Lewis & Clark College

Yiem Kimtah 1982

College yearbook, <em>Yiem Kimtah</em>. 223 p., 32 cm.

Lewis & Clark College

Yiem Kimtah staff

1982

pdf

casebound book

For questions about rights statements, or access to the original document please contact Lewis & Clark College Special Collections and Archives http://specialcollections.lclark.edu
http://rightsstatements.org/vocab/InC/1.0/

Lewis & Clark College: Yearbooks

I Yiem Kimtah, used by the 1978-'79
publication, was chosen again by the 1981-
1982 yearbook staff. Yiem Kimtah is
Chinook (a Northwest Indian Tribe)
jargon meaning "to tell the story
afterward."
The cover, designed by junior Kevin
Spencer, pictures the killer whale in the
traditional Northwest Indian art form. The
whale returned annually to the Northwest
Coast, and in Indian folklore, it marked
the regeneration of life (spring).
Both the title and the cover were selected
for the book to represent and remind us of
our location and the original inhabitants
of this area. Indian art is also a dominant
architectural feature of the Lewis and
Clark College campus facilities. The
endsheet is a sketch of the posts leading to
the Flanagan Chapel.
Yiem Kimtah
Lewis & Clark College
Portland, Oregon
1981-'82 It was all
here.
Represen ta ti ve
aspects of the
larger society
existed on this
hill: beauty,
diversity,
challenge, and
conflict.
A collage of
people, cultures,
languages, and
aspirations
blended
to forge this
unique
community.
YIEM
KIMTAH
Lewis
& Clark
College
1981-82
3 2 DEDICATION
What LC
can become
D ebate may never cease as to
whether there is or is not a
sense of community here at
Lewis and Clark. That there
is even a debate suggests that
for many people at this
institution there is not.
There is great freedom here. At least,
there is a lack of restrictive structure or
tradition. The lack of such structures is
both a blessing and a curse. It provides
opportunity for free development of thought
that may not be present in other
institutions.
It may be that the lack of structure
actually inhibits development here because,
although it provides one kind of freedom,
mechanisms for enacting new ideas are
difficult to discern, if in fact they exist.
Those striving for a greater sense of
community have been frustrated by their
inability to find channels for change and
development.
There is a particular vision of community
that we should like to see here. This vision
is not a community of specific anatomical
dimensions or demographic composition. It
is of a community which, regardless of
anatomy or composition, is tied by the
common bond of a collective consciousness;
a greater concern for the common well­
being of the members of the campus in
their academic and personal growth at this
institution.
We believe that President Gardner shares
this vision, and the assessment that Lewis
and Clark has the resources available to
make the vision a reality.
This book has been produced in the spirit
of contribution; contribution to the
beginning of a greater sense of community
at this college. The· producers of this book
may not ever see the kind of community
consciousness that can exist here.
It is the hope of the editors of this
volume, and the point of this dedication,
that the debate may one day be ended so
there can be no doubt that community does
indeed exist. This volume is dedicated to
that which Lewis and Clark can become. tit'°
Right: Law and undergraduate students combined
efforts for the fin;t time, in bringing a common
speaker to the Council Cham~n;. 4 INTERNATIONAL
The worldon
Palatine Hill
A s American foreign policy was
carried out by President
Reagan's administration,
increasing attention was directed
toward international affairs at
Lewis and Clark. The issue of
arms sales to El Salvador prompted formation
of a student organization and several forums.
The assassination of Anwar Sadat and the
sale of AWAC's to Saudi Arabia focused
attention once again on the fragile peace in
the Middle East. The heightening of tensions
between the U.S. and the Soviet Union was
examined in the annual International Affairs
Symposium. Yet the issues were often
overlooked by students preoccupied with
studies. As one student leader stated: "It is
frustrating when no one is dedicated to
anything other than the realm of his own
world."
This seemed to be a major conflict felt by
many. The LC community tried to establish a
balance between the world here and the
"real" world. The vocational interests of
many students kept them focused on their
books and GPA's. Most didn't have time for
the issues in El Salvador, the Middle East, or
Poland.
Lewis & Clark, however, has succeeded in
terms of becoming an internationally focused
community. For several years, Lewis and
Clark has had one of the top International
Affairs departments in the nation. Many of
the courses taught students the workings of
foreign policy and, in specific instances,
relations between two or more nations. A
new academic publication, The Northwest
Journal of International Affairs, was started
by LC students. And, finally, with the
perspective of foreign students from 42
countries as well as returning students from
overseas, we had every opportunity to
develop a sense of our global community.~
A variety of native dress was displayed by foreign
student, in front of Odell Manor. From left lo right:
Amal Mansour, Saudi Arabia; Jose Paecheco, Costa Rica;
Carmen Ayala, El Salvildor; Cabdal Ezeukwu, Nigeria;
Aini Mohd. Amin, .Mal.aysia; Hjordis Magnusdoltir,
Iceland; Marta Olmos'unto, Panam.a; Toby Wedmore,
England; Manon van der Meulen, Netherlands;
Frederlke Pon, Netherlands; Karla Munnicb, American­
German; David Fumivall, Scotl,md; Louise Castenshoild,
Denmark; Allison Wallace, Jam.acia.
s , Around the world
and back again
L ast year, more than 200 Lewis and Clark students
ventured overseas to study in other countries. The
Overseas Program, directed b Vance Savage and Amy
Marshall, provided students the opportunity to explore
other cultures on a first hand basis. Faculty-led trips
traveled to Nepal, Australia, Indonesia, Italy, Scotland,
Spain, and the Peoples Republic of China. Additionally, students
studied in Munich, Germany, and Costa Rica. Since the program's
modest beginning 19 years ago, Lewis and Clark students have
visted 48 countries on all continents.
Trips generally included a brief, one-month home stay with a
host family, formal class meetings led by guest faculty, individual
and group/rojects. Even though students were well prepared, most
experience "culture shock," both in the host country and upon
returning to the States.
These programs played an important role in the Lewis and Clark
community. Returning students shared their experiences with
others in a number of ways. Trip members presented slide
presentations, class discussions were held, dinners were sponsored,
and papers were placed on file with the Overseas Program office.
If there was one common denominator among the trips, it was
"intensity". Planning and preparation were thorough, and demands
on students and faculty leaders were immense. As one student
traveling to the Peoples Republic of China said, "For the last three
terms, I have been required to take two classes to prepare for the
trip, but that's not all I do. Right now I'm living and breathing
China". ~
Clockwise from top: Members of the Peoples Republic of China program
experienced the crowded streets of Hong Kong before they began their studies on
the Mainland; The demonic sculptures of Thailand guarded entrance to the Temples
in Bangkok; Bockwrust and beer were served to students on the Germany trip; The
seventh wonder of the ancient world is the Taj Mahal. Built in 1631 by Shah Jahan
as a tomb for his wife; the Taj Mahal was seen by students enroute to Nepal; Patty
Taylor with her Nepali host mother and children in the city of Palan, Nepal; List
ye.ar a program went to Greece, and many students visited the fortress at Heraklion
on the island of Crete. (photo by Margaret Dunne) 10 Overseas Programs
show continued growth
F ormer President John Howard
implemented a program in 1962
based on the value of an
international education. The
program initially sent 125 Lewis
and Clark students overseas to
study and, over a twenty year period
evolved into one of the strongest assets of
Lewis and Clark College. "Overseas
programs mark the unique aspect of Lewis
and Clark as a four year undergraduate
college," said Vance Savage, director of the
overseas office. Undoubteclly, the overseas
program has had a profound impact on the
college. Thirty-seven percent of all
graduating seniors have studied overseas
through the college and have displayed the
colors of the country each visited during
graduation ceremonies. To date, 80% of the
faculty have been involved in 114 programs
in 51 countries. "Studies in foreign
countries have changed the nature of the
campus by changing the sophistication of
the students," said Savage.
The program initially focused on the
"general culture" of the host country (with
tne sole purpose of exposing students to
Clockwise from lower right: Native of County Kerry,
Ireland (photo by Penny Stroh); Marla Munnich and
Sue French demonstrated traditional instruments from
Nepal; The majestic Matterhorn as seen by students
during free travel ~fter the United Kingdom trip another culture). These early trips were open
to all students and had no prerequisites.
Programs of this nature lasted until nine
years ago when the Munich program was
initiated. Munich was the beginning of
specialized academic programs with
prerequisites in language and other studies.
Specialized trips added a strong dimension
to the program. Students and faculty were
soon venturing off to Costa Rica and Japan
on topic-focused trips. Four years ago, Or.
Cliff Hamar, who began the program,
retired and was replaced by Or. Frank Hull,
who initiated cross-cultural projects based
on his psychology course. Hull resigned
after two and one half years, and once again
the programs took on new policies under
the leadership of Savage. Under Savage's
direction, several programs in specific
countries will be repeated every three years,
such as China, France, and Japan. Others
will be generated by faculty proposals.
While the structure of upcoming programs
is essentially no different than it has been,
Savage developed a method of insuring
strong programs to all continents
each year. 4t-
(photo by Penny Stroh); At large in Austria, Debbie
Miller and Sally Steudler enjoyed free travel (photo by
Penny Stroh); Hilary Sloss explored the Greek
country-side (photo by Suzanne Stolpe).
1 12 From there
to here
F oreign Student Advisor, Jean Vander
Woude, was guoted as saying, "Lewis
and Clark College has a reputation
abroad as a good school for the same
reasons that attract the general
student body." The reasons were
predictable: the campus is beautiful; LC is an
intjmate school with a diverse liberal arts
program; financial aid is available; and, Portland
is an inviting city.
One student from Denmark explained why
she came to Portland; ''I wanted the experience,
the opportunity of getting to know a different
kind of culture and society, and the possibility
of meeting new people."
International students became a part of the
college community in two ways. Many, who
needed to work on their English, entered the
Institute for the study of American Language
and Culture (ISALQ. These students were not
actually enrolled in regular classes, yet they had
the opportunity to participate in all campus
activities. If foreign students had a strong
command of the English language, they were
allowed to enroll as undergraduates. Thirty
percent of the ISALC students were enrolled as
full-time degree candidates.
Last year, Japan, Saudi Arabia, Venezuela,
Malaysia, and Iran were represented with the
largest number of students. International
students had many opportunitjes to share their
insight with the Portland community and fellow
students. The International Friendship Program
helped interested community members interact
with foreign students as hosts or conversation
f?artners. The International Students Association
(ISA) was an active student organization, open
to the entire LC population. The ISA sronsored
social activities, and as the highlight o their
effort, put on a day-long International Fair.
Studying in another country can enrich the
lives of all participants. Lewis & Clark has
continued to support that notion. C"-
Oockw~ from top: Amal Mansour displayed the beauty of
Saudi Arabian dress; Narry Sakhranl from Hong Kong
pondered his next move al the International Party; Om-AI­
Khir Al-Bar passed to class in traditional dress; Shao-Ying
Wu enjoyed her evening during the International Student
party in the Rusty Nail; LS.A.LC. students Sergio Silva,
Tohru Takikawa, Enrique Conzales, Kyoko Fujii, and Yong
Chun Han eagerly walked to Templeton after English
dasses.
13 14 s the People's Republic of China A relaxed its travel restrictions,
increasing numbers of Americans took
advantage of opportunities to visit and
experience the Chinese way of life.
Those who were fortunate enough to
go, however, did not stay for an
extended period of time. Most took a three week tour,
stopping in Shanghai, Zeijing, Xian, and Hangzhon.
Some groups. if they were lucky, visited Guilin,
acclaimed as the most beautiful place in all of China.
With Lewis & Clark's first student trip to Mainland
China, the notion of a short stay was challenged.
Over a full year of dedicated work by group leaders
Jeffrey Barlow and Christine Richardson-Barlow made
a trip to China possible for LC students. The trip was
officially accepted by the ministry of Education and
the provincial government in August of 1981. The
Lewis and Clark students were the first large group of
undergraduates to study in China for an extended
period of time and they were fully 10% of the resident
Clockwise from right: Rei-yong He, Cai-rem Wong, Ji-wang Xu,
Yong-nian Chang. Shang-fu Un, Wang Xiao Ping, Lori Kaufman,
Charles Caldwell and Matt Palals following the arrival al Lewis and
Clark College; Rei-yong He, Cal-rem Want and Ji-wang Xu in the Chinese-American
Cultural Exchange
Americans in China during 1982. They lived in the
beautiful city of Guilin for six months, participating
in a Chinese-American cultural exchange. In Guilin,
which is constructed among odd shaped limestone
mountains and natural caves, group members studied
Mandarin, Chinese culture and taught English to
upper level students.
Seven professors from the Provincial Teachers
College in Guilin began two years of study at lewis
and Clark as part of the exchange program. Each had
a separate homestay and attended classes on campus.
The professors were the first such group of
professionals ever to study for two years in the United
States, and they planned to improve their English
while studying American pedagogical techniques.
Success of the exchange depended heavily on the 27
Lewis and Clark students in China, and the treatment
of the seven Chinese professors at Lewis and Clark.
Organizers of the exchange program hoped to continue
the exchange on an alternate-year basis, depending on
the results of the first exchange. C-
Overseas Office; Shang-fu Lin; Steve Dover and Yong-nian Chang.
a fusion of two nations; Rei-yong He, Ji-wong Xu, Cia-rem Wang.
Yong-niam Chang, Shang-fu Un, Xiao-ping Wang in San Francisco,
their first stop in America. ..
1S -
16 NATIONAL
Issues but
no answers
I t was difficult to know how
profoundly domestic issues affected
us, but there was no doubt that they
did. Budget cuts at the federal level
were felt by the Lewis and Clark
financial aid program. Decisions
made by Secretary of Interior James Watt
spawned an immense public outcry from a
broad spectrum of environmental groups,
including OSPIRG at Lewis and Clark. The
swing to the right, fostered by the Moral
Majority, the substantial strength of the
Republican Party at all levels, and a
President who knew how to use the media,
created a climate of conservatism which
permeated the American domestic scene and
the Lewis and Clark community. Forum
Series speakers this year focused attention
on these concerns.
Issues which prompted student dissent in
the 60's and 70's were largely forgotten
Vietnam and Watergate were history. The
current issues were fundamentally economic
in nature: recession; inflation;
unemployment; and the impact of
administrative policy changes. These
monopolized our concerns. What would
Reagan do next? How much more did we
need to spend on defense until we felt
secure? How many more social programs
would be cut? How would this affect us as
students? Would we get jobs after
graduation? Could we afford to go to school
next term? More questions than answers, to
be sure, but it was that kind of a year. '1f:"
Senior Andy Waterous and Junior Jeff WC!Xler visited
the White House on the annual off campus program to
Washington, D.C.
17 I
)
Col 0
1 1 1n an
n T
loa Money pinch puts
squeeze on students
A s tuition and interest rates arose and financial aid at
the Federal level was reduced dramatically or phased
out altogether, many LC students found themselves
struggling to stay in school.
One major national budget alteration in 1981-82
was the reduced distribution of Social Security
benefits which included the eventual phasing out of aid for
college students. The plan stated that from 1981 through 1984,
~tuJcnts would lose 25% of their benefits each year. In 1985,
there will be no social security money to assist college-age
recipients. Not surprisingly, this program had a profound effect
on students In addition to the annual 25% reduction, students
lost their benefits over the summer. Those who will start college
in 1982 will receive no social security aid whatsoever. And, as of
April 1983, if students take a leave of absence, they lose all claim
to any further benefits.
A[.,o, the House and Senate disagreed on federal student aid
appropriations, and there was a need to compromise on funding
levels Resources for the Supplemental Grant, College Work
Study, National Direct Student Loan and the Pell Grant were all
seriou-;(y reduced. Because of this. the search for new resources
wa ... underway and for those students on financial aid, the
financial challenge of attending school became even greater. tit"
OpJl(Kile: Applkation for Financial Aid al Lewis and Clark College, 1981-82.
Abo~t· D1Jnr Twkamaki, lhe new Director of financial Aid.
19 Infinite options, alligators,
and individuals
e came from 43 states, and
we brought with us our
own styles, mannerisms,
prejudices, quirks, and
novel ways of doing
things. Many of us came
from the Northwest, but an increasing
number arrived from Colorado, California,
and the East coast.
Styles were often representative of the
geographic area from which we came.
Straight leg SOl's, LL. Bean shirts, and
penny loafers were donned by the preppies.
Those able to resist alligators stuck to a
more individual style.
The increasing number of Easterners
seemed to explain the rising enthusiasm for
lacrosse and soccer. For the first time last
Spring, women's field hockey became a
common spot t on campus. And, Hackysack,
Clockwise from bottom left: From the E.ast .and the
West, m.iny feet traveled lo converge at Lewis and
Clark College; Bill Olds demonstrated the .art of roping
a steel bull to Ouda Allsan. In her plaid and loafers, a popular past-time, spread throughout the
country as well as Lewis and Clark.
Even the parking lots reflected the span
of distinct styles. It was possible for one to
see an immaculate green BMW
juxtapositioned between two VW vans
which were covered with "Save the Whales"
and El Salvador" bumper stickers.
How did the student body cope with the
different and unusual cultural and
geographic styles that met on this small
campus? Despite the individual
characteristics, the community held together
through personal contributions. We were
able to blend into a whole: Lewis and Clark
College. Each of us contributed to promote
a quality that was characteristic of our
community -the freedom to be an
individual. C'-
freshman jenny Huntley showed us the perfect
"preppie" allire; Everyone who has studied in O.C.
agreed.
21 22 The national scene captured
LC artists and politicians
T he domestic off campus study program
provided the opportunity for students to
study in New York City and Washington
D.C. for a full term. The New York trip
focused on contemporary art and theatre,
while in Washington D.C. students
examined political issues and history.
During the first few days of the Washington O.C.
program, students searched for the answers of such
vital questions as the location of the location of the
closest laundromat, the cost of the Metro subway, and
which restaurants had the best happy hours.
Soon after their initiation, though, students found
terms like "Reaganomics," "Supply-side," and
"Trickledown tneory" becoming permanently
embedded in their vocabularies. Members of Oregon's
congressional delegation met with students
periodically to provide viewpoints on the budget
situation. Students also had the opportunity to
interview members of many government agencies
while working on independent projects. Group leader
Gus Mattersdorff, Professor of Economics, began
many of the morning sessions by discussing items of
interest in the Washington Post.
Outings to many of the art museums in the area
provided students with direct contact during a course
Clockwise from the top: Kathy Wood, Paul Roth, Ken Carter, Peter
Cook and Mark McGregor listened intently to Benny Brown,
Gunston Hall Curator; LC students: Paul Roth, Kurt John_son, lance
Potter, Blair Campbell, Ken Carter, Mark McGregor, and Steve
Persad, made their way 10 the top in Washington O.C.; Phyllis Yes, in "American Art History and Architecture," taught by
Kathy Wood, a D.C. resident.
On the New York program, students fell in love
with Broadway, Central Park, Fifth Avenue, the world
of art, and the nightlife in New York City. Under the
direction of Phyllis Yes, Assistant Professor of Art,
formal meetings were held twice weekly, both in the
hotel Wellington where students lived, and out in
various locations in the city. Student internships
ranged from positions at Holt, Rinehart, and Winston
puolishers, to MS. Magazine, The Metropolitan
Museum of Art, working for a weaver, and studying
with private music tutors.
One of the most exciting highlights of the trip was
the opportunity to see the Broadway hit "Nicholas
Nickleby" which was an eight and one-half hour
adaptation from Charles Dicken's novel, The Life and
Adventures of Nocholas Nickleby. Other productions
included everything from the golden oldie "A Chorus
Line" to the debut of "The First."
Another special experience was "Color Space, Color
Sound," a series of 24 honeycomb-like rooms
constructed of colored vinyl inflated with hot air
machines, with synthesized sound playing throughout
the exhibit. Students were also able to visit many
artists' lofts and work spaces. 4t"
John Fread and Karen Mills al an exhibit in New York; Macy's and
the masses in New York City; Gary Ordway relaxed in the
Washington sunshine; Pete Larsen upstaged by an interesting piece
of artwork in New York. (Washington photo's by Will Howard,
N.Y. photo's by Glenn Jacobs.) 24 THE NORTHWEST
A perfect
• env1roment
I left Virginia bound for the
natural beauty of the Northwest
and Lewis and Oark College. I
came to study, but I also wanted
to live and work on Mt. Hood.
During my freshman winter
break, I worked as a ski lift operator and
thought that the Cascades held all the
beauty the West could hold. I
subsequently discovered that Oregon had
one of the most varied landscapes of any
state in the nation. Since that realization
my freshman year, I have experienced the
magnificance of the Oregon coast, the
Three Sisters, Strawberry and Steens
Mountains, the desert of Eastern Oregon
and the magnitude of the Columbia
Gorge. I have snorkled, skinny-dipped,
scuba dived, sailed, fished, rafted and
lethargically bathed in the rivers, lakes
and hot springs across the state.
Escape from campus life was simple
and affordable through the College
Outdoors program. I learned to camp,
raft, ice climb, rockclimb, and fish. With
practical experience behind me and a few
friends beside me, I found myself
dancing to a bluegrass beat at Charlie's
Tavern near Mt. Hood and Bill's Tavern
in Cannon Beach. I also discovered a
number of yearly celebrations around
Oregon. Mt. Angel offered an
Oktoberfest, Cannon Beach a sand­
building contest, Pendleton a Round-up,
Clackamas County a fair and rodeo, and
Ashland a Shakespearean Festival.
However, a trip to Cannon Beach was
the best of all worlds. The town was
beautiful, quaint, and diverse. While I
enjoyed its' restaurants, art galleries,
boutiques, and live theater, I preferred a
chilling dip in the Pacific, horse-riding,
and a leisurely walk from town to
Haystack Rock. Only a short distance
from Lewis and Clark, Cannon Beach and
the Oregon coast offered the outdoor
experiences of a lifetime. J&
Carole Pecore
Dangling prec:ariously at 800 feet in a WWI bi­
plane, Andrew Miller risked life and limb to
c:apture Lewis and Cl:ark as it really is.
2 26 Off the hill and
into the real world
I s this the real world?" Many students found out just what
the real world is like through internships in the local
community and in New York and Washington D.C. with
off-campus study programs. Internships provided a way for
students to practice what they have learned in a "real
world" setting.
Internships were usuaUy offered on an unpaid, college credit
basis. The types of internships available to students were as broad
as their interests. Jobs were available in research, accounting,
personnel, public relations, management, production, education,
marketing, sales, writing, advertising, finance, computing, media,
and other fields as well.
Many employers, who had intern positions open, contacted the
college through the individual departments or the Career Planning
and Placement Center. Students who wanted to intern could try for
these openings or look for something more suited to their interests.
Some students contacted employers they thought they would like to
work for and arranged new internships.
Students who had internships while on the New York or
Washington D.C. trips worked in established intern positions or
arranged new ones through telephone and written contact.
The time spent on an internship varied with the jobs. One senior
took winter term off to work for a Portland accounting firm. Other
internships required fewer hours a week. Many internships were
available during the summer.
Most students with internships were juniors or seniors because
underclassmen usually didn't have the necessary background and
skills. Some of the New York and Washington interns were
sophomores.
Each student and a faculty advisor worked together with the
employer to plan what the intern's reponsibilities would be.
Students were usually required to submit a report of their
experience to their advisor at the end of the term.
Most internships were positive experiences. Not only did the jobs
compliment academic experience, they also gave students a chance
to see how working relationships develop, and they made important
contacts in their field of interest. On rare occasions, an internship
even lead directly to a steady job with the same employer.
Internships allowed students to take a look ahead and begin
considering a career direction. On-the-job experience gave students
more options and a foundation to build on. Students working in
the community helped establish the image of Lewis and Clark
College as a first-rate academic institution. tit"
Clockwise from le.fl: Mike McKenzie worked at his intern position at KCW radio;
Darcy Crews worked with students at Jackson High School; Eric Friedman and
MaryAnn Lindstedt together at Westside YSC: Jeff Blood taught Health and PE at
Jackson High School; Edward Gerdes behind the desk of Senator Packwood. 28 In search of some
semblance of sanity
B reaking routine was a key to maintaining some semblance of
sanity amid the demands, expectations, and confines of college
life. While the beauty of Lewis and Clark helped, at times it was
not enough. Fortunately, a city of adventure waited just down the
hill. Shopping was available in styles to suit a broad range of
tastes at Morgan's Alley, Old Town, The Galleria, John's Landing,
Nordstrom's.
"Fresh Weekly," Portland's entertainment guide, unfolded a potpourri of
upcoming events to which students frequently referred. Whether dancing at
Euphoria and Salty's, movies at the Broadway theaters, the symphony, or
quaffing Budweisers on tap at the Buffalo Gap, the variety was abundant.
When SAGA simply couldn't cut the mustard, Portland's restaurants offered
a stimulating array of tastebud tantalizers. From Chinese to Lebanese,
Portland restaurants satiated the most discriminatjng palates with a diverse
choice of cuisine and atmosphere. The Old Spaghetti Factory, Mazzi's, and
Szechuan were among the Lewis and Clark favorites. For those with dessert in
mind, dinner could be topped off with a trip to Rose's, Papa Haydn's, the
Strudel House, or the Plush Pippin.
For those who possessed the necessary 1.0., or who were indeed 21, added
fun was readily available at numerous Portland night clubs ... from beers at
Produce Row to the richness of McCormick and Schmick's. The "Rose City",
with its small town charm and big city appeal, had many temptations to lure
even the most studious off "the Hill" for a brief mental health break. C'
Clockwise from bottom right: A traditional stop along Terwilliger was the Burlingame Maxi
Mart; Morrison Street in downtown Portland was frequently visited by Lewis & Clark students;
~nior Yuko Torimaru hit the fruit section of the Burlingame Fred Meyer's; Reflections of the
city could be seen at Nordstrom's Department Store.
29 I
30 ''It seemed millions of miles,''
but it was only a two hour drive.
T he wind did strange things. After watching
the signs blow through the streets of
Portland all night and hearing the radio
weatherman talk of record high winds and
ocean swells, it seemed like the only place
to spend a powerless Saturday -the coast.
After picking through the debris and excitement on
campus, we made our escape. With Bach playing on
the car stereo and a glimpse of the sun coming
through a hole in the clouded sky, we were off. A full
rainbow kept just ahead of us. When we arrived at the
coast, the sun met us. It was beautiful -the eye of
the storm.
We stopped for a view, hundreds of feet above the
water. The sun threw color into the mist. Below the
water was white, and it seemed to slowly caress the
shore with wave after creamy meringue wave. It
looked safe, almost playful.
The only playful image on the beach, though, was
the flock of small sandpipers that skirted in and out
Clockwise from right: Gndy Waldo and junior, Carnie Pecore pose
before a wave; Eliubeth Combs, freshman, and Julius Hummer,
sophomore, get in a little extra homework; Jeff Davidson, junior, of the surf, getting lost in the foam. With sand
blowing in our faces, the sight of the tremendous
waves jolted our memories of the coast. The roar of
surf and wind isolated us in our thoughts and
constantly reminded us of our frailty.
The last beach we visited was a cove. A wooded trail
along a creek lead us to it. Clumbing over and around
fallen timber, the sound grew as we got closer.
Breaking out of the woods we found the cove, jammed
with huge logs. We climbed out as far as we dared
and paid our last respects to the day. Water crashed
into the rocks and sent magnificent explosions of sea
spray into the evening air. The logs creaked and
shifted beneath us. And just before we turned to go, I
watched a wave toss a gigantic log on the rocks in one
swift, effortless motion. I was suddenly brought back
-what seemed millions of miles -to campus where
earlier I'd watched five men with two chain saws
wrestle with a log half that size. ~
Jeff Davidson
strikes a comtemplative pose; Jeff Davidson and Mark HardN make
an interesting contrast against the horizon; bird lands after a rough
flight.
31 THE COMMUNITY
"Community" definition:
a continuous search
A new vision came to Lewis and
Clark College with the
"changing of the guard" in
the president's office.
Whether the initiation of
change was precipitated by
the new leader, or just that the members of
the community sought change in light of
the transition, remains to be seen.
Regardless, a fever of inspiration to redefine
and adapt the institution ran rampant
among its members. The emergence of ad
hoc groups within the faculty and students
marl<ed the year of transition as one of
questioning, evaluation, and action. The
"changing of the guard" provided ample
opportunity for anyone to act on any issue.
A major issue was the development of a
college community that mirrored the
ideologies of its members.
People searched for community like great
philosophers have searched for the truth.
They scrutinized it, analyzed it. and most
often took it for granted. They attempted to
arrive at profound conclusions regarding the
existence of "community," yet each of them
brought their own interpretation of the
"true" meaning of the word itself. Varying
interpretations only confused the direction
members were taking. Perhaps, confusion of
the issues was inherent in the structure of
the college.
Many students, faculty, and
administrators felt that the school lacked
diversity and tended to be very
homogeneous. Admissions literature
attracted unique individuals based on their
independence, and the institution as a whole
was 1elatively unstructured. The result was
self-motivated individuals based on "self­
concern. • If the college could have
generated individuals who valued an
education through concern for others and
opposing view points, it might have
acquired the fraternal bond associated with
the word community.
The general stereotype of a Lewis and
Clark student was based on the "silver
To the left: Tht' bird', eye vie" of Lc"i" and Clark
College provided ., differcnl perspective of the campus spoon" theory. Many students came from
secure backgrounds that were highly
structured. A feeling that everything would
be done for them created the "country club"
atmosphere that many people associated
with the college. Although a gross
generalization, there was some truth to the
stereotype of students with unrealistic
expectations of services provided.
Another aspect of the problem of a
fraternal community was the relative lack of
structure, tradition, and mechanisms of
involvement. It became apparent to most
freshmen after their first month that "pride
and spirit" and lewis and Clark College did
not go hand-in-hand. Students learned
rather quickly that they were on their own.
Unless they were highly investigative they
usually ended up floundering from lack of
direction. The resulting frustration led to
student disenchantment and a high attrition
rate. If Lewis and Clark had traditions that
bonded and integrated people, it might have
developed the level of comradery that many
students look for.
There were others, however, that saw
Lewis and Clark as a dynamic place of
academic learning. Some that remained felt
that there was potential for becoming an
ideal community They enjoyed shaping and
molding a place they valued. A vision that
saw the institution on the threshold of an
excellent environment for learning kept
many campus members on the hill. They
recognized problems and sought solutions.
With new blood in their leader's office, they
had a new hope for positive development.
Whether the feeling of a lack of
community was inherent in the students or
in the college structure, 1982 opened new
doors for Lewis and Clark. The members of
the college may never agree on the
definition of a community they would like
to see, but they certainly are beginning to
recognize the commitment it requires -and
a recognition of the problem is half the
battle.#&'
for photographer Andy Miller. 34 Students in
the 1980s:
choice and identity
James A. Gardner
President, Levvis and Clark College
he yearbook editors have been thoughtful
enough to query my thoughts on students and
student choices in the 1980s. I welcome this
opportunity to respond, not in any formal
sense, but precisely in the more informal spirit
of the inquiry: what are my reactions to date
to Lewis and Clark students, and what student issues and
choices do I see ahead? I will speak to the latter, larger
issues first, and in some historical perspective, before
turning more specifically t~ students at lewis and Clark.
Half a century ago a generation of students seemed, in
general, to have quite unambiguous asfirations, and
reasonably clearcut career and persona choices. We were in
the throes of David Riesman's "traditional" form of
identity. It was nurtured on the Main Street of small
communities, kinship ties, and peer groups, and was
reinforced through personalized educational and religious
institutions, and face-to-face commerce and governance. In
the process the era produced reasonably clear notions of
right and wrong, and of student options and choice. There
were inhibitions in this approach to personal and career
identity, of course, reflected in the narrower range of choice
available, and the limited tolerance for dif£erent ,irummers,
or for innovation. At the same time there were strengths in
the ready availability of role models, and in the underlying
notion that one's identity was conditioned in some measure
by broader traditions of membership in a family, peer
group, community, and citizenry.
By mid-century, this process had changed. There were
continuities, of course, as reflected for example in repeated
sociological studies of "Middletown," and in some
continuation of more traditional models of student peer
groups, values, and choice. At the same time, as a nation
we had moved from small towns to larger cities, and hence
to suburbia. Commerce became larger and more oriented
toward mass marketing and impersonal (bureaucratized and
legal) interchange. We communicated increasingly through
the mass media. In this context, the so-called ''other
directed" identity emerged, strongly influenced by changing
trends and social mores. The certainty of a way of life Fiad
been replaced by a variety of values and experiences,
reflecting multiple cultural patterns and choices; the diverse
pockets of homogeneity throll_ghout the nation diminished,
even as the heterogeneous influences on the individual
increased. Within this context, it seemed, student choice
and identity became at the same time more open -and yet
increasingly normative. Allen Wheelis discusses this
phenomenon in The Quest for Identity, at one point
drawing an analogy to a group of soldiers on a parade field,
marching and turning in unison -with a clear awareness
that they were in step with each other, but without a clear
vision of any larger direction or guiding intelligence.
"Keeping up with the Joneses" became more tlian a form of
conspicuous consumption; it became a surrogate form of
identity and choice. This was, of course, the conformist era
of Whyte's Organization Man and Riesman·s Lonely
Crowd.
Enter the 1960s, with all of the social and political activism and, in education, experimentatio[l and numerical
growth. Some regarded this as a "slum of a decade." Others
sought the creation of a counter-culture of Haight-Ashbury
and Woodstock, of peace and love and hedonism. In my
estimate, there was remarkable energy in this decade, but it
was not without severe social costs. The Pepsi generation,
for example, overdosed in their own ageism, to the point of
"not trusting anyone over thirty''; the compelling moral
imperatives of the civil rights movement were extrapolated
by a few to the excesses of Soul on Ice and the Symbionese
Liberation Army; and the basic social, economic, and value
fabric of our society was subject to constant re-thinking
and strain. The political assassinations and the years of
Vietnam, and the social and sexual revolution, did in fact
accompany approximations to the counter-culture vision of
choice and identity, for example as reflected in Reich's
Greening of Ameria. But the models proved tenuous and
the choices difficult. The decade left many individual and
institutional casualties, and indeed shipped some refugees
off to other cultures, and to later decades, where they are
still with us today.
By the mid-19'/0s, patterns of student choice and identity
had shifted again, and again rather dramatically. The
original prototype of the 19'/0s student had been anticipated
in Riesman's ''inner-directed person," with an "inner
gyroscope" of values that would reach beyond
traditionalism and override peer and social pressure. As it
evolved, however, this model also proved incomplete. The
"inner gyroscope" lost its bearings in the 1970s, and the
decade witnessed an excessive emphasis, in my estimate, on
self and self-realization, and concomitantly witnessed a
diminished empathetic capacity, and commitment to
community and culture as an integral part of self. The self­
centered character of the era was perhaps nowhere more
apparent than in the "me oriented" literature of popular
psychology, for example: The Culture of Narcissism,
Looking Out for Number One, Winning Through
Intimidation, Getting Your Share, Pulling Your Own
Strings, Egoaeeak, How You Can Profit From A Monetary
Crisis, Your Own True Love: The Person You Love the
Most Should Be You, and Loving Yourself. Remember: this
was only a brief decade away from John Kennedy's notions
of self-sacrifice and service, from "Ask not what your
country can do for you; ask what you can do for Jour
country." "In this era," Riesman recently observe , "people
boast about doing their own thing, where once they might
have been ashamed of such self-serving conduct."
The 1970s were also a difficult decade for students, who
were generally liberal socially and yet career oriented (albeit
with weak basic academic sk1lls). They also had more
tenuous emotional commitment to any college or
community, family or society. This process was described
by Levine in When Dreams and Heroes Died: A Portrait of
Today's College Student.
"It would be a mistake, ... to equate this (student)
liberalism with a richer, better, or more vibrant social
life. Just the opposite appears to be true. Current
student liberalism is rooted in issues of personal
freedom; that is, the right of individuals to pursue
their own lives without the encumbrance of external
restrictions. The emphasis here is upon 'me', not upon
'us'. The perspective tend to be a solitary one, not
that of a group .. , What stands out in today's
config~ration is diversity, individualism, escapism, and
searching ... They (students) have little sense of a
shared collegiate culture.
"Meism, as I found it in this study, is an illness, a
socially divisive and individually isolating disease. It arises
wh~n the social tontact between a society and its people
begins to break down or when the ocial contract is
perceived by the populace as breaking down. In its mildest
form, meism is a periodic event, common to all ommuniti~s. IronicaUy, it is an attitude shared by the
Jon• ly Me1sm separates people. In the extreme it robs
them of their ability to see common problems ~nd to work
together for :o1!'~on soluti_ons. Th~ problems grow worse,
and people V1Ctlm1zed, coming to view their rroblems as a
f ?rm of personal ~arrassment. 1:'he fee!i~g o impotence
nse-., and apathy increases. All m all, 1t 1s a classic
prescription for poisoning a democratic society."
But the years of the 1970s, too, are now a decade, perhaps
11 r<1ther colorless decade, fading into history. And we -
and y~u -are entering the 1980s, a time when many of
you will make personal and professional decisions that will
olor the rest of your lives. As reflected even in the brief
.,urnmary above1 there is every reason to believe that our
odety will present you with a rather erratic and changing
., I of models and choices. In this era, we often seem to be
., ociety of True Believers -but transient True Believers
peci,,1 interest True Believers, and changing True Believe;s
waiting for the next set of packaged answers and cultural '
'-tcr1;1..1type_s. We _are too drawn to stereotypical thinking, and
too 1mJ)atlent with reasoned analysis and discriminating
d1scuc;s1on. And we often seem to lack the vision and
balance and simple tenacity to see one or another societal
m1llahve (whether environmental, or civil rights, or human
1ghts, or women, or reindustrialization and economic
re ovcry) through to a logical conclusion. We seek a fast
food gratification of long term social and economic needs. I
m reminded of the story of an American, praying for
patience. "Lord, make me patient now." We are, as a
ptople, ricocheting through these decades without a verJ
lOg nl sense of our own social values and vision -an as
1t ays ~n Proverbs, "Without vision, the people die."
l obviously would not pretend to predict the pattern of
ur social fabric in this decade, so crucial to you. But the
v ry diversity o~ trends and is.sues already surfacing seems
lo '-uggc.,t we will see everything from the ultimate self­
nentatlon of "survivalism," to the extreme
mpcrsonalization of community and interaction (whether
1h uu_gh l0mp~terc;, or home entertainment. or a totally
m bile CB radio culture, now popularized on the roads and
1n rhc rm·di,1) The dccade also promises an obvious
l'mphas,~ on revi"'.in~ _earlier .'.'answers," or ''re-ing,"
wh ther reindu tnal1zing or rearmament," military or
or l
I thin~ ther~ is an underlying concern, even aggressive
f r refkcted in the rather uncertain and searching
I ar cter of the decade. As students will find almost
n m ·dia.tely, old identities and choices have been shifting
v ry raf.1(.ily. and_ new approaches more rapidly still. But we
1 t .1 . as a nation and a people, searching for more
ndurm~ models and identities, and options for human
l me to, your choice.
rhus, the options you confront as students are probably
more op~n than ever before, and in this sense quite
:-n uragmg At the same time, your choices are for that
1" n morr uncertain and difficult -to the point that nh n !ituJ,.nts take interi_m options, thereby deferring
c tC's, whtther on a maior, or a career, or in one's
P r nal 1r professiona! life. A helpful summary of this
tr PC:11 1c; reflected in Yankelovitch's The New Rules:
0• rching For Self-fulfillment in a World Turned Upside
O\',n lit observes in part:
/\ nc restlessness is spreading among younger
Anu11can The number of Americans who lack
ti,., lri <l(•fined _goals and feel utterly aimless about
1 IVC h,1 increased ... In their extreme form the
I \ rulr simply turn the old on their head, and in
' f I e old self-denial ethic, we find people who
l l u I deny anything to themselves -not out of
un1lh, appetite, but on the strange moral principle
1 l .i a duty to myself.' But despite its
f l r,./<lhn~ ,haracteristics, the search for self­
II t I n,:nt 1s not merely, as its critics claim, an
1 I >Jting of self-centeredness and self-indulgence -
11
1 "fl cs of " me generation' made decadent by too
I lll'nce The self-centerednesi. may yet ft ill Ii.> b\) an inti~~ntal feature of the !><.'arch for self­
t I n nt a lrans1t1onal phase from slavish
1 ing l)f old rules to slavii.h) rejection of old 1 1 ")'ntl,ei;i.; of old and new" I like the more optimistic note at the end. It reminds me
of Lewis and Clark students, as I have come to know them
I als<? share t~e ~nderlying_ impression: there is open and •
genuinely enriching potential, as well as serious risk in the
range of choice and identity that awaits you -and that
you will define -in the decades ahead. I do find students
here very open, fresh, and very much searching. J also find
them much less career oriented than Levine's students of
the 1970s, and rather less diverse. At the same time we are
still a bi! l?nely at Lewis and Clark. The underlying sense
?f colleg1ahty, _and the identity of individual and collective
interests, remain green and frail. It is here, I think but it
m~s.t be nurtured. I have found some of John Gardner's
writing, such as Self Renewal and Excellence, illuminating
as we, as a campus and as a people, reach for some renewed
sense of community and citizenry. And I think earlier
material's, inclu~ing Erich Fromm's Escape from freedom
and Man for Himself, offer some insight into our
continuing -. and very _unsettled -exploration of self,
state, and socie_ty. f"t this early stage, I hesitate to offer
further _generalizations, beyond noting that I look forward
to the time when Lewis and Clark is in fact more of a
community. I think it will enrich the human resources and
~reative atmosphere of the campus and the potential for
intellectual and personal growth at, and of, lewis and
Clark.
I like ~ing President. It's busy, but fun. And you are
exp!cted, indeed requested, to offer presidential views and
adv1c~ _?n a remarkably ~de range of matters -kind of a
prest1g1ous Dear Abby. Given that license and the
immediate request from the editors, I wouid offer the
following t~oughts on choice~ you may confront in this
decade: don t ebb and flow with the trends and fads and
uncertainties of the decade, and the temper of the times·
r~~er seek to und~!.stand and enrich your own values a'nd
v1s~ons, you~ own inner gyroscope," however that may be
defined;. don t ~ paral_yzed by a plethora of choices, or by
easy or 1mmed1ate options you may not find fulfilling in
the long run; rather, think where you would like to oe a
decade or two h_ence, make t~oughtful choices; and give
them a very serious try; don t slly away from ethical or
moral choices; on the contrary, these are sometimes the
easiest, if you ~imply do what you know you should;
nurture a genuine concern for others, and for community,
and _see~ to develop a capacity for working with and
mo~1vat1_ng others as an integral ~•rt of your own identity
-in this sense, I have often advised, find good and not
fault in people, make friends and not enemies, and be
~entle on P.eople, and hard on principles. Be demanding
intellectually, and don't accept simplistic explanations for
complex problems, or as a substitute for discriminating
analysis and reasoned discussion (if you succeed at this, you
are already a significant step ahead of our contemporary
culture). Don't seek short-term solutions to long-term
problems (again I believe this advice would carry you
beyond our contemporary culture, and political
performance). There are many and enormous exceptions,
but !n the long run I think you'll get out about what you
put m, whether in terms of family, career. learning,
~reating, or contri~uting. Hard work and good humor are
mv~luable; they will become more so. Finally, again: make
choices; make commitments; take some risks. I could also
hold forth on my views on "stewardship" in life, or on
democracy (and the particular importance of a balance of
powers, including in addition to our growing emphasis on
the executive and judicial branches, some need to breathe
!'ew life and meaning into a legislative branch -and
including some awareness of tne dangers polarization may
pose for democracies). But I will refrain from pursuing
these personal and political issues. at least for the moment.
I don't delude myself that these observations and
adm~nitions will be especially helpful. Indeed, by the end
of th1_s decade I will probably wish I had been wise enough
or agile enough to duck this inquiry from your editors. In
any event, I nope we can stay in touch on these matters, as
your own choices are taken, and your lives evolve. I wish
you_ well_ in the rich and enjoyable years, and the difficult
choices, Just ahead. And I bid you warm welcome to the
continuing community of Lewis and Clark College. ~ 36 A new president,
a new beginning
A n air of academic pomp filled Pamplin Sports Center on
Sunday, November 15, 1981 as Lewis and Clark College
inaugurated its 21st President, James A. Gardner. Dressed in
academic regalia, the processional consisted of college and law
school professors, government leaders of the state and city,
(among them Governor Victor Atiyeh), select members of the
board of trustees and representatives of undergraduate and law school
students. Under the eyes of representatives from 120 colleges and universities,
students and other guests, Chairman of the board of trustees, A. William
Sweet, formally invested Gardner with the passing of the ceremonial mace, a
symbol of diverse culture and authority. The mace represented the "speakers
staff" known to the Northwest Coast Indian culture.
The featured speaker, Alexander Heard, Chancellor of Vanderbilt University
and Chairman of the Board of Trustees for the Ford Foundation (for the past
12 years Gardner acted as chief executive for the Ford Foundation) entitled his
remarks. "Education and Humanity Divided." The main emphasis was placed
on education as a root of humanity and society and the lack of awareness of
this relationship.
Gardner's inaugural remarks, entitled "Voyage of Discovery" disected
the Journals of the lewis and Clark Expedition. Not only did the
interpretations give a history to the college, but also a goal and vision for
educational responsibility.
The day was the climax of a week of speeches and dinners. Anthropologist
Laura Nader and an executive of Cummins Engine Co., Michael Walsh, spoke
to students, faculty and trustees, respectively. ~
Cloc.kwise from below: Presidents Odell, Gardner, and Howard led the processional of State, City,
and College officials away from the Manor House; With mace in one hand and son, Jay, in the
other, Gardner and wife Carol began the recessional; after formal investure, Gardner replaced the
mace to its stand; Speaking on the importance of education was Alexander Heard, the
inauguration's fe.itured speaker. From left to right: A. William Sweet, Chairm.in of the Board of
Trustees, Dr. John Howard, past president, James A. Gardner, president, Morgan Odell, first
president on the Portland campus, and Alexander Heard, featured speaker. 38 Fall speakers: Outlaws,
Sociology, and Solar Power
uring the fall Lewis and Clark College
received speakers on subjects which ranged
from solar power to political prisoners in the
US. Many speakers were brought to campus
through the efforts of the forum series. Their
speakers included: Dr. Valentin Berezkhov,
Se~mus Lynch, and Peter Stern. Dr. Berezkhov, who spoke
on Nov. 7, was perhaps the most popular of the forum
speakers. Students filled the Council Chambers to capacity
in order to hear Berezkhov speak on Soviet-U.S. Relations.
Berezkhov spoke on the lack of peace between the United
States and the Soviet Union, when there was apparently
been a mutual desire for peace. His speech drew many
questions from the audience.
Speakers were, however, also brought through other .
organizations. The Inter-Cultural Forum of Oregon, which
Clockwise from right: William Kuntsler, defending attorney for various
lcftisl organlzalions, underlined the elhics of the justice system and
outbw• in our society to undergraduate and law student. Laura Nader,
rroftSsOr of Anthropology al Berkeley, spoke during Inauguration Week
lo fJcuhy and students aboul the components and values of the attempts to present a minority perspective and thus fill a
void not filled by other campus organizations, presented
Alberto Camarillo. The Forum Series, in conjunction with
the Law School, presented William Kuntsler. Kuntsler, the
defense attorney of the Secacus Seven, Joanne Little and
others addressed the issue of political prisoners in the U.S.
He stated that the labels subversive and outlaw are given
by the system to members who make attempts at social
reform. It was a rare occasion that brought law school and
undergraduate students together. The highlight, however, of
the Fall was a speaker brought by an invitation of President
Gardner. Laura Nader spoke at a dinner given for the
President and student body. Nader's topic, appropriately
enough, was quality education achieved through student
participation. Nader's speech, as other fall presentations,
were received warmly and enthusiastically. C-
educalional system; the speaker for energy stressed the importance of solar
energy to the current energy crisis; Valentin Berezkhov lecl1Jred Lewis
and Clark students on the relationship belween the Uniled Stales and lhe
Soviet Union: 40 Winter speakers,
right and left
ulture, federal policies, and controversial issues all
were addressed by speakers brought to LC in the
winter. In the diversity of topics, the lectures
contained elements of interest for nearly everyone,
and were well attended.
The Forum Series sponsored a string of speakers
on the New Right. Cal Thomas, vice-president of the Moral
Ma1ority, lectured to a "packed-to-capacity" Council Chambers
crowd on February 10th. Thomas, amidst boos and hisses, spoke
of the Moral Majority movement in the U.S. The following
Sunday, February 14th, Paul Sarbanes, Senator from Maryland,
lectured to a smaller audience. As one of the "liberal" Senators
under verbal attack from the Moral Majority, Sarbanes pointed
out the political implications of an organization that bases
political decisions on "morality", a subjective word. On February
18th. the Immoral Minority, a group formed in Washington to
primarily oppose the Moral Majority, was represented by
spokesperson Tom Riley. Taking the opposite political stands of
the Moral Majority, Riley spoke to a diminishing crowd frustrated
with a poor presentation.
Oriental, Indian, and Black Cultures were represented by
various speakers on different topics. Michael Sullivan. Stanford
University Professor, lectured on 'Trends and Problems in the
Study of Chinese Art History", in January. The topic for Professor
V.S Navarane's presentation was "Indian Culture in the Modern
Ag~ Supplementing the Indian and Oriental lectures, the lnter­
::ultural Forum sponsored two Black speakers, Dr. James Cone in
January and Ron Herndon in April. Cone, a well-known
theologian and author, spoke on the Black struggle in light of the
Black Church; while Herdon, Co-chairman of The Black United
Front, spoke on racism in Portland and its effects on the
community.
FeJeral policy issues were also covered by a Law Review
Symposium and an Inter-cultural Forum speaker. Held in
::onjunction with the Law School, the Symposium sponsored
several speakers on the impact of federal policies on our natural
resources. David Pierce, of the U.S. State Dept., also spoke on
federal policies, specifically those concerning refugees and
imm1g1ation laws.
A common thread ran through each of the presentations,
emphasizing a better understanding of the world around us and
how Lewis & Clark stands in it. ,J&'
C_locl..wi-li From upper right: Senator Paul Sarbanes, listed on lhe Moral Majority
hit hst, ,puke against the operation of the Moral Majority; David Pierce, U.S. State
D~pl ; IJme,, Cone gave a speech on black perspective. in the USA; Fred Jacobs,
J,_H·ctor o( Forum with Cal Thomas, spokesperson of the Moral Majority; Tom
Rile,, Immoral Minority; Ruth Shearer, herbicide forum speaker. -
- -. .
42 The Great Northwest: college
outdoors a good starting point
tudents, staff, and alumni participation was
overwhelming," according to College
Outdoors director, Dave Taylor. "The trips
ran at maximum capacity this year."
Taylor, together with the Student
Committee, set up dozens of trips and
movies this year. The committee was a voting body
that delegated money, planned trips, and set general
College Outdorrs policies. A rental program for
outdoor gear was implemented, and a spring trip to
Utah was a College Outdoors highlight.
The objective of College Outdoors was "to fill an
instructional/ recreational void on campus. The
program offered wide variety of activities both on and
off campus, designed both to instruct and entertain.
Clockwise from bollom right: LC's coordinator of College Outdoors •
D.i~id Taylor; left to right: David Furnivall, Ann Raven, Carol
rack.ard, Ken MorTison, Sarah Peterson, Kevin Erdman, Michelle
Mukin, Todd Roberts, Kristin Brown and Price Deratzian; Basil During the fall, hikes went to Silver Creek Falls and
up to Mt. Hood. A canoeing trip down the Willamette
River and a night trip out to Austin Hot Springs were
other autumn outings.
Snow dominated the theme for winter treks, with
several overnighters at Mt. Hood for both Alpine and
Nordic skiers. Snowshoeing and telemarking were also
part of the winter fun.
The spring activities included rafting on the
Deschutes river and an Oregon winery tour.
"Most of the students that utilize us are sophomores
and freshman," said Taylor. "We serve as a good
starting point for learning the Northwest. By the time
they are juniors and seniors they can go out and do
exactly what they want, without College Outdoors. "
Hans stepped ahead of Ken Morrison and Carolyn Kopke; Janet
Fenlon, Ruth Bohan and Kathy Scannell glided by on the Sauvie
Island Canoe tour; Basil Hans, Chip Hartley, Stephanie Woolard
and Carolyn pack up for the day. 44 International Students' Fair:
the world comes to Templeton
he annual International Faire marked its
17th consecutive year February 20th. Co­
chairpersons Carmen Ayala and Mineko
Kobayashi called it "the largest and most
important fun cultural event of the year
totall{ arranged by students." And, that
the real purpose o the fair was to provide "an
opportunity for American students to get to know
important facets of other countries."
The fair was open to the whole community and
therefore allowed people from outside the college to be
expoc;ed to Lewis & Clark. Students from different
countries had booths upstairs and down. Each country
sel\ed traditional dishes to give a taste of a little
Clod.wi~e from lower right: Performing a traditional Greek dance
for the .iudience was Evan Jagua, John Tarmas, and Alex Olss;
F.ardan Al-Fardan displayed artifacts from Saudi Arabia; Zackson
Gw•ng.malie showed an African pipe lo interested bystanders; bit of everything. The mingling aromas of the varied
foods along with the traditional music from the
booths transported us from country to country. The
students dressed in their native costumes and spoke in
their native tongue.
The entire day was wrapped in festivity, the center
of attraction was the show at 1:00. The performance
included native dances, music and presentations, as
well as demonstrations of the martial arts of Karate
and Tae-Kwon Do.
With such a diverse community of students at Lewis
& Clark, the faire was a day of learning with an extra
emphasis placed on fun and food. "
Mohammed Al-Sayegh, Abdullah A-Mazyad, and Nobeel El-Magel
demonstrated Middle Eastern celebrations; Monica White performed
the finger nail dance of Thailand; Or. and Mrs. Lloyd Hulse
seranaded the audience with songs from Latin Amuica. 16 LC Homecoming:
football and beyond
B eginning with a football dinner, Homecoming weekend
offered ample opportunity for all students and alumni
to participate in a range of activites. Defensive
coordinator, Dell Smith, spoke a few words in Fields
Dinning Room on October 23rd honoring the football
players seated around him. The atmosphere was casual.
Following the dinner, a SOFA sponsored dance in Stamm Dining
room capped off the evening's festivities.
The football game on Saturday against the Pacific University
Boxers was spirited and lively, with the help of the Alumni band
and a 28-0 win for the Pioneers. Half-time was highlighted by a
rousing dixieland band composed of Alumni, and the induction of
five men into the LC Athletic Hall of fame.
The last activity of the weekend was Casino Night. Transformtd
from a cafeteria to iambling hall, the Trail Room was the site for
Homecoming nights Stardust Casino. This event, sponsored by
SOFA, was termed "authentic" from the participants in every aspect
-from the colored chips and the dealers' black and white striped
uniforms to the halo of choking cigar smoke that hung over the
tables. Beneath the cloud of smoke, a table of poker players were
discovered puffing intently on cigars and concentrating equally
hard on their card hands. An atmosphere of purpose hovered over
the groups surrounding tables of roulette, black jack, and craps; an
atmosphere of money. Judging from the frequent streams of
laughter intertwined with occasional bursts of profanity which
floated up from the game tables, the gamblers thoroughly enjoyed
taking part in a casino.
Susan Corlett, organizer of Stardust Casino, theorized that the
enjoyment was due to Casino Night's good turnout, central
location, and creative planning from SOFA members who helped
organize the gambling extravaganza. "
Clockwise from far left: Cheerleaders Sandy Persad and Lisa Ray, lead spirit for
Pioneers; David Fix, welcomed to the Hall of Fame by Niel Sabin; Dan Jones and
Rich Bonnell lead the Pioneers in the kick-off; Fish-eye view of spectators at
Griswald Stadium.
47 48 Sofa:
not a it's
couch
T uesday nights for 75¢, and Saturday evenings
for an equally inexpensive $1.75, the thronging
crowds of Lewis & Clark students trekked
through the rain and mud to the Council
Chambers to be entertained by popular flicks
such as "Psycho," "Creature From the Black
Lagoon," "Deliverance," and "Stripes," sponsored by the
Students Organized for Activities (SOFA).
SOFA was an integral part of Lewis & Clark activity.
SOFA was organized into three divisions: Movies, Special
Activities, and Free U. The 1981-82 committee, headed by
Susan Corlett, Lynn Fonkalsrud, and Ev Hardin, worked
overtime to provide LC with activities.
Special activities continually captured the scene. Fall term
featured Homecoming week: refreshments at the football
game, a formal dinner at SAGA, and the well-remembered
Casino Night, an evening of bright atmosphere and rich
enthusiasm. A concert/dance in February spotlighted
Portland rock band, "Johnny and the Distractions," and the
semi-formal Spring Dance was upon us just in time for a
much needed break in routine. SOFA also sponsored
Wednesday lunch and dinner concerts in the Trail Room
and in SAGA, and all-campus study breaks, strategically
held near finals.
Winter term's agenda included free U. Co-ordinated by
Ev Hardin, Free U was a collage of fourteen free courses,
many taught by LC students and faculty, form
Aerobic/Slimnastic Exercise and Yoga to an evening of
storytelling with Thomas Doty, a well-known Northwest
storyteller. Free U truly exemplified the attitude projected
by the SOFA committee. As stated by Ev, "This year we
tried to get more students involved in activities, and to
promote a greater appreciation for Lewis & Clark students."4"'
Clockwi~ from lop: The Air Force Band brough1 enlcrlainmenl lo Saga;
Ev Hardin, onl' of lhree SOFA direclor<;, tried lo talk the photographer
into going to a SOFA movie; one of the many who performed for dinner;
a highlight of fall events centered on performers from Kasikstan Russia;
Susan Corlett, SOFA director, expressed her feeling after a hard day's
work; Reverend Chum Lee performed tricks for the Faire of Feats.
49 50 Talents from within
and without
T he most obvious aspect of the
fall music programs was the
absence of the LC concert
choir's performance, due to the
power failure of November 13.
But despite this catastrophe the
music department was hardly at a loss for
performances. During the term individual
students gave voice and instrument recitals.
Also during the term concerts were given
by the all college choir, the jazz choir, the
wind ensemble and the LC orchestra. Thus
from within the department there was a
huge spring of talent.
But the music department also brought
talent from outside the confines of the
department to perform. The Lewis and
Clark College of Music and the Portland
Classical Guitar Society presented George
Sahellariou, a guitarist, on October ?, in the
Agnes Flanagan Chapel. Sahellariou's
Clockwise from above: Jerry Luedders, Direclor of lhe
School of Music, conducled lhe Chamber Orcheslra in
Evans Audilorlum; the Chamber Orcheslra performed
lheir foll concert; Gillian Wier, concert organisl, concert contained music from Spain and
South America. Sahellariou's concert was
also the first in a five-concert series titled
"Music of the Americas."
Another performer was Jerry D. Luedders,
a saxaphone soloist, who performed in
Evans Auditorium on October I. Leudders
was accompanied by Ann Schaffert Miller
on piano and he performed four classical
pieces for the audience. He performed on
both the soprano and alto saxophones. The
performances of both were tremendous and
as student Karla Fischer, said "together they
exemplify the ultimate goal of music as
communication: that which cannot be seen
with the eyes, taught by the mouth or heard
through the ears -but felt in the heart."
They exemplified what people find most
inviting about music and what the music
department attempts to provide in all its
endeavors. "
presented a concert in lhe chapel; Violinisl with the
Al Hood Jazz Quartet played a solo; the Dave Friesen
Ensemble entertained lhe LC Communily wilh an
evening of jazz. 52 Winter music: wash
away the blues
S inging the blues wasn't all bad, as music helped soothe
souls suffering from the winter blahs in a widely
diviersified array of programs and workshops at Lewis
and Clark.
During the busy term students took time out from
other academics to participate in music performances,
either on stage or in the audience. Some had sights on a musical
career, others the sheer enjoyment, but all were, as Gil Seeley said,
developing "meaningful talents," which will "make them want to
stay active in music for years to come."
Concerts throughout the term featured a broad range of musical
styles and artists. Among the solo artists were a bassoonist and a
classical guitarist. "Jazz in January" featured workshops and
concerts by both a ,·azz duo and a quartet. For those with a flair for
the exotic, "Musica Encounters" offered guest performers on sitar
and guitar in a night of Indian and Flamenco music. LC music
enthusiasts had a glimpse of the futuristic as Joel Chadabe
presented a February electronic music workshop and concert.
Talent from within the LC community was showcased in many
varied programs. A large crowd turned out for a performance by
the Concert Choir, featuring a range of fine works dating from the
16th century to the present. Choir members also collaborated with
the Portland Youth Philharmonic, Oregon Repertory Singers, and
two other college choirs in a joint production of Prokofief's
Alexander Nevsky.
A unique facet of the music department helped brighten up grey
winter weeks. Sack Lunch Friday Concert Series musicians, ranging
from saxophonists to singers, were the students who were often
found seated in the foyer awaiting a lesson, or rehearsing in a
practice room.
The national organization of Mu Phi Epsilon was well
represented on the LC campus. The active chapter kept busy
ushering at concerts, baking cookies for Friday music hour, and
providing other community services.
Among all these musicians, we saw a common trait -a love for
music and a recognition of its valuable soothing capabilities. ~
Clockwise from right: Marla Munnich and guest musician Ira Das Gupta performed
on sitar, joined by professor of music Vincent McDermott; The Indian musicians
were accompanied by Manuel Yglesias on flamenco guitar; The LC Concert Choir,
under the direction of Gilbert Seeley, presented a full length concert urly in the
term; Professor Ann Miller gave a piano recital; Guitarist Ian Mitchell was featured
in the Music of the Americas concert series. 54 Fall productions:
variety in Fir Acres Theatre
L ast Fall, Theater Department students
performed one faculty and six student
directed plays, including five one-acts, an
American comedy, and a French farce.
A Scrap of Paper which played to
enthusiastic audiences, was written by
Victorien Sardou and directed by Dr. Richard A.
Willis. In this play an incriminating letter was passed
among many couples on a French estate, illuminating
all the silliness often connected with love.
Anatol (The Farewell Supper) was written by Arthur
Schnitzler and directed by Donna Gwinn. A comedy
set in 19th century Vienna, the plot consisted of a
playboy giving a dinner party to break off his
romance with an actress only to find the tables turned
on him.
Judy Goff directed Breakfast Past Noon, a play by
Ersule Molinaro which explored the more introspective
relationship between a mother and her daughter in a
poetic and surreal setting.
The Lover, written by Harold Pinter and directed by
Phil Lowery, revealed the problems of a married
English couple living in their fantasy sex roles without
recognizing the conflict between fantasy and reality
until the end.
Clockwise from lop right: Valarie Leonard and Lorraine Whitney
frantically try lo decide where lhe note is hidden in A scrap of
Paper; Ginger Irwin and Li Peery argue in Breakfast Past Noon;
Nick Smith tries lo explain his fruslralion to Hugh Palmer in Say
Goodnight, Gracie; Laure Millet, Rob Tossberg and Anthony Pope Suzanne Stolpe directed Ludlow Fair, a Lanford
Wilson play which investigated the experiences of two
odd-couple female roomates and the frustrated love life
of one roommate.
J. Russ wrote the final one act of the term, Window
Dressing, which was directed by Gail Crider. The play
was about a mannequin which came to life in a blue­
collar worker's home only to be killed by his crude
realities.
The longest student production, Say Goodnight,
Gracie, by Ralph Pape caused the audience to go
beyond their laughter to contemplate the serious
possibilities within each of their futures. Student
director Paul Mortimer described the play as "A
backward glance: a look into the fondly remembered
but impossible to recapture moment in life, when
dreams were developed for the future without the
pressing obligation of fulfillment."
There were many elements of risk, growing,
learning, and discovering involved in the Fall student
productions. Working with a faculty advisor provided
a certain assurance and guidance, yet it was the
student directors and their casts whose tenacity and
skill brought these plays to life. ~
prepare lo dine in Anatol (The Farewell Supper); Brenda Nuckton
critici:tes Hugh Palmer for his constant jokes in Say Goodnight,
Gracie; On stage in A Scrap of Paper are Cordell Stahl, Peler Tolin­
Baker, ~orge Blake, and Sara Rothe.rt. 56 Love in the winter, love in the
play, love in your theatre
F our productions, with the underlying theme
of love, were presented during the winter.
"The Knight from Olmedo" was the major
production and it featured all of the
elements which make life worth living:
duels, comedy, love and violence. It was a
cape and dagger/lay which embodied romantic love.
"Dark Moon an the Full" concerned love between the
generations. The members of the cast worked well
together to present a work which showed the beauty
of a gift of love and understanding a woman gives to
her granddaughter shortly before her death. The final
play, presented in the theatre, was "Period of
The collaborating talents of professors and students at Fir Acres
Theatre produced a full season of pbys during winter term.
Clockwise from above: Sarah Upchurch, Chris Birt and Peter-Tolin
Baker in "The Restaurant,'' directed by Phil Lowery; Jani Davis,
Chris Carrico and Nick Smith in "Knight from Olmedo," directed Adjustment". This play examined a couple, on their
honeymoon, who are experiencing their first marital
difficulties and must decide why to stay together.
Added to this array of productions was a one-act
play, "The Restaurant" which was performed in the
Rusty Nail. This student directed play illustrated best
what was true of all the theatre productions-the goal
to allow the members of the theatre department and
campus to become diversified in their participation
and to present meaningful and enjoyable productions.
With love as the major theme every student was able
to relate to and enjoy the plays offered. ~
by Edgar Reynolds; Cordell Stahl and Suunne Stolpe in "Dark
Moon" and "The Full," directed by Judy Goff; Glen Jacobs and
Susan Stratton in "Period of Adjustment," directed by Leon Pike;
Susan Stratton and Gregg Nicholo;on in "Period of Adjustment;"
Paul Mortimer and Marie Inez Hulse In "Knight from Olmedo." J
I
58 Halloween was a legitimate
break from mid-terms
alloween at Lewis and Clark was a time
for celebration as well as mischief. It
gave students a break from the
monotony and drudgery of midterm
finals, papers and tests. Halloween also
. created the fee.ling of community -for
11 was one of the few holidays which ocurred when
school was in session.
On the night of the 31st, a halloween costume
contest was sponsored by Saga, as well as the
traditional "special" Halloween dinner. The air was
filled with excitement as a variety of creatures came to
dinner in their costumes. Candy, popcorn, pumpkin
pie and a "witches' brew" were served at dinner.
Clocl,wise from upper lefl: Bruce Gallagher, Ann Scoll, Amy
Cutm,m, Daisy McGee and friends gather al the "While House" for
3 Hallowet-n Bash; Freshman, Lincoln Ware, an Alcatraz escapee
.ind liJight-Ashbury refugee, Greg Frye; Two midnight ghouls; The array of costumes included a "Baby Huey" who
took 1st place in the costume contest, followed by a
group of clowns, and in 3rd place were a couple of
flappers from the roaring 20's. Other participants
included the "Freshman Ten" who symbolized the
traditional extra ten pounds freshmen often gain
during their first year away from home. The nuns
from "Akin Abbey" also appeared, along with a local
priest. Rumors spread that the Akin nuns were
disqualified for "bad taste" because they appeared to
be pregnant. Also seen swinging around Saga were
Derek Stanfill and Shiela Gallager, disguised as Tarzan
and Jane. Cats, ghosts, devils, pirates, trees and
witches were seen roaming around Halloween night. ti&'
Sophomore, John Adelstein; The devilish mood of Mimi Deilrekh
balances out wilh the Holy (?) Sisters of Akin, Lauren Davidson
and Stephanie Woollard.
5 0 Cooking for 900 people
can't be easy
A vital part of the Lewis and
Clark community has been
the food service. Serving the
college and law school for 21
years, SAGA has been
conducive to the needs of the
community. With a staff of 130 full and
part time employees, SAGA offered catering
both on and off campus. It also provided
dorm dinners, pack-out lunches, special diet
alternatives, and nutritional and educational
programs. However, the majority of their
efforts were directed toward the "board
program."
This past year's SAGA hierarchy had new
people at the top. Fran Meyer, Food Service
Director, came to Lewis and Clark in July
1981. Her assistant managers were Mike
Cobb and Dan Blazer.
The Trail Room, Dubach Dining Room
and the Student Coffee Shop were all
extensions of the SAGA food service. As the
Trail Room and Coffee Shop were for
student and faculty use, Dubach provided
Clockwise from upper left: Anita Gonyea cheerfully
greeted Saga goer.. Monday thru Friday at lunch and
dinner; Most off-campus students ate in the Trail
Room which served sandwiches, hamburgers and fries,
cookies, and other such goodies; As the only dining faculty and staff with a peaceful and relaxed
atmosphere.
Under the direction of graduate student
Diane Badillo, a committee examined food
waste problems ans initiated a waste
awareness program. 22 students from
Arleigh Dodson's nutrition class also
devoted much time to the campaign.
Student input about SAGA was both
positive and negative. Sophomore Mike
Higgins, commented on the environment of
Fields. "It is not conducive to a relaxed
meal. There is too much noise which creates
tension." Freshman Jane Scheffer agreed, "It
is a very impersonal place." Another
problem students encountered was the
language barrier with foreign student
workers. Complying with students' requests
seemed to be a great problem. Nevertheless,
many students remarked on the effort put
out by the staff to make the meals more
enjoyable. Said one SAGA goer, "They
certainly do try!""
hall on campus, Fields integrated students from all
dorms; Chuck Greenwood kept things frying in the
Trail Room; Shelly Pontier at the cash register; Saga
employee, Caitlin Hull, served Todd Shultz his choice
of dinner entrees.
--
61 A year in review:
interesting headlines
I ssues that won the headlines in the
Pioneer Lo reflected a year of
turmoil ani transition. During fall
term the headline that first hit the
campus focused on several irate
students from the overseas program
to Greece. They were upset with the
handling of the program by leaders Irene
Hecht and her husband.
Seemingly against the majority vote, Dean
of Faculty John Brown appointed John
Callahan chairman of the English
Department. Several department members
filed a com_plaint which resulted in
President Gardner's decision to bring in
outside consultants.
The faculty were split over whether to
accept write-in votes for the faculty
Committee for Promotion and Tenure, and
confusion over the procedure for making a
decision on write-ins compounded the
problem.
The rejection of a Phi Beta Kappa
Chapter application at LC left a bitter taste
with the registrar's office, as a severe
problem of grade inflation was a major
reason for the denial.
Clockwise from right: John Short wondered what
happened to the missing sculpture; Jean Ward, Debbie
Kesky and Frederika ron were al a meeting for
women's studies; James Gardner sat in the Council
"Senate considers
disbandment, reorganization"
Pioneer Log January 21, 1982
"Brown accepts
Coe presidency"
Pioneer Log January 14, 1982 The removal of the CET A funded
sculpture from the front of Stewart showed
that students were adamant about wanting
representation in the placement of artwork.
The sculpture had been dumped on the
lawn of former president John Howard.
The use of the herbicide 2,4D insensed
many campus environmentalists and
prompted swift review of the use of the
chemical on campus.
The presidential inauguration highlighted
the year, but there were soon to be more
vacancies. The law school began a search
for a new Dean, and the Dean of Faculty
position was also left open when John
Brown accepted the Presidency of Coe
College.
The ASLC Senate was disbanded in a
campus wide constitutional election, and a
Student Academic Affairs Board was created
to help deal with curriculum concerns.
A women's studies seminar sparked an
awareness of the need to integrate women's
studies into the curriculum.
Headlines didn't cover everything, but
they did reflect many of the important
campus issues. tit"'
Chambers; John Brown discussed vital concerns;
Senators Will Howard, David OHicer, Bill Pollard,
Dina Schouten and Ben Edwards. "Campus consensus
favors sculpture removal"
Pioneer Log October l, 1982
"Seminar encourages
integration
of women's studies"
Pioneer Log February 11, 1982
"Speaker and guests
complement inauguration"
Pioneer log October 22, 1982 64 GROUPINGS
Collective converging
of issues and interests
F acuity, trustees, administrators, ad
hoc meetings, athletic teams, clubs,
dorms, classes, alumni, friends -
groups; at Lewis and Clark a
collective of individuals stepped
onto an 36 acre plot of land and
organized themselves, willingly or
unwillingly, into groups. As social creatures,
human beings tend to organize themselves
into groups of similar background and
interests. The old adage, "birds of a feather
flock together" made for an interesting
Lewis and Clark aviary. It was the
manifestation of "migrating" and
organizational behavior. We mirrored the
greater society by breaking ourselves into
groups of similar concerns, interests, issues
and behavior.
Lunch time on campus was an interesting
sight of this organizational behavior for any
outsider. On those warm sunny days
students could be seen clustering on the
lawn between the Manor and Templeton
College Center. The cliques and social
groups gathered around trees, hills, and
many other comfortable sitting space. Off
campus students tended to separate
themselves from on campus students as
they usually did not eat in Fields Dining
Hall. The radicals separated from the
conservatives; majors and classmates found
themselves sitting in other corners; the
gangs and loners separated in a natural
organizational process known to all human
beings. The athletes found themselves
around common tables at lunch while the
academic and social activists removed
themselves to other areas. It was a natural
pattern of human organization. This is not
to say that boundaries were not crossed, but
Right: one of many spontaneous groups that gather on
the Lewis and Clark campus. This mud football team
from Forest Dorm enjoyed a quick game on lnwer
campus; Back row: Brandon Higley, Fred Jacobs, Rick on a whole the group patterns were definite.
The faculty, just as students, followed the
same behavior. The manner in which they
categorized themselves was not always
positive. That pluralism reflected a divided
faculty that rarely agreed. From their
minutes of the October 28th faculty
meeting, they had these words, "We as
faculty represent a wide diversity of
attitudes, interests, and ideologies with
regard to politics, economics, morality,
educational philosophy, etc. Inevitably, like­
minded people do tend to cluster, and this
clustering is not conspiritorial, it is simply
an example of the way in which human
beings behave. Within this faculty, there
always have been and always will be
sometimes -shifting coalitions." This
natural division took positive steps toward
compromise and understanding during a
two day faculty workshop on December 2nd
and 3rd, 1981.
Community groups jumped out of their
structural organization and formed ad hoc
meetings around common issues of concern:
a task force to examine sexual harassment
on campus, a group to discuss herbicide use
on college lawns and shrubs, and a
clandestine groups which removed the
infamous "egg" statue from its nest and
transplanted it on former President
Howard's lawn in Hillsboro.
Structural division such as living spaces,
fields of study, classes, and departments,
along with the natural division of people
into common denominators, divided the
lewis and Clark community into a
multitude that collectively made a diverse
whole. flt'
Sweet, Mike Gleason, Skip Dynes; Center Row: John
Moshofsky, Jim Morgan, Dave Groshell, Todd
Losbanos, Todd Schultz; Front Row: John Robinson,
Mike Tiedy, Glen Fox.
65 ,6 Board of Trustees,
38 members strong
T he Board of Trustees consisted of thirty-eight
members. Members were nominated to the Board by
the Nominating Committee, whose job it was to select
and present the Board a list of qualified persons
to fill prospective vacancies on the Board. The Board
then elects the new members. The tenure of a trustee
was limited to three terms of three years each, but if Board
members felt that it would not be to the best interest of the college
to lose the service of a board member then that rule could be
waived and the Board member nominated and re-elected to serve
additional three year terms of office at the discretion of the Board.
The Board of Trustees was divided into two bodies: the Board as
a whole and the Executive Committee. The Executive Committee
was composed of the elected Executive officers: Chairman, Vice­
Chairman, Vice-Chairman/Treasurer, and Vice-Chairman/Secretary;
the President of the College and the Chairpersons of the ten
standing committees. The Executive Committee had and exercised
the autnority of the Board in the management of the College during
the months between the meetings of the Board.
The ten standing Committees which comJ>rised a great deal of the
Boards work and energy were: Academic Affairs Committee, Budget
and Operations Committee, Development Council, Governmental
Affairs Committee, Investments Committee, Law School Committee,
Physical Plant Committee, Public Information Committee, Religious
Affiars Committee, and Student Affairs Committee. The Executive
Committee also had the authority to appoint special committees.
The thirty-eight members of the Board of Trustees for 1981-82
were: A. William Sweet, Chairman; William Swindells, Vice­
Chariman; Hall Templeton, Vice-Chairman/Treasurer; Harriet 8.
Drake, Vice-Chairman/Secretary; David B. Avison, John L. Baxter,
Jr., Mary V. Bishop, Peter J. Brix, Hal F. Broughton, Tom M.
Castlen, Craig F. Courtemanche, Vincent P. de Poix, James A
Gardner, Joan I. Green, Carl M. Halvorson, Philip S. Hill, Margaret
E. Jennings, Monroe A. Jubitz, John Y. Lansing, Kenneth Lewis,
Chester E. McCarty, Carl W. Mays, Jr., Ronald T. Miller, Robert B.
Pamplin, Owen M. Panner, D. Hugh Peniston, John B. Piacentini,
Kenneth H. Pierce, Donald B. Pooley, Ronna H. Pope, Robert L.
Ridgley, Emanuel Rose, Edward 5. Smith, Joan H. Smith, Charles
C. Spalding, Edwin M. Stanley, P. W. Wilke, Jr. &
At right: Trustee Robe,rt Pamplin Jr. reported on the status of trust« achievements
and development at the su,;pmer trustee meeting.
67 68 An off ice rarely seen
but often heard
T he responsibilities of the staff of the Office of the President were
numerous and intricate. Although students were, for the most
part, unaware of the_ activities behind the wood panelled doors,
the long-term projects and day-to-day operations were vital to
the campus. The President was surrounded by efficient, capable
assistants behind the four desks in the large reception area.
Mary Ann Normandin, Administrative Assistant to the President, was a
major link in the chain of responsibility, often serving as .the President's right
hand. As liason and representative of the college, her work proved to be
indispensible in promoting Lewis and Clark in the outside community.
Primary responsibilities included administration, and public/government
relations.
Among other involvements, she represented LC in the Oregon Art
Commission and the National Endowment for the Humanities. An important
part of every day was the communicative role she played with the Board of
Trustees and in Trustee committees. Normandin can also be largely credited
for the success of the Presidential Inauguration Ceremonies, Presidential
transition, and for the popular and well-attended Alumni Christmas Party.
Chaplain George Aberle, also under the command of the Office of the
President, filled a vital role on the campus. Aberle was receptive to student
input and change regarding the weekly chapel service. In fact, services that
were organized, run and analyzec:I by students became a reality this year.
Aberle held meetings with individuals and groups and was available to all
members of the campus. He was not only a source of religious counseling,
but was also perhaps the most informed individual regarding draft legislation
and draft counseling. He also offered a Free University course entitle "Are
Long Term Relationships for Real?'~
Clockwise From the left: George Aberle-Chaplain; Mary Anne Normandin-Assistant to the
President; The President's office exemplifies the true of the Manor House.
691 70 Eighty-nine million dollars and
the Business & Finance Office
T he Business and Finance office
encompassed areas which were integral in
the network of the college administration.
Offices of Personnel, Maintenance,
Security, the Cashier, Post office and the
Bookstore reported to the Vice President of
Business and Finance, Bill Mallinson, who in turn
reported to the Provost, John Brown.
The office's business affairs were mostly monetary.
It managed receivable and payable accounts; prepared,
audited, and reviewed financial statements; located
potential problems such as windfall; and was involved
in short-term investing. In matters concerning long­
term investment, the office continually conferred with
Clockwise from above left: Margaret Clemmilt, Post Mistress, was
aided by Virginia L;irsen; William Mallinson, Vice President of
Business and Finance; Superintendent of Buildings and Grounds, the college investment committee.
Besides reporting the general business of the college,
Business and Finance handled twenty-four million
dollars in funds and sixty-five million dollars in assets
that are accrued annually.
Most people only saw the Business and Finance
office staff through the Cashier a few times each term
when they paid their bills or picked up paychecks.
With their enviable record of balancing the budget for
the last fourteen years, these relatively anonymous
staff members contributed substantially to the success
of LC. Without Business and Finance the college
simply would not function. tllt"
Fred Venzke, foreground; William Ramsey managed the bookstore;
and "The Controller" Charles Crimmins.
71 72 • Developments Ill development
U nder the direction of Vice President
Glenn Gregg, a veteran of 22 annual fund
drives at LC, the Development Office
included not only fund raising activities
which focused on corporate, foundation,
and private giving, but also on public
relations, publications and alumni.
The common bond among these offices was "college
development", one of the cornerstones of President
Gardner's plan for institutional survival and growth in
the '80s. Collectively, these three offices published a
bi-monthly Journal of Lewis & Clark, which was sent
to all alumni; Developments, a quarterly newsletter of
the Board of Trustees Development Council; the
Gatekeeper, a periodical highlighting alumni news;
The Week, an information flier detailing upcoming
events for faculty and staff; and, in a "once-every-two­
years" marathon, the college catalog.
The Development Office staff included Associate
Directors Helmuth Beckowies and Cristy Muller, who
worked primarily with parents of students and alumni,
private foundations, corporations, and "friends of the
college", and Joseph Schreiber, director of trusts and
bequests. With an annual fund goal of $405,000, an
endowment target of $50 million, and a new president
to introduce to the community, the Development
Office was a busy place.
Next door to the people raising money, the Public
Information and Publications Offices were raising
awareness about LC. Led by 1954 Pioneer Log editor
Chuck Charnquist, staff members Lori Ann Hoss and
~velopment Division staff, clockwise from lower right; Chuck
Charnquist, Director of Public Information; Helmuth Bekowies,
Associate Director of Development; Risa Owen, Assocl.ite Director Peggy Williams maintained contact with Portland area
and national media. In a banner year for LC public
relations, three students gained national exposure:
Susan Kaplan, a 1981 communications and political
science graduate, was featured as one of the country's
top ten senior women in Glamour magazine; Dan
Jones, a 1982 graduate and three sport varsity athlete,
brought national attention to the college in a 10 page
Sports Illustrated story; and Julie Ross, a 1982 music
graduate, reigned as Miss Oregon and was a finalist in
the Miss America pagaent, performing on national
television. Add to this a new president for the first
time in 21 years, an inauguration ceremony attended
by representatives from 100 colleges and universities
as well as government officials, six exchange students
from the Peoples Republic of China, and the smile on
Chuck Charnquist's face makes a great deal of sense.
Associate Director of Publications, Risa Owen, and
Director of Publications, Ann Bennett, shared office
space with Charnquist and were responsible for
generating college publications as well as fliers,
brochures, and posters.
The Alumni Office was coordinated by 1953 LC
graduate Judy Uppinghouse, who worked closely with
an alumni board to generate support for the college as
well as programs for alumni. This year alumni groups
traveled on sponsored trips to China and Greece and
participated in LC's first alumni college, a week-long
summer program designed and coordinated by
Associate Dean of Students, Pete Vlahos. "1r'
of Publications; Cristy Miller, Associate Director of Development;
Glenn Gregg, Vice President for Development.
3 14 5 6 i
IN.UC.URATIO~ wm:
10 11 12 13 14
20 21
27 28
73 '4 I Dean of Faculty and
the 'f acuity mission'
T o the astute observer of the Dean of
Fa,:ulty office, it looked like the
History Department Annex, as all
three administrators doubled as
historians. Associate Deans Irene
Hecht, David Savage, and Provost
John Brown combined their sl<ills and experience
in an on-going effort to lead this academic
community. Dr. Brown conveyed a sense of this
direction:
"The faculty has a mission which must be
constantly re-examined. We must evaluate how
programs are carried out and observe the
fundamental changes that affect the school -
downward economic changes and social upheaval.
How can we train students to make a living in
2020? We are concerned that students leave LC
with a set of values and that they learn to think
Dean of Faculty Staff, clockwise from the left: John Brown,
Provost and Dean of Faculty; Irene Hecht, As5ociate Dean of
Faculty; Leonoor Ingraham, Library Director; David Savage,
Associate Dean of Faculty; Robert Wilkin, Registrar; Overseas critically, to write with distinction, and to speak
clearly."
The faculty dedicated itself to preparing
students for the future through a liberal arts
education. They were, according to Brown, "well
educated, serious about their work, and
concerned with the student as a whole person."
The faculty continued to refine the new General
Studies curriculum, which required year-long
inter-disciplinary courses. Demonstrated
proficiency in mathematics and writing was also
required, and a major emphasis was placed on
papers in Society and Culture courses.
Several key personnel changes were also
handled by the Dean of Faculty. Dr. Vance
Savage was appointed to serve as director of
overseas programs, and Leonoor Ingraham was
selected as director of the Library. 4t"
office; Bottom Row -Diane Badillo, Amy Marshall, Mary
Diamond, Jean Vander Woude. Top Row -Jean Canning,
Lynn C1meron, Aileen Clark, Vance Savage.
75 Oh Lord, it's so
hard to be humble
T he main man. Dick Sorenson, the Dean of Students and
Vice President for Student Affairs. According to his
staff, he was the person about whom Mac Davis once
sun "Oh Lord, it's so hard to be humble, when you're
per~ct in every way." Not everyone agreed with that, of
course, but Sir Richard was an interesting fellow.
To the students, he was Dean Sorenson, a warm and personable
man who worked closely with individual students in sorting
through problems. On the average, he saw six to eight students
each day in his corner office on the second floor of Odell Manor.
Any problem was fair game: personal hassles; financial difficulties;
academic concerns; policy questions. He heard them all and assisted
students in solving them, never wavering from his philosophy that
LC students are adults and should be treated as such. No semblance
of "in loco pa;entis" here; no coddling; no paternalism. Just solid
advice from a man who showed a keen interest in the individual.
Likewise, from the Dean's staff, which included the people in
Residence Halls, Counseling, Financial Aid, Templeton Center,
Career Planning and Placement, Admissions, Athletics, and the
Health Center, that same concern and genuineness pervaded.
To his staff, Dick Sorenson was the "boss", the head of a
division which included 49 people. This staff shared a common
sense of purpose: to support the academic mission of the college
and to enhance life on campus.
Most new students met the Admissions people first. Peter Loeb,
Tim Zenker, Ann Price, Maggie Koenig, and laura Jaquith traveled
extensively in the U.S. recruiting, and though rarely on campus,
they, more than any other group, helped to shape this community.
Since nearly 40% of all students were on financial aid packages, the
names of Diane Tsukamaki, the new Director of Financial Aid, and
Judy Umaki, the student employment coordinator, became
household words.
-Continued on page 79
Dean of Students Staff, clockwise from right: Denise Thompson, Associate Dean of
Students and Director of Residence Halls; Richard Sorenson, Vice-President for
Student Affairs and Dean of Students; Judi Umaki, Assistant Director of Financial
Ajd and Coordinator of Student Employment; Anne Price, Associate Dean of
Admissions; Tim Zenker, Associate Dean of Admissions; Laura Jaquith, Assistant lo
the Dean of Admissions; Maggie Koenig, Assistant Dean of Admissions and Peter
Loeb, Dean of Admissions.
77 ---,-•~ • .. _..,.,r
'8 -Continued from page 76
Handling a financial aid budget that was
subject to the whim of the federal and state
government, staff members struggled to
assist students in staying afloat, and it
wasn't easy in the era of Reagonomics. The
college was able, however, to sustain its
commitment to meet 100% of the verifiable
financial need of students.
Denise Thompson, Associate Dean,
Director of Residence Halls, and assistant
women's tennis coach, moved with finesse
not only on the court but also in
coordinating residential living. Re­
furbishing of the dorms continued, as well
as other improvements. New resident
directors Jim Olney of Akin, Brad
Woodworth of Platt-Howard, and Andy
Krakauer of Copeland joined returning
R.D.'s Jennifer Krohn, Sarah Drews, and
Miriam Mitchell to provide round-the-dock
staff assistance.
The Athletic Department, under the
direction of Fred Wilson and Virginia Neal,
continued its tradition of broad
participation and intense competition.
Meg O'Hara and Jeff Hedgepeth were
names to remember when students began
thinking about jobs, careers, or grad school,
Clockwise from upper left: Michael Ford, Director of
Campus Programs Bonnie Jurney, Counselor; Diane
Tsukamaki, Director of Financial Aid; Ann Whiting, and the Career Planning and Placement
Office was an active place. The office hosted
over 50 recruiters on campus, as industry
seemed to be looking once again for the
liberal arts graduate. The Templeton Center
staff consisted of Pete Vlahos, Louise
Hankenson Michael Ford, Cary Casperson,
Mary Potter, and David Taylor. Collectively
these people were responsible for all
program planning, scheduling, group
advising, building use, and coordination of
the host of activities which occurred daily.
The Counseling Center staff was a bit
less visible than the program coordinators
in Templeton, but director John Schneider,
counselor Bonnie Journey, and counseling
interns Sharon MacIntosh and Mirian
Mitchell were actively listening and helping
students in their attic offices in Odell
Manor. There was no stigma attached to a
visit to the Counseling Center, and
confidentiality was guaranteed.
Likewise, the Health Services, under the
direction of Ann Whiting, guaranteed both
confidentiality and quality service in
meeting student health needs. Friday
afternoon fun runs and three new part-time
doctors who shared 20 hours a week on
campus were indicative of the center's
response to student needs. tilt'
Health Services; Louise Hankenson, Conference
Director; John Schneider, Director of Student
Counseling Center.
79 80 Fine arts just
keep on growing
T he fine arts at Lewis and Clark have
steadily grown and expanded. The
consistent work of past years created three
fine departments: Art, Theater, and the
School of Music.
"The Art Department has experienced
tremendous growth in the past four years," said
Chairman Stewart Buettner. "This year we offered 12
new courses taught by six new permanent
instructors." For the more career-oriented student a
sequence of three new graphic design courses were
included. There was a diverse curriculum of Art
History, design, drawing, painting, printmaking,
calligraphy, ceramics, sculpture and weaving. The next
projected addition was a photo lab, to be housed in
the proposed art gallery.
The Theater Department welcomed new enthusiasm
last year as the number of theater majors increased
from 25 to 40. The goal of Edgar Reynolds,
Department Chairman, was to attain broader scope
with respect to the audience and the skill and diversity
of the students. The performances last year ranged
from historical to contemporary, drama to farce. They
attracted crowds and filled the theater to seating
Clockwi~e from left: Percussion profossor, Niel DePonte, displayed
his talents; Lenn Pike prepared the curtain setting for the stage; The
Theatre Deparlment, left to right: John Gerth, Edgar Reynolds,
Rirh,ud Willis, Leon Pike; The School of Mu;,ic (in part), left 10
righl: Lee Garrell, Anne Miller, Keilh Eide, Sally BenMln, Robert capacity. The department was also proud to report the
success of their first Summer Season Repertory. The
primary goal was to provide a program in which
students could work seriously toward the mastery of
the arts and theater. "We're training theater workers,
not stars," said Reynolds, "Our students are trained in
all functions of the theater: acting, directing, set
design, lighting, costumes, literature and technical
skills."
The Music Department has enjoyed a reputable
name for years. It strengthened and diversified under
the direction of department chairman Jerry Luedders.
Said Luedders, "we are one of the most distinguished
undergraduate music schools in the nation." His goal
was to strengthen the department with more
community and alumni involvement and to raise the
public awareness of the School of Music. Last year
there were over 120 concerts performed by faculty,
students and soloists of international stature. The
major performance groups were wind ensemble,
concert band, the symphony and chamber orchestras,
jazz ensemble, the concert, chamber and all-college
chorus, opera workshop, javanese gamelan, and the
new jazz choir. C:-
Vagner, Jerry Luedders, Ian Mitchell; Jack PorllanJ gazed over
Senior Bob Henry's shoulder in the Ari building; The Ari Faculty,
left lo right: Ken Shores, Libby Farr, Judith Fawkes, Stewart
Buellner, Normaan Paasche, Mary LaPorte, Judy Teuffel, Jack
Portland, Bruce West.
81 82 Opening the world:
foreign languages
I n the August 1981 issue of Psychology Today an article,
entitled "Fear of Foreign Languages" by James J. Asher,
noted the benefits gained from learning and utilizing foreign
language. He pointed specifically to business and the
increasing need for developing an international market. He
said it was insulting for Americans to expect communication
between nations, political or commercial, to always be in English
and that we should take serious steps toward changing that.
At Lewis and Clark the Department of Foreign Languages and
Literatures was a major instrument in taking those steps. Although
there was no language requirement for admission to the college, a
foreign language proficiency was prerequisite to a Bachelor of Arts
degree.
"A foreign language opens the world to the student; it provides
the tool to interact in a segment of the world that otherwise is
formally closed to him," said Dr. Jan Bender, Chairman of the
department. Sixteen members strong, the Foreign Language faculty
dedicated themselves to teaching, research, and college service,
among other things.
With nearly 40 majors in the senior class, the Foreign Language
Department touched many students in an effort to develop
language skills. "We should be able to interact in another culture
and not rely on others to speak English; we must change our
expectations of foreigners speaking English in their own land," said
Bender. Bender, born near Hamburg. Germany and a member of
the Lewis and Clark community for five years, felt that language
not only enabled one to better communicate but also offered a
mental discipline and logic that stepped out of the established
patters in the mind.
The Department of Foreign languages worked alongside the
Overseas Programs Office and was responsible for most every trips'
language study. Beside the Munich and Costa Rica programs, they
provided language study for the China, Italy, and Thailand trips.
Professors taught three courses instead of the normal load of two,
and also worked on professional research. Dr. Klaus Engelhardt did
research in the area of Occitan-Catalan studies (the study of ethnic
minorities in France and Spain) and attempted to publish Lewis and
Clark's first journal. "After the denial of funds for the journal by
this college, we may have to merge with another publication. That
would be difficult. It may die before it is born," said Bender. The
Department based itself on flexibility to majors ranging from
traditional study to an English-Foreign Literature major.
Despite their heavy load, the department managed to teach,
research, and even write letters to prospective students. They truly
integrated themselves into the college community. ~
Foreign Lmguage Department faculty, clockwise from left: Donna Seifer passed
back her Russian exams; the Department of Foreign languages; Back row: Vance
Savage, Lloyd Hulse, Jan Bender, Anton Andereggen; Center row: Secretary Maria
Guerin, Donna Seifer, Pietro FeTTua; Front row: Edith Borehardt, Dinah Dodds, Rev.
Z. Kodachi, secretary Hermila Knutson, Monica Flori; Dinah Dodds and student
Teresa Herlinger shared a laugh; Klaus Engelhardt lectures.
83 84 Inter-dependent
Departments
T he sciences at Lewis and Clark were marked by
departmental interdependence. A degree in Chemistry
required at least a year of Physics. Biology majors were
required to take three chemistry courses, while physics
majors were required to complete two chemistry classes.
The interplay of these fostered a more complete and
thorough background in the sciences.
William Randall, Chemistry Department Chairman, said, "Our
Chemistry program is very thorough. It meets the national
standards for a 8.5. in chemistry and pre-health sciences -MIT and
Berkeley among them." As an intregal part of the Lewis and Clark
community, the chemistry department also offered three science
requirements for non-majors: Physical Science; Environments, Food
and Population; and Nutrition. The chemistry majors had huge
workloads. "I wouldn't say the majors are cliquish," said Randall,
"but for reasons of necessity they spent a lot of time together."
The Physics Department was chaired by Dr. Robert Martin, who
argued for additional general requirement courses offering science
education on current political problems. "There is a need to educate
people on more efficient uses of energy. We are using too much
heat. People need to realize that, and do something about it." The
requirement courses included Physical Science, Earth Science, and
the ever popular Astronomy, which enrolled 80 star-gazers Fall
term.
The Biology Department, located in Bodine Hall, was one of the
larger academic departments on campus. In addition to general and
pre-med courses, faculty offered coursework in environmental
science and psychology/biology. Dr. David Martinsen, department
chairman, noted the many routes for biology majors, "You don't
have to strictly go with biology and chemistry. The environmental
and natural science programs allow you to deal with a wider scope
of science." In addition to on campus lab and lecture, students
studied biology with Don McKenzie in Australia and with Ed
Florance in Mexico and New Mexico. tilt"
Clockwise from top: Biology's faculty, left to right: Dave Martinson, Bill L.nvejoy,
Steve Seavey, Tom Darrow, Patrick Stallcup; Physic's faculty, left to right: John
Abele, Robert Martin, Vernon Long, James Carle; The Chemistry Department, left
to right: Paul Oark, Arleigh Dodson, Curtis Keedy, William Randall, Ruth Hinson,
James Duncan, Larry Madsen; David Martinson, Biology professor sat In
departmental meeting; Chemistry professor Arleigh Dodson; Unconfused, Robert
Deery clarified physics problems.
85 Reading, writing and
'rithmetic
S ince the general studies courses were implemented,
demonstrated proficiency in Math and English became a
requirement for graduating students. Students could turn
to the Writing Skills Center or the Math Skills Center
for help outside of the classroom. The Education
Department offered some of the finest courses on
campus. It provided any student the opportunity to be educated in
the field of teaching -a valuable resource for any adult entering
our society.
Although most students became acquainted with the Mathematics
Department through Math 075, for the six or seven math majors,
upper-division courses offered intense one-on-one interaction with
the four math faculty members. Jeremy Shibley, a 1982 graduate,
noted that faculty "were challenging, committed to helping
students, and always available."
The English Department's curriculum incorporated contemporary
issues into a num her of experimental English courses last year.
According to John Callahan, English professor, the department
"would like to offer the best possible quality in an English
education. We are concerned with developing critical thought by
educating students in method and form in literature and literary
study." The department was also active in extra-curricular activity
as majors and faculty attended readings by visiting poets and
authors, as well as their own Friday night readings at the Buffalo
Gap.
Putting the student in the teaching situation was one of the great
strengths of the Education Department. "We throw them in the
water. They have to get wet," said Dr. John Richards, referring to
the philosophy of the department. With a strong staff, the
Education Department at Lewis and Clark earned the reputation of
being one of the finest departments on campus, and one of the
finest Education Departments in the state. Lewis and Clark's
Education Department has the highest ratio of students who were
placed in jobs. Said Dr. Richards, "Our placement is second to
none."~
Clockwise hom below: Steve Wolfe awaited students during his office hours in the
English Building; Zaher Wahab, John Richards, and Anita McClain during one of
their many Educ.ition Department meetings; English Professors, Ted Braun and
Jerry Baum, headed toward an all faculty meeting in Olin Science Building; Roger
Nelsen, John Martin, Bob Owens, and Joanne Kerr of the Math Department;
Harvey Schmidt answered questions from his linear algebra class; Educ.ition
Professor, Jim Wallace, gestured as he discusses class issues.
87 88 Toward leadership
at home and abroad
S ocial Sciences at LC are academically challenging,
constantly changing, and increasingly popular with
students. The Business and Administrative Studies
Department was exemplary of these descriptors, as it
grew to be the largest academic department on campus,
with nearly 25% of all undergraduates declared as
majors. Professors Egan, Flanagan, Jensen, Reding, Baumler, and
Skelton combined forces to offer coursework designed to prepare
students for effective leadership in the business community. Senior
Brian Sunderlund personified such leadership in his development of
a lectureship series which brought well known speakers to campus
to address economic issues.
The International Affairs Department, under the omnipresent
eyes of Ors. Joe Ha, Bob Mandel and Richard Peck, produced
spirited students who strongly supported departmental activities
through the International Affairs Association. The Association,
chaired by Frank Hammond, boasted over 70 members, making it
one of the largest student groups on campus. The annual
International Affairs Symposium was coordinated by senior Kim
Conyngham, who showed both skill and poise in marshalling the
resources necessary for the May event, entitled "International
Security: Conflict and Cooperation". The Symposium examined
concepts of disarmament and arms control, European security, US­
USSR arms negotiations, and implications for international security
of Third World governments possessing nuclear capabilities.
Political Science courses focused on American political life and
theory, comparative government, and constitutional law. The
department continued its Washington D.C. program with a Fall trip
led by Gus Mattersdorf. This program, reputed to be the oldest and
strongest in the nation, combined classes in Government and the
Economy, Judicial Politics, and American Art History.
For those inclined to study the economic principles by which
business' and governments allocate scarce resources, the Economics
Department offered both coursework, and for the more advanced, a
senior thesis seminar.
Clockwise from right: John Cooper and Marty Hart-Landsberg, both associate
professors of Economics; Don Baumler, professor of Business and Administrative
Studies, takes time out to enjoy a little rest and relaxation; while Douglas Egan,
professor of the same department, takes time out from rest and relaxation to enjoy a
little work; Political Science professor John Crampton and a student share a laugh
outside of the library; Profl!550r of Economics, Dale O'Bannon, helps student
Michael Moore with classwork; Joe Ha and Bob Mandel, professor and associate
professor (respectively) of International Affairs, converse.
ss ommitments to
higher education
hilosophy, Religious Studies
and History Departments
each made a serious
commitment to higher
learning. The Philosophy
Department was interested in
helping students acquire a systematic,
cntical evaluation of civilization.
Religious studies had interdisciplinary
insights as Dr. Kinnear focused on
sociology, Dr. Rohrbaugh on history and
Dr McLaughlin on psychology. The
History Department's primary goal was
to provide students with a humanistic
perspective of history.
"Philosophy is the queen of all
sciences," said Dr. Sevin Hirschbein. The
department held to that premise. They
shared time discussing and theorizing.
Academically, they were a mixed bag.
Consequently, they challenged each other
and attempted to further one another's
Clockwiw from bottom: Religious Studies
drputment: Richard Rohrbaugh, Kathleen
Mcuughlln, Kenneth Kinnear; John Thomas,
profe-;sor of Philosophy with student Ruth Bohan;
Nosratollah lussekh, professor of History;
Philosophy department: Seven Hirschbein, Clayton intellectual development.
The Department of Religious Studies'
goal was to enlighten students
concerning what religion encompassed.
Dr. Kinnear said "Religion is integrated
within every aspect of life in every
culture." Because of the small number of
majors in the department, the faculty and
students had constant and healthy
interaction.
The History DepartmentJ'articipated in
the yearly fall retreat (as di all
departments), where they collectively
examined each individual's contribution.
"The richness of this department is due
to the diversity in faculty, philosophy,
and interests" said Professor Rassekh. A
student of history learned to use critical
analysis, weigh evidence, and arrive at
balanced judgments in explaining
how people thought and acted in
earlier ages. "
Morgareidge, John Thomas and William
Rollschaefer; History department; Sylvia
Hageboeck, David Savage, Stephen Beckham, Irene
Hecht, Jeffrey Barlow, Nosratollah Rassekh, Allan
Kille II.
91 92 An academic approach with
commitment and strategy
U nique academic approach at
Lewis and Clark was
exemplified in many
departments. Three examples
were Sociology, Psychology,
and Communications. Each
approached its subject with commitment
and strategy.
The Sociology Department, according to
Chairman, Dick Adams, was unique in
several ways. Unlike other institutions, the
faculty integrated Sociology and
Anthropology to extend beyond the United
States into cross-cultural studies, thus
adding anthropological insight to many
courses. The cross-cultural perspective
enhanced by foreign students and those
who had traveled overseas, strengthened the
department. The curriculum was based on a
qualitative rather than quantitative approach
and covered a broad spectrum of topics.
The Psychology Department was unusual
in that the faculty combined their outside
professional participation with their Lewis
Clockwise from left: Dick Adams, Chairman of
Sociology, worked on life-spring research in his office;
The Communications Department, back row: Jean
Ward, Stuart Kaplan, Steve Hunt; front row: Leslie
Baxter, Dick Hoyt; Left to right :ire Karen LaPointe,
Glenn Meyer, Terry Faw, and Don Batten of the and Clark positions. Their commitment
reached beyond many other programs. Yet,
like other departments on campus, the
Psychology Department "trys to facilitate
students' understanding of humanity and
the world in which they function, and give
students feelings of self-efficacy which
allow them to confront challenges in their
lives and accept the personal risks
required," said Dr. Terry Faw. The
department encouraged students to join
faculty in research work and some of this
work was published in psychology journals.
What began years ago as a Speech and
Theater Arts Department evolved into an
excellent Communications Department.
Communications was divided into three
areas: rhetoric; interpersonal and
organizational; and mass media. The
department provided a curriculum that
prepared majors for graduate studies, or
careers in many areas of communications or
Public Service. tit'
Psychology Department; Sociologists John Crist and
Marv Dunn exchanged words outside of faculty
meeting; Helena Carlson, social-psychologist, headed
the committee on ~xual harrassment; Glenn Meyer
helped a ~nior on her psychology honors project.
93 94 Double work,
coaching and teaching
T he Department of Health and
Physical Education had a great
deal to offer lewis and Clark
students. Physical activity
classes combined academic
credit with involvement. A
health and physical education major
required an integration of classes from other
departments, as well as classes within the
department. Dell Smith, department
chairman, felt his staff was contemporary
and offered high quality instruction.
Since the founding of Lewis and Clark
College, the coaching staff has collectively
produced nearly 800 game, match, meet, and
tournament victories, and has claimed forty
conference and district team championships.
The commitment of head coaches, graduate
assistants, and help from the ranks outside
of the college meant a great deal to the
success of LC programs.
Clockwise from right: Football coach Fred Wilson and
Baseball coach Jerry Gallo exchanged a bit of humor;
Chairman of the Health and Physical Education
Department Dell Smith looked over his budget; Dean
Sempert, associate professor of Health and Physical
Education and basketball coach, practiced "the shot" 24
hours a day, (even behind his desk); Associate
professor of Health and Physical Education and
volleyball coach Mary Lou Hunter went over strategy
with her players. The head coaches grouped together Recent additions to the coaching staff
included Jerry Gatto, Dr. David Fix, and Dr.
Tom Flora. Gatto inherited a winning
baseball team and was voted NAIA Area 1
coach of the year in 1981. In addition to his
coaching responsibilities he taught weight
training, beginning tennis, and badminton.
Dr. Tom Flora coached the womens'
soccer team and taught in the specialized
areas of health education; personal and
mental health; health consumer and safety;
and health education. Lewis and Clark's
new track coach, Dr. David Fix completed
his first year here, having previously taught
at San Francisco State. Fix, a physical
education professor, taught several courses,
including administration of physical
education, coaching of track and field,
weight training, kinesiology, and officiating
track and field. "
are, front row: Or. Tony Evans, mens' soccer and
tennis; Fred Wilson, football and golf; Virginia Neal,
womens' tennis; Or. Tom flora, womens' soccer. Back
row: Izzy Relampagas, womens' track; Or. David Fix,
cross-counlry and mens' track; Jerry Krummel, trainer;
Dell Smith, health and physical education department
chairman; Dean Sempert, mens' basketball; Gary
Emblem, swimming and diving; Mary Lou Hunter,
volleyball; Sue Peter.;on, softball and womens'
ba~ketball; Jerry Gatto, baseball.
95 96 Football: On top of things,
spite of record • Ill
D espite the losing record this season, there
were some spectacular moments of play
during the '81 season, such as the game
against the Pacific University Boxers
when the Pioneers scored 25 points in
the first half, 13 of them being in the
first five minutes of action.
Passing was the key offensive strategy. Senior Dan
Jones lead the pack with 41 passes caught for a total
of 659 yards. Dan Jones' career total for Pioneer
receiving was 2704 yards. Throwing most of those
passes was sophomore Jon Evans, completing 115 for
254 attempts.
The offensive line was tough, creating holes for
players like Craig Vohland enabled him to rush 102
times for a total of 414 yards, and garner two
Clockwise from right: Malt Murphy defended Jon Evans from the
opposition; Dan Jones scored again; Ted Dorrance up for the pass;
Mike Moore, Mike ThomP50n, Kerry fagerberg and Terry Goldman touchdowns. Chris Moore carried the ball 46 times for
a total of 206 yards.
Defensive players like Brian Fitzgerald and Mike
Moore said it was a good year. "It definitely was not a
waste of time. It was a frustrating year, though. Our
losses came by only five points or less, except for the
last game. We had some tough breaks," said
Fitzgerald, a sophomore defensive tackle.
Mike Moore, another tackle, said, "All the guys
tried hard. Look at the stats. We ended up with more
total points than our opponents."
No matter what the record, Lewis and Clark football
players were on top of things. Spirits and hopes were
always high, upholding the athletic department's
reputation for excellence. 4"
slopped the opposition; On the Linc, Lewis and Clark took on
Pacific University.
97 18 Novice and expert:
Lewis & Clark Soccer
I t was one of those years for the
mens' soccer team. Strong team
commitment, competitive spirit,
good skills, and a losing season.
Mens' soccer coach, Tony Evans
said, "The effort, skill and interest
were all there, but the team just didn't
compete as well this year as in previous
years." The mens' team included many
outstanding new players with various
soccer bad:grounds, but the ball just
didn't go into the net. The team played in
the National Association of Inter­
Collegiate Athletics Conference (NAfA)
league as well as the Oregon State Inter­
Collegiate Athletics (OSIA) league. They
posted a record of five wins, six losses and
four ties. A bit frustrating; but then again
there is always next year, and it is only a
Clockwise from right: Soccer legs in action; Katie
Walker attempted to protect Leslie Slocum from the
opposition; Kevin Spencer charged the ball; Mens'
Soccer team from left to right: was concentrating on
the other team's form: Grant Frey, Tim Stahlsberg, game.
Assistant womens' soccer coach, Jim
Phillips, described this year's womens'
team as one with "balance and depth."
Everyone on the team was a star in her
own right. This group of women was
definitely a team. The women played in
the same league and conference as the men
and earned a position as one of the top
three teams in the league. They donned a
very impressive record of 13 wins, three
losses and three ties. Women's coach Tom
Flora joined assistant coach Phillips in
praising the team's technical skill.
Although each individual had a different
exposure to soccer, both the novice and
expert were absorbed and challenged
through the entire season. &
Skip Dines, Kevin Spencer, Stu MacPherson, Rick
Lapworth, David Sweet, Pat Downing, Bob Ely, Tony
Evans (coach); Sheila Gallagher prepared to kick the
ball.
9! Superstars
highlight seasons
T his year's volleyball team showed vast improvement
over the past three years, according to Coach Mary Lou
Hunter. The team had an overall record of 13 wins, 14
losses. They finished 3rd in the conference with a
record of five wins, five losses.
One of the highlights of the season was the match
against George Fox College. The girls won after playing five games
in which the scores were: 15-10, 9-15, 7-15, 15-11 and 15-13.
Another highlight was the time when Mary Kay Plass served 14
straight points in a tournament match.
The team was led by the consistency of team captain Shelly
Pontier, and Alicia Provost, who was voted into the WCIC
Conference All-Star team.
The mens' ,md womens' cross country teams marked the fall
season with several significant accomplishments. They "broke in" a
new coach, David Fix, and in the process, the men finished the
season with a record of 23-23. The mens' team was fifth in the
Northwest Conference race, but finished thfrd in the NAIA District
2 meet. The mens' team was led by Bob Jones, who placed 12th in
the conference. But perhaps the most notable achievement was that
of Jackie Miller, the first woman in the history of the college to
qualify for national competition in cross country. "
Clockwise from the left hand top: Bob Jones neared the two mile mark al the
Conference Championships; Jackie Miller narrowly defeated her sister at the
Conference Championships at Bush Park, Salem; As senior, Alicia Provost spiked
one, #8 Kara Vredenburgh and junior, Lydia Keksi cover for the blocked spike, and
sophomore Mary Kay Plass went for position; Below they're off and running at
Bush Park; Senior, Kara Vredenburgh served a winner.
• --- lff 102 It's up, it's in,
they scored
D espite early problems, the L.C. women's basketball
team was, in coach Sue Peterson's words, "the best
grouP, of girls we've had in the five years I've been
here.
The first few back-to-back games resulted in at
least one loss each weekend, when the team
discovered they had "problems coming off an emotional high," said
Peterson. But by the end of the season, winning two games in a
row was not a big problem.
Other problems were with self-confidence and consistency, but
they were overriden by what Peterson described as "the best
comaraderie I've seen." Each player had a role on the team, and
each was supportive of the others.
One of the highlights of the season was beating the Linfield
Wildcats for the first time in five years. Another was continuing
the winning record against L.C.'s natural rivals, the Pacific
University Boxers.
Helped along by sophomore sharpshooter Amy Brooks, freshman
center Emily Nelson, and a full bench of talented players, three
seniors finished successful basketball careers at LC. Shawn Bull,
Connie Kling, and Alicia Provost provided leadership that will be
missed in years ahead.
As any basketball fan at Lewis and Clark could have attested to,
the 1981-82 men's team provided fast-paced and exciting
entertainment.
The team's tenacious defense, their second-half intensity, and
their ability to adjust to various opponents resulted in many a
victory. Perhaps the most disappointing game of the season came
when the Pios lost to Whitworth by one point, endjng an eight­
game home court winning streak.
Compared to teams of the past, Coach Dean Sempert sajd the
team was "by far the best defensive team ... no question about
that."
Leading scorer Ron Entenman, and fellow seniors Dan Jones,
Glen Garrity, and Greg Moss, assisted by the other talented Pios,
completed a season that was successful in many ways. The Pios
saw an increase in the number of fans, and as forward Steve
Rullman put it, "when people come to watch us, we win.'' &
Clockwise from left: As leading scorer Ron Entenman anticipated the rebound,
senior center Greg Moss went to the bucket. Te.imwork like this helped to lead the
Pioneers to the NAIA District 2 playoffs; Against tough defense, freshman center
Emily Nelson fought for a basket; Senior Dan Jones led Pioneers Kent Picknell and
Glen Ganity on a fast break; Glen Garrity man-to-man on defense; Lori Loughney
in a jump-ball situation.
10: 04 A . ,.
' . ,
... 1
_.,...
.-~~ There ain't no fish
this aquarium • In
T he Swim Team had another fine season under the
coaching of Gary Emblen. As was the case with most
winter sports teams, the swim team suffered a slow
start due to the long winter break. Emblen explained
that the team had ,o "play catch-up" with the other
teams who did not have such a long break. But with
required practices consisting of 8 to 10 thousand yards and dry
land training, Emblen soon had the team spirngtin to victory.
The team was divided into two groups, A and B. The A-group
consisted of the national swimmers or those that made a verbal
commitment to Emblen that they would attend at least 7 workouts
a week. If they didn't, they were forced to sit out the upcoming
meet. At one point in the season, this rule cut out the men's team
from 13 to 3 swimmers. The B-group were swimmers who possibly
didn't have the time to put in 7 workouts a week.
Freshman Karin Deck commented on the change from AAU to
college swimming. She felt that "college swimming is an
adjustment but I like dual meets." Karen Deck was one of the
many LC swimmers that went to Nationals.
Another dimension to college swimming was the diving
competition. This past year Lewis and Clark had Junior Carol
Harvey diving for the women and Senior Mark Gaylord djving for
the men.
A good many of the meets were very exciting but the one against
Willamette University, Southern Oregon State College, and
Evergreen State College caught LC at its best. The PIO men and
women took top honors and several made NAIA National
qualifyin~ times. Coach Emblen commented that "It was the best
meet you II ever see at LC."
The highlight of the season was the NAIA Nationals. These were
held at Allegheny College in Pennsylvania for the women and at
Simon Frazier in Vancouver, B.C. for the men. ti.
Clockwise from below: Uwe Wessbecher swam the 100 yd. butterfly; Mary Roberge
prepared before her race; At a meet, Ed Rissberger and coach Gary Emblen, Ron
Allen started the 200 IM at the NAIA District Meet; Basil Hanss after a freestyle
sprint.
, r 106 The semi-jock
and IM sports
B udgetting your time was a major obstacle in college life.
Alotting time for studying, eating, sleeping and
recreational activities can be real challenge. The
intramural (IM) sports program provided an enjoyable
escape from the tedium of studies and other
responsibilities.
Sue Peterson, intramural director, estimated that approximately
20% to 25% of the students participated in the intramural program.
This relatively small percentage was due to the designated "free-­
times" such as: free swim, open gym, and open racketball and
squash courts, rather than participating in intramural activities. She
added that most Lewis & Clark students were not attending school
here in order to compete in athletics. However, the students who
qid show an interest in competitive sports were regular participants
and were enthusiastic about what the program offered.
Due to Portland's beautiful fall weather and the unavailability of
outdoor campus facilities, fall term seemed to be the slowest of the
three intramural seasons. IM's agenda featured coed volleyball and
tennis. Another factor which kept fall a "quiet" season was that
students, especially freshmen and new students, were just
beginning to adapt to the "college-routine".
The pace picked up during winter and spring terms. Sports
included basketball, which had twenty-one teams competing, inner­
tube water polo, soccer, coed and mens' softball, and two-on two
volleyball.
Intramural teams were organized by students from both the
college and the law school, encompassing students from dorms,
campus clubs, and fraternities.
No team trophies, but championship intramural t-shirts were
awarded to the victors. Peterson believed the opportunity to receive
a "championship shirt" initiated the incentive to actively take part
in intramurals. She perceived the program as an adequate one for
those who showed a need or desire to be competitive. &
Clockwise from right: Ted Dorrance rHched for the ball, but It looked destined for
Charlie Patton's hand; Mike Guay and John Cannon made the aggressive move on
Mike Dunn, John Cannon, Brad Gerber, Mike Guay and Bob Ely fought to receive
the possession of the ball. '~····· ······-----------------
10 l08 tudent initiated sports
offer varied competition
long with the varsity and
intramural sports activities,
Lewis and Clark College
offered club sports. Perhaps it
would be better to say that
the students offered
themselves the dub sports. Club sports
were those team or group sports not
sponsored by the college.
Often a club was established at the
initiative of a few interested students and
was not a part of the college curriculum.
This was the case with the Lacrosse team,
Karate and Alpine clubs. The other clubs:
Crew team, Rally squad, Sailing team and
Skiing team were all curriculum clubs,
Clockwise from right: The crew team began their long
prJctice; Sara Healy, crew team, concentrated on her
rowing technique; the water polo team took a rest;
equestrian squad, Robynn Flufs, Sally Poliak, Michael
Vukelich, and Javier Lomerin; Robynn flufs put a offered for credit, but not recognized as
varsity teams. Funds and fund raising for
all club sports, were the responsibility of
the individual clubs and their members.
Frequent methods of fund raising were club
fees, bottle drives and candy sales; the
proceeds were used for teacher/coach fees,
equipment, uniforms, traveling expenses and
competition fees.
Although the clubs ranged over a varied
spectrum of interests, from martial arts to
sailing, at their nucleus they all had the
same basic goals: participation and
enjoyment. Rooted in both of these goals
Continued on page 110-
bridle on her horse; rally squad, top row, Lisa Re, Lori
Hill, Juliana Workman, middle row, Doug Jacobson,
Steve Oakley, Terry Goldman, bottom row, Connia
Abel and Cyrena Van Doorn.
109 llO Continued from page 109-
was an opportunity not necessarily found in
the varsity sports. The club sports provided
students with the chance to learn, to
participate, to compete and to enjoy a sport
which they had perhaps never played. The
sports taught them how to sail. row, and
ride; how to catch with a lacrosse stick, how
to ski, climb, dance, and how to block a
knee strike to the groin. Anyone was
invited to learn and the point of the
learning was to gain a new skill and to
play, and to have as much fun as possible
at both.
All of the sports also had some type of
competitive or challenging aspect to them,
and it is in this respect tnat their
commitment to participation is spotlighted.
The club sports wanted all members to
participate and enjoy themselves. Parker
Russell, a member of the crew team, said,
"it's not winning or losing, it's
participating, learning to crew and having
fun. Everyone gets to compete."
The club sports offered students the
opportunity to learn new skills, to compete
with those skills and to enjoy themselves.
They attempted to epitomize the most
admired qualities of sports and separate
them from the pressures of a winlose
situation. In such an endeavor participants
of club sports were winners all around. ~
Clockwise from dght: Tim Lim showed his karate
ability in fronl of the camera, and then lo his friends;
lhe !across team, back row, Sheila Callagher, Dave
Sweal, Charlie Allen, Kil Corrigan, Paul Todd, Allan
Palmer, Hilary Closs, front row, Jeff Melville, Tony
Borque, and Scou Nearis: Peter Anderson flew around
a gale in a slalom race in Canada; Two members of the
sailing leam, Matt Thorn and Kevin Spencer launched
their boat; Payman Mehrassa and Martin Muntzel, no
"foiling" around. EX1T
111 112 Religious organizations show
continued strength at L & C
S everal religious organizations emerged this
past year. These groups helped to provide
Lewis & Clark students with an alternative
to the regular school curriculum.
Christian Fellowship completed its twelfth
year at Lewis & Clark. The focus of the
group was to grow together. They emphasized that in
Christ they are on body, each with specific gifts that
they shared with one another. The group hoped to
influence Lewis & Clark students to look at
Christianity and consider the claims of Christ.
Meetings were held on Friday evenings at 6:30 p.m.
with about 45 to 50 students attending. The time was
spent in worship, prayer and singing.
Halutzim concluded its sixth year on the campus.
Being a Jewish organization, it hoped to teach students
what Judaism means today. The focus of the group
was to cater to the small but active Jewish body at
Lewis & Clark. It hoped to make the Jewish students
aware of the different Jewish activities both on
campus and abroad. The group met once a month for
Clockwi_,;e from lop; Tori P~ge and Tim Braun ne two
representatives of the group, Insights; Gwen Gu5taf!,()n and Brit dinner, with 25 active members attending. Meetings
involved movies and lectures with an occasional guest
lecturer.
Fellowship of Christian Athletes was founded in
1976. This Christian group focused on the athletes at
Lewis & Clark, although meetings were open to
everyone. Meetings consisted of a Bible study, singing
and chatting. They brought in guest speakers from all
areas of Christian service. They met every Thursday at
6:30 p.m.
The Christian Science Organization met every
Thursday at 6:15 p.m. in the Chapel Library.
Insights finished its fourth year at Lewis & Clark.
The group was started to tell people about Jesus
Christ, to let them know what He can do for them,
and to give them the opportunity of having Christ as
their Lord. Their focus was on the Lewis & Clark
community. They felt that they could do a great
service by providing Lewis & Clark movies, study
breaks, speakers and singers. The group met on Friday
evenings for prayer, fellowship, and planning. ~
Mulig, members of the Christian Fellowship group, engaged in
prayer; Representatives of the Jewish group, Halutzim.
113 l14 Social awareness groups
with impact • address issues
S everal groups on campus
concentrated their efforts on
bringing important issues to the
attention of members of the
campus community. Each of these
organizations tried to bring issues
to a level where individuals could have
impact locally.
The students for Gay Rights reorganized
in "a different light" this year. As
spokesman Eric Wright put it, "Let's
confront our feelings rather than, 'let's
march for gay rights.' Once we face our
feelings there will be no need to demand
rights.''
The four-year-old group took a less
political, militant stand for the rights of
homosexuals. Instead, the group provided
support and information to both
homosexuals and heterosexuals. The
organization was comprised of faculty,
students, and staff, and had support from
approximately 200 students. Films and
s_peakers were sponsored by Students for
Gay Rights for classes, individuals, R.A.'s
and the public. "Understanding our
differences is our primary concern," said
Clockwise from upper left: Jonathan Short, Director of
Lewis and Clark OSPIRG; Yumi Sera, a member of
lntercultural Forum; lntercultural Forum members,
Sherry Abraham and Karla Fisher; Women's Caucus
members, Laura Richard and Nancy Hall lobbied on Wright.
Women's Caucus acted as a supportive
environment for women with health or
emotional needs. The staff was available to
contact social services, or just to talk. The
Caucus sponsored a series of discussions
fall term on abortion, families, and sexism
at LC.
The Ore_gon Student Public Interest
Research Group {OSPIRG), led by Jon
Short, was primarily concerned with
providing a learning experience in the
organization, appropriating funds for
OSPIRG projects and communicating ideas
to people. Many of the projects dealt with
the environment, while at other times
legislation was the focus.
The Inter-Cultural Forum, directed by
Sherry Abraham, gave the campus a
perspective on minorities in America. With
few minority faculty or students at LC, the
Forum called upon their resources to bring
speakers from all factions of society. The
Forum was operated by students to bring
racial minority perspectives to institutions
of higher learning.~
Lewis and Clark campus for the pro abortion position;
Womens Caucus members: Or. Adams, Laurie Hubbard,
Chris Chabre, Sara Siebert and Kathy McGraw; Kim
Minckler, Silas Cook and Jason McDonald at an
OSPIRG meeting.
11 L16 If one
there didn't have enough,
was always more
T hose who felt there wasn't
enough to get involved with at
Lewis & Clark somehow
missed the wealth of
organizations that abound on
this campus.
One of the largest campus organizations
was the Admissions Interest Group (AIG).
The AIG provided an opportunity for
students to participate in the administrative
activities of Lewis & Clark. Coordinated by
Laura Jaquith, AIG members armed
themselves with plans to intensify and
improve the program.
The International Affairs Association
continued to sponsor the Model United
Nations program, and the Spring
Symposium. They also sent a delegate,
President Frank Hammond, to the Student
Conference on U.S. Affairs at the U.S.
Military Academy at West Point in
November.
Clockwise horn lop; Brenda Yew and Beth Gust, part
of the newly formed Dance Team, performed their
dance routine during a basketball halftime; Sigma Phi
Epsilon members: Will Howard, Shinichi Nonaka, Roy
Smith, Greg Svlland, Steve Bosley, John Gorman,
Rockey Finseth, Allen Hodges, Brad Brown, Rike
Wooten and Chris Burkle as they prepared for a
Preppy mixer; Dance Team members: Amy King. The Inter-Residence Halls Council,
comprised of a representative from each one
of the seven residence halls, coordinated
policies concerning students in the dorms.
Though seldom heard from, the IRHC had a
continued strong effect on resident students.
The International Students Association
continued their work promoting interaction
between the American and the international
students. Hugely successful ISA/arties and
the International Fair highlighte the year.
Sigma Alpha Epsilon remained strong
throughout the year, sponsoring both
successful parties and the very successful,
much appreciated blood drive.
Sigma Phi Epsilon, located in the Howard
Bombshelter, also had a successful year. The
SPE's sponsored a number of activities
including Dr. Ahmed Kamel, from
Tektronics, who spoke on "Future Peace in
Egypt," a career seminar, and winter term's
"Preppy Party." I&'
Brenda Yew, Tina Mack, Jeri Kern, Beth Gust,
Lynnelle Weiss, Caroline Begis and Laura Montrose in
one of their many formations; Sigma Alpha Epsilon
members: Doug Jacobson, Marc Meiher, Dan
Whitehead, Dave Larimer, Steve Oakley and Steve
Simmonds relax in lounge; Inter Resident Halls
Council members Tony Hernandez and Jane Doe. 18 A dynamic year for Lewis &
Clark media
xpansion and quality were two key
elements of the campus media throughout
the year. Steps were taken in many areas
to improve the situation of each of the
media, supervised by the Student
Communications Board. Radio KLC
continued cablecasting in southwest Portland over
Liberty Cable FM services, in addition to AM and FM
service to the campus. Russ Gilman, KLC station
Manager, said KLC could be called "the most
progressive radio station in Portland." He viewed the
station as being more selective than in the past in
their choice of D.J.'s and music. The station's format
was album-oriented rock, and the D.J. requirements
were more competitive. A main goal of Pioneer Log
Editor, Scott Wolff, was to stay on the reporting side of
the news and not use as much opinion as the student
newspaper had in the past. Wolff maintained the
importance of strict journalistic ethics, and said, "We
don't need to influence." The design of the Log was
standardized somewhat to make the paper appear more
organized. With experienced returning staff and gifted
Clockwise from bottom; Scott Wolff, Editor of the Pioneer Log;
Cynthia Moore, Editor of the Lewis and Clark Review consulted
her staff: Theodore Hope, Melanie Rudnick, Cynthia Moore, C1thy
Cockran and Lea Kendall; "We are KlC, 860 A.M. 104.5 FM
5'-rvlng lewis and Clark College"; the Pioneer log staff: Kelley
Murphy, Chuck Fall, Kathy Lowe. Mary Jo Schimelphenig, Todd new talent, efforts were well coordinated, and resulted
in a solid weekly publication. Yiem Kimtah, annual
publication, saw an increase in budget, enthusiasm
and leadership. In this volume the staff attempted to
give total coverage to the campus. Editor John Wright
said "The book may have just touched the surface of
some things but definitely covered the entire college."
A major advantage was that this year's book was
funded through student fees, allowing the staff to
work strictly on producing the book, without
worrying about a fluctuating budget. The LC Review
continued to be a publication for literature and art
work of all forms contributed by students and faculty.
Editors Cynthia Moore and Melanie Rudnick saw the
book as "essential for a liberal arts college as a
creative outlet for literary and artistic work." The
Northwest Journal of International Affairs was a new
addition to the campus media. The purpose was "to
provide a medium for opinion and research in IA,"
said Editor Robert Taylor. The publication included
opinion in the area of IA from undergraduate and
graduate students. '1&'
Nissen, Robert Oakes, Roy Smith, Stephen Snyder, Cynthia
Doherty, Dana Nichols and Norma de la Cruz hard at work in 1he
Log office; The newly founded Northwesl Journal of International
Affairs was edited by Robert Taylor and advised by Dr. Bob
Mandel, the st.iff of the Joum.il is represented here.
119 120 Roll over Reagan, here come
the Associated Students of L &C
ny student with enough initiative can
exert influence and contribute to A campus decision making." said Mark
Dorsey, Executive Vice-President. This
was undeniably true as fall term's
Senate and Executive Council focused a
tremendous amount of effort on increased
communication and interaction among all facets of the
Lewis and Clark community. The Associated Students
of Lewis and Clark (ASLO was primarily concerned
with adapting and growing with the new and recel.tive
college president. In the fall, the Executive Counci ,
headed by ASLC President Bob Jones, worked with
President Gardner in brainstorming a list of LC
student priorities and plans. The administration-to­
student link was strengthened and as Executive
Senator, Erickson Shirley stated, "I think that is the
really significant issue."
The ASLC showed people aspects of the college
they'd never had the opportunity to experience. Many
students were appointed by Jones to serve as student
representatives on the trustee and faculty commitees.
Jouni Korhonen, Vice-President of Finance and
Information, and the Finance Committee wrestled
student organization budgets and inflationary
increases. The other two committees, Policy and
Programming, were likewise busy in the formulation
of Senate policy and the handling of programming
Clockwise from upper left: Bob Jones, President of the Associated
Students of Lewis and Clark; Betsy Baily, Diane Erhardt, Erlckson
Shirley and Chris Dahle, all senators, were involved in the
reorganization of Senate fall term; The ASLC Senate managed to
abolish themselves and reorganize by academic departments instead decisions and organization charters. Meanwhile, the
Executive Council served extensively as an initiating
and advisory board. The Council sponsored a
leadership retreat for all dub organization heads and
leaders. They also tackled timely and important issues
and plans such as the herbicide spraying issue, faculty
evaluation, and student incentive plans.
In addition, the Executive Council with Senate aid
made significant strides in reorganizing the entire
ASLC structure. A Student Academic Affairs Board
was implemented and, as the council stated, the board
was "a major catalyst for change." The Board was
designed to cultivate faculty and student interaction in
academic research and development.
Approval of the proposed change in the government
format meant a constitutional election and an increase
in student fees. Peter Cook, initiator of the proposal
said, "The board will give enough economic clout to
provide a mechanism for students to initiate and
institute changes" in cooperation with the academic
departments.
J-Board, as one Justice put it, "sharpened analytical
skills and objectivity." The Judiciary Board was
responsible for mediating and solving_ disputes
between and among students. In the fall, the Board
revised the by-laws and heard cases throughout the
rest of the year. The J-Board served an integral
function in maintaining student autonomy. "1:"
of living space representations; Jouni Korhonen, Vice-President of
Finance ,rnd Information, kept his fingers green with the financing
of ASLC; The Judiciary Board worked on revising by laws and
reviewing complaints; The Executive Council met in Tamarack
lounge. 122 Dorms: doom
or desire
T he feeling of walking into an
empty cubicle at the beginning
of each term does not improve
the second or third year. Only
a small amount of comfort
results from the knowledge
that yes, all of your belongings will fit ...
somewhere. Most freshmen "get to live on,"
but the rest of us, upperclassmen who have
chosen to live on campus another year,
sometimes find ourselves wondering just
why we made that choice.
Each fall term upperclassmen cringe and
attempt to negotiate the halls without
incident as the freshmen test their limits. It
takes a while for them to find out just how
loud they can stand the music, how much
they can drink, and how late they can stay
up and still arise for class the following
morning. By the end of the term most of
them have found their limits and maintain
a respectful distance from them.
SAGA is an experience that even veteran
residents don't relish returning to. The food
service certainly leaves something to be
desired, as does any such operation. It's
really not as bad as everyone says, though.
A common complaint is that there is no
privacy in dorm life. Although it may take
some time to find a spot all to yourself, it
can be done. Competition for other luxuries
can be more intense: obtaining a washing
machine on Sunday, the "good shower" at
7:30 a.m., or a coffee cup in SAGA during
mid-terms can be real challenges.
There are other frustrations: waiting for
the cleaning person to bring more toilet
paper, standing in line for SAGA, or
missing sheet change day -again! There
have been,recent renovations in some
dorms, but the lounges on many floors are
not much more than rumpus rooms with
scattered furniture.
Why, as an upperclassman with the
option of "moving off," do we put up with
the frustrations, noise, and competition?
The key is the atmosphere, camraderie, and
sharing-friends and people living together.
We can live "off" the rest of our lives. For
us, the pro's of dorm life far outweigh the
con's. 4"'
Michelle Moritz
Glowing from a distance, the lights in Copeland
captured photographer Dale Schreiner's eye.
12 124 'Akin' for activities: the only
non-coed dorm on campus
hen students in Akin Hall were asked
their opinions of the dorm, the almost
universal answer was "Funt" The
residents of this hall were unique in
that they occupied the only non-coed
dorm at Lewis & Clark. It was also one
of the older buildings on the campus. These two aspects
by themselves made it very special when compared with
other on-campus housing.
Located across from Templeton Center, the building
was surrounded by huge rhododendron bushes. The
rooms were large and more like bedrooms in the
sorority of a 1950's movie than a dormitory. Other
remarks upon features of the rooms were the huge
closets, which became the envy of those who stuffed
their clothes into the tiny spaces that serve as closets in
the other dorms.
Many people imagined life in an all girls dorm to be
boring, but the residents of Akin never found it dull.
Not only were there plenty of dorm activities, but it
seemed that they managed to pull in a good supply of
the male population. In fact, when guys on campus
were scarce on certain weekends, many people just
assumed that Akin was holding another party.
Akin residents were notable for their active
Clockwise from right: Monon van der Meulen returned from d:155;
Lower Short, back row: Sue Demulh, Jessica Henricy, Hiedi Hu,
Silvia Beaufrand, Angie Booher and Monica White, front row: Iris
Wilhelm, Darcy Jenkins, Amy Luther, Lynette Wise, Allison Wallace
and Collette Young; Lower Long, back row: Shao Ying Wu, M.ideline involvement in the LC community. Resident Director
Jim Olney commented on the amazing enthusiasm
displayed in everything the dorm members took part in,
'This is my first year, and I am just really pleased."
Comprised of about two-thirds freshmen, the students
displayed an amazing diversity of talents. Residents
took part in many organizations such as swim team and
SOFA. Their senator was very involved with the ASLC
revision.
With one of the better pianos on campus, it was not
uncommon to be entertained throughout the day by
some of the more musical students. A new organization
was even started right in the Akin basement, an
aerobics class. Run by the residents, it gave birth to an
idea which grew into the Lewis & Clark Precision
Dance Team. Many international students lived in
Akin, and were encouraged to become active members
of the dorm and campus community.
Because Akin was a small dorm, most of their
activities were limited to residents only. They did throw
a campus-wide Oktoberfest party during the fall, with
such success that the women in the dorm hope to turn
it into an annual event.
Akin residents hosted a number of fun activities
Continued on page U7-
Leonard, Nancy Hall, Geri Kern and Marialic Ayala, front row:
Dorian Callen, Ann Marcher, Ann Dodds, Karen Middleton, and
Lori Honjiyo; Doris Schaub and David fierberg shared conversation;
Patty Taylor hard at work.
125 126 Continued from page U4-
within the dorm. Their small number
helped them to establish and maintain a
closeness that made these events even more
special.
The famous Akin birthday bashes were
private parties which guaranteed a large
quantity of friends and fun. This year dorm
members held an unusual birthday
celebration for a feline Akin dweller -
Garbo, the R.D.'s cat.
Floors sponsored one or two parties, each
with a theme such as February's Mardi Gras
night. Early in March, the girls and their
R.D. were treated to the traditional dorm
dinner catered by SAGA. Residents enjoyed
many daiquiri parties as well as their inter­
dorm dinners. These events utilized the
students' culinary skills as they prepared
food with a common theme. The dinners
included an Italian feast, and a Mexican
night when everyone could choose from an
array of fillings and prepare their own
tacos. Several residents mentioned the
Clockwise from left; Teresa Herlinger took a moment
out from her studies; Gretchen Anderson relaxed in
her room; Upper Short, back row: Laura Ortega and
Paulette Marks, middle row: Stephanie Woollard, Jensy
Myers, Teresa Herlinger, Kitty Munsell and Jodie
Phillips, front row: Katie Cook, Natalie Vasey, Laurie wine and cheese parties as a high point.
These apparently featured a somewhat
higher ratio of wine to cheese.
Students in Akin showed their wit and
imagination at SAGA's annual Halloween
costume contest. Many of the outfits were
quite bizarre, but among the best
remembered were the very pregnant nuns
from Akin, accompanied by their resident
director monk.
Study breaks were fun get-togethers when
residents put away books, to enjoy goodies
and the company of friends. The R.D.
found the turnouts surprising, saying, "at
least 45 people show up each time, whether
it is finals week, mid-terms, or whatever."
Throughout the entire year, Akin
residents exemplified the spirit of the Lewis
and Clark community in their active
involvement and concerned attitudes.
Learning to live together and help each
other prompted the statement by one
resident, "It's fun, we're like a family, we're
just really close."/&
Lea and Brenda Jamsgard; Upper Long, back row: Gail
Kim, Michele Metiver, Donese Rogers, Stacy Leck and
Gretchen Peterson, front row: Doris Schaub, Susan
Siron, Sonja Krause and Windy Wilson; Laura Ortega
caught with outliner in hand; Jodie Phillips made
herself comfortable for hours of studying.
127 U8 Working and living in one
f amity: The Stewart Co-op big
S tewarl Co-op: "The granola dorm." "anti­
prep," and "The organic dorm." These were
terms that have been used to describe the
Stewart Dorm. It was a hall that attracted
people who wanted a voice in their living
conditions. In many ways the 90 member
hall was like a big family.
Because of the premise on which Stewart was
formed, all members realized and abided by rules that
were agreed upon during the first week of school.
Self-governance gave them the freedom to change
those rules through-out the year.
Junior Linda Warner lived in Stewart for three
years. "When I first moved here I found it very easy
to speak my opinion. I was never intimidated on
taking a stand. I like the meetings we have because
everybody has an equal vote and is willing to listen.
Three years ago we ran on consensus. That was really
tough, because there was always one person who could
keep something from passing, something the rest of
the dorm wanted. Now it's run on majority-rule. It's
very organized here."
There was no longer a contract which bound
members to cleaning; it was rather a certain spirit of
Clockwise from top; Lower Upper Split; front row: Robin Gunoe,
Leslie Luxenberg, Hiroshi Inoue, Carl Horton, Janelle Schmidt,
David Breaux, Barb Rowning, Deanne Michalek and Tomohito
Shinada, middle row: Deborah Goldeen and Susan Stratton, back
row: Leslie Dickenson, Rebecca Brownell, Liz Towill, Ann Koncky,
Scott Whitney, Giles Clay, Mike Sorum, Tuckerman Babcook,
Robert Heilpem and Shigern Sujuki: Lower Main, back row: Chuck co-operation. Each Sunday morning, Stewartites
cleaned up the dorm. There was no hired cleaning
service. So, hung-over or chipper, they fell out of bed
to scrub toilets, vacuum floors, and wash dishes.
Said one freshman, "I've only lived here two terms,
but the Sunday morning ritual makes you feel like
you're really part of a community."
After the chores were done, most people gathered in
the beautiful, newly refurbished lounge for coffee,
doughnuts, and the Sunday Oregonian.
The money saved from doing their own cleaning
made Stewart the richest dorm on campus. The five
floors used the money for either floor functions or
entire dorm functions. The most popular way to
indulge with the money this year was Sunday
brunching. The Benson, Wooden Horse and
homemade vittles from Ivory Tower filled members
from the different Stewart floors. Roller skating,
banana split study breaks, and a mammoth Twister
game were other events that highlighted the year.
Stewart was definitely a quieter dorm. This was
apparent due to the large amount of people using the
basement study lounge, who were not from Stewart.
Continued on page 131-
Beckeridge, Micheal Kelley, Jamel Suarez, Winter Drews, Lincoln
Ware.and Laura Richard, front row: George Dworin, Megan
Benson, Gretchen Wilbur, Don Peckham and Hal Nachties; Scott
Mclaughlin found the lounge the most comfortable place to sleep
and study; Janelle Schmidt just back from a lillle exercise; Julius
Helmer completed the nightly ritual.
129 1111/II
130 Continued from page 128-
The dorm had no set noise policy, just a
general understanding between members
and neighbors.
Freshman, Will Capps, felt that living in
a quiet dorm had it's assets, "It's a lot better
to go out to get rowdy than it is to have to
leave rowdiness to find quiet!"
The actual building, built in 1951, was
enhanced by the squeaky door hinges,
banging heating system, and noisy
staircases which added to the character of
the place.
"As a transfer student, I've lived in nicer
dorms. However, I find Stewart Co-op a
much more liveable place because of its
sense of cohesiveness and friendly
atmosphere," said junior, Scott McLaughlin.
Margie Ohle has lived in three dorms at
Lewis and Clark. Although she enjoyed the
first two, she said, "Stewart is great because
there is no pressure to conform. You can
really get into being "granola," or a jock, or
just a laid-back senior, like me. You can do
Clockwise from bottom; Upper Main, back row: Ian
Warburg, Ed Clapperton, Mark Thygesen, Phil Lowery,
Beth Hanson, Scott Mclaughlin and Sieve Fisher,
middle row: Miehe.al Derbyshore, Leslie Newton,
Jennie Monk, Kevin Erdman, Brit Tallelsin, David
Mes~nbaugh and Jennifer Atchly, back row: Daniel
Fund, Kris McCrady, Jon Kinney, Cindy Hills, Marsia
Ohle and Jim Bradley; Laura Richards in her what you want, even nothing ... just as
long as you clean."
Stewartites shared a lot this year. There
were casual evenings spent by the fire, or
baking cookies in the Upper Split Lounge,
and tne persecution of George Dworin for
using a dorm table.
Every morning at seven, the Breakfast
Club met at SAGA. While on Friday
afternoons, Ivory Tower people gathered for
Attitude Adjustment (or simply "cocktail")
Hour. Liz Towill, from Hawaii celebrated
her first snow; Winter Drews, the R.D.'s
daughter celebrated her fourth birthday by
having the whole dorm down for cake, ice­
cream, and pin-the-tail-on-the-donkey.
Stewart Hall took an interest in its
government and maintenance; but there was
much more. Freshman, Sarah Petersen, said,
"I am very much impressed with the
friendliness and sincere caring that people
in Stewart have for others. I also see a great
maturity here and I am happy working,
living, and laughing with these people.
Stewart is my home." C-
underground pct shop, alias her room. Ivory Tower;
front row: David Teng, Andy Lee, Brad Jacobs, Linda
Warner and Bob Allwarden, middle row: Nanette
Madison, Mark Ross and Shannon Munro, back row:
Andy Bradburn, Sarah Peter.;on, Monique Busch,
David Carter, Joanne Tzouvalopoulos, Ken Morrison,
Jouni Korhonen and Evan Nichols. Christopher Hardt
loitering in the Stewart halls. 2 Odell: the
favored dorm
N ot having a reputation for partying, but
rather as being quiet and having respect
for others, Odell was favored by her
residents. When choosing dorms,
freshmen were given only a list with
vague descriptions of dorms. Residents
of Odell chose their dorm primarily for its small size.
With a top floor of women and bottom floor of men,
the 72 member dorm offered a close-knit family
structure. The difference in Odell was in the inherent
ease in drawing people together and thus becoming
fast friends. In Odell, unlike the other dorm, everyone
knew everyone their quirks and idiosyncrasies,
positives and negatives.
The Dorm Council was very active this year. The
Constitution of the Council was rewritten and ratified
during winter term and most of the residents
contributed input. In previous years, the activities
coordinator was paid for his/her endeavors. This year,
an interested group of people formed an activities
committee and abolished the receipt of the wage. This
new energy was indeed "a much needed change," said
one second year resident. All representatives of the
council were elected officials but anyone who attended
the meetings could vote on the issues being discussed.
The active Council and Odell residents conceived and
carried out a number of novel activities. There were
"wild" all-dorm slumber parties, a dorm dinner every
term, study breaks each week, dorm retreats to
"Chapel by the Sea" (near Lincoln City, Oregon), and
a champagne and doughnut breakfast. "
Clockwise from top: Keith Amano posed with Teri Nilsen; Miriam
Mitchell, R.D., prepared for a jog; Maija Talso and Paul Roth
Inspected Dr. Seuss' dictionary; Front row from left: Tricia Mackay,
Mary Florence, Chris Chopiak, Karen Fleming, Mark Pickert,
Gabrielle Brewer, P.itricia Horvatich, Karla Crawford; Second row:
Robin Toras a, Cindi Miller, Teri Nilsen, Bethann Foley, Lis
Baccigaluppi, Asako N.igasama, Ben Edwards, Adam Smith, Lee
Parsons, Rachel Bullington, Lisa Q. Mount (Space Bear), Barbara
Yule, Amy Bain, Alison Gilham; Third row: Hiroshi Hara, Pamela
Cutland, Sean Shanahan, Gretchen Berge, Ed Rlssberger, Paul Roth,
Keith Amano, Eric Hyland, Maija Talso, Lynn Fonkalsrud; Fourth
row: Blair Campbell, T. Crawford Whithers, Julie Harris, James
Frank, Yu Ming Chow, Richard Getgen, Chris Carrico, Walter
Minty, Tim O'Heun, Ginny Butterfield, Ooneen Harold, Bryan
Rai:Les, Susanne Brown; Top row: Andy Watson, Adel Al-Haddad,
Mahamed Al Sayegh, Seth Schneider, Hugh Everhart; Hiroshi Hara
lent Mike Stodd a helping hand; Jim Frank prepared his final draft.
13 134 Continued from page 132-
Another campus contribution was the relatively
large number of active members from the dorm
who took part in campus-wide organizations.
Members held offices in the campus J-board,
SOFA and the IRHC.
The lounge was a center of activity where a
variety of meetings were held. The room had a
fireplace and comfortable furniture for many late­
night dorm fires and study sessions. Fall term,
the residents cleaned out the basement and held
a rummage sale that net $200. With the money
they bought used furniture and had plans to turn
the basement into three separate lounges. The
already existing study rooms were used
extensively and were almost as popular as the
kitchens.
Odell residents were proud of their hall. The
conservative reputation of the dorm reflected the
feelings of the residents. The Dorm Council used
discretion by not allowing activities that would
infringe on the rights of individuals. At the same
time, their small population enabled them to
make "fun" things happen on weekends.
According to freshman resident Gretchen Berge,
"the people could get crazy but could also be
mellow and considerate of others.'' The
Clockwise from above: Takiko Hasegawa caplured on film;
Derck Stanfill, Ginny Butterfield, and Keilh Amano's fool made
a slriking lrio; Ev Hardin confronted an imperlinenl photogra­
pher; Tricia Mackay and Chris Chopiak rlipped through memo-upperclassmen who stayed in Odell (rather than
moving off-campus or to Hartzfeld) did so
because of the involvement and activities in
Odell. The access to "participation for all" was a
good reason to stay.
The dorm, as a whole, seemed to feel a great
affinity and loyalty for their resident director,
dorm manager, and resident assistants. A unique
addition to the resident director's room was her
son Aaron. Aaron, the residents said, was an
entertaining little guy who helped break the
monotony of the routine of classes and same age
peer group. The family of Miriam, Tom, Aaron
and Tonto the cat were an added positive feature
of their dorm.
The dorm-wide and family-type participation
brought about an even closer relationship
between individuals. The floor-by-floor co-ed
arrangement was liked by the residents rather
than if it were by rooms. Close proximity to
"SAGA" was a physical benefit. Character of the
residents showed in the decoration of their
rooms. Walls held posters while doors were
brightened with pictures and the priceless and
necessary message board. Painted halls showed
member's happy attitude. ~
ries on print; Ticia Horvatich, Walter Minty and Dorinda Welle
snuggled up for fun and games; Edward Chow listened to tunes
before jumping back into the dizzy pace of another day. r
13 36 Hartzfeld Hall: a hidden
academic paradise
T he bastion of peace, quiet and upper
classmen seclusion, Hartzfeld dorm
once again honorably maintained its
fine tradition of semi-isolation.
Hartzfeld's reputation, like the other
dorms, rested on the unique
character it could offer its one hundred and four
residents, and Hartzfeld's character was a rare
one. Hartzfeld, a dorm divided into four units of
twenty-six students each, owed its success to the
rare commodities of seclusion, space, privacy and
quiet. In fact, of all the dorms, Hartzfeld seemed
to have a monopoly on these qualities. It took
some getting use to, but Hartzfeld was almost
always in a perpetual state of silence. Entering
one of the units one found it hard to believe that
anyone lived there at all. But that's what the
residents wanted, peace and quiet. After two or
three years in the other dorms with paper thin
walls and blasting stereos students "want the
quiet and they want to study" said Pat-o
Shanahan. Hartzfeld's serene quiet was of such
high quality that during final exams it was the
preferable place to the library for studying.
Beside the noted tranquility, Hatzfeld was also
renowned for its studious residents. The
Hartzfeld resident, by virtue of living on "the
hill", obtained an aura of industriousness and
seriousness. The residents of that dorm were
ClockwiS(! from botlom: Hartzfeld A; front row: Tyler
Arkless, Kelly Harness, Kim Conyngham, Cail Crider, Chris
Cox, Barb Malher; second row: Valerie Leonard, Carmen
Ayala, Sue Kalfelz, Ann Durkee, Julie Swehla, Debbie Hoogs;
back row: Bev Norwood, Karl Murphy, Greg Moss, Jeff
Jeffreys, Dave Fish, Cynlhia Crake, David Rardin. Hartzfeld
B; front row: Pele Rauslein, Sheila Vierra, Phil Harris, Anka
Scholle, Doug Greene, Darlene Gaskin, Judy Goff; back row: studious, but the aura of acadamia and the
prevailing silence left one with the impression
that Hartzfeld dwellers were of a very somber
disposition. Not so! It would have been unfair to
characterize Hartzfeld as a morgue; although
quiet, it was alive and kicking. Unit study
breaks, impromptu gatherings around the fire
place and marathon typing sessions attested to
that fact. If one really wanted to catch Hartzfeld
in action, one only needed to attend a dorm party
and witness the quiet atmosphere temporarily
shattered by loud music and lots of drinking,
dancing and talking. Although quietude was a
commodity cherished, it shouldn't imply that the
dwellers were a quiet bunch. They simply
cherished quiet in their dorm. As Darryl Wright
put it "I like living here because I can go other
places and make noise and come back nere and
sleep."
But the privacy that Hartzfeld offered could
also be a hindrance. "It can promote isolation
which can inhibit social intergration" said Nina
Bonito. Hartzfeld's advantages, however, far
outweighed it disadvantages and remained the
secluded and quiet complex that the other dorms
expect and the residents protect. After all, peace
and quiet on caU wasn't that easy to find.
Continued on page 138-
Sieve Rayner, Takeshi Ogawa, Yoshiio Fujii, Jeremy
Shibley, SuL,1nne Stolpe, Pa1-o Shanahan, S1ephanie
Robinson, Dane Wingerson. Phil Harris practiced lhe fine nl
of massage on Margot Tomich. Doug W.:ide discussed the
possibility of a hot date with friends unknown. Greg Moss
posed pretty for one YIEM KIMTAH ph010grapher. Sue
Kalfelz and Barb Ma1her conlemplated 1heir black book.
Masae Kondo's beauliful music wafted through lhe unit. 38 Continued from page 137-
Listing all the strengths and weaknesses of the
dorms is fine but it doesn't give one a feeling for
the people that lived in the dorm. What did the
people living in Hartzfeld think about it7 Was it a
great place to live7 Why did the students live there
instead of off-campus? According to Phil Harris;
Hartzfeld offered a "pseudo-apartment life style"
Kate Dunn said that Hartzfeld incorporated the
"idea of an apartment with the convenience of
living on campus." By living in Hartzfeld dwellers
reaped some of the off-campus benefits with all of
the conveniences of on campus living.
Hartzfeld residents also had some strong opinions
about the atmosphere of the dorm. One shrinking
violet prefered Hartzfeld because "it allows you to
be a private person if you want, but you can also
be a part of a community." For other residents "the
hill" was the only choice. "It's the only dorm 1 can
live in without going crazy," said Nargess Shadbeh.
Doug Greene expressed many of the time honored
qualities of Hartzfeld, "I like the quiet; I like the
bathrooms; I like not having the Freshmen and
Clockwi~ from right: Mike Schmidt2 caught studying. Val
Kouchi prepared to fly through the busy day. Nargess Shadbeh
typed for one hour and corrected for three .. Sang Yong Ltt
stopped to say hello. Deanne Yuen toasted to another day down,
and counting. Hartzfeld D; front row: Sally Dolan, Sandra
Johnson, Andrea SchaeJ, Mike Schmidtz, Teh Meng Yu; back
row: Deanne Yuen, Tori Page, Chuan Chiah, Ross Darrow, Brian Sophomores up here and I like being able to go to
sleep on Friday nights and weekday nights."
The bathrooms were a big favorite among the
residents. The suite system in Hartzfeld offered the
small luxUiy of four people to one bathroom. In the
words of Don Pratt, it was nice because "you don't
have to share a bathroom with thirty-six other
people." Nina Bonito was ecstatic, "after three years
1 finally have a bathtub with a stopper, plus with
only four people sharing a bathroom, you know
who is using your washcloth." During the cold
winter months being able "to jack it up whenever I
want" made Kate Dunn very happy.
One problem Hartzfeld had to face, though, was
isolation. Isolation from other dorms and from
other dorm residents could make relations
"painfully distant" according to Steve Rayner.
Isolation made loneliness and seclusion a real
problem, but it also allowed residents the chance to
be more independent and self-reliant. Andrea Schoff
said you "don't have to talk to neighbors (and) you
don't feel obligated to be a part of the floor.""°
Beckwith, Cheri Gilliland, David Onash, Parker R~II. Rachael
Stauffer, Sang Yong Lee. Hutzfeld C; front row: Greg Svilund,
Val Kouchi, Adair law, Suzie Wood, Margaret Dunne; back row:
Cathy Krolak, Shelley Scott, Laura Houston, Susan Kilkenny,
Margot Tomich, Lisa Layman, Nina Bonito, Katie Dunn, Nargess
Shadbeh, Darryl Wright, Alison Bun-.
139 140 From Ponderosa to Manzanita,
the forest was full of animals
S tereotypes flourished on the Lewis and
Clark campus as they did in the
surroundin world. In an attempt to
comprehen~ the diverse groups around us,
stereotypes allowed us to grab hold of
that which was supposedly stable. They
0£.fered the opportunity to smile at the discovery of an
"exception to the rule". The most humorous and
probably misleading stereotypes were found in the
classification of the residents from dorm to dorm, and
Forestites provided a chance to find both stereotypical
residents and, just as often, exceptions to the rule.
A random sampling was taken of various dorm
inhabitants, those surveyed were asked to typify "the
classic Forestite." They first laughed, then immediately
r,roceeded to run down a list. Adjectives such as
'jocks," "preppies," "groupies," and "alcoholics" were
regulary thrown out, in addition to one rather distinct
classification by Odell resident Gabrielle Brewer,
"intellectual partiers."
Inside Forest Hall the same question was repeated,
Clockwise from top: Manzanita A-20; back row: Carrie Victor, Leslie
Braman, Joyce Harcourt, Maribeth Hayes, Becky Brown; front row:
Jennifer Nasburg. Pam Ramsey, Kristi Seater, Linda Davies, Una
Loughran, Alisa Horine, Barbara Scheiner; Janvier Lomelln kept his
hat on but took his boots off. Manzanita 8-30; back row: Leslie
Werner, Barbie Kaempf, Shelly Ossana, Lucy Brotherton, Megan
Ballard, Harri T:t0uvalopoulos; front row: Debbie Johnson, Ann and not surprisingly, different results arose from each
of the five buildings. Ponderosa was typified as a
building of "female jocks;" however, Ponderosians
distinguished themselves as lucky to have an
opportunity to live with foreign students. Spruce
resident and RA Sue Hatanaka claimed the Spruceites
were "a good mix of diverse people." Spruce was
known for "fun" people and was "Bruce Country."
Juniper was stereotyped as "The Frat" and as a rather
isolated group, while Alder R.A. Carol Harvey
described her fellow residents as "a family and always
ready to party." Manzanita was known as, "the quiet
dorm", intellectual, and reserved.
The vantage point played a major role in the
r,erception of Forest. Resulting stereotypes of the
'Forestite" from the outside, as well as the building
by building breakdown from those within were fairly
consistent. However, stereotypes in such a random
sampling should be taken with a chuckle and
swallowed lightly.
Hoyt, Karen Stout, Sandy Flos, Jenny Busch; Molly Schmieding
obviously found the dorm quiet enough to study in. Man~anita A-
30; back row: Tim Peters, lance Potter, Pat Sullivan, Brian Skeels,
Jeff Bull, Greg Duskin, Ross Spencer; front row: Emil Avancena,
Eric Chadwich, Cary Ordway, Chuck Southard, Ken Darbo, Bill
Brauner, Janvier Lomelin.
--
141 A spectrum of activities to
match the Forest individuals
T he parties, late night escapades, "popcorn
pork outs," functions, and frivolities were
again an important part in balancing
college life. This year's activities, parties,
and social "get-togethers" were as diverse
and varied as the individuals residing in
the Forest buildings.
The Forest Dorm Council sponsored a myriad of
activities and opportunities. Liz Gould and Emily Rice
were cohorts in leading the council and puttin~ together
the popular fall term study breaks. Those 10 o clock
rendevous became a race to Tamarack before the cheese
and wine or donuts disappeared. An all-dorm highlight
Clockwise from bottom right: Alder A-30, back row: Lisa Grove,
Joanna Fiske, Kim Perkins, Sally Poliak, Penny Norton, Beth
Himon, Therese Finch; front row: Ted Dorrance, Doug Jeavons,
Mario Idrovo; Alder's response to Oregon's Bollie Bill. Alder 8-30,
back row: Sara Peterson, Tim Stalsberg. Charlie Brown, Dana
Gunderson, Scott Gillilan; front row: Susan Collins, Lisa Race,
R.mdall Eader, Hillary Sloss, Mike Thompson, Bill Rannow, Alder B-
20, back row: Steve Adkinson, Raymond Athim, Christopher Hollem;
@.~
7\,llillU!fl. was the fall term Hawaiian dinner where colorfully clad
Forestites enjoyed a catered SAGA meal in Stamm.
Winter term brought an opportunity for faculty-led
fireside chats, back_gammon tournament, and a Forest
tutoring program. Jenny Busch, activities coordinator,
and Megan Ballard, council president, put together a
trunk room sale which pulled in some funds for the
council. The R.D. felt that both people "jumped right
into a leadership role and began to make plans for
Forest." After a retreat to Zi~ Zag, Ore., Dorm Council
"straightened out the books,' and geared up for a
memorable, productive, and successful winter quarter.
Continued on page 145-
middle row: Jon K. Rainwater, Juliana Workman, Carol Harvey,
Kristi Dinner, Phil Tishberg; front row: Jennifer Hildebran, Tom
Wilkinson, Chris Newell; in bed together, Mike Thompson, Charlie
Brown and Randy Eader. Alder A-20; back row: Greg Lindsay,
Denny Smith, Paul Barney, Stu Clem, Ken T.artare; front row:
Stephanie Yoder, Molly Schmeiding, Mike Aamin, Emily Rice, Leslie
Ryan, Adrienne Sirot.
143 144 Continued from page 143-
AII in all, as memories from Forest dorm life came
together, the highlights were commonly felt to be the
parties: planned or impromptu, campus-wide or
exclusive, rowdy or mellow ... "Study hard and play
hard" seemed to be the overriding motto. Individual
Forest Dorms exhibited party originality on occasion
and yet kept up with the "important traditions" like the
Spruce Log Jam. Spruce, Juniper, and Ponderosa were
renown for the basement parties. Yes, as advertised in
Templeton, the parties and price did include
"beverages." The "Ponderosa Partiers" put on the Punk
Funk and Roll Party and the SAE's continued a
tradition of successful parties in the basement of
Juniper. Alder was a perpetual party but especially
during the televised broadcasts of the pro-ball games.
Spruce held an "Infatuation Function." Manzanita's
Clod wl5f from left: Arden Clise, Angela Rainford, Janis l..lnghor
;ind Nancy Ley were hamming ii up; Juniper B-20, back row: Mary
Bacorn. Janis Langhor, Arden Clise, Nancy Ley, fronl row: Liz Peery,
Pall) Carew and Susan Gani; Juniper B-30: back row: Chris Daly, "Screw your Roommate" parties and their jaunts to
Giovanni's all added and aided to memories and morale.
Whether it was birthday cakes or pony kegs, Forest
floor activities and togetherness were probably the most
integral part of the memory chapter of dorm life. The
floor plans and relatively few number of people per
floor encouraged and facilitated a type of comradeship
and loyalty. The R.A.'s led the floor meetings (typicaJly
including food on the female floors). "Probably some of
the best of times were the midnight pizzas, the popcorn
pork-outs, and Friday afternoon "kick back and stereo
sessions." said one Forest resident.
Such was a sampling of the array of happenings and
events. The list was long to be sure. The key was
people involved in the energy, spontaneity and
creativity of dorm life. Top-notch community living,
learning, experiencing, and growing was Forest. tit:'
Steven Bennsen, Andy Stalsberg, Eric Holland, Phillip Welke, front
row: Doug Jacobson and Andy Hatfield; Juniper A-20, back row:
John Schneider, Tracy VayRoskey, Edward J. Sala. Doug Nordholm;
Mary Bascom thought devilishly in the floor lounge.
145 l46 Resident director in Forest
• involved 1n more than the dorm p receeded, as always, by Stitzer, a rather
large, black lab, Jennifer Krohn served
her third year as the RD in Forest. In her
job as RD, she developed the RA's into a
"fun and working group," linked
communication between the
administration and students, and served on-call 24
hours a day nearly every day of the week. Jennifer
kept a full schedule and described herself as an
"active" person, both in and out of her job.
Jennifer's goal for Forest this year was to mold it
into a "fun and cohesive" dorm and promote activities
among its inhabitants. She encouraged the production
of a handbook that was unique to Forest. She focused
primarily on the RA's, training them extensively, and
rewarded them through retreats to Mt. Bachelor and
the beach. "The dorm and the RA's reflect each other,"
she believed. She enjoyed her work, stating "I like
deciding the tone and mood that goes into the dorm."
Clockwise from top Glenn Fox, Todd Schultz and John Trumble
jammed in the room; Spruce 8-30: back row: Richard A. Sweet,
William Butcher, J.R. Robertson, J.R. Trumble, Jim Marsh; front
row: Glenn Fox, Richard Hoyt, Jeffrey Wallin, Brent Hutchings,
Fred Jacobs, Rich Farguhar, Dave Braechet; Spruce A-20: back row:
John Moshovsky, John Abrahams, Skip Dines; ne,ct row: Mike
Ferris, Peter Kline, Mike Tiedy, Mike Gleason; middle row:
Brandon Higley, Steve Reeves, Craig Silva; front row: Terry
Goldman; Spruce A-30: back row: Rosemary Kuhn, Sue Hatanaka, The originator of crazy, informal dinners, Jennifer
roamed around the dorm and campus with her famous
"Gold Star Book," ceremoniously bestowing upon
individuals the honor of a gold star placed by their
names in the pages among such notables as Denise
Thompson and Ronald Reagan.
Born and raised in Wisconsin, Jennifer is a graduate
of the University of Wisconsin. On campus sne has
become, by her own admission, more involved in
college life and concerned with interaction among
students, faculty, and administration. As she worked
on her Masters in Counseling Psychology here at LC,
she began discovering "the feeling of a liberal arts
education,"a major component of which is rooted in a
positive dorm experience. When Jennifer was not
found skiing, jogging, or "domesticizing" in her
kitchen, she was found attending to the heart of her
job-enhancing student life in Forest Hall. ~
Trish Burger, Sarah Reynolds, Catharine Gibson, Renada Staley,
Renee Rogers; front row: Price Deratzian, Sarah Healy, Kristin
Brown, Michele Ryan, Michelle Moritz; Spruce 8-20: back row:
Lynn Simmons, Anne Darrow, Ruth Davies, Dorothy Kerzel,
Heather Boyd; front row: Gwen Gustafson, Wendy Weidkamp,
Laurie Schroeder, Barbara Allen, Carolyn Kopke; Spruce was Bruce
Country for Sarah Reynolds, Craig Silva, Rosemary Kuhn, and
John Mashovsky; Jennifer Krohn was R.D. for Forest.
147 148 Room changes and
R.A.S: a way of life
he overall living conditions were the best to be found
at LC.," said senior Forestite and R.A., Jim Morgan.
Although the Forest Dorms were environmentally and
aesthetically pleasing and practical, the floor/room
change policy mi~ht have been a deterrent to many
people who hadn t experienced Forest living. When
choosing a dorm on campus, those who were desirous of the Forest
atmospnere, involvement, and enthusiasm but hesitant to experience
the end-of-the-term room changes were forced to weigh their
priorities. The room change policy was a fact of life for those
wanting to live on "upper campus" and in the Forest Milieu.
Forestites were once again subjected to the term by term room
change tradition. Typically, every floor has one single, three
doubles and two quads. Forest residents have had the oprortunity
to experience quad life and transience and the epitome o
interpersonal communication and community. living.
However, as R.O. Jennifer Krohn put it, "This year it (room
changes) went smoother." She accredited this to the R.A.'s. In fact,
Jennifer was effusive in her praise of her staff. She felt that this
year's system worked because "R.A.'s used their brains not only to
match people together but consult people individually." This year,
"Bitch sessions seemed to be a thing of the past," said a second
year Forest resident. Even the Alder and Ponderosa co-ed floors
seemed to have a working system.
There were positive aspects and valuable lessons gained from
quad life and switching rooms. Chuck Southard, a Manzanita
resident, said of the room change policy, "It's fair and we get to
experience different people and different environments." Most
Forest dwellers didn t seem to mind the end-of-the-term uprooting.
As one resident said, "Hey, I honestly enjoy the change and
diversity." It seemed that in switching rooms, the biggest problem
was getting rooms packed up and cleaned in the last minute rush
before vacations.
The individual R.A's personalities and the R.A. structure was
integral for Forest. Not only did R.A.'s facilitate room changes,
they helped in creating and maintaining the positive atmosphere
and community that Krohn and other "veteran Forestites"
acknowledge. it'
Clockwise from bottom: Jeff Wilson, an image to be remembered. Ponderosa A-20,
bollom row: Hiroshi Hori, Cathy Glrardea, Kuuo Yoshldo, Frank Zeta; top row:
Donna Silverberg. Tsuneaki Masui, Julie Renn, Ponderosa B-20, bottom row: Kathy
Harris, Tracey Swi~, Ruth Timmous, Janel Buskirk, David Officer, lop row: Chie
OW<,,e<;, Farshad Naghsheh, Sue Reed, David Toory, Ralph Overhelt, Choi Husuck,
Ponderosa B-30, bottom row: Cathy Donadio, Paige Kelle Bushnell, Kelly Loy
Goodwin, Ann Luotto, Mary K. Plass; top row: Julann Peters, Rene Pisel, Lori
Wlllimont, Amy Leavenworth. Ponderosa A-30, bollom row: uura Grimes, Marian
McDonagh, Cindy Cunningham, Kristin Olson, Kate Macfarlan, Karin Deck,
Kathy Cochran; top row: Beth Anne Klavik, Mary Beth Lipscomb, Emily Nelson,
Janice Wetzel, Karen Seater, Nancy Walker; Karen Seater, Nancy Walker, Emiley
Nelson, Todd Schultz relaxed from an exhausting day. Cathy Girardeau
demonstrated lhe effects of too much studying.
14 ;o -fHE
''GHETT01
]
Ten floors and ten
personalities
hough as an R.D. he was replacing one of the best,
Brad Woodworth, Platt-Howard's new R.D., fulfilled
his duties with admirable ease. Woodworth found the
Platt-Howard atmosphere relaxed, but fun. "This dorm
proves that a group of people with very diverse
interests can live together in an atmosphere that is
tolerant and supportive of all those interests," said Woodworth.
Woodworth was assisted by an able-bodied staff of R.A.'s and a
dorm manager, all of whom enjoyed lively weekly meetings and a
1elaxing retreat to the Oregon Coast.
The diversity of interests was Platt-Howard's trademark.
Residents felt little pressure to conform, and free to be themselves;
something they weren't sure they would feel in another dorm.
People liked living in Platt-Howard for many reasons. One was
the central locale. Another was the fact that Platt-Howard residents
didn't have to change rooms or roommates every term. The people
were friendly, it was easy to know everyone, and most were well
informed about dorm happenings. The dorm had an overall
comfortable feelin~. "It's my home-away-from-home," said
sophomore Amy ales. Continued on page 152-
Clockwise from left: Bombshelter, bottom row: Ben Ostrom, Steven Rlbischke, Chris
Burkle, Paul Johnson; top row: Roy Smith, Kurt Nistler, John Gorman, Steve
Bosley, Allan Hodges. Bill Olds: Howard's owner of P.J. the Bull, Dan Smith:
Contemplated studying. 3rd Howard, bottom row: Jody Christensen, Lindsey Fine,
St.icy Chamberlain, Lisa Tabbut, Stephanie Thompson, Leslie Arbuthnott, Nadine
Ruwland; middle row: Laura Rardin, Barbara Masterson, Nancy Menill, Sara
Rothert, Becky MeKown; top row: Jani Davis, Karen Bennett, Shelley Wood, Caty
Coleman, Jenny Frei, Alisa Cross, Sue Bonebrake, Curi Hamilton, Margaret
fJhlstrom. The true meaning of 1st Howard. Isl Howard, bottom row: Dan Smith;
m,J_dle row: Mike Guay, Brad Gerber, Matt Gray, Steve Bergh, Steve Burkharett,
J•ck Hannigan; top row: Anthony Hernandez, Ouda Allasan, David Granucci, Mike
Llwler (Sukiyaki the Cat), Britt Muhlig (Obadiah the Cat), John Majarian, Justin
Bridges, Roger Wiewel, Kris Lingelser, Matt Boyd.
15] 52 Continued from page 151-
Though many of the reasons for living in Platt-Howard were the
same, each floor had its own distinct personality and character.
Howard was popular for its rooms with separate sleeping and
living areas. The Bombshelter was the land-of-no-sun, with its
nortnern exposure. but that didn't keep them, as the home-base of
Sigma Phi Epsilon, from "throwing the best parties on campus."
First Howard, known affectionately as "The Ghetto," usually
lived in the tradition and condition of their nickname, and it was
assumed that it wouldn't have been that way if they didn't like it.
Second noor Howard was an outgoing, energetic group of women.
They got along well and organized many activities, including their
"Friend and Infatuation Party" that went out with the lights during
the fall wind storm. Third floor was a floor of independent women
who enjoyed outrageous good times when they weren't hitting the
books. They were reported by a Platt resident to "smell better than
most floors."
First floor Platt West, best known as "The Pit," was characterized
by Grampa's dragons and "Fall into the Pit" parties. Rick Ludeman,
the R.A., said, "We like to lie on beer-soaked floors and emulate
alligators." Second floor West women (and Mark, their token male)
were firm believers in four-letter words and didn't mind
embarrassing themselves in public. Said one loyal floor member,
"What can you say about a floor whose R.A. puts frosting on her
eyes every time she sees a cake7" Third floor, sometimes called the
Executive Suite, had the best view on campus. Maybe when they're
Continued on page 155-
Clockwise from top right: 2nd Platt East: bottom row: Lynne Gallager, hckle Jouret,
Beth Gust, Michelle Blinn, Tina Mack, Sharon Cheong; middle row: Val Guglielmi,
Kathi Locke, Karen Newell; top row: Patty Wallauer, Karen Macha, Patty Tucker,
Dina Schouten, Amy King, Fred Moore; 1st Platt East: bottom row: Chris Vincent,
Scott Dickerson, Tony Hauck, David Hoffman, Naray;m Kaimal; middle row: Bill
Pollard, Brad Mayerle, Al Palmer, Stuart MacPhearson, Kevin O'Neil, Carlson
Klapthor, Peter-Tolin Baker; top row: Will Howard, Joe Erbin, Mark Peterson; Al
Palmer reached for greater depths of knowledge; 3rd Platt East: bottom row: Scott
Johnson, Kenan O'Reilly, Tim Calvert, Marc Mieher, Tom Dougherty; top row:
Charles Bingham, Walt Witschard, Silas Cook, Ki Kim, Eric Engstrom, Joe Dinmore;
Carlson Klapthor tried not to distract himself from his studies; Sheila Dentel
cautiously peered out of the bathroom.
15. 154 ~ i !J ~
Continued from page 152-
39, these girls will no longer be waiting for their 9:56 p.m.
First floor Platt East was inhabited by strange and unusual
beings, including a bird named Gerome, someone with a grudge
against doors, walls, and windows, players of a perpetual game of
Risk, and no dogs. The only womens' floor in the wing, Second
East came alive at night and was said to be loud at all the wrong
hours. Third East was known as the floor where nothing went on.
"You can actually study there," said one floor member.
The year was a busy and productive one for the Dorm Council.
Decisions were made about the noise policy, pet policy, party
policy, vending and video machines, and activity procedures. Ruth
Bohan, dorm Vice-President, said she was pleased with the dorm's
self-governance. "More people were concerned this year, and if they
weren't informed through the Platt-Howard Informer, it was their
own fault," said Bohan.
Dorm Council provided funds for activities that were put on by
the individual floors. A dorm study break was held every
Wednesday night. Every few weeks, a floor sponsored a major
dorm-wide activity. Third West's "What will you be when you're
397" dance was a big success. A slumber party in the main lounge
featured movies, pajamas, and smores. On Valentine's Day, Third
Howard organized dorm-wide secret Valentine Pals.
If there wasn't something else going on, there was always the
Plattform. Improvements in decore and food and the occasional
entertainment provided relaxed and delicious nightlife for everyone
on campus, seven nights a week. 4"
Clockwise from left: Steve Sheldon was smokin' through the books. Tacey Pritchard
left instructions for the friendly neighbor to do her laundry. Gavin Tripp was star
gazing. 1st Platt West "The Pit", bottom row: Gavin Tripp, Frank Valdez; top row:
Jim Wilcox, Scott Condon, Dave Thompson, Rick Ludeman, Todd Nissen, Masahiro
Kawazuchi, Stephen Sheldon, Jimmy Corr. 3rd Platt West, bottom row: Sarah Gray,
Kelley Murphy, Kristin Gallager, Jennifer Young, Kathy Scannell, Nancy Newman;
top row: Sarah Upchurch, Cassie Lynes, Karen Choo, Barbara Crocker, Ruth Bohan,
Tacey Pritshard, Karla Fischer, Julie Christianson; 2nd Platt West, bottom row:
Kelly Moher, Denise Lopez, Mary Roberge, Jacky Logan, Gale Backer, middle row:
Susan Stern, Terri Horst, Miriam Cahn, Jennifer Stever, Mary Jo Schimelpfenig,
Karen Rasmussen, Amy Hilmanowski; top row: Naoko Kidawara, Allison Bain,
Allison Navven, Susan Turasz and Marian McDonagh were calculating the male­
female ratio at LC. -' •
--
15! :s6 Heaven for
others: life some, hell for
• In
C opeland Hall, the second
largest residence hall at Lewis
& Clark, was situated in the
southwest corner of the
campus. Housing 250 students
in six inner-connected wings,
Copeland appealed to a diverse group of
people. From seniors to a large
concentration of freshmen, Copeland
responded to its reputation of being the
"wildest dorm on campus." One resident
attributed this description to the "freedom
overdose" freshmen were experiencing.
Others simply enjoyed the combination of
Copeland fun with academia.
"The most extensively co-ed dorm on
campus," Copeland attracted many students
who wanted to live in a family-type
atmosphere. "It gives students a more
realistic view of life," claimed students who
lived on co-ed floors. Living on a co-ed
floor provided students with a greater
opportunity to meet people of the opposite
Clockwise from upper left: Cat Beeston's aim is
education; A-40, top row: Soren Salomonse.n, Michelle
Merion, John Sager, David Carey, Tim Matheson,
Steve Damrau, Mojgan Rostamian, Daniel Korte;
bottom row: Bryon Monohan, Cat Beeston, Meg
Gold~rg, Yuko Torimnu, Liz Grant; A-30, top row:
James Broude, Bob Towne, fariba Rostamian, Leslie Copeland
sex in a very relaxed social setting.
For some, quad life was heaven; for others
it wasn't. Often one roommate was difficult
enough to get used to, but three roommates
could be a definite nuisance. Never a dorm
to inspire conformity, Copeland was the
only one with six-person living quarters,
one on A-20, and the other on E-20. Greg
Martin, a Freshman who lived in the E-20
"six pack" felt that his room was the "best
damn room in the whole school!" Mark
Cotton and Tom Frost added to their room
two lofts, a couch swing, bar and panelling
on the walls. Said Cotton, "The hot tub
wouldn't fit."
Whether it be a six-man, quad, double or
a single, creativity was prevalent in the
students' rooms. From lofts to mattresses on
the floor, Indian tapestries and posters,
stereos and clock radios, Copeland rooms
were transformed from "jail cell" living
units to domiciles of individuality, comfort
and a place to call home. ~
Harrington, Gen Sakamoto; bottom row: Dorothy
Heslop, Wendy Robinson, Katsuhiko Nakano,
Benjamin Caushaj; A-20, top row: Erica Mathonnet,
Michel Rosenthal, Kathy Coghill, Amy Lesser, bottom
row: Julie Secor, Suzje Brown, Angje Bass, Wendy
Roloson, Joan Carlton; Bryon Monohan got ready for
a date; Ben Caushaj, crashed.
157 58 Coping with diversity, a
Copeland team of leaders
C opeland residents found that the
best way to organize a diverse
gathering of people was through
a Dorm Council, J-Board,
Senators and an RA system.
Dorm Council President, Bryon
Monohon, felt the Dorm Council was a "very
flexible, free-wheeling operation." Monohon
conducted open meetings every Thursday
evening in the main lounge. Although
meetings sparked ideas and plans for
activities such as the formal all dorm dinner
fall term, floor-sponsored all dorm study
breaks, and the annual Copeland Olympics
in the spring, these meetings were plagued
with poor attendance, and often became an
unstructured, chaotic hour.
Copeland's representatives to the Lewis &
Clark Senate were indicative of the
everchanging dorm. Representatives fall term
were Chris Dahle, Steve Fisher, and Paul
Jorgensen. Only Jorgensen continued his
position winter and spring, the other spots
were filled by Mark Cotton and Erickson
Shirley.
One of the most informative and
Clockwise from right: B-30, top row: Bob Emerson, Mat­
thew Mukhwana, Kevin Egan; bottom row: Terry Silber­
man, Steve Hopkins, Bonnie McAnnis; Kim Minckler hur­
ried to make her 8 o'clock class; Bob Emerson spent time
studying; Matthew Mukhwana listened to tunes; 8-20, top representative systems in Copeland occured
through the RAs. RAs were often the liason
between floor life and the world outside.
Caught within a myriad of academic and
social adventures, students tended to forget
that life did exist beyond the confines of the
cubicle affectionately dubbed "home." The
RAs, one for each floor, met with one
another to discuss both good and bad
situations on their floors, and to gather
information to be passed on to floormates.
Described by some to be very helpful and
lots of fun, RAs were also "over-protective"
or "never around." According to one
Copeland Freshman, "I like him as a person,
but I think he's a poor RA" Marc
Gianneschi, RA on D-40, saw the RA as a
"facilitator" to point out guidelines, not a
"den mother." He was disturbed by the
attitude that the "quality of life in Copeland"
was not what it should be. "We live in a big
dorm. You can't stereotype 250 people,"
stated Sarah Gilbert, RA on E-20; "students,
especially freshmen, tend to view the RA as
superhuman."
Continued on page 161-
row: Susan Hamilton, Jim Beiltty, Rob Mauhcimer· bottom
row: Gigi Munson, John FreJd, Mary Grant; 8-40, ;op row:
Kim Minckler, Eric Wright; bollom row: Greg Baer, Mi­
chelle Bagley.
155 Continued from page 158-
"If you didn't have something planned
every weekend, that everyone liked, you
were seen as apathetic." Sarah felt many
times her floormates did not distinguish
R.A. from the Lewis & Clark student. "I
was the R.A., almighty problem-solver, not
just another floor member."
Copeland's other resource was the
Resident Director. During Spring of 1981,
Andy Krakauer was chosen to fill the
position vacated by Tina Buettel. Graduated
from Massachusetts' Williams College just
two years ago, Andy came to Lewis & Oark
last year to coach football and skiing. Still
coaching, Andy felt that coaching combined
with the job of being R.D. was a perfect
balance.
"I lived in the largest, wildest dorm in
college ... so ... I was prepared for the
worst," stated Krakauer. Although the dorm
was non-conformist in nature, Andy felt
that Copeland was not really as bad as some
had portrayed it. His single biggest
Clockwise from bottom right: C-20, lop row: Kevin
McKay, Dr. Rock Finseth, Chris Nied, Robert Ely, Jim
Schweinfurth, Scoll Johnson, Toru Takikawa; bottom
row: Gene Youngblood. Bill Pruill, R. Keller Liros,
Dan Carte, Andrew Casimino, Bill Bessolo; C-50, lop
row: Kristi Spiering, Elizabeth E.islmJn, Jeri Mitchell,
Lauren Jones, Naomi Ohashi, Suzy Karpowicz; bottom
row: Michael Henry, John Sakas, Timmy Hir.mo;
Mary Matz talked on the phone; C-40, lop row: Todd disappointment was with the number of
people who "did not have a very good idea
of when was the right time to do things."
Andy claimed that, "People tend to party
too much without taking into account other
people."
As RD, Andy helped students work out
their problems, whether they were personal,
academic, or just dealing with the noise of
late-night partiers. He said he had a "great
time," and hoped to be back next year.
Andy liked being around people and,
although there was relatively little privacy,
Andy liked to leave his door ajar because
people invariably would drop by. Andy and
his faithful companion, T.D., were very
pleased with Copeland and its diversity.
"The people who live here longer than one
year really like it," said Krakauer, "they are
very independent." Andy liked this quality
in the dorm and declared that Copeland
kept him "busy, happy and havin' a good
time!" tit'"
Swanson, Jean McE.ichron, Bonnie Bud, Tom Fitch,
Bob Barbagelata, Carrell Maas; bottom row: Gideon
Rosenblatt, Elizabeth Winzeler, Collin van Uchelen,
Linda Peckham, Akiko Matsuki; C-30, top row: Donna
Bosworth, Betsi Roach, Sara Worsham, Alisa Eicher,
Bonnie Anderson, Andree DeVine; bottom row: Liz
Lustia, Patty Wheelbarger, Jennie Huntley; Bill Pruill
expressed his musical talents on the flute.
161 162 Black Wednesday and
the Rusty Nail break
C opeland was well known for
its reputation as a "party
dorm." Although long hours of
study and "all-nighters" were
indicative of Copeland
residents, Copeland sure knew
how to throw a party! A tradition this year
was C-20's "Black Wednesday." Every
Wednesday, promptly upon arrival of the
keg, the' mid-week release commenced.
Hard-core regulars kept the tradition alive
throughout the term's entirety, while
occasional partiers found "Black
Wednesday" to be an "interesting
experience." F-30's "Dack Parties" were a
fruit-flavored institution. Offering a break
from beer boredom, the parties peaked
Winter term with a "Toga Dack" and the
unveiling of a "Pink Floyd" wall. Countless
other parties were held within the hallowed
halls of Copeland; from all-wing and "screw
your roommate" parties, to individual
spontaneous happenings.
Clockwise from upper left: Erick Shirley and his idol;
"Chip" studied hard for mid-terms; D-20, lop row:
Rick Mustafa, Rick Mustafa, Charlie Mustafa, P. King
Mustafa, Monty Mustafa, Substitute Mustafa, Mike
Mustafa; bottom row: Bob Mustafa, Rick Mustafa,
Grantly Mustafa; D-30, top row: Jackie Miller, Anna If Copeland residents could't keep busy
enough, the Rusty Nail, located in the
basement below the main lounge, provided
food and a whole lot more. Managed fall
term by Sophomores Cathy Siegel and
Karen Ettlinger, and winter and spring
terms by Cathy Siegel, the Nail was open
for the first time since mid-winter last year.
The Nail offered a variety of deli
sandwiches, bagels, nachos, candy and soft
drinks for a late dinner or a perfect study
break. It was a place to study, relax to live
music, or to get wired on video games. The
Rusty Nail also served as a party hall.
Many students, from all over campus,
rented the restaurant for private parties. The
Rusty Nail also sponsored a fe,-v of their
own, such as the Halloween Party, and
Dance nights. Bridgette Kelly, a Copeland
freshman concluded, "the people at the
Rusty Nail are friendly and provide a warm
atmosphere for a much needed escape.""
George, Jane Scheffer, Justine Mlani, Nancy Smith;
bottom row: Sue Fredericks, Lyz Crispel; Sue Fredericks
loved letters from home; 0-40, top row: Jim
Schweinfurth, Richard Hartley, Jeffrey Melville;
bottom row: Bill Dippolito, Marc Gianneschi, Loren
Masuoka, Jay Livran.
163 164 Are you ready for
an interior face-lift?
C opeland is the next dorm to receive an
interior "face-lift". Through the
combined creative ideas of Copeland
Refurbishing Committee, Dorm Council,
RD Andy Krakauer, and Residence Halls
Director Denise Thompson, plans for the
interior refurnishing of Copeland formed during
spring.
For the past three Jears a portion of the students'
room rent was place into a refurbishing fund for
the dorm. That, combined with other "allotted
monies," created a budget of at least $50,000 dollars
for the project. The consensus of Copeland residents
as well as visitors to the dorm was that the
refurbishing of the dorm was a necessity.
Clockwise from top left: Mary Brunette just out with a hot batch;
E-20, back row: Steve Peterson, Frank Grote, Dave Hardwick,
middle row: David Brown, Sarah Gilbert, Brenda Winckler, Loree
Benson, front row: Kyle Kajigiro, Brian McClenahan, Matt
Perrott, Greg Martin; E-40, back row: Cathy Siegel, Claudia
Johnson, Lousie Castenschoild, Scott Drake and Wendy Hall, front
row: Karen Ettlinger, Michael Higgins, Mark Cotton, Bridgette Commented Junior Mary Beth Harris, "this should
be Copeland's first priority. Special attention should
be focused on floor lounges. Several residents felt a
major factor in helping them decide whether or not
to return to Copeland next year, was the dorm's
refurnishing. Stated Junior Susie Shelton, "After it is
refurbished I won't feel as though I am living in a
slum anymore."
This will be the first time the dorm has been
refurnished since the building's completion in 1963.
The Refurbishing Project, commencing after the end
of Spring term and concluding before Fall term of
1982, planned to include redecorating the main
lounge, floor lounges, and the. basement lounge near
the Rusty Nail.
Kelly, Tom Frost and Nancy Batten; Kelley Holtman visited with
a friend; Lorrie Bensen looked at her homework; E-30, back row:
Connie Grate, Lisa Dahlen, Spam Hoelzle, Kim Miller, Suzje
Shelton, Laura Cooley, Jean Hannum, Mary Brunette; middle row:
Cheryl Painter, MB Harris; front row: Nani Waddoups, Wendy
Wright, Connie Kling; E-JO's sign warned, "watch out!" 66 Noise and vandalism
plague Copeland
C opeland had its advantages. It
housed a great diversity of
students who were offered
short floors with fairlv
spacious rooms and a·
kitchenette on each, and the
choice of either a single sex or co-ed floor.
Copeland's location also rresented its
residents with a beautifu view overlooking
downtown Portland. Unfortunately, these
benefits could not screen the drawbacks of
life in Copeland.
During the year, the two main problems
Clockwise from bottom right: F-40, back row: Dave
Seigel, Barbara Kirk, Altusushi Matsumoto, Sue Zega,
Kevin Mesch, Ken Blum; front row: Nozomi Vens,
Kevin Winston, Paula Ousley, Sharron Monohon, Tom
Fiene; F-50, back row: George Blake, John Guistlna,
Tom Wictor, Peter Hall, Kevin Campbell, David
O'Donoghue; front row: Joe Cady, Mark Enderle, Will
Tolan, Robert Johnston, Dave Schubert; Scoll Drake
.attempted to show his craftsmanship; Claudia Johnson
w;is caught sleeping in the halls; F-20, back row: Sam were noise and vandalism. As no noise
policy was actively enforced, stereos could
often be heard, and sometimes felt, at 2 a.m.
The construction of "echo chamber"
stairwells also served to increase unwanted
sound. Vandalism was, unfortunately, not
unknown to Copeland residents. Broken
windows or a released fire extinguisher were
expected occasionally. However, a rash of
thefts Winter term, including $540 stolen
from a room on C-20 and two burglaries
into The Rusty Nail, emphasized the
seriousness of the problem. '°
Healy, Peter Larsen; front row: Melissa Feldman, Nina
Kent, Nader Rassouli, Heather Harnischfeger, Spencer
Gerwin; Greg Marlin, Brian McClenahan, and Kyle
Kajihiro relaxed in their dorm room; F-30, back row:
Greg Frye, Terry Outcalt, Munchkin, Frank Dieter
Aide; middle: Herman Eaves, Paul Jorgensen, Kevin
Wilkerson, Dave Lingua, Denis Brasfield; front row:
Chris Kades, Clayton Shaw, David Troller, David
Enggass; Chris Edison . !68 Off-campus living could be a
dream but then it can be reality
I t's a typical winter morning in Portland,
with the sort of misty, drippy weather that
makes you feel like your best bet would be
to re-set your alarm for spring.
But my radio spitefully drones "Morning
Has Broken" into my ear, and I know I
can't indulge in wishful thinking. I have to get up,
though the thought of my eight o'clock class makes
me want to pull the warm blankets over my ears
and go back to sleep.
But, I desperately remind myself, the joys of off­
campus life: like not having to wear shoes into the
bathroom, knowing that what I left in the
refrigerator last night will still be there in the
morning, answering the phone for three, not
thirteen, other people, snuggling my toes clear
down to the very end of my bed and feeling, not
crinkly cold plastic, but warm fitted sheets! It's not
Counter clockwise from upper right; Becky Nielsen relaxed with
her Siame.e c.il; strumming up some music w.is Richard Melling,
Yumi Sera, and Aysha Acar; Marsha Hanchron and Chuck
Greenwood wanted to pose with their pets; Allison Newman; working. All these simple delights seem
insignificant next to that dreary, dark, crack-of­
dawn trek. At any rate, I can't waste any more of
my precisely allotted minutes. I sternly remind
myself that "every missed class session is a missed
test question" and set out to brave the elements.
I'm in class early. My mind, which I just recently
thought was in/ermanent hibernation. is refreshed
by the walk an prepared to give the lecture a
fighting chance. I recognize myself from a former
life, that of an on-campus student, in several of my
neighbors: shirts buttoned a little funny, or
zippered into jackets, shoelaces untied and muddy,
cheeks creased with sheet patterns, pink and droopy
eyelids. Ah, I say to myself complacently, the joys
of off-campus life! "
Allison Newman
Robert Dilillo sat in front of his fireplace; Kurt Christensen,
Todd Hoitsma, Chris Richards, and Paul Todd looked ready for .i
weekend of fun.
16 70 Freedom and
privacy found
off the hill
L EWIS AND CLARK COLLEGE SURVEY
. #1,203,547
1) Do you enjoy SAGA food?
2) Do you enj· oy answering the phone for 15
other peop e7
3) Do you enjoy talking on the phone in a cubicle?
4) Do you enjoy taking a shower in a stall?
5) Do you enjoy living in a cubicle?
Key: If you answered yes to each question, you are
probably crazy, living on campus, or both!
If you answered no to each question, then the off­
campus life is for you!
I was hesitant about moving off-campus at first. "Will I
still see all my friends as often as I do now? Am I going to
miss out on doing things with my friends? And worst of
all, are all my friends going to forget me?" The answers
were no, No, and NO! Naturally I don't see my friends as
often, but one thing that makes up for this is the quality of
the time I do spend with them. This may sound pretty
corny, but it's the truth. It's amazing what a friend and I
can get said and done over a cup of coffee in the Trailroom.
An, the Trailroom, Home of Commuters, Foreign
Students, and Clove Cigarette Smokers! A table at
lunchtime is a precious commodity and knowing someone
at a table always helps to assure you a place to sit, provided
you can find a chair that is unoccupied. Time in-between
my classes is usually spent in the Trailroom, with a cup of
coffee and the intention of doing some studying. The key
word here is, of course, intention. After five minutes of
studying, I usually look around, doing my imitation of a
lighthouse, searching for a friend, any friend, who can save
me from doing my assignment which is due next period.
Beyond the Trailroom, off-campus living, to me, means
never having to ask someone upstairs or downstairs to turn
down their stereo at 3 o'clock in the morning, and it also
means being the one who decides when and what I am
going to eat. Other niceties are having your own bathroom,
no stalls, no waiting, and knowing that when the phone
rings, there is a good chance it is for you. Speaking of the
phone, it is really nice to be able to walk around, sit in a
comfortable chair, cook, or whatever while talking on the
phone. Freedom from the cubicle forever!
"What else is nice about living off-campus," you ask?
Well, going to sleep and getting up when I want is very,
very nice. What makes it even better is not being awakened
by people running up and down that hall screaming!
I guess what off-campus living boils down to is simply
this: freedom and privacy. Of course there are the bills that
have to be paid, the grocery shopping and the cooking to
do, but the price is small compared to the gain I have
made. And yes, I still have friends. Some things never
change, and I hope they never will!! 4"
Anita M. Dalmar
Clockwise from upper right: At home in SW Portland were Chris Chabre,
Ann Ronda, Laurie Hubard and Sara Seibert; Dan Sager enjoyed the
sunny weather; Mike McKenzie grabbed a moment to play a couple songs;
bird watching was Bob Henry, Greg Knapp, Betsy Bailey, Rob Tossberg,
Peggy O'Neill, Cindy Krause, Chris Tossberg, and absent was Nancy
Pearen; Karen Strazza loved her Dino, but not Elizabeth Halliburton;
John Rowles and John Schnelder stepped out for a Spring Garden View.
171 72 Don't let the mold get
you off-campus
F inally, we've reached that magic
point in time when everyone is
in agreement. We've known it
for years. The school states we
are of age and, however
reluctantly, our parents admit
that we are mature and responsible enough
to move off campus, manage our own
money, and determine our own bedtimes.
If mom and dad could see us now, they
would realize those monthly care packages
they quit sending the day we moved out
on our own are the difference between life
rnd death. As it is now, by midterm we
are eating purely by the grace of "cash
dividends" and return bottles. Besides,
generic cookies just can't take the place of
homemade.
You never realize how many friends you
have until you live off-campus. Don't get
us wrong. We love visitors, but we've
become a little suspicious of the sincerity
of these visits, when they conveniently
!>tart dropping in around 6:00. At first we
thought this was just coincidental, but the
growing stomachs and little comments
Clockwise rrom right: Gabriel Ez.eukwu pause<!
outside his home; Miko Kobayashi posed with her
ut; Tomohilo Shinoda posed for the camera; Richard
Wuner appe;ued relaxed in his home; Laurie Dizney, like, "Gee somethin~ smells good", or
"gosh I'm famished', led us to skepticism.
However, we never need to worry about
people over-staying their welcomes. I guess
non-saga food sparks peoples memories
because directly after dinner everyone has
to hurry away to fullfill and number of
obligations-thank God for paper plates.
One of the major highlights of living
off-campus is the mailbox. Two mailboxes,
twice as much mail, right? After months
and months of observation we can assure
you of the fallacy of that statement,
though we have considered a new study­
two mailboxes, twice as much depression.
Ahh ... the independence of living off­
campus. There is nothing like it. If you'd
like to give it a try, you're welcome to our
place. If the Environmental Protection
Agency doesn't drive us out, due to the
health hazard caused by the terms worth
of garbage in the corner and the dishes in
the sink, then surely the fungus taking
over the bathroom will. "'
Laurie Oizney, Julie Nelson, Dana Plautz,
Patsy Holton -
D.ana Plautz, Patsy Holton and Julie Ne.Ison seemed
content together; Maimoon Mohamad and Aini
Mohd Amin were a happy pair.
173 74 Generic Pears. Try
'em, they're good
0 ff-campus living seems appealing to most students
that come to Lewis and Oark. The on-campus student
looks to off-campus housing as an escape from their
existence, an exjstence which is defined by a four­
walled, rectangular room with fixed desks and heat
that is always there when you need it. To them,
having one's own suburbian abode means not being subjected to
Led Zeppelin vibrating their window-panes while they diligently do
last weeks reading. From the off-campus perspective we'll give it to
you straight. Cooking for yourself is fun and easy, especially when
Top Ramen is five for a dollar at your "one stop shopping center",
Fred Meyer. My favorite is the oriental style. These delectables taste
even better when served on your house's assorted personalized
china.
For some reason unbeknownst to me, Portland homes were
constructed with only one bathroom. This provides for interesting
competition in the morning when the whole house has eight
o'clock classes. For no one wants to wash their hair at night
because it drys funny. However, having one bathroom cuts down
on the water bills, which brings us to another aspect of off-campus
living.
Paying the bills puts responsibility and destiny into your hands.
If you send the checks, you keep your water, heat, lights etc. If not,
P.G.E., N.W. Bell, and many other fun loving companies disappear,
along with their warm and personable letters each month. But the
reminder that it's all in the name of "good credit" gets those checks
sent and bills payed.
In sum, there are positive and negative aspects to both living
situations. When on-campus, you are closer to the bombshelter,
Rusty Nail and class (five minutes lag-time required from bed to
class). When living off-campus you sacrifice convenience for peace­
of-mind. &
Jason Mitchell -
Clockwise from left: Mike Kaupp, Danna Burlingame, Chuck Brecunier, Bill
Kuhnert, Bruce Gallagher, Jason Mitchell, Bob Marley and Hugh Palmer seemed to
be happy living with each other; Chuck Fall , Gideon Hughes and Nancy Kriet
posed in front of their home; Marilen Pool, Alessandra Zorgniotti, Lisa Nappa,
Carole Pecore and Judy Toy appeared content on their porch; Janet Miller and John
Thompson were at home on their front step.
175 176 -
Giving it up can be
worth the extra trouble.
S ix-thirty. The alarm rings. But
your class is at eight. Why not
wait until 7:45 and run to class?
Because I live off campus.
Those of us who live off
campus give up some of these
1 uxuries such as sleeping in, and at the
last minute dashing out the door, maybe
only down a stairway to class. But as
much as is given up, it's been worth the
extra trouble.
I'm an advocate of buses and have been
riding them in Portland for 10 years; they
don't bother me. I make allowances for
travel time. From where I live, though,
good connections only cost about a half
hour ride one way.
Off campus folk live by the clock, or
actually by a tri-met schedule. Escape
times are 3:30, 3:50, and then 4:48. It
makes all the difference in the world if
you were all set to leave on that 3:50 bus,
only to miss it. Many a wasted hour has
been spent in the trailroom between 3:50
and 4:45.
Ah, but once at home, that's where the
difference lies. Peace from school. At home
I don't have to be constantly reminded
that I'm in school.
Come Spring I can enjoy the great
Clockwise from left: Steve Lum and Marcus Nebling
stood in their yard; Mary Roush, Anne Susen,
Mindy Adams and Daisy Magee talked a squire! out
of a tree; Teresa Rosen sal comfortably in her home; outdoors -mowing lawns, planting a
garden (with real food), setting on the
front steps watching the sun set and
stepping in pooch poop left by a
conscientious canine.
SAGA always has something prepared,
or so it did when I lived in Platt, but at
home, a cold stove often waits. How can
you get excited about meatloaf? What's
nice are candlelight dinners with close
friends or friend -events SAGA just
can't match.
But one thing leads to another. I've
known roommates who just didn't
understand a touchy situation. "Well, you
see, she's coming up just for this weekend,
and, well, I uh, thought you wouldn't
mind sleeping in the floor lounge tonight,
I mean lik~, two's company and three's a
crowd ...
While the walls may not be any thicker
than in dorms, rooms are all private
affairs. The beds alternate -heads on the
north or east walls so that the house won't
rock so badly when we have guests.
I guess I'm just at a point where I want
to get away from school -off campus is
the next best thing to graduation. '°
Scott Wolff
Steve and Mary Short ,at on their couch; Heidi
1 IJrvey, CMolyn I !Jglund, Louise Mabel Jnd Craig
Roethler.
177 l78 Does
leaving end
learning?
S eniors have seen this building
almost daily for the past four
years. Odell Manor represents
Lewis and Clark more than any
other structure, and it is the
building that will most likely
come to mind when recalling the campus in
later years.
It is really through the "manor house"
that each of us first entered the college,
each of our names on lists of potential
students kept by the admissions office.
Some of us have spent seemingly endless
hours inside: fighting over money with
financial aid or the business office,
discussing problems with the Dean of
Students, designing a major with the Dean
of Faculty's office, or helping the admissions
staff with volunteer work. The last chore in
the manor was to check with the registrar's
office to see if the credits were right for
graduation.
Is the sum of our education in this
lifetime to be contained in records within
the walls of Odell Manor? Hopefully not.
Although graduation marks the end of
formal education for many students,
education as a lifelong process is something
to be encouraged. Members of the faculty
have attempted to teach the tools of
learning so that we might continue our
education on our own.
What to do with those tools is the
decision faced by seniors as graduation
approaches. There are many more options
than seniors, although the major difficulty
in making a decision is simply finding out
what the options are. Once the initial
trauma of finding a place for oneself in the
world outside LC is over, the educational
process resumes again, for it is important
that intellectual and personal growth not
stop in a world that is changing at an
increasingly rapid pace. &
To lhe le.fl: The center of campus, O'Dell Manor. 30 Ready to shake
up the world
I t's tough. After four years I had hoped that in a blinding
flash of inspiration I would realize what I wanted to do
with the rest of my life. I would have it planned down to
every year of my life and every step taken to reach my
ultimate goal would be carefully and painstakingly
coordinated. As my college years dwindled, however, to one
or two remaining, I readjusted my expectations and began to expect
less from that blinding flash. Now, perhaps, it could just point me
in the general direction of a career.
But the sudden insight has never come to me. I'm ready to leave.
I'm ready to go out and start shaking up the world but I can't
decide how to shake it. To add insult to injury, practicalities are
beginning to impinge upon my dreams and goals. I realize that the
call for earthshakers is very small and I adjust my dreams
accordingly. My friends adjust their dreams also, and inwardly I
~OJ?e that one of us will have the courage to at least attempt to
fulfill their unrealistic expectations.
The people, however, have made it all worthwhile. My friends:
the ones that I have had from the beginning, to those I have made
this term. They give school its excitement, its life and its basic
value. How to say goodbye to them is almost as tough as what to
do after graduation.
There is a paradox I experience. I'm ready to go; I'm ready to
leave, to go out and work. But I don't know if I am ready to leave
the network that has provided me a secure place in which to grow
and learn about life. The friends are the best and strongest part of
school and leaving them in order to search for something unknown
will not be easy. "
Margaret Dunne-
Clockwi5e from above: Seniors Douglas Greene, History, Rober! Taylor,
lnlernational Affairs, Sleven Rayner, Psychology/English, Phill J. Harris,
Psychology/Communicalions, Nari, Humanities; Scott C. Simon, Business, Tim R.
Mullican, Biology, Liura V. Houston, English, Shelley L Scott, Busines ; Craig
Roe1hler, ln1ernational Aff.tin., Adair Llw, English; Ru55ell GllmJn,
Communication; Debbie Thon,J~, B~iness, Darcey Crews, Ari, Jayna Pike, S1udenl
Designed, Wendy Wallin, Busin~; David R. Onash, Theater; Alison Tripp, Student
Designed; Pat-o Shanahan, English, Margarel M. Dunne, Psychology, Nina A.
Bonito, Spanish Lilerature/Education
181 182 What is the reflection going to
look like in the future?
hat is it you are going to remember
most about your four years at Lewis
and Clark College as you browse
through this yearbook in a nostalgic
state of mind? The poor living
conditions in the dorm, the all­
nighters, and your personal traumas will probably
take a back seat to the toga parties, skinny dipping in
the pool at S a.m., crazy punk and new wave parties,
your old friends that you have lost touch with, and
that one special person, maybe a professor or advisor,
that helped you through the rough times.
Your mind's eye will see the stately manor house,
the outdoor pool, the rose gardens and the well kept
grounds. You might start to wonder how much of
your tuition actually went to academics or did most of
Clockwise from left: Seniors, Masa Yamshita, Business; Gayle
Salazar, Communication; Christopher P. Wood, Chemistry; Tyler
Arkless, Chemistry; Wendy Wright, Pre-med, Shafagh Ghiai,
International Affairs, Maryam Feiz, International Affairs, Carmen
Elena Ayala, Psychology; Joani Marshall, Elementary Education, it go to the financial burdens of the administration
and the maintenance crew.
The political scandals and academic changes might
toss around your mind. You might ask yourself what
happened to the lessons of justice and fairplay
espoused in the classroom when you learned about a
professor being appointed department chairman
against the decision of that department's faculty, or
you might wonder why the administration did not
take a stand when a professor was accused of being
involved in a Korean political and financial scandle
and splashed across the pages of Willamette Week.
Whatever your memory lights upon, you will ask
yourself: what was the purpose of your education?
Could you do it all again? Would you do it all again?"
Cynthia Doherty-
SUS3n Kilkenny, Psychology, Mary Guilliams, Business; Jody Carter,
Chemistry, Chauncey Anderson, Chemistry, Ashley Eader,
Sociology, Jim Vaughn, Political Science; Chris Co,c, Chemistry,
Parker Russell, International Affairs, Paulmer Soderberg. Physics;
Pele Raustein, Business.
183 84 It stopped and started and
sometimes derailed
C ollege. Too long and much too
short.
It began like a train starting
out, squeaking a lot at first.
But we warmed up before we
came to the hills and, after
derailing a few times, were able to move on.
The journey was timeless. So much of it
just rushed past our windows, obscuring the
details.
Some of these passing images, however,
remain like snapshots, little prizes tucked
away with our diplomas for remembrance.
Re-animated, they will remind us of the
knowledge, the friendships, and the
happenings. They will recall the extremes
that we were prone to fluctuate
unmercifully between the certainty and the
Oockwise from above: Seniors, Su.z Phillips,
English/Spanish Literature, Gary Ordway, Business;
Sheila Greenlaw, Politic;il Science; David R. fish,
Psychology; Val Kouchi, Health Education, Kalie
Dunn, Psychology, Suzanne Fischer, Communication, doubt, the energy and lethargy, the hope
and despair, emotion and indifference.
The last year was a "too long" and "too
short" culmination manifested in Senior
Syndrome. Rampant confusion was masked
by apparent calm composure. Annoying
questions about post-graduate plans seemed
to peal in the chapel bells, rustle in the
leaves, and reiterate from piles of books and
papers. Meanwhile we did our best to feed
the public misconception that seniors have
their wits about them.
Yet we had, through experience, learned
some previously unk:nown concepts. For
instance, one does not drink coffee to stay
awake, but to twitch in one's sleep. Also,
Continued on page 186 -
Nargess Shadbeh, Economics; Adrienne Inglis, Music;
Patsy Holton, Psychology, Lauri Di2ney, Foreign
Languages; Tim Braun, Music; Tom Haller,
Business/History; Heidi Harvey, Psychology.
185 Continued from page 184 -
libraries are public. Public places have
noise. Noise sends seniors to precarious
positions on hypothetical drop-offs. Thus,
in passing we threw one another concerned
and questioning glances, for sanity was
always tentative among seniors.
Other symptoms of Senior Syndrom were
demonstrated less out of frustration than
bewilderment, even happiness. Often,
questions of dubious significance, i.e. the
spiritual meaning of any given vegetable,
were inspired by the passing of time. It was
all in preparation to move on, to pack up
our toys, to take our theories and data, the
profound nonsense of a few select bathroom
wall witticisms, some keep-in-touches, and a
Clockwise from above: Seniors, Alison Gilham,
Communication; Brian P. Kelly, Music Ed.; Brenda
Nuckton, Music, Valerie Leonard, Student Designed,
Robin Cook, Music, Kelly Harness, Music; Jeffy Ray,
History, Dennis Earnshaw, Business, Stuart Clem,
History, Darryl Wright, Business/Communication; high road.
Eventually, the momentum slowed.
Skeptically we viewed the horizon which we
had previously acknowledged with so much
regard to a backdrop. We asked where did it
all go? ... and why the hell did it take so
long? Grasping tightly the last moments,
we held them at arm's length. All of the
ticking seconds of college collided and
tumbled with the decades, then sorted out
again.
We closed the last textbook with a snap,
walked finally from the library to the beat
of some triumphant tune, unable to recall
the alma mater; took the certificate, shook
the hands, smiled for the pictures, and
turned to challenge the horizon. "
Jayna Pike-
Janna Hinkley, Spanish literature/Business, Barb
Mather, Elementary Education; Annette Mandel,
International Affairs; Tsarra Herrick, Health Ed., Amy
Holm, International Affairs, Sharon Spargo, Business;
Kim Bannister, Communications/fheatre, Adrienne
Schrage, Communkations; Wendy Wallin, Business.
187 188 From L.A. and sun, to Portland
a 'de-lighting' transfer and • rain:
I t never rains in Southern California. Perhaps
never is a bit overstated, but when taken in the
same context as the sun never shines in
Portland ... well you get the point. But,
surprisingly after spending an entire summer
here a few years back (and a relatively dry
summer at that), I actually began to miss the sound, the
smell and the feel of the gentle rain (gentle most of the
time). What gets to me is when it pretends to rain. You
know what I mean ... when the sky stays grey and so
overcast that you can't see any sky, but doesn't actually
disperse any water.
The rain is the only drawback to an otherwise
beautiful city. Sure, the one way streets take a while
getting used to and Malfunction Junction (Barbur and
Seniors clockwise from bottom right: Evan Jaqua, Mathematics, Karen
Jones, Psychology; Wendy Walker, Art; Andrea Sch.iaf, Business,
Sally Dolan, Political Science, Margot Tomich, English, Sandra
Johnson, Psychology; May Fadaak, Communic.itions and Art;
Rebekah Uppinghouse, English; Adam Smith, Natural Science; Terwilliger where you have to go around in circles to
get anywhere) has got to be the most poorly designed
intersection in all of western civilization, and when the
one way arrows (but officer, I was only going one way)
begins to drive me mad, I think of spending hours (not
moving) on the freeways of Los Angeles. Tne smog (in
L.A., you have to fight people for some air and then
you only get a small piece) is one of the things I surely
do not miss.
What I miss, however, is being able to go out at any
hour and not have to search for something to do, and
also to be able to walk into any clothing store and find
straight legged jeans (hint: you won't find them at the
Continued on page 190-
Tammy Thompson, Psychology, Stephanie Robinson, Business and
German, Tory Page, Psychology; Ann Durkee, Communications,
Cynthia Cruche, Chemistry, Julie Swela, English and Foreign
Language.
189 190 Continued from page 189 -
Squire Shop) and also the ability to listen to the radio and hear
songs that you actually don't mind listening to.
What may seem like frivolous luxuries to those who haven't
experienced and grown up with them, let me assure you that while
they may be frivolous indeed, they are not luxuries but rather
necessities to maintain a sanity level anywhere near acceptable
levels in Los Angeles.
What I really do love about Portland is the security (not Vern
and those guys) of Lewis and Clark. The warm understanding of a
good friend's hug on a rainy morning and the reassuring smile of a
prof. when you finally turn in that fairly substantial term paper
that you worked on all night.
The people are what Lewis and Clark is made of and we should
be proud of that ... these people are hard to find, in L.A. or
anywhere else. &
Russell Gilman
Seniors clockwise from above: Seniors, Darlene E. Gaskin, Foreign Languages; Jeri
A. Kinnaman, Business; Douglas Wade, International Affairs; Nari Juanita
Salisbury, Psychology; Maurine Granat, Music Education; Karen Porter, Business
and Adminstrative Studies; Margaret Astrue, Business and Administrative Studies;
Tracii Hickman, Natural Science, Laurence Dolton, Art, Barb Benninghoff, Biology;
Betsy Stambaugh, Art, Debbie Hoggs, Economics; Kim Seater, Communications,
Jason Mitchell, History, Mindy Adams, Spanish, Hugh Palmer, History, Anne
Susen, Art; Linda Wheeler, Business; Paula Sutton, Psychology, Signe Harrang,
Biology.
191 192 Put in time, live in a cell, and
diploma • perhaps receive a
I entered this institution, was given a "cell"
and cellmate. But that's all behind me now
-I've served my time.
M behavior here has been reviewed and
parofe has been granted, after four years. I've
got what they think it takes to make it on
the outside.
Have l been "rehabilitated?" I'm not even sure I
was ever "habilitated." The only practical experience
I have is note taking and writing research papers.
What did I serve my time for? What did I do? I
plea only ignorance. I did time for History. Others
here served for Psychology, for International Affairs,
for Sociology, the list goes on. Better than stampin'
license plates.
Have I learned any lessons because of or in spite
Seniors clockwise from top left: Dana Plautz, Communications;
Dal-soo Kwon, Business and Adminstrative Studies; Byoug Wha
Lee, Chemistry; William T. McGee, Psychology; Anita Dalmar,
French, Greg Cordon, Sharon White, Suze Laurence, past
graduates; Terry Silberman, International Affairs, Peter Gaines, of my ignorance? Yes, I know a little bit about how
the "outside" operates. 1 specialized in History
because it tingled my interest and motivated me.
Others learned lessons in Biology, Psychology or
Music.
When this institution signed for my release, was I
automatically entitled to some future? Hardly. That
paper they handed me only said that I served some
time here, that I endured through their programs.
Sometimes I feel like four years of my life have
been taken from me, while my friends on the outside
married, found jobs, became everything "successful."
I only sat up late in some dark corner, doing forced
labor with Plato, Skinner or Hemmingway.
Continued on page 194 -
Natural Science, Dawn Kellar, Sociology, Jeremy Shibley,
Mathematics, Lori Milstein, Mathematics; Riki! Wootten, Business
and Adminstrative Studies, Keiko Takemoto, International Affairs;
Karen Banta, Biology.
193 194 Continued from page 192 -
I'll probably be colored for life with the title
I've earned from these four years, not to
mention the stigma attached.
And yet, knowing all the work I've done,
sometimes without proper recognition, all the
late nights, I meet people who, after hearing
how I've been spending my life, would gladly
trade places for the "opportunity" to do the
same.
Seniors clockwise from left top: Virginia Wilson,
Foreign Languages; Jay Formick, Psychology; John
Robinson, Health and P.E., Lillie John, Kindergarten;
Sue Flemming, Physics, Ron Entenman, Physics,
Paulmer Soderberg, Physics, Marcus Nebling, Physics, What they don't know is the kind of effect
these four years has on a person. You don't
become someone special or better. I only
have a different, perhaps wider outlook on
everything.
These four years are only the beginning of
my education. I'll "learn" for the rest of my
life, just like everyone else. It's no crime to
have an education. #I('
Scott Wolff-
Scali Drake, Physics, Rich Lane, Physics; Nanette
Madison, Elementary Education; Randy Brenn, Biology,
Terri Sherman, Biology; Oscar Idrovo, BU5iness; Scoll
Wolff, History.
191 196 The end to a
rite of passage
T hey say that time goes by faster as one gets older. It's true.
Rather a disappointing truth. Just as life starts getting really
interesting, it speeds up.
These four years al Lewis and Clark have been so busy that it
would be impossible to recall everything at once. Being here has
taught me to see a positive aspect in everything. A broken wind
shield wiper in a snow storm was a sudden adventure in navigation; the end
of a promising relationship was a chance to give time to things I had
neglected.
There are a lot of memories, Water fights and stolen underwear, back rubs
and frat parties. Even the rough times were valuable. Taunts strengthened my
convictions, embarassment eventually resulted in confidence.
Through everything there was someone to share with. The people here have
been a large part of my education. l couldn't fully appreciate my modest
background until I met people who seemed to have everything, yet respected
nothing. Those who were rude and inconsiderate taught me to be flexible.
Kindness, beauty, talent, and diligence -I saw them in others and looked for
them in myself.
Teetering on the edge of the "real world" is scary. But less so when I think
of what I have learned that will make it easier. I have learned to question
what I don't understand. I have learned skills and concepts that some
employer out there may be looking for.
More than anything, my time at Lewis and Clark has taught me who I am,
what I am, and what I want..:,
Susan Bonebrake-
Clockwise from bottom: Seniors, Jouni Korhonen, Business; Sus;in Eng, Heallh & P.E.; Mineko
Kobayashi, Student Designed Major; Cheri Gilliland, Elementary Education; Brian Beckwith,
International Affairs; Kevin Porter, Student Designed Major; Janet Nelson, Elementary
Education; Alex Olss, Business.
19? 18 The trial and error
test of wings
L eavi"ng this college filled me with great optimism. The
experiences here were most precious as I prepared, not to
enter the outside world, for I never really left it, but
rather to leave the nest where I grew and stretched my
wings for four years. If, as President Gardner stated
periodically throughout my senior year, the faculty was
an aviary of great diversity, then we students were the
intellectual offspring of that avairy preparing to take flight.
When preparing for this flight there was a large degree of
anxiety, as well tnere should nave been, Plummeting to the
ground in a dischevelled heap was not unlikely during the first
few outings with wings largely untested.
My wings were those experiences at LC, technical knowledge
and some critical thinking ability had been gleaned from courses,
combined with elements of a kind of folk wisdom developed
through four years of living and interacting with large numbers
of people. These wings would allow me to soar or to crash,
depending on my ability to balance upon them.
Each student carefully built their own unique set of wings.
Not unlike the products of early pioneers of aviation, some
wings were quite bizarre in appearance while others were
modeled after the tried and proven patterns of their predecessors.
Each person had their own flight plans, and constructed the tools
of flight accordingly. Some were destined to end up in a heap of
rubble; others would allow adequate flight at low altitudes; while
a few would be able to soar to great heights.
Continued on page 200 -
Clockwise from left: Seniors, Valerie King, Business; Blair Campbell, Economics;
Susan Calonge, Sociology; Chris Friday, History; Katherin Walker; Edward
Rounds, History, with Takeshi Ogawa; Cary Ordway, Business; Kathy Lowe,
Communications; Lisa Lowe, Polilic;il Science; Sue Bonebrake, Communications. ----··· -------·
199 WO Continued from page 198 -
As a communications major intrigued by
the intricacies of the print media, I had
been striving to hone writing and editing
skills, develop a critical eye for graphic
design, and become adept in managing
others in the production of publications.
Finishing touches were added by forrays
into art, literature, and philosophy.
Naturally, I had hopes and dreams of
navigating to the thin air inhabited by
independentJ'ublishers. editors-in-chief. art
directors, an the like.
Many of my peers were striving to enter
equally thin air over other fields and
studied in one of the many available majors,
or sought after the custom-made format of
the student designed major. Each added
touches of their own by delving into other
fields of study which seemed to compliment
the major.
Perhaps the most important finishing
touches were developed out of the
classroom, during interaction with others.
Social activities were extremely important to
the college experience, whether obtained
through living in the dorms,
socializing with friends, or by participating
in student organizations. Some people
neglected to develop their social aspect fully,
believing that academics and striving for
long-term professional goals was all
important. Others neglected academia for
immediate social needs. Striking a balance
Clockwise from top: Smiors, Laura Meyer, Psychology;
Ross Darrow, Economics; & Business; Clen Jacobs,
Theatre; Molly Schmiedlng, Health & P.E.; Brian Karl
Hanzel, Natural Science; Carol Landis, Music
Educ.1tion; Ann Anderson, International Affairs; was difficult process, and I often found
myself fluctuating between the two
extremes.
Balancing between social and professional
needs and interests seemed certain to be a
life-long goal, as I had not mastered it at
the time of graduation.
Members of our class would periodically
fall from the nest, left to develop on their
own or perhaps to find another nest more
suited to their needs. Others of our number
would occasionally perch precariously on
the rim, too eager to test undeveloped
wings. Some sustained short falls and
returned to continue their development,
only to fall again, having not yet developed
the caution associated with experience.
Preparing to leave the college nest was
rarely, if ever, accomplished. The
bonds of friendship that evolved during
college lent support during times of real
and imagined crisis. Friends often gave one
another added perspectives to solving
problems or achieving goals that were
invaluable.
Winding one's was through a personal
maze was always more difficult without
advice from outside.
The majority of my peers, the graduating
seniors, should have been optimistic about
leaving. They were well prepared to adapt to
a rapidly changing environment in whatever
field they chose. Many of them were my
Continued on page 202 -
Carmen Ayala, Psychology; Cynthia Austin,
Elementary Education; Susan Kallfelz, Biology &
Psych,; Beverly Norwood, Business; Kim Conyngham,
International Affairs; Brian Sunderland, Business.
20: 202 Continued from page 200 -
friends and helped me through rough spots in my four years, and I
hope that I have done the same for them.
We borrowed money from one another, typed each other's papers,
and played pranks on each other. Most importantly, we learned
from each other. Feelings were perhaps more intense in the no­
holds-barred, sandlot philosophy discussions than in the classroom.
My optimism upon departure stemmed from a large degree of
respect and confidence in my intellectual parents, certain members
of the faculty, and the belief that the wings I had constructed were
sleek and sturdy. While they weren't suited for some kinds of
flight, they appeared to be perfectly suited to my flight plan.
Certainly there were storms ahead and some rough flying, but I
looked forward to such challenges. "
Michael McKenzie -
Clockwise from above: Seniors, Barb Yule, Foreign Language; Marc Messina,
Economic;; Kim Miller, Business; Jim Morgan, Business & Communications; Wendy
Wright, Chemistry; Ashley Lyford, Student Designed Major; Margie Ohlie, Theatre;
Cindy Hills, Communications; Matthew Mukhwana, Business; Rachel Stauffer,
Biology; Ann Newkirk, Religious Studies.
203 204 Dean of Faculty, John
Brown, moving on
H e had an abundance of
energy and he smiled a lot.
He was a personable man
who always seemed willing
to chat. In fifteen years at
Lewis and Clark, John
Brown established a multitude of
friendships, and accomplished many things
as a result of his energy and personality.
In addition to his position as dean of
faculty, Brown served as provost since 1979.
This meant that he communicated with
other vice-presidents daily, and would then
report to the president. Budgets. for
instance, would be refined as much as
possible before a signature was necessary.
The faculty were never reconciled to the
two po~itions. provost and dean of faculty.
being held by one person, said Brown. They
felt the provost position would sap emergy
from the dean. Brown agreed, "The
difference is being a stimulus and being on
top of changes." With a new president, the
provost position became less critical. The
president needed to work closely with the
faculty to get to know them, which left
more time for the dean to deal with faculty
business.
Brown arrived in 1967 as a history
professor, and took an overseas trip to
Ireland. By his Fourth year he was the
assistant dean of faculty and was promoted
to acting dean by his fifth year. Since 1971
he taught just one course, a freshman
seminar. The past ten years were an on­
going challenge, one that he met with a
force that instituted development and action.
Regarding his most noted achievements,
Brown atte!>ts that he worked closely with
others on nearly all counts. He felt strongly,
however, about his individual work, over
the years, in bringing new faculty to
campus. With perhaps four or five
candidates each for over 100 positions,
Brown interviewed each one, and was
responsible for making final appointments
with faculty members. There is no doubt,
said Brown, that Lewis and Clark i!> better
for this.
Another accomplishment was the six­
year-old computer system. Brown saw that
the importance of computer education was
growing all the time. It had been so
successful that there was more demand than
could be met with current facilities. Thirty­
five faculty members used the computers.
and there was demand for a major in the
field.
The basic need for lewis and Clark,
Clockwise from bottom right, the many faces of John
Brown: In 1967 was Dean Brown'!. first year al Lewis
and Clark College. (pictured with Dr. Robert Marlin,
Physics Professor); Dun Brown in his academic robe
.,t the in.1uguration of President Gardner; In 1972 contended Brown, was where the
endowment was concerned. And "money
alone won't do it.'' Within that need for
development was a need to develop
academics to cater to students in the 1980's
such as the computer program. He saw '
computers as a basic literacy, as critical as
writing skills. Women's studies,
relationships between men and women, and
the importance of family in the liberal arts
curriculum are other areas that needed to be
instigated or refined.
Brown spoke highly of the virtues of a
liberal arts education, his "first love." He
said liberal arts colleges make a great
contribution to our pluralistic, democratic
society. The system held a threatened
position, however. He feared the potential
evolution to only huge institutions. all
focusing on trades. "We are a nation of
organizations and communities," said
Brown. He felt that small colleges were
often viewed as consumers of resources, but
the resources that were created were over­
looked. The contribution of liberal arts
education came not only from alumni that
became nationally prominent, but from all
those providing solutions to small
community problems as well. "It is a time
to reassert the legacy of liberal arts." said
Brown.
Irene Hecht, Associate Dean of Faculty,
who had worked with Brown since his
arrival at Lewis and Clark, spoke highly of
his positive energetic attitude. He needed to
be involved in organizing and at the roots
of development and change, said Hecht.
David Savage. Associate Dean of Faculty,
had worked with Brown for ten years, and
felt strongly about their personal and
working relationship. "He devours books,"
said Savage. "it's great working with him,
because I can always borrow a good book."
Brown felt good about the time and
energy that he put into his position He
also felt that, "one should not stay in a
position like this indefinitely." One must
answer the call to move on to new
challenges. For Brown, these challenges
awaited him in the form of the presidency
of Coe College, beginning in the academic
year 1982-83.
Brown felt a strong affiliation here. It
meant home, family and community to him.
Yet he emphasized the need for growth;
"everyone needs fresh new perspectives and
new relationships. There is a rhythm lo
things ... one should not over-stay.""
Brown had completed his first year a• acting Dean of
Faculty; With the recent addition of Provost, Brown
helped .ilong the presidential transition which kept
him at his desk; photo of the then younger Brown.
20: 2.06 Where do they all
go after the hill?
hat happens after graduation? Where do students
go when they finally obtain that long-sought
degree? As the students of Lewis & Clark go out
into the world, they come face to face with the
future for which they have long planned.
Lewis & Clark alumni were interviewed about
how their education influenced them, and what directions their
lives have taken as a result of their years at Lewis & Clark.
Enthusiasm was evident as alumni commented on the diversity of
fields and studies offered by Lewis & Clark. Said one ex-student,
"lewis & Clark attracts exploring, intelligent and hard-working
individuals because college encourages and brings out these
qualities in people." These feelings of enthusiasm for the school
were reflected in the active response of the Board of Alumni, and
the large number of active alumni in general.
Catherin Windus-Martin (1969), the Director of Marketing for the
Oregon Symphony, cited as an example the overseas programs
available through the campus, because "living for a year with a
Japanese family changed her life." Her education here steered her
toward visual arts, then to public relations and arts in general.
These interests afforded her the opportunity to work in
merchandising and publications at Washington D.C.'s Corcoran
Gallery of Art, as well as the Portland Art Museum.
Sharon Nelson, Public Relations Supervisor of Wilsonville
Tektronics also praised the overseas program and the liberal arts
education which made her aware of a variety of sub/'ects. An active
member of the Board of Alumni, she stated that a c ose relationship
is helping keep college and alumni lines open, as well as generating
alumni interest in the college.
The President elect of The Board of Alumni is Harry Godsil, a
sales manager for KGW-TV. He remarked on his enthusiasm over
the new president and "the direction he is taking the college."
Amongst the alumni are those who helped pass along their
learning, Ben Padrow, an alumnus who has been a professor of
speech and communications at Portland State for 17 years, says "a
liberal arts education prepares a person to live in the world, and
enjoy the best." tilt'
Clockwise from top: Alumni Ben Padrow is now a professor of Speech and
Communic.itions at Portland State; Cathrine Windus-Martin, class of 1969, is now
the Director of Marketing for the Oregon Symphony; As a highlight of this year's
Career Fair alumni, such as Harry Codsil, were brought on c;impus to talk with
students about c.ireer opportunities. I
-----
207 208 INDIVIDUALS
Individual choice:
values in conflict
p eople did what they had to do.
Or, rather, people did what
they thought they had to do
given their circumstances.
What separated one student
from another were the choices
they made: political, social, moral, financial,
and educational.
Presented with an amazing array of
statistics, quotes, theories, philosophies,
options, and propaganda, the decision­
making processes of the students minds
were taxed daily. Perhaps at no other time
in their lives did people make so many
decisions over so short a span of time as
when they were college students.
Sharpening those skills of decision­
making was a process which characterized a
liberal arts education at this institution.
Learning to think critically, evaluating the
arguments from many sides of any given
issue, was a challenging experience for the
undergraduate.
Some chose to avoid that challenge,
preferring to make decisions only when
absolutely necessary. Making decisions was
a little scary at times, because every
decision brought with it an implication of
commitment. Some feared being locked in
by those commitments, while others
welcomed the challenge, standing firm in
their convictions, however newly formed
those convictions may have been.
Students were encouraged to learn how to
make decisions, and, perhaps more
importantly, to discern the options available
from which to choose. As it continued to be
difficult to make a decision that was
inherently "right" or "wrong," the
development of a personal set of morals and
ethics was of great importance.
As each person was in the rrocess of
forming his or her own set o values,
conflict was inevitable. No two people
agreed on absolutely everything, and at
times it seemed that nobody could agree
about anything. This conflict often led to
lively debate between individuals adamant about their beliefs. There was a temptation
to believe in being "right" and that others
were "wrong" when discussing or arguing
seemingly vital issues. At other times
arguments and beliefs were hardly
questioned or challenged.
Yet challenging beliefs was essential to
the vitality of the educational community.
Unchallenged, beliefs would have become
stagnant and intellectual growth ceased.
Although beliefs made each person
distinct and separate from others, they also
served to draw people together, to unite
those with similar beliefs to form groups,
and eventually communities. However, those
who agreed in their larger goals often
disagreed as to the details of how those
goals should have been attained.
Disagreements as to details sometimes
served to drive apart those who believed
strongly in similar visions.
It may have been the lack of accord
regarding details that made creating an
atmosphere of community here so difficult.
Although it seems unlikely, it may have
been that the individuals did not share any
larger vision of community. Those who held
strong convictions were often the only ones
heard, and those with strong convictions
often disagreed as to details. This nurtured
healthy academic debate, but also served, at
times, to divide those who might have
worked toward a collective community
vision.
Some chose not to enter the fray. Perhaps
by doing so they may have avoided injury.
Perhaps though, they missed an opportunity
for intellectual or emotional growth. "'
Editors note: the following pages are
reflections of individual thoughts and
perspectives at, and of, lewis and Clark
College. The words are candid, anonymous
quotes horn students. They do not
necessarily reflect the beliefs of the
publication, but rather express student
opinion and the individualism that is
prevalent in this community.
To the right: An individual student walked towud the library at rather late hours in the day. 210 INDIVIDUALS
R egistration is like a shopping market. You go in and
buy your classes. Faculty are just selling their services. There
is no strong sense of relationship between faculty members
and students."
L ack of creativity is not just a phenomena of
Lewis & Clark, but let me suggest that it is a result of a media
generation wherein one needs to be constantly entertained."
Clockwise from top: Sophomores Chris Richards and Scott Cillilan
exchanged information outside of Thaxter Classrooms; Standing for
the National Anthem, Juniors Rick Ludeman, John Schneider and
Senior Mike Moore shared a moment of silence before the football
game against Eastern Oregoo at Griswold Stadium; Senior Kim Conyngham prepared notes outside of Zehntbauer Swimming
Pavillion as Religious Studies Professor Kathleen Mclaughlin
moved to the classrooms; Sophomore Jon Adelstein shaved to music
in his dorm room.
211 212 INDIVIDUALS E
motional strain: that's an individual
choice. You can motivate yourself enough to go crazy. Sure there 1s
always pressure, but not enough to make one suicidal-that's an
individual choice."
I can't believe the variety of friendships I have
made here. I'm really overwhelmed by the number of friends who
have never had to worry about money. I came from a high school
where half the student body was white and the other black. That's
not here."
Clockwise from lefl: Meliculously crealing a perfecl piece of arlwork was
Junior Jim Bradley; Junior JeH Davidson escaped into the sunshine to gel
his reading done; The beauliful campus lawn behind the manor house provided a peaceful atmosphere for rehearsing play lines. Contented with
the surroundings were Sophomores Sara Rolherl, Glenn Fout, Chris Burt,
and Senior Donna Gwinn.
213 214 INDMDUALS I
don't know if I'm an individual
so much as I'm just sort of weird. I came here because if I
went to Berkeley or Colorado University I'd be like one
potatoe chip in a Red Seal Factory. Maybe I'm no more special
than anyone else, but they sure nurture the illusion that I'm
wonderful and different."
R eally when you think about it, Lewis &
Clark has everything. The scale to which it works is not
always strong, but the variety exists."
Clockwi'l4! from upper left: Sophomore Amy Hales; Individuality is
expr~ in the style of architecture on the Manor HoUS4!;
Sophomore Chris Richards reviewed notes on the way to class; Junior Corky Dean pondered over his completed work in Peebles
Art Complex; Special facilities provided handicapped students the
opportunity to take part in many campus activities.
215 INDIVIDUALS
Everyone wants love and to be loved; that's what counts. I
don't think people are inhibited, they resist conformity -
they are forced to fit into a mold. I love the people here. They
all give some love."
T.o many students are sure about getting a job; you'd
think they had 'job' marked on their degree."
Clockwise from the right: Catching up on the latest news was opportunity to spend a peaceful moment together slopped Seniors
Senion Anne Ander$0n and Gregg Moss; Sophomore Bob Julie Ross and Dieter Zander along side the Manor.
Atlwarden captured .i small audience on lower campus; The 218 INDIVIDUALS
M usic sets my mind free. It releases all the
tensions of books. Some people say I play too much.11
A lot of times I fail to live up to the standards my
teachers set. That1s o.k., though learning is my main
reason for being here. Yet, grades don't always reflect
that -I just plug away."
Clockwise from below: freshman Scott Barnes found a
secluded place near Fir Acres Theatre to play his
guilar; Wilh briefcase in one hand and book in the
olher O.ihn Nguyen, from the freshman class, headed
loward Templeton College Center; Janel Miller took a breather and settled down to
absorb an interesting lopic outside the Olin Science Building; Many
sludents were found studying in the afternoon sun outside of
Pamplin Sports Center.
219 INDIVIDUALS
In a lot of ways Lewis & Clark calls for complete
uniformity. If you are willing to forego that, then ifs easy to
do what you want -A lot of it is social; meeting people,
learning about people."
social interaction is important if I'm
going to keep sane in this academic world. I can only study so
much. I like Lewis & Clark."
Clockwise from above: Reflecled in lhe window or lhe Olin Science
lounge was Senior Chauncey Anderson; Is she studying or sleeping
in lhe Physics lab?; Sophomore Tracy Timburg and Senior Kit
Conigan conlemplated the events of their day in Fields Dining Hall; Expressing opinions was alway~ encouraged belween students
and faculty; Whether toge1her or separale, sludies were completed
on the campus lawn.
221 222 INDIVIDUALS
E ducation is an institutional process where
we are all socialized. It is inherent in our structure.
I believe in the pre-deterministic world. Why do
people struggle for free-will?"
L ooking back on the last few years
I've changed dramatically. I really valued those
moments when things didn't go my way."
Clockwise from Right: One favorite sitting sp0t was on
the rock outside the library; Sandy Persad, Senior,
found the library a good place to get her work done; A
window In the Math Center of Albany offered
interesting reflections of the campus; Senior Patty Cody worked in the Registrar's office as a part of lhe
financial aid Work Study program; Transfer student,
John Guerin added interesting dimensions lo the
sculpture in front of the Olin Science Center.
223 e were
all individuals with OUii
own tastes, talents, and
motivations. At times diversity
and opposi tjon seemed to drive
us away from our goals, yet we
learned to respect the opinions
and actions of others, for t
rved to balance our ,_ ... ,JT'II
t