Contact by email:
(or send email to firstname.lastname@example.org)
Letters to the Editor
Click on the above link to let us know what you think or send email to email@example.com)!
Contact Other Members
Find other members to get together for shared interests, whether it is forming a book club or a photography club, or getting together to take a hike. Send email to the following link to contact member who would like the same activity!
If you would like to
find out about a travel destination or find other EUEC members who would like to travel with you, send an email to:
If you would like to find other EUEC members interested in taking a MOOC together, an OLLI course together, or possibly teaching together in an OLLI course, click on the following link to send an email:
Click on the link below to register for the next Lunch Colloquium at teh Carlos Museum on Monday April 6 at 11:30 am.
April 6 at the Carlos
Sheth Distinguished Lecture
The Sheth Lecture on Creativity in Later Life
will be given on Wednesday, April 8 from 11:30-1:00 p.m. in Governors Hall by our own Brenda Bynum. Register using the link below (note that lunch is provided for all attendees thanks to the generosity of the Sheths).
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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
Message from the Director
We are in the midst of our spring Celebration of the Arts. Artwork from nine EUEC members is still hanging in the Chace Lobby of the Schwartz Center through April 6 (go see it if you haven't yet had a chance) and next week we have two extra special arts events. On April 6 our Lunch Colloquium will be at the Carlos Museum for a private performance of music by Will Ransom and the Vega String Quartet. On April 8 is our annual Sheth Lecture on Creativity in Later Life given by our own Brenda Bynum. Both of these events are not-to-be-missed happenings and I hope many of you will be able to attend both. See details and links for registration in this issue. Also note EUEC member June Scott's suggestion for a very pleasurable way to thank Will and the Vega String Quartet for their program. Pictures from the opening reception of the Schwartz Center exhibit are also in this issue.
This month has marked major transitions in EUEC. We have said goodbye to Kimberly Hawkins and welcomed Dianne Becht as our new Administrative Assistant. You can read about both in this issue.
Our last Lunch Colloquium set a record for attendance at the Luce Center. Thanks to Jim Keller, you can read about Allan Levey's talk and find out why so many of us were in attendance. I think EUEC is also setting another record, in the number of members who are teaching at OLLI in the Spring Semester, which starts April 6. Information is provided about these courses, and how to register if they are not yet full.
You can also read about one of our members who is giving a distinguished lecture on campus, about plans for EUEC member Peter Dowell's memorial service, and the next installment of The University in Crisis.
I am very grateful to Herb Benario, Gretchen Schulz, and John Bugge for help with proofing and editing.
Arts Week: April 6 and 8
Next week surely represents a high-water mark for EUEC and the Arts! We started our celebration of the Arts with an opening reception of EUEC artists in the Schwartz Center on March 8 (and see a report on that opening, elsewhere in this issue). On April 6 we will be treated to a private concert by Will Ransom and the Vega String Quartet and on April 8 we will hear one of our own, Brenda Bynum, talk about Creativity in Later Life. Click on the link to read more about these programs and to register for them.
EUEC member June Scott has a timely suggestion: Show your appreciation for the Vega String Quartet by attending the Spring for Strings auction on April 11.
March 16 Lunch Colloquium
We had a record turnout for Allan Levey's talk on Healthy Brain Aging: Retired Faculty and Their Faculties
. Thanks to some creative rearranging of the room by Kim Hawkins, we were able to fit 54 people. For those of you who weren't able to attend, you can read Jim Keller's report on the talk below.
Click here to read about Allan Levey's talk
We say goodbye to Kimberly Hawkins
Kimberly Hawkins has been our Administrative Assistant since last September. She left earlier this month and we had a chance to say goodbye to her at the March 16 Lunch Colloquium.
We say hello to Dianne Becht
Although we were sad to see Kimberly leave, it is a pleasure to welcome Dianne Becht as our new, full-time Administrative Assistant. Click here to read about Dianne
More OLLI Courses
It is almost time for the OLLI spring courses to start, and EUEC has a major presence in the course lineup
. Below is information about what courses are available and links for registration.
EUEC Arts at the Schwartz
Nine EUEC artists have their art displayed in the Chace Upper Lobby at the Schwartz Center through April 6. An opening reception was held on March 8. See pictures of the art and the reception below.Click here to see pictures of the reception
The University in Crisis
The EUEC members who participated in last fall's Interdisciplinary Seminar on the topic of The University in Crisis
have compiled a report of their discussions. In this issue, we feature a third part of their report. For the first four parts, please see Issues 12, 13, 14, and 15.
Memorial Service for Peter Dowell
Our last newsletter had a note from EUEC member Peter Dowell who at that point was in hospice. He passed away on March 17. A memorial service will be held on April 11 in Atlanta.Click here to read more
April 6 Lunch Colloquium and April 8 Sheth Distinguished Lecture
April 6 Around the World with the Vega Quartet
Carlos Museum, Monday, April 6, 11:30-1:00 (Note location)
WILLIAM RANSOM, Mary Emerson Professor of Piano, and THE VEGA STRING QUARTET, Emory's Quartet in Residence
William Ransom and the Vega Quartet (Domenic Salerni and Jessica Shuang Wu, violins, Yinzi Kong, viola, and Guang Wang, cello) have graciously agreed to assist the EUEC with its spring-2015 programming in celebration of the arts, offering a special performance for us only (and our family and friends) in the wonderful venue of the Carlos Museum. Demonstrating Will's deeply held belief that nothing can bring us all together like the truly international language of music, the Quartet will perform and inform music by composers from Germany, France, England, Mexico, China, and the United States.
Parking is available at the Oxford Road Deck as well as at Fishburne Deck. If you would need to carpool from the Luce Center parking lot, please send email to firstname.lastname@example.org.
Note: one way you can express your appreciation for Will Ransom and the Vega String Quartet is to do as June Scott suggests and attend the Spring for Strings auction to support the quartet.
to register for the Carlos Lunch Colloquium.
April 8 2015 Sheth Distinguished Lecture on Creativity in Later Life
Governors Hall, Wednesday April 8, 11:30-1:00 Lunch Provided
From 1983 until 2000 Brenda Bynum was a Resident Artist and member of the faculty here at Emory in the Department of Theater Studies, where, after her retirement, her colleagues honored her with the establishment of The Brenda Bynum Award which is presented each year to an outstanding theater student. In 2004 she was named a Heilbrun Distinguished Emeritus Research Fellow and last year received the 2013 Distinguished Emerita Award. She has been an active member of the Emory University Emeritus College since 2001 and continues to pursue her primary academic interest in the work of Samuel Beckett.
She has been an actor and director in Atlanta since 1973, working primarily at the Alliance Theater where she was also the Acting Teacher for the nationally-known Professional Intern Program, a 2-year post-graduate residency.
She was named by WABE as a Lexus Leader of the Arts in Atlanta and, in the late seventies, she was a co-founder of the first theater in Atlanta run exclusively by women, T.H.E. Theatre, Ltd. Since that time she has participated in the development of over a dozen original performance pieces based on the lives and works of real women. The latest in that line is "Jordan Is So Chilly: An Encounter with Lillian Smith," about the remarkable Georgia author and human rights activist, which has toured the southeast over the past two years under the auspices of the Georgia Humanities Council.
Her professional papers are collected in the Hargrett Rare Book and Manuscript Library at the University of Georgia.
The Lecture and Lunch are made possible by a generous donation from Dr. Jagdish and Mrs. Madhu Sheth. The lecture is also sponsored by the Emory Alumni Association.
to register for the Sheth Distinguished Lecture
EUEC Arts at the Schwartz
I hope many of you have had a chance to see the EUEC Art hanging at the Schwartz. If not, it will be there through this coming weekend. In addition to thanks due to our members displaying their art, many thanks are due to the committee who were in charge of this project: Katherine Mitchell, Pat Miller, and David Goldsmith. Katherine Mitchell also helped at the reception and did much work behind the scenes in pulling it all together. Many thanks are also due to Randy Fullerton, at the Schwartz Center, who hung all of the art, including an imaginative hanging of a mobile, made the poster, and did innumerable other tasks to get the art displayed so well. Special thanks go to Candy Tate, Assistant Director of the Center for Creativity & Arts, who first suggested exhibiting EUEC art, and Leslie Taylor, Professor of Theater Studies and Executive Director for the Center for Creativity & Arts, for helping to make this exhibition possible. We are also grateful to the Schwartz Center for their support of this exhibition and the reception.
Thanks are also due to Kimberly Hawkins, who supported everyone else and took care of all of the details for the reception.
The artists who were present at the reception:
|Vincent Huynh, Woody Hickcox, Katherine Mitchell, Ralph Vogler, Mario DiGirolamo, George DeMan, Jeffrey Lichtman, David Goldsmith|
All of the art displayed was a credit to EUEC and was thoroughly enjoyed by those who attended the opening reception. A committee consisting of Katherine Mitchell and Pat Miller awarded two Certificates for Excellence to Mario DiGirolamo and David Goldsmith. Congratulations to all of those who participated! I think there were photographs displayed from five different continents, including Antarctica, demonstrating how well traveled our members are.
A collage made by Randy Fullerton of all of the art:
for a full size version of this collage and click here
for a copy of the poster.
|Jeffrey Lichtman photo taken by his five year old granddaughter.|
March 16 Lunch Colloquium
Healthy Brain Aging: Retired Faculty and Their Faculties
It is not often that the Emeritus College members are treated during a Luncheon Colloquium to a talk by an active department chairman. But this was the case when Dr. Allan Levey, MD, PhD, the Betty Gage Holland Professor and Chair, Department of Neurology, and Director, Emory Alzheimer's Disease Research Center, spoke on March 16 on "Healthy Brain Aging: Faculty and their Faculties." And there was a record attendance of at least 54 individuals testifying to his popularity and the timeliness of the topic.
The seriousness of this diagnosis was explained by its being the second most common condition contributing to death, behind heart failure. The incidence in the population is 3% in the age group 65-74, 19% in the 75-84 age group, and a startling 47% in those > 85 years. Currently there are over 5 million individuals with Alzheimer's Disease (AD) in the US, and this is projected to move to 18 million by 2050. And unlike many of the common diseases diagnosed, there has not been any reduction in mortality for people suffering from AD. The cost to our society is over $200 billion in care each year (2014 figures).
The characteristic pathological features of AD in brains are amyloid plaques and neurofibrillary tangles, and although these were first described 200 years ago, it wasn't until the 1970s that our recognition of AD as a disease entity received attention.
One unfortunate aspect of the disease is the fact that the pathological features begin 15-20 years before the symptoms start in the form of mild cognitive impairment, which can last 3-5 years followed by frank AD/dementia over the next 8-10 years.
Although cholinesterase inhibitors such as donepezil (Aricept), rivastigmine (Exelon) and galantamine (Razadyne) as well as memantine (Namenda) are prescribed, they are not very effective when used in the symptomatic setting. Recent thinking based upon the long asymptomatic period suggests that use of drugs earlier might be more useful.
But how do we diagnose the disease earlier? Positron Emission Tomography (PET) scans using isotope tags for amyloid and tangles are most helpful but expensive and expose patients to radiation risks, especially if used repeatedly. Analysis of the fluid obtained from a lumbar puncture can also be helpful, and investigators are working on blood tests and eye-based examinations to arrive at an early diagnosis.
Currently research is examining ways to prevent the activation of amyloid formation and tangles. Others are focusing on the macrophages of the central nervous system, the microglial cells, and ways to reduce chronic inflammation, which is believed to lead to AD. Recent research is focusing on repurposing a portion of the brain called the locus ceruleus, which is now considered the master regulator of the brain's immune response to deal with the inflammatory response. Currently attention is being given to a drug used for ADHD, atomoxetine (Strattera), which may interrupt the inflammatory cycle.
The cause of AD is not known; however, it is believed that genes contribute 80% toward susceptibility, while environment plays about a 20% part. One of the first genes found to be important was APOE; however, researchers have now identified at least 20 genes that pose some risk. Also there are dominant genes, APP, PS1, and PS2, which definitely put young people (<60 years) at significant risk (see movie Still Alice).
Environmental risks that have been identified include head trauma, depression, hypertension, elevated cholesterol, vitamin B-12 or folate deficiency, elevated homocysteine, and diabetes. On the other hand protective factors are education, physical exercise, use of statins (like Lipitor), and anti-inflammatory drugs, and red wine, which contains resveratrol. Dr. Levey was not enthusiastic about on-line cognitive exercises.
He hoped the audience would not respond to his talk with "Oh! My God," but hear his enthusiasm and optimism for steps that can keep our brains healthy and for the new strategies being conceived to understand and treat this disease. Emory is participating in clinical trials on AD and interested individuals should contact Dr. Levey at email@example.com
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The University in Crisis
Emory University Emeritus College
The University in Crisis
January 8, 2015
THE UNIVERSITY'S CHANGING ROLE IN RELATION TO STUDENTS
The Professional PhD
The seminar shifted its focus from undergraduate liberal arts students to undergraduate and graduate students in professional programs, specifically students in the School of Nursing. The presenter, Jo Ann Dalton, Professor Emerita of Nursing, spoke to issues arising from the movement toward the academic professionalization of schools of nursing, resulting in a requirement that faculty possess a doctoral degree, either the PhD or the DNP (Doctor of Nursing Practice). The burden of her argument was that the increasingly stringent demands that nursing-school faculty shall possess doctoral degrees and that they shall do the sort of scholarship that results in publication in peer-reviewed journals may have enhanced the profession of nursing in the eyes of the academy, but that the advantages of such professionalization in the faculty ranks may or may not translate into the graduation of nurses who are better trained for practice.
Dalton's presentation included some essential historical background. More than a century ago nurses were actually taught by doctors; around the turn of the century formal nurse training programs were established in the United States. About fifty years later some of the training programs transitioned to baccalaureate programs and, within a short period of time, master's and nurse-practitioner (NP) programs followed. Today, the largest proportion of registered nurses (individuals who have taken the RN licensing examination) graduated from baccalaureate programs or have added the baccalaureate degree after graduating from a two- or three-year nursing program. Although a few doctoral programs in nursing are older, many of the programs in were started in the 1990s. Today, however, the number of PhDs in nursing programs remains low and the proportion of nurses with any doctoral degree (PhD, DNP, DSN, EdD) also remains low. Further, many of the nurses who have doctoral degrees have retired or are nearing retirement. By contrast, there has been a marked increase in the number of Doctor of Nursing Practice (DNP) programs in the past decade. At Emory the SON launched a DNP program in 2014. Meanwhile, across the country there is a faculty shortage that is causing schools to limit their enrollment, ultimately limiting the number of faculty prepared to teach the next generation of nursing students.
The School of Nursing at Emory has in recent years increased its requirement that faculty have a doctoral degree, thus enlarging the number of doctorally prepared faculty. It has as an ambition increasing the number of endowed chairs supporting faculty positions. Currently, all tenure-track faculty are expected to apply for and receive grant funding, reflecting a national trend for research in the field. Across the country nursing research has grown significantly in the past thirty years, greatly enhanced by the creation (in 1993) of the National Institute of Nursing Research as a member of the National Institutes of Health.
All of these are salutary developments for the academic profession of nursing and for the Emory School of Nursing in particular. But there are questions as well. One concern is cost: specifically, will the increase in funding needed to support nursing education where most of the faculty have doctoral degrees, teach and do research, also increase tuition costs to students? Faculty with active programs of funded research have reduced teaching loads, while at the same time there is an expectation that individuals whose primary role is teaching will support some of their appointment with complementary positions in practice or service. Faculty are expected to publish regardless of whether they are tenured, tenure-track, or clinical faculty; however, there is variability of expectation in the number of and type of publications.
Faculty supervision of student practice is required by law, with the amount and type of supervision varying with the level of the program in which the student is enrolled. Graduates of Emory's School of Nursing may have greater opportunities and may be more successful in the job market and in industry because of educational experiences, resources, and the prestige-factor of Emory
The last concern - about how well students are trained - remained the "bottom line" in our discussion, and Professor Dalton's description of the state of play in American nursing education helped us understand better how universities constantly need to be reminded of their responsibilities to the young people whose education and development are their principal concern, both for their own good and for the good of society at large.
The University's Failure to Educate Teachers
By contrast, the presentation by Linda Hubert, Professor Emerita of English in Agnes Scott College, drew attention to a crisis that is national in scope and bears directly on the future of the American polity - the failure of universities and colleges to educate the educators of our children. She pointed us to a selection of readings whose titles only hint at the scope of the problem: The Teacher Wars; "Education Degree Programs . . . Take a Nosedive"; "An Industry of Mediocrity: . . . Teacher-Education Programs"; and on a more positive note, Building a Better Teacher.
Public education is in crisis in the United States and has been for decades - for a host of reasons. But our seminar determined to focus on just one of these, what many commentators see as the failure of the system of American higher education to produce good teachers for our elementary and secondary schools. Historically, of course, it was our colleges and universities that were charged with the responsibility of training teachers, even if in the last century the task devolved principally upon "normal schools" or "teachers' colleges." Now, however, the preponderance of teacher-preparation and certification programs fail to deliver competence and quality to the profession, and it is time for the nation's elite universities to mount a concerted campaign - joining with the relatively few which, thankfully, have not lost sight of this mission, like Harvard, Columbia, and UNC Chapel Hill - to improve the quality of American K-12 teaching.
One question arose immediately in regard to such elite institutions, however: Does the prevailing ethos of a Research I university somehow militate against teacher-training and thus prevent it from taking teacher- training seriously? Consider: Such institutions are fully aware that little prestige attaches to elementary and secondary teaching, and, as a consequence, they take no particular pains to promote teaching as a worthy career choice for their undergraduates. Further, and as an added consequence, elite universities seem to admit very few undergraduates who profess a desire to become K-12 teachers. Rather, with no doubt unconscious bias, they concentrate on admitting those who are bound for graduate work in "the professions" - in general parlance, K-12 teaching is not spoken of as one of the professions - or, increasingly, in business school. If they think of careers in teaching at all, faculty and administrators at Research I universities likely feel that there are a plethora of lesser institutions in this country that will train teachers at far less cost. The long and short of it is that most elite institutions in the United States do not think of teacher-training as something they should be doing or want to get involved with. [As a further illustration of this bias, this editor might interject that he received zero training for teaching even at the college level while a graduate student at a premier Research I university.]
But of course there are elite universities that do a very creditable job of teacher training, and inevitably the members of our seminar were led to contrast them with Emory in this respect. As Linda Hubert wrote in her summation of her presentation, "My particular concern for this seminar, the role of well-regarded colleges and universities in the preparation of America's elementary and secondary teachers, has no bearing at all on Emory - or its future - at this point." Her comment was of course pointedly ironic, as she went on to call attention to Emory's recent dissolution of its Department of Education. She said she understood that there were valid quality-control reasons behind the move, but she wondered aloud why there could not have been, instead, a strong administrative push to improve the Department and, indeed, to position Emory College as one where undergraduates might receive nationally recognized training toward the profession of teaching, and why, indeed, at the same time the Graduate School would not also have established in tandem a graduate teachers' college along the lines of Columbia's or Harvard's School of Education.
She concluded her report with the following statement:
My position is that Emory (like its neighbor Agnes Scott) [where Hubert was Professor of English] has abandoned an important responsibility by failing to design and implement innovative programs to prepare the superior teacher-leaders that this state and the nation sorely need. Emory missed an opportunity to improve its graduate education program on the order of the Duke University model, my favorite among the programs that I reviewed. The best education programs for the best teacher - like Duke's - embrace the following criteria:
- Secondary teachers should prepare for teaching certification only after completing a four-year undergraduate degree with a strong liberal arts foundation (which is the case in the most successful European models). A master's level degree from a creditable institution should be mandated. Education mills should be shut down.
- Expertise in the subject matter (or matters) for which the candidate is seeking certification should be developed to a high standard. (Note that Georgia plans to raise its standards for subject matter competence by 2017. [See AJC, 22 Nov 2014].)
- Instruction in the craft of teaching, and particularly the skills involved in the discipline of focus, should benefit from the best research in the field.
- The usual battery of coursework in adolescent psychology, current issues in education, ethical responses and responsibilities, and other concerns of educational process and policy should be part of a challenging program that directs the student to reflect deeply, to engage in research, and to critique existing structures.
- Practice teaching under the careful supervision of several different, carefully selected mentors should constitute a substantial percentage of any program - and follow-up resources should be provided through the first several years of teaching.
- Well-suited teacher candidates should be able to get first-rate degrees without first-rate debt. Harvard, Stanford, Columbia and many other distinguished institutions, like the fine model represented by Duke University, provide for significant scholarships as well as some payment during the teaching practicum.
The members of the seminar concluded that the "Top 21" American universities must come to the rescue of American K-12 education. And, as a national university with preeminent regional standing in the Southeast, Emory can no longer avoid assuming its ethical responsibility for training the teachers of America - and, indeed, of Georgia and of Atlanta, with the goal, for example, of making the Atlanta Public Schools among the best in the nation. Most of us found it ironic that while Emory could disband its Department of Education with apparent nonchalance, the Emory Report regularly trumpets the fact that "Emory University once again ranks among the top 20 medium-sized colleges and universities contributing alumni to Teach For America's teaching corps" (September 18, 2014).
To be continued...
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Event: Spring for Strings. A Musical Auction. Saturday, April 11 at 7:30 p.m. in the Schwartz Center. Free, no tickets required, (but bring your checkbook for the auction!)
June Scott says: The auction is to help raise the funds to match the $1M challenge grant from the Katz foundation that will endow a string quartet in residence at Emory forever. The web site for the Vega quartet is: http://arts.emory.edu/outreach/residencies/vega-string-quartet.html.
We say goodbye to Kimberly, contd.
Kim was hired from Emory's temporary employee pool in September of last year. She had worked part time at EUEC during the summer, so we were extremely fortunate to have her come back when Isha Edwards left. We were also extremely fortunate that she stayed with us until we hired a permanent replacement. I encouraged Kim to apply for the permanent position, but she decided that she was interested in pursuing other options (see her statement, following). Those of you who had a chance to interact with Kim know how competent she was and what a great person she was to work with.
I want to thank Kim for doing such a wonderful job at EUEC and making sure that everything got done in a timely fashion for our various activities. It is no exaggeration to say that I could not have managed without her!
Kim left a goodbye message for us:
Some of you may not be aware of this but I am actually a formally trained Human Resources Professional having done graduate work at the ILR School at Cornell. As a mid-career professional, I'm at a juncture where I've decided to leverage my HR background to transition into the area of higher education diversity and inclusion.
I've been finding that transition very challenging, so I've had to get creative and have utilized temporary work at Emory as well as teaching as an Adjunct Professor at Morehouse College to create what I would term an Adult Internship.
This has allowed me the opportunity to explore the industry on both the classroom side as well as the administrative side. It has also allowed time for me to engage in pro bono diversity projects in order to gain this experience.
To my pleasure, I was very excited to have the opportunity to work in the Emeritus College, which adds another dimension to my diversity portfolio. Little did I know that I was going to have the opportunity be a student and you probably did not realize many of you were my sensei.
I found it very rewarding and inspiring to see how truly work and life can marry to create a lifestyle where each informs the other--to see and hear that there are careers that can exist that are not separate and apart from oneself but actually integrated into oneself.
My intuition told me that this was possible but having been taught by some of the greatest teachers and minds over the past several months (that would be you all) was confirmation.
So with this information and these experiences I've applied for a one year fellowship (http://diversity.harvard.edu/pages/fellowship) to work in the office of Diversity at Harvard in order to learn this higher education discipline.
I'm not sure whether I will get it, but I do know this experience of observing a dynamic group of individuals who have lived and continue to live their dreams with passion has inspired me to continue to pursue and search for my own.
Thank you Emeritus College for being my teachers and part of my journey.
We say Hello to Dianne, contd.
We welcome Dianne Becht as our new, full-time Administrative Assistant. This position represents a major advance for us, as we have never (to my knowledge) had a full-time assistant. I am extremely grateful to the Provost for making this position possible; among other things, it means that our office will be open and staffed Monday-Friday.
I am extremely grateful to Pat Douglass and Helen O'Shea for their help in the hiring process. Pat was a great help with writing the requisition and getting it through the HR process, and Pat and Helen did all of the initial screening and preliminary interviews of the candidates. Pat, Helen, and I then interviewed three finalists. Our plan was to select two or three of the candidates to then meet with the remainder of the Executive Committee. However, at the end of the interviews, we all agreed that Dianne was by far the top candidate; the rest of the Executive Committee was polled and concurred with our decision to proceed as quickly as possible to hire Dianne.
Before coming to EUEC, Dianne had been an Administrative Assistant in the Emory University Center for Ethics since 2011. Before Emory, Dianne had been an Administrative Specialist in the Department of Chemistry at Georgia State since 1987, so she knows higher education and understands faculty (as well as anyone could).
When Dianne was introduced at the March 16 Lunch Colloquium, EUEC member Carl Hug said we had gotten a gem--it turns out he had worked with her at the Ethics Center! Please introduce yourself to Dianne and welcome her when you get a chance.Click here to return to top
OLLI Spring Courses
EUEC representation among OLLI faculty is probably at a historic high point for the courses at OLLI this spring!
You can see the full list of courses by clicking here
You can register by going to olli.emory.edu
and clicking on courses, or by calling 404-727-6000 and selecting option 2.
David Goldsmith is teaching History of Photography
; Kamal Mansour is teaching Medical Series Presented by a World Renowned Surgeon
, John Bugge and Herb Benario are lecturing in a course called 8 Great Cities
, and Jim Keller has organized a course called Eight Retired Physicians Share their Expertise on Timely Medical Topics: Presented by the Emory Emeritus College
that includes Dr. James Keller (radiation oncology) and Drs. Geoffrey Broocker (ophthalmology), Virgil Brown (cardiology), James Eckman (hematology), Carl Hug (anesthesiology, ethics), Marilynne McKay (dermatology), Melvin Moore (oncology) and Rein Saral (Winship Cancer Center). Classes begin April 6, so register soon.
Peter Dowell Memorial Service
The following message is from Michael Elliott, Executive Associate Dean in the College:
It is with great sadness that I write to convey the news that Peter Dowell, Professor Emeritus of English, passed away on March 17. Peter had recently been diagnosed with advanced cancer, and he died at the home of his son and his son's family in Dallas. A gifted teacher, Peter arrived at Emory in 1963, as Instructor of English, and he played important roles in both English and the ILA for decades. Many of you will remember Peter from his long period of administrative leadership in Emory College. He served first as Associate Dean and then as Senior Associate Dean for Undergraduate Education for a period of 15 years, from 1988 to 2003. During that time, he was a generous, thoughtful leader who approached everyone - faculty, students, staff - with empathy, respect, and good humor. He was an exemplary colleague for us all, and I was fortunate to have the chance to work with him more closely after he left the College administration to return to the Department of English. Peter retired from Emory in 2009.
A Memorial Service for Peter Dowell, Professor Emeritus of English, will be held at St. Bartholomew's Episcopal Church, 1790 Lavista Road, Atlanta 30329 on April 11th at 11 am. In lieu of flowers, the family has requested donations be sent to Special Olympics Georgia, 4000 DeKalb Technology Parkway, Atlanta 30340 or to St. Bartholomew's.
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Emory University Emeritus College
The Luce Center
825 Houston Mill Road NE #206
Atlanta, GA 30329