supplemental exhibit related to the history of their chapter or association. The exhibit may be borrowed by any Phi Beta Kappa affiliate organization.
Associations At the close of the current triennium, there are 59 chartered associations, 2 unchartered associations, and several groups in the provisional stages. In this triennium the Twin Cities Association was granted a charter. The Committee on Associations, chaired by Senator Theopolis Fair, has continued to foster the formation and flourishing of new groups.
Associations across the country have been busy with many worthwhile projects, carrying forward the aims of the Society. These include participation in chapter inductions, sponsoring scholarships, recognizing excellence at local luncheons and banquets, conducting discussions of important issues, sponsoring social and cultural events, and bestowing awards for scholarly excellence, among other activities. In 2009, three associations were honored for especially outstanding accomplishments in these areas: The Phoenix Association,
15 Colorado Association and the Houston Association. Three more associations will be announced for similar recognition during the 43rd Triennial Council.
Since September of 2009, Lucinda Morales has visited associations in Texas, Ohio, North Carolina, Northern California, Southern California, Washington, Tennessee, and Minnesota as the director of alumni relations and events. These visits have included learning about the programs and scholarships that are provided. Also, exploring how the national office could assist associations with recruitment.
The Phi Beta Kappa Lecture Series was conceived to provide unique opportunities for members to come together and with the cooperation of chapters and associations; the national office has organized over seven lectures during the 2009-2012 triennium.
The Fellows Under the leadership of President Murray Drabkin, the Fellows of the Phi Beta Kappa Society have continued their important support for the Society through contributions to the Foundation. The Fellows' Award was presented in 2011 to Stanley N. Katz, and in 2012 to Paul Volcker.
The Secretary Circle The Secretary's Circle was begun in 2006 in the effort to encourage even more active support among some of the Society's most generous annual donors. In the last six years, it has advanced Phi Beta Kappa's relations with these members and has redounded to the significant benefit of the Society's annual gift profile. Secretary's Circle participants are invited to a Gala Weekend, including receptions, liberal arts seminars with classic readings, and a black-tie dinner featuring a noted speaker. This year's Secretary's Circle Weekend speaker was Andrew Delbanco of Columbia University, noted author on the Puritans, Melville, Emerson, and Lincoln, and commentator on American higher education.
American Conference ofAcademic Deans The Society's partnership with the American Association of Academic Deans (ACAD) continued into this triennium, through co-sponsorship of a conference in November, 2011 on the topic, "Are the Humanities Now a Luxury?" The conference featured keynote speakers President Lynn Pasquerella of Mt. Holyoke College, President Ronald Crutcher of Wheaton College, and Professor Mark Bauerlein of Emory University. The Society also shares with ACAD in co-sponsoring a reception at each annual meeting of the Association of American Colleges and Universities.
NATIONAL ACTIVITIES
The Listening Tour From fall, 2011, through spring, 2012, John Churchill, Secretary of the Society, and Scott Lurding, Associate Secretary, traveled from coast to coast on a listening tour to take stock of Phi Beta Kappa's environment in American higher education. They interviewed college and university presidents, provosts, deans, faculty members, students, Phi Beta Kappa chapter officers, and association leaders.
They report that colleges and universities are in a state of continuous transformation. The economics of higher education is changing in multiple ways, as are curricular content, student choices in courses of study, the demographic makeup of student constituencies, and the professional conditions of the faculty. The very purposes of higher education, and the role it plays in American culture, are in flux. The status quo is unstable, and one person captured much of the picture by saying that while education is essential to the future of the country, our system is unsustainable.
Higher education's traditional role as a vehicle of personal advancement may be threatened. Many institutions hardly resemble "college" as the concept existed two generations ago, reflecting instead an industrial model. A predominantly contingent faculty teaches a narrowing, economically driven, curriculum to a largely "non-traditional" student population in contexts where administrative complexity grows apace with the demand
16 for instructional efficiency. The extent of these effects varies dramatically from institution to institution, depending upon size, mission, and even more upon institutional wealth and prestige.
Overarching the entire enterprise is a new dominant narrative. The dean of the college of arts and sciences at a major flagship in the southwest summed it up saying that the current mantras are "efficiency, productivity, transparency, and accountability." A consumer orientation places less interest in excellence than in cost reduction. As a consequence, institutions are under pressure to be more "business-like," despite the fact that the critical view is built on unexamined assumptions about the purposes of higher education, the drivers of its costs, and the impact of new technologies.
Most states are in retreat from funding higher education. Legislative appropriations contribute smaller and smaller percentages to state-supported institutions' revenue streams. As a result, most public institutions are behaving more like private ones, placing new pressures on tuition charges to students and their families. Private college tuitions have continued to outpace most other costs in the general economy. This rise comes as the real income level of some sectors of the middle class has not risen since the late 1990's. The result has been increasing student loan debt, and increasing pressure on students to make choices based on perceived economic benefits.
Again and again Churchill and Lurding heard that the arts and sciences are specifically endangered by these trends. "Critics," they were told, "tend to discount the value of the humanities." Under the pressures mentioned above, many institutions have adopted supposedly rigorous "productivity-based" funding formulae, many of which may work to the disadvantage of disciplines supported by Phi Beta Kappa.
As a result, higher education as a whole is becoming more severely stratified along lines of institutional wealth. The stratification is effecting a significant change in the character of the system, highlighting the division between the wealthier institutions and the rest. Some publics increasingly replicate the systemic stratification with internal structures such as honors colleges, distinct from the general curriculum.
This process of stratification sends consequences in every direction. For students, more will hinge on the difference between a wealthy private institution, and a strapped public one, and within the public university, on the difference between the honors college and the rest. There will be a stark difference for the new Ph.D. on the job market between a job at a secure, liberal arts-oriented, elite college with a tenure line faculty, a sabbatical program, and a 2-2 teaching load, and a much likely livelihood cobbled together from a series of short term teaching gigs, assembled piecemeal semester by semester, without security, benefits, an office, time to meet students outside class, or the prospect of a voice in her professional standing.
There will also be a starker difference for the graduate, one liberally educated, the other vocationally trained. That difference bodes ill for American democracy, and should be added to worries about the increasing income disparity in this country as one of its consequences. Justice Brandeis observed that "we may have democracy, or we may have wealth concentrated in the hands of a few, but we can't have both." In parallel fashion, it may also be the case that we can have democracy, or we can have the blessings of liberal education bestowed on only a few, but we can't have both. "It is an axiom in political science that unless a people are educated and enlightened it is idle to expect the continuance of civil liberty or the capacity for self-government." The line is from the 1836 Declaration of Independence of the Republic of Texas. Stan Katz said recently, "Unless we can reorient higher education to democratic purposes, we will not achieve the country's aspirations."
Phi Beta Kappa has a stake in resisting the heightening of the differentiations and stratification among institutions. A part of our mission is to extend influence, favorably toward the arts and sciences, beyond the circle of colleges and universities that already have chapters. The liveliness of that influence rests, in part, upon the prospect that this institution or that might one day qualifY for a chapter. If that prospect weakens, our influence is not advantaged.
We have a similar stake in the continuing ability of colleges and universities that do have chapters to support diverse student bodies. Wide access to Phi Beta Kappa institutions supports our interest in representing the recognition of earned merit, as distinct from attainment that is merely the result of inherited privilege.
17
----~------····-· ------Helping to sustain the curricular health and the broader social purposes of the colleges and universities that make up the community of higher education in America must be our immediate goal. If Phi Beta Kappa is to have significant impact on the course of this transition, we will need to act in venues beyond the bounds of our own organization, and beyond our traditional zone of institutional comfort.
Partnership with Oxford University Press For many years the Society has sponsored the Romanell Professorship, offering a stipend to a philosopher chosen by a committee of eminent philosophers, for a series of lectures delivered on the honoree's home campus. The Society has entered into an agreement with Oxford University Press that will provide for OUP's publication of a series of books, appearing annually, based on the Romanelllectures.
National Lecture Series In cooperation with local chapters and associations, the national office has organized and held several public lectures in a series designed to provide opportunities for engaging intellectual experiences with speakers of wide public recognition. Two have been held in New York City, one featuring Judy Woodruff of ABC News and the other Nicholas Kristof of The New York Times. An event in Boston featured Sophie Freud, and a Philadelphia lecture was delivered by John Bogle. Los Angeles was the site of a presentation by Elon Musk. Further events in the series will follow.
The Lebowitz Award in Philosophy Through the generosity of Martin and Eve Lebowitz, the Society now administers, jointly with the American Philosophical Association, a pair of annual awards funded at the level of $20,000 each, for presentations to be made at one of the annual meetings of the APA. This addition to Phi Beta Kappa's array of awards constitutes one of the most lucrative philosophy prizes in the world. The first Lebowitz winners will present in winter or spring, 2013.
Social Media The Society is active on a variety of social media platforms, most notably Facebook, Linkedin, Twitter, and Y ouTube. On Face book, we focus primarily on postings about national office news and association events, making sure members are aware of Visiting Scholar lectures and new blog posts. Face book is also the platform from which we manage our book club. The Phi Beta Kappa Facebook page has over 7,000 "likes." The number of "likes" grew by 15 percent in the first quarter of 2012. The Society's Twitter feed draws from a variety of sources, including the Phi Beta Kappa website, to curate interesting articles on education, the liberal arts and sciences, and current events. It is on this platform that we've been most successful at reaching out to the wider public. The Phi Beta Kappa Twitter page has nearly 2,800 followers, growing by 18 percent in the first quarter of 2012. The Phi Beta Kappa Linkedin group is a forum for members to discuss topics as diverse as career advice and presentation tips, favorite novels, and thoughts on the state of higher education in America. The national office vets all Linkedin group members to assure they have been inducted into Phi Beta Kappa and the group currently has over 12,000 members. The Linkedin group grew by 14 percent in the first quarter of2012. The Y ouTube page serves as a companion to the video library on the Phi Beta Kappa website, and features videos from Visiting Scholar lectures, the Video Series, Phi Beta Kappa Conferences and more. The page has over 20,000 video views and 129 subscribers. The number of video views grew by 34 percent during the first quarter of2012.
The Visiting Scholar Program The Society inaugurated the Visiting Scholar Program in 1956. The central concept behind this initiative was that, in support of its chapters, Phi Beta Kappa would make it possible for distinguished scholars in the liberal arts and sciences to visit sheltering institutions and spend two days on campus. During the visit, the scholars are expected to meet with undergraduates informally, to lead classroom discussions, and to give a major address open to the entire academic community. The program was an immediate success and has since become one of the most important Phi Beta Kappa undertakings administered from Washington.
18 During the past triennium, 35 Visiting Scholars journeyed to a total of 181 Phi Beta Kappa campuses. The national office received, nevertheless, 193 additional chapter requests for participation in the program that it could not afford to fund. Because of this steady demand, preference in funding applications is given to those institutions where lectures by internationally renowned scholars are not commonplace. For each two-day engagement, the Society provides the lecturer's honorarium of $2,000, as well as reimbursement of traveling expenses, while the chapter pays a $500 service fee and is responsible for providing its guest's lodging and meals.
Those selected for the honor are chosen by the Committee on the Visiting Scholar Program, chaired during the 2009-2012 triennium by the late Helen North (Swarthmore College). Serving with her on the committee were: Roger Bagnall, New York University; Thomas Bender, New York University; R. Stephen Berry (University of Chicago); Allison Blakely (Boston University); Linda Greenhouse (Yale University); Jean Howard (Columbia University); Loch Johnson (University of Georgia); Deirdre McCloskey (University of Illinois at Chicago); Lisa Pratt (Indiana University); Anya Peterson Royce (Indiana University); Pauline Yu (American Council ofLearned Societies).
The Scholars who took part in the program during the triennium are:
2009-2010
Thomas Bender, University Professor of the Humanities and Professor of History, New York University John H. Coatsworth, Dean, School oflnternational and Public Affairs, Columbia University Jean Comaroff, Distinguished Service Professor of Anthropology and Social Sciences, University ofChicago Elaine Fuchs, Lancefield Professor in Mammalian Cell Biology and Development, Rockefeller University Linda Gordon, Florence Kelley Professor of History, New York University John G. Hildebrand, Regents Professor of Neurobiology, University ofArizona Catharine A. MacKinnon, Elizabeth A. Long Professor of Law, University ofMichigan Doug McAdam, Professor of Sociology, Stanford University Andrew Odlyzko, Professor of Mathematics, University ofMinnesota Stephen Owen, James Bryant Conant University Professor, Harvard University Lisa M. Pratt, Professor of Geological Sciences, Indiana University Alan Ryan, Warden, New College, University ofOxford
2010-2011
Terry Castle, Walter A. Haas, Professor ofthe Humanities, Stanford University Rochel Gelman, Professor of Psychology, Rutgers University Jane C. Ginsburg, Morton L. Janklow Professor of Literary and Artistic Property Law, Columbia University Herbert Gintis, Professor of Economics, Central European University Jack A. Goldstone, Hazel Professor of Public Policy, George Mason University Doug McAdam, Professor of Sociology, Stanford University Michael McCormick, Francis Goelet Professor of Medieval History, Harvard University Ronald J. Mellor, Professor ofHistory, University ofCalifornia, Los Angeles Lisa M. Pratt, Provost's Professor of Geological Sciences, Indiana University Kay Kaufman Shelemay, G. Gordon Watts Professor of Music and Professor of African and African American Studies, Harvard University Peter Smith, Thomas R. Brown Distinguished Chair in Integrative Science, University of Arizona
2011-2012
Teodolinda Barolini, Lorenzo Da Ponte Professor ofltalian, Columbia University Peter Crane, Knobloch Dean of the School ofForestry and Environmental Studies, Yale University Charles M. Falco, Professor of Optical Sciences and Chair of Condensed Matter Physics, University ofArizona Pamela S. Karlan, Montgomery Professor of Public Interest Law, Stanford University Jill Lepore, David Woods Kemper '41 Professor of American History, Harvard University
19 James J. O'Donnell, Provost and Professor of Classics, Georgetown University Trevor Pinch, Professor of Science and Technology Studies and of Sociology, Cornell University Gloria Ferrari Pinney, Professor Emeritus of Classical Archaeology and Art, Harvard University Teofilo F. Ruiz, Professor of History, University ofCalifornia, Los Angeles William Schweiker, Ryerson Distinguished Service Professor ofTheological Ethics, University ofChicago Thayer Scudder, Professor Emeritus of Anthropology, California Institute ofTechnology David Shambaugh, Professor ofPolitical Science and International Affairs, George Washington University Richard A. Shweder, Reavis Distinguished Service Professor of Human Development, University ofChicago John E. Straub, Professor of Chemistry, Boston University
The American Scholar Circulation for the printed magazine has held its own at about 22,000 subscribers during a three-year period that has not been kind to print publications. The Scholar sells about 5,000 single-copy issues a year on newsstands, which is a slight decline.
The good news, though, is that there are more than 3,000 new subscribers through e-readers, including the Kindle, Nook, Kobo, and Sony Reader, and through the online newsstand Zinia. There is also a new program that makes a one-year free subscription to a replica digital version of The Scholar available to every new Phi Beta Kappa. We are gratified that so many of them have signed up for the free subscription, and are eager to see if we can convert them into regular subscribers in digital or print formats in the future. Please encourage new Phi Beta Kappas in your chapter to take advantage of the free offer, which is available through Zinia in a variety of apps. We are working on our own iPad app that will be available soon through the Apple Store.
Our website numbers continue to grow. We have had more than 1.2 million visitors to our site in the last year, up more than 20 percent from a year ago. With a redesign of the site we launched in September 2011, we now have a regular columnist each day of the week-William Deresiewicz on Mondays, Paula Marantz Cohen on Tuesdays, Priscilla Long on Wednesdays, Jessica Love on Thursdays, and Michael Dirda on Fridays. William Zinsser, who was our first regular columnist, retired for health reasons in December, but his column for last year has been nominated for a 2012 digital National Magazine Award in the commentary category. We continue to make some magazine content available for free on our website and have begun to add web-only content in addition to our columnists, and will add more as our budget allows. We are using social media, including Facebook, Twitter, and Tumblr, to support our website efforts. We also send out a free e-newsletter to about 35,000 people twice a month.
But everything begins for The Scholar with the printed magazine, which is essential to continue to attract the best writers and thinkers in the land-and the best readers. We have also redesigned our print magazine recently, with the intention of broadening our appeal as the print pages are being replicated in new digital formats, while remaining true to what The Scholar has always been, a serious publication for serious readers. The new look launched with our Autumn 2010 issue. We continue to be recognized for the excellence of the writing we publish, including a National Magazine Award nomination for best essay for William Deresiewicz in 2011, and selections in best of the year anthologies. David Brooks has given us three of his year end Sidney Awards in The New York Times in the last three years. But we're most proud of being chosen last year by the editors of Utne Reader as the best written of the more than 1,600 magazines they surveyed for their annual prizes.
The Key Reporter For a century, The Key Reporter has been Phi Beta Kappa's principal medium of contact with the general membership and our journal of record. It is our conduit for news of interest regarding the Society and for involving members in our advocacy ofthe liberal arts and sciences. Our 2010 survey of members' attitudes and perceptions supported the idea that The Key Reporter remains an important feature ofthe Society's activity.
Still, its means of production and delivery have been essentially the same since 1911. Despite the fact that the Society places into the mails, annually, a bulk of paper roughly equivalent to the heft of eleven bull
20 elephants, there have been strict limits to the space available for news pieces, book reviews, and feature articles about members, chapters, associations, and issues of topical interest. We would like to do more, so we are undertaking to provide members with more news about Phi Beta Kappa and other items of interest. We want to give members, on a regular basis, a substantial reminder that they are tied to one of the world's leading advocates of values they hold dear: the values of the liberal arts and sciences. At the same time, we want to be good stewards of the Society's resources and to be more environmentally responsible.
So the national office has set in motion a transition whose character will be evident in the fall. Over the next couple of years, Phi Beta Kappa will offer, and aggressively put forward to the membership and the wider world through the Society's website, a greatly expanded version of what The Key Reporter has provided on paper for the last century: news about the Society and its members, features related to the liberal arts and sciences and the values imbedded in those studies, items of general intellectual interest, and--of course--reviews of relevant current literature in and about the arts and sciences. The staff of the national office is aware that the feature of The Key Reporter that garners most, and most consistent, positive regard is the book review section. It will grow. Such traditional Key Reporter content will be joined, on the web site, by videos of Phi Beta Kappa Visiting Scholars and other speakers who have appeared under our aegis.
Web technology will allow us to be far more generous in all these areas than ever before, and the expansion will provide opportunity for a wider spectrum of members to be featured in news and to contribute features. This is an exciting new venue for member involvement with Phi Beta Kappa, and we have already begun a non-residential internship program through which chapters can invite students to contribute. We think this may be a significant boost to student interest.
As we scale up the web presence of The Key Reporter, we will take corresponding steps gradually to reduce the impact of the paper version on the world's resources. There are no plans to eliminate paper, but at the end of the transition, that impact should be considerably less than half its current size. This is important progress, concurrent with improving the role that The Key Reporter plays in providing members news about the Society and the cause we advocate, allowing all of us to be more effective champions of the liberal arts and sciences.
The Phi Beta Kappa Awards Phi Beta Kappa offers three $10,000 awards annually for newly published books that make a significant contribution to the advancement of scholarship. The first to be established was the Christian Gauss Award, which was inaugurated in 1951. Named in honor of a former president of the Society and Dean at Princeton, the award recognizes work in the field of literary criticism. The Phi Beta Kappa Award in Science followed in 1959 and since then has been granted annually for outstanding contributions by scientists to the literature and interpretations of science and mathematical phenomena. In the following year, 1960, the Society established the Ralph Waldo Emerson Award through which it recognizes scholarship in history, philosophy, religion, and the social sciences, which illuminates the intellectual and cultural condition of humanity.
Nominations for the awards are solicited at the beginning of each year, and publishers are urged to send copies of the works they wish to have considered in the competition to the Society's national offices. The Washington staff provides a preliminary screening of the titles submitted and subsequently arranges for copies to be sent to the members of each of three panels of volunteer judges. The panels then labor through much of the summer to consider the volumes and their decisions regarding the winners are announced in the autumn. The prizewinners and the chair of the selection committee are invited to the Senate's annual dinner in December at which time the awards are presented.
During the 2009-2012 triennium, the following scholars served on the book awards selection committees:
21 The Committee for the Christian Gauss Award
Robert DeMaria JeffNunokawa Vassar College Princeton University
George Hutchinson Mary Jane Hurst Indiana University Texas Tech University
Thomas Bird (Chair, 2011) Regina James (Chair, 2010) CUNY Queens College Skidmore College
Jacqueline Long Terence Diggory Loyola University of Chicago Skidmore College
William Pritchard Donald Marshall Amherst College Pepperdine University
Sara Spence (Chair, 2009) Herbert Golder University of Georgia Boston University
James Heffernan Dartmouth College
The Committee for the Phi Beta Kappa Award in Science
Janet Anderson (Chair, 2009) Ronald Graham (Chair, 2011) Union College University of California, San Diego
Calvin Johnson Michael Lubin San Diego State University Emory School of Medicine
Heidi Elmendorf Mary Crone Odekon Georgetown University Skidmore College
Jeffrey Kovac Mark Huibregtse University of Tennessee University of Chicago
Phillip Davis James Trefil (Chair, 2010) Brown University George Mason University
Robert McC. Adams University of California, San Diego
The Committee for the Ralph Waldo Emerson Award
Don Brenneis David Paris University of California, Santa Cruz Hamilton College
Mary Stange (Chair, 2011) Mary Delorse Coleman (Chair, 2009) Skidmore College Jackson State University
Gene Garthwaite Henry Graff Dartmouth College Columbia University
22 Richard Ned Lebow Carol Berkin Dartmouth College Baruch College
Bryant Ragan Elliott West (Chair, 2010) Colorado College University of Arkansas
Joseph Koterski Fordham University
Their selections were:
The Christian Gauss Award
2011- Randall Fuller, From Battlefields Rising: How Civil War Transformed American Literature, (Oxford University Press)
2010- V.A. Kolve, Telling Images: Chaucer and the Imagery ofNarrative II (Stanford University Press)
2009- Christopher Benfey, A Summer ofHummingbirds: Love, Art, and Scandal in the Intersecting Worlds ofEmily Dickinson, Mark Twain, Harriet Beecher Stowe, & Martin Johnson Heade (The Penguin Press)
The Phi Beta Kappa Award in Science
2011- Burton Richter, Beyond Smoke and Mirrors: Climate Change and Energy in the 2r Century, (Cambridge University Press)
2010- Melanie Mitchell, Complexity: A Guided Tour, (Oxford University Press)
2009- Harold Varmus, The Art and Politics ofScience, (W.W. Norton and Company)
The Ralph Waldo Emerson Award
2011- Timothy Snyder, Bloodlands: Europe Between Hitler and Stalin, (Basic Books)
2010- Susan Reverby, Examining Tuskegee: The Irifamous Syphilis Study and Its Legacy, (The University ofNorth Carolina Press)
2009- Peter Trachtenberg. The Book ofCalamities: Five Questions about Suffering and Its Meaning, (Little, Brown, and Company)
The Mary Isabel Sibley Fellowship Established in 1934, the Mary Isabel Sibley Fellowship has assisted in the professional development efforts oftwo generations offemale scholars in the fields of Greek and French studies.
The Fellowship, which carried a $20,000 stipend during the triennium, is named in memory of the donor's mother, and the documents creating the endowment that sustains it specified that the recipients must be unmarried women, ranging in age from 25 to 35. Furthermore, they must hold the Ph.D. degree or have completed all degree requirements except for the dissertation and agree to work full-time on the research they propose during the course of the fellowship year. The Sibley Fellowship is granted annually on an alternating basis to students in the fields of Greek studies and French language and literature.
23 In spite of the program's rather specific requirements, the national office annually receives between 30 and 60 completed applications for the award. The task of sorting through these proposals falls to volunteers appointed by the Senate to three-year terms. For the 2009-2012 triennium, those serving the Society in this important work were:
The Marv Isabel Sibley Fellowship Committee
Venita Datta Kathleen Wine Wellesley College Dartmouth College
Michael Gagarin (Chair, 2011) Dalia Judovitz (Chair, 2010) University of Texas at Austin Emory University
Susan Stephens (Chair, 2009) Stanford University
The recipients they selected were:
2009-2010- Michelle Jenkins, The University of Arizona, for a study entitled "Seekers of Wisdom, Lovers of Truth: A study of Plato's Philosopher"
2010-2011- Eve Morisi, Princeton University, for a study entitled "Literature and the Limits: The Poetics and Ethics of Capital Punishment in the Works of Hugo, Baudelaire, and Camus"
2011-2012- Carolyn Yerkes, Harvard University, for a study entitled "Painting death with the colors of life: funerary wall Painting in Magna Graecia (IV-II BCE)"
Walter J. Jensen Fellowship for French Language, Literature, and Culture In 2001, Professor Walter J. Jensen left to the Phi Beta Kappa Society a bequest to establish a fellowship in French studies. Professor Jensen was elected to Phi Beta Kappa at UCLA in 1941 and spent his career teaching French, primarily at state institutions in New England.
During the triennium, the fellowship carried a $13,000 stipend to support six months in France. It is intended to help educators and researchers improve education in standard French language, literature, and culture and in the stury of standard French in the United States. The recipients, who must be under the age of 40, possess a baccalaureate degree from an accredited four-year institution, and have earned a minimum 3.0 GPA in French language and literature. They must also demonstrate superior competence in French, according to the standards of the American Association of Teachers of French. They report to Phi Beta Kappa every two months in both English and French. Preference is given to members of Phi Beta Kappa and teachers at the high school level or above.
The applications are judged by volunteers appointed by the Senate to three-year terms. For the 2009- 2012 triennium, these judges were:
David Hult (Chair, 2009) Michele Longino (Chair, 2010 University of California, Berkeley Duke University
Olga Duhl (2011) Katie Golsan Lafayette College University of Pacific
Byron Wells Wake Forest University
24 The recipients they selected were:
2009- Matthew Wendeln, New York University, for a study entitled "Inventing Regional Development: the Politics of Territorial Redistribution in France, 1920s-1960s"
2010- Pamela Diaz, University of California, Berkeley, for a study entitled "Unruly Language in the Roman de Renart"
2011- Marjorie Johnson, University ofRhode Island, for a study entitled "Bilingual Americans in France: The Transformation of Gendered Speech"
The Romanell-Phi Beta Kappa Professorship in Philosophy This program was inaugurated during the 1983-84 academic session, thanks to the generosity ofthe late Dr. and Mrs. Patrick Romanell of Tucson, Arizona. Dr. Romanell was the H. Y. Benedict Professor of Philosophy at the University ofTexas, El Paso. By means of an annual grant of$7,500, the Professorship supports a series ofthree public lectures on a Phi Beta Kappa campus by a distinguished scholar in the field of philosophy.
The Professorship is intended not only to recognize distinguished achievement in the discipline of philosophy but also the recipient's contribution or potential contribution to public Wlderstanding of the field. While the scholars selected for the award need not be members of Phi Beta Kappa, they must serve on the faculty of a sheltering institution and receive the chapter's nomination for the Professorship. The three lectures expected of recipients are to be delivered on campus in the course of one academic year and presented in such a way that they are accessible to the interested public as well as academic specialists.
Nominations for the award are received annually at the national office by a JW1e deadline and subsequently are reviewed by a panel of volunteer scholars, selected primarily from the philosophy discipline. Those who served Phi Beta Kappa in this capacity during the 2009-2012 triennium were:
The Romanell-Phi Beta Kappa Professorship Committee
Lucius Outlaw Don Wyatt (Chair, 2009-2012) Vanderbilt University Middlebury College
Gabriel Lear Marshall Cohen University of Chicago University of Southern California
The following scholars were designated as Romanell Professors during the period:
2009-2010- Susan Wolfe, University ofNorth Carolina at Chapel Hill
2010-2011- Daniel Hausman, University of Wisconsin-Madison
2011-2012- Alexander George, Amherst College
The Sidney Hook Memorial Award This triennial award was established in 1990 to memorialize the career ofthe late Sidney Hook (1902- 1989), an internationally renowned philosopher, teacher, and a member of Phi Beta Kappa. An initial grant of $60,000 from the John Dewey FoWldation ofNew York has since enabled the Society to confer the honor five times upon truly remarkable American scholars. The criteria for the Sidney Hook Memorial Award require that
25 the recipient be a scholar who has achieved distinction in teaching undergraduates, made significant contributions to his or her discipline through published research, and has demonstrated leadership in the cause of liberal arts education. Nominations for the award are solicited triennially by the Society from its membership through announcements in The Key Reporter and by direct solicitation of the chapters and associations. The task of selecting a recipient from the resulting nominations has been assigned to the Senate's Awards Committee, and was handled during the triennium by chair of the Awards Committee, Senator Don Wyatt. His committee colleagues were Senators Yolanda Broyles·Gonzalez, and Anthony Grafton.
The award's presentation always coincides with the meetings of the triennial Council and serves as a highlight of that gathering's concluding banquet when the recipient is introduced to the assembled delegates and encouraged to address them on a subject of his or her choice. A cash prize of $7,500 now accompanies the honor. To date, the scholars selected for the Sidney Hook Memorial Award have been:
2000- Natalie Z. Davis, Henry Charles Lea Professor of History Emeritus, Princeton University
2003- Jonathan D. Spence, Sterling Professor of History, Yale University
2006 - Charles Tilly, Joseph L. Buttenweiser Professor of Social Science, Columbia University
2009- John Seery, Professor of Politics, Pomona College
2012- Martha Nussbaum, Ernst Freund Distinguished Service Professor of Law and Ethics, University of Chicago
The Phi Beta Kappa Award for Distinguished Service to the Humanities More than 20 years ago, Mr. and Mrs. William B. Jaffe of New York gave the Society $25,000, and those funds were used to create the Award for Distinguished Service to the Humanities. William Jaffe was a Phi Beta Kappa graduate of Union College and maintained a lifelong interest in the organization. As originally conceived, the Award for Distinguished Service to the Humanities would consist of a cash prize ($2,500) and a medallion (the Jaffe Medal), which would be presented to the recipient at the Society's Triennial Council banquet. The recipient was to be selected by the Senate itself, acting upon the nomination of a special Senate committee which convened once every three years to propose a person for the distinction.
The enumeration of those who have accepted the award and the Jaffe Medal that accompanies it forms a portrait of a generation of national cultural leadership. Those selected in recent years to receive the Phi Beta Kappa Award for Distinguished Service to the Humanities have been:
2000 · Richard J. Franke, CEO emeritus, John Nuveen & Co., Supporter of the Chicago Lyric Opera, Newberry Library, and Chicago Metro Humanities Fair
2003. Robert Pinsky, Professor of English at Boston University and former United States Poet Laureate
2006 • Gerald Early, Merle King Professor of Modem Letters, Washington University
2009 • Douglas Greenberg, Executive Dean for the School of Arts & Sciences, Rutgers The State University ofNew Jersey
2012 · Patricia Meyer Spacks, Edgar F. Shannon, Jr. Professor of English, University of Virginia
26 The Phi Beta Kappa Society Officers and Senators
OFFICERS Fred Cate, President Katherine Soule, Vice President John Churchill, Secretary Scott Lurding, Associate Secretary John Page, Treasurer
SENATORS
TERM ENDING IN 2012 TERM ENDING IN 2015
Catherine Berheide, Beta of Wisconsin Fred H. Cate, Beta of California Professor of Sociology, Skidmore College C. Ben Dutton Professor of Law & Director, Center for Applied Cyebersecurity Research, Indiana University Allison Blakely, Alpha of Oregon Professor of European and Comparative History, Theopolis Fair, Delta of Tennessee Boston University Professor of History, LaSalle University
Yolanda Broyles-Goanzalez, Alpha of Arizona Michael Gauger, Eta of Wisconsin Professor in the Department of Mexican American Studies Writer, Editor, Independent Scholar University of Arizona Linda Greenhouse, Alpha-Iota of Massachusetts Joseph W. Gordon, Beta of Massachusetts Knight Distinguished Journalist-in-Residence Dean of Undergraduate Education, Yale College Joseph Goldstein Lecturer in Law, Yale Law School
Anthony Grafton, Beta of Illinois George D. Greenia, Zeta of Wisconsin Professor of History, Princeton University Professor of Modem Languages and Hispanic Studies The College of William and Mary Susan K. Hagen, Iota of Pennsylvania Mary Collet Munger Professor of English, Valerie Hotchkiss, Delta of Ohio Brimingham-Southem College Professor of Medieval Studies, Religious Studies, Library Science, University of Illinois at Urbana-Champaign James E. Lightner, Delta of Maryland Professor of Mathematics Emeritus, McDaniel College Jean E. Howard, Alpha of Rhode Island George Delacourte Professor in Humanities, Columbia Paul Lukacs, Beta of Ohio University Associate Professor of English, Loyola University Maryland Robert C. Koons, Epsilon of Michigan Rachel Moran, Beta of California Professor of Philosophy, University of Texas at Austin Dean and Michael J. Connell Distinguished Professor of Law UCLA School ofLaw Kate Lehman, Beta of Arizona Executive Director of Academic Services Gilda Ochoa, Mu of California College of Liberal Arts and Sciences, Associate Professor of Sociology and Chicano/o Latina!o Arizona State University Studies, Pomona College Andrew McNitt, Epsilon of Michigan Katherine R. Soule, Alpha ofNew Hampshire Professor of Political Science, Eastern Illinois University Director of Arts and Sciences Finance and Research Administration, Dartmouth College Lynn Pasquerella, Theta of Massachusetts President, Mount Holyoke College Don Wyatt, Beta of Wisconsin Professor of History, Middlebury College Jeffrey T. Sammons, Alpha ofNew Jersey Professor of History, New York University
27 Phi Beta Kappa Foundation Statement ofActivities For the fiscal years ended July 31, 2010-2012 Triennium
FY2012 FY2011 FY2010 Unrestricted activities Unaudited Audited Audited
Revenue and support Interest and dividends $434,948 $358,478 $337,248 Contributions - other 25,578 8,693 13,956 Rental income 31,200 6,600 7,200 Contributions from PBK Fellows 7.608 9,945 4,939 Other revenue 722 492 4,499 Net realized and unrealized gains/(losses) -1,088,806 1,822,980 1,312,573 Forgiveness of amount due to Society 1,968,995 2,599,230 0 Net assets released from restrictions 92,524 112,751 90.978 Total revenue, gains, and other support 1,472,769 4,919,169 1,771,393
Expense Program Services Academic awards 86,391 79,309 68,546 Supporting services Management and general 340,641 323,337 321,885 Fund raising 69,692 63,904 59,934 Total supporting services 410,333 387,241 381,819 Total expenses 496,724 466,550 450,365
Change in unrestricted net assets 976,045 4,452,619 1,321,028
Temporarily restricted activities Contributions (returned) 0 -3.289 0 Interest and dividends 184,102 151,735 101,983 Net gain(loss) on investments -435,808 729,670 456,722 Net assets released from restrictions -92,524 -112,751 -90,978 Change in temporarily restricted net assets -344,230 765,365 467,727
Permanently restricted activities Contributions 0 132 904,536
Change in net assets before transfer 631,815 5,218,116 2,693,291 Transfer to The Phi Beta Kappa Society -975,000 -750,000 -750,000
Net assets, beginning of period 32,480,057 28,011,941 26,068,650
Net assets, end of period $32,136,872 $32,480,057 $28,011,941
28 Phi Beta Kappa Foundation Statements ofFinancial Position As ofJuly 31, 2010-2012 Triennium
FY2012 FY2011 FY2010 Unaudited Audited Audited Assets
Assets Cash and cash equivalents $188,545 $168,672 $218,387 Promises to give 31,946 33,246 49,651 Prepaid expenses 0 5,256 0 Property and equipment, net 4,660,934 4,740,397 4,288,498 Investments 27,645,783 29,512,252 27,204,451 Due from (to) affiliate -383,365 -1,968,995 -3,734,475
Total assets $32,143,843 $32,490,828 $28,026,512
Liabilities and net assets
Liabilities Accounts payable and accrued expenses 6,971 10,771 14,571 ChAritAble 1it\ M.nulty paymot 0 0 0
Total liabilities 6,971 10,771 14,571
Net assets Unrestricted 23,522,680 23,521,635 19,819,016 Temporarily restricted 2,843,257 3,187,487 2,422,122 Permanently restricted 5,770,935 5,770,935 5,770,803
Total net assets 32,136,872 32,480,057 28,011,941
Total liabilities and net assets $32,143,843 $32,490,828 $28,026,512
29
------~----~ Phi Beta Kappa Society Statement ofActivities For the fiscal years ended July 31, 2010-2012 Triennium
FY2012 FY2011 FY2010 Unaudited Audited Audited
Revenue, Gains, and Other
Sustaining membership contributions $2,899,518 $2,695,428 $2,667,177 Interest and dividends 3,000 3,052 3,697 The American Scholar 290,000 300,935 313,171 Registration fees - new 820,000 816,880 931,125 Contributions - other 166,739 169,101 158,954 Royalty income 83,648 83,636 88,308 Visiting scholar 36,500 30,100 29,320 Other revenue 7,580 16,282 8,069 New chapter fees 0 0 0 Phi Beta Kappa Fellows Lectureship 0 0 2,500 Matching gifts 4,000 4,164 5,408 Council Fund 0 0 752,774 Net realized and unrealized gains/(losses) 0 0 1,298 Net assets released from restrictions 0 0 0
Total revenue, gains, and other 4,310,985 4,203,578 4,961,801
Expenses
Program Services The American Scholar 1,276,993 1,279,343 1,148,704 The Key Reporter 488,106 474,678 470,731 Visiting scholar program 404,496 371,850 300,722 Chapter services 205,817 276,745 195,486 Association services 106,816 103,616 98,900 Books awards 122,166 125,293 78,473 Phi Beta Kappa Fellows 0 0 29,930 Deliberation about Things that Matter 0 0 0 Council Fund 0 3,200 667.920 Total program services 2,604,394 2,634,725 2,990,866
Supporting services Administration and general 960,226 821,766 822,209 Fundraising 1,030,012 1,008,950 1,009,873 Total supporting services 1,990,238 1,830,716 1,832,082
Total expenses 4,594,632 4,465,441 4,822,948
Change in net assets -283,647 -261,863 138,853 Net assets released from restrictions 0 0 -27,497 Forgiveness of amount due from Fdn -1,968,995 -2,599,230 Transfer from Phi Beta Kappa 975,000 750,000 750,000
Change in net assets -1,277,642 -2,111,093 861,356
Net assets, beginning of period 4,273,754 6,384,847 5,523,491
Net assets, end of period $2,996,112 $4,273,754 $6,384,847 30 Phi Beta Kappa Society Statements ofFinancial Position As ofJuly 31, 2010-2012 Triennium
FY2012 FY2011 FY2010 Unaudited Audited Audited Assets
Assets Cash and cash equivalents $2,870,472 $2,907,971 $2,953,735 Accounts receivable and other receivables 175,010 119,858 173,523 Prepaid expenses 552,834 107,096 47,201 Due from Phi Beta Kappa Foundation 383,365 1,968,995 3,734,475 Property and equipment, net 79,616 81,204 92,934
Total assets $4,061,297 $5,185,124 $7,001,868
Liabilities and net assets
Liabilities Accounts payable and accrued expenses 195,428 262,979 180,708 Deferred revenue - The American Scholar 209,523 212,214 247,072 Deferred revenue - Triennial Council 660,234 436,177 189,241
Total liabilities 1,065,185 911,370 617,021
Net assets Unrestricted 2.996,112 4,273,754 6,384,847 Temporarily restricted 0 0 0
Total liabilities and net assets $4,061,297 $5,185,124 $7,001,868
31 Report ofthe Council Nominating Committee to the 43rd Council
The Council Nominating Committee convened at the National Headquarters in Washington, D.C., on July 21,2011. At that meeting, the committee formulated the slate of nominees for President and Vice President, and the slate of nominees for Senator at Large positions. The committee also received at that time the nominations for the District Senator positions, submitted by the du1y constituted nomination committees in the various districts. All three slates of nominees for the national offices of Phi Beta Kappa are given below:
*Incumbent Phi Beta Kappa Senator
Candidate for President, 2012-2015 *Katherine Soule ((Cl>BK Amherst College) Director of Arts and Sciences Finance and Research Administmtion, Dartmouth College
Candidates for Vice President, 2012-2015 *Catherine Berheide (Cl>BK Beloit College) Professor of Sociology, Skidmore College
*Paul Lukacs (Cl>BK Kenyon College) Associate Professor of English, Loyola University Maryland
Candidates for Senator at Large, 2012-2018 Nine will be elected to six-year terms expiring in 2018
• Barak Bassman (Cl>BK, Grinnell College) Partner, Pepper Hamilton LLP
• Richard Bidgood (Cl>BK, Franklin and Marshall College) Vice President, Healthcare Banking Group, M&T Bank
• Todd Breyfogle (Cl>BK, Colorado College) Director of Seminars, The Aspen Institute
• *Yolanda Broyles-Gonzalez (Cl>BK, University of Arizona) Professor in the Department of Mexican American Studies, University of Arizona
• John Bruer (Cl>BK, University of Wisconsin at Madison) President of the James S McDonnell Foundation
• Susan Carlisle (Cl>BK Emory University) Partner, Habi, Arogeti and Wynne, LLP
• Zev Handel (Cl>BK Harvard College) Professor of Chinese Language and Linguistics, University ofWashington
• Jerald Howe (
• Kathleen Kennedy (Cl>BK University ofNorth Carolina, Chapel Hill) Partner, Tharrington Smith LLP
32 • Mary-Claire King (BK Carleton College) Professor of Genome Sciences and ofMedicine, University ofWashington
• *Paul Lukacs (BK Kenyon College) Associate Professor of English, Loyola University Maryland
• Patrick Lyn (BK Knox College) Managing Director, Standish Mellon Asset Management
• David Marshall (BK Cornell University) Dean of Humanities and Fine Arts, University of California, Santa Barbara
• Andrew Masich (BK University of Arizona) President and Chief Executive Officer of the Senator John Heinz History Center
• Demetrios Melis (BK New York University) Attorney at Law
• John Pope (BK University of Texas) Reporter, The (New Orleans) Times-Picayune
• Peter Quimby (BK University of Wisconsin at Madison) Headmaster, The Governor's Academy
• Kathleen Woodward (BK Smith College) Director of the Simpson Center for the Humanities, University of Washington
Candidates for District Senator, 2012-2018 (one to be elected from each of three districts for six-year terms)
South Central District
• *Susan Hagen (BK Gettysburg College) Mary Collet Munger Professor of English, Birmingham-Southern College
• Mary Jane Hurst (BK Miami University) Professor of English, Texas Tech University
New England District
• Howard Segal (BK Franklin and Marshall College) Bird Professor ofHistory, University of Maine
• Molly Eckman (BK University ofRochester) Director, The American Council oflnternational Studies
33 South Atlantic District
• Lloyd Chapin (BK Davidson College) Dean ofFaculty Emeritus, Eckerd College
• Michael Lubin (BK The John Hopkins University) Professor of Medicine, Emory University School ofMedicine
Respectfully submitted,
The Council Nominating Committee, 2012-2015, Joan Ferrante, Werner Gundersheimer, Ralph Hexter, Michael Lubin, Karen Kupperman, William Reinhardt, Niall Slater, and Pauline Yu.
BIOGRAPHICAL STATEMENTS FOR NOMINEES
PRESIDENT
*KATHERINE SOULE, Amherst College, BK 1988; Director of Arts and Sciences Finance and Research Administration, Dartmouth College
B.A.,1988, Amherst College; MBA, 1991, University ofMassachusetts, Amherst. Dartmouth College: Associate Executive Officer, Faculty of Arts & Sciences, 1996-2000; Director of Budget and Fiscal Affairs, Faculty of Arts & Sciences, 2000 - 2011; Director of Arts and Sciences Finance and Research Administration, 2011 - present; Northern Stage Company: Board Member 1999-2004; Secretary, 1999-2001, 2003-2004; Assistant Treasurer, 2001 - 2003, Finance Committee 1999- present; MDM Observatory: Treasurer 1999- present; Hanover Lions Club: Member, 2010- present.
BK INVOLVEMENT: Chicago Association, Member, 1993-1995; Alpha of New Hampshire, Dartmouth College, Chapter Secretary and Treasurer, 1997-present; Boston Association, Member, 2003- 2010; Northern New England Association, Founding President, 2004- present; New England District, Secretary 2000- 2002, District Chair 2002 - 2009; Senator 2006 - present; Vice President 2009 - present.
STATEMENT OF INTEREST: Having served BK as Secretary and Treasurer of one of our oldest chapters, as President of a recently established Association, as District Chair, as Senator, and now as Vice President of the Society, I have worked diligently to advance the ideals of BK in a variety of contexts. It has been challenging and rewarding to support an organization with such a rich history and current relevance. This is a time of great change in higher education and I believe that BK is uniquely positioned to participate in the conversation. If elected, I would continue to promote the liberal arts on campus and in the community, to preserve BK 's position as the nation's preeminent honor society, to ensure BK 's fiscal prosperity and to help the Society, and its constituent chapters and associations to collaborate and flourish. It would be a privilege to serve BK as your next President.
VICE PRESIDENT
*CATHERINE BERHEIDE, Beloit College, BK 1972. Professor of Sociology, Skidmore College
34 B.A., Beloit College; M.A., Ph.D., Northwestern University. Indiana University Southeast, Assistant Professor of Sociology, 1976--79. Skidmore College, 1979- ; Chair, 1982-1987, 1990-1992; Director of Women's Studies, 1989-1990, 1998-1999, 2008-2011. Carnegie Scholar, 2000-01, 2003-04. Hans 0. Mauksch Award, 2003. Secretary, American Sociological Association, 2010-2013. Author of four books and over 50 scholarly articles on work, gender, and undergraduate education.
Cf>BK INVOLVEMENT: Induction by Beta of Wisconsin, 1972. Member, Phi of New York (Vice-President, 1982-1983; President, 1983-1985; Delegate to 1997 Triennial Council). Member, Committee on Qualifications, 1994-, (Chair, 2003-2012). Senator at Large, 2000-12. Awards Committee, 2000-2009. Co-Chair, Task Force on Stipulations, 2008-2011.
STATEMENT OF INTEREST: I have had an ongoing commitment to the improvement of undergraduate education throughout my professional career. If elected, I would continue to strengthen the Society's role, nationally and locally, as an advocate for the liberal arts and sciences through the Associations, Chapters, Fellows, and other vital initiatives, such as the American Scholar, the Visiting Scholar Program, and the Society's various awards and fellowships. In addition, I would work to enhance the engagement of all our members, especially recent graduates, with each other and with the Society's activities, including its governance system. I would be deeply honored to serve Cf>BK as Vice President.
*PAUL LUKACS, Kenyon College, Cf>BK 1978. Associate Professor ofEnglish, Loyola University Maryland
B.A., Kenyon College; M.A., Ph.D. (English), The Johns Hopkins University. Department of English, Loyola University Maryland, 1981-present; department chair 1991-2006; director, University Honors Program, 1988- 1991; director, Center for the Humanities, 2007-present. Author of articles and essays on American literature and culture as well as on the history and appreciation of wine, and three books: American Vintage (Houghton Mifflin, 2000), The Great Wines of America (WW Norton, 2005), and Inventing Wine (WW Norton, forthcoming 2012).
Cf>BK INVOLVEMENT: Induction by Beta of Ohio, 1978. Co-chair, application committee at Loyola University Maryland. 1991-1994. Founding member, Epsilon of Maryland, 1994, and President, 1996-1999. At the national level, member, Committee on Qualifications, 1998-present, and member, Cf>BK Senate, 2006-present.
STATEMENT OF INTEREST: American higher education faces serious challenges these days, not the least of which is the broad cultural devaluation of the liberal arts and sciences in favor of professional programs. Cf>BK has a perhaps unique opportunity to counter that cultural movement, unique because membership in our Society remains widely admired as a sign of excellence even within professional communities. We will not be seen as whiners or complainers if we speak up for what we believe. But we should speak. At a time when the practical increasingly is being equated with the good, and learning is measured in terms of data-driven outcomes rather than personal growth and enrichment, silence all too easily can be interpreted as a sign of acquiescence.
SENATORS AT LARGE
BARAK BASSMAN, Grinnell College, Cf>BK 1997. Partner, Pepper Hamilton LLP
B.A., Grinnell College; J.D., New York University School of Law. Associate, Pepper Hamilton LLP, 2000- 2009; Partner, Pepper Hamilton LLP, 2010-present. t/JBK INVOLVEMENT: Induction by Beta of Iowa, 1997. Member of the Secretary's Circle of the Cf>BK Society for multiple years.
35
----~------~~ ~-~- STATEMENT OF INTEREST: My undergraduate work in classics at a small liberal arts college gave me a powerful appreciation for, and love of, the intellectual and cultural heritage that we possess and the importance of broad, humane liberal education. Unfortunately, the tradition of liberal arts education is under attack by both economic pressures and a culture that often denigrates the value of scholarship and teaching in favor of the values of the marketplace. I hope to harness the skills and perspective that I have acquired through years of counseling and litigating complex business disputes as an attorney in the service of helping BK remain a bulwark in support of the values of the liberal arts.
RICHARD BIDGOOD, Franklin and Marshall College, BK 1976. Vice President, Healthcare Banking Group, M&TBank.
B.A., (Philosophy and Classics), Franklin and Marshall College. M.A and Ph. D., (Philosophy), University of Massachusetts. Certificate of Business Administration, Wharton School of Business. Franklin and Marshall College, (1981-1983), Visiting Assistant Professor of Philosophy. First Union, M&T Bank, and predecessors (1983- ), Vice President; since 2001 have focused on capital financing for healthcare institutions. Member or chair of several non-profit boards, active in finance and strategic planning. f/JBK INVOLVEMENT: Induction by Theta of Pennsylvania, 1976. Charter member of Secretary's Circle beginning in 2006. Participant in several Secretary's Circle weekends and activities. Have hosted events for BK speakers at Franklin and Marshall College.
STATEMENT OF INTEREST: Teaching philosophy at Franklin and Marshall after recetvmg my Ph.D. reconfirmed my belief in the value of a liberal arts education, but my real understanding of that value came after leaving philosophy and entering a career in banking and finance. There I saw liberal arts students show intellectual curiosity, flexibility, and rigor in practical applications. I saw them approach problems from a wider and more critical perspective. I also saw the ambivalence with which a liberal arts education is regarded in the business world. I believe BK has a critical role in protecting the value of the liberal arts inside the academy, but also in communicating that value to its recipients and to the world outside. I am eager to take part in that effort.
TODD BREYFOGLE, Colorado College, BK 1988. Director of Seminars, The Aspen Institute.
B.A., Colorado College; BA., MA., M.St., University of Oxford; M.A., Ph.D., University of Chicago. Fellow, Liberty Fund, Inc., 1995-2000; Director and Faculty, University Honors Program, University of Denver, 2000- 2007; Visiting Faculty, Colorado College, 1999. Visiting Faculty, University of Tulsa, 2008. Board, Vice Chair and Treasurer, The American Academy for Liberal Education, 2009-. Author of scholarly articles on St. Augustine of Hippo, late antiquity, and modem political philosophy.
fPBK INVOLVEMENT: Induction by Beta of Colorado, 1988. Programming and selection, Gamma of Colorado, 2000-2007. Treasurer and Executive Committee, Gamma of Colorado, 2004-2007. Initiation keynote speaker, Gamma of Colorado, 2004. Initiation keynote speaker, Alpha of Colorado, 2006. Panel speaker, Triennial Meeting, 2006. Keynote speaker, Book Awards Dinner, 2011.
STATEMENT OF INTEREST: We feel the greatest expansion of our humanity when we love and when we learn. The love of learning engages us in conversations with the past, with others, about the natural world, about our inventions, and with ourselves, challenging us to think and to live more responsibly. It has been a privilege to build and oversee liberal arts programs for faculty, students, and senior corporate, government and non-profit professionals across the world. In an age dominated by utility and efficiency, a large and liberal education remains an end in itself while also cultivating humane judgment, creative imagination, critical thinking, and the intellectual and moral habits appropriate to democratic self-government. I would hope to preserve and extend BK's efforts in celebrating and defending the values of liberal education.
36 *YOLANDA BROYLES-GONZALEZ, University of Arizona, BK 1970. Professor, Mexican American Studies Department, University of Arizona. M.A. 1971 Stanford University (German Studies); Ph.D. 1979 Stanford University (German Studies) 1985-2004: Professor, Chicanalo Studies Department & Germanic Studies, University of California, Santa Barbara (including directorship of Chicanalo Studies from 1991-1995) Author of numerous scholarly articles and of books, including Lydia Mendoza's Life in Music. La historia de Lydia Mendoza (Oxford Univ. Press); El Teatro Campesino. Theater in the Chicano Movement (U Texas Press), and Earth Wisdom. California Chumash Woman (U Arizona Press).
f/JBK INVOLVEMENT: Induction by Alpha of Arizona, 1970. At the national level, member, Committee on Awards, 2009-present, and member, BK Senate, 2009-present.
STATEMENT OF INTEREST: In my professorial career of thirty years at three major research universities I have dedicated myself to the high ideals of BK, especially to the liberty of conscience and a commitment to the liberal arts and sciences. One indicator of that commitment came in the form of the lifetime achievement award from the National Association of Chicana and Chicano Studies. In 1998 I was honored at the Clinton White House for my advocacy on behalfofwomen's pay equity. I serve on various national and local boards. It is my privilege to currently serve my first term as BK Senator; I have served as a member of the BK Awards Committee and have attended the yearly Senate meetings during this time of organizational renewal. I would like to continue with re-visioning BK.
JOHN BRUER, University of Wisconsin-Madison, BK 1971: President, James S. McDonnell Foundation, St. Louis, Missouri.
B.A. University of Wisconsin-Madison; B. Phil, University of Oxford (Marshall Scholar); Ph.D., Rockefeller University; Program Officer, Rockefeller Foundation 1978-1981 and Macy Foundation, 1981-1986; President, McDonnell Foundation, 1986- ; Adjunct Professor (Philosophy) Washington University, 1986-; National Science Board, 2006 -; Author of numerous scholarly articles as well as Schools for Thought (Grawemeyer Award) and The Myth ofthefirst Three Years (ElinorMaccoby Award).
f/JBK INVOLVEMENT: Induction by Alpha of Wisconsin 1969.
STATEMENT OF INTEREST: I benefited from a broad undergraduate education in philosophy, political science, and anthropology, although my scholarly interests have been primarily in the philosophy of science and psychology. As president of a foundation funding research in neuroscience and as a member of the National Science Board, I am very concerned about the future of the relationships among the liberal arts, the sciences, and engineering. In both the United States and the United Kingdom (as well as other nations), adopting a model of universities as engines for economic development and providers of technical skills for a 21 "1 century workforce threaten to diminish the still vital role of the liberal arts and liberal education in our culture. I would hope my future participation in BK could help address this issue.
SUSAN CARLISLE, Emory University, BK 1967. Partner, Habi, Arogeti and Wynne LLP.
B.S., M.S. Emory University. The Galloway School, 1969-1975, Upper School Mathematics Teacher; Southern Technical Institute (Southern Polytechnic State University), 1976-1986, Adjunct Instructor; Oglethorpe University, 1986-1995, Adjunct Instructor; Miller Ray Houser & Stewart LLP, 1996-2007, CPA (partner 2001- 2007); Habif, Arogeti and Wynne LLP, 2007 - 2011, Partner; Habif, Arogeti and Wynne LLP, 2012 - , consultant.
f/JBK NVOLVEMENT: Induction by Gamma of Georgia, 1967. Member of Oglethorpe University faculty BK group. Charter member and current President of the Metropolitan Atlanta Alumni Association (previously served as Secretary, Treasurer, and Vice President).
37 STATEMENT OF INTEREST: "Love of learning is the guide of life." Our motto proclaims our belief in the value of learning and the value of liberal education. My degrees from Emory University are in mathematics, but music has always been a part of my life. While at Emory, I was a member ofthe Emory Women's Chorale. In 1965, we performed Britten's War Requiem (completed in 1962) on a concert dedicated to the memory of Winston Churchill. As I stood outside Coventry Cathedral many years later, the haunting melodies of the War Requiem echoed in my ears. Music has continued to be a very important part of my life even though it was through mathematics that I made my living. My participation in the work of BK confirms my commitment to its ideals.
ZEV HANDEL, Harvard College, BK 1988. Professor of Chinese Languages and Linguistics, University of Washington.
B.A. Mathematics, Harvard College; M.A. East Asian Languages, Ph.D. Chinese, University of California at Berkeley. University of Washington at Seattle: Visiting Lecturer 1998-1999, Assistant Professor 1999-2006, Associate Professor 2006-. Hong Kong University of Science and Technology: Research Associate, 2001-2002. Author of one book and of articles in scholarly journals on Chinese language, Asian writing systems, and Sino Tibetan comparative linguistics.
t/JBK INVOLVEMENT: Induction by Alpha of Massachusetts, 1988. Executive Committee Member, Alpha of Washington, 2005-. Vice President, Alpha of Washington, 2005-2006. President, Alpha of Washington, 2006- 2007, 2008-2009.
STATEMENT OF INTEREST: As a faculty member at a large public research university, I have seen first-hand the increasing difficulty of communicating the value of liberal education to a practically-minded student body. I believe that vibrant BK chapters on campuses, in particular at public universities, are a crucial bulwark against increasing commodification of higher education degrees, which threatens both individual development and the needs of a democratic republic. I am eager to work with the Council, and the Chapters and Societies to ensure that we remain relevant and effective in promoting our ideals even as American higher education undergoes dramatic structural changes.
JERALD HOWE, Princeton University, BK 1978. General Counsel and Senior Vice President, TASC.
A.B., Princeton University; B.A., M.A., Oxford University; J.D., Harvard Law School. General Counsel & Senior Vice President, TASC, 2010-. During 2000-2010, general counsel and/or executive officer of defense and aerospace companies including Veridian, SRA International, and Olive Group. Partner, Steptoe & Johnson, LLP, 1990-2000. President, Federal Circuit Bar Association, 1994-1995. Currently: Moderator, Aspen Institute; Board Member, This I Believe; Treasurer, No Labels.
t/JBK INVOLVEMENT: Induction through Princeton University, 1978.
STATEMENT OF INTEREST: To bring a diverse but non-academic perspective to the governance and mission of Phi Beta Kappa.
KATHLEEN KENNEDY, University of North Carolina at Chapel Hill, BK 1997. Partner, Tharrington Smith, LLP.
B.A., J.D., with honors, University of North Carolina at Chapel Hill; Judicial Clerk, Judge Ed Carnes, United States Court of Appeals for the Eleventh Circuit, 2001-2002; Associate, Hogan Lovells, LLP (formerly Hogan & Hartson, LLP), Washington, D.C., 2002-2004; Partner, Tharrington Smith, L.L.P., Raleigh, NC, current; Member, Blue Ribbon Commission on Charter Schools, State Board of Education, 2007; Selected as a "Rising Star" in education law field by North Carolina Super Lawyers magazine, 2010.
38
------·-··-·--·--··--·---- f/JBK INVOLVEMENT: Member, BK of Wake County, 2005-Present; Vice-President, Phi Beta Kappa of Wake County, 2009- 2010; President, BK of Wake County, 2010-2011; Reader/Judge for High School Writing Contest administered by BK of Wake County; Started Facebook site for Wake County chapter.
STATEMENT OF INTEREST: BK allows a place for individuals to listen to and learn from fellow citizens who are known for their efforts and successes in continual learning and who see that as an integral part of a life well-lived. I appreciate the value to myself, to other individuals and to society of an organization who values learning and learning in a manner and spirit that fosters creativity and self-actualization. Traits I believe are essential to the heart and souls of individuals and to a well-functioning society. I would enjoy helping further an organization with such values.
MARY-CLAIRE KING, Carleton College, BK 1966. Professor of Medicine and Genome Sciences, University of Washington.
B.A. cum laude in Mathematics, Carleton College (Northfield MN); Ph.D in Genetics, University of California at Berkeley, 1973. Professor of Genetics and ofEpidemiology, University of California at Berkeley, 1974-1995. American Cancer Society Professor of Medicine and Genome Sciences, University of Washington, Seattle, 1995-. Elected member ofthe National Academy of Sciences of the USA, the French Academy of Sciences, the Institute ofMedicine, and the American Academy of Arts and Sciences. President, American Society of Human Genetics.
f/JBK INVOLVEMENT· induction by Beta of Minnesota. Have not previously held elective office in BK
STATEMENT OF INTEREST: As a civic society, BK is a national treasure. It gives us the opportunity to bridge the often daunting gulf between science and technology on the one shore and humanism and philosophy on the other. Through BK , we have the chance to learn that our languages are not so different and our world views are very often shared. We have the chance to understand the social context of our work and to develop projects with colleagues from other disciplines. I have benefited enormously from the programs and friendships developed through BK. I would appreciate the opportunity to help support its future and to encourage newly elected young members to become active participants.
*PAUL LUKACS, Kenyon College, BK 1978. Associate Professor ofEnglish, Loyola University Maryland
B.A., Kenyon College; M.A., Ph.D. (English), The Johns Hopkins University. Department of English, Loyola University Maryland, 1981-present; department chair 1991-2006; director, University Honors Program, 1988- 1991; director, Center for the Humanities, 2007-present. Author of articles and essays on American literature and culture as well as on the history and appreciation of wine, and three books: American Vintage (Houghton Mifflin, 2000), The Great Wines of America (WW Norton, 2005), and Inventing Wine (WW Norton, forthcoming 2012).
f/JBK INVOLVEMENT: Induction by Beta of Ohio, 1978. Co-chair, application committee at Loyola University Maryland. 1991-1994. Founding member, Epsilon of Maryland, 1994, and President, 1996-1999. At the national level, member, Committee on Qualifications, 1998-present, and member, BK Senate, 2006-present.
STATEMENT OF INTEREST· Phi Beta Kappa honors not just excellence achieved, but excellence that is ongoing, what one of our most famous members defined as "Man Thinking." That was Ralph Waldo Emerson in "The American Scholar," and his admonition to the men and women of his country in 1837 carries as much weight today as it did then. "Wake," he said, "[so as to] quit the false good and leap to the true ... the upbuilding of a man." Today, when millions of Americans view higher education simply as a means to the twin ends of monetary success and social standing, Phi Beta Kappa's leadership, including its Senate, needs to
39 proclaim that message loudly and often. The learning we advocate does not end with a degree conferred. Rather, it continues through a lifetime, the active lifetime of one's mind and heart, so of culture and citizenship.
PATRICK LYN, Knox College, BK 1984 Managing Director, Standish Mellon Asset Management.
B.A., Knox College, 1984; MBA, MAceo, Rice University, 1986. CPA CFA CIC, Managing Director, Standish Mellon Asset Management, Boston MA; Knox College Board of Trustees, 2008-2012, Alumni Trustee t/JBK INVOLVEMENT: Induction by Delta of Illinois, 1984. BK Alumni of Greater Houston, 1986 - 2006: Served on the Scholarship Committee and on the Board of Directors including as VP - Finance and President. Founding Member, Secretary's Circle -
STATEMENT OF INTEREST: The liberal arts teach us how to think, how to question and how to reason. Now more than ever in a complex interconnected multi-cultural world, we need the skills thought in the liberal arts to navigate successfully. However, given the ever-increasing cost of a college education, the long-term benefits, both personal and societal, of liberal arts studies are being overwhelmed by the short-term desire of college graduates and businesses for immediate hirable skill sets. As a business leader, I know first hand what the liberal arts have taught me and how they have allowed me to succeed and flourish. Conversely, I also see the deficit in many who lack its broad education in the arts and sciences. I believe I can bring a business world perspective to the Senate as well as a passion for the critical role a liberal arts education can play in our complex society.
DAVID MARSHALL, Cornell University, BK 1975. Professor of English and Comparative Literature; Dean of Humanities and Fine Arts; Executive Dean, College of Letters and Science, University of California, Santa Barbara
B.A., Cornell, 1975. Ph.D., Johns Hopkins, 1979. Assistant, Associate, Professor of English and Comparative Literature, Yale, 1979-1997. Professor of English, Northwestern, 1997-1998. Professor of English and Comparative Literature, UCSB, 1998- Board of Directors, National Humanities Alliance, 2008- . Chair, UC President's Advisory Committee on Research in the Humanities, 2003- . Guggenheim Fellow, 1899-1990. Author of books and articles on literature, aesthetics, and higher education. t/JBK INVOLVEMENT: BK , Cornell University, 1975. Plenary Address, Induction Ceremony, Lambda Chapter ofBK, University of California, Santa Barbara, June 2011.
STATEMENT OF INTEREST: The current economic crisis, which has reduced support for public education, has aggravated a misguided emphasis on pre-professionalism, careerism, and the supposed economic benefits of so called practical undergraduate majors. The principles and educational foundations of the liberal arts and sciences are being undermined and challenged. In this context, it is crucial that we become articulate and persuasive advocates of the value and the values of a liberal arts education.
ANDREW MASICH, University of Arizona, BK 1977. President and CEO, Senator John Heinz History Center, Pittsburgh
B.A. (double major, History & Anthropology) University of Arizona; M.A. (History) University of Arizona and Carnegie Mellon University; PhD coursework CMU. Senator John Heinz History Center, Pittsburgh, President & CEO 1998-. Chairman Pennsylvania Historical & Museum Commission 2011-. American Association of Museums Accreditation Commissioner. Author of award-winning books and articles related to Western History and the Civil War. Emmy-winning director of PBS history documentaries. Named Pittsburgh Communicator of the Year, 2011.
40 l/JBK INVOLVEMENT: Lifetime member of
STATEMENT OF INTEREST: My passion for the humanities and history began about the time I joined
DEMETRIOS MELIS, New York University,
B.A., M.A., New York University; J.D., Fordham Law School; M.Phil., Ph.D., University of Cambridge. Attorney, Private Practice 1998-Present; Part-Time Lecturer, Rutgers, the State University ofNew Jersey, 2006- 2007; Adjunct Assistant Professor, St. John's University, 2002-2005; Adjunct Associate Professor, NYU School of Continuing and Professional Studies, 2002; Undergraduate Supervisor, Homerton College, Cambridge, 1995.
l/JBK INVOLVEMENT: Induction by Beta of New York, 1990; Phi Beta Kappa Association ofNew York, President, 2003-2007, Member ofExecutive Council, 2000-Present; Delegate to 2003, 2006, 2009 Triennial Councils; Member of Ad-Hoc Committee on Adjuncts, 2007; Member of
STATEMENT OF INTEREST: I would be greatly honored to be elected as a Phi Beta Kappa Senator and to contribute my experience as an Association officer as well as my professional perspective as both a practicing attorney and an adjunct university lecturer. I pledge to support the Society's programs to promote and sustain the relevance ofliberal arts education in our nation's schools, colleges and communities.
JOHN POPE, The University ofTexas,
B.A., M.A., The University of Texas at Austin. Internship, U.S. Information Agency. Copy editor and reporter, The (New Orleans) States-Item, 1972-80. Reporter, The Times-Picayune, 1980-. Fellowships, the University of Maryland and the Centers for Disease Control and Prevention. Member of The Times-Picayune team that won two Pulitzer Prizes, a George Polk Award and a National Headliner Award for coverage of Hurricane Katrina.
STATEMENT OF INTEREST: As a newspaper reporter for nearly 40 years, I have been assigned to write about crimes, Mardi Gras, medical research and higher education, as well as obituaries, disasters and visits by pop stars, presidents and a pope. With each topic, I'm grateful for my liberal-arts education because it gives me the context to analyze historic and political trends to figure out how pieces fit together, and it enables me to frame questions to get as much information as possible. I worry that in this age of increasing specialization, this broad approach may be lost. PETER QUIMBY, University ofWisconsin-Madison, B.A., Bowdoin College (Russian and Government); M.A., Ph.D., University of Wisconsin-Madison (Political Science). University of Wisconsin-Madison, Assistant Dean 1998-2000. Yale University, Dean of Davenport College 2001-2005. Princeton University, Associate Dean of the College 2005-2008, Deputy Dean of the 41 College 2008-2011. The Governor's Academy, Headmaster 2011-present. President's Visiting Committee, Bowdoin College, 2010-present. STATEMENT OF INTEREST: Having spent most of my career in higher education, and currently leading an independent secondary school, I have a distinctive perspective on the value of a liberal arts education. At the same time, the liberal arts are under attack in our society as never before. Vocational impulses and increased calls standardized testing at all levels of education threaten the values celebrated by KATHLEEN WOODWARD, Smith College, B.A., Smith College (Economics), Ph.D., University of California, San Diego (Literature). Executive Council, Modem Language Association, 2008-2012; Board of Directors, National Humanities Alliance, 2003-2009; Founding Chair, National Advisory Board, Imagining America: Artists and Scholars in Public Life, 2000-2005; President, Consortium of Humanities Centers and Institutes (1995-2001). Author ofthree scholarly books and five edited books on the emotions; technology and culture; and poetry and autobiography. Grants from the NEH, NEA, and the Rockefeller Foundation. STATEMENT OF INTEREST: As the 150th anniversary of the 1862 Morrill Act establishing our land-grant colleges and universities reminds us, there is a long and noble tradition in the U.S. of the public, democratic mission of higher education, an informal compact between institutions of higher education and society that has been severely strained over the last thirty years and must be renewed. Thanks to a grant from the Mellon Foundation, at the University of Washington I will be working with liberal arts colleges in the Pacific Northwest in the years to come to encourage regional collaboration between them and our flagship campus. Participating in DISTRICT SENATORS One to be elected for each District South Central District SUSAN HAGEN, Gettysburg College, A.B. 1969 Gettysburg College; M.A. University of Maryland 1972; Ph.D. University of Virginia 1976. Birmingham-Southern College, 1976-; Associate Provost, 1998-2004, 2010-. HERS/Bryn Mawr Summer 42 Institute for Women in Higher Education Administration, 2001; Past service Executive Board, Alabama Humanities Foundation and the Executive Committee, Southeastern Medieval Association. Author, Allegorical Remembrance, and articles on The Canterbury Tales and Julian of Norwich. cPBK INVOLVEMENT: Induction 1969, Iota of Pennsylvania; delegate to 1985, 1988, 2003, 2006, 2009 Triennial Councils; Beta of Alabama chapter president, five terms; vice-president, six terms; historian, one term; membership chair, three terms; honorary and alumni membership chair, two terms; scholarship chair, one term; Senator, South Central District, 2006-2012; Committee on Chapters; Committee on Chapters/Committee on Qualifications Joint Task Force on Stipulations. STATEMENT OF INTEREST: In my 2006 Statement oflnterest, I said that looked forward to addressing issues of the visibility ofcPBK at large institutions and issues of the sustainability of resident chapters on small campuses. For the past six years I worked with the Senate and the Committee on Chapters tackling just those problems. A major endeavor was serving on the task force for the revised "Stipulations for Eligibility," which I believe will be vital as cPBK successfully maneuvers through the changing landscape of higher education. I also co-wrote and revised the rubric for review of Chapter Reports. I look forward to continuing this work and, with Secretary Churchill and the Senate, investigating ways for the Society to connect with online generations. MARY JANE HURST, Miami University, Oxford, Ohio, cPBK 1973. Professor of English (Specialization in Linguistics), Texas Tech University B.A., Miami University; M.A., Ph.D., University of Maryland. Texas Tech University, 1986-, Professor of English, 1999-, Associate Dean, College of Arts & Sciences, 2000-2005; Special Assistant to the President, 2006-2009. President, Linguistic Association of the Southwest, 1996-1998, Executive Director, 1998-2001; South Central MLA Executive Board, 2003-2006; American Council on Education Fellow, 2009-. Author of books and articles on language and literature. cPBK INVOLVEMENT: Induction by Iota of Ohio, 1973. Led cPBK members at Texas Tech University in pursuit of a chapter, 2001-2007. Charter member and founding President, Lambda of Texas, 2007. Participated in pursuit of a regional association, 1987-1998. Charter member and continuous officer (current President), cPBK Association of West Texas and Eastern New Mexico, 1998-. Member, Christian Gauss Book Award Committee, 2010-. STATEMENT OF INTEREST: I have always loved learning, teaching, and the pursuit of excellence. Throughout my life as a student, then as a high school Latin and English teacher, and now as university professor, it has been my belief that a foundation in the liberal arts is essential not only for the well-lived life of an educated person but also for the ongoing construction of a free society. I practice this belief every day in my scholarship, in my teaching, in my civic and philanthropic work, in my Chapter and Association involvement, and in my personal life as a member of a multi-generational cPBK family. Today, more than ever, the ideals of cPBK are much needed in all of our homes, schools, and communities. New England District HOWARD SEGAL, Franklin and Marshall College, cPBK 1969 (elected as a junior), Bird Professor of History, University ofMaine B.A., Franklin and Marshall College, 1970; M.A., Ph.D., History, Princeton University, 1972, 1975. Taught at Franklin and Marshall, at the University of Michigan, and at Harvard (History of Science Department) before coming to the University of Maine in 1986. At Maine successively Assistant Professor, Associate Professor, and Professor of History. Bird Professor of History, University ofMaine, 1996-present. Killam Postdoctoral Fellow, Dalhousie University (Halifax, Nova Scotia), 1976-78; Mellon Faculty Fellow, Harvard University, 1984-85. 43 STATEMENT OF INTEREST: Immersion in history, government, religion, and philosophy as an undergraduate led me to a lifelong commitment to the liberal arts. Having attended a liberal arts college (Franklin and Marshall) and then, for my M.A. and Ph.D., a major research university {Princeton) with a strong commitment to the liberal arts, I have found it challenging to defend the liberal arts in recent years amid the growing view of higher education at especially public universities like the University of Maine as supposedly being tied strictly to job creation and economic development; as marginalizing disciplines like history that cherish knowledge for its own sake. I would continue to fight this challenge as a MOLLY ECKMAN University ofRochester, Flute performance major at Eastman School of Music, 1996-98. Study abroad Spain, 1997-98. BA, Spanish, Highest Distinction, May 2000. International Relations Certificate, June, 2003. Regional Director, American Council for International Studies, July 2003-Present. International travel: Argentina, Austria, Canada, China, Costa Rica, Croatia, Ecuador, England, France, Germany, Greece, Hong Kong, Hungary, Iceland, Israel, Italy, Mexico, Morocco, Netherlands, Portugal, Scotland, Spain, Turkey, Uruguay. Languages: Fluent Spanish, Intermediate French. Wine studies: Elizabeth Bishop Wine Center. STATEMENT OF INTEREST: With a background in the arts and languages and a career focused on educational travel, I firmly believe in the importance of variety and perspective in an education. This is not only vital in the classroom, but even more so beyond, once teachers are no longer present to encourage and guide. I have embodied the South Atlantic District LLOYD CHAPIN, Davidson College, B.A., Davidson College; M. Div., Ph.D., Union Theological Seminary, N.Y.C. Colgate University, 1965-1970, Assistant Professor of Philosophy and Religion and Assistant Dean of Faculty. Emory University, 1970-1979, Associate Dean of the College. Eckerd College, 1979-2010, Vice President and Dean of Faculty, Professor of Philosophy and Religion. Chair, American Conference of Academic Deans, 1996. Chair, Florida Humanities Council, 1996-2000. Author of four institutional grants from the National Endowment for the Humanities and articles on the liberal arts curriculum. 44 STATEMENT OF INTEREST: The honor of election to the Senate of MICHAEL LUBIN, The Johns Hopkins University, B.A. The Johns Hopkins University;.1969; M.D. The Johns Hopkins University School of Medicine 1973. Resident in Internal Medicine, Emory University Affiliated Programs (1973-1976). Assistant Professor (1976), Associate Professor (1982) and Professor of Medicine (2002-) Emory University School of Medicine. Director of Required Internal Medicine Advanced Course 1982- current; Chairman, University Advisory Committee on Teaching 2004-2007 Editor in Chief Medical Management ofthe Surgical Patient 5 editions 5th will come out in 2012 STATEMENT OF INTEREST: I believe that a liberal arts education is the best foundation for knowing about the world and thereby helping to lead the world in a better direction. I have been intensely involved in 45 Report ofthe Committee on Qualifications on behalfof the Phi Beta Kappa Senate The Committee on Qualifications presents to the forty-third triennial Council its recommendations for the granting of chapters to Phi Beta Kappa members at the following institutions of higher learning: Institution Pages Creighton University 48-59 George Mason University 60-75 University of Montana 76-90 Oklahoma State University 91-104 The process by which the committee arrived at its recommendations was lengthy and rigorous. In 2009 the members designed the application materials that would be distributed and employed during the 2009-2012 review process. By the November 2009 deadline, 25 preliminary applications were received for the committee's consideration. Each of the Committee on Qualifications' 12 members reviewed these documents and the materials that accompanied them before meeting at the Society's national offices for two full days in April 2010 to discuss the applications. All submissions were considered at length until the committee concluded which documents described institutions whose missions and resources appeared to be consistent with Phi Beta Kappa's own high standards. The committee then called upon those institutions to complete the General Report that would inform a subsequent campus visit by members of the committee. Site visits took place during the winter and early spring of 2011. In a typical visit, three representatives of Phi Beta Kappa spent three days on campus talking to faculty members; interviewing administrators; examining credentials, curricula, and financial statements; and meeting with students. In another two-day session in June 2011, the Committee on Qualifications reviewed the reports of the visiting teams and decided which institutions to recommend to shelter chapters of Phi Beta Kappa. In keeping with Bylaw V, Section 1, of the Society's Bylaws, the Committee on Qualifications submitted its recommendations concerning new chapters to the Senate for its review and vote. That presentation took place at the Senate's meeting in December 2011. After deliberation, the Senate voted to recommend to the forty-third Council that charters be granted to establish chapters of Phi Beta Kappa at the institutions presented in this report. The Senate, having considered the work of the Committee, recommends that the Council authorize the Phi Beta Kappa faculty of the institutions listed and described here to form chapters of Phi Beta Kappa. Serving on the Committee on Qualifications during the 2009-2012 triennium were: Catherine White Berheide, Chair Skidmore College Charles Adams University of Arkansas Leslie G. Butler Louisiana State University Andrea Dobson Whitman College 46 ------Joseph W. Gordon Yale University Paul Lukacs Loyola College in Maryland Amy Mulnix Earlham College Karen Nelson Austin College Kurt Olsson University ofldaho Lynn Pasquerella Mount Holyoke College Peter Quimby The Governor's Academy Alan Stolzenberg West Virginia University Don J. Wyatt Middlebury College 47 CREIGHTON UNIVERSITY Creighton is a Catholic, Jesuit, comprehensive university, located in downtown Omaha, Nebraska. Urban but not congested, the main campus and its central pathway have a quiet collegiate atmosphere, despite crossing a busy street. The University has witnessed significant physical growth over the past two decades, involving both the main campus housing the undergraduate liberal arts and sciences, and also the graduate facilities, particularly the medical school. This growth has helped enhance the quality of life in a number of nearby residential neighborhoods. The University is committed to being a good neighbor and actively works towards improving the Omaha community. The University is named for its founding family. In 1854, Edward Creighton moved to Omaha and became a leader in the city's economic development. His widow, Mary Lucretia Creighton, included $100,000 in her will to establish a college in the city in his memory. When she died in 1876, her executors purchased 6.2 acres of city land and erected a school building. That land and building remain part of Creighton's campus today. To ensure continuity, the executors transferred the property and bequest to the bishop of Omaha, who invited the Jesuit order to operate it. The college, with a six-person faculty of one priest, three scholastics, a layman and a laywoman, opened on September 2, 1878. Creighton operated initially as a combination high school and college. Its mission soon clarified, and it became the only Jesuit university for hundreds of miles, educating young men in the liberal arts tradition, while also providing advanced training in practical fields. The Creighton Medical School opened in 1892, followed by a law school in 1904, and a school of dentistry the following year. The undergraduate curriculum followed the typical Jesuit emphasis on the arts and sciences, particularly rhetoric, philosophy, theology, and classics. Today, Creighton is a Carnegie "Masters Colleges and Universities One" institution. As one of twenty eight Jesuit colleges and universities in the United States, it is the most prominent one in the Great Plains. At the undergraduate level, education in the liberal arts and sciences remains central to the University's mission, which is defined in part as "the pursuit of truth in all its forms." The Committee on Qualifications found real enthusiasm for the installation of a Phi Beta Kappa chapter at Creighton. As of September 30, 2011, Creighton's College of Arts and Sciences faculty included twenty-nine Phi Beta Kappa members, or 13.2 percent of the full-time faculty. Of these, twenty-three were tenured. These Phi Beta Kappa members of the faculty, who will form the new chapter, as well as other faculty and staff, and the College and University administration, have expressed avid support for the prospective chapter. The team met with the outgoing and the incoming Presidents, both of whom pledged personal as well as institutional support. In view of this support and University's commitment to and success in providing excellence education 48 ------·- in the liberal arts and sciences, the Senate heartily endorses the Committee's recommendation that a chapter of the Society be authorized for organization by Creighton University's College of Arts and Sciences Phi Beta Kappa member faculty, and recommends that the forty-third Council extend its approval. I. Overview of the liberal arts and sciences at Creighton University Creighton offers baccalaureate degrees through four schools and colleges, including a College of Business, a School of Nursing, and a School of Pharmacy and Health Professionals. The College of Arts and Sciences, however, enrolls the majority of undergraduates. In 2011, 60.7 percent of graduating seniors received degrees from it. Liberal education at Creighton is located primarily within the College of Arts and Sciences (CAS), and the Phi Beta Kappa application comes from faculty in that College. While the College of Arts and Sciences awards several different bachelor's degrees, the majority of its graduates receive either a Bachelor of Arts (B.A.) or Bachelor of Science (B.S.). Other degrees include, for example, a Bachelor of Science in Atmospheric Sciences and a Bachelor of Fine Arts. The following twenty two departments, organized in four divisions, compose the College of Arts and Sciences. Humanities: Classical & Near Eastern Studies, English, History, Modem Languages and Literatures, Philosophy, Theology Social Sciences: Communication Studies, Political Science, Psychology, Sociology & Anthropology Natural Sciences: Atmospheric Sciences, Biology, Chemistry, Computer Science, Mathematics, Physics Applied & Professional: Education, Exercise Science, Fine & Performing Arts, Journalism & Mass Communications, Military Science, Social Work The Committee anticipates that departments in the first three of these divisions would produce most candidates for Phi Beta Kappa induction. In 2010-11, the most heavily enrolled major fields of study for graduating seniors in the College of Arts and Sciences were (in descending order): • Biology (101 students, 19.0 percent of graduates) • Psychology (68, 13.0 percent) • Exercise Science (36, 7.0 percent) • English (30, 6.0 percent) • Chemistry (31, 6.0 percent) • Health Policy (23, 4.0 percent) II. General Curriculum A bachelor's degree from the College of Arts and Sciences requires: 49 • At least 128 credit hours, including an upper-division minimum of 48 • At least 2.00 overall cumulative g.p.a. • Core curriculum (see below). • At least one major in a department of the College. The core curriculum in the College of Arts and Sciences consists of the following: • Rhetoric and Composition: one course • Calculus or Applied Mathematics: one course • Speech or Studio/ Performing Arts: one course • Foreign language at the 200-level, or two courses at the 100-level • Natural Sciences: two courses, with one laboratory component, selected from Atmospheric Sciences, Biology, Chemistry, Environmental Science, Physics • Social Sciences: two courses, selected from Anthropology, Economics, Political Science, Psychology, Sociology • Philosophy: two courses • Theology: three courses • History: two courses, one Western and one non-Western • Literature: two courses, one pre-1600 and the second post-1600 • International/ Global Studies: one course • Ethical Understanding: one course • Senior-year, interdisciplinary capstone: one course involving ethical issues and tangible problems (E.g., "Race in America: Ideals and Reality," "Children of Poverty," and "Ethics and Market Reforms in Post Communist Countries.") • Writing intensive courses: four. (Usually not separate.) This extensive core curriculum is both deep and broad. A current review of the core is likely to result not in fewer courses but in greater inclusivity and latitude, and greater emphasis on interdisciplinary, team-taught courses. III. Honors and other notable programs Creighton's Honors Program offers gifted students an alternative pathway through the CAS core. The program immerses students in small, discussion-oriented seminars. Those customarily taken in the first and second years are restricted to honors participants, while others also include students (usually majors) in various academic disciplines. The honors curriculum culminates in an original research project in the senior year. 50 Students admitted to the honors program as first year students must have a minimum ACT composite score of29 (or SAT of 1290), and a high school g.p.a. of at least 3.7. First year students in the honors program are required to live together in an on-campus "living/ learning" community. In 2011-12, 199 students were enrolled in the honors program. The Committee was impressed by the rigor of Creighton's honors program, and by its curricular flexibility maintaining the wide breadth of the CAS core, and yet allowing students to craft programs of individualized study. In addition to many special programs within specific academic disciplines and departments, Creighton offers two college-wide initiatives. The first is "Ratio Studiorum" a one-credit seminar introducing first year students to the culture of liberal learning. The second is the emphasis placed in CAS on faculty-mentored student research, a strategic goal identified by the University President. In 2009-10, 130 students presented the results of their research or creative productions at professional meetings or conferences and in 2010-11, 96 students presented their research at meetings or conferences. Each year students study abroad, taking advantage of semester-long programs, summer programs led by Creighton faculty, or semester or summer programs sponsored by Creighton's Institute for Latin American Concerns in the Dominican Republic. In Fal12010, 56 students studied in 16 different countries; in Spring 2011, 54 students studied in 17 different countries; and in Summer 2011, 161 students studied in 21 different countries. For the College of Arts and Sciences graduating class of May 2011, 130 of the 505 students graduating (or 25.7%) had studied abroad. IV. Students Enrollment for fall semester, 2011 Full-time Part-time Undergraduate 3907 246 Graduate 2786 791 Total 6693 1037 67 percent of students entering Arts & Sciences in fall 2011 expect to major in the liberal arts and sciences, with roughly half of these pursuing degrees in the natural sciences or health areas. The other 33 percent entering Arts & Sciences are planning to major in Applied & Professional courses or are undecided. Student demographics Nebraska residents 35 percent U.S. residents outside Nebraska 63 percent Residents of other countries 2 percent 51 Undergraduate women 60 percent Undergraduate men 40 percent Persons of color (self-identified) 20 percent First generation college 24 percent Age 25 or older 2 percent Pell grant recipients (five-year average) 19 percent Admissions Requirements: English, 4 years Mathematics, 3 years (4 recommended) Science, 2 years (3 recommended) Foreign language, 2 years (3 recommended) Social studies, 2 years (3 recommended) Standardized test, 25th -75th percentile (Fall, 2011 applicants) SAT (36 percent submitting) Verbal 550-640 Math 550-660 Writing 510-620 ACT (89 percent submitting) Composite 24-30 English 24-31 Math 24-29 Applicants for places in the Fall 2011 first-year class: AppliedAdmitted (percent) Enrolled Men 2,144 1,612 (75) 390 Women 2,962 2,561 (86) 585 Total 5.106 4,173 (82) 975 Despite the high acceptance rate, the Committee found that students who enroll at Creighton are well prepared academically. This judgment includes student athletes, who must meet the same admission criteria as other applicants. Enrollment has not suffered during the current economic climate. Financial Aid to undergraduates, 2011-2012 Need-based financial aid 60 percent 52 ------· -·-- -·-· ------Average need-based award $26,320 Non-need/non-athletics based financial aid 29 percent Average non-need-based award $13,561 Athletics-based financial aid 5 percent Average athletics-based award $19,443 The Jesuit community at Creighton has created a short-term fund to assist returning students whose family financial circumstances have been particularly hard hit by the ongoing economic downturn. Staff and faculty have also increased their efforts to find paid internships for undergraduates. The University continues to hold need-blind admission as a core value. V. Faculty Demographics , Fall2011 In the Phi Beta Kappa-eligible arts and sciences, Creighton University has a total of 333 faculty members, 219 fulltime and 114 part-time. Arts and Sciences faculty Full-time Part-time Total Men 67% 39% Women 33% 61% Terminal degrees 97% 11% 65% Underrepresented minorities 11% 12% 11% Professor 25% 9% Associate professor 38% 0% Assistant professor 30% 2% Instructor 6% 12% Tenured/tenure-track 89% Teaching load The normal fulltime teaching load at Creighton is three classes per semester. Load calculations vary in credit afforded for laboratory sections, credit for supervising independent student research or overseeing an internship, and for leadership and service activities, such as chairing departments and directing programs. The average University-wide class size at Creighton in 2010-11 was 22.3. The University-wide student to faculty ratio was 11 to 1; the ratio in the College of Arts and Sciences was 10 to 1. Professional Opportunities The sabbatical program and other research grants are the primary facilitators of research and curriculum or pedagogical development. Participants in the sabbatical program may elect to take a semester's leave (at full pay) or a year's leave (at half pay), a summer study stipend (currently $4,000), and a stipend of $500 for 53 incidental expenses, such as books, travel, and equipment. In 2011-12, the College offered a Research Incentive Fund grant program, making available several levels of seed grants (1 for $15,000; 3 for $10,000; and 6 for $5,000). Funding also is available for faculty professional development projects through the Office of the Associate Vice President for Faculty Development and Research. Compensation, Fall 2011 Arts and Sciences All Undergraduate Graduate Professor $84,315 $93,575 $112,038 Associate professor $63,062 $70,212 $80,501 Assistant professor $53,435 $59,919 $65,678 Instructor $46,479 $52,519 $60,979 AAUP Quintile Professor 1 Associate professor 2 Assistant professor 2. Instructor 2 Arts and Sciences salaries distinguished by rank and sex: Men Women Professor $87,465 $74,985 Associate professor $63,601 $60,142 Assistant professor $54,252 $52,259 Instructor $47,068 $45,418 Benefits All Creighton employees and their dependents are afforded access to health insurance through United Health Care, with three tiers of PPO options for comprehensive coverage of medical expenses. Employees may also choose dental and vision insurance to supplement the basic health care plan. Creighton offers employees the opportunity to contribute to a 403 (b) retirement plan either through The Principal Financial Group or TIAA-CREF. After two years of service the University matches employee contributions as follows: If the employee contributes 5%, the university matches 6%; if the employee contributes 4%, the university matches 4.8%; if the employee contributes 3%, the university matches 3.6%; if the employee contributes 2%, the university matches 2.4%; if the employee contributes 1%, the university matches 2%. 54 Contingent Faculty Contingent faculty members at Creighton are viewed as necessary contributors to the university's mission and are responsible mostly for introductory courses. In 2010-11, contingent faculty members provided on average 34% percent of undergraduate instruction. The top five areas by department in which they were employed in 2010-11 were: Modem Languages and Literatures 40 percent English 36 percent Physics 34 percent History 20 percent Theology 19 percent Update: The contingent faculty consists of full time non-tenure track, part-time, and teaching assistants. The 40, 36, 20, and 19 percent of credit hour instruction in Modem Languages, English, History, and Theology was taught by part-time faculty; the 34 percent of credit hour instruction in Physics was taught by part-time faculty and by graduate teaching assistants. VI. Governance Board and Administration Creighton University ts governed by a Board of Directors, compnsmg thirty-six members. The President of the University has always been a Jesuit, but the Chairman of the Board need not be, and is elected from among the lay members of the Board. The Board meets four times a year. Subcommittees meet with officers and key faculty and staff of the University. The University is administered by a President, two Academic Vice Presidents (Academic Affairs and Health Sciences), a Senior Vice President for Operations, and nine Vice Presidents of non-academic divisions (Administration, Finance, Information Technology, Student Services, University Ministry, University Relations, Senior General Counsel and Corporate Secretary, and General Counsel). These officers, along with the President, compose the executive leadership team or Cabinet. Policies and Practices Relevant to Academic Culture Faculty hired on tenure-track lines may apply for tenure and promotion when they choose, but must apply for tenure by the sixth year of service. All candidates for tenure and for promotion are evaluated according to their performance in teaching, scholarship and service. Their work is both internally and externally reviewed by evaluators that include students and scholarly peers, the department chair, the College Rank and Tenure Committee, the Dean, the University Rank and Tenure Committee, and finally the President. Faculty members who are tenured and/or promoted receive a raise beyond the annual merit raise added to their base salary. A tenured faculty member is never terminated except for: a) medical reasons; b) financial exigency; c) discontinuance of a program or department not mandated by financial exigency; d) adequate cause (such as 55 grave misconduct or flagrant and continued neglect of duties). The Committee on Faculty Dismissals hears and makes recommendations on all cases of faculty dismissal. Nondiscrimination Commitment to this policy is codified in numerous documents, which include an official university policy on harassment and discrimination; an equal opportunity employment statement; a Presidential reaffirmation of the equal opportunity employment statement; a Creighton student handbook statement on "Respect for the Dignity of Persons;" and many others. The visiting team found a strong ethos of nondiscrimination at Creighton. Academic Freedom Creighton's official public statement on freedom of inquiry and expression reads, in part: "Freedom in research is fundamental to the advancement of truth .... The faculty members, guided by a deep conviction of the worth and dignity of the advancement of knowledge, shall recognize the special responsibilities placed upon them . . . . As teachers, the faculty shall encourage the free pursuit of learning in students, holding before them the best scholarly standards of the discipline, demonstrating respect for the student as an individual, and adhering to their proper role as intellectual guide and counselor . . . . As colleagues, the faculty have obligations that derive from common membership in the community of scholars, respecting and defending the free inquiry of their associates . . . . As members of the institution, the faculty shall seek above all to be effective teachers and scholars ... As members of the community, the faculty have the rights and obligations of any citizen, and shall measure the urgency of these obligations in the light of their responsibilities to the subject, to the students, to the profession, and to the institution." VII. Institutional financial stability Tuition and Fees Creighton's tuition and fees for the academic year 2011-2012: Tuition $30,484 Fees $1,410 Discount rate, undergraduate tuition: for 2010-11 it was 39.5 percent. Estimated for 2011-12 is 41.9%. Undergraduate Enrollment Trend 2007-2011 2007: 4, 104 students 2008: 4,087 students 2009: 4,133 students 2010: 4,206 students 2011: 4,153 students 56 External Support Grants and contracts: In fiscal year 2010-2011, the University received $41,678,843. Creighton receives grants and contracts primarily from contractual agreements with governmental and private entities for the conduct of research and other sponsored programs. Annual Gifts: In fiscal year 2010-2011, Creighton received revenue of$5,407,803 in gifts or pledges. Endowment Market Value and Spending Policy Market value of Creighton's endowment, October, 2011: $272.2 million. For the fiscal year ending June 30,2011, estimated contribution to revenue: $12,600,000, or 3.1 percent of total revenue. The endowment spending formula is a 50/50 weighting between 4.25% of previous fiscal year ending market value and the prior year's spending as adjusted by annual change in CPl. Designed to provide stability for budgeting and to preserve the long-term productivity of the endowment, the policy also includes a spending cap of 5 percent and a floor of 2 percent to dampen fluctuation. Major Capital Gifts: $15,256,601 for Fiscal Year 2010-11 VIII. Facilities Physical Plant Creighton University has a pleasant and well-maintained campus. Several buildings have been constructed or renovated within the past ten to fifteen years, including spaces for student services, sciences, performing arts, and the Reinert-Alumni Library. The campus has expanded to the east, in part facilitated by a good working relationship between campus and civic leaders. There are no plans for major construction projects in the near future. Deferred maintenance is not an issue as the University has created an endowment to meet maintenance needs, and adds maintenance funds annually through the regular operating budget. The University allocation for the physical plant operations (approximately 5.5 percent of the general and educational budget) is appropriate. Libraries The Reinert-Alumni Library, centrally located on campus, meets the needs of Arts and Sciences well, serving as a general computer lab for undergraduates and including among its staff a full-time network technician. Separate libraries for the Law School and Health Sciences programs are also accessible to undergraduates for study space or specialized research projects. All libraries are appropriately staffed, accessible, and equipped. 57 The range and depth of journals, databases, and print volumes available is appropriate to an institution of Creighton's size and mission. Creighton participates in library consortia with other Nebraska colleges and universities, and with other Jesuit schools. These programs provide interlibrary loans, support for acquisition of electronic journals and databases, and direct access to materials. Librarians provide instruction in information acquisition for approximately 75 Arts and Sciences courses each year, and offer specialized one-on-one research assistance consultations to over 500 students each year. The technology needs of students and faculty in Arts and Sciences are well served by the Division of Information Technology, using skills and equipment to improve student learning, helping faculty improve the use of technology in teaching, helping streamline administrative tasks, and working with administrators to help faculty establish research collaborations and share equipment. Classrooms have appropriate technology, and lifecycle budgets for academic and administrative equipment are adequate Laboratory Facilities Start-up funds for new faculty in the natural sciences are competitive, and lab space and expenditures on equipment in the sciences are appropriate for an institution of Creighton's size and mission. There is a strong culture of support for undergraduate participation in research and a high level of enthusiasm among students involved in collaborative research projects with Creighton faculty. IX. Athletics Policies and Affiliations Creighton University is a member of NCAA Division I, competing in the Missouri Valley Conference and fielding six men's and eight women's teams. Creighton does not field a football team. In half of the men's' and women's' sports, Creighton endeavors to recruit and be competitive at a national level; it competes regionally in the other half. Oversight The Athletic Director reports to the Vice President for Student Services. Faculty have a strong voice in oversight of the athletic programs, including a majority vote on the board that approves team schedules and sets policy regarding the maximum number of days that athletes can miss class in a given semester. For most students that number is seven. Athletes get a slight priority for course registration for the express purpose of minimizing conflicts between their academic and athletic schedules. Administration, faculty, and students consistently affirm the priority of academics. Athletes are required to attend study hall regularly, but despite 58 access to additional tutoring and advising, there is no evidence of unreasonable preferential treatment for athletes. These students are held to the same academic standards as other students. Athletes and coaches are expected to embody respect for the mission of the University. Creighton undergraduates generally have a strong record of participation in community service; athletes are required to participate in at least four hours per month of community service. Graduation Rates The six-year graduation rate for male athletes is approximately 71 percent, and the rate for women approximately 86 percent. Among the general student population the graduation rate is approximately 79 percent. Compliance Approximately 55 percent of Creighton athletes are women, and women receive approximately 55 percent of athletically related student financial aid. Operating and recruiting expenses are higher for men's teams; women's teams receive approximately 45 percent of total operating expenses and approximately 30 percent of recruiting expenses. Men's and women's basketball are the most expensive sports on a per athlete basis; travel for men's basketball is a major source of the disparity in operating expenses. Per capita expenses for other sports are gender balanced, e.g., comparing men's' and women's' tennis, or baseball compared with softball and volleyball. The culture among the athletic department staff encourages open communication between coaches and compliance officers, provides appropriate education about institutional and NCAA policies, and meets the spirit as well as the explicit requirement of Title IX. This recommendation comes to the Council from the Phi Beta Kappa Senate, and rests on the diligent work of the Senate's Committee on Qualifications. Delegates are reminded that questions concerning the recommendation are to be submitted in writing at the close of the first plenary session. The Committee will present the recommendations and respond to such questions in the second plenary session. 59 GEORGE MASON UNIVERSITY The main campus of George Mason University is situated in Fairfax, Virginia, about 20 miles west of Washington, D.C., on 800 acres of wooded hills sequestered amid the bustle of northern Virginia. The harmonious, largely red brick, architecture reflects the university's origin as a branch of the University of Virginia. Notable buildings include the new campus hotel and conference center, several outstanding student recreation facilities, a state-of-the-art science "Innovation Center," an award-winning student union, and a stunning performing arts center. The campus seems "under construction," with building/renovation projects underway across the campus. Though the campus is large, most of the buildings used by undergraduates are concentrated in about 250 acres of the campus, within a ring road called Patriot Circle. An excellent system of transportation - buses, trails, wide sidewalks, and pedestrian zones - creates a strong feeling of accessibility and community. The atmosphere is very positive: student centers are busy throughout the day with numerous and varied activities. There is an active and energetic campus culture. GMU's other campuses, in Arlington, in Prince William County, and a small facility in Loudoun County, being dedicated to graduate and professional education, lie outside the scope of this report. GMU began in 1957 as a two-year branch of the University of Virginia, becoming George Mason College in 1959. In 1966, four-year degrees were authorized. The College became independent of UV a in 1972 and was renamed George Mason University. By 1979, enrollment had passed 11,000, virtually all commuters. Even by 1997 only 2,425 students, out of 23,826, were in residence. Previous efforts to establish a Phi Beta Kappa chapter encountered problems reflecting that growth, most notably the lack of a coherent campus life, and the University's inability to provide, rapidly enough, the human and physical resources needed to support a liberal arts education for students of Phi Beta Kappa caliber. However, in the past decade, the University has aggressively addressed the problems created by such mpid expansion. Residence facilities have been steadily enlarged, recreational buildings have been constructed or renovated, laboratories and other science facilities have been expanded, and a new student union has been dedicated. The result is a vibrant campus community. In Fall 2011, there were 5,445 residents on Fairfax Campus. Completion of a major new residence hall in Spring 2012, will push the resident population over 6,000. George Mason University has matured in the past decade. It is the largest institution of higher education in Virginia, with a comprehensive and wide-ranging teaching, research, and public service mission. A number of its programs in the liberal arts and sciences are highly ranked and recognized internationally, including 60 --- --~------psychology, creative writing, history, new media, biology, and economics. In the past decade, budgets for academic programs, faculty development, student financial aid, library, and information technology associated with research, and co-curricular programs have stabilized and increased. The number of full-time faculty has grown significantly, and the university's cohort of talented and high-achieving students has expanded rapidly. GMU is a Carnegie RUIH institution, and is a member of the Association of American Colleges and Universities. The Committee on Qualifications found that the Phi Beta Kappa faculty and the administration at GMU enthusiastically support establishment of a chapter. The members of the faculty who have been working to establish a chapter, meeting and communicating regularly for over two decades, compose a core group to assume responsibility for establishing an active chapter. There are 92 tenured or tenure-track Phi Beta Kappa faculty in the College of Science and the College of Humanities and Social Sciences. Seventy (76 percent) of these are tenured. There is a total of 562 full-time faculty in these two colleges. Thus, Phi Beta Kappa faculty members represent 16 percent of the total. The Committee is confident that they will energetically support a chapter. The provost has committed a budget for an active chapter, including clerical support, funds for the initiation ceremony, an annual Phi Beta Kappa lecture series, and other activities, such as book readings, debates, and monetary awards to superior students and distinguished graduates. The Committee has been assured that the support of the out-going president will be maintained by the new appointee. In view of this support and University's commitment to and success in providing excellence education in the liberal arts and sciences, Senate heartily endorses the Committee's recommendation that a chapter of the Society be authorized for organization by George Mason University's College of Arts and Sciences Phi Beta Kappa member faculty, and recommends that the forty-third Council extend its approval. I. Overview of liberal arts and sciences at George Mason University The liberal arts and sciences play a vital role in GMU's overall mission. The College of Humanities and Social Sciences and the College of Science comprise two of the three largest colleges within the university and their impact is felt throughout the institution. They are almost exclusively responsible for the general education program for all undergraduates, and their programs in Writing Across the Curriculum and Technology Across the Curriculum play an important role in shaping the university's academic culture. Further influences include the spread of the program of undergraduate research apprenticeships from the Department of Psychology across the campus, and visibility of the annual Fall for the Book Festival engaging the university and broader community in a conversation about reading and writing. Eight colleges or institutes of GMU grant undergraduate degrees, but nearly all of the candidates for initiation would come from the College of Science or the College of Humanities and Social Sciences. 61 ------Candidates may also come from the College of Visual and Performing Arts, which grants B.A. degrees in Drama and Music, and (less likely) from the College of Health and Human Services, the College of Education and Human Development, or the School for Conflict Analysis and Resolution. Departments/Schools/Units in the College of Science include: • Atmospheric, Oceanic, and Earth Sciences • Biology • Chemistry and Biochemistry • Environmental Science and Policy • Geography and Geoinformation Sciences • Mathematical Sciences • Neuroscience Program • Physics, Astronomy and Computational Sciences • Systems Biology In the College ofHumanities and Social Sciences: Departments/Interdisciplinary Programs • African and African American Studies • Communication • Criminology, Law and Society • Economics • English • Environmental and Sustainability Studies • Global Affairs • Individualized Study • Integrative Studies (New Century College) • Latin American Studies • History and Art History • Modem and Classical Languages • Neuroscience • Philosophy • Psychology • Public and International Affairs • Religious Studies • Russian and Eurasian Studies 62 • Sociology and Anthropology • Women and Gender Studies The five most heavily enrolled arts and sciences majors are: • Psychology ( 13.7 percent of 2 0 10-11 graduates) • Communication (11.7 percent) • Biology (9.9 percent) • Government & International Politics (9.3 percent) • Criminology, Law & Society (6.4 percent) III. General Curriculum All undergraduates seeking a baccalaureate degree at George Mason must complete 120 hours of credit and the University General Education Program requirements. This 40-credit program includes coursework in three areas: Foundation requirements: • Written communication: three courses, including one upper-division course in the major, • Oral communication: one course, • Quantitative reasoning: one course, and • Information technology: one course. Core requirements introducing students to a broad range of intellectual domains: • Literature: one course, • The Arts: one course, • Natural science: two courses, • Western civilization and world history: one course, • Global understanding: one course, and • Social and behavioral sciences: one course. The Synthesis Requirement, drawing together knowledge, skills and values gained from the general education curriculum: one course. IV. Honors College and other notable programs The University Honors College at George Mason has maintained high standards even during notable expansion, and admission has remained competitive. In 2005-2006, the program enrolled 502 students; by 2009-2010, that number had grown to 673. In fall 2011, 939 undergraduate students were enrolled in the 63 Honors College, with an entering class of 295 students. The growing attraction of the program reflects several factors, especially the founding, in 2009, of an Honors College to house the program, as well as the subsequent creation of an Honors College Residence. In 2011-2012, 191 entering Honors students elected to join this living learning community. The university aims to limit future admissions to the Honors College to no more than 10 percent of the university's entering freshman class. This limitation will increase per student support and enhance program quality. Honors students complete a series of core courses that substitute for George Mason's general education requirements. In addition to taking calculus and two semesters of laboratory science, they enroll in the following five interdisciplinary humanities and social science classes. Each of which is taught as a seminar, with 20-25 students per section): • HONORS 110: Introduction to Research • HONORS 122: Reading the Arts • HONORS 131: Contemporary Society in Multiple Perspectives • HONORS 240: Reading the Past • HONORS 353: Technology in the Contemporary World Finally, honors students must complete two additional courses beyond the core. Those pursuing a Bachelor of Arts degree generally select the Liberal Arts and Social Science track, enrolling in HONORS 130: Conceptions of the Self (Philosophy), and HONORS 230, Cross-Cultural Perspectives (Comparative Politics). Those pursuing a Bachelor of Science degree ordinarily choose the Science, Technology, Economics, Engineering and Mathematics track, selecting their two courses from the fields of Biology, Chemistry, Computer Science, Mathematics, Physics, and Economics. By reducing slightly the number of credits required, the Honors College variant of the university's general education program increases Honors students opportunities to pursue minors or other interests. This is especially relevant to Honors B.S. students interested in Phi Beta Kappa. A key distinction between Mason students pursuing the B.S. and the B.A. degrees is that the latter, but not the former, must demonstrate language proficiency through the intermediate level. B.S. students in Honors who may be Phi Beta Kappa prospects will be strongly encouraged to develop that proficiency, possibly by enrolling in and successfully completing a foreign language minor. 64 Departments likely to provide the most Phi Beta Kappa candidates have honors tracks requiring interested students who have earned a g.p.a. of 3.5 or above to complete specifically designated advanced courses in the major. Some of these departments, including Anthropology, English, and Psychology, also require an honors thesis or its equivalent. The university offers four types of credit-bearing study abroad opportunities: • winter intersession and summer break courses led by GMU faculty; • reciprocal exchanges with partner universities for a semester or a year; • semester-long programs, sometimes with GMU faculty; • internships under the supervision of GMU faculty. Student involvement in these programs has grown significantly in the last five years: in 2005-06, a total of 434 students, the equivalent of 12 percent of that year's graduating class, participated; in 2010-11, 848 students, 19 percent of the graduating class, did so. In addition to many short-term opportunities, the university offers semester or academic-year programs in 14 countries of Europe, South America, and Asia. Among these, the featured program is the Oxford Honors Semester. Over the last 15 years, 354 select Mason students have enrolled in this semester-long tutorial experience in one of four participating Oxford colleges. The College of Sciences and the College of Humanities and Social Sciences offer a variety of credit bearing, domestic, off-campus courses each year. Twenty-two percent of students, on average, in the two colleges enrolled in such courses in each of the last five years. Supporting undergraduate research, GMU's campus-wide Undergraduate Apprenticeship Program awards 15-20 stipends each semester to students pursuing independent research projects with a faculty member in their major. Selection is competitive. To date this program has supported 250 students; over half of them have gone on to graduate school, and a few have received National Science Foundation REU fellowships and other prestigious awards. V. Students Enrollment for fall semester, 2011 Full-time Part-time Undergraduate 16,304 4,478 Graduate 3,374 8,443 Law 510 211 Total 20,188 13,132 65 Of the 2,665 entering Fall 2011 first-time freshmen, sixty-two percent are expected to major in liberal arts and sciences. Approximately 13 percent are expected to major in engineering while another 9 percent are interested in pursuing a business degree. The remaining students are expected to major in the fine arts or health sciences. Student demographics (Fall2011) Virginia residents 84 percent U.S. residents outside Virginia 13 percent Residents of other countries 3 percent Undergraduate women 52 percent Undergraduate men 48 percent Persons of color (self-identified) 41 percent First generation college 12 percent Age 25 or older 23 percent Pell grant recipients (five-year average) 20 percent Admissions Requirements: English, 4 years Mathematics, 3 years ( 4 recommended) Science, 2 years (3 recommended) Foreign language, 2 years (3 recommended) Social studies, 2 years (3 recommended) Standardized test, middle 50 percentile (Fall, 2011 applicants) SAT (77 percent submitting) Verbal 520-620 Math 530-630 ACT (13 percent submitting) Composite 23-28 English 23-29 Math 22-27 Applicants for places in the Fall2011 first-year class: AppliedAdmitted (percent) Enrolled Men 7,837 4,116 (53) 1,267 66 Women 9,711 5,147 (53) 1,398 Total 17,548 9,263 (53) 2,665 The Committee found that students who enroll at George Mason University are well prepared academically. This judgment includes student athletes, who must meet the same admission criteria as other applicants. Enrollment has not suffered during the current economic climate. Financial Aid to undergraduates, 2011-2012 Need-based financial aid 34 percent Average need-based award $6,502 Non-need/non-athletics based financial aid 2 percent Average non-need-based award $5,928 Athletics-based financial aid 1 percent Average athletics-based award $16,779 VI. Faculty Demographics Arts and Sciences Faculty Full-time Part-time Total 562 (66%) 289 (34%) 851 Tenured/Tenure-Track 434 (77%) Terminal degrees 94% 45% Underrepresented groups 14% 17% Full-time Faculty Rank Men Women Professor 82% 18% Associate 59% 41% Assistant 50% 50% Instructors 38% 63% Full-time & Part-time Faculty Rank Men Women Professor 82% 18% Associate 59% 41% Assistant 51% 49% Instructors 51% 49% 67 Teaching load The normal teaching load for tenure and tenure~track faculty is 2 courses per semester. The teaching load may be reduced to 3 courses per year or even 2 courses in exceptional cases, when a faculty member is engaged in a major research project, overseeing multiple projects with large, complex grant support, or supervising a large number of Ph.D. students. Occasionally, faculty may have higher teaching loads (5 or 6 courses per year), with accordingly reduced research expectations and greater additional service expectations. Term (non~tenure track) faculty teach six or eight courses per academic year and are not expected to participate in research. Undergraduate class sizes vary widely, but 88 percent of sections in CHSS and COS enroll under 50 students. About two~thirds ofthose enroll under 30. The fall 2010 student to faculty ratio in CHSS and COS was 13.2 to I; in the institution it was 15.8 to 1. Professional Opportunities George Mason awards 40~45 study leaves to faculty each year; these are the counterpart of sabbatical leaves at other institutions, and the terms are similar. For 2010-2011, twenty~four such leaves were granted to CHSS and COS faculty members. A parallel program is offered to junior faculty at GMU: all assistant and associate professors appointed to their first tenure~track positions at the institution are granted a one-semester study leave at some point during the first five years of the tenure-track cycle. Nineteen such leaves were granted to CHSS & COS faculty in 2010-2011. The university also offers summer research funding in the range of $1,000 to $6,000 to tenure-track and tenured faculty. The awards are competitive, and nine were granted to CHSS and COS faculty in 2010- 2011. Over 2010 and 2011, CHSS also granted five $7,000 Mathy Awards to junior faculty, to support work on a major publication. Over this same two-year period, the college provided 22 supplemental research development awards of up to $5,000 to faculty in twelve departments and awarded 66 supplemental travel grants of $500 each. The university also encourages the application of new technologies in teaching through the Center for Teaching Excellence, the Office of Institutional Assessment, and the Division of Instructional Technology. Recent initiatives have included an annual faculty-led conference on innovations in teaching and learning, initiatives to foster critical thinking across the curriculum, and the development of a Quality Enhancement Plan to foster a "culture of student scholarship." 68 ------~------Compensation 2010 Avg. Salary Men Women Professor $127,311 $132,421 $108,762 Associate Professor $ 83,149 $86,088 $79,279 Assistant Professor $68,538 $ 71,857 $65,499 AAUP Quintiles Salary Compensation Professor 2 2 Associate Professor 3 3 Assistant Professor 3 4 Benefits Health insurance, life insurance, and retirement programs are offered through the Commonwealth of Virginia, with support from the university. Health insurance is provided to all employees who work at least 80 percent time; premiums are split between the university and the employee; this benefit is also extended to spouses and dependent children. Full-time employees receive group life insurance through the Virginia Retirement System (VRS). Membership in the state's defined benefit retirement plan is automatic and paid by the state. Employees become vested in it with the accumulation of five years of credited service. The university provides tuition waivers for up to twelve credits to employees (but not dependents) who wish to enroll in classes. Contingent Faculty Fifty-two percent of all semester credit hours in the fall 2010 in CHSS and COS were taught by contingent faculty (excluding graduate assistants). Graduate assistants taught 7.8 percent. Contingent faculty and graduate assistants teach principally small, introductory, skills-development classes and sections of laboratory courses. Over five fall semesters extending from 2006 to 2010, the Phi Beta Kappa-eligible departments using contingent faculty in the greatest proportion were: • Modem and Classical Languages (78 percent of sections) • Astronomy (73 percent) • English (73 percent) • Biology (73 percent) • Geology (64 percent) 69 In these five cases combined, the distribution of instruction by categories of contingent faculty (including graduate assistants) was: • full-time term faculty, 39.5 percent • part-time faculty, 44.9 percent • graduate assistants, 15.6 percent Not all contingent faculty at Mason teach in multi-section courses. Many highly-qualified, professionally distinguished individuals in the Washington, D.C. area accept part-time faculty appointments to lend their particular expertise to the teaching of specialized upper division and graduate classes. VII. Governance Board and Administration The governance of the university is vested in the Rector and Board of Visitors. The sixteen members of the Board are appointed by the governor on a rotating basis to serve terms of four years. Board members are selected for all Virginia public universities in the same manner. Each year's appointees must include at least one alumnus, and no more than two members residing outside Virginia. Members may be reappointed once, but the gubernatorial term limit has made this infrequent. The members elect the Rector and other officers of the Board. The Board includes two students, typically one undergraduate and one graduate, as non-voting representatives for a single, one-year term. The Faculty Senate Chair is an ex officio non-voting member. Several Board committees include a non-voting faculty representative elected by the faculty at large to serve a two-year term. These committees include Academic Programs, Finance, Land Use, and Diversity & University Community. Another faculty member is appointed to serve as a non-voting liaison to the Audit Committee. The president is appointed by the Board of Visitors, and in tum appoints the provost, other administrative vice presidents, administrative deans, and collegiate or school deans. The collegiate deans report to the provost. The Faculty Senate plays an important role in shared governance. The chair of the Senate budget and resources committee sits on the university budget council, while the Senate selects faculty to serve on numerous standing university committees and constructs any tenure appeal boards that might be required. Faculty spokespersons are emphatic that the curriculum is firmly in the hands of the faculty. Policies and Procedures Relevant to Academic Culture Promotion and tenure 70 ··------~~~~~~~--~~----- The policies and procedures governing promotion and tenure conform to typical standards at universities nationwide. Faculty are evaluated annually by local unit administrators and/or committees of peer faculty, based upon contributions of the preceding academic year. Annual evaluations are the primary basis for determining salary increases, when available. Probationary faculty are evaluated for renewal during the third year of their initial appointments. The next full evaluation, typically in the sixth year, is for tenure. Tenure is based on evidence of genuine excellence in either research and scholarship or teaching, and requires that outside reviewers substantiate that the candidate's contributions in that area have had some significant impact beyond the boundaries of George Mason. High competence is required in the other areas, including service. There are two levels of faculty review in all cases for promotion and/or tenure. Department committees and chairs make separate recommendations. The second level of review is by the college committee and dean. There are procedures for interdisciplinary candidates. Annual reviews provide a basis for post tenure review. Faculty members who receive several overall unsatisfactory ratings are required to undergo a peer evaluation procedure. Non-discrimination George Mason is committed to providing equal opportunity and an educational and work environment free from any discrimination on the basis of race, color, religion, national origin, sex, disability, veteran status, sexual orientation, or age. The Committee is convinced that the university is dedicated to ensuring access, fairness, and equity for minorities, women, individuals with disabilities, and veterans in its educational programs, related activities, and employment. The university maintains a continuing and apparently robust affirmative action program to identifY and eliminate discriminatory practices in every phase of its operations. Academic freedom George Mason is also committed to upholding the principles of academic freedom to protect the expression of faculty members without fear of censorship or retaliation. On diligent inquiry, the Committee found no complaints regarding academic freedom. One of the vital activities of a university is the critical examination of ideologies and institutions. It is essential that faculty members have the right to express their views and the University is committed to upholding the principles of academic freedom to protect the expression of faculty members without fear of censorship or retaliation. The University defines academic freedom as: 1. the right to unrestricted exposition of subjects (including controversial questions) within one's field and professional obligations, both on and off the campus, in a professionally responsible manner; and 71 2. the right to unrestricted scholarly research and publication within one's field and professional obligations, in a professionally responsible manner within the limits imposed by the resources of the institution. The University is fully aware that faculty members must enjoy, in addition to academic freedom, the same civil liberties as other citizens. In the exercise of their civil liberties or academic freedom, faculty have an obligation to make clear that they are not representing the institution, its Board, or the Commonwealth of Virginia. All employees have an obligation to avoid any action which appears or purports to commit the institution to a position on any issue without appropriate approval. Faculty personnel actions, including initial appointment, reappointment, annual performance evaluations, and promotion and tenure will not be affected by considerations such as the exercise of academic freedom and civil liberties. (George Mason University Faculty Handbook, July 2011, p. 51) Institutional financial stability Tuition and fees In-state tuition: $6,752 International and out-of-state: $24,230 Required fees $2,514 Room and board $8,950 Transportation and other expenses: $2,740- $3,560 Enrollment Trend 2007-2011 Undergraduate Graduate 2007 18,589 11,743 2008 18,809 11,905 2009 19,702 12,365 2010 20,157 12,405 2011 20,782 12,538 Over the last five years the undergraduate enrollment has grown at an average rate of 2.3 percent. The three colleges most likely to elect students to Phi Beta Kappa have grown more rapidly: the College of Humanities and Social Sciences at 5.3 percent, the College of Sciences at 29.3 percent, and the College of Visual and Performing Arts at 13.9 percent. 72 State support State appropriations had been as high as 62 percent of the Education and General budget but by 2011- 2012 were down to $106.8 million, 25% ofthe budget. In addition, state contribution to financial aid was $15.5 million, and capital outlay was $11.5 million. Private funds totaled $23.6 million making up 5% of the total university budget revenue of$876.3 million. Gifts and pledges Endowment In-kind Other Total 2007 $1,686,103 $179,854 $20,396,373 $23,507,352 2008 $3,050,360 $145,422 $20,690,163 $23,855,945 2009 $4,484,028 $137,365 $22,150,378 $26,771,771 2010 $2,049,702 $3,380,088 $27,283,774 $32,713,564 2011 $1,316,496 $7,618,016 $35,897,427 $44,831,939 Endowment In 2010- 2011, the market value of the endowment was at $51,608,372. The spending rate is a rolling three-year average of 4 percent ($933,397 in 2010 - 2011 ). Capital gifts and pledges total approximately $33,859,000 for FY 2006 through FY 2010 with $3,500,000 in 2009-2010 in support of laboratories, foreign language facilities, computers for student use and other equipment. Recent gifts include: • a $1M endowment to provide at least ten scholarships to students who are returning to college after an absence; • a grant from the Aurora Foundation to support the Success for Veterans program, which will include a series of student development courses; • a gift from the Micron Foundation to VISTA which will encourage STEM instruction in the commonwealth; and • a gift from the Dominion Foundation to the Mason Sustainability Institute. XIII. Facilities The university's growth has created a campus of new or newly renovated facilities. Since 2006, the capital budget for construction has been roughly $200M per year. Recent efforts have centered on new academic buildings and high tech classrooms, expanding laboratory facilities for both teaching and research, doubling the size of and number of seats in the main library, and a commitment to increasing the sense of community and academic engagement through construction of residential 'village' areas and live-and-learn communities. The administration now believes that demands will be nearly met when currently approved projects are completed in the next few years. There is a high degree of uniformity of appearance and building standards. Project planning 73 includes logistical planning and provisions for swing space to keep departments together when they have to move for renovations. Deferred maintenance does not appear to be a problem. The state provides a line item in the budget to partially cover deferred maintenance costs of academic facilities. Auxiliary facilities like housing are expected to be economically self-sufficient and generate reserve funds for their maintenance. Libraries Two of the library system's four campus libraries are on the Fairfax campus: the main library, Fenwick, and a branch library in the Johnson Center, the principal student union. There are also branch libraries on the Arlington and Prince William campuses, and a separately administered law library. The Fairfax libraries are open 104.5 hours per week. The system has a permanent staff of 131, excluding the law library. Holdings at the end of 2009-10 included 1,327,019 paper documents, 393,890 e-books,3,209,095 microforms, 46,430 audiovisual materials, and 4,439 print serial title (excluding law library serial holdings). From FYOO to FY10, the acquisitions budget more than doubled, from $3,950,000 to $8,157,305, and the staff budget increased from $4,188,324 to $8,197,848. Fenwick is scheduled for a major addition and modernization within the next couple of years. The library participates in several consortia including the Virtual Library of Virginia and the Washington Research Library Consortium. Because of the relative youth of the university, the library does not have as extensive a collection of older monographs and serials as many peer institutions. Because these materials can be accessed through interlibrary loan, the libraries have focused on acquiring e-books and shifting serials holdings to digital resources. This digital focus is advantageous to a distributed campus system and permitted the library to operate during a week-long snow closure in 2010. The strategy has also resulted in the GMU library system shifting from being a net borrower ofiLL materials to being one of the major lenders in the region. Laboratory Facilities A major, 100,000 square foot, laboratory renovation, and the building of 50,000 square feet of new space for science education will be completed in 2013. The facility will contain open format labs, some specialized to support upper class student labs, and living/learning spaces. The improved facilities will support planned curricular changes. Current facilities are of mixed quality. Some disciplines have excellent space and state of the art equipment. In addition, some have good relationships with nearby federal labs that provide access to those facilities. Older, facilities occupied by other disciplines are adequate. Student lab fees are being used to maintain existing equipment and to replace obsolete equipment. 74 IX. Athletics George Mason competes in NCAA Division 1·AAA, as a member of the Colonial Athletic Association. GMU is also a member of the Eastern College Athletic Conference, the Intercollegiate Association for Amateur Athletes of America, and the Eastern Intercollegiate Volleyball Association. The university offers 11 varsity sports to women, and an equal number to men. Student·athlete participation is evenly divided as well, with 323 men and 27 4 women on the rosters in 201 0·11. The Department oflntercollegiate Athletics is led by an Assistant Vice President/Athletic Director, who reports to the Senior Vice President overseeing a number of financial and administrative units. The Senior Vice President reports directly to the President. The President is also advised in athletic matters by the Athletic Council, the membership of which includes four members of the Faculty Senate, the NCAA Faculty Athletic Representative, the senior administrator for women's athletics, and representatives from a number of campus offices, including the provost and student government. The site team's conversations with GMU students and faculty, including members of the Faculty Senate, universally confirmed that athletics is under appropriate administrative and academic control. Graduation rates for athletes are acceptable. In 2011, male student·athletes graduated at a 59 percent rate, women at 79 percent. For the fall 2004 cohort, the overall student·athlete graduation rate was 71 percent which compares favorably to the overall university rate of 63 percent. In 2011, the rates varied widely by sport: men's rates ranged from 29 percent (soccer) to 100 percent (swimming, tennis), while women's ranged from 36 percent (track) to 100 percent (swimming, rowing). The institution has self.reported several secondary violations to the NCAA in the past decade, but no major infractions have occurred. Most of the secondary violations have concerned eligibility issues, and GMU has paid minor fines in these cases. This recommendation comes to the Council from the Phi Beta Kappa Senate, and rests on the diligent work of the Senate's Committee on Qualifications. Delegates are reminded that questions concerning the recommendation are to be submitted in writing at the close of the first plenary session. The Committee will present the recommendations and respond to such questions in the second plenary session. 75 THE UNIVERSITY OF MONTANA The University of Montana is situated on a pleasant, contiguous, 156-acre campus in Missoula, Montana, nestled in a verdant valley just west of the continental divide. Mount Sentinel looms on the campus's eastern border, and the Clark Fork River is its northern border. The city of67,000 people radiates outward to the north, west, and south, across the level terrain of an ancient lake floor. Downtown Missoula, with the amenities of a typical "college town," is within easy walking distance. Encircling mountains suggest the abundant outdoor educational and recreational opportunities in the region. At the center of campus, academic buildings and residence halls surround the Oval--a three-acre green of tree-shaded walkways, lawns, shrubs, flowering plants, and statuary. Historic buildings include University Hall, built in 1898. The institution is committed to sustained improvement of its physical plant. New construction and renovations undertaken since 2005 amount to $80 million and $14 million, respectively. This attractive campus provides an apt setting for interactions reflecting a friendly, engaged, open, and collegial community. The University was chartered in 1893 by the Montana Legislature with this central purpose: "to provide the best and most efficient manner of imparting a liberal education and thorough knowledge of the different branches of literature, science and the arts." From its founding, it has been the center of liberal arts education in Montana, and the current mission statement commits to providing ''unique educational experiences through the integration of the liberal arts, graduate study, and professional training with interdisciplinary and international emphases." The institution is classified as a research university with high research activity (RU/H in the Carnegie classification). In addition to the main campus in Missoula, the University also comprises affiliated campuses in Dillon, Helena, and Butte. Those campuses lie outside the scope of this report. There are 31 full-time Phi Beta Kappa faculty members in the College of Arts and Sciences (11.8 percent of the total number of full-time faculty in the college). Twenty-two are tenured, four are tenure-track, and four are not tenurable. An additional eight Phi Beta Kappa faculty members, now emeriti, actively participated in the preparation of this application, and it is likely that they, as well as other Phi Beta Kappa emeriti faculty who succeed them, will remain involved in the chapter. The Phi Beta Kappa faculty members at the University of Montana have pursued their application to shelter for a chapter with admirable focus and energy. The Committee finds that the campus as a whole, as well as the Phi Beta Kappa faculty specifically, will undertake the task of developing a strong chapter. Two successive presidents of the institution, one who wrote the supporting letter for the general report, and the other 76 his successor, have pledged the institution's "firm and irrevocable commitment to providing the necessary and appropriate resources to shelter a chapter of Phi Beta Kappa." In view of this support and University's commitment to and success in providing excellent education in the liberal arts and sciences, the Senate heartily endorses the Committee's recommendation that a chapter of the Society be authorized for organization by the University of Montana's College of Arts and Sciences Phi Beta Kappa member faculty, and recommends that the forty-third Council extend its approval. I. Overview of the Liberal Arts and Sciences The College of Arts and Sciences (CAS) is the largest college in the University. In 2011-2012, it enrolled 5,714 students, two-and-a half to three times the number ofthose enrolled in the next largest colleges, the College ofEducation and Human Sciences (2,167) and the School ofBusiness Administration (1,887). The other four-year undergraduate colleges include the College of Forestry and Conservation, the College of Health Professions and Biomedical Sciences, the College of Visual and Performing Arts, and the School of Journalism. Most prospects for election to Phi Beta Kappa will pursue one of the following majors in CAS: • Anthropology • Biology • Chemistry • Classics • Computer Science • Economics • English • Environmental Studies • French • Geography • Geosciences • German • History • Japanese • Liberal Studies • Mathematics • Microbiology • Native American Studies • Philosophy • Physics 77 • Political Science • Psychology • Russian • Sociology • Spanish . Among these majors, the five most heavily enrolled in 2009-2010 were • Psychology (10.4 percent of total College of Arts and Sciences majors) • Biology (9.1 percent) • English (8.0 percent) • Sociology (6.2 percent) • Anthropology (6.5 percent). II. General Curriculum The B.A. and B.S. degree at the University of Montana require a minimum of 120 credit hours, completion ofthe general requirements, and completion of a major. General Education requirements for all baccalaureate candidates are: • English Writing Skills: three courses • Composition course • One designated Writing Course • Writing Proficiency Assessment • Upper-Division Writing Requirement (specified by major) • Mathematics: one course • Modern and Classical Languages or Symbolic Systems: two courses • Expressive Arts: one course • Literary and Artistic Studies: one course • Historical and Cultural Studies: one course • Social Sciences: one course • Ethics and Human Values: one course • American and European Perspectives: one course • Indigenous and Global Perspectives: one course • Natural Sciences: two courses; one Natural Science course must include a laboratory experience. NB: Majors in Anthropology, Biochemistry, Chemistry, Economics, Geography, Geosciences, Mathematics, Microbiology, Psychology, and Sociology can be granted exemption from the language requirement. Students in 78 those majors who are also Phi Beta Kappa prospects should have sufficient program flexibility to pursue foreign language study through the intermediate level. The institution, in appropriate venues (e.g., faculty advisors, the Dean of the Honors College, even the University president), will encourage such students to sustain language study at least through that level. III. Honors and other notable programs The Davidson Honors College was founded in 1991 as a center for undergraduate academic excellence. The College is housed in a substantial and well-appointed building of its own located on the grassy oval at the heart of campus. Honors courses, limited in size to 20 students, are offered across the curriculum, and taught by the University's best faculty. They "emphasize critical thinking, the development of written and oral communication skills" and a high level of student participation. Admission to the Honors College as an incoming first-year student normally requires a minimum high school GPA of 3.5 and minimum scores of 27 on the ACT or 1800 on the SAT. Honors College students are expected to take at least seven honors courses, including a first-year course, Ways of Knowing. The required senior honors project may also serve in some cases as a thesis within the major. Honors students are urged to participate in volunteer community activity, as well as to include in their curriculum courses that involve community based service learning, study abroad, internships, or other significant experiential components. A student who completes the Honors College requirements with a cumulative g.p.a. of 3.0 and a major g.p.a of 3.4 is noted as a University Scholar on his or her diploma, in addition to such Latin honors or departmental honors as might also have been earned. Approximately 600 students are enrolled in the Davidson Honors College in any given semester. Several academic departments offer students the opportunity to graduate with High Honors in their discipline, typically by writing a senior thesis. Many are exceptional scholarly works, well-written papers of a length that might be expected of a Master's thesis. The University of Montana offers students a variety of opportunities for off-campus study. • ISEP (The International Student Exchange Program) provides studies of varying duration in 39 countries. • Fifty-eight exchange partner institutions offer study abroad options during the academic year. • IE3 Global Internships provide opportunities for UM students to engage in volunteer or paid internships abroad. • UM faculty offer study trips abroad. 79 During the 2010-2011 year, 226 UM students (two percent ofthe entire population ofundergraduates) studied abroad in one of these programs. Increasing the participation rate in study abroad programs is a strategic goal of the campus leadership, called "building a university for a global century." Since 1904, the University has produced 28 Rhodes scholars, ranking fifth nationally among public universities. UM has graduated 23 Fulbright fellows since 2005. Domestic off-campus programs are also available. The Washington Center offers internships and academic seminars in Washington, D.C. In the interdisciplinary Wilderness and Civilization program, a small number of students are immersed in an intellectually and physically demanding two-semester study of wilderness and interactions between people and wild lands. Shorter wilderness courses are also available, through the Wild Rockies Field Institute. As in the area of international study, the University has commendably prepared its students to compete successfully for prestigious national fellowships. Since 2005, the University has produced two Goldwater scholars, a Marshall Scholar, a Jack Kent Cooke scholar, a Truman scholar, and 15 Udall scholars. University of Montana students have received 34 Udall Scholarships since 1997, more than any other college or university in the U.S. Undergraduate Research is supported strongly across all disciplines. The Honors College provides resources to help students identify research courses, scholarships, and research opportunities both on and off campus, and helps coordinate an annual University-wide Conference on Undergraduate Research. Each year over 100 students present their research and creative work. Faculty members are actively encouraged to include students in their scholarly work and to strive to enhance the connections between their scholarly work and their teaching. Service Learning and Civic Engagement are encouraged through an Office for Civic Engagement (OCE) in the Honors College. The OCE connects any interested students with local service opportunities at a range of non-profit organizations, as well as coordinating service programs during the winter and spring academic breaks. The OCE also works with faculty who wish to incorporate a service-learning component into their academic courses. The University of Montana has been recognized by the Carnegie Foundation for the Advancement of Teaching for excellence in community engagement. An international service-learning program has taken students in recent summers to work in Uganda (2008), Tanzania (2009), Guatemala (201 0), and Mongolia (20 11 ). IV. Students at The University of Montana Total student enrollment at UM for fall semester, 2011 Full-time (headcount) Part-time (headcount) Undergraduate 10,681 2,689 80 Graduate 1,268 2,299 Total 11,949 3,720 37.5% percent of entering undergraduate students in fall 2011 expect to major in the liberal arts and sciences, with roughly 16% of these pursuing degrees in the natural sciences or health areas. Another 8% expects to study business. Undergraduate Student demographics, fall semester 2011 Montana residents 73 percent U.S. residents outside Montana 25 percent Residents of other countries 2 percent Undergraduate women 53 percent Undergraduate men 47 percent Persons of color (self-identified) 8 percent First generation college 26 percent Age 25 or older 23 percent Pell grant recipients (five-year average) 30 percent While the population is highly homogeneous, the University has a relatively large Native American population (798 students in Fall2011), and has a relatively new, visually striking building on campus dedicated to housing programs related to Native American Studies and Native American student services. The centrality of this new facility sends an important signal to the larger community about the value of diversity on campus. Admissions The following requirements are currently in effect for students seeking admission to a four-year degree program in the Montana University System: English, 4 years Mathematics, 3 years ( 4 recommended) Laboratory science, 2 years Foreign language, 2 years (recommended) Social studies, 3 years Effective fall 2013, students seeking admission to a four-year degree program at the University of Montana-Missoula must complete a rigorous college preparatory curriculum. As approved by the Montana Board of Regents, these requirements include: English, 4 years Mathematics, 4 years Science, 3 years (including two years of laboratory science) 81 Foreign language, 2 years Social studies, 3 years Areas noted above in bold font are significantly increased in rigor under these new admission standards, which are specific to the University of Montana-Missoula and will distinguish it as the most highly selective public university in the state ofMontana. Standardized test, middle 50 percentile (Fall, 2011 applicants) SAT (51.4 percent ofUM applicants submitting) 25th Percentile 75th Percentile Critical Reading 490 600 Math 490 590 1 ACT (76.6 percent UM applicants submitting) 25 h Percentile 75th Percentile Composite 21 26 English 20 27 Math 19 25 Applicants for places in the Fall2011 first-year class: AppliedAdmitted (percent) Enrolled Men 2,678 2,472 (92.5%) 1,055 Women 2,931 2,802 (95.6%) 1,116 Total 5,609 5,274 (94.0%) 2,171 Despite the high acceptance rate, the Committee found that students who enroll at the University of Montana are well prepared academically. This judgment includes student athletes, who must meet the same admission criteria as other applicants. Enrollment has not suffered during the current economic climate. Financial Aid to undergraduates, 2010-2011 Need-based financial aid 71.3% Average need-based award $4,900 Non-need/non-athletics based financial aid 25.5% Average non-need-based award $4,610 Athletics-based financial aid 3.2% Average athletics-based award $4,690 82 Tuition and Fees 2010-11 2011-12 Montana resident undergraduate: $5,685 $5,941 Nonresident undergraduate $19,834 $20,794 V. Faculty Demographics Arts and Sciences faculty Full-time Part-time Total 290 (76%) 92 (24%) 382 (100%) Tenured/Tenure-Track 238 (62%) 12 (3%) 250 (65%) Terminal degrees 93% 57% 84% Underrepresented groups 11% 9% 11% Rank Men Women Professor 77% 23% Associate 58% 42% Assistant 67% 33% Instructors 44% 56% Teaching load The average teaching load for full-time tenured and tenure-track faculty at the University of Montana is 5 to 6 courses a year. The standard workload may be adjusted to accommodate faculty leaves, research or creative activity, and service. In fall 2010, the vast majority of undergraduate classes (1,932 sections of 2,172, or 89 percent) enroll under 50 students. The number of classes enrolling under 30 students is 75.8 percent of the total {1,647 of 2, 172). The fall 2009 student to faculty ratio in the College of Arts and Sciences was 17 to 1. In the University it was 19.9 to 1. Professional Opportunities The University of Montana awards, on average, 21 sabbatical leaves per year. Leave is for one-half the regular contract period at full salary or for a full academic year at three-quarters salary. The faculty exchange program includes 88 partner institutions in 34 countries. In A Y 2009-2010, arts and sciences faculty members obtained $12.7 million of outside funding for their research and scholarship. A Faculty Development Office provides resources to foster research and creative activity, teaching, and service. In fall2011, there were eleven professional development workshops, seven focusing on pedagogy. 83 Compensation 2010·2011 Men Women Total Professor $80,500 $75,900 $79,100 Associate Professor $62,900 $63,200 $63,000 Assistant Professor $54,900 $56,800 $55,800 AAUP Quintiles Salary Compensation Professor 5 5 Associate Professor 5 5 Assistant Professor 5 5 Benefits The University participates in a comprehensive employee group benefits plan offered by the Montana University System. The program includes comprehensive major medical, dental, and prescription drug benefits. The cost of medical coverage is shared by the employee and the University. Employees may elect dependent coverage. Participation in the retirement plan~TIAA-CREF~is mandatory for faculty employed half time or greater for two consecutive semesters. Vesting is immediate. The employee contributes 7.044 percent and the employer 5.956 percent of gross pay. Tuition fee waivers are available to permanent employees beyond the probationary period working at least three-quarter time. Waivers are also available to dependents of permanent, at least three-quarter time, employees with at least five years of continuous service. Contingent faculty Contingent (term-appointed, non-tenurable) faculty at Montana may be either full- or part-time. Part time salaries are prorated from full-time equivalents: part-time faculty may be paid more than the relevant percentage of full-time salary (based on qualifications and available funding), but not less. Fall2010 course sections in the College of Arts and Sciences Tenured and tenure-track faculty 805 sections {53 percent) Full-time, non-tenurable faculty 225 sections (15 percent) Part-time faculty and teaching assistants 479 sections {32 percent). Contingent faculty (including teaching assistants) were used in the greatest proportions in the following departments: Physics and Astronomy 70.6 percent 84 Computer Science 67.3 percent Mathematical Sciences 66.4 percent Communication Studies 65.6 percent History 62.8 percent VI. Governance Board and Administration The University of Montana is part of the state higher education system. Together with the land-grant institution, Montana State University, and three non-tribal community colleges, the University of Montana reports to a Commissioner of Higher Education and a seven-member Board of Regents. The Board of Regents is appointed by the Governor to seven-year terms on confirmation by the state senate. One member must be a student at an institution under the Board's jurisdiction, and serves a one-year term. The Governor, the Superintendant of Public Instruction, and the Commissioner of Higher Education are ex officio members of the Board. The Board of Regents appoints a Commissioner of Higher Education who serves as the chief executive officer of the Montana University System, administering policies of the Board. The Commissioner is the supervisory link between the Board of Regents and the governance and administrative units of the individual campuses. The campus chief executive officer is the President of The University of Montana, appointed by the Board of Regents and responsible to the Commissioner. The governance structure of the University ensures appropriate institutional control over University matters. There is no evidence that Regents or members of the legislature exercise undue or inappropriate influence in the administrative or curricular control of the institution. The University operates under a system of shared governance. Faculty, student, and staff constituencies at the Missoula campus are represented in the governance system by separate bodies, including (1) the Faculty Senate; (2) the Associated Students of the University of Montana (ASUM); and (3) the Staff Senate. Distinct organizations represent faculty and staff for collective bargaining purposes. Responsibility for the College of Arts and Sciences is vested in a dean who reports to the provost and vice president for academic affairs. The provost reports directly to the president of the University. 85 Policies and Practices Relevant to Academic Culture Curricular authority rests with the faculty, and the culture of the University prizes academic freedom. The University's collective bargaining arrangement effectively oversees the promotion and tenure process. While each department proposes its own standards for promotion and tenure, the dean and provost must approve the final plans. Non-discrimination The University of Montana provides equal opportunity for education, employment, and participation in University activities without regard to race, color, religion, national origin, sex, age, marital or family status, disability, or sexual orientation and seeks to employ and advance in employment qualified disabled veterans and veterans of the Vietnam Era. The team was particularly impressed with the University's efforts to support the needs of veterans through the creation of a Veterans Affairs Office. Academic freedom Academic freedom is well protected by institutional culture and by the faculty union. This right extends to both tenured and non-tenured members of the faculty. Members of the campus community affirmed with pride that free speech is encouraged on campus, noting that the area between the student union and the campus library is known as the "free speech zone." There is no evidence of external interference or inhibiting influence on the practice of free speech on campus. VII. Institutional financial stability Tuition and Fees 2010-11 2011-12 Montana resident undergraduate: $5,685 $5,941 Nonresident undergraduate $19,834 $20,794 Total tuition and fee revenue in 2010-2011 was $95,373,480, and institutionally funded financial aid totaled $21,975,533. The tuition discount rate was 23.0%. Undergraduate Enrollment Except for a slight dip in 2007-2008 of 0.4 percent, undergraduate enrollment at Montana has increased steadily over the past five years. The annual rate has ranged from 3.4 to 5.2 percent. The overall enrollment increase over this five-year period was 12.9 percent: 2005-2006 11,431 2006-2007 11,841 2007-2008 11,799 2008-2009 12,196 86 2009-2010 12,825 2010-2011 13,370 State support In addition to tuition and fee revenue, the University relies primarily on support from the State. It also depends on grants, many of them federal, to help underwrite particular University programs. The funding from these sources in 2010-2011 totaled $116,257,172, broken out as follows: State Appropriation $48,030,630 Other State Funding (Millage) $4,562,357 Grants (Sponsored Programs) $63,664,185 Total Annual Gifts for Operations In 2010-2011, gifts to the University totaled $11.0 million. Market Value of the Endowment and the Spending Policy Permanently endowed funds are invested in the UM Foundation's long term investment portfolio. The market value of that portfolio at September 30, 2011 was $112.5 million. The endowment spending rate (set by the Foundation's Board ofTrustees) is currently set at 4.25 percent of the rolling three-year average ofthe unit value of each endowment. In 2010-2011, the University of Montana Foundation disbursed $12.0 million to the University, drawing upon gifts to the annual fund and earnings in the endowment. This total was distributed as follows: $3.3 million to scholarships and awards, $5.3 million to academics and institutional support, and $3.4 million to facilities and equipment. VIII. Facilities Overview In recent years the University of Montana has aggressively pursued improvements to its facilities, including construction of several new buildings, as well as renovation of others. The improvements have been funded through a combination of private, state, and federal funds and have not jeopardized the University's financial position. While renovations are not complete, the University has done an impressive amount of work despite the recent economic downturn and does not have substantive issues with deferred maintenance, safety, or ADA compliance. Plans call for completing renovations as funding becomes available, but no major new building initiatives are under development at present. The level of budgeting for on-going plant maintenance is appropriate. 87 UM has a Sustainability Coordinator and a commitment to environmental stewardship in the maintenance, renovation, and construction of buildings. In October 2011, the Payne Family Native American Center received LEED Platinum status, the highest level of certification awarded by the U.S. Green Building Council. The center is the first building on campus to achieve LEED Platinum certification. Library and Information Technology Library staffing and funding for acquisitions are also appropriate. In addition to the main campus branch, the Mansfield Library also operates a branch on the nearby two-year College of Technology. The main campus branch is open 111 hours per week. Reference librarians are available approximately three-quarters of those hours; reference questions are also fielded by chat and email. In addition to its own collection, the Mansfield Library is affiliated with several state and regional consortia for purposes of purchasing electronic resources, sharing online cataloging services, and acquiring interlibrary loan items. Holdings in the library's Archives and Special Collections are used by a range of disciplines and provide especially important support for the departments of History and Native American Studies. Librarians are actively engaged in digitizing and providing improved online access to such materials. Library staff have a proactive Information Literacy Curriculum. Librarians work with faculty on the strategic integration of information literacy skills into the curriculum, with particular emphasis on first-year courses. University departments have a designated library liaison with whom faculty work collaboratively to tailor advanced discipline-specific information literacy instruction for their students. A Learning Commons model is being implemented to provide a centralized space within the Mansfield Library so that students will find math and writing tutoring alongside library reference assistance and near at hand to improved group as well as individualized study spaces. Information technology resources are adequate. Wireless network access is readily available, and most teaching spaces have computer and projection equipment. For historical reasons, UM has evolved a centralized structure of support for administrative computing and a decentralized structure for academic computing, meaning that departments or colleges provide their own academic computing support. Laboratories While some of the sciences are housed in older facilities still awaiting renovation, most are in relatively modern buildings and all enjoy access to the resources and support necessary for undergraduate education. The level of equipment available for teaching modern methods of spectroscopy, imaging, DNA sequencing, is appropriate, as is the level of expenditures on teaching laboratories. Off-campus field stations provide additional opportunities for student learning, particularly in biology and environmental studies. 88 The International Language Laboratory offers support for students studying in the Department of Modern and Classical Languages and Literatures, including a regular schedule of live television programming. Other Facilities The atmosphere in the various dining facilities also encourages student learning. After dinner, the University Center dining area hosts tutors and language conversation tables. Along with studying sustainability in the classroom, students learn from the University Dining Services' Farm to College program about the sources of the food they eat, many of which are local farmers and ranchers. Academic and co-curricular units at UM share a high level of collegial commitment to student success. This includes a culture of involvement by the various constituencies of the campus community in establishing and implementing principles of sustainability, sharing resources, and respecting the campus grounds and facilities. IX. Athletics The University of Montana participates in NCAA Division I as a member of the Big Sky Conference. It has recently undergone a year-long, campus-wide NCAA certification process. The University offers six sports for men and eight sports for women. The University plans to add a softball team to increase athletic opportunities for women. The director of athletics reports to the president of the University. The faculty athletics representative is a tenured member of the faculty, appointed by and reporting to the president. The faculty athletics representative acts as chair of the University's eligibility committee and drafts reports for the Faculty Senate annually on the role of athletics at the University. In addition, the academic adviser for student-athletes has a joint reporting relationship to the director of athletics and the faculty athletics representative. Each year the faculty committee on athletics reviews procedural matters related to the intersection of academics and athletics, including such issues as class time missed for athletic competition. Over the past four years for which data are available, the six-year graduation rate for varsity student athletes has consistently exceeded that of the student body as a whole. The graduation rate in that period for student-athletes has ranged from a low of 52 percent to a high of 67 percent, and for the student body as a whole the six-year graduation rate has ranged from a low of 40 percent to a high of 44 percent. Looking at the most recent academic year (2010-2011), the average cumulative grade point average of student-athletes is slightly higher than that of the undergraduate population as a whole (3.02 versus 2.95), while athletes are carrying, on average, a higher number of credits per term (13.93 versus 12.22). The percentage of varsity student-athletes on academic probation is significantly lower than that of the undergraduate population as a whole (3.2 percent versus 5.0 percent). 89 Compliance The team is aware of no violations of institutional or conference standards by the University's athletic program, and is confident that the University is in compliance with NCAA regulations. The only area of concern relates to Title IX compliance. The University believes that the NCAA review will conclude that the Department of Athletics is in compliance when it comes to equity in coaching and facilities and funding, but that the number of female student-athletes is lower than it should be given the male-to-female ratio of the student body as a whole. The football program is the main cause of this imbalance. The University has carried out systematic efforts to gauge the interest of women on campus in launching other varsity athletic programs. A survey of UM's freshmen females indicated that softball was the most desirable women's sport not currently offered by UM. Consequently, within the next three years, the University plans to add softball as its ninth Division I women's sports program. This recommendation comes to the Council from the Phi Beta Kappa Senate, and rests on the diligent work of the Senate's Committee on Qualifications. Delegates are reminded that questions concerning the recommendation are to be submitted in writing at the close of the first plenary session. The Committee will present the recommendations and respond to such questions in the second plenary session. 90 OKLAHOMA STATE UNIVERSITY The campus is situated in a residential neighborhood in Stillwater, a tree-clad city of 46,000 on the wide, farmland prairie of north central Oklahoma. The spacious, well-groomed campus surrounds a busy quadrangle where the main library, flanked by Georgian buildings, faces a semi-formal garden of trimmed hedges, crossed by sidewalks and bicycle paths leading down to a pair of idyllic, cypress-shaded ponds. Immediately beyond this core lie a new interdisciplinary science building, traditional multi-story dormitories for honors students, and residential suites. The extended campus integrates with a commercial district serving the typical needs and interests of a university community. There are extensive facilities for varsity and recreational athletics north of the central campus. Oklahoma State University was founded under the Morrill Act in 1890 as Oklahoma Territorial Agricultural and Mechanical College. Growth in size and in the scope of its mission and curriculum led to renaming as Oklahoma State University in 1957. Emblematic of this transformation is the fact that the oldest building on campus, Old Central, which opened in 1894, is now the home of the liberal arts-oriented Honors College. Oklahoma State University has a 2010 Carnegie Classification of RU/H, signifying a research university with high research activity. The Oklahoma State University System also includes campuses and programs at Tulsa, Okmulgee, and Oklahoma City, but only the main campus at Stillwater falls within the scope of this report. At Oklahoma State University there are 72 Phi Beta Kappa members on the full time faculty or academic staff, of whom 55 are in the College of Arts and Sciences. That figure represents 17 percent of the 314 College of Arts and Sciences tenured/tenure-track faculty. Over a dozen Phi Beta Kappa faculty members on campus have indicated a willingness to serve the future chapter as officers or as members of committees. The Committee on Qualifications was impressed with the enthusiasm of the Phi Beta Kappa members of the Oklahoma State University faculty who prepared the application. All other relevant constituencies, including administrators, students, and faculty were similarly supportive. Specific support for the chapter includes funding an endowed chair in a humanities department, to be named in honor of the Phi Beta Kappa chapter, a Phi Beta Kappa lecture series, the prospect of endowment funding to support Phi Beta Kappa visiting scholars, and help with publicity and costs for the initiation ceremony and initiation fees. Finally, the President will guarantee access to student records as needed for the chapter's activities. In view of this support and University's commitment to and success in providing excellent education in the liberal arts and sciences, the Senate heartily endorses the Committee's recommendation that a chapter of the Society be authorized for organization by Oklahoma State University's College of Arts and Sciences Phi Beta Kappa member faculty, and recommends that the forty-third Council extend its approval. 91 I. Overview of liberal arts and sciences In addition to the College of Arts and Sciences, Oklahoma State University grants baccalaureate degrees through the College of Agricultural Sciences and Natural Resources, the College of Education, the College of Engineering, Architecture, and Technology, the Spears School of Business, and the College of Human Environmental Sciences. Regardless of college, however, all university students are required to devote one third of their study plan to courses in the liberal arts and sciences. About 20 percent of all undergraduate degrees granted by the University are generated in the College of Arts and Sciences. Most candidates for Phi Beta Kappa would be found in these programs in the College of Arts & Sciences: • art • botany • chemistry • computer science • english • foreign languages and literatures • geography, geology, history • mathematics • microbiology & molecular genetics • music • philosophy • physics • political science • psychology • sociology • statistics • theatre • zoology . These fields account for about 70 percent of the CAS graduates. The five most popular arts and sciences majors (5-yr average) are: • B.A., Psychology, 8.9 percent • B.S. Biological Sciences, 8.0 percent • B.S., Psychology, 7.9 percent • B.A., English, 7.7 percent • B.S., Sociology, 6.4 percent. 92 II. General Curriculum The College of Arts and Sciences at Oklahoma State University requires a minimum of 120 to 136 semester hours to receive any bachelor's degree. All graduates must complete at least 46 hours of general education courses in the liberal arts and sciences, consisting of: • English composition: two courses • American history and government: two courses • Analytical and quantitative thought: two courses • Humanities: two courses • Natural sciences: two courses (including one laboratory) • Social and behavioral sciences: two courses • Any general education area: two courses • Upper division general education outside the major: two courses One of these courses must carry the International Dimension designation (study of a contemporary culture outside the United States) and one the Diversity Dimension designation (study of one or more socially constructed groups, for example groups defined by race, ethnicity, religious views, gender, age, disability, or sexual orientation, in the United States). The Bachelor of Arts degree requires 22 additional hours consisting of: • Arts and Humanities: three courses • Natural and Mathematical Sciences: one course • Foreign Language: two courses One of these courses must carry the Non-Western Studies designation (study of Africa, Asia, or the Middle East). This stronger general education program does ensure that B.A. students will have taken coursework in mathematics, specifically, and across the breadth of the liberal arts curriculum generally, including advanced work outside the major. But it specifies only minimal competency (completion of the first two semesters of a second language), not intermediate competency, in a foreign language. Students majoring in the sciences earn a Bachelor of Science degree while those in the social sciences may earn either a B.A.or B.S. The Bachelor of Science degree requires 12 additional hours consisting of: Arts and Humanities: one course Natural and Mathematical Sciences: two courses The B.S. degree requires only documentation of completion of at least two years of a single foreign language in high school. Typically just over half the students in Arts and Sciences earn a B.S. while just over 40 percent earn a B.A. The others earn either a Bachelor in Fine Arts or a Bachelor in Music, neither of which require study of a second language. 93 ------III. Honors and other notable programs The Honors College at Oklahoma State University serves approximately 900 students. It provides team taught interdisciplinary honors courses, topical honors seminars, and honors sections of other courses, approximately 90 percent of which are taught by tenured or tenure-track faculty from the College of Arts and Sciences. Almost all honors sections are limited to a maximum of 22 students. The Honors College regularly offers the following courses: • The Ancient World • Middle Ages and Renaissance • Early Modem World • The Twentieth Century • Patterns and Symmetry in Mathematics • Honors Law and Legal Institutions • Ethical Issues across Cultural Perspectives • Honors Scientific Inquiry • Holocaust Seminar • Contemporary Cultures ofthe Western World • Contemporary Cultures ofthe non-Western World • Contemporary Cultures of the United States • Biology, Race, and Gender First and second year Honors College students take at least six honors credit hours per semester and juniors and seniors take at least three honors credit hours per semester. Specialized work in the major is also required for the Honors College Degree, typically including a senior honors thesis, project, or performance, all of which involve an oral examination by a faculty committee and a public presentation. In 2009, The Honors College moved into Old Central, the original 1894 building at Oklahoma State University. Listed on the National Register of Historic Places, the original president's office and the night watchman's room are preserved as museum features in the building. The rest of the building houses the Honors College's administrative and advising offices, two classrooms, a student study lounge and computer laboratory, a conference room, and the Assembly Hall. In addition, OSU provides an honors housing option for approximately 250 Honors College students on several floors of a dormitory. Study abroad engages about 15 percent of students study abroad. Another 5 percent participate in domestic exchange programs. Fifteen students go to an OSU program in Cambridge every summer. 94 Oklahoma State University also offers three signature undergraduate research opportunities. • Freshman Research Scholars program involves approximately 60 incoming first year students m orientation to research and mentorship. • The Niblack Scholars program funds $8,000 scholarships for 15 sophomores and juniors majoring in selected sciences. • The Wentz Research Program provides 50 awards each year at $4,500 each. IV. Students Enrollment for fall semester 2011 Full-time Part-time Undergraduate 16,425 2,584 Graduate 1,682 3,191 Total 18,107 5,775 The College of Arts and Science is the largest of the undergraduate degree programs at the University, graduating on average 789 students per year over the last five years. The College grants four degrees: Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Music, and Bachelor of Science. Candidates eligible for election to Phi Beta Kappa would typically be seeking Bachelor of Arts and Bachelor of Science degrees. The pool of degree candidates from whom Phi Beta Kappa selections would emerge has averaged about 700 over the last five years. Student demographics Oklahoma residents 77 percent U.S. residents outside Oklahoma 21 percent Residents of other countries 2 percent Undergraduate women 49 percent Undergraduate men 51 percent Persons of color (self-identified) 25 percent First generation college 19 percent Age 25 or older 13 percent Pell grant recipients (five-year average) 26.6 percent The vast majority of undergraduates self-identify their racial identity as white (13,932), and the smallest non-white groups on campus identify as Hispanic (774), Asian (446), non-resident aliens (462) or black (1,117). While the population is highly homogeneous, the team noted with pleasure that the University has a relatively large Native American population (2,241 students-just over 12 percent of the undergraduate student body). 95 ------Note that these self-identification data include the new category of"multiracial." For example "black" includes both "African-American" and "multiracial" where one of the races is "African-American." Applicants for places in the Fall2011 first-year class: AppliedAdmitted (percent) Enrolled Men 4,829 3,932 (81) 1,898 Women 5,085 4,167 (82) 1,998 Total 9,914 8,099 (82) 3,896 Admissions Requirements: English, 4 years Mathematics, 3 years ( 4 recommended) Science, 2 years (3 recommended) Foreign language, 2 years (3 recommended) Social studies, 2 years (3 recommended) Standardized test, middle 50 percentile (Fall, 2011 applicants) SAT (29 percent submitting) Verbal 490-600 Math 510-620 ACT (91 percent submitting) Composite 22-27 English 21-27 Math 21-28 Financial Aid to undergraduates, 2010-2011 Need-based financial aid 78.5 percent Average need-based award $6,564 Non-need/non-athletics based financial aid 17.4 percent Average non-need-based award $3,804 Athletics-based financial aid 4.1 percent Average athletics-based award $ 10,244 Oklahoma State University's SAT and ACT profiles reflect its broad mission. In an effort to attract and retain more high-ability students, the Admissions Office has dedicated a counselor to students with a combined SAT score of 1210 or higher, or a composite ACT score of 27 or above. The University also is actively seeking more students from low socio-economic status. 96 Oklahoma State University is essentially an open enrollment institution. Students are admitted on a rolling basis until spaces are filled. In the most recent admissions cycle reviewed by the team, the University received 9,914 applicants ofwhom 8,099 were admitted, for an overall admit rate of82 percent. V. Faculty Demographics Fall 2011 In the Phi Beta Kappa-eligible arts and sciences, Oklahoma State University has a total of 464 faculty members, 393 fulltime and 71 part-time. Arts and Sciences faculty Full-time Part-time Total Men 56.5% 7.5% 63% Women 28.2% 7.8% 36% Tenured/tenure-track 67.7% Terminal degrees 68.8 % 4.5% 73.3% Underrepresented minorities 9.5% 2.2% 11.6% Professor 26.5 % Associate professor 22.0% 0.4% Assistant professor 18.8% Instructor 17.5 % Note-all percentages are of the total faculty (464) Teaching load The standard teaching load in the College of Arts and Sciences is 2 courses per semester, though they vary in typical ways by discipline, as in laboratory sciences (typically one course) and foreign languages. Contingent faculty typically teaches four courses per semester. Graduate assistant assignments vary by discipline, but most teach two sections/labs/drills each. Graduate assistants typically undergo a one-semester paid training program before assuming teaching duties. In the fall of 2011, 30 percent of undergraduate class sections enrolled between 10 and 19 students. 63 percent of sections enrolled fewer than 30 students. Only 10 percent enrolled 50 or more students. The faculty to student ratio in CAS is 1: 10. Professional opportunities The sabbatical policy is standard: one leave every seventh year, with full pay for one-semester and half pay for a full year. Over the five academic years 2007-2012, 75 members of the Arts and Sciences faculty took sabbaticals. Virtually all applications are approved. Five percent of the CAS faculty took a sabbatical in 2011- 2012. Support for curriculum development is offered through the robust programs of the Faculty Development Department of the Institute for Teaching and Learning Excellence. The department helps faculty improve their teaching, integrates instructional technologies into different models of delivery, and serves to facilitate interdisciplinary and other team-based instruction. The department offers a wide range of certificate programs, 97 ------· ------workshops, seminars, online courses, conferences, course observations, syllabus review, teaching grants, learning communities, and training-on-demand programs. The department offers group training on a wide variety of technology. Research productivity is high and is supported through programs offered by the Vice President for Research and Technology Transfer (50-70 participants, including 20-30 from Arts and Sciences), and the College of Arts and Sciences focusing on newly hired faculty. There is also a Big 12 Faculty Fellowship Program providing exchanges with member institutions, including funding for transportation, room and board, and expenses. Over the past decade or so, OSU has funded 85 Big 12 Faculty Fellowships, and has served as the host institution for more than 25 faculty from other Big 12 schools. Compensation A&S Average Men Women Professor $86,851 $88,571 $87,907 $80,022 Associate $61,454 $62,703 $58,877 Assistant $55,654 $55,852 $55,348 Instructor $35,634 $43,215 $29,498 OSU average salary (2010-11) AAUP Quintile Professor $97,494 5 Associate $72,890 5 Assistant $64,978 4 Instructor $40,571 Benefits All employees of OSU with a continuous employment of more than 6 months and at least a 75 percent appointment receive a standard package of basic health benefits. OSU pays 100 percent of employee premiums or 65 percent of employee and dependent premiums, and provides basic life and accidental death and dismemberment coverage. The university also offers a variety of dental and vision plans, long-term disability and long-term care plans, and flexible benefits plans; the costs of these programs (other than administrative costs) are borne by the employees. Employees may choose either the Oklahoma Teacher's Retirement Plan or the OSU Alternate Retirement Plan. The former is a defined benefits plan, while the latter is a TIAA-CREF defined contribution plan. Under either plan, employees pay nothing. Additionally, OSU offers employees access to 403(b) and 457(b) tax-deferred annuity plans with approved vendors through voluntary payroll deductions. There are no tuition reductions or housing benefits for children of faculty members. There are no domestic partner benefits. 98 Contingent faculty University-wide, in the fall of 2011 , contingent faculty (both full- and part-time non-tenure track) taught 27 percent of all undergraduate classes offered. 16 percent was taught by graduate assistants. The top five CAS departments using contingent faculty and graduate assistants are: English 79 % of total sections Sociology 65% Geography 58% Mathematics 57% Psychology 54% In CAS, in the fall of 2011 , GAs taught 17 percent of all classes offered. 23 percent was taught by full time non-tenure track faculty, while part-time non-tenure track faculty taught another 5 percent. In total, 45 percent of all sections in CAS were taught by contingent faculty of some sort. VI. Governance Board and administration The Oklahoma State Regents for Higher Education oversee the public colleges and universities of the state, including the setting of academic standards and recommending institutional funding to the state legislature. The Board of Regents for the Oklahoma Agricultural and Mechanical Colleges, the governing board for Oklahoma State University and seven related campuses or institutions, reports to the State Regents. The OSU Board consists of nine members, eight appointed by the governor for eight-year terms, plus the president of the State Board of Agriculture. The Board's executive power is largely delegated to the presidents of the various institutions. The campus chief executive officer is the President. The provost and senior vice president (vice president for academic affairs) reports directly to the president ofthe University, and the dean of the College of Arts and Sciences reports to the provost. Faculty Governance Oklahoma State University has active faculty and staff councils. Both organizations have been in place for many years, and shared governance is a reality at OSU. Representatives from these councils and from the undergraduate and graduate student councils meet monthly with the Stillwater Cabinet. Recommendations to the administration are negotiated through extensive interaction between the councils and appropriate administrative 99 units. Recommendations frequently receive prompt responses from the administration. The input and active collaboration at all levels of the university help promote effective leadership. The central planning board for Oklahoma's system of higher education, the university's board of regents, and the state legislature have not exercised inappropriate influence over the administrative or curricular control of the university. Policies and Practices Relevant to Academic Culture Promotion and tenure The University has clear policies governing promotion and tenure process for members of the faculty. Faculty participate in establishing university governance procedures and standards for hiring, promotion, and tenure. Assistant professors normally seek reappointment during the third year of a four -year period and seek promotion and tenure during the second year of a three -year period. The process requires input from a departmental committee, the department head, a college committee, and the dean. Recommendations from the dean are sent to the Vice-President for Academic Affairs, the President, and the Board of Regents for final approval. Non-discrimination The University provides equal employment and educational opportunity on the basis of merit and without discrimination on the basis of age, race, ethnicity, color, sex, religion, national origin, sexual orientation, veterans' status, or qualified disability. There are no restrictions pertaining to membership in the student body, faculty or staff, or governing bodies of the University based on age, race, ethnicity, religion, gender, sexual orientation, disability, veteran status, or national origin. Academic freedom The team was impressed by the University's clear statement and policies governing outside speakers and public speaking on campus. Those policies are consistent with support for freedom of speech and freedom of expression. The right to free speech is valued by and protected at the University. Oklahoma State University has a strong statement supporting academic freedom that extends to all members of the university faculty-teaching faculty, research faculty, or extension faculty. The statement is a university-specific version of the 1940 Statement of Principles adopted by the Association of American Colleges and the American Association of University Professors. There is no evidence that Regents, legislators, or members of the University administration act in ways that undermine the academic freedom of faculty members. Shared governance is respected at the University, and the curricular matters remain firmly in the hands of the faculty. 100 VII. Institutional Financial Stability Tuition and fees Oklahoma resident tuition $4,304 Out-of-state tuition $15,651 Required fees $3,144 Enrollment Trend 2007-2011 Undergraduate enrollment at OSU has increased slightly over the past five years(+ 3.5 percent). 2007 18,358 2008 17,986 2009 17,849 2010 18,197 2011 19,009 Graduate and professional enrollments, have also increased (12.7 percent and 11.8 percent respectively), leading to an overall enrollment increase of 5.4 percent. State support Oklahoma State University received 34 percent of its total revenue in 2012 as a state appropriation of $120.0 M. The state's contribution has been dropping, from 44.3 percent in 2006. Annual gifts (includes investment gains or losses) 2007 $117,562,992 2008 $258,949,378 2009 -$109,763,640 2010 $151,543,088 2011 $209,731,588 Endowment Market Value and Spending Policy Endowed funds and gifts are held by the OSU Foundation, with additional endowments held by the Oklahoma State Regents for Higher Education (OSRHE) to support chairs and professorships. The combined market value of these two endowments at the end of2011 was $561,960,600. 101 The revenue from the endowments accounts for 1.3 percent of total revenue. The OSRHE spending policy provides for distribution of 4.5 percent of the three-year average of the market value. The OSU Foundation policy provides for distribution of the sum of a) 4 percent of new gifts or reinvested cash, plus b) the prior year's distribution amount adjusted for inflation. The Foundation distribution amount is reviewed annually to insure that it falls between 3 percent and 5 percent of the market value of the endowments. No distributions are allowed from endowments whose market value has fallen below the gift value. Major capital gifts received over the past five years Dominating the fund-raising landscape at OSU is T. Boone Pickens, who has made gifts to the university totaling well over $300M over the past several years. Much of that money has gone to athletics (at least $230M since 2006), but he has also established a $100M matching fund for endowed chairs across the university. Since this fund was created in 2008, a significant number of matches in the $1-3M range have been awarded, mainly in business, engineering, and agriculture. In addition, he has further established a $100M matching fund for scholarship across the university. Facilities The campus extends over 840 acres with about 230 permanent buildings. The core buildings are in a Georgian style reminiscent of the College of William and Mary. The prominent Student Union, built in 1948, has been renovated and there is a $70M, 124,000 square foot Interdisciplinary Science Center. The oldest building on campus, Old Central, was renovated in 2009 and now houses the Honors College. The deferred maintenance problems appeared minor and the general report describes an ongoing plan of assessment and repatr. Library The Georgian main library, with its impressive capabilities and pleasant ambience, frames the campus center. There are 61 administrative, professional, and support staff for the main and four branch libraries. Holdings include over 2,980,000 books, serials, and government documents, 664,990 e-books, and 71,624 current serial titles. Over 300 electronic databases and indexes are available including SciFinder and Web of Science. For the 2010-2011 year, the library allocated $7.8 M for acquisitions, $2.7 M for operations, and $8.6 M for staff salaries and benefits. The library is appropriately accessible and provides well-attended training sessions. Electronic databases and e-journals are ample. The library maintains acquisition budgets for appropriate scholarship areas, including gay and lesbian studies. 102 Laboratories The facilities for the laboratory sciences are of mixed quality, but are mostly excellent and improving in the problem areas. The new Interdisciplinary Science Center contains outstanding research and teaching laboratories. The older science buildings contain a mixture of pleasant, extremely functional labs and a few less successful instrumentation labs. After the planned renovations, the teaching and research labs will range from good to quite exceptional. The faculty research labs shown to the site visitation team include some advanced NMR spectroscopy instruments, X-ray photoelectron spectroscopy, and optical resonator research labs. Athletics Oklahoma State University is a Division I-A member of the National Collegiate Athletic Association, as a member of the Big 12 Conference. OSU fields 18 intercollegiate sports, nine for men and nine for women. The Athletic Program's mission statement affirms regionally and nationally competitive athletics programs as an integral part of the overall educational mission of the University. Intercollegiate athletics is compliant with the standards of the institution and the athletic governing bodies, and they operate in harmony with the University's stated mission. The Director of Athletics reports directly to the President. The Director of Academic Services for Student-Athletics reports directly to the Provost and Senior Vice President and is evaluated on the basis of general university academic goals and policies as well as the academic progress and eligibility of student athletes. In addition, the Associate Athletic Director for Compliance reports directly to the President of the University on all matters regarding compliance. The Associate Athletic Director for Business Operations reports to the Vice President for Administration and Finance to ensure financial control and compliance with state laws and policies. The Athletic Council monitors intercollegiate athletics policies that concern academic, financial, and student welfare matters as well as compliance and integrity issues. A faculty member chairs the 15-person Athletic Council comprised of seven faculty members, one administrator, three alumni, two staff members, and two students. The University Faculty Council appoints one of the faculty members who serves as liaison between the Athletic Council and the Faculty Council. The faculty athletics representative is a tenured associate professor in the Zoology Department. All student-athletes have access to Academic Services for Student-Athletes (ASSA) located in the Academic Enhancement Center. The Center includes a Reading & Writing Center, Math Center, Foreign Language Center and an Assistive Technology Center, as well as providing services allowed under NCAA guidelines including tutoring, drug rehabilitation programs, personal counseling, use of computers and career counseling. Student-athletes receive academic advice regarding academic degree program requirements and course scheduling from both advisors in the ASSA and in their academic colleges. Only college-based advisors 103 ------···------··-- can approve a change of major. ASSA also refers students to and works with institutional academic and student support services. The most recent graduation rate for varsity athletes is 58 percent (compared to 60 percent for the general student body). While in 2010-2011 , men constituted 54.5 percent of athletes on intercollegiate teams, men's teams consumed 72.5 percent of operating expenses and 71 percent of recruiting expenditures. Male athletes received 63 percent of athletic scholarship monies. The NCAA has not penalized Oklahoma State University for any violations in the past ten years. OSU has not had a sport on probation since 1992. The secondary violations that OSU has self-reported have required no further action by the NCAA. This recommendation comes to the Council from the Phi Beta Kappa Senate, and rests on the diligent work of the Senate's Committee on Qualifications. Delegates are reminded that questions concerning the recommendation are to be submitted in writing at the close of the first plenary session. The Committee will present the recommendations and respond to such questions in the second plenary session. 104 Appendix A PHI BETA KAPPA NATIONAL OFFICE STAFF Steve Anderson, Business Manager; The American Scholar Sudip Bose, Managing Editor; The American Scholar John Churchill, Secretary Bill Colella, Mail Services & Building Manager Cara Engel, Director of Chapter Relations Bruce Falconer, Senior Editor; The American Scholar Margaret Foster, Associate Editor; The American Scholar Kelly Gerald, Director of Media Relations; Senior Writer and Editor, The Key Reporter. Olivia Kent, Coordinator of Communications Doris Lawrence, Membership and Chapter Services Dilia Linares, Accounts Receivable Scott Lurding, Associate Secretary; Associate Publisher, The American Scholar Lucinda Cassidy, Director of Alumni Relations and Events Deepika Munnaluri, Programmer Analyst Helen Nash, Accounts Payable Kathy Navascues, Director of Visiting Scholar Programs Rhiana Quick, Coordinator of Administration and Events Margaret Farr, Controller Robert Wilson, Editor; The American Scholar Shun Zhang, Director oflnformation Technology 105 AppendixB IN MEMORIAM National Officers Who Passed Away During the 2009-2012 Triennium Frederick J. Crosson, Senator of the Phi Beta Kappa Society, 1982-1994; President of the Phi Beta Kappa Society, 1997-2000 Helen North, Senator of the Phi Beta Kappa Society, 1991-2003; Chair of the Visiting Scholar committee, 1998-2012 Burton M. Wheeler, Senator of the Phi Beta Kappa Society, 1994-2004; Member of the Committee on Qualifications, 1985-1997; Chair of the Committee on Qualifications, 1991-1997 106