THE Inauguration of Brian C. Mitchell - Bucknell University

June 2005
Volume 33
Number 3
BUCKNELL
Alumna Named Provost
Bucknell’s High Ropes Act
World
THE Inauguration of
Brian C. Mitchell

President’s Message
Impressions Studio
A great Time to be
a Bucknellian!
BRIAN C. MITCHELL
The end of the academic
year allows me to pause to
reflect on the accomplishments
of this year, a series
of firsts for Maryjane and
me. We participated in
many of Bucknell’s most
valued traditions and came
to more fully understand
why “Bucknell is Bucknell.”
The dedication of our faculty
and staff, the commitment
and energy of our student
body, and the loyalty of our
alumni and parents are truly inspiring.
While this first year involved a great deal
of exploring, experiencing, and evaluating, some
significant accomplishments are noteworthy. These
accomplishments are not mine alone; they are the
result of the hard work and collaboration of various
members of our campus community, and I’d like to
share them with our readers.
First, we completed a successful transition. The
task of integrating a new presidential couple to the
university can be daunting. Bucknell’s approach was
practical and inclusive. The work of the transition
team was extraordinarily helpful in orienting
Maryjane and me to Bucknell, and we remain
appreciative of its efforts.
In the academic arena, after an exhaustive
national search, Mary DeCredico ’81 was selected as
provost. She has spent her career at the United
States Naval Academy, beginning as an assistant
professor of history and moving swiftly through
the ranks to her post as vice academic dean. She is
the second highest-ranking academic officer and
the highest ranking female at the institution. I am
delighted that she is returning to her alma mater to
serve as provost.
After several years, the faculty has approved
extensive revisions to the Faculty Handbook. It is
especially important for the faculty to have an upto-date
and relevant handbook to guide their
decision-making. The good work of the faculty and
academic personnel committee brought the project
to completion.
With little fanfare, the strategic planning process
began this fall. The community discussion phase
of “The Plan for Bucknell” generated substantive
conversation about Bucknell’s past, present, and
future. I am most pleased with the re-engagement of
Bucknell’s alumni and parents in the planning
process as they add new perspectives to those of our
on-campus constituents. The immense amount of
2 BUCKNELL WORLD • June 2005
good information received will be integrated with
the thoughts and ideas of the University Council and
senior administrators to form a first draft of the
strategic plan.
We also renegotiated our dining services
contract. The impending end of a 10-year contract
with Sodexho precipitated a thorough review of
dining services at Bucknell. The result was a
thorough re-imagination of dining at Bucknell. The
leadership of Vice President for Finance &
Administration Dave Surgala and Associate Vice
President for Finance Dennis Swank assured an
open process of review and evaluation that ended in
May with the selection of Parkhurst Dining Services
as Bucknell’s dining contractor for the next three
years. Based on the student input provided,
Parkhurst is planning exciting innovations in
student meal programs such as “anytime access” and
extended hours at some locations, and new cook-toorder,
organic, vegan, and locally grown items.
Exceptional food quality and extended variety are
hallmarks of a Parkhurst dining operation. We are
pleased that Parkhurst has agreed to be our partner
and enthusiastically welcome them to Bucknell.
After a nearly 20-year dormancy, the Board
of Trustees and the faculty have reconstituted
their respective committees, opening the door for
the conferral of honorary degrees in 2006. The
reinstatement of this option will attract more highprofile
commencement speakers and will allow us to
recognize the contributions of alumni and others to
upholding Bucknell’s mission.
Both the Board of Trustees and the faculty have
initiated governance reviews designed to enhance
efficiency and effectiveness. The faculty process is in
its beginning stages and some productive conversations
and initial enhancements took place during
the 2004–05 academic year. The coming academic
year will bring a second phase of review that will
explore further the opportunities for improvement.
The Board of Trustees’ governance review resulted
in an initial series of substantive bylaw amendments
that will substantially improve the functioning of
that board. Additional review and further recommendations
are expected next year.
Each year, admission to Bucknell becomes more
selective. This year, 34 percent of students who
applied were offered admission. The Class of 2009
boasts the highest SAT scores in Bucknell’s history.
Most impressive is that as our academic standards
rise our students remain well-rounded. Our students
are gifted academically and remain interested
in exploring co-curricular activities including the
performing arts, service organizations, and athletics.
Perhaps the greatest accomplishment of the year
is one that is invisible to the naked eye. It is a sense,
a feeling, that great things are in the offing for
Bucknell. Momentum has shifted — a confluence of
events, large and small, is bringing us together as a
community and moving us collectively toward our
future. What a great time to be a Bucknellian! W
BUCKNELL
World
Executive Editor
Sharon Poff
Editor
Gigi Marino
Contributing Editors
Bob Gaines
Kathryn Kopchik MA’89
Class Notes Editor
Debrah Baxter Krauss
Class Notes Editor Emerita
Erma Gustafson
Editorial Assistant
Paula Bryden
Art Director
Ruta Karelis
Bucknell World Webmaster
Stephanie Zettlemoyer
Bucknell World Intern
Betsy Harner ’05
Published by
Bucknell University
Bucknell World (USPS 068-880,
ISSN 1044-7563), copyright 2005,
is published six times a year,
in the months of January, April,
June, September, October, and
November, and is mailed without
charge to alumni, parents, students,
faculty, staff, and friends of
Bucknell University.
Periodicals postage paid at
Lewisburg, PA 17837,
and at additional entry offices.
Circulation: 46,000. Address all
correspondence to the editor.
email: bworld@bucknell.edu
Bucknell World website:
www.bucknell.edu/BucknellWorld
Postmaster:
Send all address changes to
Editor, Bucknell World,
Judd House, Bucknell University,
Lewisburg, PA 17837
Telephone: 570-577-3260
Fax: 570-577-3683
Bucknell World
is printed on recycled paper
and is recyclable.

Inside this issue
Doug McMinn
FEATURES
10 BRINGING BUCKNELL
TO THE WORLD
On April 30, Brian C. Mitchell was officially inaugurated as
Bucknell’s 16th president. In his address, he laid out five themes
that will provide the bedrock for “The Plan for Bucknell.”
— Gigi Marino
14 NEW WAYS OF LEARNING
“Technology in the classroom” is often talked about in
academia, but what are the practical outcomes? Take a look
at three faculty members who use technology to enhance their
teaching. — Jennifer Botchie
16 A PLACE FOR POETS
Celebrating its 20th year, the Bucknell Seminar for Younger
Poets has become one of the most inspiring places in the country
for up-and-coming poets to spend their summer.
— Ron Mohring
DEPARTMENTS
2 President’s Message
M A STER BRIDGE
BUILDER
James Moore II was more than
just a founder of Bucknell.
Page 18
Donna Glass
J U N E 2 0 0 5
BUCKNELL
18 Backward Glance
James Moore II is best known as one of Bucknell’s primary
founders, but he also was a master bridge builder.
4 Letters
5 Bucknell Express
20 Alumni Association
Let us know what you think about Class Notes.
21 Class Notes
Alumni Profiles: Justin Estoque ’74, p. 29 • John
Grabowski ’80, p. 30 • Katie Kohn ’03, p. 36
26 Flashback — 1964
International Club
40 World’s End
What would make a 52-year-old man hop in his car and
drive 400 miles round-trip in one day?
INAUGURATION WEEKEND
In the biggest weekend of the year, President Mitchell was
inaugurated, and the Beach Boys performed at Chrysalis —
both played to a packed house.
Page 10
TEACHING AND TECHNOLOGY
Professor Mike Toole ’83, with engineering students Brian
Naumick '05 and Gabi Edwards ’05, is one of many faculty
members using technology in the classroom.
Page 14
June 2005 • BUCKNELL WORLD 3
Gordon Wenzel
Art Foxall

Readers Write
Letters
Editor’s Note: We encourage letters to the editor related to topics discussed in the
most recent issue of Bucknell World, matters that relate to university news or policies,
or that are of interest to a segment of our readership. Letters should be no
longer than 300 words and may be edited for length, clarity, and civility. Letters can
be mailed, faxed, or sent via email to bworld@bucknell.edu. Letters received
between now and July 11 will be considered for the September issue. Additional
letters will be posted on the Bucknell World website. The complete letters policy can
be read at www.bucknell.edu/BucknellWorld.
DIVERSITY OF
THOUGHT
Ienjoy reading Bucknell World and
getting some sense of the direction
the university is headed. It must be
invigorating to everyone involved with
Bucknell to have a president with so
much vision and interest in moving the
school forward.
However, the real reason for this
letter is a need to express my increasing
puzzlement and concern about the positions
so many parents and students take
which, to me, are the antithesis of the
goals of higher education. When I read
about students suing because they don’t
want to read books that don’t reflect their
personal opinions or beliefs (University of
North Carolina freshman reading list) or
parents or alumni threatening to withhold
financial support because the
university creates an environment that
allows students to feel supported and to
explore other views of the world, I
wonder what they believe the point of
education is?
Having diverse viewpoints represented
on campus, both in the classroom
and in extracurricular organizations, is
crucial to the university experience and
to the education of the students.
Presumably, students qualifying to attend
Bucknell have the intelligence to think
critically. Listening to ideas different from
their own allows students to discern what
is meaningful, to develop the ability to
defend their positions or the maturity to
evaluate new information. If I didn’t
want my child exposed to any lifestyle or
viewpoint other than that reflected in the
Bible, the Koran, the Torah, or the Book
of Mormon, I would seek a school that
limited its curricula to those beliefs. But
that’s not what I want for my child.
Because I’m straight, somewhat
liberal, and a Catholic, does that mean I
don’t want my child on a campus that
offers support to gays and lesbians, has a
well-established conservative club, and
teaches Hinduism? Or do I welcome the
differences and hope that the values I’ve
taught my son will continue to resonate
and grow even stronger as he views all
life has to offer in an environment that
encourages tolerance and intellectual
growth?
Bucknell should be applauded for
providing an environment that accepts
differences and provides an atmosphere
that encourages exploration.
Bunnee A. Butterfield P’07
Lakewood, Wash.
4 BUCKNELL WORLD • June 2005
A TOUCHING
TRIBUTE
Iwant to thank Kathleen Sherrill ’80
for the lovely tribute to my husband,
James Logue ’54 [Class Notes,
January 2005]. Jim and I often enjoyed a
laugh when we remembered bumping
into her on a chance meeting in New
York City in 1988. That was my first
experience with Jim encountering a
former student, but far from the last one.
It seemed as though no matter where we
were — visiting in Philadelphia, shopping
in Harrisburg, spending summers in our
beloved Cape May, N.J., returning to
Lewisburg for a Bucknell function, at a
local store or restaurant, Jim would be
approached by an individual with the
opening statement, “You probably don’t
remember me, Mr. Logue, but ...” to
which Jim would reply that indeed he did
remember them. To the surprise of many,
Jim recited their name, school, and year.
The last such encounter occurred one day
when Jim and I were leaving the cancer
treatment center. A woman in uniform
walked toward us and recognized him.
Typical of Jim, he asked about her
brothers, whom he had also taught. As
the woman departed, she asked Jim if she
could give him a hug and, as she did so,
she confessed that she had wanted to do
that many years ago when she was his
student.
Jim taught at the Roosevelt Junior
High School in Williamsport for 10 years
and at the Williamsport Area Community
College, now the Pennsylvania College of
Technology, for 39 years. Forty-nine years
gives one the opportunity to touch many
lives and minds. It was Jim’s wish to
complete 50 years of teaching. We will
never know if Jim would have submitted
his letter of retirement at the end of the
spring 2005 semester.
Penn College is building a new library
scheduled to open in the fall of 2006.
Jim’s friends and colleagues think it is a
fitting tribute to one who devoted his
life’s work to teaching and learning to
have the public reading room named in
his memory.
Darla Logue
Williamsport, Pa.
MORE ON SID
The article on Sid Jamieson was
terrific [“Lacrosse and the Spirit,”
April 2005]. You should also know
that Sid was featured in the book
American Indian Sports Heritage (University
of Nebraska Press, 1995) by Joseph
Oxendine, who was Bill Cosby’s coach at
Temple and is a member of the Lumbee
tribe of North Carolina.
Frank H. Skidmore Jr. ’67
Durham, N.C.
.
LACROSSE AND ITS
COACHES
Iread with interest the article on Coach
Sid Jamieson, “the only lacrosse coach
that Bucknell ever had.”
In the spring of 1955, my junior year,
I played lacrosse for Bucknell. As it was in
Coach Jamieson’s first year in 1965,
lacrosse in 1955 was a club sport. Our
coach was Jim “Smokey” Ostendarp ’52,
who was also the wrestling coach and
helped out with the football team. From
June 1955 to June 1958, I was in the
Army. In the spring of 1959, I do not
recall Bucknell having a lacrosse team of
any kind.
Norman S. Burr ’59
Tigard, Ore.
Editor’s Note: We should have qualified this
statement by saying Sid was the only varsity
coach Bucknell has ever had and apologize,
especially to Mr. Ostendarp, for the oversight.
Brad Tufts also notes that lacrosse became a
varsity sport in 1968, not 1966 as stated in the
original article. Sid Jamieson concurs.
STUDENTS
OF COLOR
Ijust read the letter from my classmate
Bill Curnow ’61 [“Letters,” April
2005]. In his fine letter about Martin
Luther King Jr., Bill mentioned that there
was only one black student at Bucknell
then. Not quite. There were three of us
for those few years between 1957 to the
early 1960s: me, Hank Livas ’60, and
Frank Wood ’62, followed by Joe Hines
’63 after Hank graduated.
I, for one, am quite happy to have
seen the increase in black students at
Bucknell. And I might add, most especially
on national television during that
glorious Friday night in late March.
I conclude by also adding to the
accolades to Doug Sturm. He was one
who supported me and our efforts
throughout those memorable years
and, after reading the article in Bucknell
World, I was pleased to be able tell him
so after all of these 44+ years.
Dick Boddie ’61
Huntington Beach, Calif.
CATCHING THE
BUCKNELL SPIRIT
Reading an article in the Harrisburg
Patriot-News by David Jones was
the ultimate for me after the
outstanding performance of Bucknell’s
baskeball team in the NCAA Tourney. He
was granted permission to spend time
with the team during those exciting days
in Oklahoma City. He wrote that he had
never been with such an outstanding
group of student-athletes in Division I. To
Jones, they epitomized the true goal of
college athletics. I was simply thrilled by
the column and proud to be part of that
Bucknell spirit that Coach Flannery ’80
wrote about in your Special Edition. As a
former professor and dean, I couldn’t
have been more satisfied with the way
our young men performed both on and
off the court. Sports are not life, but they
can be a meaningful part of it.
George D. Wolf MA ’53
Camp Hill, Pa.
“I went for the academic excellence and left with academic excellence or,
more precisely, your grandmother with her 4.0 in math!”

World
BUCKNELL Express
Provost’s Position Is a Homecoming for Alumna
Gordon Wenzel
Back to Bucknell: Mary DeCredico traveled to campus to participate in the
inauguration events in April and will formally begin her role as provost on July 1.
MARY DECREDICO, VICE ACADEMIC
dean at the U.S. Naval Academy, has been
appointed as Bucknell’s new provost.
A member of Bucknell’s Class of 1981,
DeCredico has served on the Naval Academy faculty since
1986 and advanced progressively to administrative positions
of increasing scope and authority, including chair of
the history department and president of the faculty senate.
In her position at the Academy, she is the second-highestranking
academic officer of the institution and the first
woman ever to reach that level.
“Dr. DeCredico’s dedication, accomplishments, natural
leadership abilities, strong interpersonal skills, and depth of
knowledge make her a natural selection as provost,” says
Bucknell president Brian C. Mitchell. “She has developed
an extensive portfolio of experiences that will transfer well
to Bucknell University.”
In her role as provost, DeCredico will have full
accountability for the university’s academic affairs, ensuring
that Bucknell’s students receive the best possible education.
She plans to implement programs that encourage continuing
faculty development, including some that proved highly
successful at the Naval Academy. “I think some of those
practices — creating a center for teaching and learning,
working with department chairs and individual faculty
members to create a plan for tenure and promotion,
seeking to recognize individual faculty achievement — can
be easily adapted to the Bucknell environment,” she says.
DeCredico will also serve as Mitchell’s number-two
executive officer and will assume leadership roles in several
key university initiatives, including the development of a
new strategic plan. “I’m especially interested in strategic
planning and how it can position an institution both academically
and tactically,” says DeCredico. “Bucknell has a
prime opportunity to craft a future vision that can shape
its evolution and encourage public and private financial
support. I have seen how effective it can be at the Naval
Academy, and I’m confident that it will be even more
successful at Bucknell.”
After receiving her Bucknell degree in history, magna
cum laude, DeCredico earned an M.A. in American history
and a Ph.D. in Southern history from Vanderbilt University.
“The foundation for my academic career was established at
Bucknell,” she says. “I learned to think critically, to question
and push myself beyond what I thought was possible.”
Much of her scholarly research has focused on the
Confederate side of the Civil War, an interesting choice for
a native of Cleveland, Ohio. She has written two books —
Mary Boykin Chesnut: A Confederate Woman’s Life and
Patriotism for Profit: Georgia’s Urban Entrepreneurs and the
Confederate War Effort — and is researching a study of
wartime Richmond, Va., for publication in the next few
years. Additional written works include book introductions,
anthology chapters, journal articles, and numerous book
reviews. She has received numerous awards, including the
Navy Superior Civilian Service Medal and the Museum of
the Confederacy’s Jefferson Davis Award.
“Dr. DeCredico is the ideal choice as Bucknell’s next
provost,” says Mitchell. “Her outstanding leadership abilities
and demonstrated commitment to liberal arts education
will serve Bucknell well.”
DeCredico expressed enthusiasm and gratitude for the
opportunities her new position will offer. “As Bucknellians
know, Bucknell is a special place. I have a good sense of
what the university offers and how it can make a difference
in a person’s life. I am thrilled to play a part in driving its
future success.”
DeCredico will begin her duties as provost on July 1.
— Kathi Vieser
June 2005 • BUCKNELL WORLD 5

High Hopes for High Ropes
’RAY BUCKNELL
6 BUCKNELL WORLD • June 2005
a challenge in the classroom, but students, faculty, and
staff can get a challenge in a classroom without walls,
in the great outdoors, at CLIMBucknell.
In March, Bucknell joined an increasing number of
colleges and universities offering high ropes challenge
courses with the completion of its own challenge course,
CLIMBucknell, at the Forrest D. Brown Conference Center,
located in the village of Cowan (nine miles west of Lewisburg).
The course contains a number of “high elements” — a
70-foot climbing tower, a 400-foot zip line, and several 35-
Jim Hostetler BUCKNELLIANS ALREADY KNOW THAT they get
• Bucknell men’s lacrosse coach
Sid Jamieson received the Spirit of
Tewaaraton Award in June. The award
was presented by the Tewaaraton
Award Foundation in Washington,
D.C. (Tewaaraton is the Mohawk
name for lacrosse.) Jamieson retired at
the end of the 2005 season after 38
years with Bucknell, having coached
16 All-American players during his
tenure. Also, 13 of his players were
invited to the North-South All-Star
game, and 111 of his players earned
the All-League distinction.
• Juliana Brafa ’05 and Todd G.
Beiber’s five-minute short film Neck
Deep won the Viewers Voice Award
at the Cinequest Film Festival in San
Jose, Calif., in March. Neck Deep is a
humorous story about a class warfare
battle at a fishing hole. Two men cross
paths in a stream only big enough for
one. Gary Grant, associate professor of
theatre, plays both of the main characters.
Brafa graduated in May with a
double major in theatre and English/
creative writing and a double minor in
film studies and women’s studies.
foot high-ropes activities — designed to teach individuals
about risk assessment and personal challenge. The “low
elements” have names like Commitment Bridge and Tight
Rope Walk, require group participation, and teach group
dynamics, leadership, and cooperation. CLIMBucknell stands
for challenge, leadership, innovation, and motivation.
Jim Hostetler, who is the director of construction and
design at Bucknell, spearheaded the project. As a longtime
mountain climber and spelunker, he has touted the benefits
of outdoor education. He says, “The process is exciting and
provides a huge step in teaching people how to cooperate
and get a project finished, which is something you can apply
in the classroom or in the boardroom. The Cowan course
presents great opportunities to foster bonding, trust, and
leadership among faculty, staff, and alumni.”
The facilitators for the course are student and staff
volunteers, who trained at the facility for six days over
spring break. Says Hostetler, “It takes a special person to
give up valuable time on weekends to come to this site and
teach, but that’s the kind of people we have at Bucknell.”
President Brian C. Mitchell also endorsed the challenge
course, saying, “Experiential education serves as a bridge
between our liberal arts curriculum and focused human
development. The lessons learned on the challenge course
blend with academic education in a highly additive way.”
CLIMBucknell was funded by two brothers, both
Bucknell alumni and outdoorsmen, Ben ’69 and Myles
Sampson ’67. Says Myles, “After taking a tour of Cowan,
Ben and I realized that this beautiful wooded property was
the ideal spot to capitalize on the growing interest today’s
students have in the outdoors. Jim Hostetler convinced us
that a challenge course could really help to boost students’
self-confidence and enhance their abilities to work as a
team. Our hope is that the challenge course will be the first
of many projects that will encourage students to connect
with the outdoors and each other in this great rural location.”
The Sampsons dedicated the course in the names of
Bucknell alumni who perished during the Vietnam War:
Guy B. Creep ’63, Michael A. R. deMagnin ’67, Robert A.
Doten ’69, John D. Duncan ’67, Norman E. Fine Jr. ’68,
Lewis B. Gaiser ’65, Alan D. Gardner ’62, Ronald C. Osborne
’63, and A. Robert Toal ’58. — Gigi Marino
• Andrea Halpern, professor of
psychology, has been awarded a
$39,526 grant by the GRAMMY
Foundation ® to study how training
in music changes the way the brain
works. Halpern will identify the
location and the nature of brain activity
patterns associated with auditory
imagery in musicians and relate these
to musical imagery ability. A leader in
the study of cognitive and biological
aspects of music perception, she has
published more than 30 articles and
book chapters on the topic.

BRIEFS
Art Foxall
Janice Butler
Fill Your Bowl At the end of April,
students organized and hosted a new
event at Bucknell, called Empty Bowls.
Participants came to the function with
a minimum donation of $10. For their
donation, each participant was able to
select a handmade bowl and was
served a simple meal of soup and
bread. The participants were able to
keep their bowls as a reminder of all
the empty bowls and empty stomachs
throughout the world. Most of the
soup was donated from local Lewisburg
restaurants. For three months, artisans
and beginners at Bucknell’s Craft
Center have been handcrafting, glazing,
and firing ceramic bowls, yielding a
collection of 160 unique and colorful
bowls. Proceeds from the Bucknell
Empty Bowls project were donated to
local supplemental food programs.
Million Penny Project The Bucknell
fraternities and sororities participated
in the seventh annual Million Penny
Project this year. The money raised will
Math Team Adds Up to Top Ten In this year’s William Lowell
Putnam Mathematics Competition, a team of Bucknell students
finished 10th out of 411 schools. Shown here from left to right
are team members Rob Rhoades ’05; Greg Adams, faculty
adviser and associate professor of mathematics; Hoang Minh Le
’07; and Toan Vu Phan ’06. Bucknell placed 29th last year,
and 50th in 2003. In the Putnam competition, five teams are
designated as the winning teams; teams in the 6th through 10th
positions are given honorable mentions. Bucknell received an
honorable mention, along with the University of California at
Berkeley, Harvard, Stanford, and the University of Toronto.
Art Foxall
support Camp Victory, in Millville, Pa.,
which provides chronically ill and
physically challenged children with a
week at its summer camp. By hosting
benefits, the Bucknell fraternities and
sororities will raise $10,000 for their
cause. The IFC and Panhellenic Council
hosted a wing night at local Lewisburg
restaurants during the spring semester,
where more than $1,000 was raised.
Donations can be sent to the campaign
office at Bucknell University, 207 Elaine
Langone Center, Lewisburg, PA 17837.
Great Grad Rate Bucknell was ranked
no. 1 in the nation among all 2005
NCAA Men’s Basketball Tournament
teams, according to a study on graduation
rates compiled by the University of
Central Florida’s Institute for Diversity
and Ethics in Sport released in
February. Bucknell, tied for first with
Utah State, graduated 100 percent of its
basketball players entering school over
the past six years. Stanford was third
at 92 percent, Kansas was 10th at 60
percent, and Duke was tied for 11th at
58 percent.
Hats Off to ROTC Bucknell’s ROTC program
recently received the MacArthur
Award, which honors the top Army
ROTC units from around the country.
Shown standing at the award ceremony
are Kathy Owens, executive assistant
to the president and secretary to the
Board of Trustees; Lt. Colonel Nate
Smyth, director of the ROTC program;
Rick Ferraro, dean of students; and
Charlie Pollock ’70, vice president for
student affairs.
The Bucknell ROTC program
received the award in the Eastern
Region of Cadet Command category.
The other two Eastern Region recipients
are the University of New Hampshire
and James Madison University. The
Army ROTC battalions that receive
the MacArthur Award are the most
successful units in accomplishing their
training missions and commissioning
Art Foxall
Art Gulden Memorial Despite impending
rain on April 23, more than 300 people
showed up to honor the memory of Art
Gulden, Bucknell’s legendary cross country
and track and field coach. Gulden’s entire
family and his extended family of alumni
runners and friends were present for the
unveiling of an elegant cast-stone monument
depicting Coach Gulden, which is on permanent
display outside Gerhard Fieldhouse.
the most lieutenants who enter the
Army each year. Bucknell’s program
is one of 272 ROTC units located at
colleges and universities throughout
the United States.
Faculty Retirees Four faculty members
retired at the end of the spring semester:
Richard Ellis from biology; John
A. Miller from management; Sally
Morrison from mathematics; and
Robert Love Taylor from English.
Greenhouse Has Statewide Success In
April, Bucknell’s greenhouse was
cited by the state’s Department of
Agriculture as a model for organic
insect pest management. Flora Eyster,
caretaker of the greenhouse, says that
the greenhouse has been operating
100-percent organically over the
past five years, using preventative
maintenance horticulture.
Class of 2004 Post-Graduate Report
Good news from the Career
Development Center about the postgraduation
activity of the Class of
2004. Survey results show that 96
percent of 2004 graduates are
employed or in graduate programs.
The CDC also has compiled detailed
data including students’ area of study,
employment fields, and employers.
The data can be obtained by contacting
the CDC at cdc@bucknell.edu or
visiting its website at http://www.
bucknell.edu/CareerDevelopment.
June 2005 • BUCKNELL WORLD 7

Rakerd Studio
Faculty Profile: Dan Cavanagh
8 BUCKNELL WORLD • June 2005
Chem. E. Meets Bio On the wall in
Dan Cavanagh’s office is a photograph
of his young son, Tim,
in the bathtub. Like his
two-year-old, Cavanagh,
associate professor of
biomedical and chemical
engineering, likes playing
with bubbles. While
the younger Cavanagh’s
bubble-play is purely
recreational, that of the
senior Cavanagh holds
implications for patients
recovering from various
types of cardiac surgeries.
His primary area of focus has been
intravascular gas embolism, which is
the presence of gas bubbles in the
blood stream, resulting primarily from
surgical procedures.
Cavanagh starts with a basic science
approach, trying to understand
how bubbles behave as they flow
through glass tubes. When the bubbles
WYNEE WONG ’04 EXEMPLIFIED THE
American dream. A first-generation college
student of Chinese descent, she grew up in
Manhattan, got good grades, and worked
hard to get to Bucknell, where she was actively involved
and excelled academically, graduating magna cum laude.
Then, less than a week after graduation, the dream was
cut short. Wong was killed crossing a street in New York
City when she was struck by a vehicle. She had obtained
her job working in the Family and Violence Bureau of the
Manhattan District Attorney’s office through the Bucknell
Public Interest Program shortly before the accident.
Wong’s mother, Ellen, is determined to carry on her
daughter’s legacy. She explains, “My daughter liked to help
out people during her school years, and she motivated me
hit a branching point, do they split up?
Or go down one side or the other? As
he says, “From a purely engineering
point of view, there is no reason why
they should stop in the glass tubes.” In
the complex human circulatory system,
the situation is very different, as medical
complications can arise when bubbles
stop in blood vessels. When this
occurs, the delivery of vital nutrients,
such as oxygen, to regions downstream
from the bubble can be completely
restricted, thereby damaging tissue.
Clinical research suggests that 30 to
70 percent of post-surgical cognitive or
physical conditions (e.g., short-term
memory loss, vision problems) may be
attributable to gas emboli. The ultimate
goal of Cavanagh’s research is to find
ways to break up the bubbles or allow
the bubbles to move further downstream
where they’re not likely to block
off as much tissue. “It’s like moving an
accident to the exit ramp from the
main part of the highway,” he explains.
“If you can get it to the exit ramp,
you’re in a much better position.”
When not teaching, conducting
research, or mentoring senior design
projects, Cavanagh is directing the
newly minted biomedical engineering
program. The new major began two
years ago and is one of only three biomedical
engineering degree programs at
a non-Ph.D.-granting institution in the
United States. “I remember asking the
search committee when I was interviewing
for my job,” he says, “‘Where
do you think the program will be in
five years?’ The committee laughed
because no one really knew where the
program would be in five years. It was
a sign that this was a newly started
book that definitely wasn’t finished yet,
and no one knew where it was going.
It’s probably what was the most appealing
aspect of the job for me in coming
to Bucknell. Since then, we have
accomplished a great deal, but we still
have a lot to do.” — Ilene Ladd
Honoring a Young Life to have that wish to set up a memorial fund.” Grateful
Terry Wild
Her Last Spring: Wynee Wong volunteered for the Bucknell Brigade in Nicaragua.
for the financial aid her daughter received, Ellen hopes to
give other students the same opportunity by creating a
memorial scholarship; however, the family needs support
in funding the scholarship.
Donations to the scholarship fund will help to honor
the positive role that Wong played at Bucknell both inside
and outside the classroom. Along with high academic standards,
she was involved in many campus groups, including
the Chinese Cultural Association, Japanese Society,
Bucknell Brigade, and other cultural and service groups.
Those who knew her at Bucknell have only glowing
comments. Gary Sojka, professor of biology, taught her in a
capstone course and says Wong was “well known, well
liked, and well respected with peers and faculty.” He adds
that she was “headed for a terrific career.”
Mike Purcell, assistant director of housing and residential
life, had contact with her through the International
Advisory Board. He says that “Wynee always had a smile,
and she was always trying to make things better for the
next group of students that would be in her place.
“Wynee touched a lot of people on this campus, professors
and students alike. She was and still is in the hearts of
all those who knew her,” says Purcell. With the creation of
the memorial, Wong’s impact at Bucknell will be honored,
and the opportunities she had will be passed on to other
students. However, approximately $40,000 still needs to be
raised. If you would like to give to the Wynee Wong
Memorial Scholarship, please send donations payable to
Bucknell University to the Office of Gift Planning, Bucknell
University, Lewisburg, PA 17837. — Lindsay Hitz ’08

Rakerd Studio
Trotting to Victory
THE BUCKNELL EQUESTRIAN TEAM has
trotted its way to victory in the 2004–05 season,
competing against other universities in the area.
Bucknell finished in first place within its region,
beating out other Patriot League teams such as Lafayette,
who finished in second. The team qualified for the zone
finals, where Bucknell’s riders will compete against the
three other regional winners. Depending on their performance,
the Bucknell equestrian team could be headed for
nationals.
During the competitions, each team earns points in the
open and flat rider categories. Open riders are judged on
their position and effectiveness in controlling their horses
around a course of jumps. In the flat rider category, roughly
10 riders enter the arena and are judged as they move
through a series of paces such as walk, trot, canter, and
halt. The flat riders are also judged by how effectively they
can control their horses.
The team is coached by Jan Philips, who started the
club team in 1989 and is celebrating her 15th year of
coaching for Bucknell this season. She owns and operates
the barn and stable facility where the team’s horses are
kept, a short distance from campus. She is pleased with her
team’s progress this year.
While the university gives the team financial support,
individual team members do a great deal of fundraising on
their own, including hosting an open show at Philips’ barn.
The money raised by the team is used for additional entry
fees that the university does not cover and bus transportation
to each show. Also, each rider must pay for her or his
10 mandatory lessons per semester.
The team consists of 31 dedicated riders. Their competition
days start around 3 a.m., and the show sites are usually
Student Profile: Katie Breitenbach ’05
In the Public Interest From the moment
Katie Breitenbach ’05 stepped foot on
campus, she became
involved — not just
with local activities, but
global ones. She became
involved with Rooke
Chapel and was a copresident
of the chapel
committee. She also is
the president of her
sorority, Chi Omega.
In her junior year, she
served as a teaching
assistant during the
Bucknell Northern
Ireland program and worked as a
Homecoming hostess.
Breitenbach, who thrives on community
service and helping others, also
is a member of the Bucknell Brigade.
Taking advantage of Bucknell’s many
overseas opportunities, she spent her
senior year spring break volunteering
with the Brigade in Nicaragua. During
her week in Nueva Vida, the commu-
nity largely supported by Bucknellians
for the last five years, she worked at
the health clinic pharmacy and helped
with construction work.
Breitenbach says that her trip
to Nicaragua has been her favorite
Bucknell experience and that it
changed her life. “I am thankful for
the trip because it profoundly changed
my perspective about the world,” she
says. “My eyes were opened to places
outside of Bucknell where people face
troubles and challenges beyond anything
I have ever seen. I am determined
to always remember the things I saw
and the people I met. My experience
has made me strive to live better
and work for the people in my own
community and around the world
who need support.”
In addition to her extracurricular
activities, Breitenbach has not lost
focus on her academic life. She graduated
in May with a double major in
English and psychology. She also
completed a psychology thesis, which
Ready Riders: Top row from left to right: Marisa Buyers-Basso ’08, Andrea Brown ’08,
Alex Coleman ’08, Vicki Seak ’07, Kristen Longo ’06, Amy Hofmann ’08, Flora Manship
’08, Allison Smith ’07, Lindsay Burns ’07, Becca Dillon ’08. Bottom row from left to right:
Sophia Zahoudanis ’08, Kira Epstein ’08 (assistant captain), Jill Rockett ’07, Laura Cox
’07, Brian Montgomery ’07, Jessica Cummings ’07 (head captain), Hana Nower ’07.
more than three hours away. Riding takes a lot of time and
dedication; many riders own their horses, lease horses, or
take extra lessons in order to ride more often.
“One lesson per week is common, given the high cost
of riding. Riders who want to be really successful find a
way to ride more; whether by getting jobs, working around
the barn, or using savings to cover the expense,” says
Becky Worden ’05, one of Bucknell’s top open riders, who
competed in nationals as a first-year student.
“Being on the team is a lot of hard work, but that’s
why we love it,” says Worden. “We have all fallen off our
horses, but without the challenges, the experience of riding
would not be nearly as fulfilling. Everyone on the team has
a deep love and respect for the animals who bring us so
much pleasure. For riders, there is absolutely nothing
better than being on a horse.” — Betsy Harner ’05
requires a major time commitment.
“My thesis is part of a larger study
that examines incidents and risk factors
associated with sexual experiences
on college campuses,” she says. “In
particular, I looked at the culture of
college life and specific risk factors,
such as alcohol.”
Breitenbach and the other members
of the research team gave a presentation
of their results in April to
members of Bucknell’s administration.
They also held an open forum for
students to see the results and ask
questions about the research and the
findings. Breitenbach was happy to
have an opportunity to present her
findings and provide important information
to the Bucknell student body.
Breitenbach looks forward to continuing
her education by attending
law school this fall, where she plans
to focus on public interest law. Just as
she did at Bucknell, she intends to
continue with service work for the rest
of her life. — Betsy Harner ’05
June 2005 • BUCKNELL WORLD 9
Gigi Marino

Gordon Wenzel
President Brian C. Mitchell challenges the university
community to take Bucknell to the next level —
academically, financially, and culturally.
president Brian C. Mitchell was inaugurated
on April 30, nine months after he assumed the office of
Bucknell’s 16th president. At that time, he fielded many
questions about why he chose to come to Bucknell from his
previous presidential post at Washington & Jefferson College
10 BUCKNELL WORLD • June 2005
Bringing Bucknell
to the World
(located 30 miles south of Pittsburgh). Speaking to an
audience of 4,000 in the Sojka Pavilion, his answer
never wavered: “Because Bucknell is Bucknell.”
In his inauguration speech, Mitchell elaborated on
this deceptively simple answer, saying, “It’s something
you sense. It’s something you feel. Most of our students
would understand what I mean and have from the first
time they set foot on campus. Bucknell is about the
strength of American higher education, about the
promise that comes with being among a handful of the
best places, and about how minds trained here are
By Virtue of Authority: Susan Crawford ’69, chair of the Board of Trustees, led
the installation ceremony. Norm Garrity ’63, chair of the presidential search
committee, is on President Mitchell's left.
GIGI MARINO
exceptional. It’s about the future; about how the best
liberal arts institutions will always shape American and,
increasingly, global thought; and about why each of us
came to Bucknell.”
Susan Crawford ’69, chair of the Board of Trustees,
introduced Mitchell: “This presidential inauguration
begins a new era of leadership, excellence, and competitive
strength by Bucknell within American higher
education and around the world. The vitality of our
intellectual community is being strengthened. Our
mission and sense of shared purpose are being renewed.
We consider the great possibilities before us and honor
and pledge our support to the man who will lead
Bucknell to even greater achievements in the future.”
The Plan for Bucknell One of Mitchell’s key
priorities at Bucknell has been to revitalize the planning
process and provide the university with a solid strategic
plan, which will function as the bedrock for all academic
and financial decisions to be made in the next several
years, as well as those that will drive the next comprehensive
campaign. During his inaugural address, he
revealed the five themes that will drive this strategic
plan, “The Plan for Bucknell,” with the caveat that they
are “not meant to be the final word.” They are 1) the
academic core, 2) the residential learning experience, 3)
diversity, 4) financial strength, and 5) building bridges.
As an active historian and scholar, Mitchell believes
Bucknell’s academic mission is the essence of the university.
The goal is to build a better defined and more
interdisciplinary academic program with a new standard
of excellence. Mitchell calls the faculty to rise to this

challenge, but also asks, “How do we attract, enthuse,
nurture, and reward our teacher-scholars from the
moment they set foot on campus? Our faculty must
have the resources needed to do their work so that our
students can lay claim to the finest education in
America.” Academic freedom is also essential to the academic
core. Mitchell promises, “The most fundamental
support I can offer to our faculty is a steadfast,
measured, rational, and unwavering commitment to
academic freedom.”
We must define a Bucknell education as the
product of a thousand teachable moments
offered every waking hour.
The residential learning experience is a natural
complement to the academic core, providing the ideal
environment in which students can stretch and grow
academically and personally, and is the second theme of
the plan. Mitchell suggests rethinking the approach to
student life and residential learning. He says, “We must
define a Bucknell education as the product of a thousand
teachable moments offered every waking hour
across four years in residence and reaching every corner
of this campus.”
The third theme, diversity, is an area in which
Mitchell says, “Bucknell has failed. This university does
Fun, Fun, Fun: The Beach Boys played classic hits at Chrysalis for an
enthusiastic audience spanning generations from the ’60s crowd to
the Millennials.
Davis Gym Transformed: The night before inauguration, Davis Gym was the site
of a black-tie dinner and, later, the annual Chrysalis Ball.
not have a clear understanding of or a lasting commitment
to diversity, in all its forms, whether geography,
race, religion, sexual orientation, gender, or intellectual
thought, to name a few. We are a national university
but have not thought through how we can become a
genuinely international one.” He cites the dialogue
between the College Democrats and the Conservatives
Club as an example of intellectual diversity but also says
Bucknell must be more vigorous in its attempts to
achieve diversity of color. “Bucknell will never fully
achieve its stature within American higher education
until it defines diversity in all its forms and embraces its
own definition. This is a challenge we must accept.”
Financial strength is the fourth theme of the plan.
“While Bucknell is an institution of deep and rich
resources when compared to most,” Mitchell says, “we
do not enjoy the level of financial security that permits
us to move aggressively toward achieving all of our aspirations.”
Mitchell suggests that the next comprehensive
campaign will focus largely, though not exclusively,
on increasing the endowment. “We have very high
ambitions for this university,” he says.
The last element of the plan is one that Mitchell calls
“building bridges,” a set of connections that link
Bucknell and Bucknellians to local communities and the
world at large — study-abroad programs, networking
avenues, student and faculty research, and cooperative
community ventures, to name just a few. He says the
Bucknell campus is “set within a Norman
Rockwell–style picture-postcard town. Our goal must be
to move beyond this city on the hill to a progressive and
deepening engagement with the outside world. The
world must come to Bucknell, and we must be prepared
to reciprocate.”
Good Vibrations! President Mitchell’s inauguration
was the highlight of one of the biggest weekends
on campus, including the Bucknell Dance Company’s
spring concert and the Lewisburg Arts Festival. The
June 2005 • BUCKNELL WORLD 11
Gordon Wenzel

Gordon Wenzel
events began with an inaugural dinner on Friday, which
led into the annual Chrysalis ball, attracting record
numbers of students this year with the Beach Boys as
the headline band. Inauguration day began with an
interfaith service at Rooke Chapel and a brunch open to
all students, alumni, faculty, and staff.
Hundreds of alumni returned to campus for the
inaugural ceremony, which was attended by delegates
from more than 100 colleges and universities nationwide
and several sitting and emeriti university presidents.
During the procession, students carried flags
representing 69 nations (39 international students
carried flags from their home countries) and 44 home
states, with the last flag representing the Boston Red Sox
— a whimsy of appreciation for Brian and Maryjane
Mitchell’s Boston roots.
John Zeller ’41, who has known 11 Bucknell
presidents and was himself acting president in 1984,
says, “I thought President Mitchell’s speech was a clear,
succinct, but comprehensive vision of Bucknell’s path to
the future — a realistic appraisal of where Bucknell
stands and what must be accomplished to continue
Bucknell’s record of success into the future.”
Sandy and John Nesbitt ’64, who are active volunteers
for Bucknell, say that they were impressed with
Mitchell’s focus on students and the breadth of his plans
for the future. Says John, “We both liked the inclusiveness,
the way he encompassed all of the communities
vital to the university — students, faculty, and staff. He
set a theme of striving for excellence. The feeling I got
was that we have a great institution, it’s a great place to
be, but there are still great places to go. It was exactly
what you would hope for.”
Joel Buckman ’06, president of the Bucknell
Student Government, echoes this approval for Mitchell’s
attention to students, commenting that in the nine
months Brian and Maryjane Mitchell have been on
Blow Your Horn: Bucknell’s symphonic band played under the direction of
William Kenny.
12 BUCKNELL WORLD • June 2005
Flag Bearers: As part of the inaugural procession, students carried flags
representing 69 nations and 44 home states.
campus, they have already hosted more than 600
students in their home. During his welcome greeting on
behalf of the students, Buckman said, “Since the
moment President and Mrs. Mitchell set foot on campus,
they made it a priority to get to know the student body.
They wanted to know us, understand us. When students
talk, President Mitchell listens. Today marks the beginning
of the time when we will proudly tell the world the
Bucknell story. President Mitchell has pierced the
Bucknell bubble, lifted the wool from our eyes, and
asked us as an institution to stop spinning our wheels.
He has boldly reminded us not only of who we are but
who we can be.”
Since the moment President and Mrs. Mitchell
set foot on campus, they made it a priority
to get to know the student body.
During the address, Mitchell recognized several
students who have recently won prestigious academic
awards: Alexander Perkins ’05 for a National Defense
and Engineering Graduate Fellowship; Rob Rhoades ’05
for a National Science Foundation Graduate Fellowship;
Justin Russo ’05 for a research Fulbright Fellowship; and
Tuan Phan ’07 and Hoang Le ’07 for their 10th-place
ranking in the prestigious Putnam Math Competition.
Shari Aser ’98 found Mitchell’s message inspiring.
She says, “I was impressed by President Mitchell’s
enthusiasm for Bucknell. He laid out a vision for
Bucknell’s future that had a tangible execution plan in
the short term. In addition, I thought it was great that he
highlighted some of the recent accomplishments of the
students, by asking them to stand for recognition. For an
alumna, it was wonderful to see that President Mitchell,
during his short tenure at Bucknell, has already experienced
what makes Bucknell Bucknell.”W
Gigi Marino is the editor of Bucknell World.
Gordon Wenzel

Telling the
Bucknell Story
is a haven for exceptional students in an idyllic environment.
Indeed, in the next several days we will complete
acceptance of the most competitive class in the university’s
history, offering admission only to 33 percent of those
who have applied, down from almost 60 percent only 10
years ago.
Examples of excellence and innovation may be found
across the university curriculum. Many with us today
may not know, for example, that we are 12th per capita
in the production of science Ph.D.s among elite liberal arts
colleges and universities and also 12th in the number of
students who study abroad. These are important stories to
tell, and Bucknell is in the midst of a significant community
dialogue on how best to move forward from this
exceptionally strong foundation.
Within the year, this dialogue will produce a strategic
plan, which we have called “The Plan for Bucknell.”
The plan will be simple and straightforward with a few
overarching, interconnected goals. It will also shape the
university’s direction for the next six to eight years.
Bucknell has undertaken variations on planning for some
time, of course, and this new effort is the culmination of
much of that earlier work.
The success of The Plan for Bucknell is dependent
on at least three factors. First, the plan must be clear and
concise, with a careful set of priorities, an acknowledged
understanding of what can and cannot be done, and
broad and uniform acceptance across Bucknell’s constituencies.
Second, the university’s operations and
capital budget must be tied intimately and inexorably to
the plan. And third, the plan’s goals must create priorities
for the comprehensive campaign, which will be opening
in silent phase shortly after the plan’s passage.
We have much work to do. One of the concerns that
I have had since becoming president has been that
the very qualities that make Bucknell an exceptional
place also inhibit a sense of urgency about mission and
diminish the need for an aggressive vision for the future.
Make no mistake about my position. We must have full,
complete, and complex discussions about major policy
issues at Bucknell. I fear, at times, that Bucknell’s national
standing, financial health, and strong enrollment base,
however, contribute to a level of comfort that Bucknell
can no longer afford to assume. To protect the so-called
“Bucknell Bubble,” we must at times be prepared to burst it.
BRIAN C. MITCHELL
BUCKNELL IS IN THE ENVIABLE POSITION OF BEING
widely regarded as among a handful of the world’s best universities.
Recognized for the quality of its education, its exceptional faculty,
the close interaction between students and faculty, and the
strength of its residential learning experience, the university
The groundwork for our efforts must be a rededication
to the often misunderstood notion of a studentcentered
campus. The pieces are all in place. What is
clearly lacking is a vision that connects by turning everything
we do into teachable moments for our students. To
be student-centered, we must be open to students,
whether this openness extends to hours of operation or
our determination to bring student opinion more directly
into how the university operates. We are here to teach,
and the intellectual life of the university is shaped by our
faculty. If the soul belongs to all of us who care about
Bucknell, the heart of this great and distinguished place
belongs most obviously to our students and the alumni.
Their presence as students enlivens and enriches us and
reminds all of us why we chose to work and teach at
Bucknell. As John Zeller ’41 noted repeatedly, “We are all
teachers here,” no matter what job we hold. W
For the full text of President Mitchell’s inaugural address, go to
www.bucknell.edu/inauguration.
Gordon Wenzel/ Impressions Studio
June 2005 • BUCKNELL WORLD 13

Art Foxall
Thanks to technology, classroom exercises, which have always seemed
pretty standard, can translate into a world of new learning — including
virtual labs, simulated construction sites, and international travel.
JASON SNYDER ’95 M’98 TOOK ASSOCIATE PROFESSOR
14 BUCKNELL WORLD • June 2005
New Ways of
Learning
“Last summer, I took a trip to Germany, Austria, and the
Czech Republic with some friends. My experience using
the DB website was invaluable, because it helped me
plan our itinerary from Munich to Prague to Vienna,”
Snyder says. “I was able to reserve sleeping cars on the
trains using the website. Our trip went really smoothly
because I was able to plan everything out in advance
using the DB site.”
Today’s students have a wide-ranging digital repertoire.
As students bring increasingly advanced computer
and technical skills to college, faculty members strive to
incorporate that knowledge into the classroom experience.
With a variety of new programs, technology is
JENNIFER BOTCHIE
Helen Morris-Keitel’s German 101 class in fall 2003. Morris-Keitel
had Snyder and his classmates go to the Deutsche Bahn travel
website to plan a mock itinerary using the site — in German.
A year later, Snyder put the classroom exercise to real-life use.
being used to enhance the curriculum at Bucknell.
Study the behavior of honeybee colonies with
Elizabeth Capaldi, assistant professor of biology and
animal behavior, and you’ll not only watch videos,
you’ll create your own. Learn construction with Mike
Toole ’83, assistant professor of civil and environmental
engineering, and become a virtual project manager. If
you study German with Morris-Keitel, you will have an
opportunity to learn your vocabulary in a visual way.
These three faculty members are just a few integrating
technology into their teaching methods.
Flight of the Honeybee Capaldi uses video
extensively; she incorporates clips into PowerPoint
presentations and has students create their own videos
of honeybee colonies to study their socialization. She
gives the students an outline, brings Information
Services and Resources staff to introduce the project
and teach basic video editing, then lets the students’
creativity take over.
“I am not comfortable leaving students who don’t
have a lot of experience to do research,” Capaldi says. “I
didn’t have to hover over them to finish this project.”
By using video and observing more from a
distance, the students learn without getting too close
to the stinging insects. The video gives students a skill
that can be used outside of Capaldi’s course, and is a way
of teaching multitasking.
Bee Careful: Elizabeth Capaldi, on the far left, is shown here with students
Amanda Clause ’05 and Corey Flynn ’05 who, rather than working in the field,
videotaped bee colonies to study socialization.

“I don’t want to waste the students’ time; it’s too
valuable,” Capaldi says. “I want them to be able to have
tangible skills as well as creative thinking.” Students say
they enjoy the process in general and have fun with the
assignment.
Capaldi adds that video enhances the course material
by making it more visual: “These videos make the
material become alive, removing it from the dry pages of
a book. Many people learn by seeing, and topics that are
alive to me motivate me to learn about them.”
Sim-fabulous Toole searched for a way to
bring construction to life and make the learning process
more active and collaborative. One way was with a project
management “flight simulator.” With this program,
which was created using Ithink, students become virtual
project managers. They select assistant project managers
and pursue goals on time, safety, cost, quality, and boss
and client goodwill. As the simulation runs, students
monitor their success in several areas and can choose to
“crash” certain tasks to boost their rating.
Toole says he selected this project to help make
abstract concepts more real and to help the students
build “social intelligence” and apply it to the workplace.
“Students compare and share their successes,” he says.
“It is a simplification of reality. It helps teach specific
skills and shows that context is important.”
The program also has been used to do a project on
bridge design, and Toole says it could expand into
chemical and mechanical engineering or business.
Technology shouldn’t determine your teaching
style — it should enhance it.
Gabriella Edwards ’05, a civil engineering major,
helped Toole develop the simulation as a research assistant
in fall 2004. She worked to make the program more
user-friendly and match real-life situations, then evaluated
it after trial runs in the classroom.
“To me, it was a great idea, and then after running it
thousands of times and fixing the problems, it didn’t
seem that special. Then my positive feelings for the program
were reinforced once it was brought to the construction
management lab,” Edwards says. “All of the
students enrolled in the class used the program. They all
felt that it was a good learning tool.
“Professor Toole has put a great deal of effort into
this project and it certainly took off last semester,” she
adds. “The benefit to students is that after running
the program and seeing the results, it requires them to
think about which settings need to be changed to have a
positive outcome.”
Morris-Keitel also has used a program to help students
learn more visually. A scene, such as a room and
the furniture within, is provided, and students must
match the correct German word to each photo. At the
next level, students practice spelling, since the words are
not provided for them. This teaches vocabulary without
switching between English and German.
“The students have a total of a little over two days in
contact hours over the course of a semester, and German
Vocab in the Lab: Helen Morris-Keitel, on the far left, regularly uses language
programs to help students like Lauren Bolcar ’08 and Sarah Henderson ’08
learn German.
is not all around them here,” Morris-Keitel says. “This
program helps expose them to German in an English
environment.”
Morris-Keitel immerses her advanced students in
the German language by sending them to German websites
to book a trip through Germany and also prepares
them to conduct business by doing mock trade shows
and infomercials — with all materials prepared and presented
in German.
“As hard as it is, it really helps when they do go
abroad,” Morris-Keitel says. “It pushes them — it can be
frustrating, but it makes a difference.”
Technology Pitfalls Although there are many
benefits to technology, there are a few pitfalls as well.
Today’s technology-savvy students may focus more on
the “bells and whistles” than on what they are actually
supposed to be learning.
“Students have come to expect technology,” Capaldi
says. “It potentially masks the subject as entertainment
value.” Morris-Keitel agrees that “a lot of students take
[technology] for granted.”
However, Capaldi says technology does help get
content across and motivates students by getting them
involved in the material. Morris-Keitel notes that her
exercises give feedback as to where there may be shortcomings
in the text, or where students may be having
problems.
“This is not a substitute for giving them written
homework to turn in to me,” she says. “I can find patterns
of things they might not be getting and give them
more practice.”
The best way to incorporate technology is as
enhancement, rather than replacement.
“Ask yourself, ‘Where am I frustrated? Where are
current materials insufficient?’” Morris-Keitel says,
adding a caveat: “Technology shouldn’t determine your
teaching style — it should enhance it.” W
Jennifer Botchie is a writer in the Office of Communications.
Art Foxall
June 2005 • BUCKNELL WORLD 15

The Bucknell Seminar for Younger Poets has been nurturing
young writers for 20 years with impressive results.
16 BUCKNELL WORLD • June 2005
A Place for Poets
There’s little time to create, let alone engage in
collaboration and discussion with others at your level.
What if someone could give you that time, that company,
a place in which your art was paramount? For the
past 20 years, one Bucknell program has provided such an
encouraging and enduring gift to a select group of young
writers. Each summer, the Bucknell Seminar for Younger
Poets hosts 10 to 14 undergraduate poets, selected from
an increasingly strong national pool of applicants.
Since its inception in 1985 under the directorship of
John Wheatcroft ’49, professor emeritus of English and
the first director of the Stadler Center for Poetry, the
RON MOHRING
IMAGINE YOURSELF AS A YOUNG ARTIST: UNSURE OF
your voice, longing for the company of peers, in need of validation
and encouragement. Imagine further that your time and attention
are fractured by the multiple demands of pursuing an undergraduate
degree. Perhaps you are even working your way through college.
The First Class: Younger Poets from 1985. First row from left to right are
Karen Lee Hodgdon ’86, Amy Plybon, Phyllis Ryder, Mindy Weinreb ’80 (program
assistant), Karl Shapiro (visiting poet). Back row: J.D. Smith, Jack Wheatcroft
’49 (program founder), Christopher Hildebrandt, Devin Kelso, Deirdre O’Connor
’85, Gigi Marino, Maria Theresa Alvarez, Natania Rosenfeld, David Blake, and
Peter Balakian ’73 (visiting poet).
Bucknell Seminar for Younger Poets has provided a
month-long writing residency for 228 young poets, many
of whom have gone on to blossom in writing and teaching
careers. Initially, the program took place in January,
but since 1988, the seminar occurs during the milder
month of June and is referred to as the “June Seminar”
by both students and staff. Designed to balance poetic
instruction and peer interaction with much-needed
solitude and writing time, the seminar provides the
opportunity for young poets to work deeply on their craft.
The Gift of Stadler Sheila Donohue, who studied
here in 1986, says, “The seminar can only be described
as a gift, which 10 young writers were somehow identified
as talented enough to receive. I find myself stunned
into silence at the sheer magnitude of that gift.”
This gift came about through the advocacy of
Wheatcroft and a generous donation by Jack Stadler ’40.
The program was distinctive in its focus on undergraduate
poets. As Wheatcroft says, “In undergraduate work, usually
students must divide themselves over four courses,
split their heads four different ways. We wanted to
provide them with a month to see what they could do.”
The seminar offers writing workshops and lectures
by staff and visiting poets. Recent lectures have covered
traditional prosody, translation, collaborative writing, the
influence of hip hop on African American poets, the
cross-fertilization between poetry and other art forms,
and Frank O’Hara and the New York School. But fellows
aren’t required to attend any of these scheduled offerings
— though most do — and it’s this freedom to be poets, in
whatever way each individual chooses, that makes the
seminar so remarkable.
“The June Seminar provided the ideal environment

The Summer of 2001: First row from left to right are Roxanne Halpine and
Michael Carlin (seminar associate). Second row: Paula Closson Buck (director),
Mary Agnes ’01, Lindsey Bernal, Jennifer Alexander, Katie Hays ’03, and Adam
Cole. Back row: Andrew Ciotola (operations manager), Greg Anderson, Sofi Hall,
Danielle Deulen, Ryan Leone, and Kevin Phan.
to experiment with poetry, to push ourselves creatively
and intellectually under the guidance of always-helpful,
accessible faculty,” says Miriam Greenberg, a 2002 fellow.
“The seminar is nurturing when you need it, or hands-off
if you’d prefer, providing as much or as little structure and
guidance as each individual poet needs.”
Emily Gropp, a 2003 fellow, concurs: “During the
seminar, it was understood that we each had our own
poetic project with which we were engaged — and that
project was, in this environment, essential, encouraged,
and given time to develop. It was empowering to be
believed in, to have a community of teachers and writers
say, “Here are days with no distractions; here are days
where you can write. We believe what you are doing
is important.”
Visting Poets An impressive list of visiting poets
have taught in the June Seminar, including Mary Oliver,
Jean Valentine, Gerald Stern, Afaa Michael Weaver, Molly
Peacock, Linda Gregg, and Terrance Hayes. This summer’s
faculty are Mary Ruefle and David St. John. The core staff
consists of accomplished poets from Bucknell’s Stadler
Center for Poetry, including Paula Closson Buck, director
of the seminar since 2001, Deirdre O’Connor ’85,
associate director of the seminar, and Rebecca Warner,
Stadler fellow.
O’Connor, who was a 1985 fellow, vividly remembers
the experience as a balance of solitude and community.
“One of the most striking things I recall is going to the
library, pulling out stacks of poetry books, and having that
time to just sit down to read,” she says, “and, later, saying
to someone, ‘Listen to this…’” Since 1988, O’Connor has
taught in the June Seminar. “The spirit of the program,”
she says, “has always been to enable the individual writer
to find what she or he needs. I remember Jack
[Wheatcroft] would always say, ‘Do what thou wilt.’”
This structured informality is one key to the program’s
success. “There was never a time when I felt more
easily, unquestioningly accepted,” says Greenberg. “The
faculty responded to us and our work not only as young
poets but as people, allowing us glimpses into their own
lives, demystifying the lives that we might someday have
ourselves.”
O’Connor emphasizes the importance of gentle
mentoring. “You can say, this is how I manage, how I
juggle life and work and writing. This is a good time to
begin cultivating a habit of being a writer,” she says. “All
these other things — reading, eating, taking a walk— are
essential aspects of living a writing life. And you can learn
to create that structure.”
To date, former June fellows have published
nearly 40 books and chapbooks —
an astonishing range of poetry.
Seminar Success The June Seminar provides the
nexus for engagement, enrichment, and discovery. Buck
explains, “What a talented young writer might do is
infinitely more exciting than what you might ask him or
her to do. When you put 10 or 12 such writers in close
proximity to one another for several weeks, what happens
is both unpredictable and life-changing. You create
the right environment — and the ferment happens.”
If the seminar’s success were measured in publications,
the results would be impressive indeed. A short list
of notable awards garnered by former Younger Poets
includes the Beatrice Hawley Award (Mary Szybist from
1992), the National Poetry Series (Kevin Young from
1991), the Nicholas Roerich Prize (Jeff Hardin from
1990), the Cave Canem Prize (Kyle Dargan from 2002),
the Naomi Long Madgett Award (Ruth Ellen Kocher from
1990), the Frank O’Hara Chapbook Prize (Stacey Waite
from 1997), the Cleveland Poetry Center Prize (Deirdre
O’Connor ’85), and two Ruth Lilly Fellowships (Ilya
Kaminsky from 1998 and Emily Rosko from 2000). To
date, former June fellows have published nearly 40 books
and chapbooks — an astonishing range of poetry. Still, the
value of this program lies not in any product, but in its less
tangible, though clearly enduring, impact on hundreds of
young writers’ lives. As J. D. Smith, a 1985 fellow, says, “I
further started to see being a poet as a way of life … as
maintaining a consciousness independent of outside pressures
and the agendas of others. As some would say, this
is preventing the urgent from overtaking the necessary.”
Ron Mohring, a 1994 fellow, also taught in the June Seminar
from 2002–04. He is the author of Survivable World,
winner of the 2003 Washington Prize.
June 2005 • BUCKNELL WORLD 17

History
Backward Glance
18 BUCKNELL WORLD • June 2005
James Moore II —
Master Bridge
Builder
DOUG MCMINN
ON JUNE 28, 1863, CONFEDERATE
General Jubal Early’s troops reached York,
Pa. Lee’s invasion of Pennsylvania was on.
Four companies of Union militia left their
trenches on the riverbank in Columbia, Pa., and crossed
the mile-long Susquehanna bridge to Wrightsville, Pa.,
holding the heights just west of the town. The next day,
a brigade of Confederate regulars under General Gordon
pushed the 1,500 militiamen back through town
and across to Columbia. Colonel J. G. Frick of the 27th
Pennsylvania Volunteers tried to blow up the bridge but
failed, so Frick set fire to the eastern end. The Columbia-
Wrightsville Bridge, the masterwork of bridge builder
James Moore II, was consumed that day in 1863. Far to
the north in Lewisburg, Moore’s daughter declared that
the destruction of one or two spans of her father’s bridge
would have been enough to keep the Confederates out
of Philadelphia, but the entire bridge was lost.
Although James Moore II is best known as one of
the founders of the University at Lewisburg, he also was
one of the most important American bridge builders of
the early 19th century. His work ranged from small
spans in Milton and Lewisburg to large bridges in the
wilds of western Pennsylvania and Virginia, culminating
in the Columbia-Wrightsville Bridge, the longest wooden
truss bridge in the world.
Moore’s parents, James Moore Sr. and his wife,
Mary, moved from New Jersey to a farm near Sunbury
in 1775. In August of 1778, British-allied Indians
descended on the Pennsylvania frontier, and terrified
settlers streamed south and east in a migration known as
the Great Runaway. Mary Moore, with her husband
away serving with the 1st Pennsylvania Continental regiment,
fled across the mountains in an oxcart, baby in
arms, eventually settling with a Quaker cousin in New
Jersey. James Moore II was conceived on his father’s last
furlough and was born in Perth Amboy, N.J., on Aug.
28, 1780. His father was killed during the retreat from
the Carolinas in 1781.
Mary Moore returned to Shamokin Creek after
the Revolutionary War and placed two of her three children
in bound apprenticeships. James went to work for
a German Baptist cabinetmaker in Northumberland,
where he was taught to read and write in German.
Finishing his apprenticeship early, Moore went into the
bridge business, building a span over Buffalo Creek at
Lewisburg in 1809. Three years later, he built a truss
A Baptist and Bridge Builder: James Moore II helped found the University at
Lewisburg with some of the funds he earned from building bridges.
bridge over Chillisquaque Creek near Montandon,
which is the oldest covered bridge still in use in the
United States. Moore was paid $320 for the work.
When the Pennsylvania legislature authorized four
Susquehanna bridges, renowned bridge builder
Theodore Burr won contracts to build three of them,
including one between Northumberland and Sunbury,
which was begun in 1812. All were timber truss bridges
with roofs, the sort known to antiquarians as covered
bridges, but these weren’t small, picturesque spans.
Burr’s bridge at McCall’s Ferry between Lancaster and
York counties was a monster, leaping across the river
in one span of 360 feet, the longest single span in
the world.
James Moore II may have been a carpenter on
Burr’s Northumberland-Sunbury bridge. Even if he
didn’t work on the project, he would have observed its
construction. The bridge at Northumberland must have
sparked his ambition to build large. After all, the Burr
giants were just a series of trusses exactly like the bridges
Moore had built already. The only new skill involved
was building the abutments in the middle of the stream.
University Archives

Doug McMinn
Soon Moore had a contract to bridge the Clarion River
in western Pennsylvania. He moved his whole operation
— which included his wife, Mary Ott Clark Moore,
his children, and various brothers-in-law and other
relatives — west.
Mrs. Moore presided over a boarding house at the
bridge site where the crew lived. The devout James
Moore insisted on stopping all work on Sundays — even
the pumps that kept the riverbed cofferdams dry were
stopped in honor of the Sabbath. Itinerant preachers
were engaged to lead services.
The Clarion bridge was finished in 1821; the next
year he built the first bridge over the Conemaugh River
at Blairsville. A $36,000 contract was in hand to build
two bridges in western Virginia. Moore’s bridge over the
Gauley River had three double spans and totaled 480
feet in length. An 1825 report from the Virginia road
commissioner called it “extremely beautiful, in the midst
of remarkably wild scenery — the best bridge in the
state.” However, Gauley River ferrymen took issue
with the threat to their livelihood and burned the
bridge within a year. The Greenbrier River bridge leapt
422 feet in only two spans, only to be destroyed during
the Civil War.
In 1827, Moore paid $5,445 for 300 acres along the
river north of Lewisburg when he returned from Virginia.
The Pennsylvania Canal was being built by the state, and
Moore built the slack-water dam at Clark’s Ferry from
1827 to 1829. He took over half of the contract for constructing
the Eastern Division of the canal, completing the
work in 1828. He also built a 1,000-foot bridge over the
Wooden Trusses: The Rishel Bridge over the Chillisquaque Creek is the oldest
covered bridge still in use in the United States.
Bridge Burning: Moore’s masterpiece, the Columbia-Wrightsville Bridge, was
burned on June 28, 1863, to prevent Confederate soldiers from entering
Pennsylvania.
Little Conestoga Creek near Lancaster in 1830.
The Susquehanna bridge from Wrightsville in York
County to Columbia in Lancaster County had been
finished in 1812 and was the longest covered wooden
bridge ever built, extending 5,960 feet on 28 piers. This
colossus was carried away by an ice jam in 1832, and
Moore traveled to Columbia to bid on the replacement.
His bid of $123,274 was lowest — in fact, it was some
$25,000 lower than Jonathan Walcott’s contract for the
original — and Moore eventually completed a 5,620foot
span, which was still a record. It opened for traffic
on July 8, 1834.
Moore also worked on the cross-cut canal connecting
the West Branch Canal with Lewisburg, which was
completed in 1834, and built a stone arch bridge over
the Schuylkill River at Phoenixville in 1836 for $43,260.
As late as 1953, that bridge still carried the tracks of the
Reading Railroad.
In 1845, Moore retired to his farm, leaving the
bridge business in the capable hands of his son, James
Moore III, who himself built several notable bridges,
including a 234-foot-high trestle over the gorge of the
Genessee River at Portage, N.Y.
During his lifetime, Moore gave away large amounts
of money to many churches, but especially to the
Baptists. In 1844, he helped found the Lewisburg Baptist
Church and, two years later, he was an original board
member of the infant University at Lewisburg, contributing
$1,500. A gift of $1,000 went to Hamilton
College, a Baptist college in New York state, and two
weeks before he died, Moore recorded having “pd. Mr.
Bell [chief fundraiser for the University at Lewisburg]
$1,065 towards my professorship.” His yeoman service
to the Baptist church and to the university was the last
chapter in a busy and eventful life. James Moore II
caught a chill while riding in a wagon, and after several
sinking days, died in May 1855. He is buried in
Lewisburg Cemetery. W
Doug McMinn is a frequent contributor to Bucknell World.
University Archives
June 2005 • BUCKNELL WORLD 19

News
Alumni Association
Donna Glass
20 BUCKNELL WORLD • June 2005
The Class Notes Conundrum
Time and time again, readership surveys show
that Class Notes is the best-read section of
Bucknell World — and not just by alumni. We
hear from several faculty and staff members
who say that they, too, turn first to Class Notes to catch
up on news about graduates they knew as students.
Our readership surveys are in line with those from
other colleges and universities who also report that their
readers flip to the back of the magazine first. Natural
human curiosity — who got married or divorced, who
had babies, who died. Each year, our professional organization,
CASE (Council for the Advancement and
Support of Education) sponsors an editors conference.
This year, one of the roundtable discussions focused on
class notes. And while we are happy to report that we do
not have the problem that other institutions face of not
Must Read: Bob Gaines, manager of development communications, Kathryn
Kopchik MA’89, associate director of communications, and Cori Hetherington
’04, assistant director of campus activities, always read Class Notes first.
having enough material (we always have too much),
most have a similar dilemma. Everyone loves class notes
but hates that the news is so old. Perhaps only the
Princeton Alumni Weekly, which is published 17 times a
year, is able to avoid the old-news predicament.
Frequency is only a part of the equation. Bucknell
World, like Johns Hopkins’ and Swarthmore’s magazines,
is published five times a year. Most other publications
are quarterly or bi-monthly, but all have the same
constraints with long production schedules. It’s the business
of being a magazine, and even a commercial
monthly publication like Vanity Fair takes two months
from article acceptance to publication. From the time
notes are submitted to the Class Notes editor to the time
that Bucknell World shows up in mailboxes is roughly
seven weeks, so we’re on par with Vanity Fair.
We keep asking ourselves, how can Class Notes be
better and more timely? Some of the class reporters, like
Honey Rhinesmith Baker ’44, who has been a reporter
for more than 50 years, say that the fact that news is
months old isn’t problematic for them. She says, “Our
group just accepts it. For us, it means a tremendous
amount for people to keep in touch.” But different generations
have different expectations. We’ve heard from
graduates of the ’70s and ’80s that the process takes too
long. And this current generation of students has not
only grown up with computers but instant messaging
and text messaging. In today’s world, communication is
fluid and instantaneous.
Many alumni have already logged into Bucknell’s
new portal system, myBucknell, which offers directories,
groups, and a place to submit class notes (which are then
sent to class reporters). Does the web offer us a way to
solve the timeliness issue? Would you read Class Notes
online, or is there a strong preference to read them in
the magazine?
The Wharton School of Business also uses a portal
system that allows the submission of information online.
Wharton alumni post their news online, and it lives
on the web in an unedited, unvetted state. Bucknell’s
alumni office sends out letters for marriages, births,
deaths, and promotions, a system that we use to confirm
news. We never publish an obituary without confirmation.
Even with careful checking, we still get names and
details wrong, and sometimes pranks get by us. Would
such peccadilloes be forgiven in an electronic forum?
We want to hear from you. Tell us what you think
about Class Notes and how we can do our job even
better. Email us at bworld@bucknell.edu. — Gigi Marino

World’s End
Oklahoma Road Trip!
40 BUCKNELL WORLD • June 2005
NEIL FLEMING ’74
BECAUSE I LIVE IN DALLAS, TEXAS, which
is Big 12 country, I got to see Bucknell play
Kansas in the NCAA first-round game on TV. I
woke up my wife with my screaming as Kansas’
Wayne Simien missed the final shot.
After thinking about it all of the next day, I made a
decision. This 52-year-old man was going to hop in his
car and drive 400 miles round-trip in one day to watch
his alma mater compete in the NCAA second round in
person. Within hours, I scored a ticket, and with help
from Mapquest, I had my route. Before going to bed, I
pulled out my 30-plus-year-old orange-and-blue shirt, a
prized vestige of my time in Lewisburg. I was definitely
ready to make the trip.
As I started out, I drove past the water tower of
Lewisville, Texas, on which is painted a record of its state
championships. An omen? I called two of my freshman
hallmates, Phil Hoover ’74 and Bill Slayton ’74, and
rehashed 35 years of history. They understood exactly
why I was making the drive. My wife and parents
thought I was crazy.
When I arrived at the Ford Center in Oklahoma City,
I got my ticket and ended up only four rows from the
floor — perfect proximity for being heard by the players.
I purchased a program and a generic NCAA generic shirt,
since all of the Bucknell–NCAA shirts had been sold out
by Friday night.
I would remember this day forever. I got many questions
from the Oklahoma State University fans, like “Is it
pronounced Bucknell or Bucknell?” “Where is it?” “How
big is it?” I happily answered questions and negotiated
cheering — if I rooted for OSU, their fans would root for
Bucknell. Many of the OSU fans (orange is also one of
their school colors) stayed the whole time, rooting for
Bucknell. Colors have to stick together.
The OSU band put on Bucknell shirts and played and
cheered for our team just as hard as if it had been theirs.
One band member came over and asked to trade shirts,
since hers was too big. Guiltily, I said I couldn’t since my
shirt was over 30 years old — already an heirloom.
Overheated by half-time, I took to holding up my shirt,
orange letters on the outside, as a banner. I screamed,
Steve Puppe
“Go Bison! Go Bison! Go Bison!” to the point that
surrounding fans laughed at how loud I was. Someone
gave me a Bison sign, so I used that too.
Close to my seat were the grandparents of a Bucknell
student. Someone else who was there to see Bucknell
basketball said that one of the fans had driven 21 hours
from Princeton to be there for the game. My biggest
concern was whether my voice was going to fail me. I’ve
never screamed so loud in my life. Anything to get something
back into the team that had given all they had on
Friday night. I had little voice left by that time, but I
could still stomp the aluminum floor with my feet, vicariously
playing defense. Fortunately, I’ve always been a
very loud whistler, a skill I had honed during games
dating back to Bucknell’s Jim Valvano era.
I was so proud of what these kids had accomplished
against major odds, because they are STUDENT-athletes.
After the game, as the OSU band packed up, the Bucknell
fans all cheered and thanked them for their generosity. I
yelled that I hoped OSU would win it all! As our cheerleaders
crossed the basketball court about a half hour after
the game, we all cheered and applauded them too
because they had worked hard to get to this point. It had
truly been a Bucknell community team effort.
I felt so much pride, so much passion that night and
realized how much Bucknell has defined who we are.
We experience so much during that critical time, the first
time we are away from home. We make friendships that
will last a lifetime. We become defined intellectually in
ways that will translate to our professional careers. I
often remark to people that college is “a half-way house
to adulthood.” It transforms us forever in ways that cannot
be entirely verbalized. Maybe that’s what called me
to Oklahoma City to give it my all for Bucknell — part of
the bond that keeps us together forever. W
Neil Fleming is director of the Center for Health Care Research
and vice president of Health Care Research at the Institute for
Health Care Research and Improvement for the Baylor Health
Care System in Dallas, Texas.
World’s End is a forum for opinions and experiences of our readers. Please
send manuscripts of no longer than 750 words to Editor, Bucknell World, Judd
House, Bucknell University, Lewisburg, PA 17837 or gmarino@bucknell.edu.