J A N U A R Y, 2 0 0 4 / V O L . 2 N O . 1
4 Greetings from Dean Couture.................................................2
A Note from the Editor ............................................................3
Gendering Research ........................................................4
Festival of Contemporary Art Music........................................9
Contemporary Art Music—In the Spotlight
The World Pays a Call ............................................................10
It’s a Small World After All
Racial Profiling ..............................................................12
face to face with Thomas Foley ....................................16
Digital Diversity .....................................................................19
Techie with a Cause
one on one with Sherman Alexie ..................................20
face to face with Maxine Hong Kingston.......................24
The English Language............................................................27
Common Errors in English Usage
12 The Quintessential Word .......................................................28
Academic Journals Edited by Liberal Arts Faculty at WSU
Alumni Achievement Award ..................................................29
Recognizing Alumni Achievement
Global Connections ...............................................................30
Partners in Preservation
International Scope ...............................................................31
Joint Peace Studies to Strengthen WSU’s Asia Program
Worldwide with CLA ..............................................................32
The Global Connection of Liberal Arts Faculty and Students
General Studies Comes of Age
Literature and the Holocaust.................................................39
Teaching the Representations of the Unthinkable
42 meet Cristofer L. Davenport .........................................40
CLA Entrepreneurs ........................................................42
29th Edward R. Murrow Symposium ....................................46
“War and Words: The Challenge for Today’s Journalist”
Edward R. Murrow Symposium, 2003-2004..........................47
2003 Coverage; 2004 Preview
News Brag ..............................................................................49
It’s About the Murrow Legacy
Hear Now the Future—Digital Recording
Time with the Dean ...............................................................50
One-on-One with Dean Barbara Couture
Psychology Changes with the Times.............................52
Substance and Style ......................................................54
Golden and Diamond Grads..................................................58
Golden and Diamond Grads Remember
52 Just Reward ............................................................................59
Outstanding Liberal Arts Graduates Honored with New Tradition
Legacy—Frank Fraser Potter .........................................60
New Degrees and Departments
American Indian Perspectives................................................62
Sacagawea/Sacajawea and the Lewis and Clark Expedition
Plateau Center for American Indian Studies
Our Best Ideas ........................................................................64
Some of Our Best Ideas
GREETINGS FROM DEAN COUTURE
T HANK YOU! Thank you to
the dozens of you who took
time to convey your thoughts
about the first issue of ask.
magazine and to suggest ideas
for this, our second issue.
Your letters and e-mails have
sparked the dialogue that I
dreamed of facilitating among
alumni and supporters of the
College of Liberal Arts at Wash-
ington State University—the
beginning of a warm and pro-
Communicating the goals of our college, as they parallel and enhance University initia-
tives, highlighting the excellent research of our faculty and students, and bringing to
life the accomplishments of the individuals in this college and its alumni are rewarding
efforts. It is my hope that you will spend some time with this issue and that you indeed
will sense your own connection to the stories and individuals highlighted within these
Our focus on the puzzles of race and gender gets at the heart of issues that scholars and
students of the liberal arts face dead on with wisdom, intellect, and a love for truth. We
look forward to hearing your thoughts about what you read here and also hope that you
will tell us what you would like to see in our next issue. With your help, ask. magazine
will keep our community connected with a sense of forward movement and purpose in
support of research, scholarship, and teaching in the liberal arts. a
A NOTE FROM THE EDITOR
T HE BEST PART of publishing
issue No. 1 of ask. magazine
was hearing from you. We had
dozens of e-mails and letters
about the magazine, and the
vast majority of comments
was similar to this: “I have
just finished reading the first
installment of ask. magazine…
WOW… Thank you for this
It may sound odd, but we were also thankful for the handful of critical comments we
received because they caused us to think about issues such as using recycled paper and
cutting costs. We have cut corners and are happy to say the paper you are holding is
recycled. Our original intent was to publish twice a year, but with budget constraints, we
have decided, for now, to publish only once a year, in January.
Each story in this issue, in some way, reflects our common desire to challenge and change
society for the better. The faculty researchers highlighted here are working on projects that
are not purely academic. Their work is driven by its potential to make the world a better
place. Their students, some of whom are featured in this issue, tell how they have been chal-
lenged and changed by their classroom experiences.
As you can imagine, it takes a team to put ask. magazine together. We want to recognize
the dedication and talent of several people, including publications coordinator Ed Sala
and designer Jessica Evans. Once again this year, everyone at University Publishing gave
us their best, and they deserve a public “thank you” and “job well done.” Several mem-
bers of our University Marketing Communications group played an important role in
this issue. We specifically want to thank Nella Letizia, John Sutherland, George Bedirian,
Shelly Hanks, and Bob Hubner for their support, input, and contributions. The assistance
of Kathey-Lee Galvin, Dean Couture’s spring 2003 research assistant, and Kacie Fischer,
our Edward R. Murrow School of Communication intern, is also greatly appreciated.
We hope that you find this issue provocative, informative, and entertaining. Whatever
you find it, your opinions matter, so please write to us. a
Best wishes in all your endeavors,
A M A Z I N G
GRACe Research group highlights the work
of faculty who work on gender across WSU.
BY NELLA LETIZIA
A FORUM FOR women scholars and their voices is bringing gender
to the forefront of research at Washington State University and
beyond. Gendering Research Across the Campuses, or GRACe, was created
in fall 2002 by Amy Mazur, Political Science, and Noël Sturgeon, Women’s
Studies, to bring together WSU faculty from all campuses and all disciplines
who conduct gender research. The group provides a framework for participating
faculty to discuss scholarly work on gender, plan collaborative research activities, and
promote exciting, groundbreaking scholarship on gender. At the same time, GRACe will
ultimately form a research community that crosses traditional disciplinary lines.
“Learning about each other’s research allows us to increase our own and our graduate
students’ access to feminist scholarship at WSU; to begin collaborative teaching and
research projects; and to understand the value of different approaches to studying
gender,” Mazur and Sturgeon say. “In addition, since most (but not all) GRACe faculty
are women, the group provides a supportive environment for women faculty.”
In the first year, with substantial support from the Thomas S. Foley Institute for Public
Policy and Public Service and WSU’s Department of Women’s Studies, 16 faculty mem-
bers presented their research, and a premiere GRACe-sponsored gender research sympo-
sium is planned on February 13.
But what are WSU researchers discovering about gender, culture, and power? What can
be done about existing problems? And what are the implications? ask. magazine offers
a sample of the last academic year’s presenters and their work.
Research and Teaching Interests: Comparative politics
and policy, feminist comparative policy, French politics
The French government has a cabinet-level position
solely for women’s rights; in fact, roughly two-thirds of
Western industrial countries have ministerial offices for
women’s rights and policies. But not the United States.
It doesn’t have a decent national child-care policy; the
one enacted in 1993 after eight years of gridlock offers
unpaid leave for only 40 percent of the workforce. There
is no publicly supported contraception program. And
national political representation by women is terrible.
“In terms of women’s representation in Congress, we are ranked 61st in the world, below
Sierra Leone. We’re down there with basically Greece,” says political science professor Amy
Mazur, who studies why and how governments deal with women’s rights in the Western
postindustrial countries. “We don’t do very well in certain areas of women’s rights.”
The United States does better in policymaking for employment and wage equity and
domestic violence prevention. Women hold political office more at the state level as
well. What would help the United States catch up is internationalizing. Other West-
ernized countries seek out the United Nations and the European Union for help in
women’s rights issues.
“It takes women and men who really believe in these issues to get involved; they need
to lobby strongly. It’s important to get policies into national legislation,” Mazur says.
Research and Teaching Interests: Feminist theory, social
movements (antiracist, environmentalist, antimilitarist,
and feminist), cultural environmental studies, theories of
What is the relationship between social inequality and
environmental problems? Noël Sturgeon, associate pro-
fessor in and chair of Women’s Studies, studies the way
“nature” and concepts of the “natural” are used politically
in American culture.
People have justified socially unequal practice in many forms by what’s considered
natural, Sturgeon says. If they claim that that’s just the way things are, that it’s inevi-
table, innate, unchangeable, or universal, then there’s no need to address the practice
because it would be going against the grain. Through Manifest Destiny, the U.S. govern-
ment kicked Native Americans out of their lands. Poor, disabled, or mentally ill, black,
Native, and Puerto Rican women were sterilized in the 1950s to the 1970s because they
were thought to be “naturally unfit.”
But there are interesting contradictions in the Western politics of nature, she adds.
The idea of the natural was also used to overthrow inequality historically. Abolition-
ists argued that slaves were human, therefore they were entitled to equality by natural
right. Some gays and lesbians argue they are born with their sexual orientation decided,
therefore they’re entitled to equality, not discrimination.
A discussion of the politics of nature can’t exclude gender
or race issues, Sturgeon says. For years, she has taught a
women’s studies class called “Gender, Race, and Nature
in American Culture.” She’s on sabbatical until August
writing a book based on the class. “You need to address
a range of inequalities together. That is the position of
many women’s studies scholars today.”
Research and Teaching Interests: Social inequality, soci-
ology of work, introduction to sociology, social science
research methods, social stratification
Sociologists have long identified labor market race and sex inequality, but they don’t
know how it occurs because of lack of information on specific workplace practices.
Sociology assistant professor Julie Kmec is attempting to collect that information. She
undertook a study of Pacific Northwest hospitals this year to investigate how they
implement strategies to address reported nursing shortages, especially with regard to
recruiting, screening, and hiring underrepresented groups.
“It’s not just what an applicant does in the job hiring process,” she says. “We also have
to consider what employers do that might affect whether a person gets a job.”
Kmec’s theory is that employers hire others who are more like themselves, and informal
methods like referrals ensure this practice continues. Employers who use formal meth-
ods like employment services will draw a more representative pool of applicants.
What she found is that sampled hospitals typically rely on current employee refer-
rals and referrals from schools or nursing programs to locate registered nurses, while
newspaper advertisement placement is the recruitment method of choice. Use of tem-
porary U.S. staffing agencies and recruitment from special programs yielded the highest
number of RN applicants in 2002. Very few hospitals in the sample employ immigrant
RNs or use non-U.S. agencies for RN referrals.
Employee representation reflects these recruitment practices. Of an average 54 full-time
RNs employed in 2002, nearly 90 percent were white females, and roughly 70 percent
were white males. Hispanic/Latina RNs comprised the largest nonwhite minority among
women (6.66 percent), while just over 2 percent of male RNs were Hispanic/Latino. Less
than 3 percent of RNs were born outside of the United States.
Sandy Cooper and
Cooper’s Research and Teaching Inter-
ests: Gender and cultural representation
in mathematics, rational approximation,
Meuth’s Research and Teaching Interests:
Gender and culturally appropriate sci-
ence and math education, intersections of
gender, culture, science, and technology;
women, technology, and development
Who’s practicing science? Most scientists
are still predominately white males, while women and minorities remain unrepresented,
according to mathematics associate professor Sandy Cooper and women’s studies instruc-
tor Judy Meuth. Education at the precollege level is critical to effecting change in science
representation after college.
That’s why the two women started Project PRISM (Promising Reform in Science and Math).
Funded by a three-year, $886,505 grant from the National Science Foundation, PRISM is
a collaborative effort between WSU, the Confederated Tribes of the Colville Reservation,
Lewis-Clark State College, and seven public school districts in eastern Washington.
PRISM seeks to focus on faculty development in high schools and universities; to center
faculty development on gender, culture, pedagogy, and content; to develop local lead-
ership to guarantee long-term change; and to facilitate career awareness among Native
American students and the school districts serving them. PRISM’s components include
high school in-service Innovations Workshops; a weeklong Science and Math Summer
Curriculum Institute set for this June 27-July 2; WSU’s “Gender, Culture, and Science”
course, modified to address the needs of preservice science and math teachers; and cul-
tural and career awareness programs developed by Colville tribal members and offered to
Promoting science and math education to Native American students has its own chal-
lenge when one considers how they have experienced institutional education, i.e., his-
torically forced assimilation into the dominant European American culture and a wiping
out of their own, Cooper and Meuth say. Physical, mental, and sexual abuse also occurred
at boarding schools for Native Americans, affecting more than half the children.
“In that kind of environment, you can understand the passing down of distrust, the pass-
ing down of the devaluation of public education,” Meuth says.
Jeannette Marie Mageo
Research and Teaching Interests:
Gender, self, the South Pacific, spirits,
transvestism, cultural memory and iden-
tity, power, dreams
Cultural anthropologist Jeannette Mageo’s
work focuses on gender/sexual identity
and gender history in Samoa. The histori-
cal instability of female sexual identity in
the country lead to a possession epidemic
discovered and documented by Mageo.
The historical instability of male gender
identity lead to an institutionalization of a
third gender, the male transvestite.
She hypothesizes that to the extent that a culture emphasizes gender as a social role,
transvestism is the accepted expression of atypical gender. Not all cultures treat atypical
gender in this way. Americans, for instance, see gender as inner and temperamental, not
as a social role. Deviation is expressed as atypical sexuality, manifested in homosexuality,
not transvestism. Mageo has studied sex/gender systems to explain the breadth of gender
variation across cultures. Temperamental vs. role-based gender emphases are important
aspects of this cross-cultural gender variation.
Mageo, who lived for eight years in Samoa, has written a book and many articles on
gender history and sex/gender systems. She consulted for and appeared in a British docu-
mentary about Samoa’s third gender called “Paradise Bent: Boys will be Girls in Samoa.” It
won a Silver Plaque in the “Documentary – Humanities” section of the Chicago Interna-
tional Television Awards in 1999. The film was also selected to screen at the 2000 London
Ethnographic Film Festival, where it won second place in a balloted audience award.
Tracy Lynne Skaer
Skaer’s Research and Teaching Interests:
Issues involving pediatrics, internal medi-
cine, psychiatry, women’s health, phar-
wellness, and preventive medicine
In their studies on the treatment of
depression and the mediating role of
gender, race, and health insurance, Tracy
Lynne Skaer and her colleagues have
found that minority women covered
by public versus private health insur-
ance programs are far less likely to be
diagnosed with depression, treated with an antidepressant, or gain access to psycho-
therapy as compared with non-Hispanic white women.
“These disparities persist over time and significantly increase morbidity, mortality,
and the cost of health care in the United States,” says Skaer, professor of health
policy and administration, professor of pharmacotherapy, and associate director of
the Pharmacoeconomics and Pharmacoepidemiology Research Unit at the WSU Col-
lege of Pharmacy.
Skaer’s research has focused on factors influencing individuals access to and use of
health services for diseases of the central nervous system—including anxiety, atten-
tion deficit/hyperactivity disorder, depression, and schizophrenia—and cancer.
For example, she and her colleagues have examined cancer prevention practices
(breast self-examination, Pap smear, and mammography) among Hispanic women
accessing care at migrant health clinics in Washington. Their findings indicate that
women will utilize a voucher for mammography screening irrespective of the dis-
tance to the imaging facility.
“This information will assist in directing scarce financial resources toward evidence-
based programs for cancer screening and thereby reduce morbidity and mortality due
to breast cancer,” she says. a
FESTIVAL OF CONTEMPORARY ART MUSIC
Contemporary Art Music—In the Spotlight
“When contemporary music is introduced in a university, it
serves as a bridge for us to share thinking and understanding
between peoples with different cultural backgrounds. It benefits
all human beings in the society little by little.”
—Composer Chen Yi on the importance of
Washington State University’s Festival of
Contemporary Art Music
2003—Washington State University’s 2003 celebration of
contemporary art music was special in many ways, thanks
in great part to the talent and infectious personality of
composer Chen Yi. “In every way, Chen Yi exceeded our
expectations,” said Charles Argersinger, festival creator.
“Her compositions are complex, thought provoking, and
a magnificent experience for our students and faculty to
Washington State University music students
2004—Composer Stephen Michael Gryc will be the com- meet composer Chen Yi face to face for
autographs after the performance of her
poser honored at this year’s festival. Gryc’s commissions compositions in Kimbrough Concert Hall.
represent a diverse group of the world’s leading soloists,
including oboist Bert Lucarelli, flutist John Wion, and
The WSU Chorale and Madrigals
trumpeter Philip Smith. Gryc’s most recent commissions will perform Chen Yi’s folk songs
include a trombone in the Grand Lobby at Benaroya
concerto for Joseph Hall in downtown Seattle on the
Plan to Attend Alessi, principal trom- evening of the world premiere
bonist of the New of Yi’s Symphony No. 3, My
2004 Festival of Musical Journey to America, on
Contemporary Art Music March 18, 2004, at 7:00 p.m.
Student work His works for large
Tuesday, February 17 ensembles have been Additional performance dates
11:00 a.m. performed by such and times:
Kimbrough Concert Hall groups as the East- • Friday afternoon March 19
man Wind Ensemble, 12:30 p.m. until 12:55 p.m.
Faculty compositions • Saturday night March 20
United States Marine
Thursday, February 19 7:30 p.m. until 7:55 p.m.
8:00 p.m. Band, and Minnesota • Sunday afternoon March 21
Bryan Hall Auditorium Orchestra. a 1:30 p.m. until 1:55 p.m.
Ryan M. Hare, David
“Celebrating the Stephen Michael Gryc is a faculty member of the
Compositions of University of Hartford’s Hartt School. He teaches
traditional orchestration courses as well as original
Stephen Michael Gryc” courses in writing for wind ensembles and voice.
Saturday, February 21
T H E W O R L D PAY S A C A L L
It’s a Small World After All
“We can interpret people and events fairly
only when we understand them.”
— Birgitta Ingemanson
Associate Professor, Foreign Languages and Cultures
Coordinator, Film Studies, College of Liberal Arts
I T’S6:20 on a Friday night in Colville, and the parking lot across the street
from the Colville Center is beginning to fill with vehicles. The center houses
Community Colleges of Spokane and the Washington State University Stevens
County Extension office. The building is also home to “Foreign Film Fridays.”
By 6:30, dozens of people from this community of about 5,000 have filed in to the
Rendezvous Theatre. About half of the 165 seats are taken. WSU professor Rachel
Halverson, Foreign Languages and Cultures, welcomes the crowd and introduces
the film, “Mostly Martha,” a German movie with English subtitles. Why have all
these people given up a Friday night to come here and read a movie? Faculty mem-
bers who take part in “Foreign Film Fridays” think it has to do with a thirst for
diversity, which exists in isolated communities.
Organized last spring by Peter Griessman and Debra Kollock of WSU Extension
with a grant of just $500 to cover faculty travel expenses, the film festival has pro-
vided foreign films and discussion. Drawing an average crowd of 70 plus, interest
in Colville appears strong, and further financial support may allow the Friday film
festival to continue in 2004. The series has been a
true community effort, with speakers driving up
from the Pullman campus and much support also Last fall’s films in
coming from the faculty, staff, and student body Colville’s “Foreign
of the CCS - Colville Center.
The film series, as hoped, also appears to fill a
cultural void. “I’ve always enjoyed the European • “Antonia’s Line”
perspective, which offers a different insight,” says (Netherlands, 1995),
Dave McGrane, who attended the film with his
wife, Sharon. And McGrane, like most in the audi-
ence, has drawn a conclusion after experiencing • “Elling” (Norway, 2001),
different cultures through film. “Basically,” he introduced by
says, “we’re all humans.” Janet Kovalchik, a 14- Birgitta Ingemanson
year Colville resident, agrees. “We don’t live in a
• “Mostly Martha”
very diverse community, so it’s nice to see other
points of view and experience different cultures introduced by
through this media. I’ve heard the estimate that Rachel Halverson
we are 96 percent Caucasian here, and this can
give you a one-sided view of the world.” • “Vampires in Havana”
What is good for Colville residents is proving
good for WSU students as well. Birgitta Ingeman-
son, associate professor, Foreign
Languages and Cultures, and
coordinator of the College of
Liberal Arts Film Studies pro-
gram, believes good films are
excellent “texts” for deep study.
“We can ‘read’ the stories, inves-
tigate the cinematic devices,
and get to know people and
events that we may never meet
in our own lives. These activi-
ties promote critical thinking,
basic technological knowledge,
and acquaintance with human
diversity across numerous cul-
tures,” she says.
“On another level,” Ingeman-
son adds, “film study is both Professor Rachel Halverson leads a discussion of “Mostly Martha.”
about the world and about us. It is like travel—whether in our own society or to
foreign cultures—where we constantly meet and have to deal with new situations
and different people, and where we may be put off by their ways of doing things.
We are then forced to examine our own beliefs and behavioral systems, and every
good film course teaches us to judge by the facts rather than merely by the emo-
FILM STUDIES FACTS
A minor in film studies is available in the College of Liberal Arts.
CLA departments offering film courses*
Departments with film courses Number of courses
Comparative Ethnic Studies 3
Fine Arts 1
Foreign Languages and Cultures 13
Political Science/Criminal Justice 1
Speech and Hearing Sciences 1
Theatre Arts 2
Women’s Studies 1
*A film course is defined as a course in which film is the major text.
Between 10-15 students finished the film studies minor in 2002 and 2003, but many
more are now in film classes that lead to the minor. The numbers are clearly growing.
Last February, the Thomas S. Foley Institute
sponsored a Conference on Racial Profiling.
The event was attended by local, state, and national
law enforcement officers and experts on the topic.
Michael R. Smith, Associate Professor
Coordinator, Criminal Justice Program
Department of Political Science
Washington State University Spokane
ask. Is racial profiling a problem in the United States?
MRS I think it’s a problem in some communities and in some police departments
and not in others.
ask. Why would that be?
MRS I think it has a lot to do with the agency culture, the police department qual-
ity, the quality of their police management, who’s hired and who’s not. There
are 17,000 police departments in the United States. They range in size from
one officer to more than 30,000 officers, and so the quality of those agencies
and how they approach the issue of race vary widely.
Michael R. Smith is an associate professor and coordinator of
the Criminal Justice Program in the Department of Political Sci-
ence at Washington State University Spokane. He holds a juris
doctorate from the University of South Carolina School of Law
and a doctorate in justice studies from Arizona State Univer-
sity. Smith is a former police officer and has conducted many
police-related research and evaluation projects. He has worked
on racial-profiling issues with the Richmond, Virginia, Police
Department, the Spokane Police Department, and the Wash-
ington State Patrol, among others. Smith is one of the nation’s
leading scholars in the racial-profiling arena and has published
articles on profiling in Justice Quarterly, Police Quarterly, and the
Journal of Criminal Justice.
ask. Do you find that along with the awareness of Washington State University
racial profiling there’s an evolving willing- was involved in another
ness to look at the issue? high-profile project related
to racial profiling in 2003.
MRS Yes. I think it goes hand in hand with the public-
Over 20 months, researchers
ity that the issue has gotten over the last couple
from the Division of Govern-
of years. And as a result, police departments, mental Studies and Services
some voluntarily, have embraced the idea of (DGSS) at WSU analyzed
examining their practices. Others have been data from more than two
forced into it by their communities or their local million traffic stops to
politicians to whom they report. determine if racial profiling
or biased policing is being
ask. What would you hope to accomplish from practiced by the Washington
conferences like this? State Patrol.
MRS I think first we’d like to educate people about what
the issues are and what the challenges are. What “What we found in our exhaus-
we know and what we don’t know. What we could tive study,” said DGSS direc-
legitimately potentially find out and the questions tor Nicholas Lovrich, “was
we may never be able to adequately answer. So I that there does not appear
see it as a serial public education purpose. to be biased policing within
the patrol.” The research
team, which included pro-
ask. What would you have readers of ask. know
fessors Clayton Mosher and
about racial profiling?
Mitch Pickerill, concluded
MRS There’s no common agreement or conception of that there are no signifi-
what that term means. It means different things cant disparities in stop rates
to different people. I think what most people observed across ethnic/
would agree on is that when police are using race racial driver classifications.
by itself with no other consideration…that that According to the 125-page
would constitute the practice of racial profiling. report, “These findings are
It’s something that most legitimate police depart- unequivocal and clearly dem-
ments would prohibit and would discourage.
of being stopped by the
WSP is not affected by the
ask. What do you say to the argument that, to a race or ethnicity of drivers
degree, racial profiling makes sense when you on Washington’s roads and
consider the percentage of minorities who are highways.”
MRS Well, that’s an interesting question and a good
Because the WSP only issues
question, and it’s a politically sensitive question
tickets in about 30 percent
as well. Part of what we do as social scientists is
of its traffic stops, the WSU
try to get these data and analyze them and pres- team also looked to see
ent them in a way that policy makers can then whether any one ethnic
use to help them make decisions. The question group was receiving a higher
that police chiefs and mayors and city councils rate of tickets over another.
are going to have to deal with eventually is just Tested under academic
what you asked. Do the numbers show that there analysis, the data clearly
is disparity,…that minority citizens of one kind demonstrated that the
or another are stopped or searched or arrested decision of whether to cite
was likely to be based upon
more often than the white majority population?
contextual factors, such as
And what does that mean? Does that mean
the violation’s seriousness
there is discrimination or racial profiling going and the number of offenses
on? One answer to that may be “no.” One pos- observed by the trooper,
sible explanation is that those numbers reflect not the person’s race or
the level of criminality exhibited by the various ethnicity.
population constituencies in that area.
Ronald L. Davis
Captain, Oakland, California, Police Department
ask. Is racial profiling a problem in the United States?
RLD In my perspective, racial profiling is definitely a problem. It’s a real problem;
it’s not a perceived problem. It’s a systemic issue. That’s not to say that there
is widespread racism in the industry, but the idea of profiling or biased polic-
ing is a systemic issue in the industry, and we must accept that challenge and
develop strategies to address it.
ask. And when you say systemic, what exactly do you mean by that? Is it
hiring practices? Is it training practices?
RLD Yes, I think you’ve hit two of the key ones. I look at the car stop or the stop of
the person that might result in disparity. And that stop is really the end of an
entire process. In other words, the end of why the police department is even
here. What is the mission of the department? Who do you hire to accomplish
that mission? How do you train them to do it? What kind of direction do they
get? What kind of orders are they following when they actually do the car
stop? How are they being held accountable for providing respectful policing?
What type of leadership is provided? [What is] the tone and culture of the
organization? All those things lead to the decision-making process when an
officer decides to put on his or her lights, decides to use force, and decides to
make an arrest. We can’t just isolate the car stop and look at it individually.
We have to look at it as the end of an entire process.
ask. To a huge degree, this issue of ask. goes out to a very privileged popula-
tion. Most of us have not grown up with race as an awareness; we’ve not
felt that we’ve been pulled over because of what we looked like. So how
do you help people understand what it’s like to be victimized or to be in
a community where you are likely to be victimized by such a thing?
RLD I think forums like this. For example, forums and workshop discussions enable
a broader community or privileged community to hear firsthand from prac-
titioners [and] possibly from victims. People that may even have practiced it.
Whether subconscious or not, [we must] be able to really try to listen with an
open mind and ask simple questions—“How would you feel if you were?”—
and really listen to what people are saying and try to understand where they
are coming from. I think it’s hard to understand in some
cases because if you haven’t lived through it, then you’re in
a position where you don’t truly understand it and might
Ronald L. Davis is the former Region VI vice president of
the National Organization of Black Law Enforcement Execu-
tives (NOBLE) and current chair of the NOBLE Task Force on
Racial Profiling. He is also a member of the Race Relations
Commission on Police Integrity. Davis has advised members
of Congress on bias-based policing and testified as an expert
at the U.S. Senate Judiciary Subcommittee hearings on racial
profiling and the Congressional Black Caucus hearings on
police misconduct. He developed the first bias-based policing
training course in the country.
not even accept that it’s real. But I say you should listen to what the anecdotes
are, what the stories are, to really pay attention to some of the things in the
press and make an independent evaluation.
ask. What do you say to the argument that, to a degree, racial profiling actu-
ally makes sense because there is a disproportionate number of minorities
who are eventually incarcerated for crime?
RLD I would say the incarceration rate reflects more of who law officials focus on
than who commits crime. And so this is like a cycle. If we are profiling, that
means we are targeting minorities more often, which means we’ll stop more
minorities, arrest more minorities, and convict those minorities, and then
use that same rate to then justify why we stopped them to begin with. And
so common sense would dictate that that’s not the right evaluation tool. For
example, 75 percent of narcotics users in America are considered to be non-
minorities. However, the majority of people in prison are African American,
and the majority of those are there for narcotics use. So that’s where the data
comes into play. You have to show people that the mix is not necessarily
there. That whether their community has high black-on-black crime or black-
on-black violence, that you’re still only dealing with a very small percentage
of the black population or the minorities as a whole. And that you can’t make
those general stereotypes. There are two arguments that I make. One is con-
stitutional, based on law; the other is just managerial effectiveness. They are
making thousands of stops based on stereotypes. They’re not catching who
they’re looking for. They’re not having any impact on crime. It’s not resulting
in anything other than a very upset constituency and disparities on how we
enforce. The data have started showing us that it’s a very ineffective strategy.
ask. Tell me a little bit about your personal life.
RLD I’ve been a cop for 18 years. I have a family of three kids, a 1-year-old, a 5-
year-old, and a 13-year-old. And this issue [racial profiling] is personal to me. I
think I have one of the most unique perspectives in the country. That is, as an
African American man, as a black man, I feel like I have been a victim of racial
profiling. But as a cop, I know I have been guilty of it. And now, as a police
manager, I accept it as my responsibility to prevent it from occurring so that
my kids are not profiled when they drive, when they work, when they walk,
when they basically live in our society. So when people tell me it’s a percep-
tion, I know better because I’ve been on both sides of it. a
“…as a black man, I feel like I have been
a victim of racial profiling. But as a cop,
I know I have been guilty of it. And now,
as a police manager, I accept it as my
responsibility to prevent it from occurring so
that my kids are not profiled…”
—Ronald L. Davis, Captain
Oakland, California, Police Department
with Thomas Foley
Thomas S. Foley and Peter Zornes
(B.S. neurology, May 2003). Zornes
Former Speaker of the House
Thomas S. Foley was on the WSU
campus March 11 and 12. Foley
was the winner of the Thomas S. Foley met with students, gave a public
Undergraduate Scholarship in 2002–2003.
lecture, and received a briefing on
the Thomas S. Foley Institute at
ask. You are more humble than Washington State.
I expected. Where does that
[humility] come from?
TF Whatever events have taken place in my life that gave me an opportunity
for public office are the result of so many people helping me and supporting
me that any kind of notion that this is something you achieved by yourself
is impossible to consider. In politics and public life, there are two kinds of
people. One can be described as the A type. They set out to become governor
of the state, and they do it. The B type, which I consider myself, is conscious
of the fact that so much of life is accidental, perhaps taking an opportunity
to present themselves with something that you couldn’t bring about without
help and support and efforts of others.
ask. Do you have a philosophy of life?
TF I think everyone has a philosophy of life. I’ve always in my public life taken
some encouragement and inspiration from my own father, who was a judge
for many years, who for me epitomized the dedication to public service.
Throughout the whole period of my life, I’ve had good examples from others
who’ve tried to make some kind of contribution to public welfare, while pre-
serving their political career. I think that is one aspect of what I am trying to
do in my life. I also think respect for others and maybe some kind of construc-
tion of the Golden Rule are part of what I want to try to do with other people.
Understanding people’s point of view. Tip O’Neill said one time, “Tom Foley
can see three sides of every issue.” I think that trying to see the point of view
of the other two is kind of important.
“I think that those of us who feel fortunate in our own life
experiences have a sense of having an obligation to assist others to
enjoy the same opportunities and share the same experience.”
—Thomas S. Foley
ask. Did you meet Heather in Scoop Jackson’s office?
TF Yes, we both worked for Scoop. That is another aspect of life; you find some-
one you fall in love with and marry in a circle of people that you meet. In one
sense, it seems almost accidental that you came together and met. It has been
one of the good fortunes of my life, having met Heather.
ask. Could you possibly have known what a good partner she would be from
the office standpoint?
TF I think I should have known that because she was a skilled staff member. I
didn’t realize how much she was willing to sacrifice…her own legal career and
her own professional ambitions to work unpaid for me for so many years. I
have enormous gratitude to her for that.
ask. Does everything on Capitol Hill have a side story?
TF I think that is true in many cases. Sometimes the vote is a matter that you
do not have to think about because it is part of your basic beliefs or attitudes
toward political issues. In other cases, it is not an easy choice. There are two
or more sides to political or legislative questions. I remember that I used to go
in and look at the voting screens up above the speaker’s chair, which indicates
how members were voting. There was a group of members that I had great
respect for and whose judgment I admired, and if I saw them voting different
than I was, I wanted to find out why. I wanted to talk to them and see if I was
really thinking about this in a way that they were.
ask. How has your relationship with the Japanese evolved, and how meaning-
ful has that been to you?
TF I first started going to Japan more than 30 years ago. I went back to Japan
almost every year for about 30 years. In 1997, as the Japanese ambassador, I
knew quite a large number of officials and businesspeople as a result of my
trips. In those years of traveling and welcoming Japanese parliamentarians to
Washington, I developed a great respect for the Japanese people and Japan.
It became a bit of an issue when I was nominated to go to Japan; some crit-
ics said I was too close to the Japanese, I was too friendly. They said I would
not be sufficiently detached and would not represent the country well. I was
asked that as an opportunity question in a hearing before the Foreign Rela-
tions Committee. I told the story about when George Schultz was secretary of
state for President Reagan. He used to brief ambassadors in an office in Wash-
ington by putting them next to a large globe, and he would often spin the
globe and say, “Ambassador, show me your country.” By which he meant the
country they had been sent. He did that with Mike Mansfield, who stopped
the globe at the United States, on Montana. He said, “This is my country.” I
told the senators, like Mike Mansfield, I knew the country I came from. It was
an opportunity for me to serve in a country I did respect, among a people I
admired. I think that did not prevent me from doing my duties.
ask. Give me your thoughts on the institute that bears your name and the
opportunities for students to learn about public service at WSU.
TF It is a great honor to have my name associated with the institute. This morn-
ing I had an opportunity to see some of the Foley fellows and some people
working in the institute, and I am proud of that fact. I think that there is a
very interesting possibility that the institute and WSU may be involved in a
strategic association with the International Christian University in Japan. I
think this has great possibilities and may be a wonderful new dimension to
both universities’ teaching and the reach and activity of the Foley Institute.
One of the great pleasures of coming back to a university is to see the enthusi-
asm and excitement that students radiate. I just get very excited and enthused
when I am around so many wonderful young people.
ask. Tell me something that you would like to share with people that you feel
might be valuable.
TF Everyone has their own challenges in life, their own principles and values
that will guide you. I think I have been extraordinarily lucky, as I look back
on my life, as many times I think there is almost a providential assistance in
overcoming difficulties and problems. I am sure many people have the same
experience. We are all, especially in this country, blessed. I do think that we
have to be concerned, not only as Americans in an international community,
but also as Americans in our own society, that some of the good things that
have happened to us and some of the opportunities we have had are open to
others as well. I think that those of us who feel fortunate in our own life expe-
riences have a sense of having an obligation to assist others to enjoy the same
opportunities and share the same experience.
ask. On the topic of gender and race, have we made progress, and do you have
any particular thoughts on the topics?
TF I think we have made great progress, when you look at these issues from the
perspective of somebody who is almost three-quarters of a century old. I can
remember how these circumstances and conditions were in the ’30s. How
much we have progressed, and not that we don’t have a distance to go in
making our society not totally color- and race-blind, but certainly much more
equitable and fair and just than it was in relatively recent years. It was not too
long ago that African Americans could not exercise their right to vote. They
could not enjoy public facilities; they couldn’t have associations with others
without running into tremendous resistance, restriction, or even threat. That
is not a matter of centuries back; it is a matter of half a century where women
did not have an opportunity to participate in professions. They did not have
an equal opportunity in many cases for education, and they were constantly
on a very disadvantaged side of income and wealth. Those things are not
perfect yet. I do not want to be Pollyannaish about it and say we have devel-
oped the perfect society. Huge strides have been taken in the right direction.
To ignore that, I think, would be wrong, too. To assume nothing positive has
happened is totally wrong.
ask. What makes you laugh?
TF I think I have a pretty good sense of humor. I think I sometimes find some of
the ironies of life very funny. I am not the type that doubles over with slap-
stick. I like satire and witty, clever writing. I also enjoy being in the company
of people who are good storytellers. I like to tell stories myself, kind of the
sense that life offers a lot of ironic and wonderful opportunities to laugh at
ourselves, in our follies and foolishness, and sit back and learn a little bit from
that as well as enjoy it. a
Techie with a Cause
Tina Krauss has a dream, and it’s nonprofit.
M EET TINA KRAUSS, the first student at Washington
State University to enroll in the new American stud-
ies master’s program digital diversity option.
A 1998 WSU graduate with a degree in advertising and a
minor in philosophy, Krauss moved to the San Francisco
Bay area after graduation and worked with AmeriCorps. Her
assignments were nonprofits with hard-core needs in low-
income areas. “There is an incredible sense of satisfaction
when you are able to help an office set up an e-mail account
or help them find donated equipment.”
“The digital diversity emphasis is unique in the country,” Tina Krauss
says T.V. Reed, director of the American Studies Program.
“We believe it is the first to combine multicultural studies with multimedia studies.
Our goal is to help make the Internet more user friendly for low-income people,
rural people, people of color, basically people in many diverse communities.”
Reed says because computer technology is unavailable to certain population
segments, it stands to reason these groups are underrepresented on the Web.
“Truly relevant information for these groups is tough to find.” But in the new
digital diversity option, which includes a two-semester internship, students will be
trained to build these now missing Web sites and help nonprofits build Web sites
to serve real community needs. For example, a student who will begin the digital
diversity emphasis next year is interested in serving her tribe (Colville) by building
a Web site for the study of Salish languages. She believes the site must be designed
in a particular way to be attuned to the actual ways Indian students would use it.
Reed and others at Washington State are hoping to spin their “Project for Digi-
tal Diversity” into a larger debate about public policy issues around the digital
divide and discussions about content and media production, rather than just
hardware and access.
Krauss does not have a pat answer to the question about why she shares Reed’s
vision of helping disenfranchised, underserved groups. Why not take her technical
and Web-building skills to Seattle or the Silicon Valley and get a fat paycheck? “Actu-
ally, that was my original plan,” she says, but adds that she developed a distaste for
extravagance while dealing with corporate America during her AmeriCorps service.
“It was hard to walk into the plush offices with state-of-the-art laptops every 10 feet
and free snack bars when you’ve been working with struggling nonprofits that can’t
afford to pay anyone a salary.” Meantime, her exposure to nonprofit groups lit a fire
of compassion and hope. As part of her degree work, Krauss plans to build a Web
site to help meet the needs of transgendered individuals. “Transgender groups have
few resources,” she says. “As a group, they seem to be increasingly marginalized by
mainstream gay and lesbian groups.” While starting with a Web site and relevant
content for her degree, Krauss’s long-range goal is to establish and operate a non-
profit group to serve the needs of the transgendered community. a
one WITH SHERMAN ALEXIE
REGENTS’ DISTINGUISHED ALUMNUS
There were several
moments during Alexie’s
acceptance speech. This The following
photo was taken when it
began to sink in that the
University was honoring his Sherman Alexie was
talent and accomplishments.
held October 10, 2003,
the day he received the
“I had no idea how big the world is. Regents’ Distinguished
It was here I learned that.” Alumnus Award.
Prior to the ceremony,
— Sherman Alexie Alexie and ask. magazine
Washington State University editor Gary Lindsey
October 10, 2003 sat down for a
conversation in the
ask. What question are you asked most often? conference room.
SA “How do you feel about casinos?” White
people ask that question all the time, and
I thought it was unjustified, but I’ve come to the realization now that Indian
identity is all about whether you have a casino or whether you’re going to
get one soon. Most people, especially non-Indians who don’t like tribal sov-
ereignty, should be celebrating casinos because it means Indians have finally,
completely, and totally assimilated into capitalism. We’ve given up. We’re
waving the flag. We are you now.
ask. Have you known people with the
attributes of the characters you
write about, or are they fabricated?
SA I’ve known a lot of half-nuts people—
my family, me. So yes, I’ve known
people like that.
ask. Do you have a philosophy of life?
SA (after a pause) No.
WSU Regent Joe King and WSU President V. Lane Rawlins
make the presentation and congratulate Alexie.
ask. I wish we could capture that face!
SA I… um… (another long pause) No. I believe… I’m so suspicious of people,
even people with great ideas. So, admire the art, be suspicious of the artist.
How’s that one? Admire the thought, be suspicious of the thinker?
ask. What, more than anything else, do you and Diane hope you can instill in
your sons as they become men?
SA Oh God (laughs). I just hope I’m good enough so that they don’t write mem-
oirs about me later. You know, an underrated quality in the world is polite-
ness. On a stage, I’m a rude bastard. In a public setting, I’m a rude bastard. But
in day-to-day life, I believe in politeness. I believe in Miss Manners. I believe in
Emily Post. Especially for men and young men. I do a lot of work with young
people, and there’s just a lot of crassness and rudeness. So, if I can instill in my
sons a real sense of old-fashioned manners in their dealings with the world,
that would be great.
ask. If you had a month, no obligations, no e-mail, no appearances, no
impending contracts or deals, how would you spend the time?
SA Writing. Playing basketball. You know, I pretty much have the life I want. I
hang out with my family, I write and play basketball.
ask. What’s a typical day at your house?
SA A typical day, when I’m not writing hard core, we wake up, get the boys ready
for school. They go off to school, and I drink coffee and read the newspaper.
I get four of them. I prefer four slightly different variations of the lies. Then
I go to the office and check mail, check snail mail, surf the Internet. Go have
lunch, often with Diane, often not. Come back. Surf the Internet a little more.
Write a little bit. Go home when the kids get home. Play for a few hours.
When they go to bed, I start writing. Depending how intense it is, I can write
ask. You mention an office. In my mind, I had you working at home.
SA No, I have an office. It’s a fabulous life, being an artist, and the more success-
ful you get, the fewer boundaries there are between your professional and
personal life. One way to enforce some boundaries is to get the office, so that’s
what we did. It’s about five minutes from our house. And I also have someone
who works for me, Christy, and she’s great. She’s a Washington State alumna.
We met here. We lived in the apartments right down the hill from here.
ask. Let’s run through this list: poet, author, screenwriter, film director, stand-
up comedian. Is there anything you are dying to add to the list?
SA Phlebotomist (laughs).
ask. Don’t look at me when you say that!
SA Amateur phlebotomist (laughs). That’s one of the strangest compliments I’ve
ever received. A phlebotomist told me, “You have the most beautiful blood
I’ve ever seen.” I don’t know. I’m thinking about stage plays. I’ve learned
through the actors I worked with on Fancydancing that my approach is much
more theatrical than cinematic.
ask. Speaking of doing something new, was there ever any nervousness about
trying something new, like film directing?
one WITH SHERMAN ALEXIE
SA Oh, of course. You always feel that way. In my experience, there are pretty
much two kinds of writers, those who love everything they do and those who
can’t stand it, and I’m in the “can’t stand it” camp. I often hate what I’m
doing as I do it. I’m still driven to do it. I have a very antagonistic relationship
with my art. I’m always struck by those thoughts, “I can’t do this,” “I’m no
good at this,” “I’m clueless.”
ask. I opened New Yorker magazine, and there you are…an invited speaker at
the New Yorker Festival.
SA That’s the pinnacle. That’s John Cheeverville. I’m happy to be a visitor in John
Cheeverville. My whole life is this sort of very quiet miracle. One of the things
I say is, “I’m living this huge and epic life, and most people don’t even realize
it.” I do an occasional political column for The Stranger, which is the Commie,
gay rag in Seattle. I get lots of hate mail. It’s really fun. One piece of low-key
hate mail came recently and called me “the liberal elite.” I wrote back and
said, “Do you know I grew up on a reservation? I didn’t have indoor plumbing
until I was 7. I went to a farm-town high school where I was president of the
Future Farmers of America. I castrated a sheep with my teeth. I judged meat.”
(laughs) I haven’t heard from him.
ask. What do you think you got
out of Washington State
SA I struggled here through seri-
ous lack of diversity. I was a
double minority, a Native
American and a liberal. That
was difficult, but I don’t
measure the institution by
that, I measure it by what
worked for me—Alex Kuo,
Joan Burbick, Sue Armitage,
LeRoy Ashby, and the friends
I made here from all over the
state, all over the country, all
over the world. You come to
college to find your tribe.
My real tribe are people who
love books. What I learned
here is the love of books and
how to read. I’m not who I
am without this place. a
Sherman Alexie and President V. Lane
Rawlins share a laugh with students at
the president’s home following the award
ceremony. President and Mrs. Rawlins
hosted a reception for Alexie and family
members who attended the ceremony.
WORTHY OF NOTE
Sherman Alexie received standing ovations both when he was introduced
and when he concluded his public reading and remarks.
Alexie, a Spokane/Coeur d’Alene Indian, grew up on the Spokane Indian Reser-
vation in Wellpinit, about 50 miles northwest of Spokane. He received his B.A.
in American studies from Washington State University in Pullman in 1994. Two
of his poetry collections, The Business of Fancydancing and I Would Steal Horses,
were published just one year after leaving WSU. (Alexie completed his studies in
1991; his degree was conferred in 1994.)
Alexie’s poetry books include One Stick Song (2000), The Man Who Loves Salmon
(1998), The Summer of Black Widows (1996), Water Flowing Home (1995), Old Shirts
and New Skins (1993), First Indian on the Moon (1993), I Would Steal Horses (1992),
and The Business of Fancydancing (1992).
He is also the author of several novels and collections of short fiction, includ-
ing his latest, Ten Little Indians (2003); The Toughest Indian in the World (2000);
Indian Killer (1996); Reservation Blues (1994), which won the Before Columbus
Foundation’s American Book Award; and The Lone Ranger and Tonto Fistfight in
Heaven (1993), which received a Hemingway Foundation/PEN Award and is now
required reading on many college campuses.
In 1999, the New Yorker named Alexie one of the top writers for the new millen-
nium, listing him among “20 Writers for the 21st Century” in its Summer Fiction
Edition. Alexie’s other honors include poetry fellowships from the Washington
State Arts Commission and the National Endowment for the Arts, a Lila Wallace-
Reader’s Digest Writers’ Award, and Sundance Film Festival awards.
Known as a poet and writer, Alexie made his debut as a screenwriter with the
script for the movie Smoke Signals, based on a story from his book The Lone Ranger
and Tonto Fistfight in Heaven. Smoke Signals was honored with two awards at the
1998 Sundance Film Festival. The Business of Fancydancing, which is now avail-
able on DVD, marks Alexie’s directorial debut and won awards last year at several
film festivals, including Victoria, San Francisco, and Durango.
Alexie told the crowd in Bryan Hall that he wore a Bigfoot T-shirt to honor the
memory of Grover Krantz, professor emeritus in the Department of Anthropol-
ogy, and the numerous times Alexie had engaged Krantz in conversations about
Sasquatch. Krantz died in 2002.
For more about Sherman Alexie, visit www.shermanalexie.com/. a
with Maxine Hong Kingston
“Remember to breathe, pay attention, and tell the truth.”
—Maxine Hong Kingston
ask.Can you tell me how your new
book, The Fifth Book of Peace, was Washington State University,
named? March 13, 2003
MHK Chinese legend says there existed “Who Speaks for America?”
three books of peace, which were series sponsored by the
probably lost in cultural revolu- College of Liberal Arts and
tions and changes in regime; it was the Department of
a tradition to burn the libraries of Comparative Ethnic Studies
historians of previous regimes. So
three books of peace were lost in
China. I was thinking that we need a book of peace for our time. I was
working on a book, in which I thought about how we could write dramati-
cally without writing violently. I was working on that book for two years,
and then it burned in the (1991 Oakland/Berkeley Hills) fire. So, I thought
about it as the fourth book of peace, and so when I began again, it was the
fifth book of peace.
ask.Woman Warrior has been called the most read,
most quoted, most taught book on American uni- for America?
versity campuses. Did you have the sense that this
book would have that sort of impact when you 1984 – “Who Speaks for
America?” speaker series
were working on it?
created by Alex Kuo,
MHK I probably did because my attitude while I am writing professor of comparative
is that I am speaking to everyone, and I am speak- ethnic studies and Eng-
ing across borders and boundaries, and I am also lish. Poet Carolyn Kizer
engaging with the people from the past and also our was the first speaker.
descendents, and so I do have that sense of immortal-
Nearly 40 speakers
ity, that I want to communicate with all humanity.
have appeared as part
of the series, including
ask.How do you deal with criticism? Do you pay it Ishmael Reed, Joy Harjo,
any mind? Does it play a role in your creative Leslie Silko, Sherman
process somehow? Alexie, Winona LaDuke,
MHK When I first started getting negative criticism, it felt and John Nichols.
really bad, and I kept thinking is there something I
can learn from this. I tried, but I could not. I remem-
ber a friend said to me, “Don’t let them make you pull your punches,” and
that was very helpful.
ask.Growing up, was your family encouraging and constructive? What was
your childhood like?
MHK My parents were readers and storytellers. I think that is very important in my
upbringing. Both of them would sing Chinese poetry. My father had classical
poetry memorized; he had all of Confucius memorized; he would just sing
it. My mother comes from a line of professional storytellers. We always had
bedtime stories that were sagas. I think that it was a great upbringing for a
writer. Although when I wrote, I felt that it was my secret. It was a wonder-
ful secret treasure of my own, and I didn’t want anybody to know about it
or see it. I didn’t want anyone to know I was doing it. I am sort of like that
to this day. When I am first composing something, I don’t want anybody to
look at it because I guess that I don’t want them to criticize or say how dumb
the idea is. That first moment of inventing something, it is in its incoherent
shape; you allow yourself to be as free as you feel the need to be, including
all your stupid thoughts, invisible visions that have not been shaped and
formed before. If somebody looks at it too early, it is almost like breaking
into an embryo or egg. I always keep that first part secret.
ask.Tell me about your arrest along with Alice Walker and others in the anti-
Iraq war protest in D.C. (March 2003)
MHK The idea was Code Pink. It was International Women’s Day. We would be
women gathered in Washington, D.C., to try to stop the war, women prac-
ticing nonviolence. It was amazing. Women came from all over the United
States. This was the first time in my life I have been arrested. This was also the
first time in my life that I have experienced the energy of women, feminine
energy. I’ve been on demonstrations before that were confrontational, macho,
violent. I experienced for myself what nonviolence feels like. We were hand-
cuffed, put in paddy wagons, fingerprinted, and in jail for four hours. The one
terrible thing that I saw for myself was the journalists were arrested first. One
of them was Pam Goodman; she does the “Democracy Now” show that is on
public radio. She was obviously there as a journalist, and they took her camera
and handcuffed her. Later she said to me that an event does not happen if it
is not witnessed and photographed by a journalist. Pennsylvania Avenue was
blocked off by police, and the Washington Post, New York Times, and “ABC
News” could not get through. I wish they had been there.
ask. Do you have a philosophy of life?
MHK Remember to breathe, pay attention,
and tell the truth. I tell my
students that we
artists are always
looking for inspi-
ration, and all
is “breathe in.” If
you breathe in and
breathe out, you are
inspired. The creativity
will take place.
ask.Do you enjoy nurturing
MHK I think that I have two call-
ings in life; one is to write,
and the other is to teach. I
have been teaching since my
20s. I think I have taught every
level of school. I enjoy enlight-
ask.What would you consider a fun
or pleasant afternoon?
MHK Go out and work in the garden.
After the house burned, the woman
next door was a widow, and she said About
that a woman alone can’t rebuild. So we
bought her lot and turned it into a garden. Maxine Hong
Sometimes when I pick something like the
flowers, food, or vegetables, I think God and
I did this. We did this together, we made this Maxine Hong Kingston’s
apple together. a list of awards includes
the 1981 American Book
Award for general non-
fiction for China Men,
which was also runner-
up for the Pulitzer Prize.
Kingston is best known
for her book Warrior
Women, which won
numerous awards includ-
ing the 1976 National
Book Critics Circle Award
THE ENGLISH LANGUAGE
Common Errors in English Usage
E NGLISH PROFESSOR Paul Brians has built an international reputation
for providing convenient, amusing, and practical advice on
English usage through his Web site, Common Errors in English
(http://www.wsu.edu/~brians/errors/), which has over the past
six years attracted more than two million visitors and a pile of
favorable reviews from sources like the BBC Online, the Los Angeles
Times, and the Seattle Times. Recently it was published as a book
titled Common Errors in English Usage by William, James & Co.
Brians is noted for his pragmatic approach to English usage. Social
context matters. He remarks that if you were feeling threatened by
someone staring at you on the subway, it would probably not be an
effective deterrent to say “At whom are you staring?” instead of “Who
are you staring at?” But in a job interview, you should not complain of
being “disrespected” at your previous job; this street slang form of the
word is not standard usage among employers and is likely to earn you
further disrespect. He doesn’t insist on “correct” English. Instead, he tries
to give people guidance as they choose language appropriate for their pur-
poses, which will reflect well on them and convey what they’re trying to say.
Brians freely admits he’s not a professional writing expert, although that’s his primary
identity on the Web. His other scholarly works range from a set of translations titled
Bawdy Tales from the Courts of Medieval France, Nuclear Holocausts: Atomic War in Fiction,
1895–1984, Reading about the World (two volumes), and his newest book, just released
in November, Modern South Asian Literature in English.
Brians’ office is eclectic and a seemingly perfect reflection of his passions. There are
thousands of books, as you would expect, lining the walls, but his wooden desk is cov-
ered not in handwritten manuscripts, but rather technology—two monitors, a flatbed
scanner, a Mac G4 tower and a laptop, and a VCR/DVD player and video capture device.
The technology is used to create presentations for his classes. He loves the humanities,
he loves technology, and he loves exploring ways to combine them. a
THE BRIANS FILE
Profession Professor, English
Born and raised Near Petaluma, California
Junior college Santa Rosa Junior College, Santa Rosa, California, 1960–62
B.A. Pacific University, Forest Grove, Oregon, 1964
M.A. Indiana University, Bloomington, Indiana, 1966
Ph.D. Indiana University, Bloomington, Indiana, 1968
Came to WSU 1968
Wife Paula Elliott, WSU performing arts and architecture librarian
THE QUINTESSENTIAL WORD
Academic Journals Edited by Liberal Arts Faculty
at Washington State University
Western Journal of Black Studies
E. Lincoln James (Communication), editor
Since 1977, the Western Journal of Black Studies has been a leading
interdisciplinary journal dedicated to publishing scholarly articles
from a broad range of disciplines that focus mainly on the experi-
ence of African Americans in the United States.
Tim Kohler (Anthropology), editor
American Antiquity, one of the principal journals of the Society for
American Archaeology, is the highest-circulation and most widely
cited professional journal specializing in archaeology in the world.
The journal publishes on archaeological method and theory, with
a special emphasis on the pre-Columbian archae-
ology of North America.
ESQ: A Journal of the American
Albert von Frank (English), editor
ESQ: A Journal of the American Renaissance (formerly Emerson Soci-
ety Quarterly) is devoted to the study of 19th-century American
literature. A special issue of ESQ will be published this summer
in conjunction with the fall 2003 “American Literary Globalism”
symposium sponsored by the Whitney Humanities Center, ESQ,
Yale Americanist Colloquium, Yale Department of English, and
the College of Liberal Arts at Washington State University.
International Review of Modernism
Leonard Orr (English), editor
The International Review of Modernism is a peer-reviewed electronic
journal that publishes critical and historical
essays, book reviews, and extended review-essays
on new scholarly and critical books on modernist
literature and culture situated in historical and national contexts.
Poe Studies/Dark Romanticism
Alex Hammond (English), editor
Poe Studies/Dark Romanticism provides a forum for interpretive,
cumulative dialogue about Poe’s life and writings; the cultural
and material contexts that conditioned the production and recep-
tion of his work; and his interrelationships with other writers,
especially those who work in traditions of dark romanticism.
The Rocky Mountain Review of Language and Literature
Michael Delahoyde (English), Sabine Davis
(Foreign Languages and Cultures), co-editors
The Rocky Mountain Review publishes articles and reviews, written
in English, that are chosen for their relevance to instructors, stu-
dents, and researchers in languages, literature, film, culture, writ-
ing, second language acquisition, and educational technology,
among other areas.
World History Connected: The E Journal of Learning and Teaching
Heather Streets (History), co-editor
In addition to peer-reviewed articles, World History Connected: The E Journal of
Learning and Teaching features book and textbook reviews and regular columns
addressing what world history scholars are talking about. The first edition (posted
November 2003) includes articles by the noted world historians William McNeill
and Patrick Manning. The second edition will include articles by the equally noted
Jerry Bentley and Peter Stearns.
Andrew Appleton (Political Science), editor
French Politics is a significant and distinctive addition to the top
rank of international, peer-reviewed journals in French and Euro-
pean political science. a
Scholarly journals provide a major contribution to developing new
knowledge, testing theory, and expanding our disciplines. The
College of Liberal Arts regards support for our journals as a major
investment in world-class research.
ALUMNI ACHIEVEMENT AWARD
Recognizing Alumni Achievement
Dean Barbara Couture presents fine arts alumnus
Michael Holloman with the 2002 Graduate School Alumni
Achievement Award for the College of Liberal Arts at a
lecture he gave September 12 on the Pullman campus
entitled “Victim/Victor.” Holloman, a 1993 master of fine
arts graduate, was unable to accept his award in person
prior to the event. Holloman serves as director of the
Center for Plateau Cultural Studies at the Northwest
Museum of Arts and Culture and was an associate
professor of fine arts at Seattle University for nine years.
Partners in Preservation
“I have signed many agreements over the years,
but this is unique.”
— V. Lane Rawlins
President, Washington State University
W EARING A SHIRT made of bark, Bartolo Marnari Ushigua, president
of the Association of the Zapara Nation of Pastaza Province, was
in the Washington State University president’s office on important business.
He was to meet V. Lane Rawlins to sign a memorandum of agreement (MOA), a
piece of paper that could mean the difference between extinction or preserva-
tion for Ushigua and his people. The MOA pledges university support for the
Zapara culture and preservation of the environment in Pastaza Province.
Following introductions through interpreters, smiles, and handshakes, Ush-
igua and university representatives sat down around a large conference table.
WSU anthropology professor John Patton, a longtime friend of the Zapara
people, facilitated the meeting, and through him we began to learn about the
conditions in the Amazon that prompted Bartolo Marnari Ushigua’s visit to Pull-
Pastaza Province is part of the Amazon rain forest of Ecuador and is located between
Rio Conambo and Rio Pindoyacu, just north of disputed territory, which Ecuador
lost to Peru in 1941. Boundaries established after that war separated the few hundred
remaining Zapara people.
The province is an anthro-
pologist’s dream. There is no
currency. The Zapara still hunt
and fish for food and conduct
transactions largely by trading
items made by hand. There are
only 300 surviving tribal mem-
bers, and only four speak the
Patton is an expert on the
Zapara and the Pastaza Prov-
ince because he has conducted
extensive on-site research in
the province. He was largely
responsible for creating the
MOA and assembling the
people gathered around the
Washington State University President V. Lane Rawlins and Bartolo
Marnari Ushigua, president of the Association of the Zapara Nation president’s conference room
of Pastaza Province, sign a memorandum of agreement in Rawlins’
conference room. To mark the historic event, Ushigua gave Rawlins a
table for the signing cer-
necklace and others items made by the Zapara. emony. “The memorandum
of agreement means that we will support their efforts to protect their resources and
culture,” said Patton. “We will act as advisors and give them an educated opinion
on matters that might impact their land and their way of life.” Of immediate impor-
tance to the Zapara communities is the potential threat they see in oil exploration.
Much like the MOA signed at WSU May 6, the United Nations Educational, Scien-
tific, and Cultural Organization (UNESCO) recognized the province’s culture last year
as a masterpiece of the “Intangible Heritage of Humanity.” The UNESCO recognition
supports the Zapara people’s oral traditions and other cultural manifestations and
their fight to protect the environment of their native lands.
“I have signed many agreements over the years,” Rawlins said to the Zapara Nation
president, “but this is unique. I am pleased this institution will be able to play a role
in the preservation of the environment in your region and to help you find ways to
sustain the important cultural treasures of your people.” a
Joint Peace Studies to Strengthen
WSU’s Asia Program
J APAN’S INTERNATIONAL Christian University (ICU) and Washington State Univer-
sity held a reception on the ICU campus in Tokyo October 19 to inaugurate a new
joint program for research and curriculum development in peace and security stud-
ies. ICU is promoting projects in peace studies with other universities and research
institutes in Japan, East Asia, and Europe; it is the recipient of a national Center of
Excellence Award from Japan’s Ministry of Education to complete the project.
WSU, the only American university in that consortium, already has signed a
president’s agreement for research and educational collaboration in peace stud-
ies, model United Nations service-learning projects, gender studies, and related
initiatives. Other participating universi-
ties include the Free University of Brus-
sels, University of Cologne, University of
Munster, Seoul National University, Ewha
Women’s University, Yonsei University,
and Taipei National University.
ICU and WSU representatives will plan
a series of meetings and work sessions
to discuss the details of collaboration on
the peace and security partnership. Both
schools have already identified 15-20 fac-
ulty members from each side to participate
in the project. a October 20, 2003 - Representatives of Washington State
University commemorate their arrival at International
Christian University with a group photo with ICU host,
Provost Norihiko Suzuki (front row, left side).
WORLDWIDE WITH CLA
The Global Connection of
Liberal Arts Faculty and Students
Beaufort Sea Greenland Sea
Joan Grenier Winther
(Foreign Languages and Cultures)
CANADA Angers, France
Labrador Sea North Atlantic Ocean 3 North
Gulf of Alaska
Cornell Clayton (Political Science) 1
Siena, Italy, Spring 2003 1
Susan Ross (Communication) 5
U. S. A.
Greece PORTUGAL 2
Mimi Salamat MOROCCO
(Speech and Hearing Sciences/Spokane) Canary Islands
2 Canary Islands, Spain ALG
Gulf of Mexico
THE BAHAMAS A t l a n t i c O c e a n WESTERN SAHARA
David Hyde (Anthropology) 1 1 JAMAICA
Belize, Central America BELIZE
Lance LeLoup (Political Science)
University of Ljubljana in GAMBIA
University of Bordeaux, France GUINEA
1 PANAMA BE
COSTA RICA VENEZUELA
GUYANA SIERRA LEONE IVORY COAST TOGO
Diana Georginia (Anthropology) FRENCH GUIANA
Pago Pago, Samoa COLOMBIA
ECUADOR SAO TOME & PR
John Patton (Anthropology) Amari Barash (Music)
Pastaza, Ecuador Ghana
Carol Ivory (Fine Arts) PERU
P a c i f i c O c e a n
FALKLAND ISLANDS SOUTH GEORGIA ISLAND
College of Liberal Arts
faculty/staff location CLA Students in International Cities in 2003
City/Country No. of Students
1 CLA student number
and location Adelaide, Australia 1
Brisbane, Australia 4
Canberra, Australia 1
Gold Coast, Australia 2
Hamilton, Australia 2
Lismore, Australia 1
Melbourne, Australia 2
(Foreign Languages and Cultures)
Frankfurt, Ludwigshafen, München, Birgitta Ingemanson Dean Barbara Couture
Nürnberg, Leipzig, and Mainz. (Foreign Languages and Cultures) Tokyo, Japan,
worked with scholars from Germany International Christian University
Lori Wiest (Music) and Russia at a workshop in Sweden,
Frankfurt, Ludwigshafen, München, May 2003 Kako Kato (Anthropology)
Nürnberg, Leipzig, and Mainz Japan
Roger Schlesinger (English)
Susan Chan (Music)
Tokyo, Japan; Switzerland
Robert Ackerman (Anthropology)
NORWAY SWEDEN Russia
R U S S I A
1 R U S S I A
2 T.V. Reed (American Studies) Karisa Terry (Anthropology)
Prague, Czech Republic, Russia
Yunnan Univ., Kunming, China
Sea of Okhotsk
1 1 7
Ian Buvit (Anthropology)
UKRAINE Noel Sturgeon (Women’s Studies)
Prague, Czech Republic Caspian Sea MONGOLIA
CROATIA Aral Sea
Paul Hirt (History)
BULGARIA UZBEKISTAN Sea of
GREECE Prague, Czech Republic
AZERBAIJAN NORTH KOREA Japan
TURKEY TAJIKISTAN 1
TUNISIA MALTA SYRIA IRAQ
Hua Han (Anthropology) SOUTH KOREA
LEBANON C H I N A
LIBYA BAHRAIN OMAN
Elwood Hartman SAUDI ARABIA U. A. E. Jonathon Meyer (Anthropology) TAIWAN
(Foreign Languages and Cultures)
Red India MYANMAR
Sea Bay of Bengal
Tunisia Philippine Sea Pacific Ocean
ERITREA YEMEN South China Sea
CHAD SUDAN INDIA 1
O NIGERIA Ed Weber (Foley Institute) Zheng-min Dong
Tashkent, Uzbekistan (Foreign Languages and Cultures) BRUNEI
Shenzhen, China MALAYSIA
Mark Stephan Plans are being finalized to take 30 WSU
O c students to the Shentzhen Institute,
(Public Affairs/Vancouver) d i a n
I n e a n
BURUNDI Tashkent, Uzbekistan where they will teach English and study
Chinese and Chinese culture. I N D O N E S I A
TANZANIA PAPUA NEW GUINEA
ANGOLA MALAWI Timor Sea
NAMIBIA ZIMBABWE MAURITIUS FIJ
Great Australian Bight 1
Marina Tolmacheva 1
2 Tasman Sea
Karen Lupo (Anthropology) (Associate Dean, College of Liberal Arts) NEW ZEALAND
Bangui, Africa Lake Como, Italy, Bellagio Study and Conference Center
Tokyo, Japan, International Christian University
Bonnie Hewlett (Anthropology) Bishkek, Kyrgyzstan
Barry Hewlett (Anthropology)
Perth, Australia 2 Galway, Ireland 1 Granada, Spain 1
Puntarenas, Chile 1 Florence, Italy 3 Madrid, Spain 1
Santiago, Chile 1 Rome, Italy 2 Malaga, Spain 1
Valparaiso, Chile 1 Tokyo, Japan 1 Salamanca, Spain 5
Beijing, China 1 Cuernavaca, Mexico 1 Sevilla, Spain 2
San Jose, Costa Rica 1 Guadalajara, Mexico 2 Seville, Spain 7
Aalborg, Denmark 1 Guanajuato, Mexico 1 Mahasarakham, Thailand 1
Copenhagen, Denmark 5 Playa de Carmen, Mexico 1 Aberystwyth, Wales, UK 2
Tampere, Finland 1 Puebla, Mexico 1 Lanchashire, UK 1
Amiens, France 1 Amsterdam, Netherlands 1 London, UK 5
Caen, France 1 Tilburg, Netherlands 1 Oxford, UK 1
Paris, France 2 St. Petersburg, Russia 2 Plymouth, UK 1
Germany 7 Vladivostok, Russia 1 Reading, UK 2
Trier, Germany 1 Stirling, Scotland 3
Athens, Greece 1 Alicante, Spain 3
Newtown Abbey, Ireland 1 Barcelona, Spain 4 Total Students 102
General Studies Comes of Age
“It is perceived to be a degree of second choice
rather than being a degree of choice.”
Director of General Studies
College of Liberal Arts
ask. What led to the college decision to appoint
a director of general studies and open an advis-
EL The first consideration, I think, is the sheer
magnitude of the numbers, 300 majors on the Pull-
man campus alone. General studies is our third larg-
est major. In addition, the college has felt for some
time that there are two problems… One, students
need advising before they go into majors, and two,
Erich Lear with students on campus students were receiving advice while in those majors
they probably shouldn’t have been in the first place,
which was, “Well, you’re not competing here, go someplace else.” And so the col-
lege perceived the need for an advising center and associated that with general stud-
ies for two reasons. First, many students who don’t want majors are the students
who want general studies. That is broad, two, three, or four areas of study. Others are
students who come into the University undeclared and need advice of a kind that is
not discipline specific. That wasn’t available in the College of Liberal Arts.
ask. What’s the biggest misconception about general studies?
EL You go to general studies when you can’t succeed anywhere else. It is perceived
to be a degree of second choice rather than being a degree of choice. It is the
program on campus with the greatest extent of flexibility and opportunity for
the student to decide what he or she wants to take.
ask. Dean Couture has often noted that general studies majors are among the most
successful alumni of the college.
EL I think that’s accurate, but I’m more interested in why they’re succeeding. I think
they’re succeeding because often the most successful people are the most broadly
educated. A general studies program is broad and includes particular interests of the
student, as opposed to a typical degree program, which is very narrowly focused.
ask. What’s the transition been like from professor of music to director of gen-
EL In my past, I’ve been associated with interdisciplinary programs, and I really like that
environment, and I felt that was an example I wanted to get back to. I’ve also often,
through my career, been associated with programs that were multidisciplinary.
ask. Do you enjoy students?
EL (laughs out loud) Oh yeah! That’s the reason I’m here. You know, I’ve never had a
big performance career. I’m a violinist and did a lot of professional playing, but it
wasn’t a big career. I never did a lot of publication. But I got into administration
fairly early. Out of a 30-year career, I spent more than
two-thirds of it in administration. To me, it’s all about
not only encouraging them, but also standing them up Factoids
straight when that needs to happen.
General studies is the Col-
ask. Any inspirational stories to share with us? lege of Liberal Arts’ third
most popular major on
EL There was a young woman who was having difficulty as a
the Pullman campus, just
business major and had achieved a grade point that was behind communication
getting her into the deficient category, and she wasn’t and criminal justice.
able to certify. As a matter of fact, she was just shy of cer-
tifying in general studies. But she knew what she wanted The following numbers
to do, so I encouraged the University to let her certify represent the approxi-
mate average enrollment
in general studies. We did that, and last spring she took
of general studies majors:
five upper-level classes across the University, and she got
a 4.0. She needed someone to listen and help, and then Vancouver
she went out and proved herself. In the summer, she about 100 students
took a very heavy load and got three As and a B. So while
she started out with great difficulty, my expectation is Tri-Cities
about 100 students
that she will have an M.B.A. within two years, and she
will be the better for having been in general studies. Distance Degree Programs
about 550 students
ask. What’s ahead for general studies?
EL I’d like to do some additional research on all of our Pullman campus
graduates. I would like to touch base with 300 to 500 about 300 students
general studies majors and confirm what we all tend to
say about them, which is that they tend to be successful. If that theory holds up, I
will use that to market, in a positive way, what general studies really is—a chance
to explore two or three or four things and to do them well.
ask. Is this an invitation for general studies graduates to contact you?
EL Absolutely. a
THE LEAR FILE
ERICH J. LEAR
Title Director, College of Liberal Arts General Studies Program
Contact information 509-335-1699
Education Undergraduate and advanced degrees from the University of Iowa
Background Joined Washington State University faculty in 1989. Formerly served
as director of the School of Music and Theatre Arts.
Primary achievements As director of the School of Music and Theatre Arts, Lear was
instrumental in the pre-design, design, and construction of
Kimbrough Hall, played a key role in acquiring an Allen Foundation
for Music grant to equip the new digital recording studio, and
created new music degree options with business, theatre, and
electrical engineering and computer science.
Born and raised Waterloo, Iowa
Family Lear and his wife, Jane, have two daughters. Sarah is 21 and
attends Evergreen State College. Rachael is a first-year student
attending WSU and the University of Idaho.
Two unusual minutes
B Y K AT H E Y- L E E G A LV I N
“I like to take everyday things into that mythical realm
and make them important.”
I T’S 7:50 ON Monday morning in Spokane, and your car radio is tuned to KPBX
91.1. With no fanfare, you realize that someone has started talking about his
garage door opener or encountering a clipboard-toting bear in the woods. At the
same time on a different Monday, you might have heard this man recite an ode to
a never-conceived brother or a grandfather who wouldn’t remain dead. It’s Scott
Poole: editor, father, husband, writer, organizer, WSU alumnus, and poet.
First impressions of Poole belie the skewed and thoughtful writer beneath the seem-
ingly normal exterior. Soft-spoken and easily amused, he looks like just another guy
with a briefcase. Even the topics he writes about are routine. Referencing the every-
day, Poole’s poetry is often simultaneously humorous, serious, and fantastic, with
titles such as “Unabomber, Poet,” “Ducks and Death,” or “Cake at a Funeral.”
At home, Poole is father to Ryan, 5, and Katie, 3, and husband to wife Leslie (Leslie
Evans, Sociology, 1993). In the evening, after family time is over and the kids are
tucked into bed, Poole sneaks away to his second love—poetry. “Being a poet
is like having two marriages,” says Poole. “I write because I have to. If I don’t, I
become physically ill. It is something like breathing, eating, or drinking water.”
Poole’s public popularity as a poet began to grow when he started a weekly e-
mail poem. Marty Demarest, station manager of KPBX, a National Public Radio
affiliate in Spokane, was on Poole’s distribution list and among his fans and saw
the potential of a weekly poetry spot. The idea is working. Poole gets feedback
from listeners and considers himself a lucky man. “After all,” Poole says, “what
poet gets to read to 18,000 people every week?”
Poole’s on-air gig has garnered national attention. As far as anyone can tell,
Poole is the only regularly scheduled radio poet in the country. The Associated
Press in Spokane did a story about that in 2003, and it was carried on several
networks, including CNN. The following day, Poole received 73 e-mails from
people requesting to be added to his weekly newsletter. “It was freaky. I got an
e-mail from someone who said they read about me on CNN. I went to the enter-
tainment page on the Web site,” he recalls, “and there, where J-Lo should be,
was me.” Poole has received attention from as far away as Turkey, Australia, and
Japan, and his online poetry fan base has swelled to nearly 600 subscribers.
Poole believes eastern Washington is becoming more receptive to poetry, and in
particular, he says Spokane is becoming “more of a poetry town.” He should know.
Poole is associate editor of Eastern Washington University Press, one of “maybe
eight jobs like it in the state,” he says happily. Part of his job has been cofound-
ing the Spokane “Get Lit” Festival, planning its sixth year this April. Past years
have included readings from such literary heavyweights as David Sedaris and Jack
Prelutsky. Plans for the 2004 festival include Dave Barry, Kurt Vonnegut, and Gar-
rison Keillor. Poole proudly relates that the festival has never lost money.
After his reading at the inaugural “Get Lit,” Poole was approached by Christine
Holbert, publisher at Lost Horse Press. “I want to publish your first book,” she
told him. She did. “And,” Poole says, “they published my second, and they are
going to publish my third.” He laughs when asked about royalties from book
sales. “Maybe two poets in history have made enough money from book sales to
live on.” Poole is not giving up his day job.
Poole isn’t sure where his talent for literature originates. Raised with a younger
sister in Yakima by his psychologist father and schoolteacher mother, he doesn’t
remember those years as especially defined by an active regard for high culture.
“There was no encouragement or discouragement from my parents in that direc-
tion.” He recalls failing the entrance exam at his local high school when he applied
for a creative writing class. That seemed to be the end of his literary career. When
he enrolled at Washington State University, he first majored in pharmacy and later
His first foray into poetry at WSU was borrowing a friend’s tactic of using poetry to
impress women. Poole was more successful than his friend, and his first attempt,
“Chambers in My Mind,” eventually resulted in marriage to Leslie.
Poole’s talent for writing finally found expression and encouragement in the WSU
class that he credits with changing the course of his life. In his senior year, Poole
enrolled in a creative writing course taught by the late Ricardo Sanchez, professor
of English and the poet who is widely acknowledged as the grandfather of contem-
porary Chicano poetry. “That class started me on writing. If it wasn’t for that class,
I don’t know what I would be doing. It lit that spark. He totally lit that fire.”
Inspired by Sanchez, Poole decided during his
senior year that he had to earn his English degree.
Leslie had a few semesters left, and by piling on
the credit hours, Poole completed a double major
in psychology and English. Scott Poole
Scott Poole is the author of
After graduating from Washington State, Poole
The Cheap Seats and Hiding
went on to earn an M.F.A. at EWU, where he con-
tinued to hone his writing talent. from Salesmen. His poetry can
be heard on KPBX 91.1 Spo-
Poole considers a poem a success when the reader kane on Monday mornings
“can’t stop thinking about it. Writing poetry at 7:50. To receive Poole’s
is a huge high because every day, people have
weekly poem, write to him at
thoughts that could make them crazy wondering
‘Has anyone else ever thought this?’” email@example.com.
How does Poole define poetry? “It’s what you are
thinking that you won’t tell your friends about
because they won’t think you’re cool. Poetry makes
interesting writing, but freaky conversation.” a
Kathey-Lee Galvin earned her doctorate at WSU in the Department
of Anthropology. She was awarded the 2003 WSU Outstanding
Graduate Author Award for her dissertation, “Life After Death: An
Ethnographic Analysis of Widowhood in Urban Nepal.” She recently
relocated to Oregon with Simon (her sheltie) and holds the title
visiting assistant professor at Portland State University.
LITERATURE AND THE HOLOCAUST
Teaching the Representations of the Unthinkable
BY LEONARD ORR
A LTHOUGH I HAD been
there twice before, the
dark, almost expression-
istically lit interior of the
U.S. Holocaust Memorial
Museum (USHMM) man-
aged always to be disorient-
ing and upsetting. The vast,
red-brown brick walls and
the inexplicable networks
of pipes and exposed steel
beams recall prison walls
or the enclosed ghetto; the
interior lights are reminis-
cent of the electric fences that surrounded Auschwitz. Most disturbingly, the massive
steel doors remind the visitor of the ovens in the death camps. Behind one of those
massive doors in June 2003, I participated with 19 other scholars in an intensive
two-week-long Seminar on Literature and the Holocaust in the USHMM’s Center for
Advanced Holocaust Studies.
Each day was difficult, exhausting, exciting, eye opening, depressing, and intellectually
thrilling. The leader of the seminar was Geoffrey Hartman, professor emeritus from Yale
University, author of many books ranging in area from British
Romanticism to critical theory to the Holocaust. Contributor’s Note:
Leonard Orr is director
Most of the scholars associated with the center are historians, of liberal arts programs
and literature was only very recently added into their programs; at WSU Tri-Cities and a
our group was the first focusing on the topic. Every day we stud- professor of English. He
ied certain texts closely, going line by line and discussing the is the author or editor
issues, texts, translations, and techniques employed to represent of a number of books,
the horrific events that took place. We began with issues of his- including A Dictionary of
toriography, memory, and language, using numerous literary Critical Theory, A Joseph
texts (Charlotte Delbo, Czeslaw Milosz, Ingeborg Bachmann) Conrad Companion,
and theoretical works, such as Theodor Adorno’s famous state- and, most recently, Don
ment about the end of poetry after Auschwitz (in his Negative DeLillo’s White Noise: A
Dialectics) or Maurice Blanchot’s The Writing of the Disaster. Reader’s Guide.
That was just the first day! In the course of the two weeks, we
ranged through so many works dealing with issues of repre- Orr teaches Humanities
sentability and universality, of genre and authorial connection 450: Representations
with the Shoah, of bearing witness in texts and other forms of of the Holocaust. The
testimony, of trauma and the impact of the events on memory, course is interdisciplinary,
second-generation writers, the Holocaust in collective memory drawing upon
and public representations, desensitization, and mourning and documentary, historical
melancholy. texts, diaries, memoirs,
films, poetry, fiction, art,
I returned to the Tri-Cities physically and emotionally exhausted, and public memorials to
having bought enough books to fill three shelves, with a suitcase the Holocaust.
full of handouts and with notebooks of questions and ideas. a
Cristofer L. Davenport, actor
Cristofer L. Davenport is the first student from Washington State University to win
acceptance to the prestigious master’s of fine arts program of the Actors Studio Drama
School in New York City.
ask. What were you doing before WSU?
CD In one weekend, my entire life changed. I was seeing a girl, and she broke up
with me, and that devastated me. I was living with my best friend, who got
a new job in Colorado Springs and was moving. My older brother and sisters
already had their master’s, and they were advocates of education. I had just
read an inspirational saying that said, “The end is often the beginning,” and I
thought about it and said, “You know what, I have nothing here in Denver, so
I am going to college.” So in 1999, at age 32, I came out here and started with
the theater department.
ask. Describe your family life growing up. What did your parents do?
CD They are now retired, but my dad was a car salesman, my mom worked for the
IRS and had a schoolteaching job. They came from very humble beginnings,
and we never had a lot of money. My sister just published a book. I was always
the one in trouble.
ask. Did you know you wanted to be an actor when you were a kid?
CD I would spend my Saturday morning chore money at the theater. All my life…
I cannot think of a time that I didn’t want to be an actor. I even wanted to be
a stuntman or a movie critic just to be in the business.
ask. How long is the program (at Actors Studio Drama School) and do you get
a master’s degree?
CD You do get a master’s degree, so I can always teach. The program is three years.
The first year is finding yourself, the second is finding your character, and the
third is introducing yourself to the professional world of stage and movies.
The program is part of the Actors Studio, so I get to go there seven times a
semester. I get to go to Broadway plays and movie premieres and be part of the
Broadway play process. Celebrities teach and take classes with me.
ask. What do you think you got out of WSU?
CD I feel like the theater department is family. They’ve shown me so much sup-
port; they even sent me a care package to New York. We’ve stayed in close
contact. The main thing is friendships that will last a lifetime.
ask. Any words of advice to kids who want to take acting lessons?
CD It is never too late. If I can come back at the age of 32 and do it, anyone can.
I think if you want to pursue your dreams, you have to decide what it is you
want. I think you have to look deep inside yourself to find the steps to get
there, and once you decide to do it, do it a hundred and bazillion percent. a
THE DAVENPORT FILE
Born and raised Denver, Colorado
Military service Four years
Came to WSU Age 32
CLA entrepreneurs turn their
broad education into business success.
BY NELLA LETIZIA
W HILE ATTENDING Washington State University in the late 1970s, Richard Duval
banged out news stories on a trusty typewriter and discordant notes on a piano.
He didn’t have any formal music education—he was majoring in journalism—but he
had an ear for music and an inexplicable obsession to play.
“I tried to play every piano on campus. It was a four-year quest,” says Duval, a 1977
WSU graduate. He estimates he must have played between 25 and 30 pianos across the
Pullman campus. “I spent a lot of freshman Saturday nights at Goldsworthy playing the
piano with two fingers.” Patterning his improvisational style after jazz musician Keith
Jarrett, Duval also wrote his first song while at WSU called “With You in Mind,” now a
25-year work in creation, which appears on his first CD released last year.
The other thing Duval did at WSU that set him up for his future career was take a pho-
tography class for his degree. But instead of the photojournalistic shots that captured a
news event, he took landscape pictures.
Today, Duval has united these self-taught skills in PhotoTunes, his electronic greet-
ing card company out of Bothell, Washington, that utilizes his photography accom-
panied by piano-based music he writes and performs. Duval launched PhotoTunes
as an alternative to the hundreds of e-card sites that offer overly cute and simplistic
sentiments and as the foundation for other business ventures. He is assisted by his
partners and fellow WSU alums—wife Leslee Porta Duval (1978 Business Adminis-
tration), sister-in-law Connie Porta (1980 Political Science), and best friend Larry
Minor (1978 Business Administration).
And Duval started his company without the benefit of a business degree, though he has
22 years of experience in corporate marketing in the Puget Sound area. In fact, he cred-
its his liberal arts education with giving him the adaptability to learn new things.
“I don’t think I’d be as adept at balancing (my creative and analytical) sides had I not
received my liberal arts education at WSU,” he says. “The journalism degree was abso-
lutely the best preparation. It teaches you to learn and how to learn forever, to grasp
subjects quickly. My foundation was laid at WSU.”
Turns out a liberal arts education has set up other WSU alums like Duval for careers as
entrepreneurs. Three other alumni relate their stories of success in business—and how
their liberal arts degrees made that possible.
It’s Moki Time!
No middle child ever had it so good.
Unique Monique, also called Moki, rises
divinely at 7 a.m., bed rags in her hair
and oversized watch on her wrist, the
morning light streaming in through her
window and shining on a farming com-
munity very like Coulee City, Washington,
except it might be a little French village,
because the address is 52096 Á La Country
Boulevard. She has an older sister, Maddie,
and a little brother, Mac; if she were any
other middle child, she might find herself
fighting for Sis’s attention or fighting off that
of her toddler sibling.
Not Moki. Maddie has to go to school, and that
leaves a day to schedule the Mokiville Talent
Show for Prince Parker de Mokiville, her dog,
and Queen Phoebe the Fabulous Feline, her cat.
She dines with brother Mac on sweet berries,
croissants, pâté and café au lait—magically trans-
muted from grapes, rolls, cereal and juice—for brunch. Dreams in the hayloft of singing
jazz with her Mokester Band. And Moki Time flows on…
These fanciful imaginations spring from the middle child of WSU alum Corinne Tyler
Isaak, who graduated in 1991 with a humanities degree and in 1992 with a secondary
education degree and English endorsement. With coauthor Karen Cooper and illustra-
tor Don Nutt, Isaak last year wrote and self-published a children’s book and accompa-
nying CD about her daughter Monique and the virtues of small-town America. Both
appealed to Nordstrom, which distributed the book and CD nationwide. Now Unique
Monique—Moki Time has a Seattle publishing company and is making the rounds
around Washington schools for Authors Days, where students learn creatively about
writing and publishing.
In addition to being a children’s book author, Isaak taught for a few years before starting
her first company, Coulee Country Kennel. But first she was Corinne Tyler, a WSU lib-
eral arts student who on a cold January day in 1990 walked out of Avery Hall after vol-
unteering at the tutoring center and saw “a very cute boy,” Brian Isaak. Thirteen years
later, the Isaaks live in Coulee City and enjoy the farming life with children Madeline,
9, Monique, 7, Maguire, 3, and the newest addition, Marianna Corinne, born Nov. 10.
“I like to think that my liberal arts education gave me the opportunity to begin my meal
of life,” she says. “My liberal arts education allowed me to begin with some educational
‘appetizers.’ The variety of business and English classes gave me exposure to two differ-
ent fields of study…
“It is a perfect fit for me—English, business, and teaching are all incorporated…(in
Unique Monique),” Isaak adds. “The only thing left to say is that dessert is my favorite
part of my meal, so one could say the best of life is yet to come.”
Many people tell Tami Peterson Lewiski they didn’t
know they could decorate their homes with a computer
and printer. It’s not something they would know; Lewiski
invented the new interior design genre of making sophis-
ticated home furnishings using these simple tools when
she wrote the book Digital Decorating.
The Corning, New York, resident and 1981 WSU graduate
in communications has carved a niche for herself with such
projects as producing custom wallpaper borders and creat-
ing decorative glass tiles. Her work is also capturing national
attention, drawing comparisons with the national icon for
“This past summer a Wall Street Journal article dubbed me ‘Martha
Stewart of the digital kind,’” Lewiski says. “I’ve been fortunate to
show my unique work on many television programs, including ‘ABC News’ and as a
frequent guest on Home and Garden Television, including ‘The Carol Duvall Show.’
Several Sunday newspapers in major cities have run features on my work, and Family
Fun magazine ran projects from my book this past spring.”
Being ahead of the curve is never easy, she says, and it’s no different with Digital Deco-
rating, published under her author byline, Tami D. Peterson. It took a crafts book pub-
lisher to understand the new market Lewiski has conceived—ironically, Martingale and
Company of Woodinville, Washington, from the same state where she started on the
road to designing for the digital age.
At WSU, Lewiski took classes in journalism and advertising. She was also very involved
in business clubs, especially the American Advertising Federation. In her junior year,
she participated on the presentation team that won the state championship for its
advertising campaign and went on to compete at the national level.
Lewiski minored in business and, unknowingly, entrepreneurship. When one of her favorite
business teachers learned of her early career as a model in Portland, Oregon, he encouraged
her to set up off campus what was then the first and only modeling school in Pullman.
“Turns out, it provided me with exactly the income I eventually needed to finish
paying tuition my last semester—as the funds from my student loan fell short just that
amount,” she says.
After college, Lewiski married husband Steve, a 1980 WSU graduate in business, with
whom she has a son, Jamie, 7. She worked in the computer industry, including several
years at Microsoft, while writing feature stories for PC Magazine. She also served as
executive editor of Computer Shopper magazine and wrote the long-running consumer
advice column Personal Shopper. As an industry expert, Lewiski provided regular televi-
sion commentary for network and cable news programs. The experience should come
in handy for the next phase of Digital Decorating’s evolution: A pilot for a syndicated
television show of her own is circulating.
“Whatever skills you rack up in life, however insignificant, usually contribute to some-
thing greater later on,” she says, “and the relationships you develop with your professors
can often mean more to your professional advancement than grades or rote learning.”
Turning chili into wine
Ever try Bonair Winery’s chili mead? Gail and Shirley
Puryear start with their own sweet mead—made from
pure fireweed honey—and add one chili pepper before
filling the wine bottle. This quirky release says volumes
about the Puryears’ spice, innovativeness, and irrever-
ence in the heart of Yakima Valley’s wine country.
Gail and Shirley have owned and operated Bonair
Winery since 1985 outside Zillah, Washington. Bonair, named after the road they live
on, produces roughly 6,000 cases annually of chardonnay, cabernet sauvignon, merlot,
and specialty blends. The Puryears also cultivate their robust sense of humor because, as
Gail claims on the winery’s Web site, “…we try not to take ourselves too seriously (‘If we
weren’t all crazy, we would go insane.’ —J. Buffett).” He credits that sense of humor to
E.M. Forester’s Aspects of the Novel.
In reality, the Puryears began the road to winemaking and stand-up long before at WSU,
when the two Spanish majors with Russian minors used to write notes to each other
in Spanish using the Cyrillic alphabet. Gail also broke a natural law when he made the
Bryan Hall clock tower strike 13 at midnight on October 31, 1967. (Ask him how he got
through three locked doors.) But that story didn’t make the Daily Neverread—only the
mysterious fire on the Holland Library lawn that same bewitching night.
The couple needed that kind of humor—they graduated in 1968 in the middle of the
Vietnam War. Gail got a teaching assistantship at the University of Arizona for his mas-
ter’s in Spanish but had to give it up when “my Uncle Sam wanted some cannon fodder
in ‘Nam,” he says. He got a deferment by taking a full-time, sixth-grade teaching job in
Whittier, California. Shirley became a social worker for Los Angeles County.
“In retrospect, I think Vietnam would have been easier,” Gail says now. “Being poor
wasn’t really fun, and after pursuing various ideas, [such as] engineering, law, and
media production (I was accepted into USC’s master’s program in media, but I dropped
out when they said most of their graduates became librarians), I finally just went for the
bucks in school administration. So I have an M.A. in school administration from the
University of East LA (actually, California State University at Los Angeles).”
He fell in love with winemaking in the Napa Valley in 1970 on a trip with his old WSU
roommate, a doctoral candidate in food science at WSU at the time and one of the
people who worked with Charles Nagel on early wine trials in Washington state. Gail
and Shirley decided to move to a place where wine grapes are grown. A school adminis-
trator opening in the Toppenish School District provided the opportunity they needed.
After 24 years in public education, Gail quit to pursue winemaking full time.
Their liberal arts education served them well in the Puryears’ new role of winemakers. In the
1960s, WSU liberal arts majors were required to finish 16 hours of laboratory science. Gail
chose quantitative analysis, used in 99 percent of all winery lab work, and introduction to
microbiology, which covers the rest of fermentation science. Shirley chose botany.
“These courses and the ability to speak Spanish are all you need to run a winery in the
Yakima Valley,” he says. Shirley agrees and encourages current students to learn another
language and live in a foreign country for at least a year. “You’ll understand so much
more about the world and about yourself,” she says. a
29TH EDWARD R. MURROW SYMPOSIUM
“War and Words:
The Challenge for Today’s Journalist”
PHOTO BY SHELLY HANKS
PHOTO BY SHELLY HANKS
Can embedded journalists really be impartial?
The panel took a critical look at government-
assisted coverage of the U.S. war on Iraq.
Students from the Edward
R. Murrow School of
Communication and other local
schools use the symposium’s
question-and-answer period to
dig a little deeper.
29TH SYMPOSIUM FACTS
Date April 16, 2003
Location Washington State University
Moderator Peter Bhatia, executive editor, The Oregonian, Portland, Oregon.
Bhatia is the 2003-04 president of the American Society of
Panelists Bryan Gruley is an editor/writer/reporter in the Washington bureau of the
Wall Street Journal.
Peter Kovach is the director of the Office of Public Diplomacy, Bureau of East
Asian and Pacific Affairs, and the former director of the state department’s
Foreign Press Centers.
Susan Ross is an associate professor of the Edward R. Murrow School
of Communication and has done extensive research on free speech,
First Amendment implications of antiterrorist initiatives, and coverage of
underrepresented groups in the media.
Danny Schechter is a former CNN producer and producer for ABC’s “20/20.”
The winner of two National News Emmys, Schechter writes and speaks on
media issues. He is executive editor of MediaChannel.org and co-founder and
executive producer of Globalvision.
Dale Leach was the Associated Press bureau chief for Washington at the time
of the symposium and is the newly named AP bureau chief for Texas.
EDWARD R. MURROW SYMPOSIUM, 2003
A AMERICANS WATCHED live coverage
PHOTO BY SHELLY HANKS
of America’s war on Iraq, a panel of
representatives from major international
news agencies and the state department
gathered for the 29th Edward R. Murrow
Symposium to discuss the challenges of
embedded journalism and difficulties
facing the U.S. government in providing
access and information without com-
Prior to the panel discussion, Bryan
Gruley, a friend and former co-worker It is an annual tradition that the Edward R. Murrow School
of Communication announces scholarships at the award
of journalist Daniel Pearl, accepted dinner preceding the symposium. In 2003, the school
the Murrow Award for Distinguished awarded 58 scholarships worth $55,800.
Achievement in Journalism on behalf
of Pearl’s family. Pearl, chief reporter in the Wall Street Journal’s South Asia Bureau,
was kidnapped in Karachi, Pakistan, in January 2002 while tracking down leads
connected to a story on terrorism. A few weeks later came news of Pearl’s brutal
execution by his abductors. a
EDWARD R. MURROW SYMPOSIUM, 2004
P ETER JENNINGS, anchor
and senior editor of
ABC News’ “World News
Tonight,” will visit Wash-
ington State University’s
Pullman campus April
14 to accept the Edward
R. Murrow Award for
Lifetime Achievement in
“There are strong simi-
larities between the com-
mitment and dedication
of Edward R. Murrow
and Peter Jennings,” said
Alexis Tan, director of the
Edward R. Murrow School
of Communication at WSU. “Our faculty believes the journalistic standards Peter
Jennings has exhibited throughout his career are the very qualities we try to instill
in our students and the attributes we celebrate with the Murrow Award.”
Edward R. Murrow, a 1930 graduate of Washington State College (now Washington
State University), is regarded as broadcasting’s most illustrious journalist. His report-
ing work for CBS during World War II is credited with making broadcast journalism
respectable, courageous, and sincere. Many journalists credit Murrow with establish-
ing the standards to which broadcast professionals still aspire. (CONTINUES)
E D WA R D R . M U R R O W S Y M P O S I U M , 2 0 0 4 ( C O N T. )
The Edward R. Murrow Symposium began more than 30 years ago as a panel
discussion and lecture series that attracted well-known communication pro-
fessionals. In the 1990s, the Murrow School faculty began to recognize the
achievements of top communication leaders by honoring them with Edward R.
Murrow Awards for Lifetime Achievement in Broadcasting; Lifetime Achieve-
ment in Journalism; Achievement in International and Intercultural Commu-
nication; and Distinguished Achievement in Broadcasting. These awards have
been presented to a select few whose careers have demonstrated the standard
of excellence set by Murrow. Previous award winners include: Daniel Pearl
(2003), Distinguished Achievement in Journalism; Sir Howard Stringer (2002),
Achievement in International and Intercultural Communication; Daniel
Schorr (2002), Lifetime Achievement in Broadcasting; Christiane Amanpour
(2002), Distinguished Achievement in Broadcasting; Bernard Shaw (2001), Life-
time Achievement in Broadcasting; Ted Turner (2000), Lifetime Achievement
in Broadcasting; Keith Jackson (1999), Lifetime Achievement in Broadcasting;
Al Neuharth (1999), Lifetime Achievement in Journalism; Walter Cronkite
(1998), Lifetime Achievement in Broadcasting; Frank Blethen (1998), Lifetime
Achievement in Journalism; and Sam Donaldson (1997), Lifetime Achievement
“This University, through the Edward R. Murrow Symposium and numerous
other programs and events, has a reputation for celebrating excellence,” said
V. Lane Rawlins, president of Washington State University. “Most people know
by now that we strive for world-class quality and involvement for our students.
What could possibly be a better example of that than our students learning from
Jennings joined ABC News in 1964 and has covered the biggest national and inter-
national stories, including reports from every European nation formerly behind the
Iron Curtain. He served as chief foreign correspondent for ABC News and as the
foreign desk anchor for “World News Tonight.” He was the network’s bureau chief
in Beirut, Lebanon, for seven years. Jennings was named anchor and senior editor
of “World News Tonight” in 1983, with responsibilities that include breaking news,
election coverage, and special events.
Jennings will accept the Murrow Award April 14 in a 7:30 p.m. presentation at
Beasley Coliseum. The event is free and open to the public. The symposium also
includes a Career Day, which gives students and prospective students a chance to
connect with industry professionals. Prior to the public award presentation, there
is a private celebration of academic excellence at a scholarship award dinner. For
more information on the symposium, visit www.wsu.edu/murrow. a
It’s About the Murrow Legacy
“…we are shaping the journalists
who will help shape the values of our society.”
— Professor Val Limburg
T HE COMMITMENT TO the Edward R. Murrow legacy is stronger than ever at Wash-
ington State University with the recent completion of the new addition to the
Edward R. Murrow School of Communication. Once equipment financing is secured,
students and faculty will have access to some of the most advanced facilities in the
country, including world-class research and teaching labs, a digital TV news studio,
faculty offices, and a 172-seat classroom auditorium. The new computer labs will
allow faculty and students to conduct
nationwide surveys, measure physi-
ological responses to communication,
and evaluate online research.
Did you know…
The Edward R. Murrow School of Com-
munication is one of the nation’s lead-
ers in the study of health communica-
PHOTO BY BOB HUBNER
tion. Paul Bolls’ research on cognitive
and emotional responses to media is
the only university communication
project of its kind in the world. a
Hear Now the Future—Digital Recording
F OR THE FIRST TIME in University history, students are utilizing the University’s
own digital recording studio to prepare materials for national festivals, contests,
and competitions. And, pending course development and approvals, students could
be enrolling in a new class to learn about recording as early as fall 2004. All of this is
possible because of a 2002 grant from the Allen Foundation for Music, which allowed
the School of Music and Theatre Arts to
buy the equipment. Installation was
completed last semester. According to
Jeremy Krug, the studio engineer, “the
technology makes the WSU facility one
of the most technologically advanced
recording studios in the country and on
par with professional studios found in
media centers such as Los Angeles.”
PHOTO BY BOB HUBNER
The long-range vision for the studio
includes programs that will benefit
eastern Washington communities and
TIME WITH THE DEAN
Dean Barbara Couture
ask. What do you list as an accomplish-
ment this year that the College of Liberal Arts
should point to with pride?
BC I think that a major accomplishment this
year was completing the digital recording studio
in Kimbrough Hall. This is a project that had
been a dream of our music faculty for a number
of years. The project has both artistic and prac-
tical aspects to it. Recently the program added
a music and business option, and now we can
add some very practical training related to that
option. The gift to purchase the equipment
came from the Allen Foundation for Music, and
they were absolutely impressed with the quality
of the faculty in this program and their unswerv-
ing attention to outreach in the state.
ask. I think our readers would be interested to know about the College of Lib-
eral Arts’ budget, specifically the process by which schools, departments,
and programs in the college become prioritized and what that means in
terms of support.
BC This is an area where I feel some personal pride. Prior to my coming to Washing-
ton State University, our college did not have a way of balancing our priorities
that really worked effectively to get the best input from our faculty and depart-
ments and to weigh that input against the sometimes-challenging resources that
we have. Now, each year, our departments prepare an updated five-year plan
and an updated assessment of their productivity, which measures grant funding,
scholarly activity, student credit-hour production, contributions to general educa-
tion, and other factors. Not only do all of our department chairs and our dean’s
administrative staff read every plan produced by our units, but these plans are also
assessed by a nine-member Dean’s Advisory Committee on Resource Allocation.
These faculty members represent disciplines from across the arts, humanities, and
social sciences. This committee assists us in ranking our departments into three
groups: those that are ready to go forward with new plans, therefore, we should
do our best to give them the resources to move ahead; those whose momentum
is great, but we need to make certain they maintain the momentum, even if we
can’t, at this time, give them new resources; and those that are in a period of tran-
sition or have identified program areas that need to be redeveloped. These may be
areas that we cut in order to move forward in other areas of the college. It’s a fair
system, involves a lot of participation across the college, and has really enabled us
to move forward, even in times when our budget has been reduced.
ask. What would you say to liberal arts donors and supporters in recognition of
their importance to the success of liberal arts at Washington State University?
BC It is becoming increasingly important that we have their support in order for
us to offer the programs we offer our students. Right now, our state budget
only covers 51 percent of the college’s operating expenses. The rest of the
resources comes from external revenues that we generate from our summer
program, grants, and donated funds. Our ability to attract the best students is
absolutely dependent on donor support. Most of our College of Liberal Arts
scholarships are funded by donors. And our ability to attract the best faculty
is increasingly becoming dependent on donor support. One of the great needs
at Washington State University, not only in our college but also across the
University, is for endowed chairs. These are positions that are fully funded
by an endowment, which allows us to attract the best faculty in a particular
discipline to Washington State University. Endowed faculty salaries will help
us remain competitive in the future.
ask. I marvel at the ability of our faculty to continually perform at the high-
est academic level and to continue to be passionate about their research
and teaching, despite the fact they’ve been passed over again by the
state legislature for pay increases. What are your thoughts about that?
BC I think one of the reasons our faculty have remained so steadfast is that this
is a great place to work. We have good leadership here, great faculty and great
students, and the desire to offer the very best higher education can offer. *
ask. The dream of creating the Plateau Center for American Indian Studies
took a step forward in 2003.
BC We are very pleased to announce that the federal government, thanks to
our Washington representatives in Congress, pledged $100,000 toward the
program so that we can continue planning the Plateau Center for Ameri-
can Indian Studies. This project has two aspects to it. First, we are hoping
to create a local center and to eventually have university support to hire a
center director. Second, we plan to collaborate with three other universities to
extend American Indian education throughout these universities and to offer
increased enrollment opportunities for Native American students, particularly
at Washington State University.
ask. In this issue of ask. magazine, our range of topics spans gender, race, digi-
tal diversity, student research, entrepreneurship, poetry…
BC There is a wonderful range of research and scholarship in the college, which
provides marvelous opportunities for students. It may interest our readers to
know that many of the most creative entrepreneurs in our society have a lib-
eral arts education and later developed business acumen to begin their own
businesses. We hope to play an integral part in the Washington State Univer-
sity entrepreneurship program, linking it to several areas of our curriculum.
ask. Any personal achievement or enjoyable time away worth mentioning?
BC I think some of the more enjoyable time I spent last year was getting to know
the Northwest a little more. My husband and I stayed at Wallowa Lake Lodge in
Oregon last summer and got to see that beautiful part of the country. We also vis-
ited Winthrop and saw the Methow Valley. We had the chance to see the Grand
Coulee Dam. What an incredible feat of engineering that is! I’ve also taken on a
new hobby—painting. I’ve never painted before, but we live in a beautiful set-
ting with a gorgeous view of the Palouse as inspiration. What a beautiful picture I
imagine that I could paint! So far, it hasn’t been realized on the canvas. a
*Editor’s note—Although the state legislature did not pass a salary increase for state workers, the WSU
Board of Regents approved the University’s 2003-2005 budget, which includes a general salary increase
of 2 percent for faculty, administrative and professional staff, and graduate assistants. The increase went
into effect Jan. 1, 2004. This is the first general salary increase for faculty and professional staff in more
than two years.
changes with Angie Naillon, a
graduate student in
the Washington State
with a demonstration
of new technology
research. Naillon is
holding a tube of
gel that is used to help
her brain waves from
the red cap she is
wearing to a digitized
HEN YOUR GOAL is to create the best undergraduate experience at a
research university, you begin to explore ways to connect undergradu-
ates and research. What better ways than to teach them research prin-
ciples and turn them loose to explore the questions that interest the students by let-
ting them propose and conduct their own experiments? That, in essence, is what’s
happening in the Psychology Department at Washington State University.
A new human psychophysiological laboratory is designed specifically for under-
graduates. The lab is the only one of its kind in the Pacific Northwest and pro-
vides high-tech monitoring equipment. “The undergraduate research initiative is
intended to create more opportunities for in-depth experience and more material
support to student researchers,” says Professor John Hinson. Using the new tech-
nology, students will execute the research projects that they initiate. “For example,”
Hinson says, “a student could investigate evoked potential markers of cognition
and behavior.” The evoked potential is averaged electrical activity derived from
the electroncephalogram (EEG) that is taken from various regions of the brain.
“Those evoked potentials will tell us which regions of the brain are involved in
important cognitive processes, such as risky decision making, examples of which
would include the choice to drink to excess or the decision to use illegal drugs.”
“I believe this new equipment will be incredibly beneficial to students, faculty,
and the University,” says Shital Pavawalla, a doctoral candidate in the Clini-
cal Psychology program and one of the graduate students who went through
special training on how to use the equipment. “Undergraduates will be able to
learn about the brain via a hands-on approach.” In traditional research settings,
undergraduates might only be able to assist with a faculty member’s research and
not have the chance to propose a research topic or actually use the technology
to conduct an experiment.
Professor Samantha Swindell is the undergraduate director and organizer of
an annual spring symposium, another part of the psychology undergraduate
research initiative. The symposium allows recipients of department undergradu-
ate research grants to present their findings. “Learning about research from a
lecture is one thing, but actually doing research is something quite different,”
Swindell says. “The goal of the research initiative and the symposium is to
encourage undergraduate students to seek out the opportunities for hands-on
learning that our department provides.”
The initiative is just one of two major changes for the Psychology Depart-
ment. Final approval has been granted to a new undergraduate degree struc-
ture that will allow a bachelor of arts to complement the current bachelor of
science. Many students, explains Hinson, want to major in psychology, but
their intent is not to go into research. They do not have the same needs for
the technically oriented research methodology and statistics courses required
of B.S. candidates. Enroll-
ment in the new degree
program is expected to
begin this fall. a
A poster session, held with the spring undergraduate research symposium,
showcases undergraduate research projects.
“I selected an extraordinary life,
but I had help. Thank you.”
— LeGene Quesenberry
Meet Dr. LeGene Quesenberry, Esq.
BY GARY LINDSEY
T THE AGE of 15, LeGene Quesenberry was living in
Montana and bored with high school. Her parents
allowed her to take the General Education Develop-
ment (GED) Test and following that her college entrance exams.
Successfully completing both, she packed, moved to Pullman,
and began her education at Washington State University.
Quesenberry came to WSU on the reputation of the veterinary
medicine program but eventually became fascinated with law
and politics and changed her major to English pre-law. Her
interest in politics faded, but not her attraction to law. Follow-
ing WSU, she started an import business with her sister while
studying law at Gonzaga University in Spokane. In between
importing pearls and cloisonné from the People’s Republic of
China, she obtained her juris doctorate. The import business
proved viable for more than a decade until globalization made
it impossible to compete. Today, Quesenberry is a tenured pro-
fessor of law at Clarion University in Clarion, Pennsylvania,
and a thankful WSU alumna.
It was through the summer 2003 issue of AmericanStyle maga-
zine that I became acquainted with Quesenberry. The article
revealed her taste in art and featured photographs of the home
she shares with her companion, artist Bruce Sykes. Additional
details about her life were revealed through the e-mails we fired
back and forth. It was Quesenberry’s unequivocal declaration
about the impact of Washington State that caused me to want
to know more. “The English course that sent us to the theater
to see a play and my Shakespeare class, taught by Dr. Meldrum,
gave me access to things that I may never have experienced
otherwise. Now, we go to Broadway several times a year, and
it is one of the great pleasures in life. The music-appreciation
class enabled me to attend the Pittsburgh Symphony with
confidence. We travel, fearlessly, to experience a different
worldview, which again I owe to the diversity and intellec-
tual atmosphere of Washington State University. I selected an
extraordinary life, but I had help. Thank you.”
I knew a lot about Quesenberry by the time I dialed her number
at 9:00 a.m. one September morning. Hearing her voice filled in
a missing piece of the puzzle. I knew what she looked like from
pictures in the magazine. “Hello?” It was a confident voice. Our
conversation was quick and peppered with levity and laughter.
I had placed the call for elaboration on some quotes from the
AmericanStyle article and to find out if she might have some-
thing interesting to offer on the topic of fulfillment. From what
I had read, her life seemed well examined, well rounded, and
satisfying. As I suspected, passion and exploration are themes
in her life, and success, as measured in income and status, isn’t
on Quesenberry’s to-do list.
ask. The magazine quoted you as saying, “We only have
about 60 years to do the things we want to do.”
LGQ Absolutely. You spend 25 years in high school and col-
lege, and then you have a really short period of time on
the planet to really become who you are, to build your
identity and enjoy life.
ask. My favorite quote is, “It’s easier if you are in love.”
LGQ Life is just easier if you find love and joy in it. I’m not
advocating anything like marriage or suggesting if you
are single, it’s a lonely life. But if you love things—
music, art, literature, and other people—it makes a dif-
ference in how you feel about yourself and what you can
accomplish. Certainly being in love with Bruce has been,
frankly, kind of a miracle. To find someone who shares
your interests in a town this size is miraculous.
ask. You’ve been very up front about acknowledging the
role Washington State University played in waking
your appreciation for the arts.
LGQ The courses that I took as part of general education
requirements, that made me read literature and analyze
and talk about literature, music, and art in the con-
structs of what makes us human, are the best classes I’ve
ever had. Those are the classes that have truly enriched
my life and have allowed me to have all these different
ask. There’s an interesting Albert Einstein quote at the
bottom of your e-mail: “Great spirits have always
encountered violent opposition from mediocre minds.”
LGQ I’ve had my share of battles with people. To this day,
there are people who think Picasso painted the way he
did because he couldn’t paint. It’s a matter of experi-
ences. The more you experience different people, cul-
tures, and ideas, the more accepting you are of them.
ask. What advice do you have for students?
LGQ Submerge yourself in education. This is one of the most
important things you will do in your life. Working to
buy things is much less important. Live without things.
Do without to put your time and effort in your classes.
Embrace everything. Try everything. Join organizations
comprised of people with differing points of view. Take
classes you might not like. Embrace all knowledge, dif-
ferent points of view, and different people. One of the
things I’ve found talking to young people is students are
very interested in pursuing an education to get a job,
and they’ve kind of lost sight of getting an education
because that’s what’s going to fulfill the rest of your life.
That’s something I try to tell them. Your education is
only the beginning of something else, and your job is
something you do to live. It’s not your identity. a
The artwork featured in this article highlights the collection of
LeGene Quesenberry and Bruce Sykes.
THE QUESENBERRY FILE
D R . L E G E N E Q U E S E N B E R R Y, E S Q .
Native state Montana
Undergraduate degree WSU alumna, English (pre-law),
Doctorate Juris Doctorate, Gonzaga University,
Profession Professor of Finance, Clarion
University, Clarion, Pennsylvania
GOLDEN AND DIAMOND GRADS
Golden and Diamond Grads Remember
W ASHINGTON STATE University annually
hosts a reunion for Golden and Dia-
mond Graduates, those who graduated 50 and
60 years ago, respectively. The College of Liberal
Arts hosts a luncheon for its graduates on the
reunion’s first day. Conversations at this gather-
ing often begin with “I remember when…”
“I remember when…”
“Professor Paul Castleberry transformed my life as he
introduced me to international politics and the idea of
an academic career. And I remember Irene and Frank
Potter, whose love of learning and sheer joy in articu-
Diamond Grads 1943-2002, left to right: Dorothy late discussion made students feel that an intellectual
(Polly) Thill, Sue (Henrickson) Goodner, Bob Youngs,
Allison (Hale) Schuster, Dan Ogden life was both honorable and richly rewarding.”
Phillip Phibbs, 1953 – political science
Phibbs went on to serve as president of the
University of Puget Sound for 19 years.
“I remember when…”
“I turned 21 years of age on December 7, 1941. I
remember I went home to Spokane for a birthday
dinner with family and friends. After dinner, my dad
turned on the radio to get some news when all of a
sudden, it was interrupted with the war announcement
being made by President Roosevelt that Japanese forces
had bombed Pearl Harbor. What a shock AND what a
birthday present. It changed my whole life.”
Bob Youngs, 1943 – fine arts
Youngs was president of the class of 1943.
Golden Grads 1953-2002, left to right, front row
sitting: Emily (Jacobsen) Kreiner, Sarita (Veatch) “I remember when…”
McCaw, Carol (Dunning) Shuman, Eleanor (Slosser) “I worked at KWSC as part of an assignment and fed
Poulter, Ray Poulter. Standing left to right in zigzag
formation: Neil Moloney, Wallis Friel, Marian
the teletype sheets to Keith Jackson for the first remote
(Peterschick) Adams, Jim Bradley, Ken Johnson, broadcast of a WSC (Washington State College) foot-
Nancy Sandquist Sandbloom, Dottie (Bullard) Moe,
Phil Phibbs, Joan (Chisholm) Weekes, Bud Bendix,
Marianne (Whitehaus) McClane, Ken Eickerman, Dorothy (Bullard) Moe, 1953 – English
Devena (Shefler) Thomsen, Paul Gisselberg Keith Jackson went on to become a network sportscaster,
Washington State College became Washington State
University, and KWSC became KWSU.
“I remember when…”
“I remember saying hi to Bing Crosby in Todd Hall, having dinner with Louis Armstrong and crew
at the ‘Teke’ (Theta Kappa Epsilon) house, and being shocked by panty raids.”
Kenneth Eickerman, 1953 – general studies
Many of the Golden Grads remember the winter of 1949-50 and how cold it was in Pullman that
year. “It was so cold,” declares Joan Carolyn Chisholm (now Joan Weekes), “that I seriously thought
I might freeze getting to my finals, and we were allowed to wear slacks on campus.” a
2004 Golden and Diamond Grad Reunion
College of Liberal Arts Luncheon
Wednesday, April 21
Outstanding Liberal Arts Graduates
Honored with New Tradition
“Transferring to WSU was the best thing I have ever done.”
— Jordana Ross, Criminal Justice
O UTSTANDING GRADUATING seniors in the College of Lib-
eral Arts were honored in 2003 with a new annual tradi-
tion, a pre-Commencement brunch.
In previous years, only one graduating senior was honored as
part of the liberal arts awards ceremony. “It just made sense
that if each department and school had an outstanding stu-
dent, that they should be recognized,” said Kay Glaser, in
the liberal arts development and alumni relations office and
the person who created and organized the brunch.
“It’s a marvelous event,” adds Dean Barbara Couture. “It cel-
ebrates academic excellence. In addition, the family members
and faculty members who have played an integral part in the Amy Williams, Speech and Hearing
Sciences, and Dean Barbara
student’s success get to celebrate the student’s achievement.” Couture. Each outstanding
graduating senior was presented
a medallion with the college
The college defines “outstanding graduating senior” as one logo and the inscription “College
of Liberal Arts, Distinguished
who has excelled in academic performance and in service Achievement.” The back of the
to the school or department and the University commu- medallion reads “Outstanding
Graduating Senior” and the
nity. Chairs and faculty members select the graduating student’s name, plus the year.
senior representing their area. a
The 2003 College of Liberal Arts What some of our outstanding liberal
outstanding graduating seniors were: arts graduates say about their Wash-
ington State University experience:
Mary Conran Diane Warner “The professors were very accessible, and it is easy
to get one-on-one attention from many of them.”
Comparative Ethnic Music and Theatre
—Todd Trembley (Philosophy)
Elizabeth Peña Sarah Wilson
Sophia Tegart “The hands-on learning that we get from the
Communication broadcast sequence, doing nightly newscasts from
Nicholas Allard Philosophy
production and news, has been wonderful.”
Criminal Justice —Nicholas Allard (Communication)
Jordana Ross Political Science
Amanda Ulrich “I had the opportunity to work with one
Anna McAllister Psychology of the great minds in my field (Professor
Jeremiah Brown Frances McSweeney) while forming a close,
Daniel Alley Sociology interpersonal relationship with her.”
Stephany Mitchell —Jeremiah Brown (Psychology)
and Cultures Speech and Hearing
Marthe Schroeder Sciences “Professors are extremely helpful and
Amy Williams knowledgeable. Not only do they know you during
class, they remember you and are always happy
Shelly Gilcrest Women’s Studies
Leah Nathan to help, even after you’ve taken their class.”
—Anna McAllister (English)
Legacy F R A N K
“Once in a generation,
there appears a man who
has the power to make the
intelligent love learning and
the less intelligent respect it.
Such a one [was] Frank Potter.”
— John H. Binns ( ’16)
(from the Washington State Review, Summer 1959)
I F THERE IS ever debate about what is truly important and lasting about a
university, one might circumvent much discussion with a review of quotes
about Professor Frank Fraser Potter by former students. Their sentiment is tes-
tament to the power of a professor to change lives.
Certainly these former students would tell you a faculty member such as Potter
was the epitome of “world class, face to face” decades before it became Wash-
ington State University’s central theme. And in most accounts of his greatness,
not too many lines of copy are written until the name Irene Potter appears.
Irene, Potter’s wife, is mentioned repeatedly in historic accounts of the cou-
ple’s time at Washington State. They were the dynamic duo of academe. How
else would you describe two people who were legendary for their preparation
of students applying for Rhodes Scholarships? The couple’s passion for and
commitment to academic excellence at WSU were focused on students. They
dedicated their home, just off campus, as a zone where intellectual conversa-
tion and debate were the daily norm. So dedicated were the Potters that they
bequeathed their B Street house to the University so that in this way, even after
their deaths, they are still supporting students.*
In 1961, two years after Potter’s death, the Potter Memorial Lectureship was
initiated by an anonymous gift from a former student. Through the series,
WSU students and faculty and residents of the Palouse can hear leading philos-
ophers speaking on such thought-provoking topics as the 1986 talk by Gregory
Vlastos, professor emeritus, Princeton University, “Was Plato a Feminist?”
(Since 1983, the Potter Memorial Lectureship also has been supported with
funds left to the University by the Potters.) The 42nd annual Potter Memorial
Lecture, “Restoring Landscapes of Memory,” was presented by Andrew Light
(New York University).
F R A S E R P O T T E R
Legacy is a new, perma-
In observance of the lecture series’ 25th anniversary, nent addition to ask.
five of the Rhodes Scholars whom the Potters prepared magazine. In each issue,
returned to campus to honor their mentor’s memory. we will acknowledge
All who studied and worked with Potter were invited to someone who has had a
submit their memories. Their words paint the picture of a truly transformational
world-class university experience.* a impact on the College of
“The intellectual stimulation of going to the Footnotes:
*Background for this
Potters’ was the springboard which made it
article, including quotes,
possible for me to go to Oxford.” came in part from the
—Chemist Paul Craven (’47) winter 1986-87 issue of
“Potter’s method was one of questioning, to get the magazine of the Col-
students to think for themselves, and that is lege of Arts and Sciences.
one of the hardest things to do in education.” This academic year, the
—Richard Thompson ( ’55) Potter House is home to
two visiting scholars in
“They attracted individuals with an interest the Educational Part-
in political and intellectual matters and then nership Program with
Yunnan University in
drew this out in the most wonderful way by China. Want to know
assigning papers to be delivered more about real estate
and discussed.” gifts and how they ben-
—Economist Robert Clower (’48) efit the college? Contact
Jody Opheim at 509-
“Professor and Mrs. Potter represented a model 335-3854 or by e-mail,
of intellectual life and happiness.”
she will be happy to send
—Phillip M. Phibbs (’53) (Rotary Scholar) you information.
THE POTTER FILE
FRANK FRASER POTTER (1879–1959)
Doctorate University of Michigan
Came to Washington State College 1912
Accomplishments Taught classical languages and philosophy and was
instrumental in founding the Department of Philosophy
New Degrees and Departments
Department Name Changes
• Department of Comparative American Cultures became the Department of
Comparative Ethnic Studies in spring 2003.
• Department of Foreign Languages and Literatures became the Department of
Foreign Languages and Cultures in spring 2003.
New Graduate Degrees
• Communication: Ph.D., fall 2002. The emphasis in this unique doctoral pro-
gram is intercultural communication.
• American Studies: M.A. track, fall 2003. The new master’s degree track in the
American Studies Program will teach students about the diverse cultures of the
United States as they learn to design and maintain Web sites of use to those
• Philosophy: M.A., fall 2004. Offered in partnership with the Department of Phi-
losophy at the University of Idaho in Moscow, the program will offer students
the option of concentrated study in ethics or in environmental philosophy.
New Undergraduate Programs
• American Indian Studies: Fall 2002, General Studies Program, certificate
• Digital Technology and Culture: Fall 2003, new B.A. housed in the Depart-
ment of English
• Disability Studies: Fall 2002, Department of Speech and Hearing Sciences, minor
• Creative Writing: Fall 2002, Department of English, new option
• Ethics: Fall 2002, Department of Philosophy, minor
• Film Studies: Fall 2002, Department of Foreign Languages and Cultures, minor
• Global Politics: Fall 2002, Department of Political Science, new option
• Global Studies: Fall 2002, General Studies Program, minor
• Psychology: B.A. (pending approval of the Washington Higher Education
Coordinating Board as of publication deadline)
AMERICAN INDIAN PERSPECTIVES
Sacagawea/Sacajawea and the
Lewis and Clark Expedition
T HE FIRST in a series of statewide programs by the History Department to observe the
Lewis and Clark Bicentennial was held in November on the Washington State Univer-
sity campus. Participants for the first event, titled “Sacagawea/Sacajawea and the Lewis and
Clark Expedition: American Indian Perspectives,” included:
Sally McBeth, professor, University of Northern Colorado;
Amy Mossett, Mandan/Hidatsa, Three Affiliated Tribes of
North Dakota, and tribal liaison, National Council of the
Lewis and Clark Bicentennial; Reba Teran, cultural director,
Eastern Shoshone Tribe, Wind River Reservation, Wyoming;
and Rod Ariwite, Lemhi Shoshone, Idaho.
November 12, 2003 - A capacity crowd hears differing tribal accounts of
the ancestry of Sacagawea/Sacajawea. Tribal accounts also differ on her
name and how, when, and where she died.
Plateau Center for American Indian Studies
J UST A FEW MONTHS after publication of the first issue of ask.
magazine, in which we told you about plans to establish a
Plateau Center for American Indian Studies, we received
news of a $100,000 federal appropriation to plan the center
and continue work on the Northwest Regional Native Ameri-
can Project (NRNAP), conducted with three other land-grant
universities. Building on that federal support, the College of
Liberal Arts has requested funding for a director, assistant
director, and clerical staff for the next budget cycle.
Together we are working to serve Native American students
and to better educate all students about American Indian
culture, history, and governance.
In late September, Dean Barbara
Couture and Associate Dean
Marina Tolmacheva attended
the 50th anniversary conference
of the Affiliated Tribes of North-
west Indians (ATNI) and pre-
sented a progress report on the
Plateau project. ATNI, representing more than 50 tribes
and organizations, has supported the Plateau Center and
NRNAP projects with two resolutions, formally passed in
Mary Collins, associate director Once realized, the Plateau Center for American Indian
of the Museum of Anthropology, Studies will support curriculum development, scholar-
Barbara Couture, dean, College
of Liberal Arts, and Marina ships, transitional programs, and research to benefit
Tolmacheva, associate dean, College American Indian students and to enhance the education
of Liberal Arts. “The invitation to
attend the ATNI 50th anniversary of all WSU students in the culture, languages, history,
gathering is a tremendous honor.”
politics, and social, educational, and economic develop-
ment of American Indians. a
During November 2004 and November 2005, the WSU History Department series goes on
the road to the Vancouver, Washington-Portland, Oregon, area, the Tri-Cities, Lewiston,
and Spokane. Historian and performer Professor Jeanne Eder,
Dakota Sioux, will present her portrayal of Sacagawea, which
examines the myths about Sacagawea’s life and presents an often
overlooked historical perspective of Indian women. Historians and
local tribal representatives will provide additional historical and
cultural context. The final event will be held in March 2006 and
focus on “Reflections on the Lewis and Clark Bicentennial.” Details
of that event are pending. a
For more information: http://libarts.wsu.edu/lewisandclark/
Eder received her doctorate in American history and public history
from Washington State University in 2000.
OUR BEST IDEAS
Some of Our Best Ideas…
…ARE YOURS! We are very thankful that so many of you took the time to contact
us following publication of the first issue of ask. magazine last January. It is already
apparent to us that you have great ideas about what you would like to see in the
magazine. This is your invitation to keep the ideas coming.
We invite you to get involved. We are certain you know of a liberal arts graduate
who is living an interesting life and making important contributions. Why not log
on to http://libarts.wsu.edu/ask and share your ideas?
Have any thoughts about this issue or ideas about things you would like to see in
ask. magazine? http://libarts.wsu.edu/ask is the place to talk back. a
You can also write to us:
College of Liberal Arts
Washington State University
PO Box 642630
Pullman, WA 99164-2630
ask. magazine online