The program can be heard at noon Tuesday, May 21, on the “Minnesota Public Radio News Presents” program at 91.1 FM. The program also can be heard via the Internet. Information is available here.

The program is part of Minnesota Public Radio’s 2012-13 Broadcast Journalist Series, which is co-sponsored by St. Thomas’ College of Arts and Sciences and its Communication and Journalism Department.

Minnesota Public Radio will broadcast an April 29 lecture given at St. Thomas by National Public Radio psychology and mental-health reporter Alix Spiegel.

The program can be heard at noon Wednesday, May 15, on the “Minnesota Public Radio News Presents” program at 91.1 FM. The program also can be heard via the Internet. Information is available here.

Later in the day, Slate magazine editor David Plotz will speak at 7 p.m. Wednesday, May 15, in the auditorium of O’Shaughnessy Educational Center on the university’s St. Paul campus.

The lecture is free, but reservations are required.  Make them by going to this Minnesota Public Radio website.

The programs are part Minnesota Public Radio’s 2012-2013 Broadcast Journalist Series, which is co-sponsored by St. Thomas’ College of Arts and Sciences and its Communication and Journalism Department.

Chelsea Mills (left) and Alex Mathison observe snow monkeys at the Minnesota Zoo as part of their psychology project.

It’s a droll contrast to the indoor viewing area, where a thunderous procession of schoolchildren, hopped up in a frenzy of field-trip fever, press their noses to the windows, beseeching the primates to entertain them.

These Japanese macaques, more commonly known as snow monkeys, are the subject of a study conducted by St. Thomas seniors Paige Peterson, Chelsea Mills and Alex Mathison. The trio recorded six hours of video footage of the monkeys over six days in an effort to study the primates’ play behavior. Specifically, they scrutinized the younger monkeys (under 4 years old) and infants to determine how parental interference influences their play behavior.

One logistical challenge the group faced was dodging the aforementioned packs of children – free from watchful parents’ eyes – gone wild. Apparently, they enjoyed monkeying around with their cameras. “There were so many times when our cameras were blocked by a kid standing in front of them − sometimes done on purpose to wave at the camera − or were bumped into, which moved the camera angle around,” Mills said.

When mommy’s away, the children will play

Dr. Sarah Hankerson, a psychology professor at St. Thomas and adviser for the project, said, “This project represents one of the first attempts to understand why Japanese macaque mothers are so protective of their young. By focusing on the circumstances surrounding intervention, we can generate strong hypotheses on maternal concern. We can also examine the frequency, composition and timing of play bouts.”

Before beginning the study, Peterson, the project’s lead researcher and a psychology major, hypothesized that “there will be very few events of play (chasing, light biting and pulling, etc.) behavior inside a 10-foot circle of the mothers.”

Why? The group expected that the juvenile monkeys, much like humans, would feel less pressure to conform to adult social practices the further away they are from their mothers. They chose 10 feet because it seemed to be the easiest distance when making assessments from afar through videos.

Peterson explained that the social structure of Japanese snow monkeys is considered “despotic” (with the alpha male, beta male and older mothers, in that hierarchical order, ruling the roost) and that, contrary to the popular belief that monkeys swing care-free from tree to tree all day, snow monkeys have low levels of social tolerance.

“Based on previous studies,” she said, “it appears that since mothers don’t have good social bonds with other adults, they are going to be more protective with their offspring. This prevents the young monkeys from having contact with other group members. Babies are overprotected and grow into overprotective parents. It’s a cycle. They’ll try to play, but mothers usually keep one hand on their babies.”

Hankerson explained further that “as a result of strong maternal concern, it is possible that Japanese macaque juveniles need to be ‘sneaky’ in order to engage in play behavior.” She added that of any well-studied primate species, snow monkeys are the top party poopers – a fact that sparked Peterson’s curiosity; likewise, much of primate research investigates the connections between humans and or evolutionary predecessors, and according to past research the team scoured before beginning their study, scientists already have determined that both humans and primates spend much less time playing as they become grown-ups.

According to Hankerson, “Non-human primates can tell us a lot about the basic structure of behavior in group settings. We can look at the rudimentary way individuals handle conflict and affiliation. Being highly social animals, Japanese macaques can serve as models of group dynamics. This study looks at play behavior, which may seem a non-functional activity, but infants (both human and non-human) develop skills, improve physical strength and dexterity, and learn a lot about the world around them and their place in it by engaging in play behavior.”

The students’ research of human children found that the tapering of children’s play behavior coincides with the time period when schools eliminate recess from the children’s school day – roughly at the end of middle school.

Furthermore, Mills and Mathison explained, “In humans, authority figures place pressure on children to stop playing, causing play to become less frequent as they grow older. This pressure may be perceived by children that it’s time to focus on school and conform to a more structured schedule. Seeing this sort of behavioral pattern in snow macaques could suggest that we are not the only species to experience these types of pressures.”

What the group found after reviewing the footage was consistent with their hypothesis, with a small twist. Mills said, “The young monkeys played more often, and for longer periods of time, when they were farther away from the mothers. Chasing play tended to happen even if their mothers were close (less than 10 feet away), but a lot of the wrestling and biting play happened when they were farther away (more than 10 feet ). When the mothers were close and the young monkeys started wrestling, the mothers tended to interrupt their play, too.”

She added that while play behavior lets young monkeys practice certain behaviors on their own (such as how to avoid a predator), it can be troublesome to the group as a whole. “Play behavior tends to draw a lot of attention to the group, making them more noticeable to predators,” Mills noted. ”Along these lines we can kind of understand the role it plays in human behavior, too. While playing for a child is really important in their own individual development, it’s only when they reach the age when play stops that they can really start contributing to society as a whole. I think whether that is a good thing or bad thing just depends on how you look at it and what you consider to be more important.”

Although there are many mysteries still to be solved regarding snow monkey behavior, relatively speaking, much has been discovered, as they are among the world’s most studied animals.

The group hopes that “this research could help give insight into the complicated evolutionary pressures we experience today and the reasons behind why we experience them.”

About snow monkeys

Japanese macaques are the northernmost-living nonhuman primate and are native to Japan. Many inhabit northern Nagano, a mountain town in Japan that hosted the 1998 winter Olympics.

They are one of the few animals that are known, like humans, to wash their food before eating it. Their diet includes insects, soil, leaves, fruit and fish.

They also have been known to roll snowballs and fling them at each other in playful fights.

So why weren’t the monkeys, uh, monkeying around much on that cold day in April? Peterson shrugged and took a guess: “I think they’re a lot like us that way. In this weather they just want to hole up and keep warm.”

From the inception of St. Thomas, we have had pre-eminent designers complete buildings that are important to the history of American architecture, including Clarence Johnston’s Chapel of St. Mary (1905), Emmanuel Masqueray’s Chapel of St. Thomas Aquinas (1918), and Edwin Lundie’s Gainey House (1954-1957). But, perhaps the most notable work completed for St. Thomas was done by turn-of-the-20th-century architect Cass Gilbert.

The year is 1890. The high school, college and seminary of St. Thomas Aquinas, founded by Archbishop John Ireland, have been holding classes for five years in a single, Second Empire style building located on the site of the present day north campus. The time had come to consider a more elaborate setting, given the expanding interest in religious training at the seminary.

Ireland had the land, 60 acres donated by Irish immigrant William Finn. He needed an architect and patron to create and finance his vision. The patron? None other than railroad baron James J. Hill, who would contribute $500,000 to the project in honor of his devout Roman Catholic wife, Mary.

As historian Mary L. Wingerd noted in Claiming the City: Politics, Faith and the Power of Place in St. Paul (2003), Hill had a vested interest in the seminary for business reasons as well. Archbishop Ireland was committed to the Americanization of Minnesota’s culturally diverse Catholics, and his goal was to establish a seminary that would train priests to impart American Catholic principles to their parishioners. Since most of Hill’s employees were Catholics, it served his purposes to support the education of priests who would Americanize his workforce. It also served Hill’s purposes to recommend a capable designer to the archbishop.

On Oct. 22, 1891, James J. Hill summoned Cass Gilbert to his imposing new residence on Summit Avenue. Gilbert, a graduate of the Massachusetts Institute of Technology’s Ecole des Beaux-Arts based architecture program, had worked in the office of the most important architecture firm in late 19th century America, McKim, Mead and White, before returning to St. Paul in 1882. A six-year partnership with James Knox Taylor dissolved about the time of this particular meeting.

Cass Gilbert. (Photo courtesy Minnesota Historical Society)

Gilbert’s career was taking off and Hill had been the benefactor of his success in Gilbert’s designs for several depots for his Great Northern Railway. When Gilbert arrived at Hill’s mansion, he found Archbishop John Ireland and Father Louis Caillet (Mary Hill’s confessor) there with his host. The purpose of their meeting was to discuss the design of new buildings for the expanding seminary. The next day, Gilbert and Archbishop Ireland drove out to see the land Ireland had selected: forty wooded acres sloping toward the east bank of the Mississippi River at the end of Summit Avenue.

Archbishop Ireland contributed to the seminary’s design as much as he could, but Hill left no doubt that he was the one who was fully in charge. Gilbert historian Geoffrey Blodgett described their encounter in Cass Gilbert: The Early Years (2001): Hill “fixed his intimidating one-eyed glare on the young architect and told him that he was answerable to Hill, not the archbishop, on all issues touching design, construction, and cost.”

Hill’s continuous intervention into the minutia of everything from heating systems to door locks must have challenged Gilbert. He regularly gave the architect a dressing-down if the slightest changes were made without his approval; and he even threatened to find someone else to work with or to stop work altogether.

Gilbert seriously considered withdrawing from the project more than once, but he saw it through to the end.

Despite the power struggle with Hill, Gilbert succeeded in producing an environment that supported Ireland’s goals: a place for the education of American priests with a  campus that engaged with its natural environment and developing residential area around it.

Gilbert designed six buildings for the seminary: an administration building, a classroom building, two dormitories, a refectory and a gymnasium. The original plans called for a chapel as well, but this was put on hold until later. Hill wanted the buildings to be plain but dignified. Gilbert responded with a pared-down aesthetic similar to the Great Northern depots he had already designed for Hill in Willmar, Grand Forks and Anoka, a safe choice since their design had already weathered Hill’s exacting scrutiny.

As Hill kept pushing Gilbert to reduce costs, the architect drew together Renaissance inspired elements to produce well-proportioned buildings with smooth brick walls, hipped roofs and arched windows. The north and south wings of the administration building housed, respectively, a private chapel and a library large enough for 20,000 volumes. The three stories of the central portion housed administrative offices, apartments for professors, a common room, parlors and reception rooms. At four stories plus the attic, the north and south dormitories each had a chapel, and together they provided enough space for each of 120 students to have two private rooms. There also were bathrooms with hot and cold water and an infirmary.

The St. Paul Seminary building, now demolished. (Photo courtesy Minnesota Historical Society)

In the two-story classroom building there were four classrooms, one of which was a “physical” and chemistry laboratory. On the second floor there was a “great hall” (also referred to as the aula maxima) with a platform at the front and seating for as many as 500 people, a space that served the community as well as seminary.

The two-story refectory housed a kitchen and dining hall described by a contemporary writer as having a “lofty ceiling of native woods, broad, old time fire place, plentiful supply of light.”

From the outside, the most notable feature of the gymnasium building that doubled as the school’s heating plant was its smokestack, complete with a Latin cross in brick relief at its uppermost reach. For recreation, the two story structure offered a large gymnasium with open trusswork and four smaller rooms, one of which was used for  reading. Although the 1893 financial panic slowed things down, the buildings were completed in 1894 at a cost of $184,268.13, well under the $200,000 budget, as Gilbert was proud to point out — and even then Gilbert had a hard time getting Hill to pay him in full.

In an article in the April 1895 issue of the Catholic University Bulletin, Father Patrick Danehy, one of the seminary’s professors, described the new buildings as being “in the North Italian style, simple, solid and impressive.” To him, “the solidity of their walls reminds one strongly of the monastic edifices of a bygone age.” For Archbishop Ireland,  on the other hand, the seminary was meant to be contemporary and forward looking, designed to meet the latest needs of the modern, American Catholic Church.

Even with its nod to tradition, the facilities the seminary provided were fully up-to-date,  from a heating plant that was reportedly so advanced that it was written up in the Engineer’s Journal, to a physics and chemistry laboratory designed to make sure the students would be well-informed when questions came up about the relationship between science and religion.

The campus also was decidedly unmonastic. Rather than clustering the buildings tightly around an inward-looking, cloister-like courtyard, Gilbert oriented all of them  northsouth and grouped them loosely, leaving a good bit of space between them. He also oriented them so that they would have a connection with the surrounding community.

Summit Avenue skirted the northern boundary of the site, and the east-west trajectory of Grand Avenue defined the campus’ main axis. This became all the more apparent when a drive – essentially an extension of Grand Avenue – was installed through the center of the court. The campus was thus connected with and open to the community, and it also provided a reason for people to come: the classroom building housed an auditorium that could seat as many as 500 people for public lectures.

Ireland’s decision to place different functions in separate buildings was an unusual choice at a time when most seminaries were housed in a single, large building. Ireland believed that seminary education ought to cultivate the body as well as the mind and spirit, and he contended that exercise should be part of the students’ education.

Ireland may have been responding to growing concerns about seminarians being too stationary and disconnected from the world, as they remained holed up in the large, all-purpose buildings where they lived and typically were educated. And he also may have imbibed the growing taste for “muscular Christianity,” a movement that advocated physical exercise as a means to the production of a form of Christianity that was robust and manly.

Physical education was becoming an increasingly important component of education, as Gilbert would find in designing buildings at the Shattuck School in Faribault, Minn., and Madison Central High School. With the campus-like arrangement Gilbert produced, the students would be compelled to get outdoors to go from building to building,  and they also would have the gymnasium available for more vigorous exercise. Beyond this, there were acres of what Danehy described as “native sward threaded with graveled walks and dotted with flower beds” where the seminarians could stroll.

The result was a campus designed to produce a new, American priesthood, through modern facilities serving a modern educational agenda, encouragement of physical as well as mental exercise, and integration with the community.

Perhaps Gilbert’s most iconic Minnesota design is the state capitol building.

By the time the seminary was ready to build its chapel, Gilbert had extricated himself from the project and moved to New York. He may have been relieved rather than offended when his architect friend Clarence Johnston was tapped to do the chapel’s design. Predictably, the seminary was known, for a time, as the Hill Seminary after its major benefactor, and its resemblance to Hill’s Great Northern railroad buildings was not lost on observers.

What remains of the St. Paul Seminary is now part of the University of St. Thomas’ south campus. Three of the buildings have been demolished and several still serve the  university community. The two dormitories – Cretin and Loras halls – have been remodeled, with the former an undergraduate student residence and the latter an office building. The gymnasiumheating plant survives as the university’s Service Center, although at one point it was considered as a potential dedicated art gallery for exhibitions, a notion that may come to be in a new fine arts building in the coming years.

In To Work for the Whole People: John Ireland’s Seminary in St. Paul (2002), author Sister Mary Christine Athans noted that designing and overseeing the construction of the Minnesota State Capitol (1895-1905) or even the United States Supreme Court Building (1928-1935) in Washington, D.C., probably was an easier task for Gilbert than building the seminary.

Even though Gilbert at times was constrained by Hill’s patronage, he stayed true to his classically inspired architectural vision and created at the end of Summit Avenue, the start of our own version of an American architecture, appropriate to the Catholic identity of those creating it.

About the authors: Victoria Young is an associate professor of modern architectural history at St. Thomas. Katherine Solomonson is an associate professor of architectural history in the College of Design at the University of Minnesota, and is working on a book documenting Gilbert’s career.

Read more from St. Thomas Magazine.

“I try to go off the beaten track when I choose where to take my students,” said George, director of bands, Symphonic Wind Ensemble and string orchestra, and chair of the St. Thomas Music Department. “I want to take them out of their comfort zone and be pushed into a different atmosphere that they wouldn’t be able to experience here.”

This wasn’t George’s first time traveling abroad to work with international composers and music ensembles. His music exchange started 19 years ago when he was invited to Mexico City to lead a weeklong seminar at the Universidad Nacional Autónoma de México. His charge was to discuss wind band music, form an experiment ensemble and give a concert.

The trip was such a success that they invited George back and asked him to direct and form what is now the Banda Sinfonica at the Escuela Nacional de Musica of UNAM. George returned to Mexico City two to three times a year to help develop the program until they finally hired a full-time conductor. People heard of the work he did there, and George began to receive invitations to work with other international ensembles.

Listen to the fourth movement of Roger Cichy’s Bugs, a piece commissioned by the Symphonic Wind Ensemble in 1999.

George’s research has taken him around the world to learn about the different ways countries make and perform music. As a conductor, clinician and lecturer he has traveled across the United States, Canada, Mexico, Cuba, Costa Rica, continental Europe, Ireland and the United Kingdom, Australia, Japan, China, Brazil, Paraguay, Argentina and India. He has worked with professional groups such as the National Youth Wind Orchestra of Great Britain and the Band of the People’s Liberation Army in  China. He also has conducted in prestigious venues such as the Sydney Opera House, the Oriental Arts Center in Shanghai and the National Theatre of Performing Arts as well as the Forbidden City Concert Hall in Beijing.

Perhaps the most meaningful benefit of these shared experiences is that they have allowed George to bring international composers back to St. Thomas to write original music for his students to perform.

“I think the most unique thing we do that most other music programs don’t is to commission new works of composers, particularly from other countries,” George said. In the last 22 years they have commissioned 80 new works for the symphonic wind ensemble, and at least half of those come from international composers.

Students learn more than they anticipate from the international pieces they have performed. Philip Smithley ’15 said that the band members were challenged last fall when they were given a piece of music titled “Desi Jhalak,” meaning “A Peek Into India,” written by Bollywood composer Shamir Tandon. Smithley said there is a “vast difference in the way music is rehearsed and performed in India, where it is not notated but rather improvised after years of studying, compared to Western music where all of our music is written out.”

George smiles as he ends a performance of the String Orchestra in the Chapel of St. Thomas Aquinas. (Photo by Mark Brown)

Alexandra Gobell ’13 explains that the band members are often out of their “comfort zone” when performing international pieces, but that bringing the composers to St. Thomas allows them to learn about the story behind the pieces and teaches them about the composers’ native countries. Then, when possible, George takes the students to the countries where they perform such pieces as “Desi Jhalak.” Going to India was a way for the students to experience the culture of the music that they perform.

“A very important part of our touring process is the exchange of experiences. I want the students to be able to serve the culture through their music. Instead of going somewhere passively like a tourist, I want them to be immersed in the culture by meeting with their peers and trading stories and experiences of what it’s like to make music in our country, what it’s like in their country and what the differences are,” George said.

This exchange happened between Amber Neid ’14 and composer Tandon. The song was originally sent to the band in an electronic audio format without any sheet music. Neid worked with Tandon to put the song on paper so that the band could read, rehearse and perform the piece.

“That gave us a lot of practice on aural skills rather than just reading music off a piece of paper,” Neid said. “I think that made all of us better musicians. Seeing the composer light up when he heard a ‘western ensemble’ play his traditional Indian music was worth all of the work we put into it. Then, when we played it in India, it was a huge hit because it was music the audiences could relate to, but with instruments they had never seen or heard before.”

George and the students are challenged musically when working with groups of different countries, and because they are working in a new culture.

“Whenever I’m asked to conduct national music of the country I go to, it’s really intimidating because I know everyone knows it, and I’m just now learning it,” George said. “It takes a lot of study, a lot of asking questions, a lot of listening to styles of music so I approach it and seem competent.”

George has experienced many differences between how cultures approach music and rehearse. In Latin America, he learned how musicians approach rhythm differently; “What’s popular to them is highly rhythmic dances. Instead of our Top 40 music, they listen to samba and all kinds of art and dance forms. They feel these rhythms rather than read the music on the printed page.”

There are similar challenges in China where communicating meanings of the same word is expressed by tone, and George says that their music approach also is that way with bending and inflection that our language – and music – do not possess. In England or Australia, learning new terms for familiar musical functions is the challenge. “I have to think about how I’m going to say certain things and as I speak, I have to translate the terms in my brain,” George said. The same translation process happens when he must speak Spanish in Latin America. In countries where George does not know the language, however, a translator is needed, which presents numerous challenges.

Listen to a selection form Chen Qian’s Ambush! From All Sides as played by the Symphonic Wind Ensemble.

“My rehearsals are very fast-paced and to the point,” George said. “When I can’t just deliver what I want to say and I have to use a translator, I must adjust to still make it efficient. And you just hope that what the translator is saying is exactly the message that you’re trying to get across.”

In order to adapt to these situations, a certain kind of personality is needed to not only travel but also to work with people of different cultures. “If you try to force your preconceived notions onto what you’re going to experience, you’re going to be miserable. You have to have a personality that is adaptive,” George said. When he worked in Mexico, he had to get used to starting later; “When we started rehearsals at 10 a.m., we wouldn’t actually start until 11:30 a.m. At first I got upset, but then I just went with it. So, the next time we started at 11:10 a.m., then at 10:30 a.m. and then finally we started at 10 a.m. If I just tried to force it, it wouldn’t have worked.”

Traveling as part of his career was not something George expected. His first time on a plane wasn’t until he was 18 years old. Now his children, who he and his wife often bring on these trips, have seen more of the world than most adults.

“I’ve been extremely fortunate. When I started at St. Thomas I never thought my life would take me in the direction it has taken me in terms of international experiences,” George said. “The best part for me is that when I go places, people native to the culture will take me to where they go, not to where tourists go. It’s a tremendous opportunity and I feel very blessed.”

Though his interest in traveling came later in life, George’s love for music started when he was a young boy in Geneva, N.Y. “It all goes back to Herb Alpert and the Tijuana Brass,” George said. His uncle used to have eight-track  tapes that he and his older cousin would listen to, and the sounds of Herb Alpert’s trumpet playing fascinated him.

When his cousin began to play trumpet, George was inspired to learn to play as well. He played trumpet from elementary school through high school, and then played professionally. But it was in high school when George’s interest in conducting began.

During study hall, George went to the band room to practice. When no one was watching, he stood on the podium and pretended that he was conducting a full band. Without knowing it, George was being watched by his band director. To encourage George’s interest in conducting, the band director let him rehearse a piece that George later conducted at a high school band concert.

“My life ambition was to become a high school band director,” George said. After receiving a B.M. in music education and trumpet performance from Ithaca College, he began teaching high school band in New York.

“I realized that there was more than just teaching music in high school; there’s also hall monitoring and cafeteria duty. I wasn’t interested in doing those things,” George said. So, he earned an M.M. degree in music education from Southern Methodist University in Dallas and a D.M.A. degree in conducting from the University of North Texas. During that time he also performed as a professional trumpet player and taught at the university and privately. George then came to St. Thomas in 1991.

Once a solo conductor in an empty band room, George has conducted some of the best bands and orchestras in the world, and his students are greatly benefiting from his passion and ambition. “Dr. George has been a huge inspiration for me as a future director, teacher and conductor,” Neid said. “Watching him conduct during our rehearsals has taught me a lot that I can’t learn at a desk,” Neid said.

The student musicians in Brady Educational Center practice and rehearse for perfection. But George gives them something more than notes on paper – he introduces them to the world through the music they play.

Read more from St. Thomas Magazine.

With that fame came a move to commissions of a large scale, such as the 1997 Guggenheim Museum in Bilbao, Spain, the 2003 Disney Concert Hall in Los Angeles, and across the river in Minneapolis, the Frederick R. Weisman Art Museum, finished in 1993. These projects supplanted Gehry’s need to design domestic space. But in the summer of 2012, a Gehry-designed duplex became owner-occupied in New Orleans, a part of the actor Brad Pitt’s Make it Right Foundation’s project in the Hurricane Katrina-ravaged Lower Ninth Ward.

How do we connect Gehry’s Winton Guest House to the Make it Right House? What has Gehry changed, updated or invented in his domestic architecture in the last 25 years? This is the question I will be examining during my sabbatical next year.

After traveling to New Orleans several times during the last two years to lay the groundwork for this research, I realized that the city was a perfect fit for an architectural history graduate seminar at St. Thomas. And this spring, The Architecture of New Orleans course was born.

New Orleans has been called many things – the Crescent City, The Big Easy, The Birthplace of Jazz, NOLA, the City that Care Forgot. The city’s racial and ethnic makeups have created a variety of architecture found nowhere else in the United States. Settled by the French in the 18th century and controlled by Spain in 1763, New Orleans was also home to a large population of free people of color, as well as slaves.

With the arrival of the 19th century the American element of New Orleans grew with settlers from the Northeast sharing the city with immigrants from Germany, Ireland, Sicily and beyond. Each group has contributed to the architectural legacy of New Orleans in powerful ways, and students in my graduate art history seminar this spring are exploring this variety in their research with topics focusing on cemeteries, voodoo, New Urbanism in housing projects, food markets, public parks, hospitals, sacred spaces (including a contemporary Spanish Baptist church rebuilding after Katrina), colonial plantations, biophilic design, historic preservation, Pitt’s Make it Right Houses, and the connection between Walt Disney and the French Quarter.

The research provides a fabulous overview of the layers of New Orleanian architecture – strata that were made visible on a recent trip our class took to the Crescent City this past spring break.

Students found their own ways to New Orleans early in the week and researched their projects. We all gathered as a group on Thursday, March 28, at Jackson Square in the French Quarter for a walking tour of the Quarter, Central Business District and Warehouse District. I had scoped out the buildings on a previous visit and our tour required that each student present a five-minute on-the-street talk about their building as we progressed through the neighborhoods.

The students were expected to connect their presentations into our classroom discussions and also address the building as an art object. What did they see now that they were standing in front of it? There is no better way to understand the built environment than to be out in it: looking, touching and getting a feel for context and scale. I was thrilled to watch New Orleans come to life for the students.

Saturday morning found us in the Garden District at Lafayette Cemetery No. 1. The cemeteries of New Orleans, with their above ground tombs, are amazingly beautiful, and they clearly reflect the character of the city built largely just a few feet above sea level. After our cemetery visit, a little lagniappe (something extra) found us touring the adjacent neighborhood, stopping by Sandra Bullock and John Goodman’s grand Victorian-era homes.

On Friday, we were fortunate to visit the Lower Ninth Ward with John Williams, the executive architect of Brad Pitt’s Make it Right houses and a longtime New Orleans designer. Supported by funds from the Art History Department, we spent five hours on a bus tour with John. It was one of the greatest architectural experiences I have ever had, and I think my students felt the same.

The area is still, after almost eight years, coming back to life. The Make it Right Foundation hopes to build 150 homes in the neighborhood. But basic services such as grocery stores, schools and the like have not returned to the Lower Ninth. It’s still a very tough go for folks who have returned. Students were able to meet with residents, including John “Smitty” Smith and Ron Lewis at his “House of Dance and Feathers,” and learn their stories of evacuation and survival.

A duplex designed by Frank Gehry in New Orleans. (Photo by John Williams)

And it was here in the Lower Ninth where we encountered Gehry’s work. The pink and purple duplex, its hues selected by the homeowner, recalls the liveliness of New Orleans’ vernacular domestic shotgun houses and Creole cottages. It is built out of environmentally friendly materials and includes solar panels and other sustainable features. The variety of porches encourages engagement with neighbors and passersby.

Gehry believed in Pitt’s vision and wanted to make a house that responded to the “history, vernacular and climate of New Orleans,” as he stated on Make it Right’s blog.

The completion of the house is history in the making – a work by Gehry and a foundation that helped the hardest hit citizens of New Orleans when other entities were slow to do so. And now, the University of St. Thomas has a connection to both.

So he moved to Alaska.

“I picked Juneau thinking it was the largest city in the state since it was the capital. It wasn’t,” he said, laughing at his innocence. He didn’t know it then, but his misjudgment would prove inconsequential. His yet-to-be-lived career would fly him to the world’s most cosmopolitan cities.

As founder and executive director of the Clean Washington Center (1991 to 2006), an environmental technology center in Seattle, Dougherty brought his vision – to assist U.S. companies in processing and finding markets for recyclable materials − to manufacturers and governments around the globe.

In 2007, his work for the United Kingdom was honored by Her Majesty, the Queen of England, Elizabeth II, who bestowed on him the title “Honorary Officer of the Most Excellent Order of the British Empire.”

Dougherty said he doesn’t know who nominated him (the process is shrouded in secrecy) or why he, in particular, was selected, but he left a prolific trail of crumbs that may lead to the reason.

His story begins nearly 50 years ago in a tiny capital city on the panhandle of southeast Alaska.

“You can make a difference if you believe in something and you push for it”

Dougherty got his start at 22 in the office of Alaska Gov. William Allen Egan, the state’s first governor. (Alaska was a territory and did not officially become a state until 1959.) Egan tasked a small team that included Dougherty to secure national funding to get anti-poverty programs going for the rural villages inhabited by Eskimos and Alaska natives. Their effort was part of the national Great Society program, a plan created by President Lyndon B. Johnson to eliminate poverty and racial injustice in the United States.

“That was really transforming,” Dougherty said. “Even though I was a junior guy I realized what an impact I could make. … I realized, ‘Gee, I can make a change.’ And these were substantial changes we were making up there. Not only did we bring Head Start, we brought electricity to these villages and created co-ops for them.”

Dougherty also took part in educating Eskimos and Alaska natives on their rights to their lands − “lands that had never been ‘bought’ from them (when the United States purchased Alaska from Russia in 1867),” Dougherty explained.

“So there was a land claims bill submitted to Congress to pay them for their land, but it wasn’t going anywhere until oil was discovered (in 1968) on the North Slope (the northernmost section of Alaska),” he said. “A judge ruled that the oil companies couldn’t build a pipeline through Alaska to Valdez until they knew who owned the land. So the oil companies jumped in with the natives and got them to push a settlement to the land-claims groups. In the end, the Eskimos and Indians received a huge settlement from the federal government, which then helped them create a more economic base and growth.”

This first job, he emphasized, “made it clear to me that you can make a difference if you believe in something and you push for it.” After several years, Dougherty and his family moved to Anchorage, where he served as assistant city manager. There he led an initiative to consolidate the city of Anchorage and all of its emerging, outlying suburbs – which had their own local governments – into one unified government. It had to go to vote, and it passed.

“I think Alaska was a good thing for me because it’s so sparsely populated that one young guy in his early 20s could make an impact,” he said.

Even so, after getting married and having two children in Alaska, Dougherty began to feel confined and isolated and wanted his kids to grow up in a bigger city with more opportunities.

Seattle and Tougher Challenges

After relocating to Seattle with his family, Dougherty took on “bigger” and “tougher” challenges as assistant director of the state’s Department of Trade and Economic Development.

Gov. Booth Gardner tasked Dougherty with helping smaller businesses get more financing, for which he created two programs − one in which the state of Washington allowed small business to make public stock offerings, an option available only to big business at the time. The other would create an economic development finance authority that would “sell nonrecourse bonds to help small business and economic expansion in the state,” Dougherty explained.

While hearing Dougherty’s testimony before the state legislative committee on behalf of his proposals (both of which passed after much effort), Maria Cantwell, the committee chair and now a U.S. senator (D-WA), played an inadvertent role in charting the course of his career.

She asked him to conduct a yearlong study to devise a plan for reducing Seattle’s ballooning collection of recyclables – a pile so massive the Wall Street Journal dubbed it “Mount Glassmore.”

Dougherty remembers how Cantwell broached the subject: “She said, ‘You know, the cities are collecting papers and plastics and glass. Where are the markets for those?’”

The question threw him for a loop. Dougherty responded with a laugh, “I don’t do garbage!”

One thing he did know: Seattle had started recycling plastic, paper, glass and aluminum, and they were piling up. He also knew the city was paying $20 per ton to ship the papers “to somewhere in Asia to do something with them,” he said.

After completing their study, Dougherty and his team “came to the conclusion that if you didn’t get the industry in your own region to figure out how to process that material and put it back into your own products then recycling wasn’t going to work. Because nobody wanted glass. Plastic companies certainly didn’t want plastic. And the paper industry could only take certain grades of paper.”

The study brought to light a number of conundrums. Dougherty asked himself: “What are the engineered properties (of the recyclable materials)? How do you process this stuff in an economical way so they can be put back into product?”

His answer to these challenging questions was the Clean Washington Center, which he created in 1991. The organization, an effective blend of industry experts and government officials, worked to create markets for recyclable material. Its offshoots continue its mission today.

The CWC was so successful that it soon received $4 million from the federal government to make its work available to other states.

Among its successes were developing markets for recyclables that resulted in an average of about $100 a year per household in avoided waste removal costs.

In 2001, Dougherty told online magazine Recycling Today, “This region has always had the capacity for paper, but we have also developed the capacity for plastics, too. Five years ago we had no capacity to use recycled plastics – mainly PET and HDPE. Now it is a different story. Our engineers went to plastic plants and helped them convert to recycled feedstock. The result is that now we have an annual capacity of 12 million pounds of PET and HDPE. … so that has worked really well.”

After helping several states develop similar programs, the CWC’s trail of success stories caught the attention of New Zealand. Hong Kong, Spain, Australia and Scotland followed suit.

That’s a WRAP

Dougherty remembers the fraught phone call he received from the United Kingdom in 2000: “I was up in Scotland helping them develop a program (Remade Scotland) when I got a call from a spokesman for the environment minister from the U.K. saying, ‘We are so far behind in recycling. … The European Union has set down regulations and if we don’t meet certain levels of recycling we get financial fines. Could you set up a center for all of the U.K., including Northern Ireland?’”

The challenge he was up against was huge. And tough.

David Dougherty’s Officer of the Most Excellent Order of the British Empire medal. (Photo by Mark Brown)

Using the CWC as a template and £84 million from the British government, Dougherty acted as a special adviser to shape the work programs and strategy that culminated in WRAP (Waste and Resources Management Programme). Among his collaborators was WRAP founding chairman Vic Cocker CBE (Commander of the Order of the British Empire, a rank one notch above “Officer”), brother of rock musician Joe Cocker.

Liz Goodwin, CEO of WRAP, who worked with Dougherty in the organization’s infancy, attested, “There were a lot of market failures that needed to be addressed. Some of the issues were lack of awareness, lack of infrastructure to make it easy for people, lack of reprocessing – both technology and infrastructure – lack of end markets, lack of confidence in end markets and lack of standards.”

When WRAP first began, Goodwin said, “household recycling rates (in the U.K.) were around 10 percent compared to 43 percent today. We were just starting on the journey  to increase recycling. … There hadn’t been any real focus on end markets or developing markets for the materials that were collected. There was very little infrastructure.”

WRAP was, and continues to be, a success. Its achievements include helping the U.K. recycling and reprocessing sector to quadruple in size between 2000 and 2008,  diverting 670,000 tons of food from landfills, decreasing growth in household packaging waste and developing a “world-first technology for the closed-loop recycling of plastic bottles, which has led to the creation of a new market for recycled plastics in the U.K.,” according to its website.

Dougherty’s work on WRAP did not go unnoticed.

He remembered, “I got a call at 5 a.m. from the British Embassy. He informed me ‘You have been to the U.K. a lot.’ And I thought ‘Uh oh, I’m going to need a working visa. This is not good.’”

But the man continued: “‘ … your significant contributions to the United Kingdom and other countries have been noticed, and noticed at the highest level. This culminates six months of research on you, and I’m calling to tell you Her Majesty wishes to bestow one of the highest titles on you for your contributions to the world.’”

The honor is not given liberally. Notably, that year Bono was named an honorary Knight Commander of the OBE. Few Americans have received the title. Gen. George S. Patton and Bob Hope are among the Americans honored with the title “Officer.”

A Reluctant Tree Hugger

Thinking restrospectively on his career, Dougherty said, “To be honest, I was more attracted to the prospect of making recycling work than answering a calling to be an environmentalist. My wife is more of an environmentalist than I am.”

But when you spend a couple hours with him, it becomes clear he harbors an inner tree hugger.

“I’ve never seen this as a waste issue. It was always a materials efficiency issue,” Dougherty said. “Once you take down a natural resource, how do you use it many, many times before you eventually have to discard it? As the population continues to expand, these resources are going to get scarce.”

When he reminisces about how far recycling has come in the United States and his small part in its progress, his eyes light up: “When we started recycling it was just glass, paper and aluminum. And then we expanded to plastic. With paper in the beginning they could only take certain grades of fiber, but now they can take all grades. That’s a true example of recycling. We used to cut a tree down to make the Sunday paper and it had a 20-minute life span before you threw it away. Now that same fiber gets used seven or eight times before it gets thrown away.”

In addition to his work with governments, Dougherty has innovated technologies for recycling discarded material into usable, marketable products for corporate clients. He worked with Adidas, turning shoe scraps – canvas, plastic, leather – into artificial turf and other products. In a collaboration with the Miami Heat, he worked with engineers to turn tire rubber and shoe scrap into better cushioning for the team’s practice court. He also helped facilitate the invention of rubberized asphalt from ground-up car tires,
an innovation that is laid on California roads by law and has been implemented in several other states.

“You’ve got to use those resources because this planet is going to have a lot more people and it has got be able to stretch its resources. To me it was always an issue of using our natural resources more intelligently,” the environmentalist in him said. Retired for a few years now, Dougherty “found a new challenge: working with Seattle Historic Parks.” As a board member, he is leading an initiative to create a conservatory for each of the budget-tight city’s 18 deteriorating historic parks.

In his long and decorated career, Dougherty traveled a path that took him around the world and transformed him into many things: executive, government worker, officer, problem solver, believer, even, arguably, environmentalist.

But when reflecting on the whole of his career, Dougherty’s choice of words evoke the spirit of a 22-year-old adventurer who once made his way from Minnesota to Alaska in 1965: “I didn’t plan this. I just followed the road.”

Read more from St. Thomas Magazine.

The program is the next in Minnesota Public Radio’s 2012-13 Broadcast Journalist Series, which is co-sponsored by St. Thomas’ College of Arts and Sciences and its Communication and Journalism Department.

David Plotz

The event is free, but reservations are required. Make them by going to the Minnesota Public Radio website.

Plotz will be interviewed that evening by Eric Ringham, digital Web editor for “The Daily Circuit” on Minnesota Public Radio News. Prior to coming to MPR, Ringham was a commentary editor at the Star Tribune newspaper in Minneapolis.

Plotz joined Slate as a writer when the online magazine was launched in 1996 and has been editor since 2008. Before joining Slate, he was a senior editor and staff writer for the Washington City Paper; he also has written for The New York Times Magazine, Harper’s, Rolling Stone, GQ, New Republic and The Washington Post.

A 1992 graduate of Harvard University, Plotz won the National Press Club’s Hume Award for Political Reporting in 2000, was a National Magazine Award finalist (for a Harper’s article about South Carolina’s gambling industry) and won an Online Journalism Award for a Slate piece on Enron. He also appears on the weekly Slate Political Gabfest podcast with John Dickerson and Emily Bazelon.

Eric Ringham

Based in the United States, Slate is a current affairs and culture magazine created by former New Republic editor Michael Kinsley. Since June 2008, Slate has been managed by The Slate Group, an online publishing entity created by The Washington Post Co. to develop and manage Web-only magazines.

Plotz is the author of two books: The Genius Factory: The Curious History of the Nobel Prize Sperm Bank (2005) and Good Book: The Bizarre, Hilarious, Disturbing, Marvelous, and Inspiring Things I Learned When I Read Every Single Word of the Bible (2009).

Minnesota Public Radio’s Broadcast Journalist Series, now in its 17th year, commissions renowned journalists for a 24-hour residency four times a year. They share insights on their craft and issues that affect our world.

Talk to St. Thomas graduates working in journalism, and they don’t take long to get around to it. Here’s Ryan Shaver, sports anchor at KIMT-TV in Mason City, Iowa: “I think the only surprise was how much work the Real World is. I knew that we were going to be turning out stories, but my first day on the job I had two voice-overs and a package. I was used to having a week to turn in stuff.

“So even though the deadlines were harsh at TommieMedia, I was just not expecting the amount of work that goes into my job now.”

Shaver ’12 is among the first group of graduates from the Communication and Journalism program who didn’t have a chance to work for The Aquin, the venerable student newspaper that had operated on the St. Thomas campus since 1933. Shaver earned his stripes working for TommieMedia, the online student-operated news organization that replaced The Aquin in 2009. Shaver served as TM’s sports editor, production editor and, finally, as its director.

He and 10 other TommieMedia veterans stepped into the Real World in May 2012. Those of us who keep an eye on the Real World of journalism were a bit surprised when all 11 found jobs in their desired field.

Dana Ashby is one. She was TommieMedia’s advertising and public relations director in spring 2012, a position that did not exist with the ad-free Aquin. Ashby works as a digital media coordinator at Periscope, an advertising agency in Minneapolis.

“My boss says on a weekly basis, ‘I only hired you because you knew what media was,’ and I learned that at TommieMedia,” Ashby said. “I was doing sales at TommieMedia, and I learned what this area was because that’s what we did there.”

Her job at Periscope is “more behind the scenes of working with that ad server and being able to monitor different campaigns and being able to interact with clients immediately.”

“TommieMedia gave me those decision-making opportunities and showed me the consequences with this real living, breathing digital experience,” she said.

The Real World was a concern among those of us who laid The Aquin to rest and replaced it with the brave, new whirlwind TommieMedia, one of the first online student-operated news organizations in the country. The goal was to reflect what was happening in the Real World.

At the time, the Real World of journalism was changing rapidly. Newspapers cut staff as revenue from retail, national and classified advertising tumbled. The Pew Research Center reported that print advertising revenue nationwide fell from a peak of $49 billion a year in 2006 to about $27.5 billion in 2009, when the plot to kill The Aquin was hatched. Online advertising revenue was growing, while the cost of printing and delivering thousands of papers every day seemed less and less sustainable.

We watched thousands of dollars each year go for printing 11 editions of 2,600 copies of The Aquin for a student population of more than 11,000. Even with those few copies, The Aquin would pile up in the Murray-Herrick post office like fallen leaves.

CAS Associate Dean Kris Bunton, chair of the Communication and Journalism Department at the time, set TommieMedia in motion. We would merge The Aquin and Campus Scope, a periodic television news magazine, into one website. Campus Scope adviser Tim Scully came onboard as a TM adviser, as did I and professors Mark Neuzil for his editorial experience, Greg Vandegrift for his video reporting experience and Craig Bryan, who would lead the students in our new advertising venture. The website launched in September 2009.

We were further ahead of the curve than we thought.

Print Still Reigns

Imagine my surprise when Shane Kitzman ’10 told me that newspaper design was something he wished TommieMedia had taught him. Kitzman, the last Aquin editor and second TommieMedia director, took the job of sports editor at the Northfield News after he graduated. When he said this over sandwiches at a Northfield eatery, Jordan Osterman, current Northfield News sports editor, and Miles Trump, sports editor of the Waseca County News, nodded in agreement.

“When I went into the Real World, and when he did and he did, you had to be able to design a page,” Kitzman said. “So TommieMedia was great, but the first position that you get when you come out of school will probably have a design element. I had to learn on the fly.”

“That’s where you start,” Osterman said. “If you’re in print, it’s going to be at a weekly newspaper.”

Print operations still generate far more income in the Real World of community journalism than does online advertising. Video skills are prized, too, but print reigns.

“They love [video] at small newspapers,” Kitzman said. “They drool over that.”

“But at the same time, they didn’t hire you to do that video, to be a video person for them,” Osterman added.

“Video is like this added bonus,” Trump said, “but it’s not like this mandatory part of your day-to-day job, whereas layout is.”

The fact is, print advertising still accounts for far more revenue than the online edition.

“We hear it all the time that print is still where we make our money,” Osterman said. “And maybe somewhere down the line, it will be online, but right now, print is still the money horse.”

So did TM fail in preparing them for the Real World? No. Community journalism is the art of doing everything, and doing everything is something TommieMedia stresses. All three of these TommieMedia veterans found success at small papers. They represent the past three winners of the Minnesota Newspaper Association’s Best Young Journalist award for weekly papers.

Sean Crotty covers a men’s basketball game. (Photos by Mike Ekern ’02)

Kitzman moved from Northfield in July 2012 to become a Web producer for WCCO-TV in Minneapolis. Like Shaver, Kitzman has found the TommieMedia experience to be right in line with his new job.

“I loved the print,” Kitzman said. “I loved having a finished product that could be so set in stone and so tangible.

“Now at WCCO.com, it’s just like TommieMedia again, where my work is cool for one day, but then I haven’t done anything for a day. If I don’t create a blog for one day, the next day it’s deadly. I really didn’t do much that day.”

TommieMedia provides the greatest gains for St. Thomas students interested in broadcasting, advertising and public relations. TM produces daily video news and sports reports, and weekly studio shows. Its ad people have built a growing clientele, and the PR staff does everything from signing up students for email updates to handing out TM goodies at football games.

Shaver said TommieMedia’s hands-on approach has served him well.

“I learned a lot about the basics of writing and editing,” Shaver said, “but just that we had our own TV studio, and had people like Professor Vandegrift, who had been in the business, really prepared me for what I was getting myself into. People like Professor Scully could go over my video for things that were as simple as lighting an interview.

“When I got to my real job, my bosses were really impressed that I knew how to light an interview, how to frame things like that, and they didn’t have to sit down and teach me to do all that stuff over again.”

Shaver and Kitzman agreed that for online journalism, TommieMedia gets it right. Kitzman uses the same content-management system at WCCO that he used at TommieMedia, while Shaver said KIMT’s system is much like it. And each of these alumni said TommieMedia’s emphasis on using social media is crucial.

“Twitter is one of the most powerful tools we have that we use on a day-to-day basis,” Trump said. “It’s how we engage with everyone.”

Engaging Readers … and Student Journalists

TommieMedia has been engaging people like The Aquin never could. Online analytics show that for Nov. 15 to Dec. 15, 2012, the last month of the fall semester, 24,250 “unique” visitors came to the site 50,193 times and viewed 122,026 pages. They came to the TM website from 97 countries and translated its pages into 60 languages.

The most-viewed page for the month profiled Tommie Award finalists (3,177 views), followed by the memorial service for a student who died on campus (2,678). Athletics was a big draw, topped by 1,298 viewers for the football team’s national semifinal victory and 1,004 viewers for St. Thomas’ victory in the volleyball national championship game.

Having thousands of people see your work is about as real as it gets. Finding value and reward in your work is even better. The greatest contribution TommieMedia makes might be in hooking 35 to 50 students a semester on the Real World of journalism.

“I never worked at The Aquin,” Trump said, adding that he enjoys online journalism because TommieMedia was where he “first jumped into journalism.”

“I enjoy more the fact that online, there is a sports section that can be constantly changed and updated,” Trump said, “because I just see that everything is constantly moving, that the media is constantly changing and constantly flowing, and I have this area where people can go to check the progress as these teams play. I like that.”

Read more from CAS Spotlight.

Even when discussing the financial benefits, many people, including the national media, make a serious error in focusing exclusively on the first job for which the college senior is prepared. While everyone is relieved when the graduate finds that first paid position, the most important thing about that job is that it leads to a second one, which leads to a third and so on. I am reminded of this fact on the many happy occasions when I run into a former student. Among other of their life’s details, I am always interested to learn where their career paths have taken them. While I never could have predicted in advance where their paths would lead, I am never surprised by even the most unexpected of outcomes. This is because I know that their liberal arts education has prepared them for just about anything.

As a result of their liberal arts education, students do not receive only a limited body of knowledge with which they might practice a profession. Were that the case, many people who graduated 20 years ago would no longer be employable, since the profession for which they might have thought to be training no longer exists. That they still are employable, and that students of today will continue to be employable 20 years in the future, has little to do with any job-related information they may have received and much more to do with important skills they learned. These would include critical-thinking skills, problem-solving skills and the ability to consider new ideas on one’s own – to become a lifelong learner.

I believe these learned skills, and others, are the ones that lead our students successfully along their career paths. I was reminded of this fact while reading this year’s Star Tribune feature on 10 Minnesota business leaders to watch in 2013. For those featured, the single most popular college major field of study was history, a major chosen by three of the 10. Other majors included psychology, political science and philosophy.

Obviously, liberal arts graduates do not begin their careers at the top, but the skills they learn in college help lead them there. Let’s be sure to include that fact when calculating the return on investment.

Read more from CAS Spotlight.

Tonia Bock

Consider for a moment two extreme historical examples: Martin Luther King Jr. and Adolph Hitler. The degree to which each was a good person is a rather stark contrast. One worked to alleviate gross societal injustices and oppression while the other worked to instigate it. How did each get to be such a person?

We can look to historical biographical sources, of course, to help answer this question. Yet we also want a more general answer that applies not only to these two individuals but also to you and me, and our young generation in particular. How do infants become morally upright adults? Ultimately, psychologists studying morality, such as myself, want to understand moral development so that we can inform teachers how to facilitate, strengthen and support future generations’ moral character. Some psychologists (e.g., the late Lawrence Kohlberg) dedicate their entire career to advance our knowledge of moral development so that we can educate our young to be more like King and less like Hitler.

One of the first generations of psychologists studying moral development (e.g., Kohlberg) focused on understanding how our reasoning about right and wrong changes from childhood to adulthood. The psychologists believed that adults who grow to reason in morally principled ways will behave morally. Plato once said, “To know the good is to do the good.” If we know the morally principled thing to do, then we will do just this. Right? Certainly this early generation of psychologists believed as much. Many studies since have shown that the psychologists weren’t necessarily wrong – there is a positive correlation between moral reasoning development and moral behavior; however, the correlation, even though it is statistically significant, is pretty small, meaning that knowing the right thing to do does not always lead to the person doing the right thing. We have countless examples of this from history as well as from our everyday lives. We regularly see news stories about politicians and Hollywood stars who do things they know are wrong. If we look closely at ourselves, we see that we also sometimes do things we know are wrong, except that unlike the politicians and stars, our wrongdoings are not usually news headlines.

So if people know the right thing to do, why don’t they just do it? This question has inspired some psychologists studying morality to turn their attention away from moral knowledge and reasoning to a concept called moral identity. What is moral identity? It is generally defined as the degree to which moral concerns (e.g., justice, caring, generosity) are a central part of one’s identity (i.e., your sense of who you are). It is a somewhat new concept, with psychologists starting to develop slightly different conceptualizations. Regardless of how psychologists are conceptualizing moral identity, they all assume and are interested in individual differences, meaning that some individuals have a strong moral identity while others have a weak one. Individuals with a very strong moral identity prioritize moral commitments over all other nonmoral commitments, obligating themselves to live consistently with their respective moral concerns; thus, one who has a strong moral identity would feel compelled to be a good person, at least respective to his or her prioritized moral commitments. Theoretically, then, these people would not only know the good but also prioritize and consistently do the good. A person with a weak moral identity, on the other hand, would highly prioritize nonmoral commitments (e.g., having wealth, being attractive, being popular) over moral commitments; thus, he or she would be more likely to know the right thing to do but not act accordingly with their knowledge, presumably because they are more driven by their highly prioritized nonmoral commitments.

Being a psychologist who studies morality, I of course find this notion of moral identity to be quite fascinating. My particular interest in this area surrounds two specific questions: How do we think moral identity is developed over time? How do we best assess people’s moral identity? Given that psychologists are still working on their theoretical conceptualizations of moral identity, there is a lot of work to be done on answering both of these questions. I’ll briefly sketch out some of the ideas and challenges that lie ahead for us.

If psychologists presume that individuals vary in how strong their moral identity is, then they should have some idea about how these differences emerge over time; currently, it seems we have some very general ideas. Some psychologists mention the importance of parenting in early childhood, describing how parents who frequently, consistently and jointly attend to the moral dimensions of situations with their young child will help them to not only build mental images of what it means to be a moral person but also construct memories of morally relevant events and interactions.

Other psychologists have focused on the importance of moral identity formation in adolescence. According to them, adolescence is a time of unique growth in cognitive, social and personal understandings. Individuals in their teens (and early 20s) become better able to construct more complex notions of who they are, now being able to incorporate abstract ideals and traits, possibly moral, into their sense of identity. To date, the most specific theory of moral identity formation argues that individuals must simultaneously develop and increasingly prioritize the values of (a) benevolence and (b) achievement. As the theory goes, these two values are initially independent from one another. As they become increasingly prioritized, the person cannot allocate his or her attention and resources to both – the person either needs to choose one over the other or integrate them. According to this theory, those who integrate the values of benevolence and achievement in their goals and commitments are those who have the strongest moral identity. Initial research has supported such a developmental model, but there is a long road ahead to more fully verifying it. It is hoped that additional explanations and models of moral identity development will also be advanced in the near future to paint a more complete picture of moral identity development from birth through old age.

My other interest in moral identity is how we should best assess it. The currently existing assessments have faced some rather serious criticisms. A few paper-pencil surveys of moral identity exist. The advantages of this type of assessment are that they are very easy for researchers to use and participants to complete. For example, one assessment has several virtues listed at the top of the survey (e.g., caring, fair, generous). Participants are then asked to indicate whether they agree or disagree with several statements about the importance of these virtues. Not surprisingly, all participants rate these virtues as being important to who they are. Individual differences exist, but they are very small.

The main criticism is that surveys such as these underestimate the individual differences in moral identity because, well, who would want to acknowledge that these virtues are not important to them? Psychologists call this social desirability bias, and it is a frequent issue in any research that deals with morality.

The other type of moral identity assessments are lengthy, intensive individual interviews. Social desirability is less of an issue because researchers ask rather general open-ended questions about how the interviewees describe themselves. The main disadvantage, though, is the time and energy it takes psychologists to not only conduct the interviews but also reliably code and analyze the data. Few researchers use this method, and when they do, it takes a rather long time to complete the entire research process.

These are just a few examples of the issues and challenges that researchers currently face in studying moral identity. I am quite confident that exciting theories and research are yet to come. I am most curious about how important researchers will find moral identity to be in doing the good. Maybe one day we can modify Plato’s saying to read, “To prioritize the good is to do the good.”

Read more from CAS Spotlight.

Five teenagers had been on a Saturday morning duck hunt on Lake Elysian in southern Minnesota. Their boat had capsized, and one was missing. Trump, the paper’s sports editor, sports reporter, sports photographer, sports columnist and sports-page designer, soon found himself in the middle of a heart-wrenching story about an athlete dying young.

Brady Hruska, 17, was a wide receiver for the Waterville-Elysian-Morristown High School football team that was to face Medford that night in the state playoffs.

“I was the one who found out that he died that morning,” Trump said. “Then I was the first one to go out to the scene, and authorities were still looking for his body in the lake.”

Trump posted reports of Hruska’s death on the paper’s website, with pictures of the search effort. After the playoff game that evening, he wrote about the community’s tribute to one of its children. His story, including a photo slide show, was a tribute as well to the small towns he serves around Waseca and to the art of community journalism.

In the next two days, he added a news story about the accident – full of the details and quotes that are the hallmark of good reporting – and a touching column about how proud he was to be part of the Waseca County community. A close reading of those stories shows why Trump deserved to be honored in January by the Minnesota Newspaper Association as New Journalist of the Year for a weekly paper.

Trump is the third TommieMedia veteran in three years to win the award. Jordan Osterman won in 2011 when he was at the Waseca County News, and Shane Kitzman was honored in 2010 when he was the Northfield News sports editor – the job Osterman now holds. They all worked together at TommieMedia in various leadership roles, and in the small world of Minnesota journalism, their lives remain intertwined.

That October Saturday, Trump did not write his usual “gamer” about WEM’s playoff victory.

“What they wanted me to do was write a community reaction story for the football game,” Trump said, “and then they needed someone to actually cover the game, because it was a playoff game. So Jordan came down.”

The Northfield News and the Waseca County News are owned by the same company, Huckle Media, and often share resources.

“You kind of have to, because for sports, especially, it’s only one guy per place,” Osterman said.

But Osterman’s stake in the story was personal, too.

“I’d covered that kid and that team the whole year before, so I knew him pretty well,” Osterman said.

As the story broke, Kitzman was working a shift as Web producer for WCCO-TV in Minneapolis. One of his practices was to monitor Twitter for breaking news.

“We only found out because I was reading (Miles’) tweets that were retweeted by Owatonna,” Kitzman said. “When I saw that come down, I thought, ‘Oh boy, oh boy.’”
WCCO sent a satellite truck and reporter Reg Chapman to cover the story.

Trump grew up in Mankato, 30 miles from Waseca. Kitzman is from Northfield, and Osterman is from St. Paul. With their ties to the area and their experience at TommieMedia, the three are well-suited for the do-everything duties of community journalism. For Trump, those tasks have their own special rewards.

In a column he wrote shortly after Hruska died, Trump told about an incident at a Waseca High School volleyball game. A chant started in the student section:

“WE LOVE MILES, CLAP-CLAP, CLAP-CLAP CLAP.”

“That, I can honestly say, was one of the higher points in my life,” Trump wrote, adding that he wasn’t telling the story to brag.

“I feel blessed to have a job that’s appreciated in the community,” he wrote.

Read more from CAS Spotlight.

Questions of how the nervous system influences human behavior can be traced to 3,000 years B.C., when an Egyptian surgeon noticed that soldiers suffering particular head injuries displayed specific kinds of behavioral changes. Nearly 2,500 years later, Hippocrates taught that the brain was the origin of all intellect and emotions. But without the ability to directly observe its complex inner workings, medieval physicians and philosophers discounted the impact of the brain, and attributed thoughts and emotions to other internal organs. Depression, for instance, was said to be caused by an excess of black bile in the liver. This perspective was highly influential, and it persists in some aspects of the modern world, where a Valentine’s Day card evokes feelings of love by showing a heart, rather than a brain.

Although philosophers, poets and playwrights through the centuries could draw upon introspection to gain insight into the mind, the scientific study of the brain was not possible until technology helped to solve key mysteries of its fundamental nature. At the turn of the 20th century, a few scientists applied techniques borrowed from photography, electricity and biology to carefully study the brain and nervous system. Further technological breakthroughs in physics, chemistry and computing during the 1940s, 1950s and 1960s allowed nerve cells and brain circuits to be examined directly, and the seeds of neuroscience were planted.

True to these roots, modern neuroscientists approach some of the most intriguing questions in biology and human behavior from a wide range of perspectives. Neuroscience is an interdisciplinary endeavor in which scientists weave webs of collaboration through seemingly distant fields. Molecular biologists who study DNA collaborate with psychologists who use carefully crafted behavioral experiments to explore how genes affect memories. Even the Dalai Lama has paired with functional anatomists to help investigate how meditation impacts the brain. Such a wide range of perspectives and collaborations can bring about insights into human thought and behavior that would not have been possible a decade ago; however, this complexity also can make neuroscience a difficult subject for undergraduates to explore.

Evolution and Growth

At the University of St. Thomas, undergraduate study in neuroscience can trace its origins to a “behavioral neuroscience” concentration first offered by the Psychology Department in 1990; however, this early program did not reflect the interdisciplinary nature of modern neuroscience. As psychology professor Roxanne Prichard noted, “The major did not require much biology, chemistry or advanced math.” Upon being hired in 2006, one of Prichard’s first tasks was to make sure the program addressed the breadth of the field and prepared students to compete for positions in top neuroscience graduate programs. The result was the creation of a new interdisciplinary Program in Neuroscience, jointly administered by the Biology and Psychology departments. The program began in 2008, offering a bachelor of science degree in neuroscience. Three faculty members were officially affiliated with the fledgling program, and one student graduated with a neuroscience major that year.

The low initial numbers masked tremendous growth the program would soon face. Two more faculty members were hired in 2009 (one each in biology and psychology), and as word spread about the new program, it quickly gained popularity for its interdisciplinary approach. Sibel Dikmen, now a senior, recalled being attracted to the program her freshman year: “I liked that the neuroscience major adds diversity to the sciences. From an educational standpoint, the Neuroscience Program forced me to broaden my horizons.”

A student works with a microscopic section of brain tissue at a Cryostat machine during a neuroscience class. (Photo by Mark Brown)

Evan Eid, a 2010 graduate who is now a researcher with the Environmental Protection Agency in Duluth, Minn., said the Neuroscience Program provided him with the motivation and focus to complete his studies. “When I heard about the neuroscience major, I jumped at the opportunity. Neuroscience opened up such a fascinating world for me,” Eid said. “I saw my professors’ passion for the subject and that really motivated me to try harder.”

Appealing to a group of students whose interests span traditional disciplines, the program now counts more than 200 degree-seeking students, making neuroscience the university’s largest interdisciplinary program and one of the most popular majors in the College of Arts and Sciences.

In response to this rapid growth, several changes were made to the Neuroscience Program. In 2012, the faculty approved a new structure for the major that brings more cohesion to a body of interdisciplinary coursework that might otherwise feel disconnected. This curricular overhaul also added eight new courses to the neuroscience major that strengthen the program by helping students unify their foundational coursework in biology, chemistry, math and psychology within the framework of neuroscience. The breadth of coursework might seem overwhelming, but Prichard sees it as a clear advantage, particularly for students interested in the health professions. “The program has really given students more choice in their course plan,” she said. “Many students are interested in the body and human health not just from a biological standpoint but also from chemical and psychological perspectives. The Neuroscience Program exposes students to multiple ways of investigation and problem solving.”

Students agree. Adam Wieckert, a senior who transferred to the University of St. Thomas after learning about the Neuroscience Program, said, “The program adds an interdisciplinary approach to understanding life. I think the program is headed in the right direction.”

The rapid increase in numbers of students and courses has raised some challenges. Almost immediately, the Biology and Psychology departments had to hire several new faculty members to support the program. For these newly hired professors, the Neuroscience Program was a significant reason for joining the College of Arts and Sciences. Sarah Heimovics, a behavioral neuroendocrinologist hired by the Biology Department in 2012, was particularly attracted by the opportunity to help build a strong Neuroscience Program. “I was thrilled to join a university where student interest in neuroscience has grown,” she said. “There is a community of faculty trained in the neurosciences, there is strong support for the program at the administrative level, and there is a large pool of bright, motivated students. These are the primary reasons why I accepted a position here.”

The Neuroscience Program also attracted Sarah Hankerson, a behavioral ecologist who joined the Psychology Department in 2012. “The presence of the program and the strong support by the administration showed a lasting commitment to interdisciplinary education,” she said. “It also demonstrated the ability of the university to adapt to the rapidly changing face of science.” Hankerson, whose own work encompasses both biology and psychology, pointed out the value of this interdisciplinary approach: “Our students gain an understanding of how biological processes impact our daily lives, social interactions and mental health. Being a part of the Neuroscience Program allows me to fully embrace the interdisciplinary nature of my work.”

The College of Arts and Sciences faculty affiliated with the Neuroscience Program reflect the diversity in modern neuroscience. For example, Heimovics might be out in the field observing birds one day and in the lab looking at neurons under a microscope the next. Students benefit from this diversity in approach. As Heimovics remarked, “Moving forward, our students will understand the nervous system at multiple levels of analysis, making them better prepared and more competitive in their chosen careers.”

Making Connections Through Student-Faculty Research

As a result of recent hiring, 10 faculty members from the Biology and Psychology departments are now associated with the Neuroscience Program, and it is an active group. These professors conduct cutting-edge research, attract external scientific funding and publish their work in prestigious scientific journals. But most importantly, these faculty members are committed to involving undergraduate students at every stage of their research programs. Each year, dozens of undergraduate students gain research experience by working alongside professors in labs and during field studies. These opportunities give students the chance to experience modern neuroscience as it happens, often in the role of a scientific colleague. Jadin Jackson, a computational neurophysiologist who joined the Biology Department in 2011, emphasized the quality of these experiences: “The laboratory experience that students gain is on par with specialized graduate student workshops offered at the national and international level. Students gain hands-on experience with neuroscience techniques that deeply enhance and enrich the topics covered in the classroom.”

Professor Sarah Heimovics, right, works with student Carissa Libbenga and St. Catherine University student Margaret Miller (standing, left), at a Cryostat machine during a neuroscience class. (Photo by Mark Brown)

In addition, some students earn competitive research grants awarded by the University of St. Thomas to conduct their own projects in collaboration with a professor. Chloe Lawyer, a junior who conducts research in neuroscience, has experienced all aspects of scientific projects. But when she started, she wasn’t sure she was interested in research. “When I started working in the lab, I was uncertain about my future,” she said. Lawyer began working on a project in Kurt Illig’s lab in the Biology Department, investigating whether the chemical dopamine impacts memory formation in the brain. Dopamine is widely known as the neurotransmitter that is activated during pleasurable events, like eating chocolate.

Dopamine also is activated by drugs of abuse such as cocaine, and this activation may be the reason such drugs are addictive. After working on this project, Lawyer’s uncertainty cleared. “I quickly realized that I had a passion for research,” she said. Lawyer continued to collaborate with her professor to conduct experiments to discover how the dopamine system changed during adolescence. With experience on two projects, she was ready to design and carry out experiments of her own that would help determine whether the changes in the dopamine system during adolescence might contribute to the prevalence of drug addiction in teenagers.

Working with two other undergraduate students in the lab, Lawyer examined the brains of developing laboratory rats, which are used as a model for human brain development. The students started out by looking at the levels of dopamine receptors – the part of a neuron that receives messages from other cells – and found that these levels were low in juvenile and adult rats, but were very high during adolescence. Genes that encode these receptors were activated more during this time, too. But did this spike in receptor levels have any behavioral relevance? To complete this project, the students conducted two more sets of experiments. In the first, they showed that adolescent rats had a more difficult time learning new information than juvenile or adult animals. In the second, they showed that learning in adolescent rats could be improved by using low doses of drugs that specifically target the activity of dopamine receptors. Finally, in February 2013, the paper detailing their work was published in the high-profile, peer-reviewed scientific journal PLoS One. Lawyer and the two other undergraduates are co-authors on the study.

The project took almost two years to complete, but the hard work paid off in a number of ways. Lawyer reflected, “Research has allowed me to form close relationships with the faculty at St. Thomas, and also has connected me with neuroscientists throughout the country.” Neuroscience students make these connections by presenting their findings at national and international meetings, including the Society for Neuroscience and the Association for Chemoreception Sciences conferences. Lawyer plans to use these connections next year as she begins to identify programs where she can pursue a Ph.D. in neuroscience, but she said the experience has been about more than networking: “Most of all, it has been an incredible learning experience, and the St. Thomas faculty do a fantastic job at developing students’ skills as researchers.”

Betsy Smith, a junior neuroscience major, also conducts independent laboratory research. She said this has been her best experience at the University of St. Thomas. “It is an incredible opportunity that has allowed me to learn more than I would have in a classroom alone. The collaborative student-faculty research programs are unique because they focus on students being the primary investigators in the lab, allowing them to explore their own interests.”

By working closely with professors on innovative research, students learn how to critically analyze problems and pursue innovative solutions with modern scientific tools. Many recent graduates of the Neuroscience Program have continued their education in medical, dental and graduate schools. Brittni Peterson, a 2010 graduate and co-author on the PLoS One study, is now a Ph.D. student in neuroscience at the University of Minnesota. She credits the research experience she had as an undergraduate with helping her find her career path. “The research experience at St. Thomas is exquisite, because it allows for direct, one-on-one interactions between students and faculty,” she said. “At a larger university such as the University of Minnesota, it is uncommon to have these close interactions. I would not be where I am today without the St. Thomas Neuroscience Program and its faculty members.”

In just five years, the Neuroscience Program has made a positive impact on CAS students. With new courses in the curriculum and a larger, more engaged community of faculty and students, the program is in position to support further collaborative learning; however, new challenges can limit these opportunities. As Prichard said, “We have expanded with new faculty hires, but we really need to expand our teaching and research space to provide a high-quality experience.” Psychology professor Uta Wolfe agreed: “Most of us temporarily set up our projects in shared spaces. More research would get done if rooms could be set up permanently.”

Another challenge is that faculty members in the program are split between two departments that are housed in separate buildings at different locations on the St. Paul campus. This physical separation limits the opportunities to work together to foster cross-disciplinary relationships. As Hankerson said, “A closer connection between departments would enhance our communication and collaboration, both in the classroom and in the lab.” Such enhanced collaboration would lead to more and better opportunities for students; “the closer the connection among faculty, the stronger the program.”

The ongoing challenges and changes facing the Neuroscience Program do not diminish the strength of its approach, however. “The future of the program looks bright,” said Dr. Greg Robinson-Riegler, chair of the Psychology Department. “Interdisciplinary study holds the key to answering the ‘big’ questions, and there really are no bigger questions than the nature of the biological mechanisms underlying consciousness and behavior. The Neuroscience Program puts students on the cutting edge of science. I’m proud that UST is one of only a handful of comparably sized institutions to have a rigorous Neuroscience Program.”

Read more from CAS Spotlight.

It wasn’t really planned. The first degree was a product of wanting to continue my education and see where things would end up. Then I got a fellowship from Harvard to study in Vienna for a year, and so I decided to pursue that a little further and ended up staying for personal and professional reasons longer than expected. When I started the joint Ph.D.-M.A. program at Boston University, I knew that I wanted to be in academia, and I knew that I wanted to be in philosophy. Throughout this time, the studies were never really a burden; I was just happy to wake up each morning doing what I was doing. I’m glad where I ended up.

Did your St. Thomas experience help set you on the path to this advanced study?

Yes, it most certainly did. In addition to the kind of skills and knowledge that I acquired at St. Thomas, my experience with the liberal arts and my study of economics really just ignited a classical desire to know. The nice thing about St. Thomas is that I also had an environment where I could take risks and maybe even make some mistakes and pursue this quest in an environment that was ultimately supportive.

You are a professor of philosophy at the University of Scranton, a Jesuit university in Pennsylvania that enrolls some 6,000 students. Does your experience there remind you of St. Thomas? How does it feel to be teaching the liberal arts now, instead of studying them?

It very much does remind me of St. Thomas. It’s about the same size; the students come with a similar background, interest, perhaps potential capacity, etc. Perhaps the people who brought me here saw or kind of felt that there might be some similarities in my undergraduate education and the education they offer here. In terms of teaching versus studying, I would almost undermine the distinction a little bit and just say that I still feel as though I am studying the liberal arts. I’m just leading the group that’s studying them in the classroom and, on occasion, I do the same here with the faculty in various interdisciplinary seminars and reading groups.

Which aspects of your St. Thomas education do you wish to pass on to your own students? 

Well there are the basic things; you just want to have them be more knowledgeable about your subject matter and learn the skills of critical thinking and writing and expressing oneself. But what you are really trying to do is get them to open up to the pleasures of both learning about themselves and the world, and to link that in some sense to a project of self-development as not just, let’s say, a basketball player or musician or an engineer, but as persons and then to take that project of self-development and link it up to something greater than themselves like the surrounding community, the world or even God. I say at the beginning of my syllabi that I’m trying to make each of my students a philosopher in the original sense of the word, which is ultimately a lover of wisdom, and so maybe that’s my goal.

As your former economics professor, I was of course interested to watch on YouTube a talk you gave at the University of Scranton that focused on self-interest, greed and corruption from ancient to modern times. Do you think your interest in this topic can be attributed to your training in economics?

What was interesting was the interplay that I would get between my training in economics, which seemed to rely on certain assumptions about what human beings pursue, and then to read philosophers who presented alternative ways of thinking about the human being. In the end, I learned that it is important to think economically about buying butter, flat-screen TVs, cars and so on, but what a long tradition of philosophy suggests is that we might want to resist applying this type of thinking to all aspects of our lives.

Your first book, Reading Nietzsche through the Ancients: An Analysis of Becoming, Perspectivism, and the Principle of Non-Contradiction, is scheduled to be published this year. Congratulations. How are you linking Nietzsche to the ancient Greek philosophers?

The purpose of the book is just trying to figure out what Nietzsche is up to and to clarify what his philosophical positions are. What the book ends up saying is that Nietzsche’s philosophy is largely a revival of views that can be found in the pre-Socratic philosophy and poetry of ancient Greece. One important upshot of this reading, I think, is that the debates that Nietzsche’s philosophy has initiated are not actually that new, but rather very, very old, and therefore it turns out that the study of the history of philosophy is always a timely and relevant affair.

Read more from CAS Spotlight.

An exhibition seminar differs from a regular graduate seminar in that, in addition to working on individual research projects, students produce a coherent exhibition with that research. Unlike typical graduate courses, having an exhibition focus in a course provides opportunities for student research to find a real-world audience beyond the classroom – the exhibition visitors who see the artworks, read the wall labels, and peruse the catalogue.

In 2007 I led a similar seminar on national identity and the historical design of printing types. The students’ research for that course resulted in a 2008 exhibition held at Minnesota Center for Book Arts titled “Face the Nation: How National Identity Shaped Modern Typeface Design, 1900-1960.” Their research is still accessible at the exhibition’s website (www.stthomas.edu/facethenation). I knew from that experience that another exhibition seminar would be a rewarding experience for students and teacher alike.

The objective of a seminar built around the Fiterman collection was for students to undertake original research and share what they found, both in the scholarly format of a journal article and in the functional format of wall labels and exhibition catalogue entries. Putting this in practice would lead us to ask this fundamental question: How does one undertake and present research about modern art effectively, engaging with complex ideas yet producing a report that is of practical use and limited length, and is coherent for a given audience? This is a question of great importance for the two traditional subdomains of the art history discipline: the academy and the museum. Neither is served by the notion that intellectual and pragmatic approaches to talking about art are strangers to each other. We would need to develop strategies and skills for integrating these approaches.

From Handling Artwork to Writing Museum Labels

For students to experience the full spectrum of research challenges, I required that each investigate both well-known and lesser-known, or even unknown, artists. For well-established artists, a bulk of existing scholarship should be consulted and synthesized in order to advance knowledge on the topic. On the other hand, for little-known artists, the challenge is not too many sources to consult but too few.

Whether there was a wealth or dearth of available information about a particular artist, students had the extraordinary experience of having direct access to the artworks themselves. Once the artists were assigned, preliminary research conducted and best practices for the physical handling of artworks reviewed, the seminar moved from the classroom to the art storage space that had been set aside in the Murray-Herrick Campus Center. For three weeks in the middle of the semester, students took turns presenting their research-in-progress and showing their works to the class.

Art History graduate students Brady King and Lauren Greer take some measurements as they hang art in O’Shaughnessy Educational Center. (Photo by Mark Brown)

Working with artworks directly is a special opportunity. In typical art history classes, students experience works of art as digital images projected on a classroom screen. With the actual art in front of us, we could perceive subtleties of color, texture and, of course, scale that are lost in a photo on a screen. In addition, as unique artifacts of human creation, artworks have what German cultural critic Walter Benjamin famously called an “aura,” which is lost or compromised in photographic reproductions. This artistic presence also added to the excitement of our class meetings in the storage space.

After conducting preliminary research on three artists, each student chose two artists to pursue further. I encouraged students to build persuasive arguments for their projects using ideas first advanced by Wayne Booth, Gregory Colomb, and Joseph Williams in their book The Craft of Research. Analyzing the key parts of a research argument – the claim that the author wants to prove, the reasons for believing the claim, and the evidence that can demonstrate the persuasiveness of those reasons – we discussed how these parts manifested not only in scholarly articles but also in other formats: lectures, exhibition labels and exhibition catalogue entries.

Using feedback from me and from each other, students refined their arguments and entered the last stage of the seminar: expressing their research results in very different formats. For each project, students were required to write an essay suitable for an academic audience, and also a museum label and catalogue entry that would be suitable for an on-campus exhibition. Faced with this challenge, students acutely felt the differences between these two worlds. Readers of academic journals expect exhaustive research, clear citation of sources and a patient layout of a complex argument. Exhibition visitors, on the other hand, seek engaging and accessible written guidance for viewing the work of art in front of them. They are likely to skip labels that do not provide that guidance concisely. While the academic articles could each be 12 pages long, the museum labels could be no more than 150 words each.

Museum label writing is a specialized skill. The brevity and straightforwardness of the resulting text belies the effort required to make it work well. One of my favorite seminar meetings happened late in the semester, when Erika Holmquist-Wall, a curator at the Minneapolis Institute of Arts (and a 2006 graduate of our master’s program) visited our class to consult students on professional practices of writing effective museum labels. In small-group discussions that resembled professional label-editing workshops, Holmquist-Wall guided students in revising their texts to speak more effectively to museum visitors.

Results

The research projects that the seminar students accomplished were remarkable, and hearing about their findings made me doubly excited about the gift of the Fiterman collection to St. Thomas. I was introduced to new artists and learned more about familiar ones from the diligent historical exploration my students undertook.

Fiterman played a major role in the Twin Cities art scene, and so it comes as no surprise that some of the creators represented in the collection were artists of local renown. I enjoyed learning more about the paintings of Aribert Munzner, the prints of Eugene Larkin, and the sculptures of Harriet Bart, for example. The hard-edged, high-saturation prints by Peter Busa looked familiar in style to me, and then student Marquette Bateman-Ek explained why: Busa also painted the bright, crisp murals on the Valspar building in Minneapolis.

Several projects expanded my understanding of the artworks by decoding their subject matter and symbolism. What was going on in Miriam Schapiro’s silhouetted version of a “Punch and Judy” puppet show? Student Kate Tucker deciphered the work, noting references to artist Frida Kahlo and unveiling the collage as a feminist effort both to address domestic violence and to point to an ancestry of female artists. What accounted for the spiraling shapes in the prints and drawings of Nigerian artist Uche Okeke? Student Lauren Greer discovered that those shapes were derived from uli, an art form used by women of the Igbo culture for body decoration and wall painting. Was there purpose to the seemingly random objects – nails, shoeprints, sunglasses – that appear in Pop artist James Rosenquist’s print in the collection? Bateman-Ek explained that they actually reflect an autobiographical story of a traumatic era in the artist’s personal life.

Greer and Ivanova check the fit of a piece from the Dolly Fiterman collection. (Photo by Mark Brown)

In addition to these decryption keys, student research uncovered the processes employed by artists whose works are in the Fiterman collection. French photographer Georges Rousse is represented in the collection by several photographs of messy, graffitied interiors. Student Carin Jorgensen explained Rousse’s method of entering a building slated for demolition, painting figures on its walls, and taking a photograph as the enduring memory of the doomed space. Student Barbara Quade-Harick traced the source of Nancy Graves’s brightly dotted abstract prints from the early 1970s to NASA maps of the moon. Artist John Raimondi is represented in the collection by two very different works: a realistic color drawing of wolves and a tabletop-size model of his monumental abstract sculpture “Cage.” In interviews with the artist, student Brady King discovered his manner of addressing human emotional concerns through a process of moving from realistic animal imagery toward ever more abstract visual language.

Some students particularly impressed me with the originality of their research. Alyssa Thiede learned that one of her artists, local painter Ta-Coumba Aiken, thought of his art-making as a healing process. Thiede considered this idea not only through typical art-historical methods, such as decoding the traditional symbolism of the paintings; she also looked into the very different field of health studies to gauge whether forms such as those in Aiken’s paintings fit with what current studies have concluded about the therapeutic effects of art in health care settings. Abby Hall looked into a late print by painter Milton Avery, and made a persuasive case that it reflected influence from his fellow New York artist and former student Mark Rothko, the noted abstract expressionist; heretofore, scholars had observed influence that Avery had on Rothko, but Hall proposed that late in his life it appears the influence went in the other direction as well, as indicated by both visual and biographical evidence. Would I believe that Avery the teacher could learn something from Rothko the student? After learning so much from the students in this seminar, I had no doubt that was possible.

The donation of artworks from Fiterman has added valuable, beautiful and interesting works of contemporary art to the collections of the University of St. Thomas. The “Insights into Modern Art” exhibition (on display in the O’Shaughnessy Educational Center lobby gallery through May 26) offers a chance for the public to see choice works from this collection. At the same time, it serves as a showcase of the pedagogy that this gift has enabled. The students in my seminar learned valuable lessons about working directly with contemporary art, a kind of professional training that was made possible by the donation. I look forward to future opportunities both to display the university’s modern collections in dynamic ways and to teach future students via such hands-on learning.

Read more from CAS Spotlight.

The history of flight is often written in dramatic leaps of progress – written by historic figures such as the Wright Brothers, Charles Lindbergh, the WWII Tuskegee airmen, Chuck Yeager, Yuri Gagarin, John Glenn and Neil Armstrong.

And sometimes the history of flight is written by the less famous, in Midwest “flyover land,” below the radar of history – but a part of it nonetheless. Sometimes that history is even recorded on old, wooden storage room doors transformed into a mural mounted on an Air Force ROTC Detachment 410 wall at the University of St. Thomas – a mural that brings Air Force aviation history to life.

Second Lieutenant William Mack ’12 made history April 10, 2013, when he signed his name on that mural, joining luminaries such as Tuskegee Airmen Capt. Stan Harris, Maj. Joe Gomer and Col. Kenneth Wofford, and Don O’Hearn, a B-17 tail gunner who shot down a German Messerschmitt ME 262 (the world’s first operational jet-powered fighter aircraft) on, ironically, April 10, 1945, and former St. Thomas AFROTC cadets turned pilots who returned to campus to visit the detachment. Many of those who have signed their names have been guest speakers at the detachment’s annual Veterans Day POW-MIA Vigil.

The wall originally served as storage room doors when the detachment was headquartered in the bowels of Foley Hall, which also was home to St. Thomas’ Theater Department at the time. When Foley Hall was razed to make way for the Anderson Athletic and Recreation Complex, the detachment moved to Loras Hall, and the walls were placed in storage.

“We didn’t know if there would be a place to use them, but we thought, well, let’s keep them and if there’s not we’ll pitch them then,” said Cynthia Horsmann, AFROTC office coordinator since 2006. “The corridor between the cadet lounge and the briefing room/classroom turned out to be the perfect place.”

Installed on a wall in an interior hallway in the remodeled Murray-Herrick Campus Center, the mural stands 7-feet, 4-inches tall and measures 34-feet wide. On its painted gray surface are Air Force planes in flight, organized by era, clouds, and numerous signatures.

“We just wanted to put it in a place where everybody could see it when they walked down that hallway. It’s kind of like a hall of remembrance,” remarked Lt. Col. Thomas Zupancich, an A-10 pilot who is the detachment commander and chair of the Aerospace Studies Department. “And so when we put it up there, it enabled everybody to take a look at it and go ‘Wow’ and have some reflection as they walk by and see all those great names.”

Mack, 22, a native of Colorado Springs, Colo., was back on campus assisting the detachment after completing the Air Force’s six-week Introductory Flight Training course. He started pilot training April 24 at Vance Air Force Base in Oklahoma. He first saw the wall as a freshman in fall 2008.

“I didn’t know all the history behind it that I know now, but I thought it was pretty cool,” Mack said. “It was in a really small, cramped room that had all of our uniforms, and I was back there lacing up my first pair of combat boots when I saw it. I thought it was pretty cool. I was excited that I was going to be in a detachment that cared about its history.”

The mural was the idea of St. Thomas seniors Tim Weber and Mark Laine. In 1996, two AFROTC cadets, sophomore Tony Kuczynski and freshman Mike Lamey, painted the mural and signed their names in the lower-right corner.

“What happened was, after they painted the wall, when we’d have guest speakers and other guests come in, we’d have them come down and sign the wall,” explained Maj. Gregory Voth ’00, commandant of cadets. “If they were air crew or somehow related to a particular aircraft usually they would sign their names by that plane and what years they flew.”

Voth, 35, a native of Winona, Minn., majored in physics and, like all AFROTC cadets at St. Thomas, has an aerospace studies minor. He served in Texas, Okinawa, Utah, Ohio (where he earned a master’s degree) and Florida before returning home to Minnesota.

Coming back to campus is “incredibly rewarding,” Voth remarked. “It’s fun to come back and be a part of the detachment on the cadre side of it. Actually, it’s where I got my start in the Air Force. It’s my college experience, so it’s a lot of fun to come back home. It’s incredibly rewarding to be on the side of helping train and mold the cadets – a great bunch of students to work with, just so motivated. Really makes it incredibly enjoyable.”

To have Mack on campus is “outstanding,” he added. “We’ve had a number of our recently graduated lieutenants come back to assist around the program for a couple of weeks. Probably one of the best things as a brand new lieutenant, he’s just gone through that process of transitioning from an AFROTC graduate on to active duty, getting settled in at a new base. Probably one of the most valuable things that our returning lieutenants do is interact with the cadets and share – ‘OK, here’s how it goes. Here’s what to expect.’”

Mack dreamed of being a pilot since he was young. Living 10 minutes from the Air Force Academy in Colorado Springs, he was able to watch the Thunderbirds, the Air Force’s precision flying team, each May as it performed at graduation.

He played hockey in high school and was looking for a college that had both a Division 3 hockey program and an Air Force ROTC unit. “I found St. Thomas,” he remarked. “I came here and fell in love with it instantly and never looked back.”

He enjoyed his recent time back on campus as an officer. “It’s cool to come back and see the program from the outside,” he said. “It’s really cool to come back and see the cadets and see four years of them and see their different development levels and how they’ve come along and how they’re interacting with each other, and how they’re preparing for active duty.”

And he was ready to make history, adding his name to the mural.

“When I was a wide-eyed freshman and heard that pilots come back and sign the wall, I thought I’d like to write my name on it someday,” he said. “So here we are.”

Call it a Victory Roll (of sorts) as that someday came April 10. With a steady hand Mack calmly pulled a pen from his green flight suit and near a fighter jet signed his name – William Mack ’12 – and made history.

*   *   *

Editor’s note: Images, from top to bottom: 1) University of St. Thomas AFROTC Detachment 410 shield, with four stars in the purple area, and 10 stars in the gray area. 2) U.S. Army Air Corps roundel, WWI era. 3) U.S. Army Air Corps roundel, post-WWI to early WWII era. 4) U.S. Army Air Corps WWII and current U.S. Air Force roundel. 5) Contemporary Air Force logo.

Perhaps the most motivating members of our student body are the military veterans who have chosen to earn their degrees after they complete active duty. Whether they choose to begin or continue an undergraduate business degree or pursue an M.B.A. or other graduate business degree, these individuals bring a wealth of experience, deeply held convictions and a great sense of responsibility to their studies. They also bring perspective. Most of the veterans in our programs have seen active duty overseas, have witnessed events that few of us ever will, and that few of us wish to dwell on, frankly. These types of experiences allow veterans to understand that the world of business is just one part of the world and that it should serve a greater good. This understanding is what makes them leaders.

As a Vietnam veteran, I know not only the leadership traits military service can instill in an individual but also the importance of developing those traits into skills that can be put to meaningful work. This is the cornerstone of our efforts to serve U.S. veterans in our business programs.

The University of St. Thomas has been a proud member of the Yellow Ribbon program since its inception following 9/11. This program is part of the GI Bill and allows approved degree-granting institutions and the Veterans Administration to partially or fully fund tuition and fees for post-service veterans. We recognized early on that  those who serve our country have the experience and perspective that business leadership needs. We also recognized that they require more than our commendation; they also require our complete support.

Each of our students, regardless of background, receives personalized attention and service from our recruiting and advising staffs; this is an essential part of the St. Thomas culture. But veterans, our experience has shown, benefit greatly when our recruiting staff go even further in helping them understand how their military service can be translated into success in business. Once enrolled in our programs, veterans often rely on our student advisers to help them balance not only family and class obligations but also ongoing obligations to the reserves. Rather than being seen as an interruption or distraction, we see this continued service as an enhancement to their studies, and yet another element that will contribute to their ability to prioritize, to work collaboratively and to lead effectively.

In all we do, the Opus College of Business is committed to fostering diversity and inclusion among our students, staff, faculty, stakeholders and communities. Our goal is to develop morally responsible leaders who understand the importance of inviting and honoring input from and engagement by all traditions and viewpoints. Ensuring that our veterans are given the opportunity to succeed and, with that success, continue serving our communities is, for me and my colleagues at the university, one tangible means of that commitment.

Read more from B. Magazine.

Her lecture is the next in Minnesota Public Radio’s 2012-13 Broadcast Journalist Series, which is co-sponsored by St. Thomas’ College of Arts and Sciences and its Communication and Journalism Department.

Alix Spiegel

The talk is free, but reservations are required. Make them by going to this Minnesota Public Radio website.

Spiegel arrived at National Public Radio in 2003 and much of her reporting has been on mental health. She has covered everything from the psychological impact of killing another person, to the emotional devastation of Katrina, to psycho-therapeutic approaches to transgender children.

Over the course of her career in public radio, Spiegel has won the George Foster Peabody Award, Livingston Award and Alfred I. duPont-Columbia University Award. Her 2007 documentary on mental-health issues and crime plaguing a southern Mississippi FEMA trailer park housing Katrina victims was recognized with the Scripps Howard National Journalism Award and Robert F. Kennedy Journalism Award. Her radio documentary “81 Words,” about the removal of homosexuality from psychiatry’s Diagnostic and Statistical Manual, is being turned into a film by HBO.

Originally from Baltimore, Md., Spiegel graduated from Oberlin College. She began her career in radio in 1995 as one of the founding producers of the public radio show “This American Life.” She left the show in 1999 to become a full-time reporter and also has written for The New Yorker and The New York Times.

Minnesota Public Radio’s Broadcast Journalist Series, now in its 17th year, commissions renowned journalists for a 24-hour residency four times a year. They share insights on their craft and issues that affect our world.

The Barry M. Goldwater Scholarship and Excellence in Education Program was established by Congress in 1986 to honor Sen. Barry M. Goldwater (R-Ariz.), who had served 30 years in the U.S. Senate. The program was designed to foster and encourage outstanding students to pursue careers in mathematics, the natural sciences and engineering.

This year the program awarded 271 scholarships for the 2013-14 academic year to undergraduate sophomores and juniors from the United States.

Dr. Kyle Zimmer, associate professor of biology who is St. Thomas’ Goldwater program chair, said, “The Barry Goldwater Scholarship and Excellence in Education Program is a national competition that is extremely competitive, so it’s a real honor for these three students to be awarded scholarships and honorable mention.”

Augustin, an Eagan, Minn., native, is analyzing the promoter regions of the Rap1 genes, related to the Ras oncogene. He also has begun studying the cell-type specific expression of the Rap1 genes in various human cell types, comparing the expression regulation of these genes in both “normal” and cancerous cells. After he graduates, he plans to research in the field of cancer biology through either an M.D. or an M.D./Ph.D. program.

Annoni, an electrical engineering and physics major from White Bear Lake, Minn., said, “I am interested in automating medical diagnostics, especially pertaining to image acquisition and processing.” After graduation she plans to attend graduate school for biomedical engineering. “From there, I hope to be part of a research and development team in the medical industry,” she said.

Painter, a biology major from Rochester, Minn., has worked at the Mayo Clinic investigating the role of PD-1, a protein expressed on the surface of cells involved in T-cell interactions of the immune system, in ovarian cancer; currently, he works at St. Thomas to characterize the core promoter for the Rap1B gene and describe the regulation of Rap1B gene expression. His plans include research on “cancer immunology at the cellular level − looking at how cancers evade the immune system and how the immune system can be primed to respond specifically to growing tumors, pursuing a Ph.D. in immunology/cell biology and perform research in this field for a short time after receiving my doctorate,” and continuing his research while teaching as a university professor, he said.

The Goldwater Scholars were selected on the basis of academic merit from a field of 1,107 mathematics, science, and engineering students who were nominated by the faculties of colleges and universities nationwide. A total of 176 of the scholars are men, 95 are women, and virtually all intend to obtain a Ph.D. as their degree objective. Twenty-seven scholars are mathematics majors, 159 are science and related majors, 71 are majoring in engineering, and 14 are computer science majors. Many of the scholars have dual majors in a variety of mathematics, science, engineering, and computer disciplines.

The one- and two-year scholarships will cover the cost of tuition, fees, books, and room and board, up to a maximum of $7,500 per year.

Recent Goldwater scholars have been awarded 80 Rhodes Scholarships, 118 Marshall Awards, 110 Churchill Scholarships and numerous other distinguished fellowships. Since 1998, 21 St. Thomas students (including Augustin) have received Goldwater Scholarships.

Since 1989, the Barry M. Goldwater Scholarship and Excellence in Education Foundation has awarded 6,550 scholarships worth approximately $40 million.

For more information about the Goldwater Scholarships, contact Zimmer (651) 962-5244.

Also, the University of St. Thomas is one of only a few universities in the United States that has an undergraduate program of study in Irish Gaelic. This fall UST will offer Spoken Modern Irish Gaelic I: IRGA 111, from 9:55 to 11:35 a.m. Tuesday and Thursday in Room 305, O’Shaughnessy Educational Center.

For more information about either language or any of the languages offered by the MCL Department, contact Modern and Classical Languages, (651) 962-5150.

The news came at 2 p.m. Monday, April 15. Olson heard a few pockets of applause from different corners of the Star Tribune newsroom, but did not immediately realize what was happening. “It wasn’t even on my radar,” he said. When he found out that he and his peers had won, he was surprised. “I’ve entered things before and fallen short. It’s one of those things where you send things in and you never know,” he said.

When Olson arrived at St. Thomas as a student in the early 1990s, he knew he wanted to be a newspaper reporter. He learned early that he was missing a critical skill. “I realized I wasn’t that good of a writer,” he said. “My classes helped me understand what I needed to do to write with clarity.”

It was a skill he honed successfully – he eventually became the editor of The Aquin (the student-run newspaper and forerunner of TommieMedia.com).

Dave Nimmer, who was the adviser to The Aquin during Olson’s tenure, cannot recall a harder-working student. “This kid accepted more responsibility than any other I had seen,” he said. “He was born to do this.” On Olson’s earning a Pulitzer, Nimmer said, “You could have predicted it.”

Communication and Journalism professor Mark Neuzil recalls Olson’s time as a St. Thomas student. “Jeremy was a bright, hard-working and inquisitive student at St. Thomas, and his many accomplishments since have not surprised his teachers,” he said. “The Pulitzer, however, rocked us back a little bit. He’ll be an inspiration for all the students that followed, for sure.”

Olson and his colleagues celebrated carefully given the subject matter of their award-winning series. “It’s important to keep things in perspective,” he said. “Our success is based on the stories of children who died and families who are grieving.” Olson mentioned that he has reached out to the families he worked with to thank them for sharing their stories.

Star Tribune editor Nancy Barnes recognized the impact of the series, saying in a Star Tribune story, “It matters to me that this was for journalism that makes a difference.” This is and the editorial cartoon award earned by Steve Sack are the first Pulitzers for the paper since 1990.

Among the winners were some of the most recognized names in news, including the New York Times, Washington Post and Wall Street Journal. That reporters from the Star Tribune were listed among those publications was not surprising to Olson. “I’ve always felt like local reporters in this town can compete with the big boys,” he said. “Reporters here have always been capable of top-quality journalism.”

Read more about Olson and his colleagues at StarTribune.com.

The program can be heard at noon Tuesday, April 16, on the “Minnesota Public Radio News Presents” program at 91.1 FM. The program also can be heard via the Internet. Information is available here.

Alexander spoke in St. Thomas’ Woulfe Alumni Hall on Monday, April 8. Her lecture  was sponsored by Student Diversity and Inclusion Services, University Lectures Committee, College of Arts & Sciences, Dean of Students Office, St. Thomas Activities & Recreation (STAR), Luann Dummer Center for Women, Justice & Peace Studies, American Culture & Difference, and Sociology & Criminal Justice.

Co-sponsored by Target and St. Thomas’ College of Arts and Sciences, “Freed Speech” has its roots in the college’s annual lectures on civil discourse and other initiatives to address the widespread and growing lack of civility in discourse in U.S. society.

The topic on April 17 will be “listening with civility.” Leading the discussion will be moderator Nate Garvis, co-founder of Studio/E, an entrepreneurial program for top-tier leaders conducted quarterly out of St. Paul’s James J. Hill Library. Garvis is a former Target vice president and author of Naked Civics.

Panelists will be Kevin Beacham, marketing specialist for Rhymesayers Entertainment; Dr. Kurt Illig, director of neuroscience at St. Thomas; and Dr. Simone Ahuja, co-author of Jugaad Innovation.

The forum is free and open to the public; however, space is limited so guests must register beforehand.

The College of Arts and Sciences, in collaboration with its board of advisers, launched the civil discourse series with a 2010 lecture by Jon Meacham, then editor of Newsweek. Other speakers have been Harvard political philosopher Dr. Michael Sandel and Georgetown linguistics professor Dr. Deborah Tannen, author of The Argument Culture.

The first program in the series’ “Freed Speech” format was held at Pantages Theater in Minneapolis last November and featured news anchor Soledad O’Brien.

Patricia O’Hara will discuss “The Catholic University in the 21st Century” from 4 to 5 p.m. Thursday, April 18, in the Frey Moot Court Room, located in the School of Law building on St. Thomas’ downtown Minneapolis campus.

Patricia O’Hara.

The program, free and open to the public, is co-sponsored by a coalition of eight St. Thomas centers and institutes. For more information and to register, visit this website or call (651) 962-4842.

O’Hara joined the Notre Dame Law School in 1981. When named vice president for student affairs for the university in 1990 she became the first woman to serve as an officer at Notre Dame. In 1999 she began a 10-year appointment as law dean and now teaches on the law faculty in the areas of corporations, securities regulation and higher education.

“While all institutions of higher learning are confronting economic and demographic challenges, Catholic colleges and universities face added pressures,” explained Elizabeth Schiltz, a professor at St. Thomas’ School of Law and co-director of one of the series’ sponsors, the Terrence J. Murphy Institute for Catholic Thought, Law, and Public Policy.

“We have additional challenges, but also opportunities,” she said. “Catholic universities like St. Thomas welcome a diverse student body. Some students are Catholic, some are from other religions and some are not from any religion. We strive to respect all students and to nurture this diversity, and at the same time we strive to protect our religious identity.

“This is a delicate and sometimes tricky balance to achieve. At St. Thomas, we found that many faculty and staff have been discussing as well as dealing with this challenge. It led us to create this series and bring to campus noted leaders in Catholic higher education from around the country.”

The series opened in March 2012 and has featured lectures by Father Robert Spitzer, former president of Gonzaga University; Lee Shulman, former president of the Carnegie Foundation for the Advancement of Teaching;  John Garvey, president of Catholic University of America; and Father James Burns, interim dean of Boston College’s Woods College of Advancing Studies of Boston College.

In addition to the Murphy Institute, the St. Thomas series is sponsored by the Center for Catholic Studies, John A. Ryan Institute for Catholic Social Thought, School of Law, Holloran Center for Ethical Leadership in the Professions, Koch Chair in Business Ethics, Center for Ethical Business Cultures and Veritas Institute.

Light refreshments will be served following the program.

Imagine a birthday party where you get to open 249 presents. That’s what it was like for art history students at the University of St. Thomas when they removed bubble wrap from each piece in a large collection of modern art donated to the university last year by noted Twin Cities art collector Dolly Fiterman.

The students, enrolled in the graduate seminar “The Craft of Researching Modern Art,” selected and curated 26 of the pieces for the “Insights Into Modern Art” exhibition now on display at the university.

Graduate students in Dr. Craig Eliason’s “The Craft of Researching Modern Art” seminar unwrap some of the 249 works of modern art donated to St. Thomas by Dolly Fiterman.

The exhibition features works in a range of media by 18 famous and not-as-famous artists; it can be seen through May 26 in the lobby gallery of the O’Shaughnessy Educational Center on the university’s St. Paul campus.

An exhibition reception and panel discussion, free and open to the public, will be held at 6:30 p.m. Saturday, April 27, in the auditorium of O’Shaughnessy Educational Center. For more information call (651) 962-5560 or visit this website.

Students in the seminar, led by Dr. Craig Eliason, associate professor of art history at St. Thomas, experienced the full spectrum of mounting an exhibition as part of the department’s program for engaging students through art. They learned to safely handle valuable art, research and write about the artists, prepare descriptive wall labels, develop an exhibition catalog, and finally to mount and display the works.

Art history graduate student Brady King prepares artwork from the Dolly Fiterman collection for display in the O’Shaughnessy Educational Center lobby gallery.

Three of Eliason’s students will discuss what they learned about the artists and their art at the April 27 panel discussion:

• Abby Hall will discuss “Opposites Attract: The Reciprocity of Influence Between Mark Rothko and Milton Avery.”
• Kate Tucker will discuss “Feminist Artistic Lineage: Frida Kahlo Through Miriam Schapiro’s Eyes.”
• Marquette Bateman-Ek will discuss “James Rosenquist: Print Symbols of His Disastrous Decade.”

The modern-art collection Fiterman donated to St. Thomas contains works from the 1950s to the 1990s, with the greatest number from the 1970s and 1980s. Media include lithograph, woodblock print, bronze sculpture, silkscreen, collage, woodcut, engraving, oil stick on paper, and pen and ink on paper.

Best-known nationally or internationally among the artists in the exhibition are Milton Avery (woodblock print), Miriam Schapiro (mixed media), Ilya Bolotowsky (screen print on plexiglass), A. R. Penck (engraving), Nancy Graves (lithograph), Karel Appel (lithograph), James Rosenquist (etching) and Allan D’Archangelo (silkscreen and mixed media).

The best-known local artists represented are Ta-Coumba Aiken (acrylic on canvas), Aribert Munzner (acrylic on paperboard), Diane Katsiaficas (textile), Eugene Larkin (woodcut) and Harriet Bart (bronze sculpture).

Fiterman grew up in Bejou, a small town about 40 miles north of Detroit Lakes. In high school she was a cheerleader, wrote poetry, was Minnesota’s first Wild Rice Queen and won a statewide drama award.  She attended a business college in St. Cloud but transferred to the University of Minnesota to study speech and radio broadcasting.  In addition to working as a secretary and selling clothing at Dayton’s, she acted at local theaters and spent a year modeling in New York. After returning to Minnesota, she met and married her husband, Edward Fiterman.

Art History graduate students mount works of modern art in the lobby gallery of O’Shaughnessy Educational Center. From the left are Lauren Greer, Olga Ivanova and Brady King.

In the 1950s she began to take sculpture and painting classes and to collect works by post-war artists. In 1977 she opened the Dolly Fiterman Fine Arts gallery in downtown Minneapolis; a decade later she moved the gallery to an elegant, former library building she restored on University Avenue in southeast Minneapolis.

Fiterman represented U.S. and European artists, organized exhibitions and contributed generously to arts, educational, religious and civic organizations.

In an introduction to the exhibition catalog, Father Dennis Dease, president of St. Thomas, wrote that he first became acquainted with Fiterman in the early 1990s “when her name was synonymous in the Twin Cities for ‘world-class art collector.’

“Indeed, the gallery that she founded, Dolly Fiterman Fine Arts, has shone an international spotlight on art in the Twin Cities, and her big-hearted philanthropy had bolstered Minnesota’s arts community as well as educational, religious and civic organizations.”

At St. Thomas, she supported Mark Balma’s frescoes in Terrence Murphy Hall in Minneapolis, the restoration of the grotto on the south campus in St. Paul, and the Jay Phillips Center for Jewish-Christian Learning (now Interfaith Learning).

Dolly Fiterman.

Among her first gifts of art to St. Thomas was a carved African Mende mask in 1994, which has been used since for a methods course required for all art history majors and graduate students. Three years later she donated a large oxidized-corten steel sculpture, John Raimondi’s “Cage,” which can be seen on Summit Avenue next to the O’Shaughnessy Science Hall. A model of that sculpture is part of the “Insights Into Modern Art” exhibition.

St. Thomas honored Fiterman with an honorary doctor of humane letters degree in 1997. Her degree citation quoted an art critic’s description of her: “what oil-field workers would call a gusher – a great, explosive, natural well of bubbling energy and impulsive enthusiasm.”

The university also showed its appreciation by offering her a place to live on campus in 2002 while her Minneapolis home was undergoing repairs.

Over the years Fiterman also lent St. Thomas several dozen large paintings that have been displayed in campus buildings. Those works, in addition to the collection of modern art donated a year ago, have been given to the university to create a core teaching collection.

“While she has been generous with a number of educational institutions, her interest in the teaching of visual arts through exposure to high-quality original artworks is strongly visible in her relationship with St. Thomas,” wrote Dr. Shelly Nordtorp-Madson, chief curator and clinical faculty member for the Art History Department.

“The works on display (in O’Shaughnessy Educational Center) are only a fraction of the total pieces of art within the collection,” Nordtorp-Madson wrote, “and plans are already in the works to develop other thematic exhibitions utilizing the art from Dolly Fiterman’s substantial gift. It also is hoped that these works of art can be more extensively exhibited as an educational collection, in a new fine arts center, which would provide even more opportunities for students to learn the skills of working with art.”

According to Dease, “Dolly helped us choose and purchase art for our own collection, and she gave the university nearly 400 works of her own; these include contemporary paintings, drawings and sculpture by some of the world’s best-recognized artists as well as a remarkable collection of African art.”

Dolly Fiterman received her honorary doctorate from St. Thomas in 1997. Her citation described her as a “natural well of bubbling energy and impulsive enthusiasm.”

Fiterman’s contributions to St. Thomas follow two other recent donations to the university’s collection. In 2007, 2,000 carvings and artifacts in the American Museum of Asmat Art were given to St. Thomas by the American Crosier Fathers and Brothers and the Diocese of Agats. In 2008, Frank Gehry’s Winton Guest House was donated by Kirt Woodhouse and moved from Lake Minnetonka to the university’s conference center on the outskirts of Owatonna.

“Together, these collections have created new opportunities for students in art history classes at St. Thomas,” said Mark Stansbury-O’Donnell, the John Ireland Professor and chair of St. Thomas’ Art History Department.

“The donation of artworks from Dolly Fiterman has added valuable, beautiful and interesting works of contemporary art to the collections of the University of St. Thomas,” Eliason wrote in his catalog essay. “The ‘Insights Into Modern Art’ exhibition offers a chance for the public to see choice works from this collection. At the same time, it serves as a showcase of the pedagogy that this gift has enabled.”