Newsletter  Volume 2 Issue 18
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August 8, 2016
This issue of our newsletter is sent to members and friends of the Emory University Emeritus College (EUEC). I hope the newsletter will help keep you informed about our activities and help you feel connected with our members throughout the U.S.  On the left are links to our website and links to contact either me or the EUEC office.   

With best wishes,
Gray F. Crouse
Director, EUEC
In this Issue:
DirectorMessage from the Director

I hope you enjoy reading this issue as much as I enjoyed putting it together. We have a special opportunity to help the College in its 1915 Scholars Program. I have only mentioned this program to a few EUEC members so far, but I am really encouraged at the enthusiastic response; many of us can appreciate the difficulties that first-generation students face at an institution like Emory and can see the value that EUEC members could provide as mentors. Please read about this program and let me know if you would like to volunteer. We are on a tight timeframe because the start of the semester is coming all too soon!
One of our own is the new Interim Provost and Steve Nowicki gives us a special inside view of the Brexit vote--a vote that was disturbing in several ways. Holly York invites us to participate in her ModPo MOOC--this is something that EUEC members can do, no matter where in the world they live! We have reports on our last Lunch Colloquium and on the Sleep Program presented by our Membership and Development Committee, as well as links that will let you view them if you were unable to be here. Many of you will be watching some of the Rio Olympics; there is a link to a recently-published article on Emory's Olympic Legacy that you might find interesting, particularly if you were in Atlanta at that time.
There is more. Your comments are always welcome and please let us know about your faculty activities--we don't have a large news-gathering operation here and depend on your help!

I am very grateful to John Bugge, Herb Benario, and Gretchen Schulz for help with proofing and editing.  
LCSep12TopLunch Colloquium September 12

White Rage: The Unspoken Truth of our Racial Divide

Room 112-114

Carol Anderson
Samuel Candler Dobbs Professor
Chair, African American Studies

More information about this Colloquium will be in the next newsletter!

LCJuly25TopLunch Colloquium July 25

Divided America and the 2016 Elections

Alan I. Abramowitz
Alben W. Barkley Professor of Political Science


Top1915A Chance to Help

EUEC members from all schools and disciplines are being invited to participate as mentors in the 1915 Scholars Program. This program is described in detail below, but the basics are that the program is aimed at helping first-generation college students navigate a complex University environment. The role of EUEC members is not to be tutors and is not to be academic advisors, but rather to be a mentor. One example of the challenges that such students face can be seen in the following graph:

Most of us can understand the difficulty of trying to succeed in an environment where we feel inadequate in many different areas. This proposal to support first-generation students has been presented to a few EUEC members, and some have already replied:
"I was a first generation college student myself from a working/lower class background and likely would have benefited from such mentoring and guidance during my four years in a solid middle class private college, but I think that no one considered these issues 60 years ago when I entered college."
"I would be willing to try mentoring a student in the 1915 Scholars Program.  I am the child of immigrants and was a first generation high school and college graduate.  We were also financially challenged."
I invite you to read about the program below. The time commitment is modest (perhaps 10-15 hours per semester) and the contribution to a student's life is potentially very large. Please respond to me soon if you are interested, as our participation will begin as this semester begins.
--Gray Crouse

EUEC Member Named Interim Provost

EUEC Member Stuart Zola has just been named Interim Provost and Executive Vice President for Academic Affairs:

I am pleased to announce that Stuart Zola will serve as interim provost and executive vice president for academic affairs, effective August 15, 2016. Dr. Zola was identified based on an extensive process that allowed for thoughtful input from a wide range of individuals who have a deep understanding of academic affairs at Emory.


Dr. Zola's appointment brings to the office a respected, well-known leader with a long history of service at Emory. The many roles he has held at the University include director of the Yerkes National Primate Research Center, professor of psychiatry and behavioral science in the Emory School of Medicine (now emeritus), and co-director of the Emory Alzheimer's Disease Research Center. Most recently, he has served as deputy associate chief of staff for research at the Atlanta Veterans Affairs Medical Center, enhancing relationships between the VA and Emory and other institutions of higher education in the region. One of the nation's leading neuroscientists and a fellow of the American Association for the Advancement of Science, Dr. Zola has contributed valuable insights into how the brain organizes memory and how this process relates to memory problems. In addition, he is co-founder of Neurotrack, a digital technology company that is developing a quick, web-based test that uses eye-tracking technology to diagnose mild cognitive impairment.


The search for Emory's next provost will launch in September 2016, with the expectation of identifying the final candidate in spring/summer 2017. Meanwhile, we are in good hands with Dr. Zola, an exemplary leader who brings deep understanding and a depth of experience to academic affairs. I know that you will join me in welcoming him to this new role.




Claire E. Sterk




BrexTopBREXIT--An Inside View

You have doubtless read about the UK vote to leave the European Union.  EUEC Member Steve Nowicki was doing research at Bristol University at the time of the vote and gives us an inside view of that period.



Just before I retired, there was much furor about MOOCs*. (For more on MOOCs,  click here to read a summary document, click to read the following newsletter issues with articles on MOOCs:  Volume 1 Issue #3, Volume 1 Issue #8, and Volume 1 Issue #12.)  They seemed to be about to take over our teaching, replacing our classroom presence with a remote machine. While I had always been an early adopter of classroom technologies, I was put off by their labor-intensive nature, the snowballing of content, and the ever-increasing speed and quantity of communication that they were bringing about. It looked a lot like a dehumanization of teaching.
As data on MOOC effectiveness began to come in, reviews were mixed. While enrollment for a particular course might be in the tens of thousands, completion rates tended to be a small fraction of that. Yet the variety of course offerings, many from top-tier universities, made them enticing and they were usually free.
Their appearance may have subliminally played into my decision to retire when I did for two reasons: 1) my dread of dealing with them as a teacher, and 2) my enthusiasm for enrolling in them as a learner. The ten or so that I have experienced so far have all been interesting but the smaller handful that have successfully built a community of learning have been --well, I can't help it--life-changing.
This fall will mark my second year as a community mentor for Modern and Contemporary American Poetry, a Coursera offering taught by Al Filreis at the University of Pennsylvania. I continue to be amazed by the intensity of engagement of this international circle of learners who bring a broad range of cultures, ages, and points of view to each work we read together.
A platoon of about 60 individually invited mentors in a variety of time zones as well as disciplines, we community mentors are charged with facilitating discussions, encouraging comments, answering or referring questions, and generally making sure that communication among these richly diverse participants remains civil. Passions can run surprisingly high when people are comparing readings of poems. During this process, we also compare notes among ourselves and with Professor Al, who is omnipresent in the forums. There seems to be a friendly competition among mentors, each trying to be more helpful and eloquent than the next.
This is a course that people take multiple times. While the core poems don't change, there is always something fresh to experience, new to learn, both from one's own reading and from others who bring a multiplicity of perspectives. The 2016 edition of the eight-week course begins September 10. Enrollment (free) is now open at No background in poetry is necessary, though the course format makes it stimulating for those with greater levels of expertise, too. If you sign up for the course, let me know. Perhaps we could read the poems together in an Emeritus discussion group as a supplement to our online participation.
--Holly York
*From Wikipedia: A Massive Open Online Course (MOOC /muːk/) is an online course aimed at unlimited participation and open access via the web.
2016 Convocation--August 23

Faculty are invited to participate in the 2016 Convocation (in full regalia).  Faculty turnout is generally low at this event, and so your participation is especially welcome:


Dear Emory Faculty Members,


We invite you to join us for the 2016 Convocation on Tuesday, August 23 at 4:30 p.m. in the Woodruff P.E. Center (WoodPEC). This year's Convocation includes a faculty address by Judy Raggi Moore, Professor of Pedagogy in the French and Italian department; a special presentation on Shakespeare from Theater Studies department faculty; and an address to the students from President-elect Sterk. 


If you wish to attend, please click here to register by August 18.  Declines need not register, nor reply to this email. An accurate count is very important to ensure that the correct number of faculty chairs (located directly in front of the stage) is set in place. This is a full-regalia event with a bagpiper-led processional march. 

Thank you,


Michael Kloss

Office of University Events


SleepTopJuly 21--A Program Sponsored by the Membership and Development Committee

Ann E. Rogers, PhD, RN, FAAN, FAASM
Edith F. Honeycutt Chair in Nursing
Professor and Director of Graduate Studies 

TO SLEEP, PERCHANCE TO DREAM: Sleeping Well at Any Age

FacAcTopFaculty Activities

 Click here to read about our faculty member, Cory Kratz.

We note the passing of EUEC Member Peter Mayfield and of Mary Lynn Morgan.

PWDuoTopEmory Passwords and New Security

A summary of the upcoming changes required for using various Emory systems is provided below. 

Emory's Olympic Legacy

As we start watching the Rio Olympics, many of you may remember when the Olympics were held in Atlanta in 1996.  Although no competitions took place on the Emory campus, there was a lot of Olympics-related activity on campus.  The Emory News Center posted a retrospective article on those activities that you can read by clicking here.
Bot1915A Chance to Help

Here is the proposal from the College asking for our help:

The 1915 Scholars Program is designed specifically for first generation students in Emory College.  Named for the year that Emory was chartered by DeKalb County to move to the Atlanta Campus, the 1915 Scholars Program promotes the ongoing journey of students who are the first in their family to attend college. The goal of the program is to provide academic advising and connections to a variety of academic options, such as research opportunities, as well as to connect these students with leadership and services activities through connections with peers, graduates, faculty, administrators, staff, and alumni.
Program Mission
The 1915 Scholars Program aims to bolster recruitment and retention efforts of first-generation students by providing intentional and continued support for them throughout their years at Emory. Through faculty, staff, and peer mentoring starting with a structured transition program that highlights resources and engagement opportunities on campus, students who participate in the 1915 Scholars Program will develop the skills to become empowered and connected leaders in the Emory community. The 1915 Scholars Program will also serve to further diversify the Emory student body by allowing greater access and support to students with limited financial means.
We are beginning the third year of the program and approximately 20 incoming first-year students will participate in the new cohort.  Each of these students comes from a family with a household income of less than $60,000, and many of the participating students have somewhat lower SAT scores on average compared with peers in their Emory cohort.  They were selected for admission based on their high school success and their talents and interests.
Faculty Role
Although students who have participated in past years express satisfaction with most aspects of the 1915 Scholars Program, one area of weakness has been connections with Emory faculty. We see a valuable role for faculty in the Emeritus College in supporting this unique group of students. Consistent with the literature on first generation students, many of our Scholars have described challenges in knowing how to communicate with and to establish meaningful working relationships with their instructors. They often find it difficult to navigate a university system for the first time. As we look for ways to expand the faculty component of the program, we see your experience with students and your deep understanding of the opportunities and challenges of college life developed over your years at Emory as a tremendous asset.  In whatever division of the University you were based, your experience, knowledge and understanding of student life can be of great benefit to these students.
While faculty advisors in the College are assigned to help students with course selection, identifying academic goals, and understanding requirements, we want to introduce a mentoring component for the 1915 scholars that goes beyond advising and focuses on building a rapport and shepherding students through the transition to college life. We see your role as a 1915 faculty mentor as complementing these other relationships. 
We are looking for 10-15 mentors who will commit for one year to work with this program. Each faculty mentor will work with one or two students.
Mentors will:
  • Meet with their mentees for one hour each month (three times per semester) either individually or in small groups;
  • Refer scholars to appropriate resources to support their transition to college;
  • Attend one training session at the start of the semester;
  • Attend the scholar welcome ice cream social if convenient;
  • Attend additional monthly mentor group meetings to discuss mentoring activities when convenient.
One-hour session in mid-August TBA to help prepare you for your role as a faculty mentor.
Topics will include:
Background of our scholars
Role of the faculty mentor
Literature/best practices on mentoring first-generation college students
Discussion of campus resources
Communication strategies
Timeline of events and participation
You will also be able to speak with our 1915 committee members at any time to discuss your mentees or receive guidance.
LCJuly25BotLunch Colloquium July 25

Divided America and the 2016 Elections

Alan I. Abramowitz
Alben W. Barkley Professor of Political Science

At the July 25 Lunch Colloquium, a capacity crowd filled the Luce Center meeting room to hear Alben W. Barkley Professor of Political Science Alan Abramowitz speak on the subject of "Voting in an Age of Polarization: The Outlook for November."


The U.S. is in a new era of national competition with its closely divided electorate and one-party domination in each state. 2012 saw few closely contested states; states tended to be deep red or deep blue with few swing states. In fact, 40 states, of which 18 vote Democratic and 22 vote Republican, have remained with the same party in the last four elections. There have been no landslides in the last four elections.


2016 is a high stakes election not only because of the vast differences between Clinton and Trump in personality, style, experience and ideology, but also because of the number of races to be decided nationally. This includes 435 House seats, 34 Senate seats of which 24 are currently held by Republicans, 12 state governors, and hundreds of state legislators. In addition, the choice of President and the makeup of Congress will determine the composition of the U.S. Supreme Court, which already has one vacancy and a number of Justices who may be nearing retirement.


In addition to major party candidates Clinton and Trump, the presidential choices in November will also include Libertarian candidate Gary Johnson and Green Party candidate Jill Stein. While Johnson's and Stein's early poll numbers may have benefitted from the extreme unpopularity of Trump and Clinton, observation over time has shown that potential third-party voters often fall in line with one of the major candidates by election day.


There has been a high degree of consistency between the party of the successful presidential candidate and winners of the House and Senate races. This may be explained by the strongly partisan nature of the electorate, who tend to vote a straight ticket. Even those who like to pride themselves on being "independent" usually lean toward one party or the other, so one might refer to them as "closet partisans."


The sharp division of the political landscape reflects a number of deeper societal divisions, among them a growing racial divide. Nonwhites, who made up 28% of the electorate in 2012, will account for an even higher percentage in 2016.  In fact, with its rapid growth in racial diversity, Georgia may well become a swing state by 2024. A cultural divide that one might characterize as "Darwin vs. Jesus" mainly affects whites, for whom religiosity is now a more accurate predictor of voter preference than financial status. On the ideological front, whites have in general become much more conservative. In the news-media divide, the traditional television networks tend to skew Democratic, while Fox and some others lean Republican. Finally, there is the affective divide: the two sides truly dislike each other.


In a strongly divided electorate with few swing voters, the growing diversity of the population is advantageous to the Democrats. On the other hand, the fact that the Democrats have held the White House for eight years favors the Republicans. Some key indicators to watch are: Obama's approval rating, which at present is good; the state of the economy, also good in terms of consumer confidence and job creation, but bad in terms of median income, which is flat; and the fact that recent income gains have not been widely shared across socio-economic groups.


Of the two major party nominees, Clinton entered the convention season with a slight advantage in the polls. However, polls around convention time are less meaningful than others because of the convention "bump." Most signs indicate that 2016 will be a very closely contested election. In the unlikely event that neither candidate gets a majority of the electoral vote, the election would be decided by the House, as last happened in 1824, and the Senate would elect the Vice President.


--Holly York 


Click here to view the webcast.  (Note that sound is missing from the first 5 minutes) 

SleepBotJuly 21--TO SLEEP, PERCHANCE TO DREAM: Sleeping Well at Any Age

Beverly Schaffer, Ann Rogers, and Julianne Daffin.
July 21 speaker Rogers is a partner in the Emory Sleep Center, and is one of only six nationally board-certified nurses in sleep medicine. From early research on narcolepsy, her focus has shifted to excessive daytime sleepiness, whether due to pathology (narcolepsy) or insufficient sleep. She directed the Staff Nurse Fatigue and Patient Study, the first to document the adverse effects of nurse work-hours on patient, nurse, and public safety. In 2015 the American Association of Critical-care Nurses awarded Rogers the AACN Pioneering Spirit Award for the "transformative impact on nursing research and practice of her study of the effects of nurse fatigue on patient safety." She is currently finishing a study evaluating the efficacy of combining sleep extension with a diet and exercise protocol to promote weight loss, as well as planning her next study evaluating a novel intervention for mild obstructive sleep apnea.
Appropriately clad (robes and slippers) members of the Membership and Development Committee Beverly Schaffer and Julianne Daffin introduced speaker Dr. Ann Rogers. Referring to the literal rather than the metaphorical meaning of the title phrase, Rogers, a nationally renowned sleep expert, shared information from her research, first providing "sleep basics," then discussing sleep changes over the life span, common sleep problems associated with aging, and sleep disorders.
Sleep Basics

The amount of sleep required is not known. However, insufficient or more than nine hours per night are associated with increased morbidity and mortality. Insufficient sleep is common in all age groups and, if habitual, is associated with Diabetes Mellitus Type II (especially in females), obesity, and hypertension.
Factors affecting sleep include: gadgets, such as the blue lights of smartphones, iPads, etc., which tend to keep persons awake longer; caffeine, which may cause lighter sleep; exercise near bedtime; alcohol, more than one to two drinks and late at night; and smoking, which acts as a stimulant.
Stages of sleep vary and recur during the night. We dream during REM (Rapid Eye Movement) stage, which first occurs about 90 minutes after falling asleep and just before awakening. Stage One, during which one can hear sounds, is short and lightest. A person awakened during this stage will not think he or she has been asleep. If awakened during Stage Two, persons know they have been asleep. Deepest sleep (Stage Three) occurs early in the night.
Changes Over the Life Span

Sleep amounts and patterns vary across the lifespan, from newborns who sleep 18-20 hours (but not continuously as their parents are well aware!) to older adults who average eight hours per day, with daytime napping, more prevalent lighter stages, and more arousals. Rogers noted that school-age children get a lot of deep sleep, "the best sleep one will ever get"! She also noted that more sleep disorders such as apnea and periodic leg movements during sleep (PLMS) occur during middle age, and any sleep complaints should be investigated.
Common Sleep Problems Associated with Aging

Insomnia, defined as difficulty falling asleep, staying asleep, or waking too early, leads to lower quality of life. An estimated 60 million Americans per year suffer from insomnia. Twenty to 40 per cent of these are over 65 years old; however, this number falls to one to three per cent when medical problems are excluded. Overlapping and contributing causes of insomnia may include painful medical conditions such as arthritis, medications, anxiety or depression, frequent urination, caregiving responsibilities, and sleep disorders such as sleep-related breathing disorders or PLMS.
Medical issues associated with insomnia should be addressed. In addition some basic sleep hygiene measures should be adopted, including: establishing a regular bedtime and wake-up time; limiting caffeine intake; using the bedroom only for sleep and sex (no reading in bed or TV in the bedroom); and avoiding exercise near bedtime.
Sleep Disorders/Symptoms Requiring Evaluation by a Sleep Specialist and Treatment

While 50 to 70 million people in the United States have a chronic sleep disorder, most are under-diagnosed and under-treated.
REM Behavior Disorders -- acting out dreams, shouting, and limb flailing during sleep -- occur more in males over 50 years old. They may be associated with neurodegenerative diseases, alcohol use, sedative withdrawal, or medications, and should be evaluated through an overnight sleep study with video recording. Self-injury occurs in 32-76 percent and 64 percent of bed partners report being assaulted or injured. Treatment may include medication (with caution and attention to possible side effects), melatonin taken several hours before sleep, and safety measures, such as padding the bed, sleeping on a mattress on the floor, and removing all firearms from the area.
Risk factors for Insomnia of more than four weeks' duration include: female gender; over 60 years old; mental health issues such as anxiety, depression, or PTSD; stress; and shift work. Complaints of insomnia do not require a sleep study, but rather a thorough health/sleep history including medications, habits, alcohol use, etc. While sedatives or hypnotics may be prescribed, cognitive behavior therapy is more effective.
Snoring loudly enough to disturb the sleep of one's partner, accompanied by excessive daytime sleepiness and stopping breathing or gasping, requires attention and evaluation. Obstructive sleep apnea (OSA), caused by partial or complete blockage of the airway, is the most common sleep-related disorder, affecting four percent of men and two percent of women. However, only about ten per cent of those affected are receiving treatment. Untreated, it is associated with increased risk of hypertension, stroke, and heart disease.
OSA is defined as more than five breathing pauses per hour, often associated with decreased oxygen saturation and arrhythmias. It is diagnosed through an overnight sleep study. Rogers provided attendees the Stop-Bang Questionnaire for self-evaluation, with three or more positive answers shown to predict OSA of any severity 80% of the time. We were not required to share our scores!
A variety of treatments is available for OSA. Continuous positive airway pressure (C-PAP) via mask or nasal cannula is effective for 95 percent of those receiving the treatment. However, the device must be used each night, all night, and it takes some time to adjust to its use. Positional therapy, e.g., side sleeping, pillows, etc., and use of an oral appliance, which works well in mild cases and especially with females, are other options. Surgery to remove excess tissue is no longer used much. A newer therapy, used where C-PAP does not work, is an implantable hypoglossal nerve stimulator.
Responding during the lively Q and A at the conclusion of her presentation, Rogers noted that home test kits are available for self-diagnosis; however, they do not include evaluation of contributing factors. Chamomile tea is relaxing, harmless, and found effective by some. Nasal septal disorders are rarely the cause of OSA.
--Jerry Williamson

Links relevant to parts of Ann's talk:

Note from one of our Shakespeare fans concerning the title of this program:  "Literary references can add richness to discussions. Unfortunately, Hamlet, Act 3, scene 1, where this quote originates, is well understood to be a contemplation on suicide, not sleep."

Click here to return to top 
NewBotNew Members

New members are the lifeblood of any organization.  If you know any of these faculty, please make a special effort to welcome them to EUEC!
Iris E. Smith,PhD
Clinical Associate Professor Emerita in Behavioral Sciences and Health Education
Nicolas S. Krawiecki, MD
Professor Emeritus of Pediatrics
BrexBotBREXIT--An Inside View

I've seen my British colleagues truly stunned only twice. The first time, in 2005, was when terrorists organized bombings of a car on the Central Line of the London Underground Tube system and on a bus near University College London. Marshall Duke and I and the Psychology Abroad students who had accompanied us to England that summer were too near both bombings for comfort. No one had expected such a thing to happen, but it did. I still can remember the look of shock on people's faces around the University and the silence of thousands of Londoners returning home by walking down streets usually jammed with cars, taxis, and buses.

The second time I saw shock in the faces of my British academics was in 2016, when the United Kingdom voted themselves out of the European Union. Earlier this summer I was involved in a research project taking place at Bristol University and had plenty of time to talk with colleagues at all levels of the University about the upcoming "Remain" or "Leave" referendum. No one I had spoken with during weeks leading up to the vote considered leaving to be a possibility. Instead, they were more interested in talking to me about Donald Trump and how he had managed to become a serious presidential candidate. I told them that Trump would never make it to be president and they, in turn, assured me that England would stay in the EU.

The vote was especially important for Bristol and other universities because they had nearly a trillion dollars of shared research going on with their European partners and many thousands of EU students matriculating and EU professors teaching in various departments and schools. My British colleagues told me that in their opinion, the free exchange of ideas with universities and businesses of the EU had made Bristol University and the United Kingdom a better and more vibrant place. Why would anyone want to change that? They assured me that I should worry more about Trump being elected president and not be concerned about the UK leaving the EU.

But, as we all found out on the morning of June 23rd, my colleagues were wrong. I arrived at the Department of Social Medicine and was greeted with an uncomfortable silence. In place of the usual pleasant din of activity was an eerie quiet. The silence was similar to that I experienced when the terrorists attacked London in 2005. True, in this case no one had died, but like their London peers from over a decade before, the Bristolians were similarly stunned -- "gob smacked" to use an English term. Computers were on but no analyses were being done; people milled around wearing forlorn facial expressions. They couldn't believe what had happened. How could this be? Finally one turned to me and said "If this can happen here, Trump can be president. Don't assume he can't!"

Since the day the referendum passed, petitions were completed to try to force a "redo" election, several "Remain" marches and rallies were held on the Bristol City Green, and the Vice Chancellor of Bristol University sent out a letter saying that foreign students and foreign faculty would have nothing to worry about for the next academic year; all places and positions were guaranteed. But at the very end of his letter came a somewhat chilling sentence, "We do not know what the future will bring in terms of funding for student positions or faculty who do not hold United Kingdom citizenship."

About three weeks before the referendum, I had an opportunity to meet with the Vice Chancellor at the invitation of distinguished Bristol Emeritus Professor, Jean Golding OBE, about the possibility of starting up an Emory-style Emeritus College at the University. The meeting went exceptionally well and Jean was given the responsibility of picking a "blue-ribbon" group of faculty to get the process underway. Three days after the vote, the Vice Chancellor wrote Jean to say that he would have to table plans for the Emeritus College undertaking until the future became clearer and more stable. I fear this is only one of what will be a number of other "casualties" to come as a result of the vote.

The truth is a month after the vote no one in the United Kingdom seems to know what will happen next. Nobody, including those championing the Leave campaign, had planned for how exactly to leave if they were successful. Both sides of the debate spent their time using inflammatory rhetoric instead of gathering useful information. The threat of immigrants overrunning the UK was hammered home by politicians, newspapers, and television on the Leave side; the imminent collapse of the economy was the counter dire warning on the Remain side. At the end of it all nobody now knows what to do next.

Even with an uncertain future ahead of them, when I left my English colleagues they were back at work again doing the best they could. They are keeping busy. The Tories have a new leader, who though she was in the Remain camp, is now faced with the unbelievably complex task of guiding the UK in their exit of the EU. Somehow the Brits must find a way to work together to end this particular crisis and to begin a new era of "independence" successfully. Take a quick look back on British history and you will see that they have survived a number of other crises in the past. Can they do it again? I certainly hope so, but my thoughts have now turned from Britain to my own country and its own upcoming vote. I know I don't want to wake up stunned and "gob-smacked" by the election results on Wednesday morning. As my British colleague said, "If it can happen here......!
--Steve Nowicki


Peter N. Mayfield
Adjunct Professor Emeritus of Psychiatry and Behavioral Sciences

Peter N. Mayfield, Ph.D., died on Wednesday, July 20, 2016. A fourth-generation Atlantan, he was born on November 10, 1935, to Hubert E. Mayfield and Mary N. Mayfield. He is survived by his wife of 56 years, Annette C. Mayfield, and daughters Anne Scarlett Mayfield of Atlanta and Julie V. Mayfield and her husband, Jim Grode of Asheville, NC.

In 1957, Peter graduated from Emory University, where he played on the golf team and was a member of the Alpha Tau Omega fraternity. He was the recipient of a National Social Science Research Council undergraduate psychology research grant from which his first publication came. In 1959, he earned a Masters degree in Counseling and Guidance from Duke University where he was a Duke Scholar. He and Annette were married in the Duke Chapel in 1960. In 1962, he earned a Ph.D. in clinical psychology from the University of North Carolina at Chapel Hill and returned to Atlanta to open his clinical practice.

In 1971, Peter was elected the youngest President in the history of the Georgia Psychological Association (GPA). He became active in the American Board of Professional Psychology and was elected to its Board of Trustees in 1978. In 1976, he was named one of 100 "City Shapers" by Atlanta magazine and graduated from Leadership Atlanta. Maintaining his full-time practice, Peter served four terms on the Ethics Committee of GPA. Peter was appointed by Governor Joe Frank Harris to the state licensing board for psychologists in 1987 and later became Board President. He was appointed an associate member of the Ethics Committee of the American Psychological Association (APA) in 2001, and was elected a full member of the committee by the APA membership in 2009.

Peter enjoyed teaching; he made numerous presentations and wrote several articles and book chapters. As his practice developed, he taught the 8:00 AM introductory psychology course, first at Oglethorpe University for seven years and then at Georgia Tech for several more years. In the mid-1970s, he was appointed as an Adjunct Assistant Professor of Psychiatry and Behavioral Sciences at Emory University. He continued this work, mostly supervising psychology interns, for 25 years until he retired from teaching and was appointed Adjunct Professor Emeritus at Emory. Peter retired from his clinical practice in 2014 after 52 years.  
His complete obituary can be read by clicking here

Mary Lynn Morgan

Mary Lynn Morgan was not an EUEC Member (although she could have been as she taught in the School of Dentistry).  However, she was involved in Emory life in so many ways, that she was likely known to most of our members.  She died on July 21 at age 95, in Atlanta.

A portion of her obituary from the Atlanta Journal Constitution:

Mary Lynn Morgan was a trailblazer. Morgan, the wife of renowned Atlanta Constitution (now the Atlanta Journal-Constitution) editor Ralph McGill, graduated from dental school and began practicing dentistry in the 1940s when few women entered the profession. She was the first pediatric dentist in Georgia, helped found the Georgia Society of Dentistry for Children, and was instrumental in establishing a pediatric dentistry program at Emory University.

Mary Lynn Morgan was born in Texarkana, Texas, on April 5, 1921 to Mac and Delena Morgan. She and her family later moved to Jacksonville, Florida. She received her undergraduate degree from Stetson University. Morgan came to Atlanta to attend the Atlanta-Southern Dental College, which later became the Emory University School of Dentistry, graduating in the class of 1943 as one of three women in her class. She did further study at the University of Michigan School of Dentistry in Ann Arbor.

Morgan practiced dentistry until her retirement in the late 1970s. She served as president of the Georgia Society of Dentistry for Children in 1961. She also served as president of the dental fraternity Omicron Kappa Upsilon and was a member of the American College of Dentists and president of the Emory Dental Alumni in the early 1970s. She was a part-time faculty member of Emory's School of Dentistry for 20 years.

Morgan was only the second woman to be elected an Emory trustee, serving on the Woodruff Scholarship Committee for nearly 18 years. She also served on the Honorary Degrees Committee and the Committee for Academic Affairs, becoming an emerita trustee in 1991. She received the Emory Medal of Honor from the Alumni Association in 1987. The Women's Center at the University created the Mary Lynn Morgan Lecture Series in her honor, dedicated to women in the health professions.

A memorial service will be held on Thursday, Sept. 8, at 11 a.m. at All Saints Episcopal Church in Atlanta.

Contributions in Mary Lynn Morgan's memory may be sent to Friends of Emory Music, Emory University, Office of Gift Records, or to the Mary Lynn Morgan Fund, The Center For Women at Emory University.

FacAcBotFaculty Activities

Corinne A. Kratz
Emory Director, African Critical Inquiry Program
Professor Emerita of Anthropology and African Studies

ACIP participants Ruchi Chaturvedi, Victoria Collis-Buthelezi, Aaron Kamugisha, Premesh Lalu, and Cory Kratz 
Founded in 2012, the African Critical Inquiry Program (ACIP) is a partnership between the Laney Graduate School (LGS) at Emory and the Centre for Humanities Research at University of the Western Cape in Cape Town. The ACIP aims to foster thinking and working across public cultural institutions, across disciplines and fields, and across generations. The program grows out of a longstanding relationship between Emory's former Center for the Study of Public Scholarship and several South African institutions of public culture, including the University of the Western Cape, the University of Fort Hare, Iziko Museums, the District Six Museum, the Robben Island Museum, and the African Programme in Museum and Heritage Studies. The ACIP is supported by donations to the Ivan Karp and Corinne Kratz Fund within LGS. The Fund was created in memory of Ivan Karp, who was the National Endowment for the Humanities Professor at Emory before his death in September 2011. He also co-directed the Center for the Study of Public Scholarship with Kratz, who is now the Emory Director for ACIP and Professor Emerita of Anthropology and African Studies.
Kratz's work with ACIP takes her to South Africa once or twice a year to collaborate with colleagues, select applications to receive ACIP funding, and attend ACIP Workshops. ACIP seeks to advance inquiry and debate about the roles and practice of public culture, public cultural institutions and public scholarship in shaping identities and society in Africa through an annual interdisciplinary ACIP Workshop and through the Ivan Karp Doctoral Research Awards. The Karp Awards support African doctoral students in the humanities and humanistic social sciences who are enrolled at South African universities. They help address the dearth of research funding available for graduate students in the humanities and humanistic social sciences in South Africa who wish to work on projects about museum and heritage studies, public history, and other topics that illuminate public culture and public scholarship. The annual ACIP Workshops are intended to spur intellectual discussion on issues of pressing conceptual and theoretical concern, and also to broach methodological and logistical issues that limit and facilitate innovation and collaboration among public culture professionals. The ACIP also helps expand opportunities for Emory graduate students and faculty to interact with international colleagues. For instance, an Emory student who recently completed her PhD is currently on a postdoctoral fellowship with ACIP colleagues and Susan Gagliardi of Emory's Art History Department will meet with ACIP colleagues when she visits South Africa in September.
Since its founding, the ACIP has provided research support for six doctoral students from several universities, working on a range of topics in Art History, History, Sociology, African Studies, and Theater Studies. ACIP Workshops in South Africa have included The Arts of Intervention held in Oudtshoorn (2014), Red Assembly - Time and Work in East London (2015), and this year's workshop, Other Universals, in Cape Town (2016). Next year ACIP will support a Workshop in Johannesburg called Secret Affinities: A Workshop in Critical Reading and an Interrogation of the City in Africa via Walter Benjamin's "Passagen-Werk." Further details on the Karp Award students and ACIP Workshops can be found on the ACIP website link above.

If you would like to receive occasional updates and news about ACIP, please send an email to to be added to the distribution list. If you would like to help support the African Critical Inquiry Program and the Ivan Karp/Corinne Kratz Fund, please visit to make a donation.
PWDuoBotEmory Passwords and New Security

Note: The July 18 issue (available online by clicking here) has extensive information on how to change your password and set up two-factor authentication.  You can refer to that issue, or follow the links below.  You only need to be concerned about these changes if you use Emory services such as email or library resources.  Your password will need to be changed within 365 days of when you last changed it; for most of us that is sometime soon.  You may have gotten a notice that you need to set up Duo Security Two-Factor Authentication by August 8, but that August 8 date is only true if you use various PeopleSoft systems (very few of you do) and if you access those systems from off campus. You will need to implement Duo Security Two-Factor Authentication by October 10 if you use Emory email and want to access that email from off campus.

Password Change
Once you have changed your password, if you connect to Emory's wireless network, EmoryUnplugged, you will need to change to the new password in your wireless connection when you are on campus.  Instructions for iOS devices and Android devices can be seen by clicking the relevant link.

Two-Factor Authentication
Information on two-factor authentication and how to set it up is available by clicking here.

WalkBotWalking the campus with Dianne

Were you part of our "Field Trip" Lunch Colloquium last year?  If so, you no doubt recognized the hoop house on the Oxford College Organic Farm.  We were treated to a delicious lunch by then-Dean Stephen Bowen, and afterwards a lecture and tour of the farm with Daniel Parson.  It was a wonderful, informative, and fun event.  The Oxford farm includes tractors, a barn, bee hives, and an area where shitake mushrooms are grown, as well as large fields full of various crops.   I've supplied a few more photos from the trip below.  Maybe we could arrange another trip to the farm in the near future (hint, hint)?  

Let's stay outdoors and head back to the main campus.  The next photo is one of the many statues/sculptures I've come across during my walks. 

Where Will You Find This on Emory's Campus?

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Emory University Emeritus College

The Luce Center
825 Houston Mill Road NE #206

Atlanta, GA 30329


Emory University Emeritus College, The Luce Center, 825 Houston Mill Road NE #206, Atlanta, GA 30329
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