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TMX)N 


Tin*!  "nr*<i 

UNE 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

Lyrasis  Members  and  Sloan  Foundation 


http://www.archive.org/details/talon1979amer 


"No  great  thing  is  created  suddenly, 
any  more  than  a  bunch  of  grapes 
or  a  fig.  If  you  tell  me  that  you 
desire  a  fig,  I  answer  you  that 
there  must  be  time,  let  it  first 
blossom,  then  bear  fruit,  then 
ripen." 
-  Epictetus,  Discourses 


Social 


"Love  is  an  adventure  and 
a  conquest.  It  survives  and 
develops  like  the  universe  itself 
only  by  perpetual  discovery. 
The  only  right  love  is  that 
between  couples  whose 
passion  leads  them  both, 
one  through  the  other,  to  a  higher 
possession  of  their  being." 

Pierre  Teilhard  de  Chardin 


Crackerbox  Palace:  or.  You 

Can  Live  in  a  Dorm  and 

Survive  to  Enjoy  It 

Sitting  in  the  lounge  late  one  night,  you 
begin  to  look  around  you  and  ask  yourself 
why  the  hell  you  are  in  this  place  and  not 
off  campus  in  a  house  with  a  private  room. 
You  think  about  that  blaring  stereo  in  the 
room  next  to  yours,  and  you  wonder  if  that 
madman  next  door  ever  goes  to  sleep  be- 
fore two  in  the  morning.  And  you  think 
about  the  yelling  and  the  strange  noises 
emitting  from  the  room  down  the  hall. 
Then  you  think  about  how  you  waited  last 
Thursday  night  until  1:00  a.m.  for  the  drier 
to  release  your  clothes.  And  even  after  all 
that  time  they  still  weren't  dry.  You  re- 
member how  you  never  did  appreciate 
those  3:00  a.m.  fire  drills  during  exam 
week  or  the  nightly  bomb  threats.  Then 
you  look  at  your  own  room,  which  reminds 
you  of  a  cell  block  in  a  jail,  and  you  won- 
der. "What  am  I  doing  here?" 

But.  then  the  belief  that  there  must  be 
some  good  aspects  of  dorm  life  begins  to 
emerge.  You  think  about  how  —  even 
though  your  roommate  last  year  was  an  es- 
capee from  the  Bronx  Zoo  —  this  year's 
roommate  is  really  all  right.  You  talked  late 
into  the  night  last  week  about  girlfriend/ 
boyfriend  problems  and  how  you  have  this 


shitty  class  with  a  shitty  professor  and  his 
shitty  book  you  have  to  read.  You  may 
even  decide  to  get  up  in  the  middle  of  the 
night  to  play  a  couple  of  games  of 
backgammon. 

And  even  though  the  members  of  your 
floor  almost  never  watch  what  you  want  to 
watch  on  t.v.  in  the  lounge,  the  times  when 
you  can  share  the  celebration  of  a  Yankees 
World  Series  victory  or  a  Redskins  victory 
over  Dallas  make  you  feel  a  little  bit  better, 
and  you  think  maybe  it  isn't  so  bad  not 
having  a  t.v.  in  your  room. 

Friendships  of  this  sort  in  a  dorm  can  be 
strengthened  merely  through  passing  in  the 
hallway  late  at  night  and  returning  those 
tired  smiles  that  say,  "Yes,  I'm  working  on 
my  paper  due  tomorrow  morning,  too." 

You  begin  to  appreciate  the  little  things 
in  life  when  you  live  in  a  dorm.  You  realize 
how  important  your  stereo  is  when  it 
soothes  the  end  of  a  day  that  began  with 
the  Registrar's  telling  you  that  you  don't 
exist,  and  your  professor's  telling  you  a 
thirty  page  paper  is  due  the  following 
week,  and  ended  with  your  R.A.'s  telling 
you  what  you  already  knew,  that  you  are 
no  longer  required  to  leave  the  dorm  when 
there  is  a  bomb  scare,  even  though  you 
never  did  leave  in  the  first  place. 

You  also  appreciate  incidental  music; 
when  you  walk  downstairs  and  listen  to  the 
man  singing  Pete  Seeger  songs  to  the  ac- 
companiment of  his  banjo  in  the  stairwell. 
you  don't  mind  needing  to  use  another 
floor's  laundry  room. 

Despite  your  nights  out  on  the  lounge 
sofa  because  your  roommate  has  better 
uses  for  the  room,  you  also  have  your 
nights  with  the  room  to  yourself  when  your 
roommate  goes  home  for  the  weekend  or 
spends  the  night  in  another  room  on  cam- 
pus with  another  "roommate."  The  only 
thing  you  have  to  worry  about  is  what  you 
are  going  to  say  to  her  parents  if  they  call  in 
the  morning. 

In  a  dorm  you  are  taught  your  economic 
principle  of  allocating  resources  through 
competition  in  the  market  place.  You  com- 
pete for  the  laundry  room,  for  the  lounge 
burners,  for  a  socket  for  your  toaster  oven, 
for  the  television,  and  even  for  the  use  of 
the  hall  phone.  But  you  also  learn  how  to 
begin  and  develop  personal  relationships. 


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You  learn  how  to  live  agreeably  with  peo- 
ple who  do  not  share  your  lifestyle.  You 
appreciate  the  occasional  times  they  might 
let  you  use  their  car  to  go  to  the  A&P,  and 
you  return  the  favor  by  lending  them  your 
typewriter.  It  is  also  a  relief  to  know  there 
is  someone  else  also  pulling  an  all-nighter. 
You  value  the  comraderie,  the  ability  to 
always  find  someone  who  will  play  cards 
or  backgammon  with  you.  You  find  you 
can  live  with  fifty  other  totally  different 
people  and  survive  to  enjoy  it,  at  the  price 
of  listening  to  the  madman  next  door  or 
sharing  the  bathroom  and  showers  with 
strangers  who  lead  lifestyles  you're  not 
quite  sure  about.  Then  again,  there's  the 
challenge  of  dorm  life  you  enjoy  when  you 
occasionally  do  win  and  are  the  first  to  use 
your  favorite  shower  in  the  morning.  Most 
important  to  dorm  life  is  beginning  to  ac- 
cept and  appreciate  that  "home"  is  only  a 
five  minute  walk  from  anywhere  on  cam- 
pus. 

Lynny  Bentley 


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Sink  Your  Teeth  into  a  Big 

Macke  .  .  .  (But  Watch  Out 

for  the  Bones) 

As  my  son  and  I  were  driving  home  from 
the  beach  one  weekend  in  the  year  2000, 
we  began  to  listen  to  the  conversation  issu- 
ing from  the  car  next  to  ours.  The  back-up 
stretched  on  to  the  horizon,  and  we 
weren*t  going  anywhere.  We  needed  some 
diversion,  and  fortunately  it  was  provided. 

"i'm  getting  hungry.  Let's  stop  some- 
where for  dinner,"  suggested  Al.  the  fa- 
ther. 

"Me  too,  dear,"  replied  Jane,  the 
mother.  "Where  do  you  kids  want  to  eat?" 

"Oh.  oh.  let's  go  to  MacDonalds;  there's 


one  coming  up."  said  Ginny.  the  six  year 
old. 

"No,  no,  I  wanna  go  to  Burger  King." 
yelled  Paul,  the  four  year  old. 

But  the  most  mature  one,  Joan,  the  eight 
year  old,  said  that  she  wanted  to  go  to  Ken- 
tucky Fried  Chicken. 

"I  want  to  go  to  the  Four  T's,"  Jane 
said.  "The  food's  good;  the  place  is  clean; 
there's  a  wide  selection;  and  the  prices  are 
right." 

"Hey,  I  got  an  idea,"  Al  was  quick  to 
ejaculate.  "Let's  go  to  Macke." 

At  that  instant  I  could  hear  the  kids  all 
scream  with  delight,  "Yeah,  yeah.  We're 
going  to  Macke." 

The  cars  inched  forward.  I  put  the  car  in 


gear  —  then  took  it  out  again. 

"Yeah,  I  love  to  go  to  Macke.  1  can 
order  anything  I  want;  can't  I,  Daddy, 
can't  1.  can't  I?"  asked  inquisitive  Joan. 

"Macke's  great,"  wailed  Ginny.  waiting 
impatiently  to  get  there. 

Paul  was  the  last  to  respond  —  he  was 
crying.  "But  I  don't  want  to  go  to  Macke.  I 
don't  like  it.  I  wanna  go  to  Burger  King." 

At  that  moment  Father  Al  and  Mother 
Jane  started  singing  their  favorite  song  to 
calm  their  anxious  youngsters:  "Join  the 
Macke  people,  feelin'  free,  feelin'  free. 
Join  the  Macke  family;  Fll  eat  you,  you'll 
eat  me.  All  across  the  Nation  it's  the 
Macke  generation,  feelin'  free,  feelin' 
free." 


I  pulled  off  to  the  side  of  the  road. 
"Macke  —  that  name  rang  a  bell.  I  know  it 
from  somewhere.  But  where?  Ah.  yes, 
Macke  was  that  food  service  at  American 
back  in  my  college  days.  Now  they  have 
restaurants  everywhere." 

"Why  did  we  pull  over?*'  asked  my  son 
Jerry. 

"Oh,  nothing,  nothing,  just  some  pas- 
sing thoughts,"  I  answered. 

"Tell  me.  Daddy,  please  tell  me.  Daddy. 
Are  you  thinking  about  Macke  again?" 

I  had  to  admit  I  was.  "Yes,  son,  I  am. 
but  please  don't  tell,"  I  said. 

"Don't  worry  about  it.  Dad."  my  care- 
free son  replied.  "But  do  tell  me,"  his 
voice  got  softer,  "What  was  Macke  really 


like?" 

"Well,  son,  I'll  tell  you." 

"Daddy,  did  you  like  it?" 

There  was  no  need  to  think  about  that 
question  —  or  answer  it  verbally,  for  that 
matter. 

But  Daddy,  if  you  didn't  like  it,  why  are 
you  still  alive?" 

"I  don't  know.  I  guess  I'm  just  one  of 
the  lucky  ones,"  I  replied,  and  my  mind 
was  filled  with  images  of  myself  and  some 
friends  seated  'round  the  square  table 
feasting  on  the  salad  for  weeks  in  a  row, 
joking  and  laughing  and  picking  the 
browned  pieces  out. 

Arthur  Jacob 


Specialty  Floors:  Shared 
Interests 

For  those  students  who  have  special  in- 
terests and  want  to  live  in  an  atmosphere 
supporting  these  interests,  several  "spe- 
cialty floors"  have  been  established  in  the 
dorms. 

The  Communications  Floor,  fourth  floor 
Anderson  South,  was  founded  in  order  to 
provide  an  opportunity  for  communica- 
tions majors  to  live  together,  study,  and 
converse  in  an  atmosphere  geared  toward 
developing  their  journalistic  talents  and 
broadening  their  sense  of  the  communica- 
tions field. 

The  floor  leadership  attempts  to  arrange 
for  persons  in  the  communications  field  to 
speak  to  the  floor  members,  and  it  has  or- 


ganized tours  of  newspapers'  offices  and 
radio  stations  to  help  its  members  become 
acquainted  with  and  ask  questions  con- 
cerning their  major. 

The  French/Spanish  Floor,  located  on 
seventh  floor  Hughes,  was  created  origi- 
nally as  a  floor  for  French  majors  or  for 
those  interested  in  French  culture.  How- 
ever, the  floor  has  recently  been  opened  to 
students  interested  in  Spanish  culture. 

Through  floor  events  such  as  a  French 
dinner,  a  Spanish  dinner,  French  and  Span- 
ish films,  floor  trips  to  dinner  theaters, 
speakers  and  a  wine  and  cheese  party  for 
the  French  and  Spanish  faculty,  the  stu- 
dents share  a  broadened  knowledge  of  and 
appreciation  for  French  and  Spanish  cul- 
ture. 

A  floor  for  freshpersons  only,  the  Living 


Learning  Center,  South  Terrace  of  Ander- 
son, is  dedicated  to  promoting  together- 
ness. The  students  living  on  this  floor  take 
two  classes  together  in  the  Living  Learning 
Center  itself,  and  they  attend  their  other 
classes  in  the  normal  classroom  atmos- 
phere. 

The  International  Floor,  located  on  sixth 
floor  Letts,  was  created  to  promote  the  in- 
terest of  students  involved  in  international 
affairs.  Foreign  students  and  SIS  majors 
live  on  the  floor  and  take  part  in  such  floor 
activities  as  an  international  brunch,  an 
international  dinner  and  an  international 
dance.  But  the  strongest  force  contributing 
to  the  students'  awareness  of  international 
affairs  is  the  atmosphere  of  the  specialty 
floor  itself. 

Lynny  Bentley 


The  Alpha  Kappa  Alpha  Sorority,  Inc., 

was  founded  January  15,  1908.  on  the  cam- 
pus of  Howard  University,  Washington, 
D.C.  It  is  an  organization  dedicated  to  ser- 
vice to  all  mankind.  Through  leadership 
abilities  and  civic  awareness,  they  have 
pledged  their  support  to  such  organizations 
as  the  NAACP.  the  United  Negro  College 
Fund,  the  Urban  League  and  the  United 
Council  of  Negro  Women. 

The  Lambda  Zeta  chapter  of  AKA  was 
chartered  on  the  campus  of  American  Uni- 
versity February  26,  1977.  Since  then  their 
members  have  worked  unselfishly  to  attain 
their  national  goals.  They  have  also  done 
community  work  for  Howard  University 
Hospital,  Children"s  Hospital,  Clothe- 
athon-for-Kids.  St.  Ann's  Infant  Home,  and 


Greeks 

the  Child  Abuse  and  Neglect  Resource 
Center.  Each  spring  they  look  for  women 
with  leadership  abilities,  civic  awareness  and 
high  scholastic  achievements  to  expand  their 
membership. 

Their  1978-79  officers  were:  Basileus. 
Anti-Basileus.  Epitoleus,  Grammateus, 
Tomioachos,  Anti-Grammateus,  Parlia- 
mentarian Philactor,  Hodegos,  Dean  of 
Pledges,  Joy  Leaf,  Reporter  and  Historian, 
Sheri  DeBoe.  President. 

Alpha  Phi  Fraternity,  Inc.,  Nu  Beta 
chapter,  was  founded  at  The  American 
University  on  May  21,  1977.  The  first  black 
fraternity  ever  founded,  it  is  also  the  first 
black  fraternity  on  the  A.U.  campus.  Four 
men  founded  the  first  chapter  on  Decem- 
ber 4.   1906.  at  Cornell  University.  They 


k 


Alpha  Kappa  Alpha 


Janis  Williams.  Debbie  Ross,  Gerry  Lyons,  Sheri  de- 
Boe,  Dennis  Keeling,  Marsha  Lindsey. 


Delta  Sigma  Theta 

Kneeling  —  Gina  Ferguson,  Rita  Chandler,  Angela 
Gillian.  Evetta  Slerman.  Sitting  —  Rosalind  Harper. 
Gwendolyn  Thomas,  deLevay  Osborne.  Jacqueline 
D.  Wyatt.  Not  Pictured  —  Evita  Slerman.  Ellen 
Leach.  Karol  Smith,  Virginia  Welch.  Marva  Parker. 
Andrea  Dorsey.  Yolanda  Aiken,  Sharman  Monroe. 
Gloria  Ivey. 


Jl IL 


Row  1  (kneeling)  —  Patty  Cox,  Kathy  Ward.  Lisa 
Shimberg.  Mary  Bannister,  Ezzie  Alio,  Valyrie  Laed- 
lein.  Row  2  —  Brenda  Minor.  Kathleen  laMarre.  Car- 


rie Previ.  Kim  Baker.  Holly  Baker.  Peggy  Brown, 
Carol  Luggins.  Not  pictured  —  Barbara  Quick.  Can- 
dice  Thurman,  Beth  Wolk,  Michele  Leifer.  Ava  Ber- 
man.  Candy  Perque,  Abby  Loward.  Biffy  Dillion, 
Laurel  Tobias,  Meg  Ricci.  Audrey  Galex. 


founded  the  fraternity  on  the  basis  of 
scholarship,  community  service  and  broth- 
erhood. Nu  Beta  chapter  has  committed  it- 
self to  community  projects  ranging  from 
fund  raising  for  the  Friendship  House  in 
S.E.  to  sponsoring  a  Halloween  party  for 
kids  to  contributing  to  the  Million  Dollar 
Drive,  which  the  fraternity  sponsored  on 
behalf  of  the  N.A.A.C.P..  National  Urban 
League  and  the  United  Negro  College 
Fund. 

The  fifteen  founders  of  Nu  Beta  chapter 
are  Anthony  Williams,  Joseph  Ferguson. 
Darion  Thomas,  John  Garnett,  Adrian 
(Lucky)  Brevard,  Daniel  Robinson  IV, 
Earl  Jennings,  Benjamin  Bowles,  Robert 
Kelley,  Eddie  Oliver,  Robert  Butts, 
Donald  DeVille,  Mark  Trice,  Michael  Ree- 
ves and  Donald  Edwards.  Our  Chapter 
Advisor  is  Rowland  Martin  of  the  Student 


Activities  and  Special  Services  office. 

Phi  Sigma  Sigma,  the  first  non-sectarian 
sorority  in  the  United  States,  was  founded 
at  Hunter  College  in  1913.  Presently  the 
Beta  Upsilon  chapter  is  active  at  American 
University,  raising  funds  continuously 
throughout  the  year  for  the  Kidney  Foun- 
dation. They  enjoy  a  close  friendship  with 
their  own  sisters  and  also  with  those  of  so- 
rority houses  throughout  the  country,  and 
they  pride  themselves  on  the  diversity  of 
their  sisters. 

On  the  A.U.  campus  Phi  Sigma  Sigma 
sisters  hold  winter  and  spring  formats, 
holiday  parties  and  study  breaks  with  other 
Greeks  on  campus.  During  the  "78-'79 
school  year  they  took  part  in  such  ac- 
tivities as  auctions,  ice  skating  and  pot  luck 
dinners. 

Alpha    Tau    Omega    fraternity    was 


Row  1  —  Donna  Shira,  Jackie  Smith.  Row  2  —  Kathy 
Baisden,  Margie  Stauffer,  Marie  Gladye.  Tina  Eder- 
man.  Maggie  Wolff.  Dawn  Peters. 


Phi  Sigma  Sigma 


Eilene  Litvak,  Robbin  Marks,  Cathy  Grim,  Laurie 
Weiss. 


^*> 


Alpha  Chi  Omega 


founded  at  the  Virginia  Military  Institute, 
Lexington,  Virginia,  in  1865.  It  was  the 
first  fraternity  founded  after  the  Civil  War, 
and  it  is  one  of  the  oldest  social  organiza- 
tions in  the  nation.  The  Epsilon  Iota  chap- 
ter of  Alpha  Tau  Omega  was  founded  on 
January  30,  1943,  here  at  American  Uni- 
versity. The  brotherhood  has,  however, 
been  associated  with  this  campus  since 
1928,  when,  until  1943,  it  was  known  as 
Alpha  Theta  Phi. 

Today  the  Epsilon  Iota  chapter  of  Alpha 
Tau  Omega  is  an  active  and  growing  cam- 
pus organization  of  thirty-one  brothers  and 
pledges.  A.T.O.  has  a  long  history  of 
community  service  here  at  A.U.  The  most 
recent  endeavors  in  the  area  of  social  ser- 
vice have  been  raising  money  for  both  the 


Alpha  Epsilon  Pi 


Eli  Fatterman,  Mark  Polack,  Marc  Duber,  Ronnie 
Dresner,  Joe  Seawell,  Jim  Sitpe.  Rich  Hansler.  Joel 
Feldman,  Bruce  Taub,  Jeff  Newman,  Marshall  Au- 
ron,  Lee  Rawitz,  Lee  Mitterer,  Scott  Richter,  Jim 
Blanstein,  Abe  Lowenstein,  Scott  Hildebrand,  Eric 
Portnoy.  Neil  Rosen.  Doug  Sonetas,  Kent  Roman, 
Don  Deem,  David  Weiner,  Mike  Kirk.  Steve  Ungar, 
Dave  Olafson,  Eric  Feldman.  Rob  Engel,  Mike 
Dresner,  Scott  Becker,  Pete  Vimonen,  Kevin  Rich, 
Jeff  Kahan,  Richard  Skobel,  Art  Maxham,  Brian 
Armstrong,  CD.  Horwitz.  Alan  Lavin.  Rob  Green- 
burg.  Phil  Horowitz,  Keith  Lewis. 


National  Epilepsy  and  Leukemia  Founda- 
tions. Throughout  the  year,  A.T.O.  offered 
several  parties  that  were  open  to  the  entire 
campus  in  addition  to  closed  in-house  par- 
ties. A.T.O.  has  also  kept  active  in  intra- 
mural sports.  While  they  have  not  won 
any  championships  lately,  they  have  ad- 
vanced to  the  semi-finals  and  the  finals  in 
the  areas  of  softball,  bowling  and  basket- 
ball. 

The  A.T.O.  officers  of  the  1978-79  year 
were:  president  —  Randy  Gleit,  vice- 
president  —  Rodger  Petrocelli,  treasurer 
—  Jon  Krongard,  and  secretary  —  Lee 
Potter.  Under  these  officers  the  brother- 
hood has  striven  to  become  a  visible  and 
active  organization  at  American  Universi- 
ty. 


[uuu 


Alpha  Phi  Alpha 


Anthony  Williams,  Donald  DeVille.  Michael  Halbert, 
Joseph  Ferguson,  Benjamin  Bowles,  Daniel  Robinson 
IV,  Edgar  Oliver,  Adrian  Brevard,  Mark  Trice,  Dar- 
ion  Thomas,  Earl  Jennings. 


Daddy's  Back' 


The  Loggins 
Concert 


The  mark  of  a  truly  great  performer  is  his 
ability  to  turn  a  restless,  bored  and  unre- 
sponsive audience  into  cheering  en- 
thusiasts after  just  one  number.  Kenny 
Loggins  is  such  a  performer. 

Appearing  Wednesday,  October  18,  at 
George  Washington  University's  Smith 
Center,  Loggins  displayed  various  styles  of 
music  ranging  from  the  mellow  to  hard 
rock,  all  of  which  won  the  crowd  over. 

He  opened  with  the  title  tune  from  his 
latest  album,  "Nightwatch,"  then  followed 
with  "'Daddy's  Back"  and  a  long  version 
of  "Why  Do  People  Lie?"  His  new  pieces 
have  a  jazzier  sound  than  his  earlier  works, 
but  it  made  little  difference  to  the  crowd. 

Loggins  then  turned  to  mellow  sounds 
with  a  solo  version  of  "You  Don't  Know 
Me."  In  an  effort  to  oblige  and  quiet  the 
shouted  requests,  he  played  his  famed 
"House  at  Pooh  Corner." 


22 


The  rest  of  the  evening  ran  like  a  Kenny 
Loggins  greatest  hits  album.  "Danny's 
Song"  preceded  his  current  single, 
"Whenever  I  Call  You  'Friend'."  which 
sounded  better  than  ever  despite  the  ab- 
sence of  Stevie  Nicks.  At  this  point  the 
crowd  was  on  its  feet  clapping  and  swaying 
to  the  music.  During  "I  Believe  In  Love" 
the  audience  was  urged  to  sing  along.  He 
closed  with  a  20  minute  version  of  "Angry 
Eyes." 

His  lengthy  finale,  however,  did  not  sat- 
isfy the  crowd,  which  cheered  him  back  for 
three  encores,  "Easy  Driver"  from  his 
new  album,  "Vahevala,"  and  finally 
"Celebrate  Me  Home." 

Jay  H.  Handelman 


fa    *£ 


f 


The  A.U.  Tavern:  "Eating  Out 
is  Fun" 

A  last  psychology  class  held  over  wine 
and  munchies.  Catching  a  couple  of  beers 
while  your  computer  program  is  running. 
Relaxing  on  a  study  break.  Getting  rowdy 
after  midterms.  The  juke  box  competing 
with  the  T.V.  Live  bands  on  the  weekends. 
A  freshman  sent  flying  across  the  room  fol- 
lowed by  his  chair.  And  the  food  isn't  bad 
either. 

Lisa  Strongin 


Coffee  House 

A.U.'s  own  Saturday  Night  Live. 

A  grab-bag  of  rock  bands,  jazz  bands, 
poetry  readings,  folk  guitarists.  "Isn't  that 
guy  in  Western  Trad.  How  does  he  have 
time  to  write  songs?"  A  place  in  which  to 
become  friends.  No  cover,  B.Y.O.B. 
Black  tie  optional. 

Lisa  Strongin 


Where  to  Go  When  Your  Dorm 
Walls  Close  in  on  You 

Georgetown.  Exciting  playground  for 
junior  executives  and  dignitaries.  But  what 
about  the  rest  of  us,  who  do  not  own  gold 
charge  plates?  Take  heart!  Georgetown 
can  be  fun  on  student  budgets  too.  It  is  a 
kaleidoscope  of  sights  and  sounds,  many  of 
which  come  free  of  charge.  The  shops  on 
Wisconsin  Avenue  and  M  Street  are  unique 
and  picturesque,  and  while  their  merchan- 
dise may  be  priced  way  out  of  your  range, 
it  doesn't  cost  a  cent  to  look. 

At  Canal  Square  there  are  two  shops  that 
are  especially  fun  to  browse  through.  The 
Tiffany  Tree  features  original  pieces  of  art 
work  in  various  forms  of  bric-a-brac. 
Porcelain  and  pewter  figures,  hand  blown 
glass  and  sculptured  candle  and  one-of-a- 
kind  jewelry  are  just  some  of  the  items  on 
display.  If  you  have  a  passion  for  classic 


children's  toys  or  Christmas  ornaments. 
The  Great  Chase  is  your  paradise.  They 
have  the  finest  array  of  nutcrackers  and 
tree  ornaments  in  the  area.  Follow  a  young 
child  around  the  shop  and  watch  his  eyes 
light  up  among  the  stuffed  animals  and 
hand  puppets.  The  Square  features  other 
shops  and  usually  a  street  musician  or  two 
at  night. 

To  really  appreciate  the  diversity  and 
charm  of  Georgetown,  wander  away  from 
the  main  avenues.  You  will  find  good  and 
inexpensive  restaurants,  a  canal  along 
which  to  stroll,  row,  or  ride  a  bicycle,  and 
off-beat  shops  such  as  the  Bowl  and  Board 
where  everything  is  made  of  wood.  Their 
toys,  dishes,  goblets,  all  have  the  personal 
touch  of  carved  wood.  The  people  are 
friendly  and  there  is  no  pressure  on  brow- 
sers. 

If  you  enjoy  being  touristy,  you  can 
catch  the  view  of  D.C.  from  Key  Bridge  or 


hunt  for  the  steps  used  in  filming  The  Exor- 
cist. If  you  are  a  bit  more  bizarre,  you  can 
stand  near  Riggs  Bank's  golden  dome  and 
tell  the  real  tourists,  "Yes,  this  is  the  Capi- 
tol." 

When  you  have  walked  enough  and  are 
interested  in  food,  your  choice  is  only  li- 
mited by  your  pocketbook  and  your  imagi- 
nation. If  you  are  celebrating  a  paycheck, 
you  can  enjoy  the  good  food  at  the  Publick 
House.  If  not,  Crumpets  is  very  informal 
and  the  desserts  are  spectacular.  Mr. 
Smith's  gives  you  the  option  of  outdoor  di- 
ning in  their  Garden  Room  and  the  best 
daiquiris  in  Georgetown.  The  Cafe  de  Paris 
serves  excellent  potatoes  and  fattening  de- 
sserts twenty-four  hours  a  day.  The  key  is 
to  window  shop  the  menus  in  order  to  de- 
cide where  and  what  you  would  like  to  eat. 

Now  that  you  are  rested  and  refreshed, 
what  about  the  Georgetown  night  spots 
you  have  heard  about?  Unfortunately, 
most  of  them  require  cover  charges  and 
minimums,  but  there  is  one  place  with  no 
cover:  Deja  Vu,  located  around  22nd  and 
M,  not  quite  Georgetown  proper,  but  still 
within  walking  distance.  Proper  dress  is 
necessary  in  this  palatial  maze  of  rooms 
where  you  can  sit  and  sip  your  drink  and, 
when  the  mood  is  right,  make  your  way  to 
the  dance  floor.  The  music  is  mostly  Fifties 
and  the  Pina  Coladas  are  stimulating!  Best 
of  all,  at  the  end  of  a  night  like  this,  you  can 
take  a  taxi  home  and  still  afford  to  do  it 
again  next  week. 

L.  Strongin 


Off  Campus  Living:  The 
Alternative 

It's  early  morning,  a  little  before  eight, 
and  the  dorms  are  slowly  coming  to  life  as 
the  residents  awaken  and  prepare  for  the 
first  of  the  day's  classes.  But  outside  are 
cars  and  buses  coming  up  Massachusetts 
and  Nebraska  Avenues,  up  Foxhall  Road 
and  down  Wisconsin  Avenue  across  West- 
ern Avenue,  bringing  A.U.  students  from 
Arlington  and  Alexandria  in  Virginia,  and 
Rockville  and  Riverdale  in  Maryland,  from 
the  corners  of  Washington  and  its  outlying 
suburbs  to  The  American  University  cam- 
pus, where  they  create  a  constant  flow  of 
in-and-out  traffic  from  the  first  class  at  8:30 
a.m.  until  the  last,  ending  at  10:40  p.m. 

Whether  they  are  area  natives  living  at 
home  or  students  from  other  cities  sharing 
an  apartment,  the  commuters  share  a 
common  sense  of  independence  from  the 
often  cloistered  existence  of  the  on- 
campus  residents.  To  the  commuter,  the 
resources  of  the  city  are  not  something  dis- 
tant and  inaccessible,  as  they  may  be  to 
the  resident  who  treats  the  campus  borders 
as  walls.  The  Kennedy  Center,  local 
museums,  movie  theaters  and  Georgetown 
are,  for  many  commuters,  a  way  of  life  and 


have  become  regular  stops  during  the  day 
on  the  way  to  and  from  school. 

For  the  bus  commuter.  A.U.  becomes 
four  years  of  bus  stops  at  Ward  Circle,  18th 
&  K,  and  Dupont  Circle,  as  well  as  bus 
transfers  and  subway  farecards.  Getting 
from  one  end  of  the  city  to  another  be- 
comes part  of  the  education  of  self- 
sufficiency.  The  commuter  can't  afford  the 
distinction  the  resident  is  prone  to  make 
between  college  life  and  "'the  real  world," 
for  on  the  bus,  subway  and  highways  there 
is  no  such  distinction. 

When  on  campus  though,  the  commuter 
faces  the  problem  of  what  to  do  if  there  is  a 
long  stretch  between  classes,  for  A.U.  is 
not  a  campus  designed  for  the  non- 
resident. The  24-hour  study  lounge  and 
snack  bar  are  fine  for  a  brief  respite,  but 
they  become  monotonous  after  awhile,  and 
the  crowds  get  tiresome  for  the  student 
who  wants  privacy.  The  Batelle-Tompkins 
Library,  with  its  tight  space  and  claus- 
trophobic atmosphere,  is  also  of  little  help. 

For  those  who  live  off  campus,  its  ad- 
vantages far  outweigh  its  problems.  The 
city  becomes  part  of  their  life  and  part  of 
their  education;  its  resources  and  oppor- 
tunities open  before  them. 

Paul  Page 


SAW 

BA 


29 


H   m 


Characteristics  of  college  students  in  the 
past  four  decades  have  reflected  the  chang- 
ing interests  and  values  within  American 
society.  K.  Patricia  Cross  (1968)  refers  to 
the  campus  scene  of  the  1930's  as  "coping 
with  the  enthusiastic  cause-chasers."  The 
veterans  of  the  late  1940's  brought  new  ac- 
ademic competition  and  seriousness  to 
campuses.  In  the  1960's,  the  protestors  and 
activists  amused,  angered  and  mostly  baf- 
fled and  bewildered  the  American  people. 
This  vocal  group  provided  a  startling  con- 
trast to  the  silent  generation  of  the  1950's. 
The  American  college  student  popula- 
tion of  the  1970's  represents  still  another 
fundamental  change.  Higher  education  no 
longer  attracts  only  the  bright  child  of  lib- 
eral, affluent,  college-educated  parents.  As 
the  goal  of  universal  opportunity  to  attend 
college  becomes  more  of  a  reality  in  the 
United  States,  the  new  student  of  the  70's 
necessarily  comes  from  the  second  and 
third  quartiles  in  academic  ability  and  the 
lower  socioeconomic  strata  of  our  society. 
Motivation  for  intellectual  pursuits  be- 
comes secondary  to  the  desire  for  an 
employable  degree.  Tight  money,  inflation 
and  high  cost  of  attending  college  are  the 
broader  societal  reasons  for  the  shift  in 
emphasis. 

Career  planning  and  placement  seminars 
are  drawing  serious-minded  students  who 
are  no  longer  content  to  while  away  their 
academic  careers  in  course  programs 
which  are  dead  ends  in  the  world  of  work. 
Colleges,  recognizing  this  shift  to  the  more 
technical  fields,  have  realized  that  in  order 
for  students  to  grow  and  expand,  distribu- 
tion requirements  must  be  re-instituted. 
Basic  skills  in  writing  and  mathematics 
need  to  be  taught  and  tested  for  to  assure 
competencies  prior  to  the  awarding  of  the 
undergraduate  degree. 

The  four  year  college  experience,  if  it  is 
to  be  successful,  must  be  a  time  of  growth 
for  students.  It  is  a  time  of  seeking  and 
exploring  and  finding  oneself  through  as- 
sociation and  solitude,  during  sleepless 
nights  and  jam-packed  days,  in  classrooms 
and  residence  halls,  at  meetings  and  soccer 
games,  sharing  love  and  dreams  and  disap- 
pointments. According  to  Timothy  Healy 
(1978),  college  should  hit  a  student  like  a 
ton  of  bricks.  Perhaps  for  the  only  time  in 
an  individual's  life,  the  mind  and  body  and 


Views  from  Student  Life 

spirit  are  stretched  to  the  maximum  of 
one's  ability. 

The  average  American  University  stu- 
dent of  the  late  1970's  appears  to  be  serious 
minded  about  academics,  interested  in  the 
quality  of  life  outside  of  the  classroom, 
aware  but  somewhat  apathetic  about  cam- 
pus, national,  and  world  issues,  not- 
withstanding a  sizeable  foreign  student 
population.  I  believe  American  University 
students  perceive  their  University  to  be  a 
changing  and  vital  place.  Professors  are 
taking  more  interest  in  them  as  individuals 
and  in  their  classes  as  a  whole.  The  in- 
crease in  the  normal  academic  load  from 
four  to  five  courses  has  had  a  major  impact 
on  their  study  time.  Students  who  have 
gotten  by  with  a  minimum  of  effort  in  the 
past  are  now  hitting  the  books  and  attend- 
ing classes  on  a  much  more  regular  basis. 
Remedies  are  being  sought  for  loud  stereo 
playing  and  other  inconsiderate  actions, 
nuisances,  and  instrusions  into  quiet  times. 
A  sense  of  real  academic  purpose  is  de- 
veloping on  campus,  and  it  is  exciting  to  be 
a  part  of  The  American  University  in  this 
time  and  place. 

On  the  extracurricular  side,  although 
free  time  for  planning  and  putting  on  major 
social  events  is  not  as  available,  interest 
remains  high  in  student  activities.  The  un- 
dergraduate and  graduate  student  govern- 
ments, despite  a  very  cumbersome  struc- 
ture for  the  Student  Confederation  and  a 
very  low  budget  for  the  Graduate  Student 
Council,  are  managing  to  provide  viable 
and  valuable  services  to  the  entire  univer- 
sity community.  Students  are  expressing 
themselves  and  they  are  being  listened  to 
and  heard. 

If  anything  is  lacking  on  campus  at 
present,  it  seems  to  be  a  cause  to  en- 
thusiastically support.  We  have  had  brief 
flickers  of  banding  together  for  lower  tu- 
ition increases,  better  food  services  and 
the  like,  but  there  simply  has  been  no 
major  issue  to  excite  and  unite.  Once 
again,  I  believe  this  to  be  a  sign  of  our 
times. 

It  is  evident  that  the  student  of  this  dec- 
ade has  a  perspective  quite  different  from 
those  of  college  students  in  the  past.  I  be- 
lieve the  outlook  for  the  1980's,  despite 
dire  predictions  of  decreasing  enrollments 
and  budgetary  cuts,  is  generally  favorable 


for  institutions  of  higher  education.  Once 
the  very  painful  adjustments  have  been 
made,  our  colleges  and  universities  will 
continue  to  make  their  very  important  con- 
tributions to  society.  Students,  reflecting 
that  society,  will  continue  to  partake  of  the 
collegiate  experience,  and  will  continue  to 
grow  in  literacy  and  wisdom  and  knowl- 
edge as  a  result. 

Carmen  G.  Neuberger 
Dean  of  Students 


I 


I  wouldn't  want  word  to  get  out,  but  if 
American  University  stopped  paying  me 
for  working  with  students,  I*d  probably 
just  keep  on  coming  to  the  campus  each 
day  to  do  it  anyway!  I  don't  know  where 
else  I  could  go  to  find  such  a  fascinating 
variety  of  intelligent  and  creative  people  as 
there  are  on  the  American  campus. 

While  it  is  true  that  I  might  have  said 
similar  things  each  year  since  I  came  here 
in  1969.  I  say  them  with  particular  feeling 
this  year.  For  not  only  do  I  work  more 
closely  with  a  broader  cross-section  of  the 
student  body  than  in  the  old  days;  but  the 
nature  of  that  student  body  has  measurably 
changed.  For  one  thing,  the  students  come 
from  more  places.  What  a  cosmopolitan 
campus  we  have!  It  is  virtually  impossible 
to  walk  from  one  end  of  the  quadrangle  to 
the  other  without  hearing  half  a  dozen  dif- 
ferent languages  spoken.   We  have  the 


world  in  miniature  on  our  seventy-two 
acres.  We  have  a  kaleidoscopic  variety  of 
lifestyles  and  world  views  and  political 
passions  and  religions.  It  may  be  possible 
to  come  to  American  University  for  four 
years  and  to  insulate  oneself  from  all  of  this 
—  but  it  has  become  increasingly  difficult 
to  do  so.  We  live  in  a  world  that  is  shrink- 
ing at  great  speed,  and  now  not  only  Euro- 
peans and  Canadians  are  our  neighbors.  So 
are  Iranians  and  Nigerians  and  Chinese 
and  Venezuelans  and  Japanese  —  and  the 
list  goes  on  and  on.  And  to  be  on  this  cam- 
pus day  after  day  is  to  rub  shoulders,  and 
to  exchange  ideas,  with  the  world!  That,  I 
think,  is  very  exciting,  very  relevant  edu- 
cation. 

Other  changes  I  note  have  to  do  with 
things  like  academic  seriousness  and  voca- 
tional preparation.  If  ever  it  could  be  said 
that  this  was  a  "party  school,"  it  can  be 


said  no  more.  Statistics  of  library  use  have 
climbed  off  the  charts  —  had  the  new  lib- 
rary not  been  finished  for  the  spring  semes- 
ter, we  would  have  had  to  expand  into  a 
circus  tent  on  the  quad!  And  people  study 
in  the  dorms  in  numbers  that  never  used  to 
be  the  case.  Traffic  in  the  Career  Planning 
and  Placement  Services  has  multiplied 
many  times  over.  More  students  are  in- 
volved in  religious  activities.  And  while  I 
would  not  want  to  make  the  alumni  feel 
bad,  I  have  to  note  that  the  new  students 
are  smarter  than  the  old  ones  used  to  be. 
If  it  sounds  like  I  enjoy  all  of  this,  there's 
good  reason.  So,  like  I  say,  don't  let  word 
get  back  to  my  boss,  the  Provost,  that  I  like 
my  work  with  students  so  much  I'd  proba- 
bly do  it  for  free.  He's  the  kind  of  guy  who 
just  might  want  to  take  me  up  on  that  .  .  . 
R.  Bruce  Poynter 
Assistant  Provost  for  Student  Life 

Office  of  Student  Activities  and 
Special  Services  (SASS) 

Concerts.  Coffeehouses.  Lectures. 
Dances.  At  some  point  in  the  production  of 
these  and  most  student-sponsored  pro- 
grams, you  will  find  SASS. 

The  Office  of  Student  Activities  and 
Special  Services  (SASS  —  formerly  Stu- 
dent Program  Development)  acts  as  a  re- 
source for  the  various  components  of  the 
Student  Confederation,  the  Student  Union 
Board,  Greek  organizations  and  student 
media.  Clubs  look  to  the  SASS  staff  for 
assistance  in  establishing  goals  and  objec- 
tives, and  in  developing  and  planning  ac- 
tivities. Up-to-date  files  are  maintained  in 
order  to  refer  potential  members  to  exist- 
ing social,  academic,  political,  athletic, 
public  service  and  special  interest  organi- 
zations, or  to  facilitate  the  creation  of  new 
ones.  Participation  in  these  non-classroom 
activities  provides  invaluable  opportunities 
for  developing  management  skills,  for  per- 
sonal exploration  and  growth  and  for 
friendships  that  won't  be  left  behind  on 
graduation  day. 

The  office  also  processes  vending  and 
room  reservation  requests  and  coordinates 
services  for  students  with  physical  dis- 
abilities. 

Whitney  Stewart 


Physical 


"The  art  of  running  the  mile 
consists,  in  essence,  of  reaching 
the  threshold  of  consciousness 
at  the  instant  of  breasting 
the  tape." 

Paul  O'Neill 


Crossing  the  Threshold:  The 
Athlete 

Certainly  the  aim  of  any  university  is  to 
stimulate  the  growth  of  its  students.  Al- 
though academically  the  university  chal- 
lenges them  to  strive  toward  intellectual 
excellence,  an  equally  vital  facet  of  growth 
is  accessible  only  through  sports. 

Athletics  offer  the  participants  a  chance 
to  give  and  receive.  The  athlete  devotes  all 
his  resources  toward  the  realization  of  an 
ultimate  group  goal.  Whether  or  not  this  is 
achieved,  the  game  still  imparts  to  its  par- 
ticipants a  feeling  of  unity:  individuals 
striving  together  for  a  common  purpose. 

Through  this  physical  realm  we  observe 
examples  of  extreme  courage;  athletes 
continue  to  play  with  injuries  that  would 
cripple  most  people  because  they  realize  it 
is  no  longer  a  matter  of  "me"  but  of  "us." 
Here  we  are  presented  with  a  refreshing 


interpretation  of  individuality:  supreme  in- 
dividual effort  for  the  good  of  the  team. 
Indeed  it  is  invigorating  to  consider  the 
team  as  a  unit  of  individuals  striving  for  a 
common  goal,  each  contributing  his/her 
special  talents  toward  its  attainment. 
Sports  teach  us  that  one  may  not  be  the 
best.  Defeat  must  be  accepted,  but  we  can 
still  maintain  our  individuality. 

Athletics  also  teach  us  a  sobering  lesson 
about  the  nature  of  time:  it  erodes  an 
athlete's  reflexes,  clips  his/her  speed,  and 
drains  his/her  power.  The  strongest  indi- 
viduals, athletes  or  otherwise,  are  eventu- 
ally ravaged  by  the  passing  years. 

Sports  pit  humans  against  other  humans, 
against  the  individual  self  and  against  time 
—  all  in  the  quest  for  perfection.  Athletes 
continually  seek  the  perfect  play,  game  and 
season.  If  this  is  realized,  the  ensuing 
exhileration  is  unmatched. 

David  Pere 


&'* 


'  <tt-tJ- 


&i 


■ 


Soccer 


One  of  the  brightest  spots  in  American 
University  athletic  history  was  the  1978 
Eagle  soccer  season;  for  the  first  time  in 
the  history  of  any  A.U.  team,  the  Eagles 
attended  a  NCAA  tournament. 

In  November  after  a  stunning  win 
against  nationally  ranked  Loyola  College 
of  Baltimore,  the  Eagles  were  invited  to 
travel  to  Clemson,  South  Carolina,  to  meet 
the  Clemson  Tigers,  ranked  third  in  the  na- 
tion. Although  the  Eagles  lost  to  Clemson, 
4-0,  they  proved  to  the  entire  University 
community  that  A.U.  can  play  admirably 
against  even  the  best  in  the  country. 

The  Eagles  ended  their  season  10-5-1, 
which  is  the  best  record  that  an  A.U.  soc- 
cer team  has  ever  finished  with.  That 
record  gives  great  hope  for  years  to  come. 
American  also  had  the  youngest  team  in 
University  history  this  year,  so  with  a  little 
luck  the  Eagles  will  hopefully  come  back 
next  fall  with  an  even  better  record. 

This  year  coach  Pete  Mehlert  saw  fit  to 
start  five  freshmen  with  only  one  senior. 


With  that  line-up  Mehlert's  team  ploughed 
through  an  undefeated  season  at  home  — 
another  team  first.  The  Eagles  were  also 
regionally  ranked  in  the  top  ten  towards 
the  end  of  their  season. 

The  Eagle's  defense  managed  to  shut  out 
half  of  their  opponents  this  season,  primar- 
ily because  of  the  efforts  of  Tony  Vec- 
chione, the  captain  and  goalie.  Vecchione 
ended  his  college  career  with  nineteen 
shut-outs,  again  another  school  record. 

Two  of  the  Eagles  were  appointed  to  the 
All-East  Coast  Conference  team.  Louis 
Calderon  was  given  the  honor  despite  the 
fact  that  he  was  forced  to  miss  the  second 
half  of  the  season  due  to  a  leg  injury. 
Another  A.U.  standout  was  freshman 
Kevin  Barth.  Barth  chalked  up  eleven 
goals  and  three  assists  during  the  season 
and  lead  the  ACC  in  scoring  for  most  of  the 
season. 

The  Eagles  will  be  back  in  full  force  to 

begin  their  season  in  September.  With  the 

returning  talent  on  the  team,  another  shot 

at  the  NCAA  title  could  well  bring  victory. 

Ann  Riley 


37 


Baseball 


A.U.'s  women's  field  hockey  team  barely 
missed  hitting  the  .500  mark  this  season. 
The  women  showed  flashes  of  excellence 
throughout  the  year.  Their  toughest  test 
came  against  Salisbury  State  College  of 
Maryland.  The  Eagles'  tough  defense  only 
allowed  one  goal,  but  it  proved  to  be 
enough;  Salisbury  won,  1-0.  The  Eagles 
had  a  strong,  young  squad,  and  they  look 
Field  Hockey    forward  to  next  year. 


I 


■ 


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Swimming 


I 


Certainly  one  of  the  big  surprises  of  the 
A.U.  sports  scene  this  year  was  the  wom- 
en's swimming  team.  The  women  shattered 
an  amazing  fourteen  school  record  at  the 
East  Coast  Conference  Relays.  Leslie  Wil- 
lard  broke  three  individual  records  and 
also  helped  establish  four  new  relay 
records. 

The  Eagle  women  destroyed  rival 
Georgetown  University  92-39.  Willard 
broke  two  school  records  in  that  meet. 
However,  powerful  Drexel  University  was 
too  much  for  the  Eagles,  handing  A.U.  a 
73-50  loss. 

The  men's  swimming  team  had  a  season 
full  of  peaks  and  valleys.  The  men  were 
impressive  in  defeating  area  rivals 
Georgetown  and  Howard  Universities. 
The  Hoyas  fell  57-51,  while  the  Bison  were 
dealt  a  60-48  defeat.  However,  the  men 
were  trounced  by  nationally  ranked  Drexel 
University,  68-36.  Co-captain  Michael 
Kirks  was  a  constant  standout  for  A.U.  as 
was  co-captain  Tom  Ugast.  Kirks  took  two 
first  place  finishes  against  Drexel.  Both 
wins  were  in  freestyle  events. 


Standing  (I  to  r)  —  Mark  Grlitos,  Rodney  Adams, 
Stan  Lamb,  Leon  Kearney,  Ray  Voelkol,  Tom 
Pfotzer,  Bob  "Piper"  Harvey,  Russel  "Boo"  Bow- 
ers, Mike  Abner,  Chris  Dye,  Steve  Bond.  Kneeling  (I 
to  r)  —  Head  Coach  Gary  Williams,  Assistants  —  Jay 
Mottola,  Frank  DiLeo,  and  Ed  Tapscott. 


BovuHng  Club 

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Athletic  Club  Council 

(1  to  r)  Talal  Chaach,  Eric  Hood,  Tim  Coffer,  Barbra 
Schick,  Lisa  Beaman,  Tab  Shanafeat. 


Emotional 


"A  happy  life  is  one  which 
is  in  accordance  with  its 
own  nature." 

Seneca 


Welcome  to  Your  Home  for  the 
Next  Four  Years  (A  Freshmen    i 

Look  at  A.U.) 

Attending  a  large  university  in  a  major 
city  is  a  big  step  for  a  small-town  gal  like 
myself.  Meeting  new  people,  living  in  a 
dormitory,  finding  out  that  high  school  was 
a  poor  preparation  for  college  classes  and 
learning  my  way  around  the  Nation's  Capi- 
tal were  all  the  orientation  I  was  to  go 
through  to  become  a  part  of  The  American 
University. 

The  small  Long  Island  suburb  where  I 
had  spent  the  past  eighteen  years  was  the 
typical  middle-class  neighborhood,  inha- 
bited by  much  the  same  sort  of  people. 
When  I  came  here,  I  realized  my  town  had 
presented  a  rather  limited  view  of  the  dif- 
ferent types  of  people  and  cultures  in  the 
sea  of  humanity. 

American  University  has  all  kinds  of 
people  —  the  rich,  the  poor,  the  Ameri- 
cans, the  international  students,  the  "big 
city  sophisticates"  and  the  "down  home 
farm  guys  and  gals."  Meeting  these  differ- 
ent people  from  different  areas  and  life- 
styles proved  to  be  an  interesting  and 
enlightening  experience. 

Dormitory  living  was  one  of  those  facts 
of  life  I'd  heard  so  much  about,  but  I 
wasn't  really  sure  what  the  truth  was.  In 
my  dorm  room  would  I  ever  get  any  pri- 
vacy? Could  my  room  be  transformed  from 
a  cement  prison  cell  into  a  humble  abode  in 
which  to  spend  my  freshman  year? 

My  questions  were  answered  in  a  short 
time.  Dorm  living  isn't  that  bad  .  .  .  ex- 
cept for  the  noise  at  2  a.m.  from  blasting 
stereos,  people  jogging  in  a  late-night  at- 
tempt to  trim  down  that  bulging  stomach, 
and  various  voices  screaming  through  the 
halls.  A  few  roaches  here  and  there,  empty 
mail  boxes  and  bomb  threats  conveniently 
timed  to  abruptly  shatter  my  best  dreams 
were  some  of  the  other  trials  of  dorm  life 
.   .  .  C'est  la  vie. 

Once  classes  had  started,  I  realized  what 
I  was  doing  here  —  or  did  I?  College 
classes  are  a  far  cry  from  those  of  high 
school,  where  homework  is  minimal  and 
were  there  is  always  that  bottom  level  of 
students  to  make  the  college  preppies  look 
intelligent.  Spending  an  average  of  three  to 
four  hours  a  day  studying  was  a  little  more 
than  I  had  anticipated,  and  for  those  first 
few  weeks  I  was  sure  I'd  smother  under  all 
those  assignments. 


4S 


After  I  had  received  grades  on  my  first 
exams,  I  concluded  that  by  organizing 
one's  time  and  work,  it  is  possible  to  do 
well  in  and  benefit  from  a  course. 

The  city  of  Washington,  D.C.,  proved  to 
be  an  extra  added  benefit.  I'm  so  glad  I 
didn't  choose  to  attend  a  small  college 
"way  out  in  the  boondocks"  of  cold  up- 
state New  York.  Washington  —  at  least  the 
north-west  section  —  is  a  beautiful  city, 
offering  something  for  everyone  who 
wants  to  take  the  time  to  explore  it. 

College  life  may  be  somewhat  perplexing 
or  even  frightening  at  first,  but  if  one  gives 
it  a  chance,  in  time  it  can  even  become 
enjoyable! 

Laura  Penny 


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INFORMATION 


Letter  To  A  Prospective 
Nursing  Student 

Dear  Future  Nursing  Student, 

So,  you  want  to  know  what  it's  like  to  be 
a  nursing  student?  Picture  yourself  well 
read  in  chemistry,  biology  and  physiology 

—  three  semesters  worth.  It's  5:30  a.m., 
the  alarm  shatters  the  warm  security  of 
your  dreams,  and  you  open  your  eyes  to 
darkness  —  two  days  a  week.  The  final 
semester  you  envy  your  previous  routine: 
three  days  a  week  you  begin  work  at  4:00 
p.m.;  your  shift  lasts  until  midnight.  Yes, 
all  of  this  is  clinical;  that's  what  nursing  is 

about. 

What  have  I  learned  from  all  this?  First, 
I  must  take  into  consideration  the  biop- 
sychosocial  needs  of  every  human  —  A.U. 
students  no  exception.  Therefore,  I  am 
also  a  walking  Health  Center  for  my  floor. 
In  four  years  I  have  acquired  the 
symptoms  of  palpitations  (before  each  test 
and  care  plan  due),  congestive  heart  failure 
when  I  get  the  tests  and  care  plans  back), 
depressive  neurosis,  and  along  with  all  that 

—  hemorrhoids! 
Of  course  I  make  mistakes.  I  wouldn't 


be  a  student  nurse  if  I  didn't.  One  time  in 
Obstetrics  I  told  the  janitor,  instead  of  the 
real  father,  that  his  wife  had  just  had  a 
baby. 

You  ask  about  a  social  life  —  what  is 
that?  Seriously,  I  have  had  time  to  so- 
cialize —  a  few  minutes  here  and  there. 

The  size  of  the  school,  although  small,  is 
ideal,  because  my  professors  know  me  as  a 
person,  not  just  as  a  social  security  num- 
ber. They  know  my  feelings  and  goals,  I 
know  and  respect  theirs,  and  we  are 
friends.  Other  students  are  impressed 
when  I  tell  them  I'm  in  nursing  school,  be- 
cause many  of  them  didn't  know  one  even 
existed  here  at  American  University. 

Many  times  I've  asked  myself,  "What 
the  hell  am  I  doing?"  Then  I  get  a  thankful 
response  when  I  work  in  a  clinic,  and  I 
realize  I  have  helped  someone  in  some 
way.  That's  when  I  know  it's  worth  it.  If  all 
else  fails  to  keep  me  going,  I  look  at  it  this 
way:  At  least  when  I  graduate,  I'll  proba- 
bly have  a  job. 

Sincerely, 

Gail  Hadburg 

A  prospective  R.N. 


The  Counseling  Center  offers  the  Amer- 
ican University  student  an  opportunity  to 
be  more  comfortable  and  effective  in  life 
and  in  relationships  with  others.  This  may 
mean  understanding  uncomfortable  feel- 
ings and  unwanted  behaviors  or  enhancing 
what  one  already  does  well.  College  years 
are  a  time  for  growth  and  development  in 
many  spheres  —  the  educational  and  emo- 
tional well-being  of  a  student  are  not  al- 
ways easily  separated,  and  the  Counseling 


University  Counseling  Center 

Center  has  a  role  in  contributing  to  the 
maturity,  responsibility  and  independence 
of  the  A.U.  student. 

Services  of  the  Counseling  Center  also 
include  the  Reading  and  Study  Skills  Labo- 
ratory component.  In  offering  individual 
and  group  programs  for  improving  reading, 
writing,  and  learning  skills,  the  RSSL 
serves  as  a  support  service  to  the  academic 
component  of  university  life. 

Pat  Freiberg 


Women's  Issues:  Is  Anyone 
Listening? 

They  are  pushed  from  the  mainstream  of 
campus  life  into  their  own  corner.  There, 
safely  removed  from  our  sight,  they  can 
rant  and  rave  all  they  want  —  we  don't 
have  to  face  them  and  justify  our  lifestyles 
to  them.  Ignore  them;  perhaps  they'll  give 
up  and  go  away. 

A.U.'s  feminists  are  removed  from  our 
sight  not  by  force  —  they  could  strike  back 
against  that  kind  of  open  resistance.  Our 
feminists  have  to  battle  apathy.  The  energy 
and  emotion  towards  feminist  issues  is  just 
not  there.  It  is  harder  to  convince  a  lazy 
person  to  run  than  to  convince  a  running 
person  to  change  direction. 

Our  sole  undergraduate  women's  orga- 
nization, excluding  the  flourishing 
sororieties,  is  the  A.U.  Student  Women's 
Union.  Since  its  conception  two  years  ago, 
this  group  has  survived  on  the  determina- 
tion of  a  few  core  women.  They  aim  to 
raise  feminist  consciousness  in  men  as  well 
as  women.  They  hold  meetings,  they  di- 
vide into  committees,  they  formulate  ways 
to  bring  women's  issues  to  our  attention, 
and  they  analyze  barriers  facing  A.U. 
women.  But  they  hear  no  responses.  The 
A.U.  Women's  Union  has  no  enemies,  but 
neither  does  it  have  support. 

There  are  several  women's  organiza- 
tions on  campus  for  faculty  and  staff,  how- 
ever. The  Women's  Advisory  Council,  for 
example,  consists  of  members  of  the 
Women's  Law  Collective,  the  Senate 
Women's  Affairs  Committee  (wives  of  fac- 
ulty) and  the  25  to  99  Club  (women  of  that 
age  group).  The  Student  Women's  Union 
also  has  a  representative  on  this  council.  In 
addition,  the  Division  of  Student  Life  pub- 
lishes a  Women's  Newsletter,  which  fo- 
cuses on  issues  and  events  of  interest  to 
women,  but  it  too  is  geared  to  faculty  and 
staff. 

The  women's  movement  does  not  thrive 
among  undergraduates  here  at  A.U.  In- 
stead, amidst  our  rush  to  get  to  class  on 
time  and  attract  a  more  interesting  Friday 
night  date,  the  movement  quietly  slips  into 
campus  background.  Our  women's  organi- 
zation is  not  heard  because  we  are  not  lis- 
tening. 

Lori  A.  Woehrle 


We  are  supposed  to  be  different  now. 
Polls  and  surveys  in  news  magazines  tell  us 
so.  In  1979,  as  members  of  the  post- 
Vietnam,  post-Watergate,  pre- 1984  class  of 
college  graduates,  we  are  described  as  in- 
tensely career-oriented,  prone  to  speciali- 
zation and  very  much  goal-directed.  Con- 
cerns about  the  state  of  the  job  market 
have  compelled  many  of  us  to  conform 
rather  than  to  experiment  with  our  own  in- 
tellectual growth  and  development.  How 
many  liberal  arts  majors,  philosophers,  ar- 
tists and  musicians  have  turned,  out  of  ap- 
parent economic  necessity,  to  more  tech- 
nical but  comfortable  fields  like  business 
administration,  accounting  or  computer 
science?  It  is  said  we  are  less  willing  to 
take  a  stand,  more  self-centered.  The  time 
of  student  radicalism  had  long  faded  when 
the  class  of  1979  entered  American  Uni- 
versity. Names  of  people,  places  and 
events  so  important  in  the  sixties  and  early 
seventies  are,  for  most  of  us,  reminders  of 
our  then  observers  status:  Kennedy,  King, 
Berkeley,  My  Lai,  Chicago,  Watts.  Not 
many  of  us  actually  fought  in  Vietnam. 
Few  stood  in  Dupont  Circle  when  it  was 
ringed  with  troops  in  1969.  We  watched  it 
all  on  television  —  live,  in  vivid  color  — 
via  satelite. 


Reflections:  Looking  Forward 
To  Looking  Back 

The  life  of  the  student  was  different 
then.  There  were  other  goals,  social  and 
political  attitudes,  styles  of  dress  and 
modes  of  behavior.  Very  much  the  ac- 
tivists rather  than  the  apathetics,  our  pre- 
decessors had  many  causes  to  which  they 
could  rally,  injustices  against  which  they 
could  protest.  The  problem,  many  said, 
was  that  the  system  itself  —  the  establish- 
ment —  was  bad  and  had  to  be  changed. 
Many  things  did  change  for  the  better.  But 
the  establishment  was  never  overturned, 
nor  was  the  system  dismantled.  Graduates 
of  1979  prepare  to  enter  that  system  and 
will  attempt  to  improve  it,  for  it  will  carry 
us  into  the  21st  century. 

Where  will  we  be  and  what  will  we  be 
doing  when  the  clock  strikes  twelve  and 
the  year  2000  begins?  Most  of  us  will  be  in 
our  early  forties,  having  spent  Orwell's 
1984  in  our  late  twenties.  We  may  be  work- 
ing at  jobs  we  enjoy,  or  we  may  still  be 
searching.  But  quite  a  bit  of  reflection  will 
no  doubt  be  taking  place,  as  it  is  now  for 
me  —  reflections  on  an  institution  called 
The  American  University  and  an  invest- 
ment of  four  years  of  my  life.  For  A.U.  will 
have  played,  by  that  time,  a  major  role  in 
determining  my  own  future,  as  it  has  for 
thousands  of  others  since  its  inception. 


> 
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reporting   posters  *  * 


1  Krriulrtl: 


A  certain  amount  of  melancholy  tends  to 
set  in  as  one  contemplates  graduation,  and 
there  is  a  peculiar  sadness  as  well.  It's  all 
based  on  the  sudden  realization  that  a  spe- 
cial period  of  one's  life  is  at  an  end  and  that 
somehow  it  passed  all  too  quickly.  Yes, 
there  is  an  emotional  pride  in  The  Ameri- 
can University  that  is  difficult  to  over- 
come. Not  that  there  haven't  been  any  dis- 
appointments in  four  year's  time.  It  has  not 
been  easy,  for  instance,  to  see  so  many  shy 
away  from  a  liberal  education  in  favor  of 
careers  promising  more  security  or  finan- 
cial reward.  We  may  be  snapping  out  of  the 
notion  that  specialization  is  the  best  thing 
in  •"uncertain"  times,  and  perhaps  the  lib- 
eral arts  will  rise  again.  It's  just  that  I've 
learned  that  a  major  does  not  a  person 
make,  that  an  English  Literature  graduate 
can  just  as  easily  run  a  radio  station  as  au- 
thor a  book.  The  American  University, 
I've  learned,  is  not  an  ivory  tower,  an  en- 
tity separate  from  the  ■"real"  world  (one  of 
the  traditional  put-downs  of  college  life).  It 
is  one  with  the  world  and  especially  with 
the  city  of  Washington,  as  much  a  college 
town  as  Boston,  Berkeley  or  Princeton. 

The  time  passes  so  quickly  now.  In  the 
beginning,  four  years  seemed  to  stretch  in- 
terminably before  me.  Now  for  the  first 
time  since  entering  school  sixteen  years 
ago,  there  is  no  clear-cut  package  of  years 
to  look  forward  to,  no  three  years  of  junior 
high  school,  three  years  of  high  school  and 
four  years  of  college;  just  the  longer  con- 
tinuum of  life.  I  lived  in  the  dorms  and  ex- 
perienced personal  growth,  and  Jived  off 
campus  for  a  different  taste  of  life;  faced 
the  initial  disillusion  and  self-doubt  and 
overcame  them.  I  was  a  doer,  not  a  com- 
plainer,  and  wished  that  I  could  have  done 
more.  For  a  university  is  only  as  good  as 
the  people  who  comprise  it.  Attitude  is  just 
as  important  as  endowment  or  the  number 
of  books  in  the  library. 

Maybe  that's  my  biggest  regret  —  I 
won't  have  used  the  new  library  as  an  un- 
dergraduate for  more  than  a  few  months. 
But  it  doesn't  really  matter  that  much  be- 
cause American  University  is  on  the  up- 
swing —  it  has  been  for  years.  I  wonder  how 
many  of  us  really  took  notice.  Leaving  will 
be  the  hardest  thing  I've  had  to  do  in  some 
time.  But  it  will  be  with  the  knowledge  that 
when  I  ever  return,  I'll  remember  what  I 
added  in  four  years  at  A.U.  As  Spinoza 
said,  "To  be  what  you  are  and  to  become 
what  we  are  capable  of  becoming,  is  the 
only  end  to  life."  And  so  for  the  Class  of 
1979  .  .  .  and  for  The  American  Universi- 
ty. 

Daniel  A.  Robinson 


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Intellectual 


"The  highest,  most  varied 
and  lasting  pleasures  are 
those  of  the  mind." 

Arthur  Schopenhauer 


An  Interview  with  the  Provost 

Talon:  What  do  you  see  as  the  goals  Amer- 
ican University  is  striving  toward,  and 
where  do  you  see  the  University  on  the 
path  to  their  realization? 

Berendzen:  1  think  the  most  noble  goal  we 
could  achieve,  and,  as  a  matter  of  fact,  the 
one  for  which  The  American  University 
was  founded,  is  as  grand  as  that  of  any 
university  in  the  country.  As  long  ago  as 
George  Washington  in  time,  there  were 
those  who  wanted  to  have  a  national  uni- 
versity and,  for  the  founders  of  this  Uni- 
versity, the  goal  was  to  have  a  great  na- 
tional institution  of  learning  here  in 
Washington,  D.C.,  an  institution  dedicated 
to  the  highest  academic  standards  and  to 
attracting  students  from  the  District  of 
Columbia,  the  fifty  states  and  around  the 
world. 

These  are  broad  goals,  and  we  still  be- 
lieve in  them.  More  specifically  and  pro- 
grammatically  we  should  not  try  to  have  all 
programs  because  we  cannot  be  every- 
thing. On  the  other  hand,  we  should  have  a 
certain  number  of  programs  and  do  them 
well:  if  we  cannot  do  them  well,  we  should 
cease  to  be.  And  as  far  as  the  time  scale 
required  to  achieve  this,  I  really  don't 
know  any  university  in  the  nation  which, 
within  a  two-year  time  span,  has  done 
more  to  upgrade  its  academic  standards 
and  to  link  these  clearly  to  its  student  life 
programs.  I  can  point  to  the  change  in 
credit  hours,  the  distribution  programs, 
grading  standards.  There  are  solid  data  and 
evidence.  We're  not  perfect.  We're  not 


perfect  at  all.  All  I  can  say  is  we're  a  lot 
better  than  we  were  four  or  five  years  ago. 
We  need  to  do  more  to  improve  our  ad- 
mission standards,  and  that  would  mean 
improvements  in  the  area  of  student  life;  it 
would  mean  such  things  as  honors  tracks 
—  not  just  a  course  or  two  but  an  entire 
track,  an  honors  track  that  would  appeal  to 
the  most  able  and  motivated  students. 
Probably,  it  would  mean  some  senior  level 
projects,  senior  theses,  special  programs, 
and  so  on.  Also,  it  would  mean  more 
work-related  experience,  such  as  the 
Cooperative  Education  Program,  ex- 
panded so  that  it  would  be  an  even  more 
important  part  of  our  campus.  Probably 
more  national  and  international  linkages 
are  forthcoming,  such  as  more  Washington 
Semester  Programs  but  in  other  fields  be- 
yond what  we  have  now,  some  sister- 
school  ties  between  The  American  Univer- 
sity and  schools  elsewhere  in  the  country 
so  that  not  only  can  their  students  come 
here,  but  also  our  students  can  go  there  for 
a  semester,  some  linkages  with  foreign 
countries  .  .  . 

T:  The  university  was  founded  primarily  to 
develop  a  more  liberal  approach  to  educa- 
tion, but  now  liberal  colleges  are  becoming 
more  specialized.  How  do  you  feel  about 
this  shift? 

B:  It  is  certainly  true  that  the  humanities 
and  arts  and  sciences  nationally  have  been 
declining  in  popularity  compared  with  the 
professional  areas.  In  my  view,  one  with- 


out the  other  is  simply  inadequate.  I  think 
what  we  need  is  to  have  in  our  School  of 
Communication,  in  our  School  of  Business 
Administration,  and  in  other  professional 
programs  a  strong  liberal  arts  core;  and, 
conversely,  it  seems  to  me  that  people  in 
all  the  various  liberal  arts  programs  ought 
to  have  some  introduction  to  the  real  world 
of  work.  And  I  don't  care  whether  you 
major  in  art  or  history  or  philosophy  or 
whatever  —  I  think  that  there  ought  to  be 
some  introduction  to  professional  or  job- 
related  experience  —  an  internship  or 
something  so  that  there's  a  practical, 
career-oriented  aspect  to  what  you're  do- 
ing. 

The  only  thing  that  worries  me  is  that  far 
too  many  students  enroll  in  higher  educa- 
tion no  longer  to  learn  facts  or  concepts, 
for  upward  social  mobility,  to  avoid  the 
draft,  to  find  a  mate  or  for  any  of  the  other 
classic  reasons  for  going  to  college.  For  a 
large  number  of  students,  it's  become  a 
matter  of  getting  the  obligatory  "ticket"  to 
certain  high-paying  jobs.  And  while  that's 
understandable,  it's  also  somewhat  la- 
mentable, because  the  job  market  changes 
over  time  in  a  curious  and  almost  unpre- 
dictable way.  My  guess  is  that  eventually, 
we're  going  to  be  graduating  more  students 
in  accounting  than  there  will  be  accounting 
positions.  We're  not  there  yet,  but  we're 
going  to  get  there.  Half  the  freshman  class 
at  Yale,  about  a  year  ago,  declared  them- 
selves to  be  pre-med  majors.  Now  at  that 
rate,  in  a  few  years,  either  we're  going  to 


on 


have  some  very  disillusioned  medical 
school  graduates  from  Yale  or  the  nation  is 
going  to  have  a  shortage  of  sick  people. 

T:  Most  of  what  you  are  talking  about  con- 
cerns programs  the  University  provides  for 
the  students;  how  do  you  see  the  students 
themselves,  how  they  fulfill  the  goals  you 
see  them  striving  for,  and  how  they  fall 
short  of  these? 

B:  We  are  getting  increasingly  better  stu- 
dents. Students  this  year,  I  find,  seem  just 
as  interested  in  the  University  as  before 
but  in  a  different  kind  of  way.  I  think  it's 
evident  in  the  altruism  of  the  Dance 
Marathon,  where  people  were  having  a 
good  time  and  doing  something  for  some- 
body else  at  the  same  time. 


T:  In  the  1977  Talon  you  were  quoted  as 
being  more  interested  in  nobility  than  in 
survival.  What  do  you  mean  by  this? 
B:  In  a  time  of  very  tight  budgetary  con- 
straints, which  is  certainly  where  we  are, 
there  is  a  strong  temptation  to  worry  about 
survival.  Nobody  would  ever  say  that  quite 
outright  like  that  because  it  doesn't  have 
dignity;  it  doesn't  sound  right.  The  fact  is 
that  we  worry  about  admissions  standards, 
we  worry  about  exit  standards,  we  worry 
about  how  tough  to  get  in  the  classroom, 
and  we  worry  about  the  geographical  di- 
versity of  our  student  body.  We  worry 
about  all  kinds  of  things.  In  the  back  of  our 
minds  all  the  time  is  sheer  survival  — 
balancing  the  budget;  can  we  be  here  next 
year?  What  I  would  like  to  reiterate  with  all 


personal  growth? 


The  response  of  students  to 
strengthened  academic  standards  and,  in- 
deed, even  to  the  increase  in  their  aca- 
demic workload  I  find  very  thrilling  and 
almost  surprising.  The  response  has  been 
virtually  unanimously  positive,  and  I  had 
hoped  that  students  would  feel  that  way, 
because,  in  essence,  they're  getting  more 
for  their  money. 

There  are  concerns  I  do  have  about  our 
students.  I  still  don't  think  that  we  have,  at 
large,  as  really  academically  able  a  student 
body  as  I  would  like  to  see.  I  think  we're 
getting  there,  but  we  have  a  way  to  go. 

I'm  also  concerned,  as  the  costs  of  pri- 
vate education  go  up,  that  we'll  end  up 
with  a  university  that  will  tend  to  be  pre- 
dominantly upper  middle-income  group 
students.  And  that's  a  fate  not  only  do  we 
face  but  that  most  private  schools  do.  And 
I  don't  know  quite  how  you  get  around 
that. 


the  force  I  can  muster  is  that  survival  alone 
is  simply  not  enough  —  at  least  not  for  my 
three  or  four  score  years  on  this  planet.  I 
think  there's  something  more  important 
than  that,  and  it  strikes  me  that  the  surviv- 
ing and  accelerating  universities  of  the 
1980's  have  to  be  the  ones  that  are  de- 
monstratively worth  the  cost,  both  in  time 
and  in  money.  In  short,  they  will  survive 
because  they  are  excellent.  The  simple, 
sad  fact  is  that  during  the  early  Seventies 
this  university  and  scores  of  schools  across 
the  country  were  graduating  students  who 
were  close  to  functional  illiteracy.  That  is  a 
national  disgrace;  I  hope  we  can  stop  it. 
That's  one  of  the  reasons  the  American 
University  is  establishing,  among  other 
things,  a  competency-based  exit  examina- 
tion procedure,  which,  by  the  way,  has 
generated  nothing  but  favorable  editorial 
response  all  across  the  country. 


B:  Probably  the  single  most  important  as 
pect  of  education  at  this  or  any  university 
is  the  ethos  of  the  campus.  It's  not  a  com- 
mon thing  to  talk  about,  but  it  just  happens 
to  be  the  most  important  thing  of  all.  It's 
not  merely  what  you  memorize  from  a 
textbook,  what  you  parrot  back  to  the  pro- 
fessor on  an  exam,  what  you  simply  sit 
there  and  mechanically  write  down  in  lec- 
ture notes.  These  things  are  a  part  of  edu- 
cation, a  part  of  the  university  experience, 
part  of  what  you're  graded  on,  part  of  what 
your  parents  expect,  and  part  of  what  your 
employer  expects  —  but  these  things  alone 
miss  the  point.  The  really  bigger  and  more 
important  issue,  I  think,  is  learning  how  to 
think  and  act  and  be  an  educated  person.  I 
am  talking  about  the  quest  and  thirst  to 
know,  to  challenge,  to  ask  questions  and 
ask  the  right  questions,  and  about  the  wil- 
lingness to  work  hard,  not  for  somebody 
else  but  for  yourself,  not  for  a  grade,  but 
because  you're  not  satisfied  that  you  your- 
self yet  understand  something  well,  not  to 
try  to  get  by  and  pass  the  test  and  get  the 
diploma  and  then  get  the  job,  but  really  and 
genuinely  to  desire  to  know  and  to  create. 
Now  that's  awfully  hard  for  a  unversity  to 
achieve,  and  I  expect  that  the  only  way  it 
can  be  done  is  through  example.  I  suspect 
the  best  way  to  educate  is  not  to  stand  up 
and  tell  a  person  what  to  do  but  to  show 
him,  through  your  own  actions,  how  in  fact 
it  should  be  done.  And  that's  why  I  think 
the  nature  of  the  professor's  relationship 
with  the  student  —  the  conversations  in  the 
office  hours,  the  general  interaction  on  a 
one-to-one,  human  basis  —  is  the  single 
most  important  component  in  an  educa- 
tion. 

What  I'm  saying  is  I  think  your  college 
experience  is  a  precious  period  in  your  life. 
You  cannot  retrieve  it.  You're  never  going 
to  have  those  years  again.  At  no  other  time 
in  your  life  do  you  have  quite  the  freedom 
that  you  have  now.  You  don't  quite  have 
the  financial  burdens  that  you'll  have 
someday.  You  don't  have  a  family  yet, 
most  likely.  You  still  have  some  sort  of 
parental  support,  most  likely.  You're 
young  and  vital  and  feel  good.  You're  old 
enough  to  be  mature,  and  you're  still 
young  enough  to  be  inquisitive  and  curi- 
ous. To  take  that  precious  four  or  five 
years  and  not  use  it  is  the  most  catas- 
trophic waste  I  can  imagine.  And  for  a  uni- 
versity to  accept  a  student's  money  and  fail 
to  challenge  that  student  and  help  guide  that 
student  is  immoral. 


. 


T:  What  is  the  role  of  the  University  in    T;    In    what    ways    have   the    students 


changed,  and  what  kind  of  student  is  com- 
ing to  the  University  now? 

B:  In  a  university,  things  do  not  change 
instantaneously.  You  do  not  suddenly  find 
a  whole  new  breed  of  students.  On  the 
other  hand,  in  a  short  amount  of  time,  we 
have  seen  change;  it  is  measurable.  Just  in 
terms  of  simple  statistics,  what  we  find  is 
increasing  geographical  diversity.  We  are 
still  not  adequately  diverse,  in  our  view, 
for  two  reasons.  One  is  from  the  educa- 
tional standpoint.  I  think  there  is  some- 
thing to  be  said  for  having  a  student  body 
that  is  indeed  heterogeneous,  because  you 
learn  from  your  fellow  students.  The  sec- 
ond and  the  more  pragmatic  part  of  it  is 
that  if  we're  overly  concentrated  in  any 
geographical  area,  then  we  become  too 
vulnerable  to  population  shifts  in  that  area. 
If  there  is  a  demographic  decline  in  that 
area,  then  we  can  find  ourselves  with  a 
precarious  enrollment  problem.  We  now 
have  students  from  the  District  of  Colum- 
bia, fifty  states  and  from  ninety-two  na- 
tions. We're  a  rather  heterogeneous  uni- 
versity, and  come  January  5th  we  will  have 


students  arriving  from  The  Peoples'  Re- 
public of  China;  so  it's  rather  a  remarkable 
school.  What  I  hope  is  that  we  can  main- 
tain a  good  complement  of  students  who 
are  academically  motivated  yet  also  have  a 
deep  interest  in  other  things.  The  truth  is 
that  we  can  have  students  who  are  serious, 
who  are  capable  of  studying  and  who  are 
capable  of  performing  well  but  who  also 
are  capable  of  holding  down  good  jobs,  en- 
joying a  good  basketball  game,  and,  occa- 
sionally, going  to  a  disco  in  Georgetown; 
that's  part  of  the  life,  too.  And  I  hope  we 
never  become  so  overly  serious  that  we 
lose  that. 

T;  Do  you  see  a  positive  change  in  students 
that  is  peculiar  to  this  year's  graduating 
class? 


B:  I  think  the  students  at  The  American 
University  at  this  time  happen  to  be  living 
in  an  unusually  exciting  epoch  of  the 
school.  You  tend,  in  day-to-day  life,  not  to 
step  back  and  look  at  it  in  the  continuum  of 
what's  happening  at  the  time.  You  tend  not 
to  realize  that  you  happen  to  be  at  one  of 
those  rare  moments  in  the  history  of  the 
institution  in  which  fundamental  things  are 
transpiring.  And  what  I  suspect  is  that  the 
students  of  today  will  someday,  twenty 
years  from  now,  look  back  and  say,  "I  was 
there  at  the  very  time  that  The  American 
University  underwent  a  renaissance  and 
perhaps  emerged  nationally  into  true  dis- 
tinction as  an  academic  institution."  And 
it's  exciting  to  say,  "I  was  there." 

(Taken  by  Steven  Waxman 
and  Lynny  Bentley) 


Shoot  Out  at  the  B.A.  Corral 

You  scrape  the  sand  out  of  your  eyes 
and  try  to  focus.  Where  are  you?  In  Hell? 
No,  in  class.  Class?  What  class? 

Vague  memories  of  a  second  bottle  of 
tequila  float  through  your  mind  .... 
Someone  suggested  you  go  to  the  Lincoln 
Memorial  to  watch  the  sunrise.  You 
couldn't  see  very  much  because  you  spent 
most  of  your  time  falling  into  the  reflecting 
pool.  You  never  had  much  use  for  histori- 
cal monuments,  anyway. 

But  why  are  you  here,  and  why  so  early 
in  the  morning?  Something  about  learning, 
something  your  father  once  told  you  about 
"These  Hallowed  Halls  of  Higher  Educa- 
tion." But  all  you  can  think  about  is  how 
much  it  just  hurt  when  your  head  banged 
against  the  seminar  table. 

But  —  oh  God!  —  you  suddenly  realize 
the  teacher  is  about  to  give  a  pop  test  on 
the  book  you  were  supposed  to  have  read 
for  today's  class:  The  Socio-Economic  Im- 
pact of  Auto-Pedophilia  on  Post  Modern 
Literature:  A  Paradigm  for  Psychotherapy 
Using  Neo-Kierkegaardian  Modalities.  The 
book  was  only  91 1  pages  long,  so  there  was 
no  reason  why  you  shouldn't  have  read  it 
—  except  for  the  fact  that  you  brought  the 
book  to  the  Tavern  the  other  night,  and 
some  fiat  boys  who  didn't  much  care  for 
you  (or  wimps  in  general)  spilled  a  pitcher 
of  Old  Milwaukee  —  at  least  it  wasn't 
Strohs  or  Schlitz  —  all  over  you  and  your 
book. 

You  thought  you'd  find  someone  who'd 
loan  you  the  book  for  a  day  or  so,  but  you 
should  have  known  that  nobody  is  that 


stupid. 

Now  you  look  up.  Professor  de  Sade  is 
glaring  at  you,  waiting  for  you  to  get 
started  on  your  test.  To  your  horror  you 
discover  you  have  brought  neither  pen  nor 
paper  with  you  to  class.  You  don't  want  to 
take  the  test,  but  you  want  to  save  yourself 
the  humiliation  of  not  writing  anything 
down. 

You  borrow  a  pen  from  the  girl  who  al- 
ways gets  A's.  She  tells  you  she  wants  it 
back  immediately  after  the  exam.  You  are 
losing  all  hope  of  surviving  the  semester 
intact.  Thoughts  of  suicide  creep  through 
your  mind.  After  the  test  the  hideous  beast 
who  stands  at  the  head  of  the  class  rattles 
on  about  material  you  never  realized  was 
on  the  syllabus.  Everyone  seems  to  know 
what's  going  on  except  you.  Everyone  is 
ready  with  the  answers  except  you.  But 
you  were  doing  all  right  until  your  parents 
announced  their  divorce,  your  sister  got 
knocked-up  by  the  mailman,  your  lover  left 
you  for  your  best  friend  ....  It  was  going 


' 


■  ■.<■        Jffiu 


ok  until  then. 

But  then  that  "D"  turned  up  on  your 
first  Psychology  of  the  Dead  paper.  Your 
Survey  of  Russian  Sadism  class  changed 
its  meeting  time  to  conflict  with  Explora- 
tions of  the  Exploratory  Process,  and,  in 
general,  everything  went  to  hell. 

Tonight  you  will  drink  seventeen  cups  of 
coffee  in  order  to  stay  awake  and  cram  for 
tomorrow's  Abstruse  Methodology  of 
Legal  Abstruction  class.  The  test  will 
count  three-fourths  of  your  grade,  and 
each  section  will  count  three  hundred 
points.  If  you  fail  any  one  section,  you  fail 


the  test;  but  even  if  you  pass  all  five,  you 
still  may  fail.  It's  all  up  to  the  professor. 

Teachers,  you  have  come  to  realize,  are 
not  out  to  help  students  learn  more  or  do 
better;  rather  they  are  tools  of  multi- 
national corporations.  Their  whole  aim  is 
to  prevent  the  middle  class  bourgeois  from 
raising  an  out  and  out  revolt.  No,  wait  a 
minute.  That's  some  Marxist  you  were 
reading  last  week.  That's  not  you. 

You  remember  the  time  you  woke  up 
and  it  was  absolutely  pouring  —  horrible 
torrents  of  rain.  You  rolled  out  of  bed  and 
pulled  yourself  up  by  the  bookcase  after 
two  hours  of  sleep.  You  put  on  your 
clothes  and  inched  your  way  through  the 
freezing  rain,  swearing  like  a  gang  leader. 
You  trudged  across  campus,  slogging 
through  deep  mud  puddles  and  feeling 
completely  slimy.  Finally  inside  McKin- 
ley,  you  climbed  fifty  steps  and  hurried 
down  a  long  hallway  to  your  classroom 
only  to  find  there  on  the  door  a  3"  x  5"  file 
card  stating:  "Today's  meeting  of 
23:666:07  has  been  cancelled.  Please  keep 
posted  on  further  details."  You  wanted  to 
kill  something. 

The  test  but  a  putrid  memory,  you  plan 
your  revenge.  Fantasies  of  faculty  mem- 
bers dangling  from  clotheslines,  impaled 
on  electric  toothbrush  handles,  and  glued 
to  the  pressure  drums  of  mimeograph 
machines  are  better  left  suppressed,  but 
you  think:  "This  time  I'll  get  that  teacher 
who  gave  me  the  'F'  in  Presocratic  Ap- 
proaches to  Inorganic  Chemistry  as  it  Re- 
lates to  the  Heisenberg  Uncertainty  Prin- 


ciple." 

You  obtain  several  sticks  of  dynamite 
from  the  basement  of  the  new  library, 
place  them  in  a  large  envelope  marked 
"Basic  Research  Grant,"  and  slip  the 
present  onto  the  desk  of  your  most  es- 
teemed professor.  Then  you  sharpen  your 
teeth  and  take  out  your  chopsticks. 

Herbert  S.  Guggenheim     ( 


To  the  members  of  the  Class  of  "79. 

A  generation  ago  colleges  and  univer- 
sities were  viewed  as  refuges  from  the 
"real  world.'"  Students,  it  was  thought, 
were  living  in  academic  ivory  towers  de- 
signed to  protect  them  from  the  more  un- 
pleasant realities  of  life,  or  at  least  to  post- 
pone their  eventual  reckoning  with  them. 
At  graduation  students  would  pop  through 
the  imaginary  barrier  between  the  two 
worlds  and  become  miraculously  trans- 
formed into  persons  capable  of  dealing 
with  the  complexities  of  life. 

Many  of  them  would  be  sadly  disap- 
pointed when  the  miracle  failed  to  occur. 

Times  have  changed  since  then,  and  The 
American  University  has  changed  and 
grown  with  them.  The  boundaries  between 
the  '"Real"  world  and  academia  are  not  as 
clearly  drawn  as  might  have  been  the  case 
in  times  past.  They  overlap. 

Since  1976.  when  I  became  president  of 
this  university,  I  have  been  concerned  with 
breaking  down  those  imaginary  barriers. 
The  world  grows  a  little  smaller  each  year, 
and  in  the  same  way  we  become  more  a 
part  of  it.  As  a  result.  Washington.  D.C.,  is 
fast  becoming  our  center  for  learning  and 
the  broader  parameter  of  our  campus.  It 
will  remain  as  such  as  long  as  our  faculty 
and  students  —  and  we  are  endowed  with  a 
fine  group  of  them  —  continue  to  take  ad- 
vantage of  the  resources  of  our  Nation's 
Capital. 


We  have  developed  many  programs  to 
give  you  a  clear  picture  of  the  "real  world" 
—  what  your  responsibilities  to  it  are  and 
how  you  can  best  fulfill  your  potential  in  it. 
You  are  not  waiting  until  graduation  to 
plunge  into  reality.  You  are  working  on- 
the-job  with  alumni  in  our  extern  program; 
in  government  and  interest  group  offices 
through  internships:  and  in  various  set- 
tings, both  at  home  and  abroad,  through 
the  Cooperative  Education  Program, 
termed  a  "real  success  story"  by  the  U.S. 
Department  of  Education. 

But.  as  I  said  before,  the  real  world  is 
growing,  too.  Federal  agencies  increas- 
ingly use  the  minds  of  our  faculty  and  stu- 
dents to  solve  national  problems.  We  are 
providing  a  formal  major  in  procurement, 
acquisition  and  grants  management  at  the 
request  of  the  Office  of  Management  and 
Budget  in  response  to  projected  federal 
needs:  we  now  house  the  Center  for  Urban 
Policy  Analysis  through  a  grant  from  the 
Department  of  Housing  and  Urban  De- 
velopment; and  we  have  established  a  Na- 
tional Foundation  for  Cancer  Research 
Laboratory. 

The  growth  on  both  sides  of  the  campus 
gates  requires  some  new  commitments  on 
our  part  in  order  to  make  sure  you  are  pre- 
pared to  meet  the  challenge  of  this  new  ex- 
change. We  have  succeeded  in  opening  the 
new  Bender  Library,  which  provides  im- 
proved facilities  for  academic  study,  and 


A  Letter  from  the  President 

there  will  be  an  enlarged  law  library  as  well 
starting  this  fall.  We  have  instituted  the 
new  credit-hour  system  and  the  distribu- 
tive requirements  for  undergraduate  stu- 
dents. Beginning  next  fall  new  students 
will  be  required  to  take  an  "exit  test." 
which  will  measure  their  competency  in 
basic  skills. 

What  is  most  important  to  me  is  that 
these  changes  have  come  with  your  sup- 
port and  cooperation.  You  have  grown, 
too,  and  your  growth  helps  us  —  and  the 
world  —  grow  along  with  you.  There  has 
been  a  significant  change  in  our  student 
body  in  the  past  years.  The  concerns  over 
escaping  and  postponing  responsibility 
have  given  way  to  a  new  and  vigorous  em- 
bracing of  responsibility.  Study  —  both  in 
the  classroom  and  outside  of  it  —  is  the 
order  of  the  day.  I  respect  your  serious- 
ness, and  I  applaud  your  commitment.  To- 
gether, we  have  taken  major  steps  toward 
molding  American  University  into  the  kind 
of  institution  envisioned  by  the  founding 
fathers.  Together,  we  can  achieve  more 
than  they  ever  dreamed  possible. 

Best  Wishes. 

Joseph  J.  Sisco 


■' » ■  n  i  fi 


CAS 


You  know,  it  occurs  to  me  that  the  way 
we  go  about  higher  education  doesn't  tell 
the  whole  story  about  what  we,  the  profes- 
sors and  the  students,  are  ultimately  trying 
to  do.  Professors  teach  a  unit  at  a  time  and 
then  test  the  material.  Students  take  a 
course  at  a  time  and  then  get  graded.  We 
plan  our  schedules  by  the  year,  usually, 
and  four  years,  theoretically,  add  up  to  a 
college  education. 

But  they  don*t.  The  four  years  are  an 
arbitrary  time  scheme  that  got  formalized 
along  the  way.  That's  all  they  are,  a  span  of 
time  spent  studying  in  college.  That  span, 
and  the  work  that  is  done,  isn't  in  and  of 
itself  an  education.  Maybe  what  I  should 
say  is  that  we  are  creating  parts  of  an  edu- 
cation, components  that  can  be  combined 
in  innumerable  ways  and  changed  and 
added  to  over  the  years.  The  additions  and 
changes  are  the  crucial  part. 

Something  has  to  happen  to  you  as  a  re- 
sult of  your  work,  your  labs,  your  profes- 
sors, your  friends,  your  discussions,  your 
disagreements  and  agreements.  I  hope  it  has 
been  happening  from  the  moment  you  en- 
tered the  University,  but  —  more  impor- 
tant —  it  has  to  happen  continuously  from 
this  point  on;  otherwise  a  lot  of  time  has 
been  wasted. 

From  this  point  on  you  need  to  add  to 
the  concepts  you  have  encountered,  the 
ideas  you  have  developed,  the  skills  you 
have  acquired.  And  you  will  need  to 
change  a  lot  of  what  you  think  you  have 


learned.  You  will  have  to  evolve.  You 
yourself  have  not  come  to  a  final  point  of 
development,  a  place  to  stop.  You  will 
have  to  go  on  testing,  adapting,  learning 
and  unlearning.  You  have  to  leave  the 
University  with  a  mind  free  enough  to  roll 
your  ideas  over  many  and  many  a  time. 
Free  enough  to  "change  your  mind"  in 
every  meaning  of  that  phrase,  just  as  you 
came  to  The  American  University  ready  to 
"change  your  mind." 

What  I  would  be  interested  to  know,  and 
what  you  will  be  fascinated  to  see,  is  what 


happens  over  the  years  to  the  things  you 
have  learned  in  college.  Without  a  doubt, 
in  ten.  twenty,  thirty  years,  you  will  be 
doing  something,  reading  something,  think- 
ing something,  that  had  its  genesis  in  some 
class  on  some  particular  day  during  your 
work  here.  That  was  and  is  the  point  of  it 
all.  What  you  can  do  and  what  you  know 
when  you  graduate  is  your  present  ac- 
complishment. But  more  important  is  what 
happens  to  it  way  on  down  the  road. 

Dean  Frank  Turaj 
College  of  Arts  and  Sciences 


hS 


COLLEGE  OF  ARTS  AND 
SCIENCES 


LISA  ALBERT,  B.A.,  Design. 
SHARON  ALLEN,  B.A.,  Psychology. 
MURIEL  BAKER,  B.S..  Psychology. 


VALERIE  BOYKIN,  B.S., 
Mathematics/Computer  Science. 

JULIE  H.  BROOKE,  B.A..  Design. 

CHRISTINE  CIPU,  B.A.,  Graphic 
Design. 


KAREN  COBURN,  B.A.,  Psychology. 
MARY  DAVIS,  B.A.,  Sociology. 

MARY  EICHELBERGER,  B.S., 

Biology. 


ANDREA  ELLISON,  B.A.,  Design. 

LINDA  EMMNUEL,  B.A., 

Dance/Psychology. 

DEBORAH  ETHERTON,  B.A., 

Psychology/Elementary  Education. 


MARIA  FABIRCIUS,  B.A.,  Biology. 
ANNETTE  FRYE,  B.A..  History. 

NEAL  GOLDMAN,  B.S., 
Microbiology. 


LORETTA  JEAN  GRAY,  B.A.. 

Economics 

ANTHONY  GROSSO,  B.A..  Physical 
Education. 

RACHEL  HALL,  B.A.. 
Literature/Education. 


CINDY  HORWITZ,  B.A. 

Psychology/Elementary  Education 

THERESA  INMAN,  B.A..  Psychology 


MARTHA  ITTNER,  B.A.,  Design. 
GLORIA  IVEY,  B.S.,  Biology. 

SHARON  JACKSON,  B.A., 

Psychology/Sociology. 


MARK  JAECKEL,  B.S.,  Physical 
Education. 

STEPHEN  KAHN,  B.S.,  Psychology. 

AYSEL  KEMAL,  B.S.,  CAS. 


MARIO  KERBY,  B.A.,  Economics. 

EUN  KIM,  B.A.,  Studio. 

MICHAEL  KIRKS,  B.A.,  Physical 
Education. 


CAROL  KLIEMAN,  B.A., 

Psychology. 

ANDREW  KORN,  B.S.,  Biology. 


SHELLEY  KREMENS,  B.A. 

Sociology 

LEONARD  LAMM,  B.A.,  Sociology 


EDNA  LAWSON,  B.A..  Psychology. 

BRAD  LEVINE,  B.S..  Chemistry. 

LYNN  LEVINTHAL,  B.A..  Sociology. 


S.  DOUGLAS  LOESER,  B.A., 

Economics/Environmental  Studies. 

RICK  MALTZ,  CAS. 

J.  LAWRENCE  MARCH,  B.A., 

Psychology. 


LOUIS  MAROULIS,  B.A.,  Literature. 

THOMAS  MARTIN,  B.A..  Sociology. 

LYNN  McCARY,  B.S.,  Design. 


JULIA  McCOY,  B.A.,  History. 

DONNA  McDONALD,  B.S..  Physical 
Education. 


GAIL  MELNICK,  B.A.,  Design. 

CARL  MORRIS,  B.S.,  Computer 
Science/Applied  Mathematics. 

ELLEN  MURLAND,  B.A., 

Psychology. 


BEATRIZ  NIELSEN,  B.S.,  Biology. 

ANN  O'BRIEN,  B.A.,  Literature. 

TAOFIQ  ONIGBINDE,  B.S.,  Medical 
Technology. 


JEREMY  PAULSON,  B.A.,  History. 

JOHNPOLLNER,  B.S., 

Anthropology. 

ROBERT  RABINOWITZ,  B.S., 
C.L.E.G. 


V'i  * 


DEBORAH  REGENBOGEN,  B.A., 

Psychology/Sociology . 

MELISSA  REIDENBAUGH,  B.A., 
Dance. 

FRED  REIF,  B.A.,  History/Political 
Science. 


ANNETTE  REMICK,  B.S., 

Economics. 

ELLEN  ROSANOFF,  B.S., 

Psychology/Sociology. 

CHRISTOPHER  ROSE,  B.A.. 

History. 


STACY  ROSE,  B.A..  Sociology. 

BETH  ROSENBERG,  B.A., 

Sociology/Jewish  Studies. 

VICTORIA  ROUSUCK,  B.S.. 
History. 


ANNE  RUNOW,  B.A.,  Art. 

KENNETH  SCHARFF,  B.S.,  Dance. 

CAROL  SCHATZ,  B.A./A.A., 
Sociology/ Administration  of  Justice. 


AMY  SEEHERMAN,  B. A/A. A.J. , 

Psychology/Administration  of  Justice. 

MICHAEL  SEIFF,  B.S., 
Economics/Psychology . 

KEVIN  SHANNON,  B.A.,  Music. 


YAFFA  SHOVAL,  B.A.,  Design. 


DORITA  SIMMONS,  B.A.,  Sociology. 


JEFF  STETEKLUH,  B.S..  Computer 
Science. 

CARMEN  STEWART,  B.A.,  Design. 


TANNYA  STEWART,  B.A., 

Psychology. 

LORI  STRICOFF,  B.A..  Psychology. 

NANCY  TARSHIS,  B.A., 

Psychology/Sociology . 


FREDRIKA  TELL,  B.A..  Psychology. 

TOMMYE  TINKHAM,  B.A., 
Literature. 

DONNA  TOCCO,  B.A..  Literature. 


ELLEN  TUCKER,  B.A.,  Psychology. 

RHODA  TWOMBLY,  B.S..  Biology. 

TONY  VECCHIONE,  B.A.,  Physical 
Education. 


76 


GRACE  WALTON,  B.S./B.A., 

Sociology/Psychology. 

ZELDA  WARREN,  B.A.,  Psychology. 


HELEN  WELLS,  B.S.,  Sociology. 
PATRICIA  WELSH,  B.A.,  Design. 
DEBBIE  WILDER,  B.A.,  Psychology. 


STEPHANIE  WILLNER,  B.A.. 

Psychology. 

MARVIN  WURTH,  B.  A,  Biology. 

ROBERT  WURZBURG,  B.A., 
Art/Philosophy. 


BRIDGET  YOUNG,  B.A., 

Sociology/Psychology. 

RUTH  ZETLIN,  B.A..  Theatre. 
JAYNE  ZIMBLE,  B.A.,  Sociology. 


RONALD  ALOISIO,  B.A., 
Communication. 

SHARON  ARDAM,  B.A., 
Communication. 

KURT  BACCI,  B.A.,  Print 

Journalism. 


RENEE  BATALIS,  B.A., 

Communication. 

JEFFREY  BAXT,  B.A..  Broadcast 
Journalism. 

GAIL  BERNSTEIN,  B.A.,  Visual 
Media. 


SCHOOL  OF  COMMUNICATION 


KEVIN  BERTHOUD,  B.A.,  Visual 
Media. 

DIANE  BOOZER,  B.A.,  Visual 
Media. 

BOB  BRADICICH,  B.A.,  Visual 
Media. 


PATRICIA  BROWN,  B.A.,  Visual 
Media. 

CHARLES  CARLSON,  B.A.,  Print. 

GLEEDA  CHOH,  B.A., 

Communication. 


JUDITH  COLLINS,  B.A., 

Print/Economics. 

PATRICIA  COX,  B.A., 
Communication 

JOYCE  DAVIS,  B.A.,  Broadcast 
Journalism/Language. 


r*  ^ 


MARK  DORF,  B.A.,  Communication 


JOE  ESPO,  B.A.,  Print  Journalism. 

MARGARET  FERRY,  B.A., 

Communication. 

RANDI FETNER,  B.A..  Visual  Media. 


CATHIE  FLYNN,  B. A.,  Visual  Media. 

STEVE  GINSBERG,  B.A.. 

Communication. 

ALEXANDER  GIOVANNIELLO, 

B.A.,  Broadcast  Journalism. 


RANDY  GLEIT,  B.A.. 

Communication. 

NEALGOREN,  B.A.. 

Communication. 

KAREN  GREENBERG,  B.A..  Visual 
Media. 


R    MELANIE  GREENBERG,  B.S. 
Visual  Media. 


ANDREA  RENEE  GRIFFIN,  B.A. 
Print. 

CATHY  GRIM,  B.A.. 
Communication. 

BETH  GROSSMAN,  B.S., 
Organizational  Communication. 


JOHN  GUSTAFSON,  B.A..  Public 
Communication. 

HERSCHEL  HIAT,  B.A.,  Broadcast 
Journalism. 

SIMI  HICKS,  B.A..  Broadcast. 


DONALD  HOFFMAN  JR.,  B.A.. 
Print. 

KAREN  JAFFY,  B.A.,  Visual  Media. 

PATRICIA  JENKINS,  B.A.. 

Broadcast  Journalism. 


LENARD  KENT,  B.A.,  Broadcast 
Journalism. 

JO  ANN  KING,  B.A., 
Communication. 

HOWARD  LAMBERT,  B.A.,  Visual 
Media. 


AMY  LANDSMAN,  B.A., 

Communication/History. 

TERRY  LEVIN,  B.A.,  Visual  Media. 

ALANLEVINE,  B.S./B.A., 
Communication/Commercial 

Management. 


LAURA  LIEBECK,  B.A.,  Broadcast 
Journalism. 

PHILIP  LINDENMUTH,  B.A.,  Public 
Communication. 

LESLIE  LINTON,  B.S.A.. 

Communication. 


STEPHEN  W.  LONG,  B.S.. 

Communication/Physics. 


TERRY  LOWE,  B.A 

,  Print 

Journalism. 

MARK  LUDDER,  B.A.,  Broadcast 

Journalism. 

GAIL  MARGULIES, 

B.A..  Visual 

Media. 

DEBBIE  MARTON,  B.A.,  Visual 
Media. 

JEFFREY  McGOWAN,  B.A., 
Broadcast  Journalism. 

MIREILLE  MEES,  B.A.,  Broadcast 
Journalism. 


PATRICIA  MELOON,  B.A.,  Print 
Journalism. 

MARGARET  MEYER,  B.A.,  Public 
Communication. 

ELEANOR  MEYERSON,  B.A.,  Public 
Communication. 


TERRY  MPHAHLELE,  B.A., 

Broadcast  Journalism. 


STEVEN  NERO,  B.A.,  Visual  Media. 

FRANK  PAIGE,  B.A.. 
Communication/Sociology. 

CRYSTAL  PALMER,  B.A.,  Visual 
Media. 


FRANCYNE  PEAU,  B.A.,  Print 
Journalism. 

MARY  GAIL  PILKINTON,  B.A.. 
Print. 

SUE  PLOUNT,  B.A.,  Communication. 


SHERLITA  QUEEN,  B.A., 

Communication. 

ANGIE  LAURA  REESE,  B.A.,  Public 
Communication. 

ALEXIS  REVIS,  B.A.,  Journalism. 


H.  MICHAEL  ROSELLI,  B.A., 

Broadcast  Journalism/Political  Science 


ROBYN  ROSENBERG,  B.A., 

Journalism. 

KURT  SCHRAMM,  B.A., 
Communication. 

ELIZABETH  SHAPIRO,  B.A..  Visual 

Media. 


LESLEY  SHARP,  B.A..  Visual  Media. 

NANCY  SHULKIN,  B.A.,  Visual 
Media. 

STEVE  SMITH,  B.A.,  Broadcast 
Journalism. 


GBEMISOLA  SOTOMI,  B.A.,  Public 
Communication. 

CARYN  STEIN,  B.A..  Public 
Communication. 

JUDITH  STELZER,  B.A.. 

Communication. 


KIMBERLY  SWITZGABLE,  B.A.. 

Visual  Media. 

RICHARD  UNDERWOOD,  B.A.. 

Broadcast  Journalism/Economics. 

ALFONSO  WAY,  B.A.,  Graphic 
Design/Communication. 


MICHELE  WILLIAMS,  B.A.. 
Communication. 

M.  SUSAN  WILLIAMS,  B.A.,  Print. 

ROSALIND  WINDER,  B.S.,  Visual 
Media. 


BRIAN  ZEMSKY,  B.A.,  History/Print 
Journalism. 


SCHOOL 

OF 

EDUCATION 


86 


MARLA  BERNSTEIN,  B.A., 
Education 

SHERI  DEBOE,  B.A.,  Education 


WANDA  GEORGE,  B.A.,  Elementary 
Education. 

KATHERINE  GILMORE,  B.A., 
Elementary  and  Special  Education. 

HARRIET  GLOVER,  B.A., 
Elementary  Education. 


GAIL  GOLDBERG,  B.A.,  Early 
Childhood  and  Elementary 
Education/Special  Education. 

SUE  GOLDBERG,  B.A.,  Elementary 
and  Special  Education. 

NANCY  HANNOCK,  B.A.,  Early 
Childhood  and  Elementary 
Education/Special  Education. 


ROBIN  LOWY,  B.A.,  Elementary 
Education. 

GAY  LUSS,  B.A.,  Special  Education. 

ROBYN  PAUL,  B.A.,  Elementary  and 
Special  Education. 


DEBRALYNN  ROBERTS,  B.A., 
Special  Education. 

SANDRA  SOLOMON,  B.A., 
Elementary  Education. 

RANDI  ZULLER,  B.A.,  Elementary 
and  Special  Education. 


SBA 


Today's  student  is  far  more  serious 
about  school  and  its  meaning.  I  suppose 
that's  natural  for  at  least  two  reasons:  The 
employment  market  has  become  increas- 
ingly competitive;  hence,  students  realize 
they  must  really  concentrate  on  getting  the 
most  they  can  from  their  investment  in  ed- 
ucation if  they  want  a  satisfying,  lucrative 
job  when  they  leave  the  university.  A  sec- 
ond reason  stems,  I  believe,  from  the  ex- 
pected reaction  to  the  radicalism  and  shrill 
rhetoric  of  the  campus  during  the  late  Six- 
ties and  early  Seventies.  There  probably  is 
a  social  counterpart  to  one  of  Newton's 
Laws  which  states  that  every  action  has  an 
opposite  reaction.  Hopefully,  we  won't 
become  reactionaries  in  our  response  to 
much  of  the  destructive  and  irrational  be- 
havior of  the  campus  riot  days.  I  think  our 
current  students  have  benefited  from  those 
aspects  of  the  student  "revolution"  which 
were  manifestly  sensible.  They  are  more 
discerning  and  less  subject  to  the  cliche- 


ridden,  tub-thumping  evangelism  type  of 
leader,  left  or  right,  who  usually  uses  a 
legitimate  social  concern  as  a  platform  for 
achieving  highly  personal  objectives,  often 
contrary  to  the  espoused  cause. 

Today's  student  poses  one  major  prob- 
lem, as  far  as  I  can  determine:  He  or  she 
has  been  "turned  off  with  regard  to  our 
political  institutions.  In  this  regard,  the 
"opposite  reaction"  has  indeed  happened. 
Watergate.  Vietnam,  GSA  scandals,  etc., 
have  left  a  bad  taste;  but  more  than  that, 
they  have  created  a  sense  of  quiet  despair 
in  the  minds  of  many  students  who  tend  to 
shy  away  from  political  concern,  involve- 
ment and  action.  This  is  unfortunate,  since 
the  political  fortunes  and  destiny  of  the  fu- 
ture will  be  dictated,  in  large  part,  by  what 
they  are  not  doing  now.  I  sincerely  hope 
this  will  change. 

Dean  Herbert  E.  Striner 
School  of  Business  Administration 


GIDEON  ABRAHAM,  B.  A,  Business. 
JEFFREY  ARPIN,  B.S.B.A.,  Finance. 


JAMES  BADINI,  B.S.B.A., 

Finance/Business  Economics. 

CARLOS  BALZA,  B.A., 
Marketing/Business  Economics. 

MICHELLE  BARBER,  B.S.B.A. 
Accounting/Economics. 


DIANE  BINDER,  B.A..  Marketing. 
GLENN  BLOCK,  B.S.,  Accounting. 

DAVID  BLUM,  B.S.B.A., 

Professional  Accounting. 


MARJORIE  BLUMBERG,  B.S.B.A., 
Urban  Development. 

MARK  BOYER,  B.S.B.A., 

Finance/Economics/Computer 
Systems. 

ELLEN  BRAFMAN,  B.S..  Marketing. 


89 


NINA  CANNON,  B.A., 
Marketing/Personnel  Management. 

GLORIA  CANTU,  B.S.,  Personnel. 

LENA  CAPORALETTI,  B.S.B.A., 
Personnel. 


MAURICE  CHARLES,  B.S.B.A., 
Personnel. 

SAMUEL  COFER,  JR.,  B.S.B.A. 
Finance. 

NEIL  COHEN,  B.S.B.A.,  Business 


ALBERTO  CRESPO,  B.S.B.A., 

Accounting. 

MARK  DI  BENEDETTO,  B.S.B.A., 
Marketing. 

ARLENE  DICKLER,  B.S.B.A., 
Personnel. 


90 


WILLIAM  DICHTER,  B.S.B.A. 
Business 

BARBARA  DYER,  B.S.,  Marketing 


DAVID  EISNER,  B.S..  Professional 
Accounting/Political  Science. 

BRIAN  EVANS,  B.S.B.A.,  Marketing. 

MICHELLE  FALK,  B.S.B.A., 
Marketing/Personnel. 


MARSHA  FELDMAN,  B.S., 

Marketing/Sociology . 

LYNNE  FETTERS,  B.S.B.A., 

Marketing. 

STEVEN  FILENBAUM,  B.S.B.A. 
Business. 


SCOTT  FISCHMAN,  B.A., 
Accounting. 

JAMES  FORT,  B.A.,  Marketing 

MINDY  FRANK,  B.S.B.A., 

Marketing. 


BRIAN  GEARY,  B.S.,  Urban 
Development. 

FARID  GHADRY,  B.A.,  Finance. 


I 


\   4 


NADER  GHEISSARI,  B.S.B.A. 

Economics  and  Urban  Development 

BOB  GIMBEL,  B.S.B.A.,  Marketing 


RICHARD  GLASSER,  B.S.B.A., 
Business. 

JOAN  GLICKSON,  B.S.B.A., 

Professional  Accounting. 

PAMELA  GOLD,  B.S.B.A.. 

Marketing. 


JUDY  GOLDMAN,  B.A.,  Marketing. 

MARCIA  GORDON,  B.S.B.A., 

Business. 

JAMES  GUTENTAG,  B.S.B.A., 

Marketing. 


EILEEN  GYASI-TWUM,  B.A., 

Personnel. 

ANDREW  HALPERN,  B.S., 
Professional  Accounting. 

WILLIAM  HAMILTON,  B.S.B.A., 

Finance. 


ROBERT  HANNIGAN,  B.S.B.A. 

Business. 

HOWARD  HARRIS,  B.S.B.A., 

Marketing. 


JOHN  HART,  B.S.B.A.,  Marketing. 

LINDA  HENDERSON,  B.S.B.A., 
Business. 

WANDA  HENRY,  B.S.B.A., 

Marketing. 


BETH  HOROWITZ,  B.S.B.A., 
Business. 

PAMELA  IRETON,  B.S.,  Marketing. 

DONALD  JACOBS,  B.S.,  Marketing. 


1    MARTHA  JOHNSTON,  B.S., 

I    Finance. 

I    JEFFREY  KAHAN,  B.S.,  Finance. 
SUSAN  KATZ,  B.S.B.A.,  Personnel. 


NANCY  KING,  B.S.B.A.,  Business. 

STEPHEN  (SKIP)  LANE,  B.S., 

Marketing. 

ANDREW  LA  VINE,  B.S.B.A., 

Marketing. 


CINDY  LEHMANN,  B.S.B.A., 

Professional  Accounting. 

MICHELLE  LEVITT,  B.S.B.A., 
Personnel. 

BARBARA  LEVY,  B.A.,  Marketing. 


CAROL  LEWANSKI,  B.S., 

Professional  Accounting. 

GREGG  LOWY,  B.A., 

Personnel/Industrial  Relations. 

ABBAS  MANAFZADEH,  B.S.B.A., 

Marketing. 


PHIL  (BUD)  MARTINO,  B.S.B.A. 
Personnel  Administration 

PATRICIA  McINTYRE,  B.S.B.A. 

Finance/Economics 


ISAAC  McRAE,  B.S.B.A., 

Accounting. 

BAUNITA  MILLER,  B.S.B.A., 

Accounting. 

JOHN  MORIARTY,  B.A., 
Statistics/International  Studies. 


EDGAR  OLIVER,  B.S.B.A., 

Professional  Accounting. 

ROSE  PARADOWSKI,  B.S.B.A., 
Business. 

AVERY  PETERS,  B.S.,  Economics. 


PAUL  PROHONIAK,  B.S.B.A., 

Marketing/Personnel. 

JENNIFER  PROSSER,  B.S.B.A., 

Accounting. 

PHILIP  RAMPULLA,  B.S.,  Urban 
Development. 


KATHERINE  ROBERTS,  B.S., 

Finance. 

SUSAN  RUDNICK,  B.S.B.A., 

Accounting. 


DIANE  SAUL,  B.S.B.A.,  Marketing. 

LORI  ANN  SAXON,  B.S.B.A.. 
Personnel/Marketing 

BERT  E.  SCHOEN,  B.S.B.A., 

Marketing/Bus.  Econ. 


JONSEIGEL,  B.S.B.A.. 

Marketing/CAJ. 

MARC  SILVERSTONE,  B.S.B.A., 

Finance. 

DEBBIE  SORINMADE,  B.S.,  Urban 
Development. 


KEN  SPIEGEL,  B.S.B.A.,  Business. 
MITCHELL  STEIN,  B.A.,  Marketing. 

STEVEN  STETZER,  B.S.B.A., 

Marketing. 


ANDY  STONE,  B.S.B.A.,  Finance. 
BOB  STONE,  B.S.B.A.,  Marketing. 

MICHELE  TAUB,  B.S.B.A., 

Marketing. 


96 


MICHAEL  TILLER,  B.A.B.S. 

Professional  Accounting. 


STEVEN  WAHRMAN,  B.S.B.A. 

Marketing. 

GARY  WALLACH,  B.S.B.A., 

Marketing. 

|    GINNY  WARNER,  B.S.B.A.. 

Marketing. 


JOANNE  WARNER,  B.S.B.A., 
Finance. 

HARRIET  WEINTRAUB,  B.S.B.A. 

Marketing. 

SYLVIA  WILLIAMS,  B.S.B.A., 

Finance/Accounting. 


GIGI  WINSTON,  B.S., 

Marketing/Biology. 

RICHARD  WOLFE,  B.S.B.A., 

Professional  Accounting. 

ANDREA ZELTT,  B.S.B.A.,  Finance. 


97 


Because  students  in  the  School  of  Nurs- 
ing have  already  made  the  decision  regard- 
ing their  career  at  the  time  they  enter  the 
University,  they,  in  a  sense,  bring  with 
them  a  commitment  to  academic  goals.  A 
program  in  nursing  is  perceived  as  a  way  of 
working  with  people  as  well  as  a  means  of 
providing  future  career  advancement.  For 
these  reasons  we  have  not  seen  marked 
changes  in  today's  students  from  those  of  a 
decade  ago. 

However,  there  have  been  changes  in 
health  care  delivery,  and  these  have  been 
incorporated  into  the  curriculum.  An 
example  of  such  changing  curriculum  em- 
phasis is  the  concept  that  health  care  needs 
to  extend  beyond  the  acute  care  centers  to 
encompass  the  total  life  situation. 

To  provide  an  environment  that  exposes 
students  to  the  community,  all  the  clinical 
nursing  sources  include  planned  experi- 


ences in  church  out-reach  programs,  nurs- 
ing homes,  public  schools  and  clinics. 
Some  community  experiences  are  observa- 
tional, while  others  require  active  partici- 
pation through  health  teaching,  leading 
health  concerns  groups,  health  screening 
and  follow-up. 

It  hasn't  been  easy  to  break  down  pre- 
conceived notions  and  change  attitudes, 
but  we  are  finding  a  growing  acceptance  by 
students  of  the  need  for  counseling  people 
who  are  well  in  addition  to  those  who  are 
sick.  Both  are  integral  aspects  of  nursing. 

We  hope  that  our  graduates  perceive 
their  program  as  only  a  first  step  in  their 
professional  career  and  continue  to  grow 
with  each  new  experience  through  formal 
and  informal  channels. 

Dean  Laura  B.  Rummer 
School  of  Nursing 


SON 


SHARON  BECKMAN,  B.S.N  . 

Nursing. 

KATHY  KISSINGER  BELL,  B.S., 
Nursing. 

STACY  BLANK,  B.S.N. ,  Nursing. 


SHERI  BLEICH,  B.S.,  Nursing. 

JULIA  EVANGELISTA,  B. S.R.N. 

Nursing. 


99 


JAN  MARIE  FERGUSON,  B.S.N. , 
Nursing. 


TERRY  FRESHCOLN,  B.S.N. , 
Nursing. 

AMY  FRIEDMAN,  B.S.N. ,  Nursing. 

GAIL  HADBURG,  B.S.N. .  Nursing. 


KATHY  HILLIER,  B.S.,  Nursing. 


GERALDINE  LYONS,  B.S., 

Nursing. 


100 


LISA  MOY,  B.S.N. ,  Nursing 


PATRICIA  NEWTON,  B.S.N. , 
Nursing. 

SUSAN  RAIDER,  B.S.N.,  Nursing. 

SUSAN  SALTZMAN,  B.S.,  Nursing. 


CPA 


The  intellectual  growth  of  students  dur- 
ing their  four  years  in  the  College  of  Public 
Affairs  is  impressive.  They  have  been  im- 
mersed in  the  best  that  the  world  of  schol- 
arship has  to  offer,  but  they  have  done 
more.  They  have  not  been  cloistered  or 
sheltered  during  their  undergraduate  ca- 
reers from  the  practical  world  and  the 
world  of  public  service.  American  Univer- 
sity's students  leave  with  a  variety  of  prac- 
tical experiences  which  are  not  available  to 
students  everywhere,  experiences  which 
enhance  their  intellectual  accomplish- 
ments. Our  students  are  exposed  to 
Washington  and  the  world  of  government 
decision  making.  Their  exposure  is  facili- 
tated by  the  location  of  the  University  and 
by  the  wealth  of  talent  and  resources  which 
abound  in  this  city  and  in  our  faculty. 

The  College  of  Public  Affairs  is  com- 
posed of  the  School  of  Justice,  School  of 
International  Service.  Center  for  Technol- 
ogy and  Administration  and  School  of 
Government  and  Public  Administration. 
All  four  units  of  the  College  instruct  stu- 
dents in  political  areas  which  are  combined 
with  liberal  arts  in  ways  to  prepare  gradu- 
ates to  deal  with  major  issues  of  public  pol- 
icy facing  the  nation  and  the  world.  The 
liberal  arts  foundation  prepares  students  to 
join  the  ranks  of  the  educated.  It  teaches 
them  how  to  write  and  to  analyze,  and  how 
to  be  flexible  in  their  approach.  These 
skills  can  be  drawn  upon  in  most  practical 
situations.  Yet  a  liberal  arts  degree  based 
on  theory  and  ideas  alone,  without  expo- 
sure to  the  world  of  practice,  can  be  an 
incomplete  educational  experience  for 
large  numbers  of  students. 

That  is  why  it  is  exciting  and  satisfying 
for  me  to  see  freshmen  entering  The  Amer- 
ican University  from  across  the  country 
and  around  the  world  knowing  only  that 


they  want  to  go  to  school  in  the  nation's 
capital.  Four  years  later  they  emerge 
knowing  they  are  equipped  to  join  the 
working  and  thinking  world  with  the  un- 
usual awareness  of  both  scholarly  and 
practical  concerns.  They  have  a  sense  of 
what  is  needed  and  what  they  want  to  con- 
tribute. Growth  on  this  second,  practical 
level  is  the  result  of  on  the  scene  observa- 
tion, internships  in  real  working  situations, 
personal  exchange  with  faculty  members 
who  are  expert  government  consultants  as 
well  as  stimulating,  successful  role  models, 
and  first  hand  experience  with  public  ser- 


vants in  Washington,  in  class  and  out.  It  is 
this  combined  growth  of  awareness  of  self 
and  of  the  world  which  makes  our  alumni 
both  interesting  and  well-prepared. 

The  faculty  and  staff  of  the  College  of 
Public  Affairs  shares  with  you,  the  class  of 
1979,  the  sense  of  accomplishment  and 
pride  you  will  take  away  with  you.  We  will 
watch  with  continuing  interest  as  you 
apply  your  educational  experiences 
throughout  the  years. 

A.  Lee  Fritschler 

Acting  Dean 

College  of  Public  Affairs 


MARSHAL  AURON,  B.A.,  Political 
Science/Economics. 

ANN  BARRELLA,  B.S.,  Political 
Science/Economics. 

MARK  BECKER,  B.S.,  Political 
Science/Accounting. 


FRANK  BALTIMORE  BEY,  B.A., 

Political  Science. 

MAHLON  BICKFORD,  B.A., 
Government. 

JOSEPH  BLUMENTHAL,  B.A., 

Political  Science. 


DAVID  BROWN,  B.A.,  Political 
Science/Urban  Affairs. 

FERRIS  BROWN,  B.A..  Political 
Science. 

I    RANDALL  BURR,  B.A.,  Urban 

|    Affairs. 


MARK  CASNER,  B.A.,  Political 
Science. 


SCHOOL  OF  GOVERNMENT 
AND  PUBLIC 
ADMINISTRATION 


FELIX  CATENA,  B.A.,  Political 
Science. 


RONALD  CHADWELL,  B.A.. 

Political  Science/Communication. 

LEONARD  CHANIN,  B.A.,  Political 
Science. 

LAURA  COMISKEY,  B.A..  Political 
Science. 


STEVEN  COHEN,  B.A.,  Political 
Science. 

J.  MICHAEL  CONNOR,  B.A., 

Political  Science. 

MAGGIE  COPPENRATH,  B.A.. 

Political  Science. 


KEITH  CUOMO,  B.S.,  Political 
Science. 

ODELL  DAVIS,  B.A.,  Political 
Science. 

MARY  DeBARR,  B.S.,  Political 
Science/History. 


KAREN  DeVENUTO,  B.A.,  Political 
Science. 


DIANA  DOWNEY,  B.A.,  Political 

I     Science. 

SHARON  DUBIN,  B.A.,  Political 
Science/International  Relations. 

MOSTAFA  EL-ERIAN,  B.  A.  Political 

Science. 


MARK  FIEDELHOLTZ,  B.A., 
Political  Science. 

ERIN  FITZSIMMONS,  B.A.,  Political 
Science/Environmental  Studies. 

HILDY  FORMAN,  B.A.,  Political 
Science. 


MARK  GERSHLAK,  B.A.,  Political 
Science. 

DAVID  GOEKE,  B.A.,  Political 

Science. 

MITCHELL  GOLDSTEIN,  B.S., 

Political  Science/Sociology. 


105 


EDWARD  HALPERN,  B.S.,  Political 
Science. 

MARTHA  HARPER,  B.A.,  Political 
Science. 

PATRICK  HECK,  B.S.,  Political 
Science/Economics. 


DONALD  HILL,  B.A.,  Political 
Science/History. 

CANDACE  HUNT,  B.A.,  Political 
Science. 

WILLIAM  KONSTAS,  B.A.,  Urban 
Affairs/Political  Science. 


HARVEY  LEADER,  B.A.,  Political 
Science/Philosophy. 

DAVID  LONG,  B.S..  Political 
Science. 

SCOTT  MARGULES,  B.A.,  Political 
Science. 


DOUGLAS  MARSHALL,  B.A.. 
Political  Science. 

DEBRA  MAYER,  B.A.,  Political 
Science. 

edward  McCarthy  jr.,  b.a. 

Political  Science. 


DIANE  MONTI,  B.A.,  Political 
Science. 

TODD  MOORE,  B.A.,  Political 
Science. 

RISE  MOSKOWITZ,  B.A.,  Political 
Science. 


DAVID  NEWMAN,  B.A.,  Political 
Science/Economics. 

PHILIP  PETRILLO,  B.A..  Political 
Science. 

MARY  ELLEN  PICKARD,  B.A., 

Political  Science. 


SAREE  PTAK,  B.A.,  Politica 
Science. 

SHEILA  QUARTERMAN,  B.A., 
Political  Science. 

JAY  RAPKIN,  B.A.,  Urban 
Affairs/ Administration  of  Justice. 


DANIEL  SERATA,  B.A.,  Political 
Science. 

RICHARD  SKOBEL,  B.A.,  Political 
Science/Economics. 

MADISSMIT,  B.A.,  Political  Science. 


CHRIS  SMITH,  B.A.,  Political 
Science/Philosophy. 

KAROL  LYNN  SMITH,  B.A., 

Political  Science. 

NEAL  SMITH,  B.A.,  Political 
Science. 


MARC  SPECTOR,  B.A.,  Political 
Science. 

BRAD  STEINBERG,  B.S.,  Political 
Science. 

STEPHEN  STRAUSS,  B.A.,  Political 
Science. 


LISA  STRONGIN,  B.A.,  Political 
Science. 


BRIAN  SULMONETTI,  B.  A,  Political 
Science/Economics. 

RONDA  TAYLOR,  B.S.,  Political 
Science. 

DENISE  TOTARO,  B.A.,  Political 
Science. 


RICHARD  TRENK,  B.S.,  Political 
Science. 

ABBY  WELLING,  B.S..  Urban 
Affairs/Political  Science. 

KENNETH  WIESEN,  B.A.,  Prelaw. 


FAITH  WILLIAMS,  B.S.. 
Government/International  Relations . 

DIANE  WILSON,  B.A..  Political 
Science/Administration  of  Justice. 

PAUL  WITHAM,  B.A..  Political 
Science. 


STEPHEN  WRIGHT,  B.S..  Political 
Science. 

MARC  ZWETCHKENBAUM,  B.A.. 
Political  Science. 


My  view  of  the  growth  of  students  at 
American  University  comes  primarily  from 
my  responsibility  as  dean  of  the  School  of 
Justice  but  is  also  leavened  by  the  fact  that 
I  teach  at  least  one  course  each  year. 
Based  on  nearly  five  semesters  of  experi- 
ence here,  it  is  my  considered  judgment 
that  our  students,  undergraduate  and  grad- 
uate, do  capitalize  on  the  opportunities 
provided  at  The  American  University  to 
achieve  considerable  growth,  both  per- 
sonal and  professional,  during  their  degree 
programs. 

As  an  administrator  I  see  students  de- 
veloping problem  coping  skills,  maturity  in 
decision  making  and  all  around  leadership 
abilities  in  their  work  as  participants  in 
student  associations  and  in  School  and 
University  governance.  In  these  capacities 
they  work  on  academic  program  definition, 
curriculum  revision,  and  reorganization  of 
teaching  unit  structure  as  well  as  on  a  vari- 
ety of  projects  not  directly  related  to  their 
studies,  such  as  new  student  recruitment, 
placement  of  graduates,  alumni  relations, 
relations  with  the  professional  organiza- 
tions of  justice  system  careerists,  and  col- 
loquia  series.  In  these  tasks  they  obtain  a 
better  appreciation  for  the  role  and  limita- 
tions of  university  education  us  a  part  of 
their  lives,  both  professional  and  personal. 
Several  have  told  me  that  these  facets  of 


student  life  that  many  would  consider  only 
peripheral  have  contributed  as  much  to 
their  self-image  as  competent  adults  able  to 
cope  with  ambiguity  and  uncertainty  as 
have  their  formal  courses  of  instruction. 
This  integration  of  academic  with  non- 
academic  experiences  is  a  particularly 
valuable  aspect  of  the  educational  experi- 
ence offered  at  The  American  University. 

Because  of  the  variety  of  opportunities 
available  in  the  metropolitan  District  of 
Columbia  area,  I  have  also  seen  a  number 
of  students  successfully  integrate  part  or 
full-time  employment  with  their  classroom 
activity,  resulting  in  deeper  appreciation 
for  both.  Some  are  employed  when  first 
enrolling  at  A.U.;  others  discover  the  ease 
with  which  employment  and  academic  ac- 
tivities can  be  combined  through  the  ex- 
tensive outreach  program  of  the  School  of 
Justice  after  they  enroll  as  students.  A  very 
talented  few  are  able  to  blend  academic, 
student  leadership  and  employment  roles 
into  a  very  rich,  even  though  at  times 
somewhat  frenetic,  developmental  experi- 
ence. Our  employed  students  report  great 
satisfaction  from  being  able  to  understand 
better  as  a  result  of  their  studies  why  they 
are  assigned  to  the  various  tasks  that  make 
up  their  professional  lives. 

Although  my  classroom  experience  with 
American  University  students  has  been  li- 


mited by  my  primarily  administrative  as- 
signment, I  have  taught  a  beginning  gradu- 
ate level  course  on  three  occasions,  both 
on  and  off  campus.  In  all  three  classes 
there  has  been  an  interesting  and  challeng- 
ing mix  of  full  and  part-time  students  with 
quite  diverse  backgrounds.  This  variety 
has  posed  a  challenge  for  me  as  a  teacher 
that  has  made  preparation  a  stimulating 
task  and  the  actual  teaching  a  very  reward- 
ing experience.  Judging  from  both  the  level 
of  participation  and  formal  student  evalua- 
tion, the  resulting  courses  have  also  been 
rewarding  for  the  students.  Our  discus- 
sions have  been  enriched  for  the  full-time, 
relatively  inexperienced  students  by  the 
contributions  of  the  generally  older,  em- 
ployed part-time  students.  For  the  latter, 
the  opportunity  to  put  their  experience  into 
a  theoretical  and  broader  intellectual  con- 
text has  been  satisfying.  My  evaluation  of 
the  results  is  that  all  of  the  diverse  students 
and  I  as  well  have  grown  both  personally 
and  professionally  through  our  inter- 
change. 

In  sum,  it  is  my  impression  that  students 
at  American  University,  on  the  whole,  do 
remarkably  well  in  using  the  resources  at 
their  disposal  to  develop  their  capacities. 
Experience  this  year  supports  that  view. 
Dean  Richard  A.  Myren 
School  of  Justice 


AUGUSTINE  ALOIA  JR.,  B.S., 

Administration  of  Justice/Political 
Science. 

LILA  ANNALORO,  B.S.,  Criminal 
Justice. 

RICHARD  BASKIN,  B.S.. 

Administration  of  Justice. 


RAYMOND  BASSI,  B.S.. 
Administration  of  Justice. 

ILENE  BERKO,  B.S.,  Administration 
of  Justice. 

MELINDA  BIRBARIC,  B.S., 
Administration  of  Justice. 


RANDI  BLUMENTHAL,  B.S., 
Criminal  Justice. 

ALLEN  BOYARSKY,  B.S..  Criminal 
Justice. 

CARON  BROWNSTEIN,  B.S., 

Administration  of  Justice. 


CHRISTINA  CALABRESE,  B.S., 
Criminal  Justice. 

MADELINE  MIMI  CARTER,  B.S., 
Administration  of  Justice. 

HILARY  COOK,  B.S..  Administration 
of  Justice. 


113 


DAVID  EMORY,  B.S.,  Administration 
of  Justice. 

JONATHAN  FULTON,  B.S., 

Administration  of  Justice. 

EILEEN  GLEIMER,  B.S., 

Administration  of  Justice. 


WILLIAM  GONZALEZ,  B.S.A.J., 
Administration  of  Justice. 

LORI  GREENSTEIN,  B.A., 

Administration  of  Justice. 

DOLORES  HARTMAN,  B.S., 

Administration  of  Justice. 


KAREN  HOLMAN,  B.S., 

Administration  of  Justice. 

DEBRA  KAPLAN,  B.S., 

Administration  of  Justice. 

ALAN  KESTENBAUM,  B.S., 
Administration  of  Justice. 


IRA  LERMAN,  B.S..  Administration 
of  Justice. 

NANCY  A.  LIBOWITZ,  B.S., 
Administration  of  Justice. 

PHYLLIS  LUTSK Y,  B.S., 
Administration  of  Justice. 


TIMOTHY  McEVOY,  B.S., 
Administration  of  Justice. 

LIONEL  MILLARD,  B.S.,  Criminal 
Justice. 

LORENZO  NICHOLS  JR.,  B.S.. 

Administration  of  Justice. 


NANCY  OLSON,  B.S.,  Administration 
of  Justice. 

GARY  PAER,  B.A.,  Criminal  Justice. 

DENNIS  POWERS,  B.S., 

Administration  of  Justice. 


JOANNE  RECTOR,  B.S., 
Administration  of  Justice. 

LOUISE  RYDER,  BAA. A., 
Administration  of  Justice/Psychology. 

DONALD  SMITH,  B.A., 
Administration  of  Justice. 


SHARON  SPARKS,  B.S.. 
Administration  of  Justice. 

RAYMOND  VENTURA,  B.S., 

Administration  of  Justice. 

LAURIE  WEISS,  B.S.,  Administration 
of  Justice. 


CTA 


Most  college  students  are  individuals 
with  rapidly  rising  expectations;  they  have 
a  multitude  of  short-term  obstacles  to 
overcome  and  formal  goals  and  objectives 
to  be  met  within  time  periods  measured  by 
days,  weeks,  months  and  at  most  a  very 
few  years.  Change  is  important;  becoming 
is  the  reality.  How  students  have  changed 
over  the  past  year  is.  from  this  time 
perspective,  a  real  and  important  question. 

Faculty  members,  however,  addressing 
the  question  of  changes  in  students  over  a 
twelve-month  time  span  may  be  struck  as 
much  by  the  illusions  as  by  the  realities  of 
change.  Their  perspective  is  quite  differ- 
ent. An  honest  answer  from  me  requires  a 
comparison  with  changes  observed 
through  twenty-five  solar  cycles.  I  will  try 
to  note  some"real"  changes. 

Students  are  becoming  increasingly  seri- 
ous about  and  demanding  of  their  courses 
of  study.  This  year  has  witnessed  a  contin- 
uation of  this  trend.  But  the  trend  began 
before  the  senior  class  arrived  as 
freshpersons. 


Students  are  concerned  with  personal 
goals.  The  emergence  of  subjective  values 
and  the  submergence  of  national  and 
humane  concerns  in  our  social  and  political 
life  did  not  begin  this  year;  it  is  a  legacy  of 
the  post- Vietnam  —  post-Watergate  era. 
This  year  the  social,  demanding  "I"  con- 
tinued unabated,  both  among  students  and 
in  our  national  life. 

Student  government  activities  this  year 
have  sought  real  solutions  to  the  surmount- 
ing of  institutional  obstacles.  This  is  a  new 
element.  Again,  the  roots  of  today's 
change  are  deep  in  the  historical  universi- 
ty; however,  the  combination  of  factors 
now  appears  balanced  toward  making  stu- 
dent involvement  effective.  Student 
movements  are  seeking  personal,  often 
economic  goals.  Student  leaders  under- 
stand the  fine  balance  between  the  public- 
theater  of  politics  and  the  organizational 
requirements  of  decision-making.  If  these 
elements  continue  to  exist,  the  ability  to 
accomplish  multiple  goals  will  increase 
during  the  next  decade.  This  year  student 


leaders  at  The  American  University  have 
been  the  most  effective  institutional  lead- 
ers I  have  witnessed  in  twenty-five  yers  of 
observation. 

Students  at  The  American  University 
are  becoming  more  diverse  in  their  region- 
al, ethnic  and  national  origin.  The  in- 
creased diversity  requires  adjustments  by 
students,  faculty  and  by  the  institution. 
Such  adjustments  may  be  painful  because 
they  involve  building  bridges  beyond  our 
traditional  groupings  and  values,  and  they 
require  us  to  recognize  the  legitimacy  of 
other  cultures,  other  ways,  other  needs. 
These  "others"  in  our  midst  are  real  and 
irreducible;  they  are  not  the  paper  things 
that  appear  as  ideas  in  books.  The  interna- 
tionalization of  The  American  University 
is  our  most  hopeful  single  sign  for  the  pos- 
sibility of  intellectual  growth  and  renais- 
sance in  our  university  community. 

Robert  Paul  Boynton 

Director,  Center  for  Technology 

and  Administration 


YOLANDA  AIKEN,  B.S.,  Computer 
Science. 

ADRIAN  GARCIA,  B.S.,  Technology 
and  Management. 


BETTY  GARDNER,  B.S.,  C.T.A. 
ANNE  GRENADE,  B.S.,  C.T.A. 


CAROL  HIGGINS,  B.S.T.M,  C.T.A. 


SHARMAN  LILLY,  B.S.T.M. 

Technology  in  Management. 


SIS 


I! 


Students  in  the  School  of  International 
Service  have  chosen  a  University  and  a 
metropolitan  area  which  are  immensely 
rich  in  resources  and  opportunities. 
Washington,  D.C.,  is  the  national  labora- 
tory for  the  observation  and  study  of  U.S. 
governmental  activity  in  foreign  affairs.  It 
provides  unique  access  to  the  institutions 
and  people  that  structure  and  energize 
U.S.  participation  in  the  international 
arena. 

Our  location  in  the  Washington  area  is  a 
prime  asset  for  those  who  seek  careers  in 
the  fields  of  international  relations  and 
foreign  policy.  The  unique  research  re- 
sources in  the  metropolitan  area  and  the 
opportunities  for  practical  work  experi- 
ences and  contacts  with  agencies  and  offi- 
cials enrich  the  School's  degree  programs 
and  facilitate  the  student's  transition  from 
the  academic  world  to  a  meaningful  career 
commitment. 

The  School's  interdisciplinary  pro- 
grammatic focus  is  enhanced  by  optional 
specializations  in  related  fields  which  are 
available  from  other  teaching  units  in  the 
University.  SIS  students  may  acquire 
career-related  knowledge  and  skills  in  such 


areas  as  economics,  business,  computer 
science,  foreign  languages,  public  adminis- 
tration and  communications,  which  com- 
plement the  liberal  arts  orientation  of  the 
school's  basic  curriculum.  Increasingly, 
students  have  chosen  to  double  major  in 
International  Studies  and  one  of  these  rein- 
forcing fields. 

And  what  of  your  own  personal  course? 
Many  of  you  are  experiencing  independent 
living  for  the  first  time  and  with  it  a  greater 
freedom  of  decision  in  your  everyday  lives. 
And  this  at  a  time  when  you  are  facing 
challenging  academic  demands,  a  different 
social  environment  and  continuing  choices 
as  to  how  you  will  allocate  your  time  and 
energies.  In  a  context  of  multiple  available 
opportunities  and  freedom  of  decision 
among  them,  individual  choice  becomes 
the  inescapable  fulcrum  of  action.  Let  me 
venture  to  offer  three  guides  to  aid  your 
steerage  through  your  university  experi- 
ence and  beyond. 

First,  continue  building  your  habits  of 
self-discipline  as  a  means  of  organizing  and 
implementing  your  day  to  day  activity. 
Plan  your  work  and  work  your  plan. 
Learn  to  manage  your  life  —  the  alternative 


is  to  drift. 

Second,  understand  that  you  and  you 
alone  are  accountable  for  your  choices  and 
for  what  you  do  with  them.  Scapegoating  is 
easy,  but  it  doesn't  work,  and,  most  harm- 
fully, it  takes  you  out  of  your  own  picture. 
You  are  responsible  for  your  own  reality. 
That's  just  the  way  it  is. 

Third,  be  involved.  It's  always  more  fun 
to  be  a  hammer  than  an  anvil.  And  in- 
volvement flows  directly  from  a  self- 
directed  life-style  that  accepts  personal  ac- 
countability. Of  course,  you  can  choose 
not  to  be  involved  and  accept  responsibil- 
ity for  that  choice.  But  the  world  will  pass 
you  by  —  while  acting  upon  you,  without 
you  —  and  personal  growth  will  suffer.  So 
we  must  understand  the  fundamental  need 
to  be  needed  and  that  in  meeting  needs  of 
others,  we  meet  our  own  needs.  That's  in- 
volvement. 

In  conclusion,  1  wish  you  every  personal 
satisfaction  and  success,  and  I  invite  you 
to  create  your  own  context  for  that  to  hap- 
pen. 

William  C.  Cromwell 
Acting  Dean,  SIS 


118 


EDMOND  AMON,  B.A.,  Economics. 

HILARY  (KIM)  BAKER,  B.A., 
International  Service. 

BRAD  BOTWIN,  B.A.,  International 
Relations/Economics. 


DAN  BRIGGS,  B.S.,  International 
Relations. 

LAURA  BROKENBAUGH,  B.A., 

Latin  American  Studies. 

CINDY  BURRELL,  B.A., 

International  Studies. 


LARRY  CARLSON,  B.A.,  Political 
Science/International  Relations. 

MICHAEL  CARMAN,  B.A., 

International  Studies. 

KENNETH  CROW,  B.A., 

International  Affairs. 


LESLIE  DERMAN,  B.A.,  Russian  and 
Area  Studies. 

NANCY  DIMOCK,  B.S..  Latin 
American  Area  Studies/ 
International  Relations. 

LINDA  DUNIVAN,  B.A.,  Latin 
American  Studies/Economics. 


119 


CHERYL  FEDERLINE,  B.A.. 
International  Relations/Spanish. 

MONICA  FEINER,  B.S.,  International 
Studies. 

KATHLEEN  GOODHUE,  B.A., 
International  Studies. 


DOUGLAS  GRISSINGER,  B.A., 

International  Service. 

CHERSTIN  HAMEL,  B.A., 
International  Studies. 

SHIRLEY  HENNING,  B.A., 

International  Service. 


KAREN  HUFFMIRE,  B.A., 

International  Service. 

RORY  IZSAK,  B.A.,  International 
Relations. 

JOHN  KOCAY,  B.A.,  International 

Studies  and  Foreign  Area  Studies 

Western  Europe/France. 


MARK  LEDERMANN,  B.A., 

International  Relations. 

JON  LEWIS,  B.A.,  International 
Studies/Political  Science/Religion. 

MARSHA  LINDSEY,  B.A., 

International  Service. 


ERNESTO  LOPEZ-ROJAS,  B.A., 
International  Relations. 

RENEE  MARKL,  B.A.,  International 
Affairs. 

KAREN  MED  WIN,  B.A.,  Spanish  and 
Latin  American  Studies. 


JANICE  MENKE,  B.S..  International 
Service. 

PATRICK  MORRIS,  B.A., 
International  Service. 

JAMIE  NACHINSON,  B.A., 
International  Studies. 


EVA  NARANSO,  B.A.,  International 
Affairs. 

ELIZABETH  PHELAN,  B.A., 
International  Studies/French. 

DAN  ROBINSON,  B.A.,  International 
Relations/Broadcast  Journalism. 


\NDREW  SIMMONS,  B.S., 
nternational  Relations/Economics. 

DAVID  SLOBODIEN,  B.A., 

International  Studies. 

JAMES  SMITH,  B.A.,  Internal 
Relations/Economics/Latin  American 
Area  Studies. 


BENNETT  SPETALNICK, 

International  Relations/Political 
Science/Philosophy. 

ANNE  STEVENS,  B.A.,  International 
Studies/Economics. 

JEFFREY  TEAGUE,  B.A., 
International  Relations. 


SCOTT  THOMAS,  B.A.,  International 
Studies/Economics. 

LEE  THOMASSEN,  B.A., 
History/International  Studies. 

LUCINDA  VAVOUDIS,  B.A., 
International  Studies. 


JOANNE  WALSH,  B.A.,  International 
Studies. 

CINDY  WEBER,  B.A.,  International 
Studies. 

CATHY  WILCOX,  B. A.,  International 
Studies. 


MATTHEW  WOOLF,  B.S., 

International  Relations/Economics. 

D.  ALVIN  WORTHINGTON,  B.S.. 

International  Studies/ 
Interdisciplinary  Studies. 

MARK  YONKOVITZ,  B.A.. 
International  Relations. 


122 


DIVISION  OF 

CONTINUING 

EDUCATION 


ANDREW  WEINIGER,  B.S.G.S. 

Marketing/Economics. 


SENIOR  BIOGRAPHIES 


COLLEGE  OF  ARTS  AND 
SCIENCES 

KARON  ADLER,  Art  Education:  Co-vice- 
president  Art  Council;  secretary  Art  Council  3; 
floor  treasurer  3. 

LISA  ALBERT,  Design. 

SHARON  ALLEN,  Psychology. 

MURIEL  BAKER,  Psychology:  Cheerleader  2; 
NAACP  secretary;  AU  Gospel  Choir. 

VALERIE  BOYKIN,  Mathematics/Computer 
Science:  Student  Academic  Aide. 

CHRISTINE  CIPU,  Graphic  Design:  Internship. 
Art  Department.  WTTG-TV;  assistant  curator 
Watkins  Art  Gallery  and  Collection  Room. 

KAREN  COBURN,  Psychology:  Concert  Com- 
mittee; Counseling. 

MARY  DAVIS,  Sociology. 

MARY  EICHELBERGER,  Biology:  Student  As- 
sistant National  Cancer  Institute  (NIH)  2,3,4. 

ANDREA  ELLISON,  Design. 

LINDA  EMANUEL,  Dance/Psychology:  Dance 
rep  to  Performing  Arts  faculty;  French-Spanish 
Club  1.2,3,4,  president  4. 

DEBORAH  S.  ETHERTON,  Psychology/ 
Elementary  Education. 

MARIA  FABRICIUS,  Biology. 

ANNETTE  FRYE,  History. 

NEAL  GOLDMAN,  Microbiology:  Wind  En- 
semble 1;  Orchestra  1,2,3. 

ANTHONY  GROSSO,  Physical  Education. 

RACHEL  HALL  Literature/Education. 

CINDY  HORWITZ,  Psychology/Elementary 
Education:  Record  Co-Op  volunteer;  para- 
professional/peer  counselor;  reading  tutor. 

THERESA  INMAN,  Psychology. 

MARTHA  ITTNER,  Design. 

GLORIA  IVEY,  Biology:  Delta  Sigma  Theta. 

SHARON  JACKSON,  Psychology/Sociology. 

MARK  JAECKEL,  Physical  Education. 

STEPHEN  KAHN,  Psychology:  Alpha  Tau 
Omega;  Worthy  Usher.  ATO. 

MARIO  KERBY,  Economics:  Soccer  team  3.4. 

EUN  KIM,  Studio. 

MICHAEL  L.  KIRKS,  Physical  Education: 
Alpha  Epsilon  Pi;  Swimming  Varsity  Letter, 
1,2,3,4,  Captain  4. 

CAROL  KLIEMAN,  Psychology. 

ANDREW  KORN,  Biology:  Varsity  tennis  1,2; 
Undergraduate  Studies  Committee  Biology;  Sea 
Semester  program. 

SHELLEY  KREMENS,  Sociology. 

LEONARD  LAMM,  Sociology. 

EDNA  LAWSON,  Psychology:  Phi  Kappa  Phi 
honor  society;  Dean's  List  Fall  77.  Spring  78. 

BRAD  LEVINE,  Chemistry. 

LYNN  LEVINTHAL,  Sociology. 

S.  DOUGLAS  LOESER,  Economics,  Environ- 
mental Studies:  President  Forensic  Society  3. 

RICK  MALTZ,  CAS. 

J.  LAWRENCE  MARCH,  Psychology. 

LOUIS  MAROULIS,  Literature. 

THOMAS  J.  MARTIN,  Sociology. 

LYNN  McCARY,  Design. 

JULIA  McCOY,  History. 

DONNA  McDONALD,  Physical  Education:  Var- 
sity basketball  3,4;  Varsity  volleyball  4. 


GAIL  MELNICK,  Design:  Tennis  team  2;  Big 
Buddy  1,  Campus  Tour  Guide  1;  Secretary  Arts 
Council  3,  vice-president  2;  floor  vice  president 
and  secretary  3;  Resident  Advisor  4. 

CARL  MORRIS,  Applied  Mathematics/ 
Computer  Science. 

BEATRIZ  NIELSEN,  Biology. 

ANN  O'BRIEN,  Literature. 

TAOFIQ  ONIGBINDE,  Medical  Technology. 

JEREMY  PAULSON,  History:  cas  representa- 
tive General  Assembly  3. 

ROBERT  RABINOWITZ,  CLEG. 

DEBORAH  REGENBOGEN,  Psychology/ 
Sociology:  Alpha  Chi  Omega;  Alpha  Sigma  Phi 
Little  Sister;  Talon  staff;  Big  Buddy  Tutoring. 

MELISSA  REIDENBAUGH,  Dance. 

FRED  REIF,  History/Political  Science. 

ANNETTE  REM1CK,  Economics. 

LENORA  RICHARDSON,  Psychology:  Ad- 
ministrative assistant  Department  of  Justice. 

ELLEN  ROSANOFF,  Psychology/Sociology: 
Big  Buddy  tutor  3. 

CHRISTOPHER  ROSE,  History:  Staff  member 
WAMU-AM  3,4. 

STACY  ROSE,  Sociology. 

BETH  ROSENBERG,  Sociology/Jewish  Studies. 

VICTORIA  ROUSUCK,  History/Government. 

ANNE  RUNOW,  ART. 

KENNETH  SCHRAFF,  Dance:  Sailing  Club. 
Fencing. 

CAROL  SCHATZ,  Sociology/CAJ. 

AMY  SEEHERMAN,  Psychology.  CAJ:  Big 
Buddy  Tutor. 

MICHAEL  SEIFF,  Economics/Psychology. 

DORITA  SIMMONS,  Sociology:  Uhuru  writer 
3.4:  Homecoming  Committee  2,3;  Class  repre- 
sentative General  Assembly  2;  Floor  President 
2;  College  Democrats  2;  OASATAU  1,2,3,4; 
Tabn  2;  Big  Buddy  Tutor  2,3. 

CARMEN  STEWART,  Design. 

TANNYA  STEWART,  Psychology. 

LORI  STRICOFF,  Psychology. 

NANCY  TARSHIS,  Psychology/Sociology. 

FREDRIKA  TELL,  Psychology. 

TOMMYE  TINKHAM,  Literature:  Senior  Hon- 
ors. 

DONNA  TOCCO,  Literature:  General  Assembly 
representative.  Class  of  1979  4. 

ELLEN  TUCKER,  Psychology:  Alpha  Chi 
Omega;  Dorm  Council,  Floor  President  3. 

RHODA  TWOMBLY,  Biology:  Atlantic  Es- 
tuarine  Research  Society;  Undergrad  Biology 
Department  representative  1;  Research  Assis- 
tant. Marine  Biology. 

TONY  VECCHIONE,  Physical  Education. 

GRACE  WALTON,  Sociology/Psychology. 

HELEN  WELLS,  Sociology:  Bowling  team  2; 
President  3rd  floor  Leonard  Hall;  Secretary  to 
Special  Assistant  to  Provost  4. 

PATRICIA  K.  WELSH,  Design. 

STEPHANIE  WILLNER,  Psychology. 

MARVIN  WURTH,  Biology;  Alpha  Epsilon  De- 
lta. 

ROBERT  WURZBURG,  Art/Philosophy. 

BRIDGET  YOUNG,  Sociology/Psychology. 


RUTH  L.  ZETLIN,  Theatre:  Mortar  Board. 
Hillel;  Fencing  Club  3;  Who's  Who  4;  Outstand- 
ing Undergraduate,  Undergraduate  Advisor 
Council. 

JAYNE  ZIMBLE,  Sociology. 

SCHOOL  OF 
COMMUNICATION 

RONALD  ALOISIO,  Broadcast  Journalism: 
Sigma  Delta  Chi;  WAMU.  writer/reporter: 
Northwest;  WAMU-AM,  Campus  News  Direc- 
tor; Dean's  Advisory  Council. 

SHARON  ARDAM,  Visual  Media. 

KURT  BACCI,  Print:  Eagle;  Wrestling  Team 

1,2,3.4. 

RENEE  BAFALIS,  Comm. 

JEFFREY  BAXT,  Broadcast  Journalism: 
Northwest  reporter:  WAMU-AM  staff  dj;  desk 
assistant  NBC-News  Washington  Bureau. 

GAIL  BERNSTEIN,  Photography. 

DIANE  T.  BOOZER,  Visual  Media. 

BOB  BRADICICH,  Visual  Media:  WAMU  DJ  1; 
Production  Manager  2.  Program  Director  3,4; 
Confederation  Media  Commission  3,4. 

PATRICIA  BROWN,  Visual  Media;  Production 
assistant  internship  WDVM-TV. 

CHARLES  CARLSON,  Print:  Sports  Editor 
Eagle  4.  Editor  4. 

PATRICIA  COX,  Comm. 

JOYCE  DAVIS,  Broadcast  Journalism/ 
Language;  Women  in  Communication  Inc.;  In- 
tramural bowling  league  2;  work  foreign  lan- 
guage lab. 

MARK  DORF,  Comm. 

JOSEPH  ESPO,  Print:  Eagle  Editor  2.3;  Mortar 
Board;  Who's  Who. 

MARGARET  FERRY,  Public  Comm.;  Sailing 
Club. 

RANDI  FETNER,  Visual  Media. 

CATHIE  FLYNN,  Visual  Media:  Photographic 
lab  assistant,  teacher's  aide  4. 

STEVE  GINSBERG,  Comm. 

ALEXANDER  GIOVANNIELLO,  Broadcast 
Journalism:  Alpha  Tau  Omega;  Northwest;  In- 
tramural football,  soccer,  softball.  basketball 
1,2,3,4;  AU  Pollsters;  WAMU-AM  sports, 
news,  music. 

RANDY  S.  GLEIT,  Comm 

NEAL  GOREN,  Comm:  Talon  photographer  3; 
Diving  team  1,2;  Senator  for  School  of  Com- 
munication 3;  WAMU  newscaster;  Engineer 
technician  WAMU-TV  4. 

KAREN  GREENBERG,  Visual  Media. 

MELANIE  GREENBERG,  Visual  Media:  Con- 
cert committee,  Jewish  Studies  organization. 

ANDREA  RENEE  GRIFFIN,  Print:  Alpha 
Kappa  Alpha. 

CATHY  GRIM,  Comm:  Phi  Sigma  Sigma.  Presi- 
dent. 

BETH  GROSSMAN,  Organizational:  Jewish 
Pickle  advertising  staff;  tennis  1;  Inaugural 
Committee;  Ski  Club;  WAMU. 

JOHN  GUSTAFSON,  Public  Comm:  Public  Re- 
lations Student  Society  of  America.  President  4; 
Marketing  Club.  Program  Director  4;  Education 
Policy  Committee  4;  Who's  Who. 

HERSCHEL  HIAT,  Broadcast  Journalism: 
Alpha  Tau  Omega. 

SIMI  HICKS,  Broadcast  Journalism:  Northwest 
staff. 

DONALD  B.  HOFFMAN  JR.,  Print:  Sigma  Delta 


Chi;  Eagle  reporter  3,4,  Metro  News  Editor  4. 

KAREN  JAFFY,  Visual  Media. 

PATRICIA  JENKINS,  Broadcast  Journalism: 
Omicron  Delta  Kappa;  UHURU  Editor-in-Chief 
4;  OASATAU  Director  of  Communications; 
Dean's  Advisory  Committee;  Alpha  Aneel, 
Alpha  Phi  Alpha. 

LENARD  KENT,  Broadcast  Journalism:  Sigma 
Delta  Chi;  Pan  Ethnon:  WAMU-AM.  Business 
Manager;  SOC  Communications  Council  3. 

JO  ANN  KING,  Visual  Media:  Women  in  Com- 
munication Inc.  4. 

AMY  LANDSMAN,  Broadcast  Journalism- 
history. 

TERRY  LEVIN,  Visual  Media. 

ALAN  LEVINE,  Comm/Commercial  Manage- 
ment: Marketing  Club,  President;  Dean's  List  2 
years;  Public  Relations  Student  Society  of 
America;  owner-manager  Campus  Co-op  Clean- 
ers; Who's  Who;  Public  Relations  Clerk 
Washington  Post. 

LAURA  LIEBECK,  Broadcast  Journalism: 
Northwest  3;  McDowell  Hall  2nd  floor  president 
2,  Dorm  Council  2.3;  Social  Activities  chairper- 
son 2;  WAMU-AM  News;  promotion  internship 
WMAL;  TV  Dinner  3;  Portrait  Show  4;  Wom- 
en's Union  3. 

PHILIP  LINDENMUTH,  Public  Comm:  Basket- 
ball and  softball  intramurals  3,4;  Football  intra- 
murals  4:  Dean's  Search  Committee;  SOC 
Council. 

LESLIE  LINTON,  Broadcast. 

STEPHEN  W.  LONG,  Comm/Physics:  Society 
of  Physics  Students;  teaching  assistant  —  Audio 
Technology  program;  technical  director  TV 
Dinner,  portraits:  Engineer  Campus  TV  studio: 
University  Singers;  Who's  Who. 

TERRY  LOWE,  Print:  Sigma  Delta  Chi, 
secretary-Treasucer  3.4;  Eagle  reporter,  chief 
copy  editor  3;  assistant  editor  4;  President's 
Tourguide  Association  3;  Confederation  Media 
Commission  3.4:  SOC  Undergraduate  Advisory 
Committee  3:  Food  Services  Committee  3,4; 
Dean's  Advisory  Committee  3.4;  Who's  Who. 

MARK  LUDDER,  Broadcast  Journalism: 
Northwest  advertising  and  writer;  intramural 
football,  softball  3,4;  Official  referee  football 
3.4;  Dorm  Council  President  4;  Communications 
Floor  President  3;  Production  crew  TV  Dinner 
and  Portrait  Show:  Dean's  Advisory  Committee 
3. 

GAIL  MARGULIES,  Comm 

DEBBIE  MARTON,  Comm 

JEFFREY  McGOWAN,  Broadcast  Journalism: 
Eagle  sportswriter  3.4;  Varsity  soccer  1.2:  In- 
tramural football,  basketball,  softball  1.2,3.4; 
Social  Chairman  Leonard  2;  Co-Ed  Basketball 
Champions  3. 

MIREILLE  MEES,  Broadcast  Journalism: 
Sigma  Delta  Chi:  WAMU-AM  Music  Director; 
Floor  vice-president  3:  WAMU  DJ.  newscaster, 
producer. 

PATRICIA  MELOON,  Print 

MARGARET  MEYER,  Public  Comm:  Public- 
Relations  Student  Society  of  America. 

ELEANOR  MEYERSON,  Public  Comm:  Na- 
tional Liason  Public  Relations  Student  Society 
of  America. 

TERRY  MPHAHLELE,  Broadcast  Journalism. 

STEVEN  NERO,  Visual  Media:  Photography 
Club.  Video  Club;  Eagle;  American  Magazine 
photographer;  Talon. 

FRANK  PAIGE,  Comm/Sociology:  Frederick 
Douglas  Scholar. 

CRYSTAL  PALMER,  Visual  Media. 

FRANCYNE  PFAU,  Print:  Basketball  team  1.2: 
Assistant  Sports  Information  Director  4. 

MARY  GAIL  PILKINTON,  Print:  Northwest. 

SUE  PLOUNT,  Visual  Media. 

SHERLITA  QUEEN,  Broadcast. 


ANGIE  LAURA  REESE,  Public  Comm. 

ALEXIS  REVIS,  Comm. 

H.  MICHAEL  ROSELLI,  Broadcast 
Journalism/Political  Science:  General  Assembly 
Representative  SOC  4;  Student  Confederation 
Director  of  Public  Relations  4;  University  Pro- 
motion Council  4:  Who's  Who. 

ROBYN  ROSENBERG,  Comm 

KURT  SCHRAMM,  COMM. 

ELIZABETH  SHAPIRO,  Visual  Media:  Eagle 
photography  staff;  General  Assembly  represen- 
tative. 

LESLEY  SHARP,  Visual  Media:  Women  in 
Communication  Inc..  Treasurer  4. 

NANCY  SHULKIN,  Visual  Media:  Record 
Co-op  4. 

STEVE  SMITH,  Broadcast  Journalism. 

GBEMISOLA  SOTOMI,  Public  Comm 

CARYN  STEIN,  Public  Comm. 

JUDITH  STELZER,  Comm:  Jewish  Pickle. 

KIMBERLY  SWITZGABLE,  Visual  Media:  AU 
riding  instructor. 

RICHARD        UNDERWOOD,        Broadcast 

Journalism/Economics:  Sigma  Delta  Chi  Schol- 
arship. 

ALFONSO  WAY,  Comm/Graphic  Design:  Staff 
American  Magazine.  Talon,  Eagle,  UHURU 
Photography  Editor  4:  Intramural  basketball  3.4; 
Campus  Crusade  for  Christ:  Freelance  graphic 
designer  and  photographer:  Who's  Who. 

MICHELE  WILLIAMS.  Comm. 

M.  SUSAN  WILLIAMS,  Print 

ROSALIND  WINDER,  Visual  Media:  Northwest 
reporter;  TV  Dinner  Camera  person. 

BRIAN  ZEMSKY,  Print/History:  WAMU-AM 
2,3.4.  sports  director  4;  Eagle  sports  staff  1.2; 
3rd  floor  Letts  President  2,3. 


SCHOOL  OF  EDUCATION 

MARIA  BERNSTEIN,  Education. 

WANDA  GEORGE,  Elementary  Education. 

KATHERINE  GILMORE,  Elementary  and  Spe- 
cial Education. 

HARRIET  GLOVER,  Elementary  Education: 
A.U.  Choir. 

GAIL  GOLDBERG,  Early  Childhood  and 
Elementary  Education/Special  Ed:  Intramural 
Volleyball  1.2. 

SUE  GOLDBERG,  Elementary  and  Special  Ed- 
ucation: Volleyball  intramurals;  3rd  floor  presi- 
dent Letts  Hall  3. 

NANCY  HANNOCK,  Early  Childhood  and 
Elementary  Education/Special  Ed:  Intramural 
Volleybalfl.2. 

GAY  LUSS,  Special  Education. 

ROBYN  PAUL,  Elementary  and  Special  Educa- 
tion. 

SANDRA  L.  SOLOMON,  Elementary  Educa- 
tion. 

RANDI  ZULLER,  Elementary/Special  Educa- 
tion: Psi  Chi;  4th  floor  president  Letts  Hall:  Ed- 
ucational rep  for  undergrad  class;  Big  Buddy; 
Sex  Equity  Grant;  Special  assistant. 

SCHOOL  OF  BUSINESS 
ADMINISTRATION 

JEFFREY  ARPIN,  Finance:  Assistant  Manager 
AU  Food  Co-op  3;  Manager  Food  Co-op  4. 

JAMES  BADINI,  Finance/Business  Economics: 
Softball  intramurals  2.3.4;  Hughes  Hall  Dorm 
Council,  treasurer  4:  RHA  Orientation  Aide  4. 

MICHELLE  BARBER,  Accounting/Economics 

DUNE  BINDER,  Marketing 

GLENN   BLOCK,   Accounting:    Sigma   Tau 


Gamma  (Kuttstown  State);  President  AU 
Amateur  Radio  Club. 

DAVID  BLUM,  Prof.  Accounting:  Jewish  Stu- 
dent Association  2;  College  Democrats  2;  Ac- 
counting Club  3,4;  Intramural  basketball  2.3,4. 

MARJORIE  BLUMBERG,  Urban  Development: 
United  Jewish  Appeal  Federation:  Campus 
Campaign  1977-79. 

MARK  T.  BOYER,  Finance.  Economics.  Com. 
Sys.:  Financial  Management  Honor  Society. 

ELLEN  BRAFMAN,  Marketing:  Marketing  Club 
3.4;  Chairperson  Career  Development  and  Plan- 
ning for  Marketing  Club  4;  Womens'  Tennis 
Team  1.2,3,4;  Captain  Tennis  Team  2,3:  MVP 
tennis  team  2. 

NINA  CANNON,  Marketing  and  Personnel 
Management:  Marketing  Club,  secretary;  Amer- 
ican Society  for  Personnel  Administration;  UJA; 
Hillel. 

LENA  CAPORALETTI,  Personnel:  AU  student 
chapter  of  American  Society  for  Personnel  Ad- 
ministration. President  3.4. 

MAURICE  CHARLES,  Personnel:  American 
Society  for  Personnel  Administration. 

SAMUEL  COFER  JR.,  Finance:  Accounting 
Club  2;  WCL  investigator  and  part-time  staff 
3,4;  AU  symphonic  Wind  Ensemble  4;  AU/ 
Georgetown  Symphonic  Wind  Ensemble  1,2; 
AU  Ski  Club  2J.4. 

NEIL  COHEN,  Business. 

ALBERTO  CRESPO,  Accounting. 

MARK  DI  BENEDETTO,  Marketing:  Eagle  1.2; 
Record  Co-op  3.  manager  4;  Intramural  football 
1.2;  Rugby  3;  Marketing  Club  3.  treasurer  4. 

ARLENE  DICKLER,  Personnel:  American  So- 
ciety for  Personnel  Administration,  vice- 
president  4. 

BARBARA  DYER,  Marketing:  Swimming  3,4. 

DAVID  EISNER,  Professional  Accounting/ 
Political  Science:  Cap  and  Gown  Chapter  Mor- 
tar Board:  Who's  Who;  Staff  assistant  Office  of 
the  Provost;  Chairman  Student  Union  Board  3: 
Commissioner  of  Student  Health  and  Welfare; 
Co-Founder  AU  Child  Development  Center. 

BRIAN  K.  EVANS,  Marketing:  AU  Gospel 
Choir;  Secretary  dorm  floor. 

MICHELLE  FALK,  Marketing/Personnel. 

MARSHA  FELDMAN,  Marketing/Sociology: 
Alpha  Chi  Omega:  Cheerleader  1:  AXO  vice 
president  2;  Marketing  Club. 

LYNNE  FETTERS,  Marketing:  Big  Buddy  Co- 
ordinator; SBA  rep  General  Assembly  2.3;  Mar- 
keting Club;  Sorbonne,  Paris  3. 

STEVEN  FILENBAUM,  Business 

SCOTT  FISCHMAN,  Accounting:  Linen  service 
manager;  Sailing  Club;  Parking  Committee,  Di- 
rector of  Student  Security  and  Safety. 

JAMES  FORT,  Marketing. 

MINDY  FRANK,  Marketing. 

BRIAN  GEARY,  Urban  Development:  Intramu- 
ral football  2.3.4;  intramural  baseball  2,3;  1st 
floor  Letts  president  2. 

NADER  GHEISSARI,  Economic  and  Urban  De- 
velopment. 

BOB  GIMBEL,  Marketing 

PAMELA  GOLD,  Marketing:  Record  Co-op  4; 

AU  National  Datsun  Student  Advertising  Award 
3. 

JUDY  GOLDMAN,  Marketing. 

MARCIA  GORDON,  Business. 

JAMES  GUTENTAG,  Marketing:  Director  of 
Research  and  Development  for  Student  Confed- 
eration; Sailing  Club.  Marketing  Club. 

ANDREW  HALPERN,  Professional  Accounting: 
Football  1.2.  captain  3. 

ROBERT  HANNIGAN,  Marketing. 

JOHN  HART,  Marketing:  Sailing  Club;  Ski 
Club;  Marketing  Club. 


LINDA  G.  HENDERSON:  Business. 

WANDA  HENRY,  Marketing. 

BETH  HOROWITZ,  Business. 

PAMELA  IRETON,  Marketing:  Dorm  Council. 

DONALD  JACOBS,  Marketing. 

MARTHA  JOHNSTON,  Finance. 

SUSAN  KATZ,  Personnel:  American  Society 

Personnel  Administration. 

STEPHEN  (SKIP)  LANE,  Marketing:  Omicron 
Delta  Kappa:  Student  Union  Board  Chairman  4; 
Resident  Advisor;  Coffeehouse  Manager  3; 
Letts  Dorm  President  2. 

LA  VINE  ANDREW,  Marketing. 

CINDY  LEHMANN,  Professional  Accounting: 
AU  Scholar:  Intramural  Softball  3.4:  Senior  rep 
SBA  Undergraduate  Council  4. 

MICHELLE  LEVITT,  Personnel:  American  So- 
ciety Personnel  Administrators:  Big  Buddy. 

BARBARA  LEVY,  Marketing. 

CAROL  LEWANSKI,  Professional  Accounting. 

GREGG  LOWY,  Personnel  and  Industrial  Rela- 
tions. 

PHIL  V.  (BUD)  MARTINO,  Personnel  Adminis- 
tration: Residence  Hall  Association,  vice- 
president  3;  Chairman  RHA-SUB  Food  Service 
Committee  3,4;  Chairman  RHA  •"Spring 
Weekend"  3;  Co-founder  and  Manager  SUB 
Concessions  3:  Resident  Advisor  4. 

PATRICIA  McINTYRE,  Finance/Economics. 

ISAAC  R.  McRAE,  Accounting:  NAACP.  AU 
Chapter  Vice-President;  Intramural  basketball 
—  football. 

BAUNITA  MILLER,  Accounting:  Alpha  Kappa 
Alpha;  College  Democrats;  Tour  Guide;  Chair- 
person and  Coordinator  Homecoming  '77  and 
'78. 

JOHN  MORIARTY,  Statistics/International 
Studies:  Alpha  Epsilon  Pi;  Pi  Sigma  Alpha; 
American  Association  for  the  Advancement  of 
Science;  Pan  Ethnon:  College  Republicans. 

EDGAR  E.  OLIVER,  Professional  Accounting: 
Alpha  Phi  Alpha  Frat.  Inc.:  OASATAU; 
NAACP;  Varsity  baseball  3,4. 

AVERY  PETERS,  Economics. 

PHILIP  L.  RAMPULLA,  Urban  Development. 

KATHERINE  ROBERTS,  Finance. 

SUSAN  RUDNICK,  Accounting:  Accounting 
Club,  treasurer. 

DIANE  SAUL,  Marketing. 

LORI  ANN  SAXON,  Personnel/Marketing: 
Co-ed  Softball  1.2;  WAMU-AM  dj  1,2;  Perform- 
ing Arts  dance  workshops,  plays. 

JON  SEIGEL,  Marketing/CAJ:  Alpha  Epsilon 
Pi.  pledgemaster;  Mortar  Board;  Marketing 
Club;  Undergraduate  advisor  to  Committee  on 
Rank  and  Tenure  —  Marketing. 

MARC  SILVERSTONE,  Finance:  Basketball  in- 
tramurals  1.2.3.4;  Softball  intramurals  1.2; 
Committee  on  Academic  Affairs  4  —  General 
Assembly;  College  Democrats  2,4. 

DEBBIE  SORINMADE,  Urban  Development: 
Banking  experience. 

KEN  SPIEGEL,  Business. 

MITCHELL  STEIN,  Marketing:  Off  campus 
party  chairman. 

STEVEN  STETZER,  Marketing. 

ANDY  STONE,  Finance:  Golf  team  2.3.4. 

BOB  STONE,  Marketing. 

MICHELE  TAUB,  Marketing. 

MICHAEL  TILLER,  Professional  Accounting: 
School  of  Business  Undergrad  Council.  Presi- 
dent; Undergrad  rep  —  Educational  Policy 
Committee:  SBA  Council;  Intramural  football 
1,2.3.4;  softball  1,2;  tennis  3;  basketball  1,2.3,4; 
soccer  3. 


STEVEN  H.  WAHRMAN,  Marketing:  Varsity 
baseball  —  letter  1;  Varsity  baseball  —  letter  2; 
Marketing  Club. 

CARY  WALLACH,  Marketing:  Phi  Sigma 
Kappa;  AU  Rugby  Football  Club  1.2.3.4. 

GINNY  WARNER,  Marketing:  Tennis  team  2; 
Marketing  Club  3.4;  Big  Buddy  1;  Dorm  Council 


JOANNE  WARNER,  Finance. 

HARRIET  WEINTRAUB,  Marketing. 

SYLVIA  WILLIAMS,  Finance/Accounting:  Ac- 
counting Club;  AU  Bowling  league  1;  Tennis  4. 

GIGI  WINSTON,  Marketing/Biology:  Eagle 
staff;  Girls'  Varsity  basketball:  Marketing  Club 
3. 

RICHARD  WOLFE,  Professional  Accounting: 
AUSHL;  Who's  Who;  Student  Confederation 
Comptroller;  General  Assembly;  Student  Union 
Board  Concert  Committee. 

ANDREA  ZELTT,  Finance. 

SCHOOL  OF  NURSING 

SHARON  BECKMAN,  Nursing:  Alpha  Chi 
Omega,  Little  Sister  of  Alpha  Sigma  Phi ;  Panhel- 
lenic  Council;  Who's  Who;  AU  Orientation  Staff 
76,  77,  78. 

KATHY  KISSINGER  BELL,  Nursing:  Mortar 
Board;  Students'  International  Meditation  Soci- 
ety. 

STACY  BLANK,  Nursing. 

SHERI  BLEICH,  Nursing:  SON  volleyball  team 
3;  PIRG  1. 

JULIA  EVANGELISTA,  Nursing:  Alpha  Chi 
Omega. 

JAN  MARIE  FERGUSON,  Nursing. 

TERRY  FRESHCOLN,  Nursing:  Intramural  vol- 
leyball 1,  basketball  2;  School  of  Nursing  Coun- 
cil; James  M.  Johnston  Award  for  Academic 
Excellence;  Deans  List. 

AMY  FRIEDMAN,  Nursing:  Phi  Sigma  Kappa, 
rush  hostess  2.3.4:  Volleyball  3,4;  Class  trea- 
surer 4;  Curriculum.  Grievance.  Graduation 
Committees;  Big/Little  Sister. 

GAIL  HADBURG,  Nursing:  Phi  Sigma  Sigma; 
SGGA  rep.  Student  Senator;  SON  Vice- 
President:  Eagle;  Intramurals;  AU  Chorale: 
BOE:  College  Democrats,  Talon,  American; 
Who's  Who. 

KATHY  HILLIER,  Nursing:  Liason  to  DC  Stu- 
dent Nurses  Association  4;  Big  Buddy. 

LISA  MOY,  Nursing. 

PATRICIA  NEWTON,  Nursing:  Mortar  Board; 
SON  Nursing  Council,  president  4,  vice  presi- 
dent 3,  treasurer,  2;  SON  Faculty  Committee 
3,4;  General  Assembly:  Conduct  Council  Re- 
view Board  3;  Who's  Who. 

SUSAN  RAIDER,  Nursing:  Intramural  volleyball 
1,2;  SON  Council,  secretary;  Big/Little  Sister; 
Assistant  at  AU  Health  Center. 

SUSAN  SALTZMAN,  Nursing:  National  Student 
Association;  Chairman  Graduation  Committee; 
SON. 


COLLEGE  OF  PUBLIC 
AFFAIRS 

SCHOOL  OF  GOVERNMENT 
AND  PUBLIC  ADMIN. 

ANN  M.  BARELLA,  SGPA/Economics:  Teach- 
ing assistant  —  Intro  to  Economics  and  Ameri- 
can Politics  4;  Pi  Sigma  Alpha  Honor  Society. 

MARK  BECKER.  SGPA/Accounting:  Dorm 
floor  president  3;  Dorm  Council  1;  LBJ  Con- 
gressional Internship;  Big  Buddy  2;  Pi  Sigma 
Alpha. 

MAHLON  BICKFORD,  SGPA. 

JOSEPH  BLUMENTHAL.  SGPA:  ZBT  fraterni- 
ty; Intramural  captain  baseball:  football. 

DAVID  BROWN,  Poli  Sci/Urban  Affairs:  Intra- 


mural basketball  1.2;  intramural  softball  1. 

RANDALL  BURR,  Urban  Affairs:  Phi  Sigma 
Kappa;  AU  Jazz  Ensemble  1.2,3,4;  Symphonic 
Wind  Ensemble  1,2. 

MARK  CASNER,  Poli  Sci:  Tavern  Board;  AU 
Committee  on  Northern  Ireland. 

FELIX  CATENA,  Poli  Sci:  Alpha  Sigma  Phi;  In- 
tramural football,  basketball  and  baseball 
1,2,3,4;  AU  College  Republicans,  vice- 
chairman. 

RONALD  CHADWELL,  Poli  Sci/ 
Communication:  Eagle,  WAMU-AM.  operations 
manager  3,  station  manager  4;  Campus  Demo- 
crats, treasurer  2;  Confederation  Media  Com- 
mission; Mortar  Board;  Who's  Who. 

LEONARD  CHANIN,  Poli  Sci:  Pi  Sigma  Alpha. 

LAURA  G.  COMISKEY,  Poli  Sci 

STEVEN  COHEN,  Poli  Sci:  Pi  Sigma  Alpha 
Honor  Society;  General  Assembly  Representa- 
tive 1,3,4;  SUB  Commissioner  of  Student  Af- 
fairs 2:  Chairman  Student  Confederation  Com- 
mittee on  Finance  4. 

J.  MICHAEL  CONNOR,  Poli  Sci:  Phi  Sigma 
Alpha.  Campus  Crusade  for  Christ:  Sailing  Club. 

MAGGIE  COPPENRATH,  Poll  Sci:  Mortar 
Board;  Political  Science  honors;  tennis  4;  golf 
3.4:  Big  Buddy;  Pre-Legal  Society. 

KEITH  CUOMO,  Poli  Sci:  Alpha  Sigma  Phi;  AU 
Democrats. 

MARY  DeBARR,  Poli-Sci/History:  Pi  Delta  Phi 
French  Honor  Society:  Student  Confederation 
Board  of  Elections  chairperson  4;  Pan  Ethnon. 

KAREN  DeVENUTO, SGPA. 

DIANA  M.  DOWNEY,  Poli  Sci:  Mortar  Board; 
Who's  Who;  Student  Confederation  secretary  3; 
Kennedy  Political  Union;  College  Democrats; 
AU  Budget  Study  Committee:  SC  Constitution 
Committee. 

SHARON  DUBIN,  Poli  Sci/International  Rela- 
tions. 

MOSTAFA  EL-ERIAN,  SGA/SIS. 

MARK  FIEDELHOLTZ,  Poli  Sci:  WAMU-AM 
political  show;  basketball  and  softball  intramu- 
rals 3,4;  White  House  Community  Development 
Plan. 

ERIN  FLTZSIMMONS,  Poli  Sci/Environmental 
Studies. 

HILDY  FORMAN,  Poli  Sci:  Mortar  Board;  Pi 
Sigma  Alpha;  Who's  Who;  Dean's  List;  General 
Assembly  Representative,  Class  of  '79  4;  Teach- 
ing assistant;  Student  Advisor. 

MARK  M.  GERSHLAK,  Poli  Sci:  Who's  Who; 
Pi  Sigma  Alpha;  Intramural  sports  1.2,3.4; 
Hughes  Hall  dorm  vice-president  2,  president  3; 
SGPA  Undergraduate  Council  2.3;  Student  Tour 
Guide. 

DAVID  GOEKE,  Poli  Sci:  Sailing  Club.  Ameri- 
can Political  Science  Association. 

MITCHELL  GOLDSTEIN,  Poli  Sci/Sociology: 
Mortar  Board;  Who's  Who:  Intramural  softball 
1.2;  Intramural  basketball  1.2.3;  Student  Con- 
federation. Class  of  79  rep  3;  School  of  Govern- 
ment rep  4.  Finance  Committee  Chairman  3.4; 
SC  Muscular  Dystrophy  Dance-a-Thon  enter- 
tainment committee  chairman;  SC  Orientation 
Committee  3;  SC  Concert  Committee  3. 

EDWARD  HALPERN,  Poli  Sci. 

MARTHA  HARPER,  Poli  Sci:  Beta  Phi  Gamma; 
AU  Gospel  Choir. 

PATRICK  HECK,  Poli  Sci/Economics:  Who's 
Who;  Intramurals  —  softball,  tennis,  football 
1 ,2,3.4;  Student  Confederation  Vice-President  4. 

DONALD  HILL,  Poli  Sci/History. 

CANDACE  S.  HUNT,  SGPA. 

WILLIAM  KONSTAS,  Urban  Affairs/Poli  Sci. 

HARVEY  LEADER,  Poli  Sci/Philosophy:  Mor- 
tar Board;  Political  Science  Honors  Program; 
Who's  Who;  Student  Confederation  Vice- 
President  3:  Undergraduate  Advisory  Commit- 
tee (Admissions)  3.4:  S.T.U.D.E.N.T.S.  —  Jack 
Pittman;  Student  Confederation;  University 


Senate;  Alpha  Epsilon  Pi. 

DAVID  LONG,  Poli  Sci:  Soccer  2;  Rugby  1. 

MARSHAL  AURON,  Poli  Sci/Economics:  Alpha 
Epsilon  Pi.  Sentinel,  Pledgemaster;  Mortar 
Board;  SGPA  Undergrad  Council  3;  Who's 
Who;  SGPA  Faculty/Student  Council  2;  Presi- 
dent's Tourguide  Association  2;  London  Semes- 
ter 3. 

DOUGLAS  MARSHALL,  Poli  Sci:  Mens'  Var- 
sity tennis  1,3,4.  captain  3;  Campus  Crusade  for 
Christ. 

EDWARD  MCCARTHY  JR.,  Poli  Sci:  London 
Semester;  Resident  Advisor  —  Anderson  Hall; 
Internship  Senate  Antitrust  and  Monopoly. 

MARGARET  McNAMARA,  Poli  Sci:  Phi  Kappa 
Theta  —  PSU;  Student  Democrats;  Pan  Ethnon. 
Ski  Club,  Student  Government. 

JEFF  MELCER,  Poli  Sci. 

DIANE  MONTI,  Poli  Sci. 

TODD  MOORE,  Poli  Sci:  AU  Diving  Confer- 
ence 3.4,  ranked  within  top  3;  Criminal  Inves- 
tigator DC  Law  Students  in  Court  program  1-4. 

RISE  MOSKOWITZ,  Poli  Sci:  Alpha  Chi 
Omega. 

DAVID  NEWMAN,  Poli  Sci/Economics:  Pi 
Sigma  Alpha  Honor  Society. 

PHILIP  B.  PETRILLO,  Poli  Sci:  Phi  Sigma 
Kappa. 

MARY  ELLEN  PICKARD,  Poli  Sci. 

SAREE  PTAK,  SGPA. 

SHEILA  QUARTERMAN,  Poli  Sci:  Mortar 
Board;  Who's  Who;  SC  General  Assembly; 
Senate  Committee  on  Academic  Development. 

JAY  RAPKIN,  Urban  Affairs/Administration  of 
Justice:  Karate  Club  1;  Weightlifting  Club  2;  AU 
Runners'  Association  4;  Founder  Jay  Rapkin 
Band. 

LINDA  RODGERS,  Poli  Sci/International  Rela- 
tions: Pi  Sigma  Alpha;  Eagle  editorial  page  editor 
3,  columnist  4;  Dean's  List  Fall  76.  Spring  77, 
Spring  78;  Who's  Who. 

DANIEL  SERATA,  Poli  Sci:  Ski  Club;  College 
Republicans;  Future  Millionaires  Club. 

CHRIS  SMITH,  Poli  Sci/Philosophy. 

DEBORAH  SIMMONS,  SGPA/SIS:  Pan 
Ethnon;  Record  Co-op  3. 

MADIS  SMIT,  Poli  Sci:  Mortar  Board;  Who's 
Who. 

RICHARD  SKOBEL,  Poli  Sci/Economics: 
Alpha  Epsilon  Pi;  Mortar  Board;  Pi  Sigma 
Alpha:  Who's  Who. 

KAROL  LYNN  SMITH,  Poli  Sci:  Delta  Sigma 
Theta,  2nd  Vice-President:  College  Democrats 
2;  Big  Buddy  2;  Co-op  Ed  3. 

MARC  SPECTOR,  Poli  Sci. 

BRAD  STEINBERG,  Poli  Sci. 

STEPHEN  STRAUSS,  Poli  Sci/lnternational  Re- 
lations: President  SGPA  Undergraduate  Coun- 
cil; Washington  columnist  for  University  of 
Rochester  Campus  Times;  Jay  Rapkin  Band. 

LISA  STRONGIN,  Poli  Sci:  Dean's  List;  Talon. 

BRIAN  SULMONETTI,  Poli  Sci/Economics: 
Omicron  Delta  Kappa;  4  years  Varsity  Wres- 
tling, co-captain  4. 

RONDA  TAYLOR,  Poli  Sci:  General  Assembly 
rep  —  Class  of  79;  SC  Director  of  Development 
and  Marketing;  Co-Chairman  Muscular  Dys- 
trophy Dance-A-Thon;  Omicron  Delta  Kappa. 

DENISE  TOTARO,  Poli  Sci:  Commission  of 
Commuter  Affairs.  Student  Union  Board  4;  In- 
ternship —  Senate  Committee  on  Rules  and 
Administration. 

RICHARD  TRENK,  Poli  Sci:  Assistant  Manager 
Hyatt  Regency  Hotel. 

ABBY  WELLING,  Urban  Affairs/Poli  Sci:  Na- 
tional Political  Science  Honor  Society;  Ameri- 
can Society  of  Personnel  Administration. 

KENNETH  WIESEN,  Pre-Law:  Talon  photo- 


grapher; Big  Buddy;  Kennedy  Political  Union; 
College  Democrats. 

FAITH  WILLIAMS,  Government/International 
Relations:  Pan  Ethnon;  Kay  Spiritual  Life  Pro- 
testant Community. 

DIANE  WILSON,  Poli  Sci/Administration  of 
Justice:  UHURU  3;  Intern  —  DC  Superior 
Court  I;  Committee  on  Community  Improve- 
ment 2:  SGPA  Student  Advisor  3:  Co-op  Ed  — 
Department  of  Commerce  3.4. 

PAUL  WITHAM,  Poli  Sci:  AU  Democrats  3. 

STEPHEN  WRIGHT,  Poli  Sci:  AU  Committee 
on  Northern  Ireland;  Model  U.N.  Club;  Eagle 
staff. 

MARC  ZWETCHKENBAUM,  Poli  Sci:  Pi  Sigma 
Alpha;  AU  Tennis  Team  1.3;  University  Student 
Senator  3.4;  Tavern  Board  4;  University  Ath- 
letics Committee  3.4;  University  International 
Programs  Committee  3.4. 

ADMINISTRATION  OF 
JUSTICE 

AUGUSTINE  ALOIA  JR.,  Justice/Poli  Sci:  In- 
tramurals  1.2,3,4;  President  Undergraduate 
Council  CAJ  4.  vice-president  3;  Nomination 
Committee  CPA  Education  Policy  Committee: 
Dean's  Search  Committee. 

LILA  ANNALORO,  Criminal  Justice. 

RICHARD  H.  BASKIN,  Justice:  Rugby  Club  4; 
President  Ski  Club  4. 

RAYMOND  BASSE  Justice 

ILENE  BERKO,  Justice. 

MELINDA  BIRBARIC,  Justice. 

RANDI  BLUMENTHAL,  Criminal  Justice. 

ALLEN  BOYARSKI,  Criminal  Justice:  President 
of  Letts  Hall  3. 

CARON  BROWNSTEIN,  Justice:  Hillel. 

CHRISTINA  CALABRESE,  Criminal  Justice: 
Teaching  Council  3. 

HILARY  COOK,  Justice:  Volleyball  Intramural 
3;  Record  Co-op  3. 

DAVID  EMORY,  Justice:  Big  Buddy  2:  Student 
Confederation  Bus  Driver  1.2.3.4;  Student 
Union  Board  representative  to  the  Finance 
Committee;  SUB  Student  Directory  —  Papers; 
AU  Circle  K.  President  3;  Floor  President.  Letts 
Hall  3;  Director  of  Big  Buddy  Tutoring  3;  Com- 
missioner of  Student  Affairs  4. 

JONATHAN  FULTON,  Justice. 

EILEEN  GLEIMER,  Justice. 

WILLIAM  H.  GONZALEZ,  Justice:  Dorm  floor 
President  4;  Co-op  Ed  with  US  Customs,  De- 
partment of  Treasury. 

LORI  GREENSTEIN,  Justice:  Director  of  Stu- 
dent Information  Center. 

KAREN  HOLMAN,  Criminal  Justice:  President 
Thomas  Jefferson  Society  1,2;  Co-Chairman 
Women's  Week  1;  Administrative  Assistant 
Student  Activities  Office  4;  Who's  Who. 

DEBRA  KAPLAN,  Justice:  President  of  DC 
Federation  of  College  Democrats;  Eagle  photo- 
grapher; Big  Buddy. 

ALAN  KESTENBAUM,  Justice:  Intramural  bas- 
ketball and  Softball  3.4;  Eagle  staff  3. 

IRA  S.  LERMAN,  Justice. 

PHYLLIS  LUTSKY,  Justice. 

TIMOTHY  G.  McEVOY,  Justice. 

LIONEL  MILLARD,  Criminal  Justice. 

LORENZO  NICHOLS  JR.,  Justice 

NANCY  OLSON,  Justice:  Intramurals.  Field 
Hockey  Varsity  4. 

GARY  PAER,  Criminal  Justice:  Phi  Sigma 
Kappa;  AU  Street  Hockey,  Redwings  1,2; 
Flyers  3,  Hawks  4. 

DENNIS  POWERS,  Justice:  Pi  Alpha  Alpha. 

JOANNE  RECTOR,  Justice. 


LOUISE  RYDER,  Justice/Psychology. 

DONALD  B.  SMITH,  Justice:  AU  Presidential 
Scholar  Award;  Rugby  Football  Club  3,4. 

RAYMOND  VENTURA,  Justice:  Intramurals  — 
touch  football  3,4;  basketball  3,4,  softball  3.4; 
social  chairman  Letts  Hall  3. 

LAURIE  WEISS,  Justice:  Phi  Sigma  Sigma; 
Women's  volleyball,  softball. 

CENTER  FOR  TECHNOLOGY 
AND  ADMINISTRATION 

YOLANDA  AIKEN,  Computer  Science:  Delta 
Sigma  Theta;  OASATAU. 

CAROL  HIGGINS,  CTA:  Phi  Mu. 

LILY  SHARMAN,  technology  in  management: 
Eagle;  OASATAU;  Talon. 


SCHOOL  OF 
INTERNATIONAL  SERVICE 

EDMOND  AMON,  Economics/SIS. 

HILARY  "KIM"  BAKER,  International 
Studies:  Phi  Mu;  Panhellenic  Council;  Univer- 
sity Senate;  Resident  Advisor;  Student  Confed- 
eration; Campus  Crusade  for  Christ;  Who's 
Who. 

BRAD  BOTWIN,  International  Relations/ 
Economics. 

DAN  BRIGGS,  International  Relations:  Omicron 
Delta  Kappa;  Coed  volleyball  2.3;  intramural 
basketball  3;  vice-chairman  Student  Confedera- 
tion Board  of  Elections  1:  chairman  2;  SC  repre- 
sentative to  the  University  Senate  Committee  on 
Undergraduate  Studies  4,  Senate  Committee  on 
Admissions.  Financial  Aid  and  Veteran's  Affairs 
4;  At-large  representative  Confederation  Media 
Commission  3,4;  Who's  Who. 

LAURA  BROKENBAUGH,  SIS  Latin  American 
Studies/Economics:  Diplomatic  Pouch;  Board  of 
Elections,  secretary  of  the  Registrar. 

CINDY  BURRELL,  International  Studies:  Phi 
Theta  Kappa  National  Junior  College  Scholastic 
Society;  Gymnastics  1,2;  class  vice-president  2: 
RA  2;  secretary  Honor  Council. 

LARRY  CARLSON,  Poli  Sci/International  Rela- 
tions. 

MICHAEL  CARMAN,  International  Studies. 

KENNETH  W.  CROW,  International  Affairs: 
Editor  Grassroots  Chronicle,  AU  College  Repub- 
licans; Pan  Ethnon;  International  Club. 

LESLIE  DERMAN,  Russian  and  Area  Studies: 
Alpha  Chi  Omega.  President;  Russian  Club, 
President;  Pan  Ethnon;  Student  Academic  Aide. 

NANCY  DIMOCK,  Latin  American  Area 
Studies/International  Relations:  Mortar  Board, 
President;  Who's  Who;  Organization  of  Ameri- 
can States;  Pan  Ethnon;  Eagle  staff  photo- 
grapher; SIS  Executive  Council  —  Faculty  Rela- 
tions Committee;  Dorm  Council;  Grad  Council. 

LINDA  DUNIVAN,  Latin  American  Studies/ 
Economics:  Phi  Sigma  Sigma. 

CHERYL  A.  FEDERLINE,  International 
Relations/Spanish:  Pi  Sigma  Alpha;  Semester 
Hours;  Student  Confederation  Parliamentarian 
4;  Who's  Who;  Pan  Ethnon;  International  Di- 
nner Chairperson  —  International  Week;  Big 
Buddy. 

MONICA  FEINER,  International  Studies:  Pi 
Sigma  Alpha;  Researcher,  accountants  for  the 
Public  Interest;  Marketing  Club;  Accounting 
Club:  Pan  Ethnon. 

KATHLEEN  GOODHUE,  International  Studies. 

DOUGLAS  GRISSINGER,  International  Ser- 
vice. 

KAREN  HUFFMIRE,  International  Service. 

RORY  IZSAK,  International  Relations:  Pi  Sigma 
Alpha;  Dean's  List;  Editor  Diplomatic  Pouch; 

Representative.  SIS  undergraduate  Council. 

JOHN  E.  KOCAY,  International  Studies/ 
Foreign  Area  Studies.  Western  Europe-France: 
College  Democrats  1.2.3.4;  The  Envoy  2;  Junior 
year 


abroad  —  Sorbonne,  Paris;  Les  Amis  de  la  Sor- 
bonne  3,4;  Sailing  Club  4. 

MARK  LEDERMANN,  International  Relations: 
Pi  Sigma  Alpha;  Model  United  Nations;  Presi- 
dent, SIS  Undergraduate  Cabinet:  Who's  Who. 

JON  LEWIS,  International  Studies/Poli  Sci/ 
Religion:  Horseback  Riding  4;  Sky  Diving  4; 
Save  S.I.S.;  Pan  Ethnon;  Kay  Organist; 
Bookstore  Staff. 

MARSHA  LINDSEY,  International  Service. 

ERNESTO  LOPEZ-ROJAS,  International  Rela- 
tions: International  Week  3;  Pan  Ethnon  3,4; 
Radio  Mystery  Theater  3. 

RENEE  MARKL,  International  Affairs:  Phi 
Sigma  Sigma;  Pi  Sigma  Alpha. 

KAREN  MEDWIN,  Spanish/Latin  American 
Studies:  Diplomatic  Pouch.  Latin  American  Edi- 
tor; teacher's  aide,  Spanish  Educational  De- 
velopment Center;  Food  Co-op  Volunteer. 

JANICE  MENKE,  International  Service:  Co-op 
Education  at  I.R.S.;  Pan  Ethnon. 

PATRICK  MORRIS,  International  Relations: 
Director,  Kennedy  Political  Union  4;  Who's 
Who. 

JAMIE  NACHENSON,  International  Studies. 

EVA  NARANSO,  International  Affairs. 


ELIZABETH  PHELAN,  International  Studies/ 
French. 

DAN  ROBINSON,  International  Relations/ 
Broadcast  Journalism:  Pi  Sigma  Alpha;  Mortar 
Board;  Who's  Who:  Sigma  Delta  Chi;  Outstand- 
ing Young  Men  of  America;  Editor  The  Diploma- 
tic Pouch;  AU  Table  Tennis  Intramural  Cham- 
pion 3;  Confederation  Media  Commission;  SIS 
Undergraduate  Studies  Committee  3;  WAMU- 
AM  writer/producer;  Amateur  Radio  Club; 
American  Freedom  Train  Performer,  Winner 
AU  Talent  Shows  3;  Inaugural  Concert  Per- 
former. 

ANDREW  K.  SIMMONS,  Economics/ 
International  Relations:  Mortar  Board,  Pi  Sigma 
Alpha;  Omicron  Delta  Kappa;  SIS  Undergrad 
Cabinet.  Business  Manager;  SIS  Undergrad 
President  3;  Pan  Ethnon;  College  Republicans. 

DAVID  SLOBODIEN,  International  Studies: 
Co-founder  of  Jewish  Pickle,  News  Editor, 
Editor-in-Chief;  SIS  Freshman  Observer  1; 
Chairman  of  SIS  Board  of  Elections  4;  Charter 
member  Model  United  Nations;  Debate  Team; 
Member  Midwest  Model  U.N.  Conference  in  St. 
Louis. 

JAMES  M.  SMITH,  International  Relations/ 
Economics/Latin  American  Area  Studies:  Lav- 
kosse  Club  1;  SIS  Undergraduate  Cabinet 
Member;  Undergraduate  Studies  Committee. 

BENNETT      SPETALNICK,      International 


Relations/Poli  Sci/Philosophy:  Track  Varisty 
1.2,3;  SIS  representative  General  Assembly  2,3: 
Director  Complaints  Bureau  3:  President  Stu- 
dent Confederation  4;  Who's  Who. 

ANNE  STEVENS,  International  Studies/ 
Economics:  Pi  Sigma  Alpha:  Resident  Advisor; 
Big  Buddy  I. 

JEFFREY  L.  TEAGUE,  International  Relations. 

SCOTT  THOMAS,  International  Studies/ 
Economics. 

LEE  A.  THOMASSEN,  International  Studies/ 
History:  Pi  Sigma  Alpha;  Author  of  The  Last 
Generation. 

LUCINDA  VAVOUDIS,  International  Studies: 
Pan  Ethnon  1. 

JOANNE  WALSH,  International  Studies:  Delta 
Gamma. 

CATHY  WILCOX,  International  Studies:  Pan 
Ethnon. 

D.  ALVIN  WORTHINGTON,  International  De- 
velopment. 


DIVISION  OF  CONTINUING 
EDUCATION 

ANDREW  WEINIGER,  Marketing/Economics. 


M 


— 

U..  -v. 


imfflenca 

radio  new/ 


Professors 


Albert  Mott  (S.I.S.) 

"I  think  I  have  grown  in  this  university  in 
ways  I  would  never  have  been  permitted  in 
more  departmentalized  universities.  Here, 
there  is  an  open  latitude  to  experience  and 
to  explore  personal  frontiers.  The  location 
of  the  university,  the  range  of  its  students, 
the  extraordinary  cosmopolitanism  of  the 
city  of  Washington.  .  .  .  I've  been  very 
fortunate  in  this. 

Being  here  has  allowed  me  to  pursue  my 
major  field  of  interest,  the  European  his- 
tory of  ideas,  particularly  the  ideology 
from  the  1840's  onward.  The  changes  of 
this  era,  first  mistaken  as  progress,  then 
discovered  to  be  open,  terrifyingly  open: 
the  unsettling,  problematic  consciousness 
of  modern  society.  .  .  .  That's  what  I'm 
working  on,  that's  what  I'm  trying  to  exp- 
lain. I  have  devoted  my  life  to  putting  to- 
gether some  sort  of  synoptic  view  of  the 
history  of  ideas. 

I  think  I've  achieved  what  I  wanted  to 
achieve.  And  I've  done  so  through  the  em- 
pirical method  of  teaching.  Never,  in  all 
my  career,  have  I  had  such  variety,  and 
such  high  quality.  First  class  students.  .  .  . 
I  use  them  to  try  out  my  ideas,  my 
theories;  to  develop  and  refine  concepts.  I 
owe  everything  to  the  classroom.  It's  con- 
tinous  with  my  work. 

I've  learned  plenty  from  my  students. 
I'm  aware  they've  built  up  a  notion  of  me 
as  an  ogre.  I'm  very  benign.  I'm  only  inter- 
ested in  raising  their  individual  levels  of 
achievement.  That's  the  reason  I'm  there. 
I  stand  on  their  heels  and  make  them  work. 
I  work,  and  I  don't  want  to  be  alone  in  that. 
I  think  they  want  somebody  to  demand  of 
them  these  levels  of  achievement  they've 
never  reached  before.  To  me,  it's  a  joy 
when  I  see  this  happen." 

taken  by  Nita  Denton 


Photo  by  Randy  Hill 


mi 


Henry  Taylor  (Poetry) 

"Sometimes  I'm  asked  whether  teaching 
here  interferes  with  my  work  as  a  writer. 
Of  course  it  does  in  certain  ways;  and 
sometimes  I  let  my  writing  interfere  with 
my  teaching.  But  though  I  think  I  am  first  a 
writer  and  then  a  teacher,  I  would  not  want 
to  do  without  what  this  place  gives  me. 
After  all,  it's  almost  impossible  to  be  only  a 
writer;  there  has  to  be  some  other  life  out 
of  which  the  writing  might  grow. 

The  writing  life  demands  an  interesting 
blend  of  doggedness  and  tentativeness.  I 
have  to  keep  putting  one  word,  one  line, 
one  page,  one  book  after  another;  but  I 
also  have  to  stay  open  to  new  ways  of 
working,  new  forms  of  which  I  am  ignor- 


ant, and  so  on.  I  have  to  be  willing,  even 
eager,  to  take  risks,  to  make  new  experi- 
ments, many  of  which  will  fail,  in  the 
search  for  whatever  it  is  that  has  eluded  me 
so  far.  That  it  will  always  be  just  beyond 
me  is  no  problem  either;  going  for  some- 
thing I  can't  quite  reach  is  the  kind  of  work 
I  seem  to  enjoy  most. 

Teaching  here  seems  almost  uniquely 
congenial  to  what  I  have  been  describing. 
Of  course,  almost  any  classroom  in  the 
country  is  potentially  exciting;  but  at  this 
place,  the  search  for  excellence  must  be 
genuine.  It  has  to  be  more  than  convoca- 
tion rhetoric,  or  we'll  be  in  real  trouble, 
and  almost  everybody  here  knows  that. 
We  have  to  keep  pressing,  taking  risks,  like 
building  a  library  which,  as  the  Provost 


said,  we  can  neither  afford  to  build  nor  af- 
ford to  do  without. 

So,  rather  than  become  the  writing 
specialist  who  teaches  only  writing  and  has 
no  other  responsibilities.  I  have  let  the  uni- 
versity lead  me  in  various  extra-curricular 
directions.  If  the  funny  remarks  of  my  col- 
leagues are  any  indication,  maybe  the  od- 
dest of  these  was  my  stint  a  few  years  ago 
as  secretary  to  the  Senate.  Some  of  these 
experiences  have  been  less  rewarding  than 
others,  so  I  won't  repeat  them,  any  more 
than  I  would  repeat  too  often  some  failed 
poetic  experiment.  But  such  excursions 
are  essential  to  my  life  here,  to  my  hope  for 
this  place,  and  to  my  belief,  as  a  writer  and 
as  a  teacher,  that  something  interesting  is 
always  about  to  come  along." 

taken  by  Kimble  Milk 


Dr.  Valerie  French  (History) 

Valerie  French  teaches  three  history 
classes  and  is  Associate  Dean  for  Educa- 
tional Policy.  She  teaches  Alexander  the 
Great,  Historians  in  the  Living  Past  and 
Psycho-History.  Her  duties  as  dean  are 
many  and  varied.  But  foremost  she  is  a 
professor,  concerned  that  a  section  of  each 
subject  is  open  to  every  interested  student. 
Her  goal  in  her  classes  is  to  get  students  to 
think.  By  reacting  to  historical  problems  in 
non-emotive,  analytical  ways,  students 
find  the  ability  to  better  understand  present 
problems  and  to  see  that  they  are  not  so 
different  from  those  of  past  generations. 
For  Valerie  French,  history  is  fun. 
Further,  it  preserves  a  sense  of  heritage 
and  increases  our  connections  to  humani- 
ty- 

When  she  is  not  promoting  these  ends, 
she  is  working  on  educational  policy.  Bus- 
ily and  often  by  fast,  last  minute  footwork, 
she  arranges  the  inevitable  changes  in 
scheduling.  She  makes  sure  that  tuition 
money  and  faculty  resources  are  used  ef- 
fectively. If  you  meet  Valerie  French  in  the 
classroom  or  in  her  office  in  Gray  Hall,  she 
will  impress  you  as  a  woman  of  any  age. 
Richard  Toth 


Dr.  Jon  Wisman  (Economics) 

Dr.  Wisman,  professor  of  economics,  is 
at  once  an  idealistic  and  a  practical  man. 
You  may  well  suppose  that  a  man  with  a 
doctorate  in  economics  could  get  rich  very 
easily,  but  Jon  Wisman  finds  teaching 
more  valuable.  A  sensitive  and  acute  man, 
he  finds  the  most  pleasure  in  being  of  ser- 
vice to  others.  The  reciprocity  between  the 
teacher  and  the  student  gives  rise  to  a  satis- 
fying sharing  of  values,  he  finds. 

The  economist,  as  Dr.  Wisman  sees  it,  is 
an  observer  of  values.  Real  values  change 
very  slowly.  So,  in  his  work  both  in  and 
out  of  the  classroom.  Dr.  Wisman  seeks  to 
promote  dialogue  about  those  values  which 
can  lead  to  a  "good  and  just  economy." 


^mme 


At  A.U.  Dr.  Wisman  finds  a  lively  aca- 
demic environment,  where  the  economics 
department  is  split  between  different  ap- 
proaches as  to  what  constitutes  an  eco- 
nomic science.  The  students  in  Dr.  Wis- 
man's  classes  share  this  sense  of  en- 
thusiasm and  struggle.  Jon  Wisman  finds 
A.U.  students  are  not  at  all  lacking  in  wil- 
lingness and  ability  to  face  the  challenge  of 
hard  work. 

In  the  nature  of  his  work  and  in  the 
dialogue  to  understand  economic  ends,  he 
does  much  to  enliven  the  academic  life  of 
students  and  faculty  alike. 

Richard  Toth 


Dr.  Robert  Beisner  (History) 

Dr.  Beisner  is  a  professor  of  history  who 
specializes  in  American  history,  war  and 
the  lessons  wars  teach  us  concerning  di- 
plomacy. His  students  are  initially  at- 
tracted to  a  course  about  war  for  romantic 
reasons,  as  in  World  War  II.  or  for  moral 
reasons,  as  in  the  Vietnam  war.  What  stu- 
dents find  is  often  surprising:  that  war  is 
not  so  romantic  and  that  the  people  in- 
volved believed  they  were  right  to  act  as 
they  did  in  light  of  the  information  they 
had.  In  confronting  such  vast  and  complex 
histories,  the  student  may  find  a  recon- 
ciliation with  his  or  her  past,  or  a  sense  of 
historical  identity.  Just  as  the  stimulus  of 
new  ideas  is  invigorating  to  students. 
Robert  Beisner  also  finds  new  ideas  thril- 
ling. 

Dr.  Beisner  sees  A.U.  students  consis- 
tently proving  to  themselves  that  they  are 
capable  of  more  than  they  would  have 
thought.  As  he  says,  although  there  is  no 
formula  a  professor  can  use  to  cultivate 
these  growths  in  accomplishment,  the  ex- 
change of  ideas  in  the  classroom  and  in  one 
to  one  meetings  can  lead  to  and  is  even 
necessary  for  such  growth.  But  there  is  no 
formula  for  this.  Dr.  Beisner  recently  tried 
an  experimental  course.  The  results  were 
mixed.  Some  were  "terribly  good."  His 
aim  now  is  to  reconcile  these  results  into  a 
better  course.  Above  all.  Dr.  Beisner  seeks 
to  challenge  students  to  think  for  them- 
selves. How  else  is  thinking  taught? 

Richard  Toth 


134 


Confederation 

Media 

Commission 


I  Eagle 


Row  1  —  Eli,  Matt,  Alan.  Rusty.  Row  2  —  Wendy, 
Don,  Laura,  Jay,  Terry,  David,  Arthur,  Rich. 


Talon 

Clockwise  from  front  —  Doug  Loeser;  Sandi  Mal- 
:,  Office  Manager;  Elaine  Bentley,  Co-Editor; 
Steven  Waxman,  Editor;  Julia  Schick,  photography; 
Randy  Hill.  Photo  Pool  Manager;  John  Bailey, 
Hunter  Representative.  Below  —  Al  Way,  cover. 


r#>/ 


The  Organization  of  African 
and  African  American  Students 
at  The  American  University 

After  eleven  years.  The  Organization  of 
African  and  African-American  Students  at 
The  American  University,  OASATAU, 
has  proved  itself  to  be  a  positive  force  for 
achieving  justice  for  blacks  at  The  Ameri- 
can University  and  in  the  D.C.  community. 
Over  the  years.  OASATAU  has  fought  for 
curriculum  reform,  increase  in  black  facul- 
ty, student  government  autonomy,  the 
rights  of  black  workers,  and  other  issues 
connected  with  raising  and  emphasizing 
black  consciousness  at  a  predominantly 
white  university.  The  result:  OASATAU 
has  evolved  into  the  most  organized  stu- 
dent union  this  campus  has  ever  had. 

In  the  spring  of  1967,  Brothers  Musa 
Foster,  Joe  Harris  and  Bert  Coppack  de- 
cided that  a  Black  Student  Union  was 
needed  on  campus  to  serve  the  roles  of  of- 
fering a  meeting  place  for  black  students 
and  cutting  through  the  rampant  racism 
visible  on  campus.  They  organized  ses- 
sions, got  students  involved  and  agreed  to 
call  the  black  student  body  OASATAU  — 
the  Organization  of  African  and  African- 
American  Students  at  The  American  Uni- 
versity. 

The  remainder  of  1967  saw  the  founding 
members,  Foster,  Harris  and  Coppack, 
working  with  the  students  involved  to  build 
a  stable  foundation  for  OASATAU, 
whereby  its  progress  would  be  positive  to 
the  black  campus  and  the  D.C.  communi- 
ty- 

1970-71  saw  a  new  group  of  OASATAU 
officials.  This  administration  initiated 
many  campus  and  community-oriented 
programs,  which  served  as  model  pro- 
grams for  others.  These  programs  include: 

BLACK  EDUCATIONAL  STUDIES 
PROGRAM  (BESP),  Mark  Stevens, 
Chairman:  A  program  aimed  at  exposing 
OASATAU  to  the  District's  inner-city 
community  by  paying  students  to  work  for 
volunteer  and  self-help  programs  in  the 
community.  OASATAU  students  were 
part  of  the  Shaw  Community  Project  and 
the  Black  Land  Movement. 

OASATAU  NEWSLETTER,  Editor 
Shirley  Wilson:  A  monthly  newsletter 
begun  during  the  fall  of  1970  to  inform  the 
black  students  of  what  was  happening  at 
OASATAU.  The  newsletter  gave  birth  to  a 
student  newspaper  called  Uhuru,  which 
means  "Freedom"  in  Swahili.  Its  first  edi- 
tor was  Gerald  B.  Lee.  Lee  focused  on  na- 
tional, international,  local  and  campus  is- 
sues of  interest  to  blacks. 

OASATAU  COMMUNITY  YOUTH 
PROGRAM:  Ron  Burley,  Larry  Stone,  Di- 
rectors. A  successful  youth-oriented  pro- 
gram conducted  in  Northeast  Washington. 
This  program  was  the  forerunner  of 
OASATAU's  current  Southwest  Commu- 
nity Project.  The  OASATAU  Community 


Youth  Program  concentrated  on  academic 
tutoring,  recreational  instruction  and 
health  education  for  community  youth. 

COOPERATIVE  STUDIES  PRO- 
GRAM, Janice  Johnson,  Director:  Was  de- 
signed to  staff  community  organizations 
with  students  who  would  receive  a  salary 
as  well  as  course  credits. 

1972-73  saw  some  changes.  The  title. 
Minister,  was  replaced  with  Chairman,  and 
specific  committees  were  instituted  to  dif- 
ferentiate OASATAU's  various  functions. 
This  administration  started  the  Uhuru 
Breakfast  Food  Program,  which  followed 
the  format  of  the  OASATAU  Community 
Youth  Program.  The  only  addition  was  the 
inclusion  of  two  nutritional  meals,  break- 
fast and  lunch,  making  a  whole  day  of  the 
program.  Held  at  the  Holy  Redeemer  Bap- 
tist Church,  the  Uhuru  Breakfast  Food 
Program  drew  support  and  participation 
from  the  parents  in  the  community  from 
the  OASATAU  students  and  from  the 
youth.  Sister  Bea  Rudder  was  the  first  di- 
rector of  the  Uhuru  Breakfast  Food  Pro- 
gram. 

To  establish  tighter  bonds  of  unity 
among  the  brothers  at  A.U..  the 
OASATAU  Brotherhood  was  formed.  The 
Brotherhood  held  "one-on-one"  Basket- 
ball Competition  Championships  and 
helped  with  security  at  OASATAU 
dances.  The  first  president  of  the  Brother- 
hood was  Frank  Taylor.  The  Brotherhood 
proved  to  be  such  a  success  that  a  female 
counterpart  was  formed.  So,  the  Sister- 
hood was  established  for  the  sisters.  Lois 
Brown  was  its  first  president,  and  the  sis- 
ters enjoyed  such  activities  together  as 
sewing,  intramural  sports  and  fashion  de- 
signing. 

1974-75  was  a  remarkable  year  for 
OASATAU.  The  Breakfast  Food  Program 
was  serving  approximately  100-125  youths 
every  Saturday.  OASATAU  sponsored 
seven  days  of  orientation  activities  for 
freshmen.  Under  the  editorship  of  Kunle 
Tony  Olonoh,  Uhuru's  format  and  style 
changed  remarkably.  He  emphasized  bet- 
ter layout,  factual  reporting  and  informa- 
tive features.  Uhuru's  interviews,  African 
Affairs  page,  arts,  editorials,  cartoons,  and 
Vibrations  page  were  acclaimed.  The  last 
special  issue  of  the  year  was  twenty-eight 
pages. 

The  political  committee  sponsored 
speakers  and  films  to  emphasize  the  plight 
of  blacks  in  Africa  and  America.  The  So- 
cial and  Cultural  Committee  had  monthly 
coffeehouses,  cultural  movies  and  dances. 
For  the  first  time  OASATAU  celebrated  a 
week  of  black  history  during  the  Black  His- 
tory Week.  The  highlight  of  OASATAU 
events  of  the  year  was  the  Senior  Banquet, 
held  in  April.  It  was  established  to  honor 
all  black  graduating  seniors.  Yes.  1974-75 
was  a  very  good  year. 

If  1974-75  was  a  good  year,  1979-80  was 
even  better.  OASATAU  was  in  its  thir- 
teenth year  of  operation. 


REVERSE   *-, 
AKKE'RULIN 

'srANTINlDIS 

^ol'board 
P-YSA  * 


Comptrollers 


Bruce  Carlson.  Gary  Plavin,  Scott  Fischman.  Front 
—  Rich  Wolfe. 


S.C.  Complaint  Bureau 

Paul  Bonanno,  Eileen  Lisker,  David  Chambers. 


Executive  Committee 

Bennett  Spetalnick.  Cheryl  Federline,  Rich  Wolfe. 


S.C.  Cabinet 

Dave  Smith.  Jon  Krongard.  Rosa  Whittaker.  Steve 
Leifman.  Michael  Roselli.  Down  front  —  Bennett 
Spetalnick,  Eileen  Usker. 


Social  Activities  Council 

Pete  Tomascewitz,  Skip  Lane.  Bruce  Krafte. 


Students  Dance  Up  $16,000  for 

MDA 

John  Lennon  didn't  show  up.  Neither 
did  Neil  Young.  But  thirty-six  American 
University  students  did  manage  to  dance 
forty  hours,  have  a  great  time  and  raise 
over  $16,000  for  the  Muscular  Dystrophy 
Association. 

The  dance  marathon,  sponsored  by  the 
Student  Confederation  and  named  "Soc, 
Hop,  Disco,  Bop,"  started  Friday  evening 
(Sept.  22)  at  Clendenen  with  forty-six  stu- 
dents dancing  and  ended  Sunday  (Sept.  24) 
at  1:00  p.m.  after  five  couples  had  dropped 
out. 

The  dancers  had  previously  solicited 
pledges  from  other  members  of  the  A.U. 
community,  who  pledged  to  pay  a  certain 
amount  for  each  hour  danced.  The  couple 
who  danced  up  the  most  money,  Cindi 
Gelber  and  Melinda  Frichner,  won  a  trip  to 


the  Virgin  Islands. 

Besides  pledges,  additional  money  was 
raised  by  a  one  dollar  admission  fee,  the 
sale  of  raffle  tickets,  and  a  collection  of 
money  from  those  who  came  to  watch  or 
join  the  dancing. 

Several  dancers  used  their  fifteen  minute 
breaks  every  two  hours  to  go  outside  and 
ask  for  donations  from  passing  motorists. 
An  A.U.  security  officer  was  also  seen  ask- 
ing for  donations. 

The  final  total  revealed  that  $16,014  had 
been  raised. 

"I'm  dancing  for  the  fun  of  it,"  said 
Todd  Hennelly,  a  junior,  after  twenty-two 
hours  on  his  feet.  His  partner,  Dina  Di- 
Benedetto  said,  "I  don't  feel  tired,  but  my 
feet  feel  like  they're  gonna  fall  off." 

The  1978  Washington  area  poster  child 


was  on  hand  for  the  end  of  the  marathon, 
when  all  40  hours  culminated  in  a  sus- 
penseful  and  final  measure  of  the  dancers' 
success. 

"1  know  your  ears  are  tired,"  said 
Susanne  Schaffer,  Washington  area  MDA 
chairman  at  the  marathon,  "but  hear  this 
..."  Schaffer  gave  the  microphone  to 
Eric,  the  poster  child.  "Can  you  hear  him 
smile?"  she  asked  the  crowd  drawing 
around  to  hear  Eric. 

Eric  looked  out  at  the  ones  who  had 
done  so  much  for  his  cause  and  simply 
said.  "Thank  you." 

excerpted  from  "The  Forum." 
edited  by  Alan  Schultz 


140 


By  charter  of  the  Republican  National 
Committee,  the  A.U.  College  Republicans 
is  the  official  organization  and  voice  of  the 
Republican  party  on  campus.  Members 
gain  political  education,  organizational  ex- 
perience, training  in  campaign  manage- 
ment and  techniques,  and  congressional  in- 
ternships, as  well  as  a  chance  to  meet  and 
talk  with  Congressmen,  Senators  and  other 
leading  Republicans.  College  Republicans 
also  promote  the  Republican  image  on 
campus  and  recruit  new  members  for  their 
ranks.  In  addition  to  its  political  and  intel- 
lectual nature,  the  College  Republicans 
also  functions  as  a  social  club,  which  pro- 
vides members  with  a  chance  to  meet  new 
friends  with  similar  views  from  around  the 
country. 

During  the  '78-'79  school  year  the  Col- 
lege Republicans  took  an  active  role  in 
such  events  as  the  campaigns  in  the  1978 
elections  for  candidates  at  all  levels;  a  rally 
for  Senator  John  Warner  with  President 
Ford,  Liz  Taylor  Warner,  Virginia  Gover- 
nor John  Dalton,  Senator  Dole  and  other 
prominent  Republicans;  a  movie;  many  re- 
ceptions and  parties  and  a  campaign  trip  to 
New  Jersey. 

The  American  University  College  Re- 
publicans is  a  club  that  helps  members 
prepare  for  their  future  while  at  the  same 

Marketing  Club 

Row  1  —  Gary  Newberger.  Steve  Wahrman,  John 
Gustafson.  Row  2  —  Alan  Levine,  Ellen  Brafman, 
JeffTaub. 


time  making  their  stay  at  A.U.  more  enjoy- 
able. The  College   Republicans  provides 

.     ,      ,         •-..         u  .  .  •    ..    i.,     i  Larry  Stowers,  Garv  Giacomelli,  Rob  Braff,  Felix 

Students  With  a  chance  to  get  involved.  Cater.;,.  Daryl  Elliott:  Steve  Clearer.  Jim  Zittie.  David 

Steve  Shearer      Chambers,  Nathan  Hoffman. 

The  College  Republicans 


144 


YIPME 

This  past  September  a  new  organization 
appeared  on  The  American  University 
campus.  The  Youth  Institute  for  Peace  in 
the  Middle  East,  commonly  referred  to  as 
YIPME,  is  part  of  a  national,  non-sectarian 
educational  organization  established  in 
1968.  YIPME's  purpose  is  to  educate  col- 
lege youth  about  the  Middle  East  through 
discussions,  leadership  training  and  semi- 
nars. YIPME  supports  democratic  ideals, 
such  as  peace  and  freedom,  around  the 
world. 

YIPME's  activities  on  campus  have  in- 
cluded a  film  series  and  several  discus- 
sions, including  a  leadership  conference. 
More  events  are  being  planned  for  the  fu- 
ture. Look  for  us  .  .  .  we'd  love  to  meet 
you. 

Wendi  Kromash 


The  A.U.  Gay  Community:  An 
Alternative 

The  American  University  Gay  Commu- 
nity was  first  organized  in  1974  as  a  social 
alternative  for  A.U.  students  who  are  gay. 
The  founders  of  our  organization  felt  that 
the  social  atmosphere  at  American  left  lit- 
tle room  for  gay  people  to  express  them- 
selves freely;  a  social  forum  especially  for 
this  purpose  was  their  solution.  As  a  purely 
social  unit,  the  Gay  Community  was  not 
and  did  not  seek  to  be  an  officially  recog- 
nized member  of  the  University  communi- 
ty. The  evolution  of  the  group  and  espe- 
cially the  expansion  of  its  membership 
after  1974  brought  a  revised  self-image. 
The  Gay  Community  became  a  more  polit- 
ical and  a  more  active  participant  in  uni- 
versity affairs.  As  such,  it  is  now  a  recog- 
nized member  of  the  ICC. 

The  gay  experience  in  America  is  some- 
times a  most  difficult  one.  Lesbians  and 
gay  men  are  still  often  the  objects  of  mis- 
trust and  intense  dislike  in  our  society; 
fundamental  misunderstanding  persists. 
We  of  the  Gay  Community  are  keenly 
aware  of  this.  Many  of  us  have  already 
been  through  the  long  and  difficult  process 
of  coming-out  —  of  fully  accepting,  becom- 
ing proud  of  and  of  allowing  our  lives  to 
reflect  our  uniqueness.  Some  of  us  are  in 
various  stages  of  that  process;  others  are 
just  beginning  it.  Support  of  the  gay  indi- 
vidual's evolution  toward  dignity  and  self- 
expression  has  become  the  raison  d'etre  of 
the  American  University  Gay  Community. 

In  keeping  with  our  determination  to 
support  the  development  of  gay  pride,  the 
Gay  Community  has  maintained  its  social 
character.  We  feel  it  absolutely  vital  that 
women  or  men  who  are  gay  or  bisexual 
know  that  there  are  many  others  like  them, 
that  we  share  the  same  experiences.  Our 
social  forums  are  thus  an  opportunity  for 
us  to  express  our  sense  of  community  and 
to  support  one  another  in  the  gay  experi- 
ence. 

Secondly,  the  Gay  Community  has  be- 
come more  political.  We  feel  that  in  the 
long  run,  the  gay  movement  will  benefit 
from  support  and  understanding  from  our 
straight  brothers  and  sisters.  We  wish  to 
demonstrate  to  them  that  we  are  not  a 
threat,  that  we  seek  only  to  claim  our  own 
rights,  not  to  trample  upon  the  rights  of 
others.  We  believe  that  most  of  the  mis- 
trust and  animosity  directed  at  people  who 
are  gay  by  some  people  who  are  straight  is 
a  result  of  essential  misunderstanding 
about  who  we  really  are.  We  are  your  sis- 
ters, brothers,  relations,  friends  and  as- 
sociates; you  need  not  fear  us.  The  Ameri- 
can University  Gay  Community  seeks  to 
emphasize  all  these  things  while  giving 
much  needed  moral  support  to  all  gay  peo- 
ple. We  are  part  of  the  University  commu- 
nity and  shall  continue  to  assert  ourselves. 


At  the  Podium 

The  fall  semester  of  1978  saw  a  diverse 
sampling  of  Kennedy  Political  Union 
speakers.  The  semester  began  with  orien- 
tation speaker  Senator  Eugene  McCarthy's 
addressing  over  five  hundred  enthusiastic 
students  in  the  Woods-Brown  Ampithea- 
ter. 


This  program  was  followed  by  speakers 
Karl  Hess,  former  speech  writer  for 
Senator  Goldwater,  turned  anarchist;  Ben- 
jamin Hooks,  director  of  the  NAACP; 
Pavel  Litvinov,  a  Soviet  dissident;  Frank 
Snepp.  formerly  of  the  CIA  and  the  author 
of  Decent  Interval  —  and  the  first  black  to 
be  admitted  to  the  University  of  Missis- 
sippi; Wolf  Blitzer,  the  Jerusalem  Post's 
Washington  correspondent;  and  David  S. 
Broder,  political  analyst  of  the  Washington 
Post. 


In  addition,  KPU  sponsored  a  speaker 
for  Job  Day,  Richard  Irish;  co-sponsored 
Prime  Minister  Harold  Wilson;  and  spon- 
sored Frederic  Storaska  in  "How  to  Say 
No  to  a  Rapist  —  and  Survive."  The  last 
program  ended  with  "The  Struggle  for 
Democracy  in  Iran." 

The  Kennedy  Political  Union  has  at- 
tempted to  bring  to  American  University 
speakers  and  programs  of  interest  to  all 
parts  of  our  university  community. 

Pat  Morris 


Top  —  Sir  Harold  Wilson,  former  Prime  Minister  of 
the  United  Kingdom.  Right  —  Fredric  Storaska 
Square,  clockwise  from  top  left  —  Frank  Snepp;  Wolf 


Blitzer;  George  Covington,  blind  photographer;  Pavel 
Litvinov. 


Clockwise  from  top  left  —  Benjamin  Hooks,  Eugene 
McCarthy,  Gerald  Ford,  Karl  Hess. 


147 


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The  Bender  Library 

Squarely  between  McKinley  and  the 
parking  lot  to  the  right  of  SIS  squats  a 
mammoth  structure  peopled  with  shelf 
after  shelf  of  books  and  seat  after  seat  of 
students.  The  new  Bender  library  has 
opened  its  doors,  and  according  to  Provost 
Berendzen,  it  may  well  be  the  new  meeting 
place  on  campus.  Students  won't  have  to 
brave  cold  nights  and  intermittent  buses  to 
study  at  the  George  Washington  or 
Georgetown  University  libraries.  Ours  will 
be  adequate  and  perhaps  preferable,  and 
hopefully  such  a  learning  center  will  add 
such  prestige  to  the  University  as  to  in- 
crease enrollment. 


Libraries  have  gone  up  with  meat  prices 
and  ours  is  no  exception.  Over  seven  mill- 
ion dollars  of  wood,  metal  and  stone  en- 
cases our  supply  of  books.  At  present 
(very  early  January)  we  have  roughly  four 
million  of  this  sum.  To  add  silver  to  the 
pot,  a  Cash  on  Delivery  program,  known 
on  buttons,  posters  and  hats  as  C.O.D.,  has 
been  implemented.  The  C.O.D.  supporters 
have  held  such  events  as  a  run-around- 
the-track  for  the  library.  Each  runner  was 
sponsored,  and  each  sponsor  put  so  much 
toward  the  library  for  each  lap  his  runner 
completed.  C.O.D.  has  also  solicited 
money  directly  from  faculty,  adminis- 
trators, alumni  and  students. 

Will  it  be  a  success?  Will  students  desert 
the  discos  and  flock  to  the  Bender  scream- 
ing, "Milton,  Shakespeare,  Bacon"?  We 
will  hope.  We  will  pray.  We  shall  see. 

Steven  Waxman 


AU  Study  Abroad 

Each  year  hundreds  of  American  Uni- 
versity students  leave  the  confines  of 
Washington  to  study  abroad.  They  flock  to 
all  parts  of  the  world,  from  Paris  to  Rome 
and  Tokyo  to  Spain.  A  semester  or  year 
abroad  is  an  opportunity  to  study  and 
explore  a  culture  at  its  most  important 
level  by  living  in  the  homes,  visiting  the 
churches,  and  attending  the  universities  of 
a  foreign  nation.  My  opportunity  was  a 
semester  in  Seville,  Spain. 

To  study  abroad  is  to  learn  to  accept  and 
understand  new  values.  Above  the  bed  I 
slept  in  there  stood  a  crucifix,  an  object  or 
tradition  with  which  I  had  difficulty  identi- 
fying. 

The  old  woman  with  whom  I  lived  pre- 
pared meals  of  "'Paella,"  a  national  rice 
dish,  and  cleaned  my  clothes  by  hand  and 
hung  them  in  the  sun.  She  knew  only  of 
Sevilla  and  had  never  heard  of  or  eaten  a 
hamburger  or  pizza  in  her  life.  No  longer 
was  time  important.  You  ate  a  large  meal  at 
2  and  another  small  meal  at  10. 


American  girls  had  to  attempt  to  learn  to 
accept  their  glorification  by  Spanish  men 
—  their  shouts  of  "guapa,  guapa,"  and 
"que  bonita." 

To  study  abroad  is  to  savor  life  in  a  way 
never  experienced  before.  On  the  way  to 
school  each  day  I  passed  through  the  mar- 
kets with  little  stalls,  each  having  neatly 
stacked  pieces  of  fruit,  fresh  vegetables 
and  eggs.  Slaughtered  chickens  and  rab- 
bits, yet  unbutchered,  hung  by  their  feet 
awaiting  purchase.  On  another  street,  in 
the  modern  shopping  district,  women  on 
hands  and  knees  scrubbed  the  sidewalks  in 
front  of  their  shops.  The  evenings  were 
spent  drinking  "vino"  and  eating  "tapas" 
while  dancing  and  singing  flamenco. 

To  study  abroad  is  to  become  a  part  of 
the  culture.  A  language  you  believe  you 
could  never  speak  becomes  a  part  of  your 
personality.  At  the  bullfight  that  you  once 
hated  and  deplored,  you  scream  and  shout 
with  the  faithful  aficionados.  The  culture 
becomes  a  part  of  you  in  a  way  that  never 
escapes  you. 

Ken  Crow 


DEAN  FOR 
INTERNATIONAL  PROGRAM 


Spiritual 


"Without  faith  a  man  can  do 
nothing;  with  it  all  things 
are  possible." 

Sir  William  Osier 


The  Center  for  Campus 
Ministries 

Religion?  Spirituality?  Not  the  most 
common  words  on  campus.  Yet,  it  is  no 
accident  that  Zen  and  the  Art  of  Motorcycle 
Maintenance  is  a  campus  classic.  Perhaps 
for  college  students  spirituality's  theme  is 
The  Long  Search,  like  the  title  of  this  year's 
television  series  on  world  religions. 

Whether  it's  through  Campus  Crusade, 
Catholic  Mass,  a  class  in  the  Philosophy 
and  Religion  Department,  services  at  Met- 
ropolitan Methodist  Church,  Hillel  ac- 
tivities or  the  Moslem  Student  Center,  stu- 
dents are  searching  for  their  own  under- 
standing of  themselves,  the  universe  and 
God. 

At  the  Kay  Spiritual  Life  Center  we  see 
renewed  interest  in  religion  and  worship. 
Students  are  curious  about  their  own  reli- 
gious heritage  and  the  traditions  and  faiths 
of  others.  This  personal  curiosity  is 
heightened  by  the  presence  of  more  inter- 
national students  at  the  University,  bring- 
ing to  campus  and  dorm  life  many  less 
familiar  religious  traditions. 

What  other  Center  for  Campus  Minis- 
tries has  representatives  from  the  Catholic, 
Protestant,  Jewish,  Moslem,  Buddhist  and 
Christian  Scientist  traditions?  Perhaps  one 
of  the  finest  qualities  of  the  American  Uni- 
versity community  is  this  melting  pot  mix. 
Few  U.S.  universities  offer  such  an  oppor- 
tunity to  explore  both  the  world's  religions 
and  one's  own  spiritual  dimension. 

Lee  McGee 


..  -». 


155 


Row  I  — Joe  Seawell,  Doug  Marshall.  Scott  Thomas, 
Ferris  Brown.  Row  2  —  Mark  Au,  Neil  Lainer,  Pati 
Ball,  Carl  Szczesny.  Holly  Baker,  Tiffany  Clement, 
Katherine  Captcan.  Row  3  —  Michael  Connor,  David 
Froberg,  Holly  Barrett,  Gentry  Gingell,  Donna 
Ducharme,  Michael  Reskallah. 


Campus  Crusade  for  Christ 

Campus  Crusade  for  Christ  is  an  inter- 
denominational fellowship  for  Christians  at 
American  University.  Activities  include 
weekly  fellowship  gatherings  open  to  the 
entire  campus,  leadership  training  classes 
for  instruction  in  the  basics  of  the  Christian 
life,  small  group  Bible  study  groups  ap- 
propriate for  each  individual's  level  of  spir- 
itual maturity,  weekend  retreats,  a  yearly 
trip  to  Daytona  Beach  and  special  events 
like  Christmas  parties  and  spring  banquets. 

Campus  Crusade  believes  that  for  a  stu- 
dent to  consider  himself  intellectually 
well-rounded,  he  must  also  consider  the 
spiritual  requirements  that  Jesus  made  for 
himself.  So,  as  well  as  providing  a  fellow- 
ship for  all  A.U.  Christians,  we  are  avail- 
able to  any  person  from  any  religious  or 
cultural  background  who  wants  to  know 
what  Christianity  is  all  about.  As  a  member 
of  the  Inter  Club  Council,  Campus  Crusade 
can  be  reached  through  the  Student  Ac- 
tivities and  Special  Services  office  or 
through  the  ICC. 

Michael  Connor 


Hillel 


Artistic 


"All  passes.  Art  alone 
Enduring  stays  to  us; 
The  Bust  outlasts  the  throne, 
The  Coin,  Tiberius." 

Henry  Austin  Dobson 


13 


Art,  A  Symphony  in  Color 

The  shouts  of  athletes  ring  in  the  ears 
of  painters  in  Watkins.  They  are  in- 
terspersed with  the  tone  of  hammers  on 
stone  from  the  next  studio  room.  An 
athlete  stands  before  us  naked  on  the  dias. 
no  more  important  than  any  other  object  in 
the  room.  No  sounds  come  from  the  pain- 
ters. Daily,  they  face  the  work  of  making 
their  own  music  visually  from  the  tubes  of 
oil  paint.  The  colors  are  silently  squeezed 
from  tubes  onto  palettes  and  carefully 
mixed  with  palette-knives. 

Each  painter  approaches  his  canvas  with 
a  different  view  of  life  in  general  and  this 
subject  in  particular.  Professor  Sum- 
meiford  explains  the  importance  for  the 
painter  to  project  upon  the  canvas  only  his 


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own  private  feelings,  uninfluenced  by 
those  of  another  being.  It  is  a  struggle  to 
preserve  uniqueness  and  to  keep 
techniques  from  interfering  with  the 
childlike  innocence  necessary  to  make  a 
painting  sing. 

Virginia  Fry 


"What  we  teach  is  a  way  of  seeing.  It  is 
traditional.  The  students  learn  by  seeing 
their  own  mistakes:  there  is  a  lot  that  hap- 
pens between  seeing  something  with  the 
eye  and  putting  it  on  paper  as  art.  I  learn, 
too.  You  have  to  know  when  to  help  some- 
one and  when  not  to  because  they  are  con- 
fronting themselves.  They  must  learn  to  do 
it  their  way  or  it  is  not  theirs.  Art  is  more 
immediate  than  other  disciplines  in  that  the 
feedback  is  i  ight  there.  Once  it  is  done,  it  is 
set.  You  learn  from  that.  We  teach  a  way 
of  seeing.  It  is  only  four  hundred  years  old, 
but  it  is  based  on  that  tradition.  I  steal  ev- 
erything I  can  from  it.  We  work  from  life, 
from  people.  If  we  were  cows,  we'd  draw 
cows!" 

Prof.  Lee  Newman 


iL^b 


/<-^%     , 


Film 

Only  twenty  years  ago  the  idea  of  study- 
ing film  in  a  university  classroom  would 
have  been  thought  ludicrous,  and  only  five 
years  ago  professors  who  were  trying  to 
teach  film  to  A.U.  students  were  lugging 
films  and  projectors  across  campus.  But 
today  a  cooperative  arrangement  between 
the  Visual  Media  program  of  the  School  of 
Communication  and  the  Cinema  Studies 
program  of  the  Department  of  Literature 
has  spawned  what  is  now  called  the  Media 
Center,  an  audio-visual  resource  center  in 
the  Ward  Circle  Building,  run  by  Ron  Sut- 
ton of  Visual  Media  and  Jack  Jorgens  of 
Cinema  Studies. 

In  five  years  the  Center's  film  collection 


has  grown  from  nothing  to  more  than 
twenty  features  and  thirty  short  films,  and 
films  open  to  the  university  community  are 
offered  each  night  of  the  week  during  the 
school  year  and  at  least  once  a  week  year- 
round.  Forty-five  courses  are  offered  in 
film,  ranging  from  esoteric  discussions  of 
documentaries  to  viewings  of  classic  com- 
edies. Classes  run  from  discussing  and 
writing  about  films  to  the  actual  making  of 
Super-8  and  16mm  films  by  students. 
Guest  speakers,  like  directors  Lina 
Wertmuller,  Dusan  Makaveyev  and  War- 
ren Bass,  have  been  brought  in,  and  last 
year  a  Masters  program  in  film  was  im- 
plemented by  Jack  Jorgens  and  Glenn 
Harnden,  the  16mm  production  director. 

Paul  Page 


A.U.  Dances 

"A  trip  of  a  thousand  miles  begins  with  a 
single  step"  —  Chinese  Proverb 

Discipline  and  determination  have  made 
The  American  University's  dance  depart- 
ment one  of  the  foremost  in  the  country. 
Housed  within  the  Department  of  the  Per- 
forming Arts  along  with  music  and  drama, 
the  dance  program  has  continued  to  im- 
prove since  its  inception  in  the  late  Fifties. 

As  part  of  a  concerted  effort  to  bring  the 
professional  world  of  dance  onto  our  cam- 


pus, the  department  has  dances  restaged 
by  well  known  choreographers.  Directed 
by  Maima  Prevots,  the  dance  division, 
often  commissions  these  choreographers 
to  be  artists-in-residence  for  an  entire  se- 
mester. 

The  visiting  choreographers'  program 
has  enabled  our  dancers  to  perform  the 
works  of  Laura  Deane,  Meredith  Monk. 
Kei  Takei,  Anna  Sokolow,  Merce  Cunnin- 
gham. Paul  Taylor,  and  Murray  Louis. 

During  the  fall  semester  of  this  year, 
guest  choreographer  Risa  Steinberg,  of  the 


Jose  Limon  troupe,  re-staged  a  version  of 
Limon's  Concerto  Grosso.  Limon's  spec- 
tacular work  has  exercised  strong  influ- 
ence over  the  A.U.  dancers.  In  1978  his 
company  members  conducted  a  workshop 
at  the  Summer  Academy  for  the  Perform- 
ing Arts,  and  last  year  Steinberg  re-created 
Limon's  Choreographic  Offering. 

Yes,  "A  trip  of  a  thousand  miles  begins 
with  a  single  step,"  as  does  a  dance.  We  at 
A.U.  hope  our  dancers  will  continue  their 
quest  for  true  artistry. 

Lauran  Turner 


Our  words  move  for  us  in  Duncan-designed 
Pirouettes  of  syllables  slightly  slurred. 
Sitting  on  grass,  we  imitate  Nature 
For  our  natures  have  been  long  realigned 
And  subverted.  But  your  heart  leaps  out 

from  behind 
Eyes  that  are  like  no  other  to  mirror 
In  my  dark  glasses:  The  last  barrier. 
I  take  them  off.  The  contact  is  complete. 
Caught  by  my  outstretched  eyes,  your  leap 

is  held 
One  moment  past  what  humans  can  endure. 
Now  we  move  in  directions  self-propelled 
And  self-contained.  Plie'.  You  leave.  I  can 
Understand  now.  The  letting  go  insures 
The  present  against  hindsight's  heavy  hand. 

L.  Strogin 


33 


Music:  One  plus  one  plus  one 
.  .  .  equals  ONE 

"Pretend  you  are  owls!  Open  up  your 
throats  and  say,  'Ooooooooooo.'  Once 
more.  Now  louder.  Don't  just  complement 
the  sopranos,  be  different  from  them.  Take 
on  a  richness  that  only  altos  can  have  and 
cherish  it.  That's  better.  Now,  altos,  sing  it 
with  that  wonderful  richness  only  you  can 
create.  Again,  Now  you've  got  it."  Thus 
we  are  coaxed.  It  is  a  warm  feeling  to  have 
a  voice  pulled  out  of  your  own  throat  that 
you  didn't  know  was  there.  Dr.   Mason 


begins  yet  another  joke.  We  know  he's 
going  to  make  us  laugh.  These  are  probably 
stock  jokes,  but  we  haven't  heard  them  be- 
fore. We  laugh.  Our  throats  are  now  com- 
pletely relaxed.  We  are  feeling  good  about 
ourselves.  Now  I  see  that  we  are  singing  as 
ONE.  And  that  is  what  we  are:  one  magni- 
ficent instrument,  a  chorus  working  in 
harmony  and  unison  toward  a  common 
goal  —  beautiful  music.  It  doesn't  matter 
to  any  one  of  us  if  anyone  attends  ourcon- 
cert  or  not.  We  sing  only  for  the  love  of 
beauty  and  the  achievement  of  perfection 

under  superb  tutelage. 

Ginny  Fry 


Theatre 

The  fall  semester  proved  to  be  an  active 
one  for  the  Department  of  Performing  Arts 
(DPA):  Faculty  and  student  recitals  were 
held  throughout  the  semester,  and  several 
guest  artists  were  featured. 

Near  the  end  of  October,  a  combination 
music,  theater  and  dance  piece.  Rage  Over 
A  Lost  Beethoven,  was  presented.  Directed 
by  Meade  Andrews,  the  production  was  a 
mood  piece  which  leaned  toward  morbidity 
with  slight  touches  of  humor  mixed  in. 

In  early  November  the  Warsaw  Mime 
Theatre  made  a  special  guest  appearance  at 
A.U.  The  troupe  is  made  up  of  five  artists 
who  fuse  mime,  dance,  music,  theater  and 
poetry  into  a  universal  language  of  move- 
ment. 

Portraits,  sponsored  by  the  DPA  and  the 
School  of  Communication,  was  an  experi- 
ment in  the  art  of  representing  per- 
sonalities through  video  and  still  photogra- 
phy. The  photos  covered  the  walls  of  the 
bottom  two  floors  of  the  Kreeger  music 
building  and  included  both  student  and 
professional  work. 

The  semester's  final  production  was  a 
new  staging  of  Verdi's  The  Masked  Ball, 
directed  by  Kenneth  Baker,  director  of  the 
theater  program  at  A.U. 

Jay  H.  Handelman 


Literature 


An  Interlude 


We  met  like  friends  apart  no  more 
than  a  day.  The  key  I'd  hidden  for  you, 
the  drawers  I'd  cleared  a  week  before, 
my  eyes,  betrayed  my  racing  pulse 
as  did  the  next  three  months  in  a  room 
with  only  a  fan.  Our  posters  slouched. 
Our  records  warped.  The  viscous  heat 
of  August  roused  our  tempers  from  their 

sleep, 
but  not  one  moment  broke  our  stride 
and  sent  us  off  to  separate  beds. 
I  guess  our  hearts  were  welded  years 
before  we  met.  Our  auras  would  have  kissed 
and  spent  like  fire  and  water, 
but  as  it  was,  as  one  would  think 
so  would  the  other  speak.  Three  winter  days 
had  left  on  us  a  common  mark. 
Bohemian  nights  would  shut  our  eyes 
at  dawn.  Our  blanket  never  warmed 


us  both  at  once.  Unknown  except  in  its 

descent, 
the  sun  rose.  You  woke  at  noon  to  yoga; 
I  knew  I  had  an  hour  left 
with  your  pillow  in  my  arms, 
and  wrapped  inside  a  blanket,  warm 
against  the  coolness  of  the  basement. 

Time  squeezed  us  cruelly  into  the  last  week 

the  last 
day  the  last  night  the  last  hour  the  plane 
rose  with  our  hands  outstretched. 

Now  it  is  fall. 

But  twice  a  week  we  breathe  an  hour, 
your  needed  voice  a  country,  if  a  mile, 
away.  And  once  a  month  I  cancel  everything 
and  reach  to  touch  your  honest  flesh. 

Steven  Waxman 


Bm*B 

*_*Jtfiwn 

iiiiiF^^-^^  ,m 

.-;■•"  ^ 


171 


Overdrive 

We  are  restless  people.  Drive 
Faster,  Doris.  You  can  make 
It  (in  your  stenciled  T-shirt) 
In  the  twilight  to  "The 

Adult  Mode"  before  it 
Closes.  Floor  it!  Zoom 
Through  those  painful,  ec- 
static courtships  and  then 

Divorce.  Gather  up  those 
Handfuls  of  Wistful  regards 
Jotted  in  your  unreliable, 
Skimpy  journal.  Make  a 

Downpayment  on  a  dinky 
Concrete  house  of  a  quickly- 
Dated  image  and  retreat 
Into  dishevelled  chintz. 


Virginia  Fry 


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Saturday  Morning,  Four  A.M. 

Accepting  the  editorship  of  a  yearbook  is 
like  drinking  from  the  river  Lethe.  You  al- 
ways forget  what  it  was  like  the  last  time 
you  did  it.  Your  mind  fogs  and  visions  of 
artistic  orgasm  or  a  scholarship  dance 
through  your  head.  About  a  month,  two 
photo  editors  and  twenty  sets  of  initially 
enthusiastic  hands,  feet  and  mouths  later, 
you  realize,  "Hey,  I've  got  to  do  this  all  by 
myself."  The  mist  clears  and  with  pro- 
found clarity  you  remember  high  school, 
and  you  ask  yourself,  "Why?"  Of  course, 
you  can't  answer  this,  so  you  say,  "Be- 
cause I'm  committed."  You  shut  down  the 
office,  lay  in  provisions,  a  wet  bar  and  a 
radio;  and  from  the  photos  the  pros  took 
for  you  and  the  copy  the  deans,  professors 
and  a  few  close  friends  who  owe  you 
favors  wrote  for  you,  you  create  what  you 


think  is  a  masterpiece.  Whether  or  not 
anyone  else  shares  your  opinion  is  their 
problem.  After  all,  if  a  mouth  runs  in  the 
forest  and  you  don't  listen  ....  They 
didn't  help  you,  anyway. 

But  sometimes  if  you're  really  fortunate, 
you  have  a  co-editor  to  help  you.  Staff  par- 
ties are  more  fun  with  two,  and  the  food 
budget  lasts  longer.  And,  of  course  there's 
a  big  difference  between  copy  and  layout 
and  copy  or  layout. 

Still,  even  on  good  days  publishing  a 
yearbook  is  like  the  segment  of  Alice's  Ad- 
ventures Through  the  Looking  Glass  in 
which  Alice  and  the  Red  Queen  are  in- 
volved in  a  chess  game  with  live  pieces, 
and  they  both  have  to  run  forward  to  stand 
still  —  yearbooks  are  like  that.  And  after 
it's  all  over,  you  feel  like  you've  been 
through  a  revolving  door  at  60  mph.  You 
don't  know  quite  how  you  got  to  the  other 


side,  but  you're  too  thankful  to  ask  ques- 
tions. 

From  reading  this,  one  might  well  won- 
der why  I  chose  to  edit  the  Talon.  When  I 
first  heard  the  position  was  open,  I  said  no. 
High  school  still  haunted  me.  Then  Lynny 
tickled  me  under  the  nose  with  a  schol- 
arship —  still  no,  but  closer  to  maybe. 
Then  I  said,  "What  the  hell,"  and  forgot  all 
my  vows  and  experiences.  I  guess  it  runs  in 
the  blood  or  I'm  compulsive  or  a  massoch- 
ist.  It  don't  know.  But  the  orgastic  rush 
that  comes  with  seeing  a  permanent,  thick, 
hard  cover,  published  expression  of  abso- 
lutely anything  and  knowing  I  took  a  major 
role  in  its  completion  is  enough  of  a  carrot 
on  a  stick  to  even  make  me  do  it  again. 

So  I'll  see  you  next  year,  Lynny.  And 
save  the  Mateus.  We'll  need  it. 

Steven  Waxman 


Credits 

Steven  Waxman  —  Editor 
Lynny  Bentley  —  Co-Editor  and 
all  around  vital  person  (Layout) 
Delma  Studios  —  Professional  photo- 
graphers without  whom  there 
would  have  been  no  photo- 


graphs 
Julia  Schick  —  for  dedication,  hope 

and  seven  hours  straight  taking 

all  the  yearbook  photos  in  one 

day  with  Potts  from  Delma 
Al  Way  —  cover,  logo  and  divider  pages. 
David  Perel  —  sports 
Michael  Comas  —  Business  Manager 

Special  Thanks 

This  book  could  not  be  complete 
without  a  special  thanks  to  a  much 
needed  friend,  listener  and  guide: 
Nita  Denton. 

Lynny  Bentley 


Thank  you,  Nita,  for  being  such 
a  supportive  friend,  listener  and  guide 
to  Lynny.  Had  she  resigned,  I  would 
have  quit  long  before  my  first  session 
of  threats. 

Steven  Waxman 

Editor's  Note 

In  publishing  the  '79  Talon,  we  the  edi- 
tors have  attempted  to  present  a  cross- 
section  of  the  perceptions  and  feelings  of 
the  A.U.  students.  We  do  not  necessarily 
share  the  opinions  expressed  in  this  book. 


Selected  photos  were  submitted  by 

Randy  Hill 

Arthur  Jacob 

Delia  Soto 

Al  Way 

Leslie  Mathai 

and  the  Eagle  photographers 
Bylines  denote  whom  we  thank  for  copy. 
Much  gratitude  to  Jo  Williams  for 
typing,  advising,  and  moral  support. 


1