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Weinberg College of Arts and Sciences NORTHWESTERN UNIVERSITY FALL 2003 VOLUME 4, NUMBER 2 WEINBERG COLLEGE OF ARTS AND SCIENCES SHINING LIGHT ON AFRICAN ART A HISTORY-MAKING TENNIS STAR DEDICATION GATHERS TOP RESEARCHERS WOMEN SCIENTISTS ON BREAKING BARRIERS 4 New Pancoe-ENH Life Sciences Building Dedicated 6 Weinberg Increases Representation in National Academy of Sciences NORTHWESTERN UNIVERSITY 8 WEINBERG COLLEGE OF ARTS Sharon Patton: AND SCIENCES Bringing a NewVisibility DEPARTMENTS to African Art by Lisa Stein 1 From the Dean 2 10 Letters Women Scientists In 2003: 6 Why the Pipeline Still Leaks Development and What To Do About It by Nancy Deneen 21 The Wilson Society 16 COVER PHOTOS, Neena Schwartz: FROM TOP: CROSSCURRENTS IS The Mentor of Mentors DETAIL OF MASK PUBLISHED TWICE FROM SMITHSONIAN; A YEAR FOR ALUMNI, 16 TENNIS STAR PARENTS, AND FRIENDS OF THE Rosenzweig Awarded CRISTELLE GRIER; PANCOE-ENH BUILDING; JUDD A. AND MARJORIE MacArthur Fellowship HILARY GODWIN AND WEINBERG COLLEGE STUDENTS OF ARTS 18 AND SCIENCES, NORTHWESTERN The Winning Ways Of Tennis UNIVERSITY. Phenomenon Cristelle Grier by Lorel McMillan WE’D LIKE TO HEAR FROM YOU. SEND LETTERS AND 25 STORY IDEAS TO Admissions Requirements NANCY DENEEN, CROSSCURRENTS, WEINBERG COLLEGE, AT ADDRESS ON BACK COVER, BY FAX TO (847) 491-4289, OR BY E-MAIL TO CROSSCURRENTS@ NORTHWESTERN.EDU 1 Photo Photo by Mary Hanlon FROM THE DEAN s a reader of Crosscurrents, you will frequently find Northwestern exceeded $300 million, the most for any stories about our undergraduate programs, institution in the Chicago area. Aour distinguished faculty, our alumni, and our Undergraduates know well the contagious energy of campus. So, it may come as a bit of a surprise to you that excellent graduate students. With their own experience as I want to call your attention to graduate education. Why? undergraduates so fresh, graduate students are extremely Because graduate education is critically important for effective mentors for undergraduates, particularly in the our success and for our mission as a research university. sciences where they work side by side in a professor’s lab. Graduate school is the transition from being a student Our undergraduates can learn from graduate students to being an academic colleague. Instead of just learning about being successful in their studies and about making what is known, graduate students focus on what is not decisions about career pathways. Indeed, graduate students known. They discover what research questions need to be help establish the intellectual tone for the campus. Graduate asked, and which have a good chance of being answered students also serve as teaching assistants in all areas of the if we go about asking the right way. They acquire the curriculum. They lead laboratory and discussion sections, technical skills and the familiarity with the research answer questions and tutor students, and provide a forum literature to attack these problems, they develop a “nose” for debate about the issues raised in large lecture courses. for a productive line of inquiry, and they become adept The better the teaching assistants, the better the learning at working through the frustrations of failed hypotheses, experience for undergraduates. inadequate data sets, and fragmentary literary records. We need a strong graduate program to have top faculty, In short, they become scholars. One of Northwestern’s outstanding research, and the best possible undergraduate most important contributions to the world is to train educational experience. That’s our challenge, and for that graduate students to succeed as the next generation I could really use your help. Prospective graduate students of intellectual leaders. Our students go on to discover apply to those programs they learn about from advisors new nanomaterials for medicine; they determine how and fellow students. As you read Crosscurrents, spread the to model complex economic situations to help business word about what is happening at Northwestern. Let us and government plan for the future; they provide an know about bright students whom we should be contacting. understanding of the historical, political, and social Tell us about opportunities for visits from our faculty context for international affairs; and they offer insights to talk about their work and the work of their students into how literature and language convey ideas that at Northwestern. Of course, attracting the best graduate change the way we think and feel. students can depend on providing stipends and tuition The caliber of graduate students directly influences fellowships, and any help in that regard would also be the quality of education for all students. Star faculty take wonderful. positions at schools that have strong graduate programs, I welcome your thoughts on this topic and on all which enable them to teach graduate seminars on advanced matters concerning the College. You may reach me topics and to work with graduate students on cutting- by e-mail at [email protected] or stop by edge research. The best such students bring fresh eyes my office at 1918 Sheridan Road when you next visit to problems and a thirst for collaborative discovery. the campus. High-quality research makes an institution a vibrant place to work. This in turn attracts more top faculty and Daniel Linzer students and results in support from government agencies, foundations, and corporations that enables us to grow. In our 2002 fiscal year, externally funded research at 1 LETTERS ON THE LONG-TERM VALUE OF LIBERAL ARTS Readers respond to Dean Linzer’s percent self-supporting (it was during letter inviting their comments the Depression) and from a very (Crosscurrents, spring 2003) conventional middle-class family with a limited view of life. am a liberal arts graduate in My chemistry education prepared chemistry with minors in me well to support my father, mother, Honoré by 1937 Paul Woodcut physics and mathematics. I brother, and sister for a number of Thanks to a caring and wonderful crucial years. After World War II, chemistry professor, Frank Gucker, I was able to enroll in medical school, for whom I also worked as a National go on to practice general medicine, Youth Administration employee, and later become a board-certified I enrolled in as many liberal arts psychiatrist specializing in pediatric courses as I could before I graduated. psychiatry. I can hear him now: “Paul, you Reading Dean Linzer’s letter, should consider studying the I rejoiced that Northwestern was liberal arts in addition to all the holding fast to the liberal arts sciences. Your life will be so much education that provided me with fuller and richer.” And this from a such an interesting and challenging chemistry professor! So I enrolled in life. I thoroughly agree with your literature, psychology, and sociology assessment of the value of a liberal courses. My counselor, Bill Nims, arts education. also helped me steer my way to a full educational experience. I was 100 —Paul Kingsley ’37 y experience in the training, I find that the concepts I College of Arts and learned in these courses have enriched MSciences was an my experience as a physician in intellectually fulfilling one because training and have allowed me to relate of the distribution requirements that better to my patients. I took. I feel privileged to have taken In summary, I would say that the two classes with Professor Irwin distros, though sometimes thought of Weil, as well as an additional one as just items to be checked off on the with Professor Gary Saul Morson. way to a degree, definitely enriched Without the “distros,” I probably both my Northwestern and post- wouldn’t have stumbled across such Northwestern life. educational treasures. Also, my initial experience in —Andrew Hwang ’97, MD anthropology—another distro—led me eventually to pursue a minor in the field. Now, as I finish my medical 2 “ I REJOICE THAT NORTHWESTERN IS HOLDING FAST TO THE LIBERAL ARTS EDUCATION THAT PROVIDED ME WITH SUCH AN INTERESTING AND CHALLENGING LIFE.” –PAUL KINGSLEY ’37 DARTMOUTH HOUSE REVISITED y friend and fellow alum Because it was a converted house, Thanks for running the photos of Carmen Edwards ’80 each room was different. Everyone Dartmouth House and bringing Midentified my picture in wanted to live in the former dining back the memories. your spring 2003 issue and sent me room space because it was a huge the article on Dartmouth House. room! I finally got my chance to —Ava D. Harth Youngblood Per your request for identification live in the “dining room” in my McCormick ’79 of those pictured, I was one of junior year. Past president, Northwestern the original group of freshmen Alumni Association in Dartmouth House and lived there until the end of my junior McCormick School of Engineering year, in June 1978. I loved living in Advisory Council Dartmouth House! I enjoyed the Habit Photo by Franklin Northwestern University Board of camaraderie and diversity of my Trustees fellow residents. Dartmouth House was a unique living experience for a non-sorority college student. graduated from Northwestern had told me how much I would with an English major and Latin regret not having taken any history I minor and then, for two years, courses—not so much for learning taught high school English and Latin. facts, but for learning the discipline, Ever since, I have not been employed how historians think and work. outside the home, but as I reflect As you so well explained in your about my education, I cannot make letter, curricula and teaching methods Photos courtesy of University Archives of University Photos courtesy a clear distinction between which must be continually evaluated and MOODY PRIOR STUART SMALL part of it helped me in my “career” changed for the times. However, and which has enriched my life one constant remains, and that And so I would suggest that, personally and in my roles as parent is the necessity for excellence of whatever directions the College and active citizen in my community.
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