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EXCELLENCE
BUILDING SUCCESS STORIES
Why academic excellence is an on-going project
editorial viewpoint
“LITTLE” STORIES
| by Lainey S. Cronk
We always feature students and alums whose
“big” stories show excellence through awards,
major projects, or brilliant careers. In this issue,
we take a “behind-the-stats” look at academic
excellence, using those impressive “big” stories
to illustrate our point, which they do so well.
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viewpoint
STAFF
Executive Editor Julie Z. Lee, ’98 | jzlee@puc.edu
Editor Lainey S. Cronk, ’04 | lscronk@puc.edu
Alumni Editor Herbert Ford, ’54 | hford@puc.edu
Layout and Design Haley Wesley | hwesley@puc.edu
Art Director Cliff Rusch, ’80 | crusch@puc.edu
Photo Editor Haley Wesley
Contributing Photographers Haley Wesley
Contributing Writers Elizabeth Rivera, ’08;
Karen Roth; Michael Skinner, ‘08; Carissa Smith, ‘08
Copy Editors Rita Hoshino, ’79; Kay Parks
Cover Design Haley Wesley
PUC ADMINISTRATION
President Richard Osborn, Ph.D.
Vice President for Academic Administration Nancy Lecourt, Ph.D.
Vice President for Financial Administration John Collins, ’70, Ed.D.
Vice President for Advancement Pam Sadler, CFRE
Vice President for Student Services Lisa Bissell Paulson, Ed.D.
Vice President for Marketing and Enrollment Julie Z. Lee, ’98
ALUMNI BOARD
Ron Stretter, ’68, President; Tureic Cordis, ’78, ’80; Lena Escandon,
’71; Tim Mitchell, ’76; Martha Utt-Billington, ’44, ’70; Barbara
Youngblood, ’47
CONTACT US
Post
ViewPoint Editor
Pacific Union College
One Angwin Avenue
Angwin, CA 94508-9797
e-mail ViewPoint@puc.edu
Phone (707) 965-6303
Fax
(707) 965-7101
http://www.puc.edu/PUC/newsevents/publications/ViewPoint/
4
12
8
Building Success Stories
Why academic excellence is an on-going project
Sustaining Excellence
The people who make it possible
News
25
Class Notes
28
Obituaries
30
Announcements
31
President’s Message
Vision Statement: ViewPoint, the Journal of Pacific Union College,
aims to be a vehicle for the school’s motto: “Thinkers, not mere
reflectors of other men’s thoughts.” ViewPoint provides PUC’s alumni
and friends with features that further the college’s educational and
spiritual ideals, with news about the college and its alumni, and with
means to unite, motivate, and inspire.
Produced by the Pacific Union College Office of Public Relations.
©2008, Pacific Union College
Printed in U.S.A.
Volume 31 no. 4
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ACADEMIC
Interactive, hands-on learning is one ingredient in student success stories.
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EXCELLENCE
BUILDING SUCCESS STORIES
Why academic excellence is an on-going project
By Lainey S. Cronk
You know those road construction projects that stretch into eternity? That’s what academic
excellence is like at PUC. Academic excellence is a vague term, a goal you’d presume for any
scholarly institution. But at PUC, it has a unique personality. It’s a site that’s always under
construction. The orange cones are permanent.
Oddly enough, that’s not a bad thing. In fact, it’s a
quality that’s central to the life and mission of the
college. Because what academic excellence means
here is not a ranking, a score, or a statistic (though
they can be indicators). Instead, it means Shondene
studying native bees, William examining ego
identity status, and a Cornell University professor
reminiscing about PUC. You’ll meet these characters
in a moment. The point, though, is that academic
excellence at PUC is about people and their success
stories, before and after graduation.
But it’s not about being a campus that collects people
with success stories; it’s about giving people success
stories here.
HAMLET, ARGENTINA, AND NATIVE BEES
Junior biology (pre-medicine) student Shondene
Griswold will be busy during the next two blooming
seasons of a Napa Valley chaparral plant called
the chemise. It’s preferred by the area’s native bees,
and Shondene will be studying (in layman’s terms)
interactions between the bees, the flowers, and the
presence of a certain chemical. Her research has been
influenced and informed by her father, who studies
bees for the Department of Agriculture (“I grew up
collecting bugs,” Shondene says), an ecologist in
Arizona whom Shondene works for in the summers,
and a professor at University of California, San
Francisco who has done research on native bees.
Shondene’s project is an example of a hands-on
approach to learning, a key element of how we
hold high standards in — or rather, out of — the
classroom. “Nationwide, the emphasis is still on
lecturing and testing,” says Lecourt, “but we want to
move toward significant learning and active learning.”
That makes our job harder. A school that only
accepts super-high-achieving students will naturally
turn out successful graduates. That looks good, but
it’s also pretty easy; as academic dean Nancy Lecourt
says, “A school that only takes in and puts out good
students — big whoop.” We, on the other hand,
have a commitment to the Adventist church and to
students from a variety of academic backgrounds.
We like it when already successful students choose
PUC, but we also accept those who need help
building success stories. As Lecourt says, “we don’t
just give them a chance — we help them succeed.”
This style of learning is especially versatile because
it’s useful for the entire spectrum of students. It
works for those who need more construction help
in building success stories, and it provides space for
more advanced students like Shondene to go a step
beyond.
It’s about bringing together the pieces and elements
necessary to create excellent students. “The focus is
on preparing excellent students,” says Lecourt. And
that’s a process that starts afresh with each new
young person that arrives on campus.
Amber Trott is another such student. A graphic
design major, she’s part of a department (visual
arts) that lends itself especially well to active
learning, but she’s going farther with her own skills
by doing freelance design work for Level, a highly
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respected design firm. She’s designed cards, labels,
and packaging for some of the culinary world’s top
names; but the learning she most appreciates is from
the company’s designers. “With years of experience
under their belt they have been able to improve my
typographic skills, push my concepting abilities and
encourage my enjoyment for design,” she says. “It’s
been really helpful seeing how an actual firm operates
and see graphic design applied.”
that I feel prepared me well for the challenges of
graduate school. Not only did they require us to do
research, they also encouraged us to attend conferences and make connections with others in the field
of psychology.”
EGO IDENTITY AND CHINESE HERBS
Bees and and prison field trips aside, the most
important aspect of learning at PUC is Aubyn, Brian,
and the rest of the professors and their leadership in
the learning environment.
The hands-on learning approach shows up across
campus. The history department is planning a
summer tour to Jamestown, Williamsburg, and Great A learning atmosphere is influenced by numerous
factors. Lecourt notes that SAT scores of incoming
Britain. The English department holds an annual
students — and anecdotal evidence — indicate that
summer Shakespeare in Performance class
advanced students tend to self-select PUC. “Who’s
in Ashland, Oregon, in which students read, watch,
in
the classroom makes a difference,” Lecourt says.
and discuss plays, and meet actors and staff. The
“Discussion can take place on a higher level, and they
Honors Program focuses on discussions, trips, and
bring the other students along.”
integrated learning.
The Shakespeare in
Performance class takes
active learning to the
Oregon Shakespeare
Festival every summer.
We also send high numbers of students to spend
terms abroad. And different classes take advantage of
area resources, such as the reporting class visiting San
Quentin state prison and the environmental science
class touring a geothermal plant.
“Active learning” also means that more and more
departments are encouraging or requiring students
to take internships, externships, and practicums,
Lecourt notes.
When our alums look back, they note the impact
this kind of learning had. Psychology alumnus David
Pizarro, ’97, has honed and applied his education
and research skills at Yale, UC Irvine, and Cornell.
Now an assistant professor at Cornell University
in the department of psychology, he still lauds his
PUC teachers and active learning. “My psychology
professors provided a great intellectual foundation
7!WjfxQpjou! ¦!Tqsjoh!3119
About two years ago, PUC took an extended look
at whether it should change its name to “university.”
After extensive research, the college board unanimously voted that PUC should remain a college in
name and function. Kelly Bock, director of education
for the Pacific Union, remarked, “I was impressed
at how deeply the faculty and students feel about
staying true to the mission of a college.”
That dedication means that professors are asked
to focus more on their students than on extensive
outside research — though many find ways to
continue scholarly pursuits on the side. “The scholarship of teaching and learning is important to us,”
explains Lecourt. “We may not ask our teachers to be
scholars, but we want them to be actively thinking
about teaching and learning.”
So it’s the teachers who are leading in the atmosphere
of learning. Juliana Dalotto, now the PUC director
of student activities, went to state universities before
studying at PUC. She was amazed to find students
frequenting PUC faculty homes for vespers, meals,
and discussions. “I hadn’t heard about PUC’s
teachers and how amazing they are — it was a nice
surprise upon arriving. I now brag about my teachers
to everyone. We have something very rare at PUC.”
“A MORE PROFITABLE CLASS OF CITIZENS”
Biology students can get advanced lab
experience working with professor Brian Wong on
his cancer prevention research.
One exciting intersection of teacher dedication and
active learning is professors working side-by-side
with students. Biology professor Brian Wong works
with student assistants in his lab research. Junior
biology and biophysics (pre-medicine) major Dinh
Nguyen has been working with Wong since last June
on the chemopreventive property of two Chinese
herbs on prostrate and colorectal cancer. With
Wong, he recently did a poster presentation for
the American Association for Cancer Research in
Philedelphia.
“Doing research helps me put everything together,”
Nguyen says, explaining that the work connects
textbook knowledge that sometimes seems irrelevant.
“Now, all those classes seem very useful and make
more sense to me. I can apply them in my research.”
Students Andrew Webster and Juliane Da Silva
recently worked on projects with psychology
professor Aubyn Fulton, and both papers have been
accepted for the Western Psychological Association
Convention. Webster’s project examined the
relationship between ego identity status and personality traits as they play out in everyday choices — in
this case, sandwich preferences. Da Silva and Fulton
examined the factors that influence forgetting,
including with victims of sexual abuse.
“We have a long history in our department of
psychology faculty mentoring student researchers,”
Fulton explains. “This is valuable for students,
because it helps them apply and understand the
research principles they learn in class in real-life
settings, and gives them experience presenting their
findings to a wider, professional audience.”
Fulton considers this “a good example of the kind of
individual mentoring relationships that teachers can
have with students at PUC because we are a small,
liberal arts college that focuses on teaching undergraduates, not graduate students.”
The result of this kind of learning scenario is that our
students are excellent. As they head into graduate
schools, the career world, and communities, they
prove to be successful. Looking back, they say that
PUC prepared them well.
When Ashley Riveira, ’01, headed from PUC to
Harvard School of Law, she made the transition to
one of America’s most prestigious and competitive
law schools with ease. “I felt well prepared for
Harvard,” she says. “I knew how to study, how to
hold my own in my classes and in campus life.”
Riveira has recently been recognized for a scholarly
book she co-wrote with a Harvard Law School
classmate.
Joanne Park, ’00, moved into a position with NBC
after graduation. As a publicist in the NBC entertainment publicity department, she has worked
on promoting many different shows such as $25
Million Dollar Hoax and Joey. “I chose to attend
PUC because I knew that I would get a Christian
education in a great environment. What I didn’t
expect was that I would get what I consider to be the
best education in communications and P.R.”
This training of excellence that Riveira and Park
experienced may be an ongoing process, but it is
a well-established standard. We’ve long had an
informal reputation as a “more academic” college,
and training in excellence was the goal long before
there were rankings or standardized tests. The
first Healdsburg College bulletin said education
was “improvement of the powers of the entire
human organism,” that students were to attain
a “commendable self-sufficiency” and be a “more
profitable class of citizens.”
So we’re keeping on our hard-hats. As long as
students are coming to PUC, we’ll keep teaching
and developing excellence. And both on campus and
after graduation, our students keep demonstrating
that what we’re building is worthwhile — both for
individual success and for the positive impact on
communities where these alums live, work, and serve.
VP
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news
Students Attend Film Festival
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PUC students attended the 2008 Sundance Film Festival in Utah,
the largest independent film festival in the United States.
College Wins Debate Over Property Rights
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Students joined other PUC
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Darfur Conflict Survivors Speak at PUC
Adam and Asal, two survivors from the Darfur conflict region in Sudan, shared their first-hand accounts with PUC.
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Faculty Continue Scholarly Pursuits
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Two Novels Carry on the Utt Legacy
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Student Film Wins Platinum Ava Award
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Image reprinted with permission from ADVANCE Newsmagazines
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LEGEND
Donor group by graduating
class or PUC affiliation
PUC class agent
Class participation
Classes of 1923-1935
Florence I. (Nagel) Howlett
Sherman A. Nagel
18% | $6,775
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Class of 1936
33% | $150
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Class of 1937
21% | $221
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Class of 1938
14% | $2,680
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Class of 1939
Shirley C. (Cavin) Johnson
9% | $186
Nbsjbo!)Gfttmfs*!Hbssfuu!
Lbuiszo!)Gbsmfz*!Lmfjo!1
Epsjt!K/!)Kfzt*!Ofjmtfo
!
Class of 1940
Francis W. Ruddle
31% | $626
M/!Nfbef!Cbmexjo!!
N/!J/!)Kbnft*!Cpxfst!!
Hbmfub!N/!)Bqqmfhbuf*!
Csfxfs!!
Wjodfou!F/!Hbseofs!!
Epspuiz!N/!)Evudifs*!
Ipjmboe.Tubomfz!!
Classes of 1923-1935
Florence I. (Nagel) Howlett
Sherman A. Nagel
18% | $6,775
Mpjt!F/!)Xiffmfs*!Cfssz
Nbshf!I/!)Ipehf*!Kfuupo!
Gmpsfodf!K/!)Npsufotfo*!
Njudifmm!
Efmmb!M/!)Sfjmf*!Nbhvjsf!!
Qjfsdf!K/!Nppsf!!
Wfsofuuf!F/!)Opse*!Npssjdf!!
Jtbcfm!B/!)Tufxbsu*!!
Ofxcpme!1!
Boob!C/!)Ubcfs*!Qpzoufs!!
!
Class of 1941
33% | $11,534
Ebwje!T/!Cpxfo!!
Epspuiz!B/!)Upxmf*!Cpxfo!!
Qbusjdjb!F/!)Hjeejoht*!
Fnnfstpo!!
Nfswzo!H/!Ibsejohf!!
Nbskpsjf!I/!)Tbuifs*!Ibsf!!
Mpjt!N/!)Tuvnq*!Ifosz!!
N/!Kfbo!)Tufwfot*!Kfolt!!
Bobcfm!M/!)Tdifqqmfs*!
Lobqq!!
Svui!)Xbhofs*!Mjoobof!!
Sptdpf!T/!Mpxsz!1!!
Bmgsfe!I/!Mvj!!
Nbskpsjf!F/!)Ibssjtpo*!
Njmmbs!!
Kpio!D/!Sppt!
!
Class of 1942
29% | $9,536
Nbsz!K/!)Ubcfs*!Cbsvdi!!
Epsb!)Tdivcfsu*!Cvmmfs!!
Ibspme!I/!Ibsf!!
Svui!N/!)Ibotfo*!NdDpz!!!
Epspuiz!K/!)Xbssfo*!Nzfst!!
Epsjt!F/!)Ibotfo*!Pxfot!!
Mmpze!M/!Pxfot!!
Zbflp!Tijnbeb!!
Epobme!M/!Tujmtpo!!
Njmesfe!B/!)Tnjui*!Tujmtpo!!
Ofbm!D/!Xjmtpo!1!!
Dibsmft!L/!Zbnbtijsp!!
!
Class of 1943
William A. Hilliard
47% | $104,202
Kpio!N/!Boipmn!!
Svui!F/!)Dmpwfs*!Cbscfs!!
Xbmufs!F/!Cbscfs!!
Fmtjf!G/!)Mzbv*!Diboh!!
Hfpshf!D/!Hbncpb!1!
Xjmmjbn!B/!Ijmmjbse!!
Dbspm!F/!)Ibmmpdl*!Nbzft!!
Kpio!X/!NdDpoofmm!1!!
Nbvsjof!B/!)Cmpdl*!!
Njudifmm!1!
Spcfsu!X/!Pmtpo!1!
F{fljfm!T/!Sbnjsf{!!
Total gift of listed group
Giving level symbol:
Mbvsfuub!G/!)Gjdlftt*!!
Sbnjsf{!!
Sjdibse!B/!Sfougsp!1!
Kpboob!F/!)Ifjn*!Sfu{fs!!
Mvdjmmf!K/!)Qbslt*!Sppt!!
Spcfsu!M/!Tivnxbz!!
Dibsmft!S/!Ubzmps!!
Ijmeb!Q/!)Qjuufoesjhi*!Wjyjf!!
Fwfmzo!F/!)Lsbgu*!Xbmmbdf!!
Nbsjpo!K/!)Kpio*!Xbsfibn
Class of 1944
George W. Munson
29% | $2,095
I/!Spnbjo!Ejypo!!
Sjdibse!W/!Sfjtxjh!!
Epspuiz!N/!)Ofmtpo*!Sfu{fs!!
Gfsopo!Sfu{fs!!
Ifmnvui!D/!Sfu{fs!!
Kpio!E/!Sipeft!!
Epobme!H/!Tbuifs!!
Sptf!W/!)Tdpßfme*!!
Tibgfs.Pmtpo!1!
Fmefo!C/!Tnjui!!
Nbsuib!B/!)Spplt*!!
Vuu.Cjmmjohupo!
!
Class of 1945
Lawrence E. Davidson
42% | $2,033
Psmfz!N/!Cfsh!!
Nbsz!Kfbo!)Hsbibn*!!
Dpfvs.Cbsspo!Uipnqtpo!!
Mbxsfodf!F/!Ebwjetpo!!
T/!Kfbo!)Hfsbuz*!Hbse!!
Boupjofuuf!B/!Hpnft!!!
Tijsmfz!N/!)Tnjui*!Hvss!!
Nbsujo!S/!Ipfio!!
Kpzdf!X/!Ipqq!!
Wjshjojb!N/!)Wbo!Lfqqfm*!
Ivhift!!
M/!Mvdjmf!Mfxjt!!
Mzmf!P/!NdDpz!!
Sptfnbsjf!E/!)Xijuf*!
Ptnvotpo!!
Sjdibse!I/!Vuu!!
Mfp!S/!Wbo!Epmtpo!!
Kpzdf!C/!)Ejmmpo*!Xijuf
!
Class of 1946
S. Lawrence Maxwell
37% | $4,219
Nbsjf!)Qfbstpo*!Evodbo!!
Kvbojub!M/!)Mvdlfuu*!!
Gsffnbo!1!
Nbsjf!B/!)Hvjep*!Hsfhpsz!!
J Deceased
1 The Founder
Committee of 100
($500)
President’s Circle
($1,000)
Epspuiz!P/!)Dbtumfnbo*!
Kpiotpo!!
Fmfbops!)Ibz*!Lmfjo!!
T/!Mbxsfodf!Nbyxfmm!1!
Nbshvfsjuf!B/!)Boopgtlz*!
NdHsbx!!
Wjodfou!J/!Npshbo!!
Fwfmzo!B/!)Dpsejt*!Qmvnnfs!!
Ibswfz!Sfu{fs!!
Mpvjt!Q/!Tdivuufs!!
Mpjt!B/!)Esvnnpoe*!!
Tuppqt!1!
Spcfsu!M/!Uipnbt
!
Class of 1947
Barbara J. (Mikkelsen)
Youngblood
43% | $10,701
Dbsspmm!W/!Csbvfs!!
Epsjt!N/!Dspdlfs!!
Tubomfz!N/!Hsjtxpme!!
Mpfmmb!N/!)Upoo*!Lfoofez!!
Fmj{bcfui!)Ljn*!Mvuibt!1!!
Qbvmjof!H/!)Xfju{*!Nbyxfmm!!
Xfmmftmfz!Nvjs!1!
Lfoofui!X/!Nzfst!!
Mpvjt!X/!Opsnjohupo!!
Fvhfof!T/!Tisfzfs!!
Uifpepsf!Q/!Vuu!!
Kvof!F/!Xjmtpo!!
Cbscbsb!K/!)Njllfmtfo*!
Zpvohcmppe
!
Class of 1948
Dalton D. Baldwin
21% | $4,034
Ebmupo!E/!Cbmexjo!!
Cfsu!C/!Cfbdi!1!!
Cfui!B/!)Qpxfst*!Cfsobse!!
F/!Nbshbsfu!)Tbdlfuu*!Cftu!1!
Sjdibse!H/!Evodbo!!
Kvtujo!D/!Ibnfs!!
Hfpshjb!F/!)Qfssjo*!
Lvimnbo!!
Mvuifb!F/!)Ftufz*!Pxfot!1!
Dbspm!K/!)Xbsofdlf*!Sbu{mbgg!!
Fmmjt!S/!Sjdi!1!
Wfsb!M/!)Mzbv*!Tnjui!!
Mzmf!N/!)Xbmmbdf*!!
Tupdlebmf!
!
Class of 1949
Winona M. (Slater) Letcher
35% | $8,140
N/!Nbsmjo!Dmbsl!!
Cpoojub!S/!)Ibhfm*!Gmfjtdifs!!
0 Advocate ($2,500)
Howell Mountain
Benefactor
($5,000)
Cfwfsmfz!M/!)Dppltpo*!
Hbmvtib!!
Spo!G/!Iboo!1!
Nbf!M/!)Ejdlnbo*!Ipmmboe!!
Wfsopo!T/!Ipmn!1!!
Cpc!U/!Ippwfs!1!!
Xjopob!N/!)Tmbufs*!Mfudifs!!
Cfuuz!K/!)Nvoebmm*!Mpohp!!
Mbxsfodf!E/!Mpohp!!!
Wfsopo!D/!Mvuibt!1!
Epo!F/!Nbotfmm!!
Nfsmjo!I/!Nbvl!!
Hpsepo!S/!Ptcpso!!
Epo!S/!Qfbstpo!!
Tbmmz!)Dpo{fmnbo*!!
Qfufstpo!1!
Ipsbdf!M/!Tqfbs!!
Gmpsfodf!S/!)Iftt*!!
Tqvsmpdl!0!
Tbsb!K/!)Tmvefs*!Uipnqtpo!!
Nbsbmzo!Xjmfnbo!!
!
Class of 1950
V. Kenneth Juler
39% | $11,151
Bnfmjb!N/!)NdBepp*!Cszbo!!
Hpsepo!F/!Cvmmpdl!1!
Kfbo!F/!)Csbvfs*!Cvsu!!
Sjdibse!Dbsmtfo!1!
Nfsmzo!D/!Evfsltfo!!
Xbmufs!T/!Fcfsmfjo!!
N/!Nbshbsfu!)Qvuobn*!
Fjhinf!!
Lfomfz!X/!Gbmdpofs!!
Ibswfz!B/!Ipmnft!!
Cfwfsmfz!)Xibmjo*!Ivccbse!!
Ifmfo!L/!)Fkj*!Jtijlbxb!!
Cfsobss!C/!Kpiotpo!!
W/!Lfoofui!Kvmfs!0!
Fwfsfuu!S/!Ljuup!!
Njsjbn!P/!)Piub*!!
Lpcbzbtij!1!
Spcfsu!H/!Mfudifs!!
Xjmmjbn!Q/!Mjoobof!!!
Svui!O/!Mphbo!!
Sbmqi!N/!NdDmptlfz!!
Kp!Sbz!)Cfbdi*!Nfuifsfmm!!
X/!Bmmxzo!Nfuifsfmm!!
Opsnbo!D/!Npssjt!1!
Nbsz!U/!Ojtijnpup!!
Pswbm!B/!Qfufstpo!1!!
Qbvm!F/!Qmvnnfs!!
Sjdibse!L/!Qpxfmm!!
Ibspme!F/!Tivmm!!
Cbscbsb!X/!Tjnpot!!
Mbvsfo!M/!Tnjui!!
Tubomfz!H/!Tuvshft!!
!WjfxQpjou!¦!Tqsjoh!3119!24!
Obtife!Gbnjmz!Foepxfe!!
Tdipmbstijq
ÓZpv!dbo!hjwf!jo!bmm!tpsut!pg!xbzt-!boe!J!
bn!bqqsfdjbujwf!gps!uif!ifmq!J!hpu/!J!ipqf!jo!
nz!dbsffs!ju!qbzt!pgg!Ò!boe!J!dbo!hjwf!cbdl/Ô!
Kfttjdb!Qijmqpu!xbt!bxbsefe!uif!Obtife!
Gbnjmz!Foepxfe!Tdipmbstijq!jo!3117/!
Uif!mjcfsbm!tuvejft!fmfnfoubsz!fevdbujpo!
nbkps!bqqsfdjbufe!uif!fyusb!uvjujpo!ifmq!
tif!sfdfjwfe!cfdbvtf!ju!fobcmfe!ifs!up!gpdvt!
npsf!po!ifs!bdbefnjdt!xjuipvu!ibwjoh!up!
ublf!pvu!fyusb!mpbot/!Kfttjdb!ipqft!tif!upp!
dbo!dpoujovf!ifs!fevdbujpo!xjui!b!nbtufsÖt!
efhsff!jo!fevdbujpo/
Uif!Obtife!Gbnjmz!Tdipmbstijq-!pof!pg!
QVDÖt!nboz!foepxfe!tdipmbstijqt-!xbt!
ftubcmjtife!jo!2::6!cz!Zbdpvc!Obtife!boe!
ijt!mbuf!xjgf-!Fmmfo/!ÓJ!cfmjfwf!jo!Disjtujbo!
fevdbujpo/!J!cfofßufe!nvdi!gspn!uif!
ifmq!J!sfdfjwfe-!boe!jg!J!dbo!ifmq!J!xjmm-Ô!
tbzt!Zbdpvc/!Uif!dpvqmf!ftubcmjtife!uif!
foepxnfou!up!ifmq!tuvefout!ßobodjbmmz!
pcubjo!uifjs!fevdbujpo-!bmuipvhi!Zbdpvc!
opuft!uibu!if!boe!Fmmfo!xfsf!uif!poft!
sfdfjwjoh!b!cmfttjoh!gspn!uif!dpousjcvujpo/!
Mpoh.tuboejoh!nfncfst!pg!uif!
dpnnvojuz-!uif!Obtifet!xfsf!qbttjpobuf!
bcpvu!Bewfoujtu!fevdbujpo-!ßof!bsut!boe!
tdjfodf/!Zbdpvc-!bo!Fhzqujbo!qiztjdjtu-!xbt!
bmtp!b!tdjfodf!ufbdifs!bu!pof!ujnf/!Cftjeft!
uifjs!fevdbujpo!joufsftut-!uif!dpvqmf!qmbzfe!
bo!bdujwf!spmf!bu!uif!Bohxjo!Uffo!Dfoufs-!
xijdi!qspwjeft!b!tbgf!boe!tujnvmbujoh!
fowjsponfou!uispvhi!nfoupsjoh!boe!
qspwjejoh!bttjtubodf!gps!mpdbm!zpvoh!qfpqmf/
Csjbo!Dbnqpt-!pof!pg!ufo!pvutuboejoh!
tuvefout!bxbsefe!gvoet!gspn!uif!
tdipmbstijq!jo!3118-!opufe!ipx!uif!bxbse!
bmmpxt!tuvefout!up!tibsf!uifjs!lopxmfehf!
boe!cmfttjoht!xjui!uiptf!xip!offe!ju!nptu/!
Csjbo-!b!tpqipnpsf!uifpmphz!nbkps-!
esfbnt!pg!pof!ebz!cfdpnjoh!b!zpvui!qbtups!
boe!tibsjoh!uif!ofxt!pg!uif!hptqfm/!ÓJ!xbou!
up!cf!bcmf!up!hp!pvu!uifsf!boe!ifmq!qfpqmf!
xjui!xibu!J!mfbsofe-!boe!bduvbmmz!tipx!uif!
xpsme-!boe!ufmm!uifn!bcpvu!KftvtÖ!mpwf!!
gps!uifn/Ô
Cz!Dbsjttb!Tnjui
25!WjfxQpjou!¦!Tqsjoh!3119
Tfutvlp!H/!)Ibuboblb*!
Ublfop!1!!
Ftuifs!K/!)Qbwmb*!Ubsbohmf!!
Tufwfo!H/!Ubsbohmf!!
Obodz!F/!)Sptt*!Ujllfs!1!!
F/!Xbzof!Ujmmbz!!
Kfbo!)Bbhbbse*!Uvsofs!!
Jsfof!F/!)Cvshftpo*!Xbmqfs!!
Ofmeb!F/!)Ibssjt*!Xbssfo
!
Class of 1951
Carolyn S. (Thompson)
Williams
37% | $12,264
Tijhfopcv!Bsblblj!!
Dibsmft!N/!Cpmboefs!!
Kpio!E/!Csjhht!!
Epspuiz!B/!)Dsjtq*!Dpomfz!!
Bsof!X/!Ejyofs!!
Wfsob!)Uipnqtpo*!Ejypo!!
Mmpze!F/!Fjhinf!!
Efmubmff!)NdJouzsf*!Hbuft!!
Sjdibse!X/!Ivccbse!!
Mzoo!D/!Kpiotpo!!
Kpio!F/!Kpoft!!
D/!Sfy!Mb!Hsbohf!!!
Svui!F/!Nbeepy!!
Uifpepsf!Nbsutdi!!
Qizmmjt!I/!)Hbfef*!Npggbuu!!
Bsuivs!N/!Pxfot!1!
Kpbo!B/!)Ljoepqq*!Qfoofs!!
Bmub!)Tdispfefs*!Qfzupo!!
K/!Qijmjq!Sfiohsfo!!
Nbsz!Mpv!)Dbssjfs*!Sjdi!!
Qbvm!P/!Tifbsfs!!
Uipnbt!I/!Tifmepo!!
Ivcfsu!G/!Tuvshft!1!
Xbmmbdf!B/!Ubnbzptf!!
Fsjd!H/!Ubss!!
Kptfqijof!W/!)Byufmm*!Uvsofs!!
Kbojdf!)Tnjui*!wpo!Qpimf!!
Dbsm!I/!Xjmmjbnt!1!!
Dbspmzo!T/!)Uipnqtpo*!
Xjmmjbnt!1!!!
Bmjdf!J/!)J{vp*!Zbnbojtij!1!
Njmmjf!N/!)Vscjti*!
Zpvohcfsh!!
Fsoftu!T/
