— Tim Schmitt, GR’08

Reality failed to meet expectation when Lawrence Crawford came to Des Moines and Drake University. It suddenly seemed too white. He felt like an outsider and wondered if he made the wrong choice. “I was mad about being here at first because no one was like me. I didn’t think I was going to have any fun,” he recalls. “I thought I would have to change to fit in — to change the way I act, talk and dress.”

On her first day as a Drake graduate student, Michelle Laughlin, GR’08, couldn’t get to class. She had no way of getting to the second story room in a building that wasn’t handicap accessible. “My first impression of Drake was that there was no access,” she says. “And in a lot of ways, this first impression was correct.”

Brittanie Pearson arrived on campus and didn’t think twice about being another white student in the crowd until a class introduced her to the concept of white privilege. “I began to look at myself and how white privilege affected my experience on campus,” she says.

Each of these members of the Drake community has faced different challenges on campus. And each has come to understand where they fit in and what their varied experiences offer each other, the University and the community as a whole.

“Race became something I could look past,” says Crawford. “I learned that diversity in and of itself is just being different. Our student body might not look diverse, but it really is.”

Some might question this statement. After all, most Drake students identify themselves as white, and only about 9 percent identify with underrepresented populations (see sidebar).

“In the ideal campus environment, Drake would be home to 3,500 students who had nothing in common except their choice of University,” says Drake University President David Maxwell. “That is diversity in the greatest possible sense.”

Though Drake hasn’t become that ideal environment, and few would argue that it is as diverse as it can be, the numbers might surprise some people. Drake’s minority population of 9 percent (not including international students or those who choose not to identify themselves) is comparable to the state universities and the state of Iowa, though smaller than the city of Des Moines.

But those are only numbers. And the numbers tell only a small part of the story.

The Bigger Picture

“We’re trying to get away from this narrow view of diversity,” says Wanda Everage, vice provost for student affairs and academic excellence. “It is not just racial and ethnic, though that is a part of it.”

Diversity, in the most basic sense, means different. And those differences can be tied to ethnicity, religion, disability, race, sexual orientation, gender and any number of other factors that humans use to define themselves.

And Drake students, no matter where they end up, will share the world with people from different cultures, backgrounds and world views, explains Michael Renner, provost. Helping them understand how this benefits them, personally and professionally, is an important part of what Drake is trying to do.

“Ten years ago we were talking about globalization in the future, about living in a world where international borders don’t mean much, and it happened much faster than we expected,” says Renner. “It’s important for our students to be prepared to live and work in the real world, and Drake should be a microcosm of the world at large.”

And though Drake does not yet reflect the level of diversity it would like, much has been done to bring more students from underrepresented populations to campus and to increase diversity in every sense of the word among the Drake community. And this means reaching out far beyond the borders of campus.

Action and Effort

If creating campus diversity were as simple as recruiting students from different backgrounds, bringing them to campus and setting them loose to interact and succeed, there would be no need to discuss the issue further. The admissions staff has long focused on recruiting from underrepresented populations, and there are programs, student groups and campus organizations in place to help all students feel at home.

If only it were so easy.

“The challenge with increasing diversity is a systemic one,” says President Maxwell. “If we focus our discussions solely on Drake, we’re going to be having the same conversation in 20 years that we had 20 years ago.”

Nationwide the high school graduation rate for African American and Hispanic students is about 15 percent lower than that of Caucasian students. This means there is an extremely limited pool from which to recruit qualified students, and the competition  for these students is fierce.

“The bottom line is that all schools are competing for the same small group of students,” says Tom Delahunt, vice president for admission and student financial planning. “Our responsibility is to be a positive influence for the community, and it is imperative that we help ensure the citizenry are better educated than they would have been without our presence.”

And if Drake is only focusing on recruiting from the same limited applicant pool without working to increase the flow in the pipeline, nothing will change. So the question becomes, “How do we affect the pipeline?”

In an effort to address this issue, Drake is in the early stages of developing a comprehensive program to bring more minority students to Drake and empower them to help further increase the pool of qualified students from underrepresented populations by sending them back into the community as representatives of the University.

“If we succeed in this and students end up going somewhere else, it is still a win,” says Renner. “Of course Drake would hope to receive many of them as students as well, but that’s not the entire goal of the program.”

The University’s academic and administrative units have also put into place several other programs that allow faculty, staff and students to bring students from these populations to campus and help demystify the college experience.

Among them:

• A summer camp hosted by the College of Arts and Sciences has local students from underrepresented populations working with faculty on research projects.
• The College of Pharmacy and Health Sciences’ Gear Up program brings diverse high school students to campus to learn about pharmacy and increase interest in applying for college.
• The Urban Education program in the School of Education helps future teachers understand the challenges of diversity in a teaching environment. The recent Teacher Quality program brought diverse students into the education program, then placed them in Des Moines schools as teachers who can carry the ideas forward to more students.

“There isn’t a silver bullet solution or a magic button to the diversity question,” says Renner. “There are many things we need to be doing. We do some very well, and some we still need to work on.”

Diversity Through Experience

Though the word “diversity” is not used specifically in Drake’s mission statement, its importance and necessity are expressed in the first sentence: “Drake’s mission is to provide an exceptional learning environment that prepares students for meaningful personal lives, professional accomplishments and responsible global citizenship.”

And this sentence is the driving force behind the efforts to promote diversity at Drake.

“David Maxwell tries to put ownership of diversity on everyone’s shoulders so no one can say, ‘That’s not my job,’” explains Sentwali Bakari, dean of students.

This decentralized approach means that there is no single person, university-wide committee or working group in charge of diversity efforts. Though this may seem like a shortcoming at first glance, it is an intentional and strategic effort to make diversity everyone’s responsibility.

“I have long said that if Drake went the way of having a minority affairs office, I would leave,” says Everage. “It might work at some places, but people tend to send all their problems to that one office. When people take ownership of it, it becomes an integral part of who we are.”

This approach allows and encourages each department, college and school to take charge of its own diversity goals and provide experiences for students. But perhaps the most important result of this approach is that students have the opportunity to take charge of the issue as well.

“Students are telling us that this needs to be part of everything we talk about and included in all our classes,” says Lori Blachford, the Fisher/Stelter Chair of Magazine Journalism. “They say they know what diversity is, but now they need to feel it and to have hands-on experiences.”

Changing Minds

Lawrence Crawford learned soon after arriving at Drake that diversity meant more than he first realized and discovered this by getting involved with a wide range of organizations.

“It didn’t take long to be comfortable here,” he says. “I branched out into a lot of different activities. I stumbled along the way, but I figured it out.”

After Michelle Laughlin finished her graduate program with a degree in counseling services, she took a job at Drake where she is now coordinator of student disability services.

“If I can use my experience to influence how we operate, then that is a powerful thing,” she says. “I’ve seen a lot of positive change here, and we still have a lot of homework to do. But Drake is asking the right questions.”

Brittanie Pearson turned her concern about white privilege into a two-day conference: “The Race Card: Who Holds the Privileged Hand?” The conference included discussions, a keynote speaker and workshops to help participants develop tools to combat the problem.

“I think there is space here at Drake for this type of activity,” she says. “I thought I would have to fight to get a conversation about race that might be critical of Drake, but all the faculty were really supportive.

“My biggest fear is that the conference would take place, and then the conversation would be over,” she adds. “I don’t think that’s happened, and I hope other undergrads and the administration will step forward to embrace the differences in the Drake community.”

The Never-Ending Quest

The conference created and led by Pearson, says Bakari, demonstrates how students embrace diversity and lead the University. But it also demonstrates how Drake faculty and staff create a welcoming environment for students and encourage them to pursue their interests and share their experiences.

“A lot of times universities are reactive,” says Bakari. “If an issue pops up, we get to work on it and really focus on what we’re doing and come up with solutions. I think we are doing some terrific, proactive things, but we can always do more. We can always think more strategically.”

The acknowledgement that more can be done about diversity is widespread on campus among students, faculty, staff and administration. But rather than a statement of shortcomings, it’s more a nod to the reality of the situation and an acknowledgement that the quest for diversity is never ending.

“There is more we can do of course,” says Blachford. “But it has to be in every class and part of who we are and what we do. It’s an ongoing process. I don’t think you can ever understand enough about the world.”

Read More:

• Essays: The Drake Community Discusses Diversity
• Essays: Further Thoughts on Diversity from the Drake Community

Fisher/Stelter Chair of Magazine Journalism

When we discuss diversity in the classroom, it can sometimes feel like we’re examining the issues at arm’s length.  In spring 2009, our Magazine and News/Internet Capstone class had the chance to get up close and personal with diversity issues that included civil rights, religion, sexual orientation, politics and more — all in one story: the Iowa Supreme Court’s ruling that made marriage legal for same-sex couples.

This local story drew national — even international — attention. And our students were right in the middle of it. They attended news conferences, protests and rallies on the day of the decision. Three weeks later, they were at the Polk County Administrative Building to interview the first couples lining up to apply for marriage licenses, as well as a group with petitions asking that those applications be denied.

The students filled their thinkdsm.com Web site with articles, photographs and videos. Their response to the story was quick and thorough. At one point, the students’ work was among Google’s top 10 results for “Iowa gay marriage.” Matty Smith’s photo of one Iowa couple even ended up on the Oprah show.

All in all, it was stellar journalism, exactly what we expect from our students. But the greater outcome, in my view, was what happened outside the public eye, in room 104 of Meredith Hall.

That’s where the “Did you know …” and “I never thought about … ” conversations took place as students chased the story. That’s where Professor Jill Van Wyke and I talked with the students about bias and objectivity and empathy. That’s where I told them how personal this ruling was for me.

I shared the story of my 25-year relationship with another woman that was every bit a marriage with none of the legal protections. I talked about our sons and how the ruling would affect them. In return, the students shared their own views on marriage and the beliefs and experiences that shaped those views.

We didn’t always agree, of course, but we did listen to one another. As a result, we all gained a deeper understanding. A few students even shared their thoughts on the Web site’s blog.

Luz Sacta wrote about the role religion played in her reaction to the changing definition of marriage in Iowa. Kristin Looney reflected on civil rights and on her own status as a “white, heterosexual, middle-class, suburban Catholic girl.”

In a world that all but demands that we choose sides, room 104 was our middle ground. It was where diversity wasn’t just an issue; it had a face and a name. And we knew we would never look at it in quite the same way again.

Michelle Laughlin, GR’08

Coordinator, Student Disability Services, Drake

Growing up with a disability in small town Iowa, I was the very definition of diversity. There wasn’t anyone like me. In fact, there wasn’t anyone even remotely close to being like me. My parents were never ashamed of me, and they let me live my life out in the public eye.

I was completely fine with my situation. People stared and asked questions because I was different from them. I always insisted that they were staring at me because they didn’t know me. My parents raised me to believe that I was born this way for a reason. It was up to me to figure out what that reason was.

It didn’t take long to realize that I was put here to help put people at ease accepting not only my disability but the differences I could see in others as well. When little kids ask what happened to me, I give them the most honest answer that I can because I may be the first person they feel comfortable asking their questions. I want kids to be able to accept those who are different from themselves.

Being the coordinator of student disability services at Drake has allowed me to help my students realize that they don’t need to use their disabilities as excuses or crutches but can use their disability as an asset that makes them stronger. It’s all about acceptance. As a child growing up I had a choice to make: I could either bury my head in the sand, or I could accept my disability. I decided to accept my disability. We are only given one life, so I decided to live mine to the fullest. My disability does not define me. I am grateful that I was born differently. It opens up opportunities to meet people I would never have met, go places I would never have gone and advocate for those who may not be able to do so themselves. For that I am truly grateful.

Renee Hardman, LA’83, GR’89

Senior Vice President, Human Resources, Banker’s Trust

The word “diversity” by itself simply means differences among people. It represents the things that make us uniquely who we are. It can be our ethnic background, religion, socio-economic status, hobbies, interests, sexual orientation and much more. Diversity is what makes relationships richer and more meaningful.

My life at Drake consisted of many experiences that tested my ability to embrace diversity. As I journey back 31 years to when I first attended the University, I’m reminded that dorm life taught me more about diversity than any textbook ever could. Coming from a predominately African-American neighborhood and high school in a suburb of Chicago, I was excited about the life that I was about to embark upon. I remember moving into a dorm room, where I immediately met my three Caucasian roommates. I’m not sure if this was more of a shock to my roommates or to our family members. This was the closest that each of us had to a real test of endurance and acceptance. While we had a few ups and downs as most roommates do, we got through it and learned to accept each other for who we were. We began to break down the superficial barriers.

Little did I know that this prepared me in immeasurable ways for the many experiences that I have encountered throughout my life. I wouldn’t be where I am today if it were not for my experiences at Drake University. They prepared me for the position I have today as the only African-American female on the executive committee at Bankers Trust.

Read More:

• Diversity at Drake: Perception, Reality and Challenges
• Essays: Further Thoughts on Diversity from the Drake Community
• THINK Magazine Article on Iowa’s Same-Sex Marriage Ruling
• THINK Magazine Blog

Lessons Learned as a Minority Abroad

Amy Benes, JO’09
Fulbright Scholar

I live in Gurye, a city of 15,000 in the southwestern tip of South Korea where I teach conversational English to 250 high school students. I am one of six foreigners in my town and one of only two foreign women. I came to Korea as a Fulbright English teaching assistant in July 2009, and the experience of immersing myself in this language and culture has helped me learn a tremendous amount about myself.

Perhaps the two most important lessons I’ve learned are jeong and noonchi. Both play a tremendously important role in Korean life and have helped me adapt to the environment.

Jeong is a deep, brotherly understanding of others. It is such a deep understanding that individuals who have jeong can sense one another’s needs. Unlike American culture, this type of understanding, or empathy, is not restricted to friends and family. Jeong exists naturally between strangers in Korean culture. For example, while jogging on an especially warm day, I grew tired and sat down on the curb to catch my breath. Soon, I felt a tap on my shoulder and heard, “Drink!” Sure enough, a complete stranger had brought me a glass of water. This stranger treated me as he would a friend. That’s jeong.

Noonchi is the use of nonverbal cues to draw conclusions about a situation. Koreans pay much more attention to nonverbal cues than Americans. I depend on noonchi every day because Koreans tend to show rather than tell.

My favorite noonchi story is that of my friend’s host mom. He often describes her driving as “noonchi driving.” In other words, she pulls out in front of people, changes lanes and runs lights based on social cues from other drivers. While she is usually correct in her assumptions, riding with her still makes my friend nervous.

Both jeong and noonchi play very important roles in my ability to understand and adapt to situations in a new culture. My experiences in Korea have been, at the very least, life changing. As a result of my time in Korea, I have discovered a beautiful, and often overlooked, culture while continuing to grow professionally and personally.

Visit www.amybenes.blogspot.com to read Amy’s blog about her experiences in Korea.

More Than Skin Color

Victor Cedeño
Politics and Psychology double major
Class of 2011

When people think about diversity their first thought might not be Drake University. But those same people would be surprised if they were to spend a few days on campus. I did not expect a small private college in the Midwest to have the global reach and representation of Drake. I have met people from many different countries and different regions of the United States, but that is not where diversity truly shines at the University.

As one of few Latinos on campus, it is apparent to me that Drake does not have a large number of minorities. Yet I have seldom been in such a diverse group of people. Not only does Drake have people from vastly different backgrounds, the University fosters an atmosphere where divergent points of view are encouraged. I’ve noticed that every student is encouraged to be an individual and challenge each other and themselves. This is especially clear in the classroom where all of our professors welcome different points of view and challenges to their own teachings.

One of the best components of the Drake experience is the large number of students who study abroad. While I did not personally leave campus, those who have make a difference for all of us. The experiences they bring back and share with others go a long way in helping us all gain an understanding of the greater world.

Even without large numbers of minorities on campus, there are a plethora of student organizations that represent various cultures. There are always eye-opening programs that expose students to different cultures and schools of thought.

At first I was worried Drake would not be diverse enough for me, but I have been pleasantly surprised. My experience here has taught me that diversity has to do with a lot more than with the color of our skin.

Embracing the Unknown

Donald Chikwani
Economics and International Relations double major
Class of 2013

Diversity exists in each and every one of us, individually and collectively. It is everything that makes each of us different and all of us similar. Diversity is what we can see and what we cannot and do not see in each other. It is reflected in the different ways we walk, talk, think and behave. Diversity comes from, among other things, our differences in culture, gender, age, ethnicity, nationality, geography, lifestyle, education, income, health, physical appearance, pigmentation, language, personality, beliefs, faith, dreams, interests, aspirations, skills, professions, perceptions and experiences.

I certainly have experienced diversity on the Drake campus. I can actually recall numerous times when I have encountered very disparate philosophies of being, some that categorically violated my personal core beliefs, and some I found to be agreeable.

One night I had a long discussion about life and death with a friend in Carpenter Hall. For more than five hours we exchanged thoughts and ideas, opinions and perceptions, beliefs and convictions. Though it was a civil discussion, it felt like an argument until we both realized that we were trying to make sense of what the other said in the context of our own perceptions and experiences. This made us sound absolutely ludicrous to each other. My friend is a Buddhist and believes that after death we are reincarnated as a human or other being based on how we live our present life. I am Christian, and I believe in Heaven and Hell. We both look at the world in different ways. Instead of trying to rationalize the other’s belief system, we both should have embraced our differences in faith, and simply enjoyed each other’s differences.

This understanding was a tremendously exciting experience for me. I hope that others realize what a diverse campus Drake has to offer and that embracing this diversity helps enrich the Drake experience.

Building an Exceptional Learning Environment

Lawrence Crawford
Public Relations and International Relations
Class of 2011

Drake’s mission statement articulates the goal of establishing an exceptional learning environment. With regard to diversity, however, I am tempted to question just how serious Drake has been about providing this “exceptional learning environment” and offering within it the opportunity to learn from an exceptionally diverse community.

I have encountered a variety of issues when trying to address the absence of ethnic, cultural and/or professional diversity at Drake both through the student population and in academic settings with faculty and staff. And while diversity can be defined in various forms and some may be present at Drake, it is also true that some forms of diversity are not apparent.

Here are a few statistics that I have learned over the years. Of the more than 3,000 full-time undergraduates at Drake, fewer than 3 percent (92 students) have self-indentified as being black/African-American, and that number is significantly lower for those identifying as Hispanic/Latin-American (fewer than 2 percent). Additionally, of the 34 courses that I have enrolled in over three years at Drake, I have yet to take a course taught by a professor who identified with my own ethnic background.

I sincerely believe that there are some lessons — whether social, educational or experiential in nature — that cannot be adequately taught by someone without the credible resources and background necessary to acquire such knowledge. I have sat in class and pondered the credibility of a professor who appeared oblivious to the fact that s/he might not be the most reliable source for delivering the subject matter.

I think that in order for the University to take serious its promise of providing students with an “exceptional learning environment,” it must provide students with the best available faculty members who can capably and reliably deliver culturally sensitive material to students both in and out of the classroom. In addition to faculty diversity, I think the value of recruiting students who accurately represent the nation’s ethnic and cultural makeup can definitely prove beneficial to the Drake experience that is currently reserved for a slightly less diverse, yet educationally opportunistic student body at Drake University.

Diversity Matters

Adriana Flores, GR’09
Executive Director of Latinas Unidas por Un Nuevo Amanecer (L.U.N.A.)

There are many ideas as to what “diversity” means, but it basically refers to the differences that exist among us.

We tend to generalize the word and immediately attach it to culture or ethnicity when in reality we are all diverse human beings. The differences among us can be related to race, ethnic background, gender, socioeconomic status, ability, language, religion, physical characteristics, sexual orientation and many other factors. As we continue to become a nation full of diversity, it’s important that we value, understand and embrace our differences so that we can learn and benefit from each other.

It is especially important at the university level that faculty and students encompass and embrace diversity. A recent article published in The Des Moines Register stated that Latino enrollment in Iowa universities is on the rise and that diversity has been a key factor in attracting and retaining these students. Latinos are participating more in all aspects of society and remain the largest growing minority group in the country. It is important, then, that educational opportunities be made available to Latinos so that they may continue to become even more productive citizens.

Diversity on college campuses fosters genuine interaction among cultures and ethnicities. For many students this could be the first time they’ve had the opportunity for such a relationship. These experiences promote students’ personal growth by providing new exposure to different backgrounds and viewpoints, and creating opportunities to learn how to interact with people from a wide variety of backgrounds.

Exposure to a wide population as part of a college experience only enhances a student’s knowledge and understanding of diversity, which will later be beneficial in the workplace. Employers seek diverse candidates because they bring a wide range of knowledge and creativity to a work environment. Embracing diversity in all aspects and forms creates cohesiveness among all people and provides us the tools to live in a diverse world.

Different Worlds on Campus

Danielle Jeanette Ford
Health Sciences major
Class of 2011

Moving eight times and spending most of my years in Naperville, IL, made me realize that I come from a diverse background and have lived in very diverse areas. Because of my upbringing and the experiences in my life, my parents call me “Dynamically Diverse Danielle.”

Diversity is not a simple concept that can be considered in terms of black and white, but contains many areas of grey. I consider that grey area a melting pot full of elasticities, backgrounds, beliefs and goals. I appreciate the fact that all people are different, and I feel we should all act upon and acknowledge, appreciate and respect these differences.

Diversity, to me, is not something to take for granted. Any time you have the opportunity to gain knowledge or to teach someone about your culture or background is a great occasion. I choose to participate in many different organizations and attend events hosted by different groups because I want to learn. Through the years I’ve learned that people who are eager to teach you about themselves are more receptive and interested in understanding someone else. Because of this, I have chosen to surround myself with other individuals who are eager to learn.

As a result, my experience with diversity at Drake University has been unique. I am comfortable in many different worlds. I credit this to my upbringing as well as my thirst for knowledge. I am the president of the black organization on campus (the Coalition of Black Students) and an active member in a historically white sorority, Alpha Delta Pi. I love that I am involved with both of these groups as well as many others. And it’s not until I stop to think about it that I realize not everyone on campus has had the time — or has made the time — to appreciate and explore diversity the way I have. I also realize that, though an appreciation of diversity seems natural to me, it may take effort from others.

I’ve realized that regardless of upbringing, circumstances or the stereotypes that exist, it takes only one situation for someone to become interested or learn about you. Don’t miss this opportunity. I take every chance I have to teach and will never pass up an opportunity to learn. I’m impressed with the efforts Drake University is taking to recognize diversity, but I look forward to the time when it is not an effort but something that happens naturally.

More Than Meets the Eye

Sonal Khokhari, ED’08
Teacher, Goodrell Middle School, Des Moines

I have learned through the years that diversity is beyond what we see. We often look at people and assume they come from a certain ethnic background or a certain socioeconomic status. Usually these assumptions are wrong. Des Moines does not have a huge population of Indians like me. When I first went into the classroom as a student-teacher my students assumed I was Hispanic. All the Hispanic students were drawn to me and were interested in finding out more about me because they thought I was just like them. And in a sense, I am. I am a minority, and I face the some of the same challenges they do in life.

The Teacher Quality Program (TQP) at Drake taught me that it doesn’t matter if I am just like my students or not, because the fact is that I am someone important to them. I try to help my students believe they can be like me one day — they can graduate high school, go to college and earn a degree, and they can be successful individuals with a promising future.

The TQP really emphasized how much minority educators need to be in the classroom — not only for the minority students, but also for those who really haven’t been exposed to diversity. My first placement as a student-teacher was in a school with a very low minority population and my second placement was the opposite. My first students were welcoming and loved learning about where I was from and how I was different from them. I thought my second placement would be easier, because the school had such a higher population of minorities. Instead, many of the students questioned me and tested me to see where I came from. It took time for some of them to trust me, while others welcomed me right away because of how I appeared — both like and unlike the students.

I now have my own classroom, and I am learning about diversity within the school every day. Students love to guess what my background is. I once had a conversation with a student who asked if I was black or Hispanic. I replied that I was neither and she asked, “What are you?” This made me realize that sometimes the students’ exposure to different cultures is limited. My students love learning about my culture, and I love learning about theirs, too. I dedicate an entire unit to sharing my culture with the class and then have them do the same.

When I first came to my school I thought it was mostly white, but I learned that many students are of mixed ethnic backgrounds. Being able to share this diversity with my students has helped create a trusting atmosphere that allows students to come to me with concerns or thoughts about many different issues. I have seen how my students have gained culturally awareness and have become interested in learning about new people and cultures. And, like me, they are learning that the eye can only tell us so much about a person.

Finding My Place

Crystal Nance
Public Relations and Sociology double major
Class of 2010

The reality is this: Drake University is a predominantly white institution. Most students, professors and alumni from Drake likely would identify as being white, Caucasian or from European descent.

Diversity was not a major factor in my decision to attend Drake, nor was it something I gave much thought to when applying to other universities. I did not apply to any historically black colleges or universities, so I knew I would not see a large number of people that looked like me on the campus I chose to attend. My goal in attending college was to prepare for a career, and I believed I would be able to find my place at whichever college I attended

At Drake, the place I found for myself, that safe haven where I feel comfortable, has been the Coalition of Black Students (CBS). During Welcome Weekend in 2006 I met some upper class students who were part of CBS. I knew these students understood what it was like to be black in this brand new environment.

I wouldn’t say I experienced culture shock those first weeks at Drake, but it was certainly an adjustment to be one of few students of color in my classes. I have remained a member of CBS mainly because I now know what it was like to make that adjustment, and I wanted to use my leadership skills on the CBS executive board.

Although my time at Drake is coming to an end, I would like to see the University make some changes when it comes to diversity. I would like diversity to be included as part of the First Year Seminar program, and I believe that all classes should include some aspect of diversity and appreciation of difference. I believe that a large number of students come to Drake without much experience with people who are different from themselves. And though they come to campus to get a formal education, learning about diversity along the way would benefit everyone — students and faculty — both professionally and personally.

Diversity at Drake: 20 Years Ago

Monica Nance, ED’83
Curriculum Coordinator, Kansas City, MO School District

I began my journey of higher education in 1979 on the campus of Drake University. With a tremendous amount of encouragement from my high school counselor, I selected Drake because of its excellent record of providing a stellar education for all who attended. Fortunately I visited campus the summer prior to my freshman year. Being a graduate of the largest school district in the Kansas City, MO, metropolitan area and having attended a predominantly African-American high school, my first feelings about Drake were excitement and hesitation.

I clearly remember my first brush with diversity on campus. It was Don Adams who spoke to many of us in a large room at Olmsted Center. It was obvious that Drake did not have many African American students, but Mr. Adams indicated that our class (the freshman class of 1979) had a large number of African-American students — one of the largest in Drake’s history. It was apparent to me that Drake had spent a significant amount of time, and probably money, recruiting students of color — namely, African-American students. We came from Kansas City, St. Louis, East St. Louis and Chicago, among other areas. Because of what I considered to be an attempt to make diversity a priority, I always felt that this was the place for me.

Being an African-American student on a predominantly white campus I was always surrounded by opportunities to participate in activities that helped me stay grounded. Being a member of the Black Student Organization (now known as the Coalition of Black Students) provided opportunities to celebrate my Blackness and at the same time show other students that we were proud of who we were and what we represented. It is my belief that the leadership of Drake University embraced our organization and continues to ensure its relevance well into the 21^st century.

I am reminded of a rally that our organization conducted in response to the apartheid issue in South Africa. I vividly remember many African-American students walking in protest in the early ’80s expressing our insistence that Drake University discontinue investment in businesses in South Africa. I believe that our organization played a large part in the University’s decision to eventually divest.

Now as my daughter, Crystal Nance, graduates from Drake in May, I am reminded of something I used to tell her when she was old enough to understand about my college years. I always told her, “My years at Drake were the best four years of my life.” I would like to think that she feels the same way about her Drake experience as well.

The Race for Diversity Left Out Race

Brittanie Pearson
Law, Politics and Society major
Class of 2010

It is true that Drake University is diverse. The University has six colleges, more than 70 majors, 56 countries and 45 states represented. There are 16 different sports teams, 13 sororities and fraternities, and more than 160 student organizations on campus. Drake University has diversity: educational diversity, regional diversity and political diversity. But does that make us diverse?

There is an area where, as a whole, Drake is lacking as an institution. The reality is, Drake is a white school. With more than 78 percent of its student body and nearly 86 percent of its faculty identifying as white, non-Hispanic, people of color are few and far between on campus. That means that at the beginning of each semester, I can feel confident when I walk into my classrooms that most —if not all — of my fellow students, as well as my professors, will look like me. Drake may be diverse in location, sexual orientation and education, but most of us who attend and teach here share the experience of being white.

Moreover white students are allowed not to notice this disparity. In the law, the media, even academia, whiteness is represented everywhere and reinforced in its imagined superiority and validity against all else. Caucasians hold the lead role in most TV programs, even cartoons; take up the most space in newspapers for positive stories; and are the scholars taken seriously in all subjects. White students are conditioned to be comfortable in systemic whiteness, and it is time the University undoes that.

Drake University has a mission to deliver my peers and me an exceptional learning experience that prepares us for global realities and meaningful pursuits — both of which require an awakening to the injustices of our current system. Considering this, the Drake community can no longer ignore race or the lack thereof on campus. It is time for a change. Therefore, I challenge Drake University — its faculty, administration, staff, students and alumni — to become uncomfortable and start demanding racial diversity on campus.

Wise Diversity (with thanks to Marlene Nourbese Philip)

Nancy Reincke
Associate Professor of English and Director of the Drake University Women’s Studies Program

A wise Latina recently got into trouble for suggesting what should be self-evident — that all of us have different perspectives based on our different identities and experiences in life. Given the history of the United States, Latinas will see some things differently than white men and make different decisions because of this. Sonia Sotomayor said a wise Latina may make “better” decisions than a white man, and that was the focus of the uproar. What got lost in the noise is the question we should always ask: “better for whom?” For more than 200 years, white male Supreme Court justices have made decisions that are better for white men than for other people. Just ask Dred Scott.

My vision is for Drake University to pursue a “wise diversity.” We are charged first and foremost with the goal of transmitting knowledge. As the Enlightenment philosophers knew, free speech from as many different quarters as possible is necessary to discover, if not truth, then at least a solid foundation upon which to make decisions. Many, many more Latinas have studied the words of white men than white men have studied the words of Latinas. We have some balancing to do, and it begins with what we study in our classes.

Many are familiar with the image of the devil on one shoulder and the angel on the other, each whispering in an ear to influence an individual’s action. I view a “wise diversity” in our curriculum as ultimately providing us with a wise Latina on one shoulder and a white man on the other. Of course, the wise Latina stands in for every perspective that has been historically unheard and undervalued. Her voice is still but a whisper compared to the loud and authoritative voice of the guy who has our ear on the right shoulder. He’s not going to pipe down, nor should he. We all have the right to our voices and views.

We may still need hearing aids to even hear her, but I want Drake to be part of the effort of helping each of us to invite that wise Latina to sit on our left shoulder and help us make better, more balanced decisions — better for ourselves and better for others.

Drake’s increasingly diverse campus

Xian Zhang
Law, Politics, Society and Sociology
Class of 2011

Statistically, Drake is overwhelmingly populated by students of European descent. I have never exactly seen this as an issue, especially since Drake is located in a city founded by French settlers in a country founded by Europeans. However, I have found that Drake takes an active approach to encourage diversity as much as possible, especially in key areas where it matters the most. We have racial, physical and gender diversity and acceptance throughout our faculty, staff and administration. Drake incorporates diversity into its recruitment methods — our representatives travel the globe looking for students. And before new faculty members are hired, the search committee heading the process must produce a statement that proves it reached out to minority candidates. We have many engaging student organizations that celebrate and bring together those from culturally different backgrounds.

Now it is time to take things further. Diversity can exist anywhere, but the real test is whether it can exist and live and breathe without mechanization and people continually propping it up. Natural diversity exists when it has become so innate and common that we no longer need to remember it on a checklist. We need to move on to the next step, where a person’s “diversity” is not just their defining aspect, and we expand our understanding to recognize each individual as diverse in opinion, perspective and background. This breaks down the categories of majority/minority, or white/everything else.

I have always felt a slight discomfort with how distant international students can be from domestic Drake students. It is easy and natural to bond with those from your home country, but Drake needs to help with the next step. Once students have formed a foundation of friends, they should be encouraged to branch out again and again to others who aren’t so familiar. Perhaps a sort of buddy system could be arranged, where an international student could choose to participate and be paired with an American student. No formal requirements would need to exist, but both of the students would have another link to try to understand another perspective on Drake’s increasingly diverse campus.

The $15 million revitalization of Drake Stadium five years ago has started paying dividends to both the University and to Des Moines. It may have been simpler and cheaper to demolish the 85-year-old stadium and build a new one from scratch, but the venerable red brick grandstand held years of nostalgic memories for too many. Tourism incentives turned restoration into a practical alternative to demolition, creating a unique and historic venue that held great potential for luring signature events to Des Moines.

“We have been hosting at least one major event every year that brings in $5–$20 million in community spending,” said Sandy Hatfield Clubb, Drake athletic director.

The NCAA Track & Field Championships came to Drake in the midst of Des Moines’ 2008 floods, and yet more than 11,000 fans turned out on the final day. The Amateur Athletic Union Junior Olympics visited the following summer and then committed to returning in 2014. This summer, the USA Track & Field (USATF) finals will come to Drake in a special year for that event.

“This is our big year because it’s the only year in a four year cycle in which ours is the ultimate track meet — there are no Olympics or World Championships following it,” said Doug Logan, USATF director. “It’s the big event, and we’re delighted to be holding it in Des Moines.”

Last year the NCAA announced that Drake Stadium would again host its track championships in a previously unprecedented back-to-back deal for both 2011 and 2012.

Each of these events has played a role in Drake Stadium gaining recognition. But the brass ring of athletic events is yet to be hosted in the stadium.

“The 2016 Olympic trials have yet to secure a location,” said Relays Director Brian Brown. “Bringing the Olympic Track & Field Trials to Drake Stadium continues to be our quest.”

Because Chicago failed to land the 2016 Olympics, the trials are up for grabs. Des Moines and Eugene, OR, seem to be the leading venues of choice. “Both locations have shown the kind of ticket sales, crowd, community enthusiasm and general atmosphere that the U.S. Olympic Committee wants,” said Brown.

— Jim Duncan

Years before he was decapitating victims on “The Practice” and manipulating the survivors of Oceanic Flight 815 on “Lost,” two-time Emmy Award-winning actor Michael Emerson, AS’76, could be found on the Drake campus.

Emerson graduated in 1976 with a degree in theater arts, which gave him the foundation he needed to begin his career and earn his MFA in 1995 from the professional actor training program run by the Alabama Shakespeare Festival and The University of Alabama Department of Theater and Dance.

“I remember having great acting classes at Drake with Mike Barton,” Emerson says. “The bulk of the really good shows were under his direction. If I had a mentor, it would be him.”

CHANGING TYPECASTS While at school, Emerson found himself cast in similar roles on the stage. “I was a skinny little bespectacled guy with a funny voice, so I was cast as an old man a lot,” he says. “It taught me that a character has a particular physicality and a particular way of speaking.”

He can’t really explain how he made the transition from old man to serial killer William Hinks on “The Practice” and later Benjamin Linus on “Lost,” but each of those sinister bad guy performances earned him an Emmy Award.

“It continues to surprise me. I always thought if I won a major award it would be a Tony,” he says. “It’s flattering to get those awards because it’s good to know that the industry thinks you have arrived and are performing at the top of your craft. It’s a bit dizzying, though. The attention is intense.”

IN THE DARK Originally slated to appear in only a few episodes during the second season of “Lost,” Emerson impressed the writers with his portrayal of the morally ambiguous and delightfully disturbing Linus. The character has since evolved into the main antagonist of the show.

Easily one of the most complicated programs on television, Emerson describes “Lost” simply as “a parable about sin and redemption played out in the form of an action/adventure story.”

But don’t go asking Emerson for answers; he’s just as much in the dark as the fans. “It’s better that way. I’m not burdened with all the secrets.”

The TV series is wrapping up this season, after which Emerson hopes to return to the theater. “It’s where I’m most comfortable,” he says. “I love doing great plays and tackling difficult scripts.”

— Meagan Savage, Class of 2010

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After the earthquake that devastated Haiti in January, Ed Monroe, PH’63, worked diligently to procure and provide aid to those affected by the destruction. Then as soon as he could, Monroe got on a plane. He arrived in Haiti in mid-March and provided medical care to hundreds of patients every day during his two week stay.

For Monroe, this is nothing new.

The Drake alumnus has spent his retirement traveling to Haiti on medical missions, providing life saving treatment and pharmaceutical expertise to residents of one of the most impoverished nations in the western world through Friends of the Children of Haiti (FOTCOH). The organization has brought health care professionals to Haiti on medical missions for more than 25 years.

FOTCOH sponsors medical missions to Haiti six times per year. Each 12-day mission brings more than 20 doctors, nurses, pharmacists, dentists, physical therapists and other volunteers to the clinic.

A mission to serve

“Our clinic suffered only minor damage from the earthquake,” says Monroe, “but the hotel nearby was not as lucky. The main dining area and kitchen collapsed, as did several hotel rooms. The walls of the neighboring school cracked.”

The clinic is located in the town of Cyvadier and serves communities located in southern Haiti, including the town of Jacmel.

“Cyvadier sustained a little damage, but Jacmel is in ruins,” Monroe says. “At least 3,000 people from Jacmel were killed in the earthquake, and their bodies have been buried in a mass grave. The main hospital is rubble, as is the downtown area.”

“Every trip, we see more than 2,500 patients at the clinic and dispense more than $40,000 worth of medications and supplies,” Monroe adds. “Our organization is funded entirely by donations. Our volunteers pay their own way to go on the mission trips.”

Global perspective

Monroe credits his experiences at Drake with making him aware of international issues, while his professional life in pharmacy taught him to serve people.

“When I graduated from Drake University, I had no idea that I would end up practicing pharmacy in a third world country,” Monroe says. “I thank Drake for a wonderful well-rounded education.”

Monroe is in contact with other Drake alumni who are committed to Haitian aid, including pharmacists Tom Rickey, PH’68; Gary Alwan, PH’76; and physician Wendy Van Ittersum, AS’99.

Learn More:

• Friends of the Children of Haiti Web site
• Ed’s Blog, “What’s Ed Up To Now”

Joe and Roberta Capps are Tigers who bore a litter of Bulldogs. Four of the six children of the University of Missouri alumni obtained a Drake education. And now that legacy extends into the second generation.

“Bob got it started,” says Martha Capps, JO’78. “He was the first to go.”

Bob Capps, BN’70, was followed by younger brother George, LA’71, LW’75; then Tom, LA’74; and, finally, Martha.

FAMILY VALUES “We were fortunate to have parents who valued education,” says Martha. “My parents would’ve sent me anywhere.”

The freedom to make her own decision on which college to attend is shared by Leslie Capps Eakes, ED’00, Bob’s youngest daughter. Although both her parents were alumni and she had spent time on the Drake campus with her sister, Sarah Capps Hamburg, JO’97, Leslie didn’t feel obligated to follow suit.

“I remember being with my parents in an airport in Chicago,” says Leslie. “I had already looked at  Miami-Ohio and DePauw and was on my way to visit another school when I said, ‘I want to go to Drake.’” With the college search over, the family never got on the plane. They spent the day sightseeing in Chicago and returned home.

It wasn’t enough for Ellen O’Byrne (pictured) to have a mother who was an alumna, either. “I knew I should look [at Drake],” says Ellen, a junior marketing major and Martha’s youngest daughter. “I visited Kansas and ISU. It wasn’t until my second campus visit when something clicked. I knew I wanted to go to Drake. It just fit.”

SHARING THE DRAKE EXPERIENCE With so many family members attending the same university, there are bound to be awkward moments — Leslie was the student of a professor who also taught her mom. “He called me [my mom’s name] once,” she says.

Awkwardness aside, Martha, Leslie and Ellen agree that their Drake educations have been a foundation they’ve built on, both personally and professionally. And it’s something that has strengthened their family ties with shared memories and similar experiences. Martha says, “It’s nice to say, ‘Remember …’ and have everyone know what you’re talking about.”

For the Puppies

The Drake University Legacy Program is the University’s way of recognizing its youngest Bulldogs. For information on the program, including special activities and scholarships, and to register your budding Bulldog, visit www.drake.edu/alumni/legacy.

— Abbie Hansen, JO’01

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While many students study abroad as part of their college years, one professor is making a push for international opportunities beyond graduation.

Eleanor Zeff, associate professor of politics and international relations, has led the University to a No. 2 ranking among the nation’s master’s institutions that produce Fulbright Scholars — students who are federally funded to spend one year of postgraduate study teaching or conducting research in a foreign country.

“The best thing about doing this is the privilege of working one-on-one with some of Drake’s best students,” says Zeff, who has been the adviser for the exchange program since 2003.

“Everyone at Drake is extremely supportive. The faculty are all excited, and we’re all working to find more opportunities for our students.”

LEADING THE TEAM As coordinator of postgraduate opportunities, Zeff leads a committee of 10 faculty members who help Drake seniors prepare Fulbright applications. To date, 35 students have applied for and 12 students have received scholarships under her advisement. These scholars have been placed worldwide, including locations in South Korea, Morocco and Jordan.

“I work intensely with each student,” says Zeff, who may spend upwards of 10 hours working with a single applicant. Her time is devoted to not only application paperwork but also committee meetings and recruitment activities. In addition, Zeff plans the annual spring reception for scholars.

Students are identified at Drake as potential Fulbright scholars based on a minimum GPA of 3.70. The program awards approximately 1,500 student grants per year, selecting scholars based on the strength of the application and the needs of the country.

“Everyone I work with is a top student, and they are all doing great things, whether or not they receive the Fulbright Scholarship,” Zeff says. “There are more students who should be applying for this program.”

THE GIVE AND TAKE Zeff promotes the Fulbright Scholarship because she understands that students have much to gain from the international experience, but also because what they have to offer is valuable. As scholars, they get to know the people in communities abroad and can report back on how to best reach them with foreign aid.

“Drake’s Fulbright Scholars represent the University’s interest in encouraging globalization and helping the community and society,” says Zeff. “Above the prestige of the program, our students make a difference in the lives of people.”

— Rebecca Lee, Class of 2010

College is a period of great personal growth and development — a time when students discover themselves and find their place in the world. It’s a highly personal experience, and one that student Meagan Savage has documented in a very public way.

Since her first semester at Drake in 2006, Savage, a magazines and English double major, has been writing about her life on the Office of Admission’s student blog page. She was among the first students to participate in the blog and the only one to have kept a public history of her four-year Drake experience.

INTERNATIONAL PHENOMENON “As a freshman, blogging made me feel more connected to others facing the same challenges,” says Savage. “The comments and feedback I got from people were exciting. It made me realize that people were interested in my experience here.”

And the interest has been widespread. Her posts receive hundreds of hits each month, and several thousand readers from more than 85 countries have paid a visit to her page in the last 20 months alone.

She’s written about her many volunteer activities and internships, shared her personal and professional difficulties and successes, and related her many experiences with several campus organizations.

“It definitely made me reflect on my experience more,” she says.

“I probably would have never kept a journal or even a personal blog for the entire time, so this is nice for me to have and look back on as a record of my time here.”

HAPPY PLACES In her very first post, Savage talked about the importance of finding a “happy place” on campus — a space to get away from the crowds and spend some time alone.

“Drake is the king of all little nooks, crannies and secret little hiding places,” she wrote. “I am one of these people who likes to get some peace and quiet to collect my thoughts now and again.”

One of her favorite quiet getaway spots is the Olmsted Mezzanine — which she appropriately renamed “upper upper-Olmsted.”

Four years later she still has a few secret quiet spots. “I still have a happy place on campus,” she says. “Though by now I’ve given most of them away.”

Now in her final days as a Drake undergraduate student, Savage has begun blogging daily in an effort to capture the unique feeling known as “senioritis.”

“I want to show that special bipolarity that comes in the last 100 days,” she says. “I don’t really feel like going to class, but I don’t want to wish it away and have it be over either.”

— Tim Schmitt, GR’08

Read More:

• Megan’s Blog
• Other Student Blogs

Some of Megan’s Photography:

When Nabeel Meghji, AS’05, watched the sunrise from the peak of Mount Kilimanjaro, he felt the pride of conquering one of the top seven summits in the world and what had been a constant, looming presence during his childhood in Tanzania. He was also remembering the AIDS orphans in his home country; kids who now would have a better chance at life thanks to his efforts.

GIVING BACK

Meghji, a strategist at CDS Global in Des Moines, had always hoped to scale a major summit. Then, when he was struggling to find a way to help bring healing to his home country, he and Iowa native Shayne Huston formed an idea that would allow him to do both simultaneously.

“Growing up in Tanzania, the fourth poorest country in the world, I’ve seen a lot of poverty,” says Meghji. “After seeing all of the children orphaned by AIDS and living in poverty, I always felt obliged to give back in some way or another. After much soul searching I decided to climb Kilimanjaro and use the event as an opportunity to raise funds for orphans in Tanzania.”

According to the World Health Organization, more than 15.6 million children under the age of 10 in sub-Sahara Africa have lost at least one parent to AIDS. These orphans are more prone to sickness, malnutrition, illiteracy, unemployment, homelessness and crime, and are also more likely to repeat the cycle and become infected with AIDS themselves.

Meghji and Huston created a Web site and blog, christened this initiative Peaks 4 Poverty and harnessed the power of social media to draw awareness — and solicit donations — to benefit orphans in Tanzania.

CHALLENGE OF A LIFETIME

“It was probably the most physical and mental challenge I’ve had in my life,” recalls Meghji of the seven-day climb. “It was cold, with subzero temperatures at the peak. Even with five layers of clothing it was so cold that you really couldn’t sleep.”

After five days of ascent, Meghji and his team, which included his friend Brian, two guides, a cook and six porters, pulled up camp and began their push to the peak a little after midnight. Wearing headlamps, they persevered through darkness, thin air, cold and exhaustion.

“That last day was by far the toughest because of the altitude,” he says. “It was so high that we had to take baby steps. Your heart rate is way up there, and you have to consciously try not to overwork yourself. You take 20 seconds to prepare for a small step, then take it and are breathless again. It was so tough, but there wasn’t ever a time we thought about quitting.”

The team spent 10 minutes absorbing the sight of the sunrise reflecting off the glaciers — any longer, and the altitude and direct sunlight would bring illness and headaches — before beginning the grueling, two-day, high speed descent.

FEEDING BODIES AND MINDS

After the climb, Meghji spent an additional 2 weeks in Tanzania distributing nearly $5,000 that had been raised. He divided the funds among six orphanages to be used for basic needs and education. One of the orphanages, originally created by a woman named Mama Tedi to care for her departed siblings’ and friends’ orphaned children, is home to 30 children aged 5 to 18 who sleep on the floor and are grateful for one meal a day.

When Meghji suggested using the funds to provide three meals a day to the children, Mama Tedi was hesitant.

“She told me that she’d rather stick with one meal a day, because if you give three meals a day to the kids, they’ll get used to it,” he says. “Then how would she tell a 5-year-old that there’s no breakfast anymore when the funds run out? That hit me hard and made me realize the many things we take for granted.”

The goals of the Drake alumnus go beyond just taking care of the basic needs of these kids. Peak 4 Poverty’s ultimate goal is to provide ongoing education for the children, a proposition that costs money. “If you educate them, they will be better able to pull themselves out of poverty,” he says. “We ended up paying tuition for some kids who were removed from school due to lack of payment, and sending 23 others to school for a year.”

THE NEXT STEP

When Meghji returned to Iowa, the images and conversations from Tanzania were still running through his head. He found himself thinking, “Should I stop here? Or do I have an obligation to continue?”

As a result, he has assembled a team of volunteers to propel Peak 4 Poverty into a nonprofit organization that organizes a twice-yearly climb and fundraising effort, with the goal of helping as many of Tanzania’s orphans as possible afford trade school or college, then having them give back to the next generation of orphans to perpetuate the cycle of volunteerism.

“We wanted a sustainable model for educating the orphans of Tanzania, and I think we’re on our way,” he says. “We’re building a framework to educate them and prepare them to move beyond the vicious cycle of poverty and AIDS. The end results would be a society that is educated and aspires to be successful in the world.”

— Jill Brimeyer

Learn More:

• Nabeel’s Blog at Peak4Poverty.org
• Video of the Tanzanian orphanages

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