Universit
Hoiior
coil
Why Honors?
The watchword in Honors is excellence. The
University Honors College (UHC) is a beacon drawing
top-quality students to OSU. Once enrolled, Honors is
designed to be a transformational experience, a
transformative investment that leverages intellectual
capital in the most positive of terms. Students join
dedicated faculty in a journey of participative learning
and discovery. Drawing on the strengths of a major
research Liniversity, Honors provides motivated
students with access to extraordinary programs within
a close-knit community that hones the best of the best.
That is our story in a nutshell and we continue to work
to enhance the attractiveness of Honors as an exemplary educational option for undergraduate students.
Certainly students themselves recognize that Honors
provides a value-added educational experience as they
apply in droves.
4
The queson remains, why Honors? Why
should various constituencies care? First and foreF4
most, the quality of students gracing OSU with their
presence exerts a positive influence well beyond the
bounds of the UHC. When Honors students boast
academic credentials that merit admission to the
nation's most prestigious colleges and universities,
what is the inducement to come to Oregon State?
Within the context of resource decisions, how and why
does an administrator prioritize Honors in comparison
with many worthy petitioners? And viewed externally,
given that not all students will participate directly in
Honors, what is the rationale for public support in an
era when tuition costs threaten equitable access to
higher education? It is prudent to examine why
talented students seek UHC admission at a rate far
beyond capacity and to ask what benefits accrue to
increased investments in the UHC for OSU and for
Oregon.
An indivisible premise of the social contract is
that through cooperation, disparate skills and resources
within a community can be focused to buttress the greater
good. A corollary imperative to nurture the development
of individual persons is immediate and establishes the
rationale for public investment in education. Society reaps
dividends from its institutions of higher learning when the
goals and accomplishments of learners, mentors, and
discoverers are juxtaposed and intermingled. A continuum
of activities encompassing discovery and dissemination of
knowledge produces an engine for the creation of wellbeing, prosperity, and intellectual vigor.
High-achieving students choose Honors because
it ensures a small college experience coupled with the
advantages of a major university. Among the benefits:
classes are small; taught by faculty whose professional
reputations are international in scope; learning is predicated on a participatory
model; and the process
has priority over the
product. That is, the
experience of learning and
Why Honors
1, 2
continuing to learn is kept
front and center. Merely
Make A Difference
3, 4
mastering the material is
never sufficient; applica4
tion and conceptualizations Words From the Past
are vital as well.
Int/iisIue:
Community
influences in Honors are
equally important and
central to the experiences
of students and faculty.
The achievements of
peers encourage accomplishment and the overall
level of awareness leads
all students to concern
themselves with an
expanding range of issues.
I
Year of Events
5
Community Service
6, 7, 8
Out of the Question
9
Bookshelf
Honors Roll
Alumni profile
10
11
12
I
con '1 on page 2
S
2
Page
if'
1(1
undergraduates. OSU all
for 60.4% of rate a with compares This years. six within degree
OSU an receive Honors entering undergraduates of '80%
promise. its on delivers Honors
eye. the meet first at might than
students of mix diverse more a for but few privileged
a for just not is Honors landscape." postsecondary
the on centers growth institutional hottest "the as fled
identi- were colleges Honors 2004) 26, (Feb. Education
Higher in Issues Black of issue recent a In
campus. OSU the of' panse
ex- green the beyond well extends and life, academic
of angle every affects Honors of presence The UHC.
the in enrolled directly not students benefiting thereby
instruction, other their into Honors in formulated tions
innova- carry will each and home-base academic another
has Honors in teaches who member faculty every and
citizenship dual holds student Honors every as each of
reach the extend will students Honors of skill and probity
The priorities. as designated been have health public &
sciences life commerce; & technology resources; natural
& systems earth sciences; & arts Centuiy, 21" the for
Plan Strategic its with forward moves OSU As
faculty. senior by innovation
instructional with stage center share projects thesis
undergraduate as simultaneously occur dissemination
and discovery of acts seminal the and results laudable
yielding is model different a Honors In silos. separate
to consigned are research and learning, teaching, that
is perception the frequently too All unity. academic for
model a also is College Honors University The
world. the around and Oregon in citizens ductive
pro- become who distinction of graduates other and 5)
Measure Ballot of wake the in closed (program program
Honors former the of those join will alumni young
These OSU. and UHC the to supporters and students
new recruiting for source powerful a become to stands
and growing is alumni UHC of commLtnity The
population.1 student OSU general
the of that exceeds far which and colleges selective small
of that exceeds and matches that rate a at degrees OSU
receive UHC the enter who Students returns. palpable
have Honors to directed resources that fact the is tant
impor- more even Perhaps class. high-school their of
10% top the in graduated who students of percentage
and GPA high-school average of terms classin year
first- the of profile the in differences measurable in
resulted have would students) incoming all of 2% that
less to (amounting class UHC entering the of portion
that of removal Hypothetical State. Oregon at enroll to
decision their in factor deterniining a was UHC the of
presence the that indicated students incoming of half
than more 2002, of fall the during freshmen entering
of poll straw a In body. student OSU the of quality
overall the affects measurably that recruitment student
in leverage offers Honors that recognized has campus
the fact In universities. top-flight other to go wise
other- would who OSU to students draws UHC The
value. in appreciate Honors in Investments
ilosophy/Pre-MedEngineering/P/i
Mechanical HBS, (2004) Guiley, Kalan
involved. get can they how ask
and events lit ho (1 hear who people fig/it, gun
.s'qnirt- a or volleyball of gmie a sli,fjtor too
'I aren but seriously educat,o,, their take who
people grouuuzded, shockingly mid brig/il ibly
incred- are who people by surrounded am "I
OSU. across programs outstanding in
life academic enlivening and across cutting majors, all
virtually represent students Honors UHC. the outside
coursework their of majority a take they where rooms
class- in including life, student broader into integrated
fully are students Honors competence. and bility
responsi- value who employers campus by after sought
are They involvement. campus and service community
their for known are students Honors campus-wide.
distributed is community UHC the of impact the
return, In peers. and mentors like-minded with contact
facilitating by experience academic their enriches
then and OSU to students top draws Honors
1
page Jrom con Honors..., Why
f..1i
__________Make A
- (11
Honors has many special
friends and alumni who give freely
of their time and resources to help
make the UHC a success.
Amongst this group is a woman
who has made OSU a special part
of her life since coming to
Corvallis in 195 1 to attend college.
Just recently she stepped forward
to create an endowed scholarship
for UHC undergraduates. Her
name is Margaret Walton.
Margaret grew up in
Rainier, Oregon and jokingly says,
"Corvallis is the largest town that I
have ever lived in." She graduated
in 1955 from the College of
Business. While at OSU she met
her husband Jim. Margaret comments, "Jim was my business law
professor until we started dating,
then I switched to another section
for obvious reasons."
Margaret is eloquent
about Honors, "I look upon the
UHC as the 'flagship program' at
OSU, the 'best of the best.' The
energy, enthusiasm, curiosity,
imagination of the students is
compelling."
From the likes of Margaret Walton this is high praise
indeed. Margaret was the first
women president of the Oregon
State University Aluinni Association and is a past member of the
Oregon State University Foundation Board of Trustees so she
knows accomplishment when she
sees it. As a volunteer member of
the Honors Board of Regents,
Margaret assists the UI-IC in its
iference
long-range planning to ensure
that the experience Honors
provides its students is topquality. "I feel the UHC offers a
unique opportunity to gifted
students in many ways. They
have the advantage of a small
college with its comfort zone,
special help and attention, while,
at the same time, they are
afforded the advantages of a
large university and its expansive
opportunities. Continuing my
involvement as a volunteer on
OSU boards and committees
keeps me in touch with the
exciting things going on as the
University grows. Being a
member of the UHC Board of
Regents is both stimulating and
con! on page 4
Jennie Mieger (2004) HBS, Exercise and Sport Science, discusses her Honors thesis with Margaret Walton, at the annual thesis posterfai,:
Page 3
4 Page
1966-1967
Director Program Honors Lattin, D. John
will. always they and
alike students and faculty program the make People does! still and years for chemistry honors taught and
tutor a was retired, also Chemistry, of Department Krueger, A. James Professor and 1962-1976, from tutor a was
retired, now Biophysics, and Biochemistry of Department Gamble, Wilbert Professor examples: Two satisfaction.
own their except compensation additional no receiving years, for teachers and tutors as served who faculty
dedicated our to goes tribute real The skill. great with students honors these nurtured departments Our
sity.
Univer- State Oregon from winner award Fellows Alumni an and City, York New of Institute Health Public the
at researcher and doctor well-known a became Drlica, Karl Dr. another, and Massachusetts of University the at
Entomology of Professor became Dreisch, Van Roy Dr. example, For careers. of variety a entered and country the
around schools graduate to on continued students Many Honors. with graduation in resulted requirements these
of completion Successful member. faculty a of guidance the under thesis honors senior a of development the and
courses, some in sections honors colloquia, honors of years two of consisted Program Honors The campus-wide.
work honors expand and Program Honors University the establish to asked was I 1966, In program. combined
a offer to Arts Liberal of College the with joined we time, that During involved. faculty 50 and students 260
about had We 1963-1965. from program that up heading Program, Honors Science of College the with 1950's
late the in began involvement My today. College Honors University the of vigor the see to satisfying is It
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(1965-1991) Program Honors OSU' of review our conclude We
t... P;s the From Words
737-9330..
(541) at Escobar Aaron contact
to hesitate not do please own,
your of gift a with UHC the in ence
difter- a make can too, you, how
about Officer Development College
Honors the with visit to or ship,
scholar- this about have might you
questions any answer To
provided. ciously
gra- so
has
she
help the receive
those to difference
-- who students
dramatic a make will scholarship
Walton's Margaret doubt, jio
Have "ABSOLUTELY!" replied,
and beamed she friends own
her to or grandkids her to UI-IC
the recommend would own, her
of grandchildren several has who
Walton Lance Margaret The
assistance."
financial some without to able been
have not may she or he when College
Honors the to apply to graduate school
high a encourage will that impetus
the be might way some in gift my that
hope I and pleasure, great me gives
now
the Making UHC. the to gift
gift
a
to wanted I knew I planning,
make
estate of updating some doing "In
others. to give to further something
do to time the was this decided
and. hard and long it about thought had
she students; Honors for scholarship
endowed an create to decided ret
Marga- 2004, of spring the In
group!" that of part be to me for
honor distinct a is It rewarding. very
Margaret, if asked When
stay!" will they confident am
a make may
I here, Once difference.
just OSU at wanted is really she
or he that and available aid some
is there that knowing circumstance,
similar a in someone For ence.
experi- intimidating somewhat and
big a was OSU to move the making
and Oregon, in school high small
a
from
graduated "I difference.
a make to gift her wanted she
how with flexible so be to able was
[-IC U the that pleased was Margaret
students. fewer or 100 of classes ing
graduat- with schools high from hail
who UHC, the to admitted seniors,
school high Oregon for scholarships
provide will Scholarship Endowed
3
page from
'I
con Difference..., A Make
Left: OSU
President Ed
Ray talks
with students
at annual
UHC
Presidential
Forum
Above: Rani Ravichandran staffi' the UHC
Soup Kitcimeui to help raise mnoneyfor Lion-
Benton Food Share
Right. OSL
Alum and
Right:Kalan
astronaut
Don Pettit
f
p
and Heather
McCaig
-
(2004) HBS,
Guilev
(2004) HBS,
Mechanical
Engineering
/P/ii/osophi'/
Pre-Med
Chemical
Engineer-
(left,) and
ing, posefor
'
a photo on
4
Halloween.
Douglas
Van Bossuyt
.;
on the grill
a/the Fall
Welcome
Back BBQ.
Right Students
perform at
annual UHC
Talent Show
during Mom's
Weekend. (Left to
right: Andy
Klein, Tom Wall,
Ben Hershberg).
Above: Prominent women speak at the annual UHC Women's
Symposium. (Left to right: Susan Frey, Judge Janet Holcomb,
Jane Lubchenco, Janet Lee).
I
Page 5
U
Hc
iii'
Since the 950s, college campuses have served as hotbeds of student
activism. Students were integral players in
some of the major movements that altered
the landscape of post World War II
America; youth activism and
volunteerism helped fuel the Civil Rights
movement, the women's movement, the
antiwar movement, and, later on, the antiApartheid movement and the anti-sweatshop labor movement. In the past decade,
however, it seems as if we are constantly
bombarded with messages about the
prevailing culture of student apathy and
civic disengagement on college campuses
across America. A widely reported study
found that first-year college students'
commitment to political causes was at its
lowest in the survey's 32-year history. In
contrast to the pictures of former days of
heady student engagement, current
students are often portrayed as plugging
into MP3 players more than the communities around them.
We are happy to report, however,
that for students in the University Honors
College, this is not the case. Numerous
students in Honors find ways to donate
their time and energy to a wide array of
causes, be it through UHC sponsored
activities, such as the annual soup kitchen
fund raiser, or through other campusrelated organizations. Students are very
involved in community affairs, but in
ways that are sometimes quite different
from previous generations. Profiles of
three students - Grant Cyrus, Aaron
Hougham, and Britt Conroy - make the
point. Each has devoted substantial
amounts of their time and effort to
To Give is U
to UReceive
improving the quality of lives of those around
them. Each student has pursued a different
route to citizen involvement, yet many of the
lessons learned from their experiences are
universal. Their experiences underscore that
volunteerism,
whether local,
national, or global,
can be a life
changing encounter, not only for
the person
receiving the
assistance, but
for the person
group, and working with other organizations to provide critical assistance on a
wide array of issues. Under his leadership,
Circle K organized a canned food drive,
collecting 46,000 cans of food in just two
weekends. The
group also
worked with
Kiwanis to
clean up
Oregon
beaches, and
have partnered
with Habitat for
Humanity to
giving it.
build houses.
Grant
They have
Cyrus, a 2004
teamed with
graduate who
Sight Savers
majored in
International to
Business Adminraise money to
cure blindness
istration, could
not remember a
in the developtime when he
ing world. They
was not raising
have also
money or volunworked with
teering for a cause. For Cyrus, having grown
local schools in the Start Making a Reader
Brill Gonroy (2004) HBA, Poliical Sciup in Sisters, helping others was a way of life ence and Spanish,wi:h his French and Today reading program, and have orgain a community steeped in a small town ethic Woloflanguageprofessor Bouboucar nized an annual Easter Egg Hunt for
of caring for neighbors near and far in times Kane.
disabled children. Whether it is through his
of crisis or strife. As a child and then as a
work with Circle K, or his role in philanyoung adult, he was active in organizations
thropy in his Fraternity, or through his other
such as 4H, Key Club. and student governmyriad service obligations, Grant estimated
ment. He still remembers the thrill of helping
that he logs over 200 hours of community
raise money for the local fire department in
service a year.
order to buy a defibrillator. When he arrived
Aaron Hougham, a senior Preat OSU, he soon buried himself in projects
Med major, took a slightly different route to
that impacted the Corvallis community. He
activism. After starting off as a freshman
joined the local Circle K club, pouring his
at Oregon State University, Aaron made
energies into revitalizing the activities of the
.m
m.jiI1IIIUI
'L1
the decision to take an extended break
from his studies to volunteer for
AmeriCorps, a year-long community
service program modeled on the Peace
Corps. As he explained it, there wasn't a
single moment of epiphany that prompted
his decision to spend two years of his life
volunteering for AmeriCorps. However, if
he had to pinpoint a moment, it would be a
philosophy class during his freshman year.
As he recounts, "I was bothered by so
many people talking about problems and
social change, then walking out of the
classroom and resuming ignoring the
problems because they had the privilege to
do so. What probably frustrated me the
most was that I knew I was just as guilty
as the next person with talking about
ideals but failing to live up to them. I
decided to pursue AmeriCorps because I
wanted to see if I was really up for living
service. Notjust talking about it, not just
doing it when it was convenient on the
weekends, but truly living service every
single day." As a volunteer, he moved
from community to community, filling in
where needed, and picking up and moving
at a moment's notice. During his year of
service, he worked for organizations such
as the United Methodist Relief Center in
rural South Carolina, the American Red
Cross in New York City, a state park in
Nashville, Tennessee, and Habitat for
Humanity in Henderson, Kentucky. These
varied stints involved anything from
building houses, to working with
Alzheimer's patients, to establishing a
food bank, to providing disaster relief to
New Yorkers in the wake of 9/I I.
con on page 8
8 Page
Service LuiiiiflUiiiiy
world. the to back giving to energy
and time their devoting to mitment
com- a made have students Honors
these high, all-time an revealed ence
indiffer- student of stories when time
a In world. developing the in lives
people's of quality the improving
in active him keeps that career a for
aiming is Britt And poor. the of lives
the improve to medicine nonprofit
in career a pursue to commitment
his solidified AmeriCorps Aaron,
For business. in career future his
of part integral an is work volunteer
his continue to ability the Grant,
For all. at Not world?" "real the into
off head they before idealism gilded
of moment a volunteerism Is three?
these for store in lies What
service. community
to commitment a with scholarship
outstanding combine to abilities
their for OSU at awards prestigious
won have three all contribution;
their values OSU work, their from
receive they satisfaction personal
the all to addition In experiences."
1
volunteer my of beneficiaiy primary
the always am "I argued, he work, his
from received he reverberations tive
posi- the of all of Because events."
service community at present always
are that individuals dynamic the
with so doing and causes, worthwhile
to tad a contributing enjoy simply
"I Ultimately, ignore. to difficult
finds simply and about passionate
feels he issues on works he for
thing, natural a seemed volunteering
Britt, For addiction." an of somewhat
became it need, much so with ties
communi- in being by removed were
blinders my and AmeriCorps started
I when And do. could I least the was it
way, a In had. I breaks the all without
people for especially people, other
for something do could I way small a
just was "AmeriCorps that, felt Aaron
Similarly, others." for difference
a making good, feel me makes "It said,
he service, of hours his on Reflecting
of." care taken be to needs and there
out need a .There's . lucky.. feel and
life my in blessings of lot a had "I've
explained, he As back. give to turn
his now was it that and excel, to life
in opportunities many so given been
had he that felt he Grant, For givers. as
themselves for but help, the receiving
person the for only not forming,
trans- was work their that agree all
citizenship, engaged with experiences
varied student's each Despite
world. developing the with associate
often we conditions in live America
in population the of pockets that
demonstrated walls, four with quarters
living even or water, running to access
without lived families many where
Carolina, South rural in work Aaron's
clinics, dental and medical area
at translate to him allowed Spanish
in fluency Britt's world. developing
the in blindness of individuals 1800
over cure to money enough raised
International Savers Sight for money
raise to Corvallis in activism to ment
commit- Grant's local. is global the and
global is local The world. globalizing
rapidly a in voluntarism 1.ent
of face changing the demonstrates
activism student's Each
Africa. West in abuses rights human
combating of goal larger his of part
is work this of All d'lvoire." Côte
and Leone Sierra Liberia, in seen
recently those as such conflicts, civil
and abuse domestic in increase an
societies, insecure generally to uted
contrib- have weapons these leaders,
power-hungry and tensions ethnic
resources, natural valuable flows,
refugee mercenaries, conditions,
economic poor with combined
when and, region, the in arms
light million eight roughly are "there
explains, Britt As Africa. West
in arms light of flow illicit the halt
to campaign organization's the lead
helping is he addition, In Nations.
United the with Guinea-Bissau
neighboring in elections observe to
assigned been has Britt RADDHO,
with time his During RADDHO).
as French in (known Rights
Human of Defense the for Meeting
African the called Senegal, in zation
organi- rights huinan a with interning
currently is Britt club, K Circle
the of chapter local the with working
and committee, hunger church's
local a on serving kitchens, soup
local at working including Corvallis,
in activities volunteer of list long
a to addition In component. tional
interna- an entailed service History,
in minor a with Spanish and Science
Political in majored who graduate
2004 a Conroy, Britt For
W
7
page from con Receive.., to is Give To
U
Hc
One of the most rewarding
parts about teaching Honors colloquia is creating a space in which
students engage in dynamic and indepth conversations. Students
discover that the tools for analysis,
research, and expression they have
learned and employed in other
disciplines (as diverse as biology,
Proposal," is Swift merely being ironic
for the sake of shock or is there a
deeper purpose? How much cultural
context must someone have to understand something like: "A Zen monk
walks up to a hotdog vendor and says,
'Make me one with everything'." Are
all jokes necessarily meant to be
"funny"? How do we begin to explain
psychological
mechanisms behind
Out of the Question:
Laughter, Music, and
Pictures as Homework
history, and engineering) are relevant
when examining machinations
behind subjects like music, humor,
and images. As is always the case,
the most valuable way of fostering
inquiry is to ask and elicit questions.
An example of the type of
colloquia that tackles an unconventional topic is "Killing the Frog:
Analyzing Humor." The title is from
E.B. White, "Humor can be dissected, as a frog can, but the thing
dies in the process." Students were
asked to bring in their own "frogs" to
dissect and discuss. They explored
different genres of humor (political,
religious, literary, sketch, bon mots,
even computer jokes), and discussed
distinctions among various classifications (wit versus unintentional
humor, satire and parody, different
types of irony). Students examined
everything from brief examples, such
as the witty retort (Lady Astor:
"Winston, if I were your wife I'd put
poison in your coffee." Winston:
"Nancy, if I were your husband I'd
drink it!"), to scenes from !ilms and
essays.
Can a joke have a latent
purpose beyond pure entertainment,
a lesson behind the laugh or
punchline? In his essay, "A Modest
the prevalent .4
comedic phenomenon of
schadenfreude,
laughing at someone
else's misfortune?
In another
colloquium, "Taking Notes: Writing
about Music," students were asked to
define and describe music. If, as one
composer said, "Writing about music
is like dancing about architecture,"
where to begin? How does one
explain our responses to a seemingly
abstract medium through such a
presumably precise vehicle as language? Moreover, how does one
establish a working definition of music
that will satisfy both artist and engineer? We start by listening, not only
to music but to what others have said
about it. Students were asked to bring
and present examples of music and
writing about music; what followed
was a lively discussion about everything from individual responses about
genres to the various uses of music
(sound tracks, commercials, anthems).
Students also explored some
theory and history in an attempt to
discern what other generations and
cultures thought of music. For example, what were the theological
implications of music in the Middle
Ages? (The medieval church considered certain intervals to be "evil.")
I-low do we begin to explain how
certain notes sound dissonant in some
contexts yet perfectly acceptable in
others? Why do some people find
Page 9
certain types of music repellent while
others find it compelling? Should a
bird mating call be described as
music? I-low about a piano sonata
composed by an artificial intelligence
program?
In "Writing about Images,"
students explored images in a variety
of contexts and definitions. They
began with definitions and theory,
discussing everything from choices
involved in framing a shot to the field
of semiotics.
Some of the questions that
arose led students into different areas
of theory and application. For example, what is the distinction between
a sign and a symbol? The class
discussed photographs, paintings,
logos, and more. Students' topics
included graffiti (various purposes,
legal definitions, and the question do
images and writing on a wall that is
designated for graffiti still constitute
the designation of "graffiti"?), commercial cartoon personalities that have
managed to work their way into our
cultural consciousness (Jolly Green
Giant, Trix Rabbit, Ronald
McDonald), and an explanation of the
history and meaning behind coats-ofarms.
The questions that come out
of UHC colloquia are intended to
remain rhetorical in nature, and many
are answered differently by different
students. Students do not always walk
away from a colloquium with answers.
Having discussed and written about
these topics, however, they often leave
with a hunger for more questions and
an appreciation for the process itself.
Whether students walk away
from these or other colloquia with
answers may not be as important as
having critical skills and even more
questions. The goal is to hone a
process, not to obtain closure.
/0 Page
College Honors University State Oregon the of publication
-
a
is HonorsLink
97331-2221 OR Corvallis,
Hall Strand 229
OSU at College Honors University
http://oregonstate.edu/dept/honors
honors.college©oregonstate.edu
541-737-6401 Fax 541-737-6400 Ph.
Mgr. Office Adm. Hancock, Diana
Director Resident Hall McNary Yeh, Carl
Liaison Academic Learning, Andrea
Counselor Admissions n, Lanceli Rebekah
Instructor Writing Hill, Eric
Faculty Visiting UHC Henderson, Sarah
2003-2004
Specialist Dev Foundation Escobar, Aaron
Mgr. Office Admin. Interim Brimley, Dwight
Faculty visiting UHC Bogley, Bill
Advisor Baker, LeeAnn
Dean Hendricks, Jon
College Honors University
I.Aczel D. Amir Aleph, the of Mystery The
Sciences Math Math, Junior, Barrese, Kenny
Diamond Jared Steel, and Germs Guns,
Mm Anchee Novel, A Orchid: Empress
Sci. Political Faculty, Visiting UHC Henderson, Sarah
Capote Truman Tiffany's, at Breakfast
Steinbeck John Eden, of East
Kozol Jonathan Resurrections, Ordinary
Ehreneich Barbara Dimed, and Nickel
Patchett Ann Canto, Be!
Sci. Political Senior, Clark, Jane
Dumas Alexandre Cristo, Monte of Count The
Harrier Heinrich Tibet, in Years Seven
Biophysics & Biochem. Senior, Ives, Crystal
Hesse Herman Goidmund, and Narcissus
Camus Albert Stranger, The
Orwell George 1984,
Huxley Aldous World, New Brave
Rand Ayn Shrugged, Atlas
Engineering Electronics & Electrical Senior, McFarlane, Brian
Hulley E. Charles Serpent, Rainbow The
Bryson Bill Under, Down
Engineering Electronics & Electrical Senior, Hershberg, Karma
Coehlo Paulo Alchemist, The
Coehlo Paulo Pilgrimage, The
Yeats B. W. Poems, Collected
Freeman M. Freeman), Dorothy and Car/son Rachel of (Letters Rachel Always,
Kobler J. & Thruelsen R. Post, Evening Saturday from Essays Mind: the of Adventures
Pangle L.S. Friendship, of Philosophy the and Aristotle
Engineering Mechanical Faculty, UHC Kanury, Murty
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Honors Roll: Donors of Distinction
May 2003 -April 2004
How high can you dream? A familiar rhetorical question to Honors students, and one appliable to the entire
OSU community. Ensuring student success is our reason for being. With the help of the generous people and organizations
who have made so many meaningful contributions to the Honors development effort in the past year we continue to do
even better.
Individual Donors
Andrew Abdelnour
Clayton & Connie Abel
Linda Appanaitis
Andrew & Roseann Bartmess
Ruth Beyer
Hugh & Martie Blodget
Ronald & Marilyn Bolstad
David & Barbara Brazleton
Tom & Carol Brown
Robin Brown
JoAnne Bunnage
John & Shirley Byrne
Robert & Maryhelen Calderw
Marilyn Chambers
Molly Chong
James & Linda Christeson
Keith & Susan Cochrun
Jay & Judith Conroy
Richard & CaroleAnn Crateau
Matthew & Alison Crateau
James & Dee Davis
Paul & Cathy Diacetis
Lorena Dornfeld
John Drexler
Aaron & Angela Escobar
Robert & Carol Fey
Larry Fickenscher
Douglas & Nancy Fisher
Douglas & Ten Fisher
James Fort
Michael & Kinsey Frick
John Furey & Karen Juergens
Myles & Pamela Gilmer
Joanne Grabinski
Carol Gregory
Gregory & Laura Grimes
Frank Guadagnolo
Diana Hancock
John & Tina Hansell
Larry & Helen Hearing
Jon Hendricks & Hazel Reeves
Daniel & Sara Herman
Edward & Valeri Hershberg
Tom & Gloria Hillstrom
Mike Hogue
Gordon & Barbara hams
Bruce Ito
C. Edmund & Edith Johnson
Bernard & Joyce Keefe
Walter& Helen Kelly
Lee & Joan Kilbourn
Clayton & Molly Kostetecky
Mark & Kathy Kralj
William Richards
Donald Richards
Lenard & Maxine Robertson
Ron & Kathy Ruthruff
Brenda Shonkwiler
James & Susan Shumake
Richard & ma Spady
Roy Strand
Anita Summers
Martin & Merrily Sutton
Ariana Sutton
Fil & InieldaTalain
Michael & Dolores Tanihio
Les & Anne Tappan
Richard & Kimberly Thompson
Robert & Patricia Togioka
David & Marcella Tretheway
Sally Tripp
John & Sharon Krauss
William & Michelle Krippaehne
James & Bonita Krueger
Allen & Tina Lane
Brian & Christine Lewis
Jill Lombaer
Johny & Jemma Luiz
Jeifry & Lynee Martin
Linda Martinez
Joseph Maxwell
James & Betty McCarty
Steven & Kathleen Troseth
Donald & Rosalyn Upson
Charles & Freda Vars
Ebenezer & Judith Vedanmthu
Tom & Valerie Wall
Robert & Jeanette McCuch
George &Vä1ie Miles
John Wallick
Margaret Walton
Russell & Reitha Weeks
Wendy Williams
Richard Wolf& Michele Decker
John & Joan Young
Leslie Mitchell
Sheridan & Sarah Mock
Theodore & Elaine Molskness
Charles & Shirley Mombell
Roy & Gayle Nelson
Andrew Nordquist
Richard & Connie North
Glen & Lois Oesch
Bryce Payne
William Pearcy
James Pennington
Maxie Peterson
Louis & Eleanor Piha
Quincy & Laurie Powers
James & Candy Puterbaugh
Brian Ratliff
Krisjanis & Verna Reynolds
Page / /
C
Corporate Donors
Abbot Laboratories
Federated Dept. Store
Hewlett-Packard Co.
International Business Machines
Marcus Electronics
Microsoft Corporation
Northwestern Mutual
OSU Chapter, Sigma Xi
Womens' Giving Circle, OSU Foundation
12 Page
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