Three Drury faculty members appointed to key academic leadership roles

SPRINGFIELD, Mo., May 5, 2016 — Drury University has appointed three faculty members to key leadership positions that will impact students’ classroom experience and bolster the school’s liberal arts tradition.

Miller

Miller

Rebecca Miller, associate professor of art and art history, will become the new director of Drury’s Arts Administration Program starting this fall. A Drury faculty member since 2003, Miller brings considerable and impressive credentials as a photographer and artist to the program. She also brings a commitment to creating career paths for students who want to link their love of the arts with additional interests on the administrative side of the field, such as marketing, public relations, business and strategic planning. Miller was formerly the director of the Pool Art Center Gallery for six years and will be coordinating the C-Street Gallery with arts administration students.

Spence

Spence

Dr. Karen Spence has been named the director of the Drury CORE: Engaging Our World. CORE is Drury’s general education curriculum, which emphasizes the global connections of all areas of study and prioritizes applied learning through direct engagement in communities at home and around the world. Spence is the associate dean of the Hammons School of Architecture, where she is responsible for recruitment, mentoring and advising. A strong advocate for the liberal arts, Spence has also played a key role in the university’s ongoing strategic enrollment management process during the last two years.

Vaggalis

Vaggalis

Dr. Ted Vaggalis has been named director of new faculty orientation. Vaggalis is an associate professor of philosophy and political science. The role will see Vaggalis leading efforts to welcome and integrate new faculty to the Drury community.

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Bill Rohlf & David Mercer will address graduates at May commencements

SPRINGFIELD, Mo., May 4, 2016 — Retiring economics professor Dr. Bill Rohlf and attorney and humanitarian David R. Mercer will deliver the keynote addresses to graduates at Drury University’s two commencement ceremonies on Saturday, May 14 at the O’Reilly Family Event Center.

Rohlf will speak at the first ceremony, for Day School and graduate students, which will be held at 11 a.m. Mercer will speak at the second ceremony, for the College of Continuing Professional Studies, which will be held at 3 p.m.

Dr. Bill Rohlf

Dr. Bill Rohlf

Rohlf has been a faculty member at the Breech School of Business Administration since the early 1970s. He is known among Drury students and alumni for his ability to communicate and explain economic principles to undergraduates. His intense interest in explaining the economy to students eventually led to a highly successful basic economics text first published in 1988 and now in its eighth edition. Affectionately known to his students as “Dr. Lovable,” Rohlf is a caring but demanding teacher, who is highly respected for his innovative methods and teaching style.

Mr. David Mercer

Mr. David Mercer

Mercer graduated from Drury in 1984 with degrees in biology and philosophy. He earned a masters in education from Drury and a law degree from the University of Missouri-Columbia. Following judicial clerkships in Missouri and federal appeals courts, Mercer took a hiatus from law and worked for Food for the Hungry (a non-profit Christian relief and development organization) as a journalist reporting on poverty, hunger and development in the Third World. He also spent time in Bolivia, Rawanda, Zaire, Uganda and Kenya doing humanitarian work. In 1995, Mercer returned to the United States and the practice of law. For the last 15 years, he has been an attorney for the Federal Public Defenders Office for the Western District of Missouri where he has devoted his legal practice to defending indigent clients in federal court.

Members of the news media are invited to cover the graduation ceremonies. Please contact Media Relations Director Mike Brothers at (417) 873-7390 at mbrothers@drury.edu about coverage plans or for more information about 2016 graduates.

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Wayne Chipman named Executive Vice President for Advancement at Drury

SPRINGFIELD, Mo., May 4, 2016 — Drury University is pleased to announce the appointment of Mr. J. Wayne Chipman ‘91 to the position of Executive Vice President for Advancement, effective July 1, 2016. He will report to Dr. Timothy Cloyd, the current president-elect.

Chipman comes to Drury from a development role at the University of Missouri, where he received four promotions in 13 years and is currently Assistant Vice Chancellor for Advancement – University Programs. Prior to that, he spent two years as Director of Major and Planned Gifts at Truman State University from 2001 to 2003 and four years in the Office of Development & Alumni Relations at Drury from 1997 to 2001.

Chipman

Chipman and his wife, Stephanie (Chapman) ‘93, M.Ed. ‘99 have deep Drury roots. The Chipmans have two school-age sons, Collin and Bennett. Stephanie is currently Director of Career Services in the College of Agriculture, Food and Natural Resources at the University of Missouri.

“Stephanie and I are excited to come back to Drury and I look forward to helping shape a bright future for our alma mater,” Chipman said.

At Missouri, Chipman led a team that played a vital part in the success of the school’s $1.04 billion “For All We Call Mizzou” fundraising campaign and has been a key leader of the current $1.3 billion “Mizzou: Our Time to Lead” campaign.

“Wayne is just the person to lead Drury’s comprehensive advancement division,” Cloyd said. “He is not only a proven first class fundraiser, but has excellent skills in management, team building, alumni and community relations. I am looking forward to working with him as we do new great things for Drury University.”

“Our road to a wholesome future passes through our alumni,” said Lyle D. Reed, Chair of Drury’s Board of Trustees. “We are looking forward to Wayne helping us build that super-highway. Drury is proud to have one of its own return home and play an instrumental role in our future.”

Prior to first joining Drury in 1997, Chipman practiced law in Springfield in the areas of tax and estate planning, commercial litigation, and federal administrative law. During his time at Drury, he also served as an adjunct faculty member teaching courses in business administration, economics, and federal estate and gift taxation law. Chipman worked in economic development for the Springfield Area Chamber of Commerce in the mid 1990s. He is a member of the Missouri Bar’s Probate and Trust Law Committee, and is admitted to practice before the U. S. Supreme Court.

Chipman’s education includes:

  • Juris Doctor, Washburn University School of Law in Topeka, Kansas, 1994
  • Master of Business Administration, Washburn University School of Business, 1993
  • International Law Program, Brunel University in Uxbridge, England, 1992
  • Bachelor of Arts in Economics, Drury University, 1991

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Breech School of Business inducts Gohn, Rohlf into its Hall of Fame

SPRINGFIELD, Mo., April 28, 2016 — Drury University’s Breech School of Business Administration inducted two new members into its Hall of Fame during a ceremony held on Saturday. Longtime West Plains banking executive David Gohn and retiring economics professor Dr. Bill Rohlf joined 19 previously inducted members of the Hall as the Class of 2016.

David Gohn graduated from Drury in 1964 with a degree in economics. Gohn has been a leader in community banking for 52 years and currently serves as the chairman and CEO of West Plains Bank and Trust Company. He began a management training program at Union National Bank in Springfield before accepting a position with the West Plains Bank in 1966. He served on the Drury University Board of Trustees from 1988-2009 and is a past chairman of the board.

Dr. William (Bill) Rohlf received his bachelor’s degree from Baker University in 1967 and completed his Ph.D. in economics from Kansas State University in 1972. He came to Drury University shortly thereafter, where he has since served as a distinguished member of the faculty at the Breech School of Business Administration. In his tenure as professor of economics, Bill has been honored as recipient of numerous awards, and his very successful basic economics textbook is widely recognized for its emphasis on the application of economic reasoning in the analysis of current economic events. Affectionately known to his students as “Dr. Lovable,” Rohlf is indeed a caring but demanding teacher, who is highly respected for his innovative methods and teaching style.

“We’re pleased to be able to honor two people who have done so much for Breech, for Drury and for the business landscape of the Ozarks,” said Dr. Robin Sronce, Dean of the Breech School of Business. “Their contributions have made a difference for businesses and students for decades – and their impact will continue to be felt for years to come.”

The Breech Hall of Fame was created to honor Drury alumni and faculty for outstanding professional achievement in the field of business. The reputation of the Breech School has grown tremendously since its inception in 1957 due, in part, to the success of its alumni. Inductees into the Hall must have made a significant, positive impact in the field of business through exemplary leadership, have demonstrated professional conduct consistent with the mission of the University and the Breech School of Business Administration, and have demonstrated a concern for improving their communities.

Past inductees include legendary Fortune magazine editor Carol Junge Loomis, Bass Pro Shops founder Johnny Morris, Ford Motor Company CEO Ernest Breech, and O’Reilly Auto Parts executives Larry and David O’Reilly.

More information on the Breech Hall of Fame can be found online at www.drury.edu.

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Three of the year’s top five SPS teachers are Drury graduates

SPRINGFIELD, Mo., April 27, 2016 — The Foundation for Springfield Public Schools held its Annual Teacher Appreciation Banquet on April 18, where it named the system’s Teacher of the Year. Of the five finalists for the award, three are Drury University alumni.

Loren Broaddus, a social studies teacher at Kickapoo High School, earned his Bachelor of Arts from Drury in 1988, and his MED in 1994.

Mary “Betsy” Cannella, a Project Lead The Way teacher at Glendale High School, earned a Bachelor of Architecture degree from Drury in 2006, and a Master of Education degree from Drury in 2008.

Angela Odom, a math teacher at Kickapoo High School, earned a Bachelor of Arts degree from Drury in 1992.

“It’s wonderful to see that our graduates are not only making a difference in classrooms, but are also being recognized as among the best in the field,” said Dr. Laurie Edmondson, Dean of the College of Education and Child Development. “And it’s always nice when that recognition happens right here in our own back yard.”

The Drury University School of Education and Child Development offers the longest standing accredited teacher preparation program in Missouri. For more information on education degrees at Drury, go to www.drury.edu/education.

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Drury & Cox College to launch dual degree nursing program in Fall 2016

SPRINGFIELD, Mo., April 26, 2016 — College students seeking a career in nursing will have a new degree option in the fall, thanks to a partnership between Drury University and Cox College of Nursing & Health Science.

The two schools have seamlessly blended academic offerings to create a unique dual degree program that allows traditional undergraduates to earn a Bachelor of Arts in Biology from Drury’s highly respected science faculty, and a Bachelor of Science in nursing from Cox College – all in the span of a four-year college career.

Drury will host a Nursing Day event for prospective students from 8:30 a.m. to 2:30 p.m., Friday April 29 at Trustee Science Center on the Drury campus. The day will include speakers, tours of facilities on both campuses, and lunch. Registration is required and can be done online at Drury.edu/admission/nursing-day/.

Students receiving this dual degree will have the benefit of excellent professional education coupled with a liberal arts foundation. The BA in Biology provides a strong foundation in the natural sciences and improved analytical and critical thinking skills. Completion of a liberal arts degree will provide nursing students with strong writing and speaking skills as well as an enhanced understanding and appreciation of diverse individuals and cultures. The BSN degree provides a broad foundation in technical nursing skills. This blend of natural sciences and liberal arts makes the program an excellent option for students who may want to pursue advanced practice degrees or move into administrative and leadership roles in the future.

Other benefits of the program include:

  • Students have access to a traditional college experience, including campus activities, athletics, Greek life and more
  • Advising and mentorship from both Drury and Cox College faculty
  • Access to Drury financial aid and scholarships throughout college career
  • Opportunities for hands-on work with under-served populations in the area through the Drury Health Service Corps
  • Seamless integration – all scheduling and business transactions are handled by Drury

“We’re very pleased to be able to partner with Cox College to combine the strengths of our two institutions for this program,” says Beth Harville, Dean of Drury’s College of Natural & Mathematical Sciences. “It’s a natural fit, and it fills a need by going beyond technical skills and ensuring that graduates understand the human and cultural side of healthcare.”

Officials at healthcare organizations in the Ozarks and across the country have pointed out the incredible need for more highly qualified nurses as the field continues to grow. The U.S. Bureau of Labor Statistics says more than 1 million new nurses will be needed nationwide by 2022.

“As the need for medical professionals continues to rise, this dual-degree collaboration presents both a great opportunity and a valuable resource,” says Steve Edwards, CoxHealth’s president and CEO, who is also an alumnus and trustee at Drury University. “We want to make sure the people of this community are cared for. This venture does that by ensuring that there are high-quality medical professionals locally, and by providing a new way for our friends and neighbors to develop professionally.”

The program begins in fall 2016. For more information go to Drury.edu/pre-health/nursing-program, or contact Dr. Mark Wood, director of pre-health sciences, at mwood@drury.edu.

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Media contact: Dr. Beth Harville, Dean of the College of Natural & Mathematical Sciences: (417) 873-4085 or bharville@drury.edu.

Drury University’s “Take Back the Night” event to be held April 26

SPRINGFIELD, Mo., April 25, 2016 — Drury University will cap off Sexual Assault Awareness Month with “Take Back the Night” at 7:30 p.m., Tuesday, April 26. The event begins at the circle drive at the end of Drury Lane, outside Findlay Student Center. Drury students and community members will march to demonstrate Drury’s commitment to preventing sexual assault and to protest all forms of sexual, relationship, and domestic violence.

Take Back the Night events began as candlelight vigils in the early 1970s. They were women-only events meant to symbolize the experience of a woman’s individual walk through darkness and to demonstrate how women could unite to resist violence and fear. Today, these events typically involve men and women from across campus communities. Drury’s Take Back the Night is sponsored by student-led organizations V-Warriors and Greek Life.

“Take Back the Night is important because it sends a message that students will not be silent about sexual assault on Drury’s campus and on campuses across the nation,” said Rachel Ryan, president of the V-Warriors. “The march gives survivors of sexual assault a voice to stand up and say that this violence will not be tolerated, and it gives people who may not be as aware of the issue on our campus a way to educate themselves.”

To conclude the evening, luminaries will be lit in memory of sexual assault victims and survivors. Dr. Erin Kenny, associate professor and director of Drury’s minor in Women & Gender Studies, will discuss some of the history and controversies surrounding Take Back the Night events worldwide. Greek Life is also sponsoring a concert with performances from Blue False Indigo, Sam Hinson & Raeanna Duncan, and Lauren Goskie.

This event is free, but donations will be collected and raffles will be held to benefit the Victim Center in Springfield.

Drury University uses a number of avenues to raise awareness about the issue of sexual assault among the campus community. They including the Panthers for Prevention group, the Green Dot program, a required online training course called Haven, discussions during freshman orientation, and other initiatives led by both students and faculty/staff.

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Getting to Know Drury’s 18th President: Part 2 – Formative Years

In an effort to better get to know Dr. J. Timothy Cloyd, we are publishing a Q&A series about his selection and the man himself. The first installment featured a conversation with search committee members about the selection and vetting process. Now, we turn to Dr. Cloyd to ask him about his childhood and his early career in academics. Future conversations with the incoming president are forthcoming in this series.

Where did you grow up?

dr-cloydCloyd: I grew up in a lot of places. My parents were United Methodist missionaries and teachers in the Belgian Congo (now the Democratic Republic of Congo), in a region called the Katanga. My family was evacuated from the Congo during the Katanga war for secession. We then moved to the Navajo Indian Reservation where my parents ran a boarding school called the United Methodist Mission School and an outpost on the reservation in the De-Na-Zin or in English Bisti. The school was between the towns of Farmington and Shiprock in New Mexico. There were 600 Navajo students who lived on-campus. They came mostly from the remote parts of the Navajo Reservation. I remember we used to get our clothes out of mission barrels and once a week we would haul water and supplies out into the De-Na-Zin.

The cultural shift from sub-Saharan Africa to the Navajo culture and landscape was dramatic. The older boys used to carry me around on their shoulders. I remember all of those guys. I learned a great deal about cultural differences and Navajo culture and language, the way of the Dine they called it, from those older students. I remember once I was pointing at something with my finger and one of my beloved “older brothers” (I called him “Big Daddy”) said to me, “Tim we don’t point with our finger, point with your chin.” From then on I pointed with my chin. I learned hundreds of other things from them about being quiet and listening – about how the human spirit is connected to the spiritual world – about Skinwalkers – about stopping and reading the cultural and human terrain – about nature and about honor and courage from the way that they lived their lives. Many of those boys who carried me on their shoulders volunteered for military service during Vietnam – they weren’t drafted – it was just part of their culture to volunteer just like the Navajo Code Talkers during World War II. A lot of them, too many of them, never came home.

When I was about 14 or so we moved back to my family’s ancestral home in middle Tennessee. I went to high school there and arrived just in time for the busing in the 1970s. It was so strange coming from the reservation and that school, where I was from a majority culture, but living as a minority, into an environment exploding with racial tension and an undercurrent of racism. So I grew up in a lot of places and learned from real experiences the reality and value of diversity in our country and the world.

What experiences in your early life would you point to as having the most profound influence on you? Any heroes?

That is hard to narrow down. First, was my memory of my father telling me the news that one of the Navajo boys I looked up to and loved was killed in Vietnam. It was hard. What was even more difficult for me was following the Navajo tradition of not ever speaking of the dead. So when an Arthur, a Begay, or a Manygoats (I am using last names) died I could no longer talk about them with other Navajos. That is just how it was.

Second, was seeing how my parents embraced Navajo culture and traditions. Both my parents and my sister are United Methodist ministers, but when my father took over the Mission School he started encouraging the Navajos to integrate their own practices and traditional religion into Christian services. Before then, the Navajos weren’t even allowed to speak Navajo at the school much less to live out their own faith tradition. I remember funerals that blended faith traditions – so there would be a casket, but it would be filled with all sorts of things that the person would need in the next life. My father would also take me to Navajo healing services where we would sit in a Hogan (a traditional Navajo home) for long periods of time in silence where medicine men would do sand paintings and sing to heal a person. One of my parent’s closest friends was a Creek medicine man named Harry Long. Every time we moved to a new house Harry would come and burn sweet grass, wave over it with an eagle feather, and sing in every room to cleanse the house. My younger sister was struck with a debilitating illness when she was around 13 and I remember my father calling Harry Long and some Navajo medicine men to come and sing over her. This shaped my perspective of my Christian faith as open and accepting – connecting with others through their own faith.

Third, was the fact that I grew up in a home that was open to everyone. My parents taught us hospitality and generosity. They were always bringing people home who needed a place to stay. Many mornings I would get up to have breakfast and there would be two or three people at the table who I had never met or seen before. Once, some Creek friends of Harry’s were travelling across the country and they stopped to camp out in our back yard – they stayed for six weeks. As far as heroes are concerned there are of course my parents, Harry Long, a Navajo elder named Fred Yazzie, a minister from the Congo from the Kasai tribe named Leon Mwambai, and many of my teachers and United Methodist minister mentors.

At what point did you realize that you wanted to pursue the career path you selected?

Well, first of all, I do not often use the language of “career” in referring to my vocation. I prefer to use the old notion of a calling. My father has a Ph.D. in cross-cultural – what we would call today multi-cultural – education. I witnessed him raising funds for the mission school. So that influenced me.

But when I was in high school I played football, soccer, baseball and wrestled. You could not do that today because a single sport is now a year-round activity. I thought I was going to go to college to play football on a scholarship. Then when I was a junior I suffered a terrible knee injury followed by an infection. I was not a very good student at the time and had placed such energy and hope into my football aspirations that I thought life was over.

This injury turned out to be a blessing that changed my life. I had to miss a semester of high school and was assigned a homeschool teacher. She was hard on me, but inspired me to begin reading the classics and philosophy. I was immediately transformed and decided to pursue a vocation as an academic – reading, studying, writing about, and teaching what I loved. As far as “presidenting” is concerned, well you don’t major in that, but I knew that God had blessed me with a passion for the transformational impact of education, talents to work with others in developing a shared vision, executing that vision by getting others excited about it and to buy into the dream through actions, and a gift for communication. When the opportunity arose for me to become president of Hendrix College, I was drafted. I enjoy the work of leadership, but still love my academic discipline.

Were you more competitive or more collaborative growing up? What about now?

I have always been intensely competitive and I still have that zest in me. It is what makes me push myself to achieve excellence and it is what drives me to achieve the best for any organization for which I work. Wisdom and change, however, come to us with age and with learning. So over the years, particularly in the context of leadership, I have learned that collaboration is the most effective method to achieve buy-in and to achieve sustainable change and momentum. This is particularly true in the context of higher education where our values and practice of shared governance means that all key stakeholders are at the table – all voices are heard.  It means that we all work together and support each other and our shared vision and objectives. Too many times I have witnessed situations where individual board members are doing one thing with pet projects, individual deans and faculty members are doing another thing, and the administration is doing something else. This produces chaos where what is needed is coherent collaboration.

The value of collaboration lies in the fact that no one person has all of the answers, ideas, or skills to accomplish significant goals, to develop a vision, or to realize a transformational vision. There was a time in our society when we believed that all the priorities, direction, even the specific objectives for an organization came out of the office of the CEO or the president. This view alleviated everyone else in the organization from taking ownership and making things happen all the way up and down the institution. If things did not work out it was the president’s fault, but with collaboration if things are not working the community bears responsibility, too. In a collaborative process with community input, the leader is responsible for setting the tone and the direction and holding people accountable for their roles and commitments. It is more like what Eisenhower did when developing the plan for the European operations in WW II. He just continuously said: “Direction Berlin!”

What experiences had the greatest impact on you as an undergraduate? How does that inform the way you have tried to lead undergraduate institutions?

I remember sitting in my first philosophy class and reading Socrates. In his dialogues a question is raised (and I am paraphrasing): “Is what is good, good because the gods say it is good, or do the gods point to what is good because it is good?” This challenged my view of the source of the good and of God. I went on to read many other thinkers who shocked and challenged my views, such as Hume, Wollstonecraft, Nietzsche, W.E.B. Dubois, Foucault, Cornell West, and others. I struggled with the questions raised and was forced to examine my assumptions. So the experience that had the greatest impact on me was to be challenged to think critically and analytically. “To learn how to learn” – that is part of the essence of the liberal arts. So I think that quality education is liberal arts and science – interdisciplinary and cross-disciplinary. It is an education that teaches students how to solve puzzles, to make connections between disciplines, to see difference, and to realize that perhaps more than one interpretation of the truth may be possible. I was challenged to ask questions about the historical context in which something was discovered or argued, to try and understand the meaning and significance of topics in courses from the humanities, sciences, and social sciences. In an ideal community it is also a place where people, no matter their background or ideas, can be called into accountability for the arguments they make or positions they take without fear.

This informed my leadership of undergraduate institutions because I believe my role is one of service that provides the context and the resources for faculty and the community to challenge students in this way and to make connections both inside and outside of the classroom. This is also why I have concerns about liberal arts colleges or liberal arts universities that try sometimes to mimic large research universities. Those institutions are fragmented. Knowledge is in siloes. Our complex and changing world requires interconnectivity. It also requires an environment that challenges students’ basic assumptions and avoids becoming an echo chamber.

Why did you choose to study political science as you earned advanced degrees?

I assign a book in my Introduction to Politics courses. It is called “Attacking Faulty Reasoning.” The book takes students through each fallacy in reasoning and sharpens the mind. I read that book as an undergraduate and it helped me a great deal. My undergraduate degree as a double major in philosophy and political science prepared me well for graduate school. Within political science, I focused on international relations and political theory. I also studied management and business at the Isenberg School of Management at the University of Massachusetts in Amherst. I chose political science because it allowed me to study normative questions such as what gives legitimacy to the way in which we organize ourselves into communities. It also trained me in qualitative and quantitative methodologies to test assumptions. So I guess it was the intersection of something like the humanities and the social sciences that drew me to the field.

How did your experiences traveling and studying abroad shape you then – and now?

A famous author once said that he intended his writing to “de-familiarize the familiar.” I have travelled, worked, and studied abroad quite a bit and in a variety of roles. I think I have lived a total, off and on, for four years in Eastern and Western Europe. I have also worked in volunteer projects and been on study tours to Central and South America and the Middle East. For example, I have worked on Habitat for Humanity and UMCOR projects. No matter where I have been, it has changed me in that it has refreshed my mind and put my little corner of the world and my big issues into perspective. I have had these experiences abroad in different seasons of my life and have found they have affected my thinking in different ways at different times. My wife lived in New Zealand for 10 years. I lived for a few years in Belgium. While there I studied and worked and learned not only French, but became fluent in Flemish/Dutch. I became totally immersed in the culture. In fact, so much so that most people did not realize I was from the United States. Usually, expats hang out with each other while abroad, but it is the immersion that I think is key to really getting outside of yourself and your particularistic identity. I have been to various parts of Africa many times. We started several exchange and study abroad programs while I was at Hendrix. The one of which I am most proud was the Rwandan Presidential Scholars program. We were able to bring 185 Rwandan students here to study math and science at liberal arts colleges and we sent scores of students there to study and to do internships. These experiences have shaped me and made me a strong advocate for these kinds of experiences for all students.

How do you think those early experiences shaped your views on higher education?

Those experiences definitely had an impact on how I view higher education today. I believe that the institutions that will thrive and gain recognition in this competitive environment will be those that have a coherent, compelling, differentiating vision and narrative. This will have to be something that is produced through collaboration with all stakeholders, and through empirical research we will have to know that the key differentiator will be compelling in our markets and with donors. What differentiates us must be universal and defining of the experience that students have at the institution.

How did all of this end up shaping your overall world view?

These experiences taught me that there are many roads to spirituality and ways to have a faith journey. Harry Long used to say to me that a teepee is held up by many poles, but all of them point toward heaven. My own Christian faith defines who I am. The life of Christian prayer, discipleship, and embracing the gifts of the Holy Spirit is what Wendy and I try to live each day. But these defining childhood experiences taught me that there are perhaps other paths to living out an authentic and meaningful faith journey. What we as Christians, and citizens of this country or of any campus community, should remember and embrace is that we must have the humility to know that we do not have all the answers.

We are all fallible and fallen. When we claim to have or know the whole truth out of our particularistic identity, or claim that because of our particular identity we hold a virtue that others do not, this leads quickly to the silencing of voices different than our own. If we do this we learn nothing and dialogue stops. This is happening on many campuses and the result has been a disintegration of civility, a rejection of the free exchange of ideas and a labeling of one another. I believe John Stuart Mill was right in defending openness as the expression and discussion of all ideas, ideals, and opinions if they are not part of hate speech or incite physical violence toward others.

Read Part 3 of the Q&A series: Teaching, Scholarship & Leadership

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Motivational speaker Mark Grantham to discuss disability inclusion April 28

SPRINGFIELD, Mo., April 20, 2016 — The President’s Council on Inclusion hosts motivational speaker Mark Grantham at 11 a.m., Thursday, April 28, in Drury’s Diversity Center at the corner of Bob Barker Boulevard and Washington Avenue. In 2006, at age 24, Grantham was in a debilitating accident and became a quadriplegic. He discovered that his ability to move forward and the life lessons he learned made him uniquely positioned to inspire others.

“I desire to push people beyond what they believe are their limits,” says Grantham.

Grantham_boating

The event is open to the public. Grantham is a graduate of Evangel University, is self-employed, and currently the vice president of the board of directors for the Southwest Center for Independent Living and serves on the Patient Advisory Council for the CoxHealth System.

His speech will encourage students with disabilities to find their voice to advocate, educate about their disability, and look to their future. Grantham will speak to everyone about the importance of inclusiveness and understanding.

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Media Contact: Ed Derr, Director of Counseling & Disability Services: (417) 873-7457 or ederr@drury.edu.

 

Arbor Day Celebration to be held at Drury University on Friday

SPRINGFIELD, Mo., April 20, 2016 — Drury University’s Landscape Advisory Committee consisting of faculty, staff, students and community volunteers invites the community to the 2016 Arbor Day celebration at 11 a.m., Friday, April 22, in the Findlay Student Center Ballroom.

Springfield Mayor Robert Stephens will give a proclamation, Drury students will read poetry including an original poem titled “The Treehouse Tree” created for the event, and an interactive tree map of the Drury University campus will be presented.

The Missouri Department of Conservation will also announce that Drury has earned recognition as a “Tree Campus USA” by the Arbor Day Foundation for the second year in a row. Drury Groundskeeper Joe Fearn will present the Good Steward Award to a member of the Drury community who through their actions and efforts helps fulfill the mission of Drury’s grounds.

Following the ceremony, guests are invited to gather for a short, guided campus tree walk, participate in a plant sale, and select free seedlings provided by the Missouri Department of Conservation. Refreshments will be provided.

Drury’s urban forest accounts for more than $1.2 million in capital assets. There are approximately 1,000 trees and 90 species on campus.

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