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Presbyterian College


Educational institutions are unique among organizations. We hold them responsible for
perpetuating the best of the past while, at the same time, generating the knowledge that
makes a better future possible. The individuals who hold this dual responsibility in the palm
of their hands are the faculty.

AskanyPCstudentoralumnus, it is our faculty and teaching staff — coaches and advisors
— who define the PC experience. And thus, in this annual report covering the highlights of
the 2001-02 academic year, we take a look at those who make this place a truly great institution.

This talented and dedicated group of individuals has been particularly busy. In preparation
for the launch of our S160 million campaign: The Promise and The Challenge on October 25,
they worked diligently and creatively over several years in giving clear definition to the priorities
of our strategic plan. At the same time, they have tended to the great tasks of teaching,
advising, and scholarship at an unsurpassed level of excellence. Their efforts have resulted
in a bold, creative, and exciting rework of general education. In the PC 4 Curriculum, general
education has been redefined as a four-year experience that repackages distribution
requirements, the major, and electives into a more coherent whole. The pilot testing of this
program is currently underway and has received rave reviews from freshmen.

Otherfacultydesignedthe new Southeastern Centerforlntercultural Studies. The Center
began operations this fall and will eventually serve as the umbrella for a new Southern Studies
program, our extensive international study opportunities, and our commitment to critical
engagement with diverse cultures here and abroad. Another group offaculty has defined an
expansion of our acclaimed Russell Program in Media and Society to include information and
instructional technologies. In this expanded focus, students are exposed to the very latest
technologies and consider their influence on society.

While representatives from all academic departments are leading these curriculum
development projects, discipline specific groups are examining facility needs. Faculty in the
sciences, music, and the visual arts has either completed or are starting the development of
facility program statements. This is the first step toward renovation or new construction.
The science faculty completed their work and we are now ready to begin fundraising for a
$25 million science center. Several years ago, our coaching staff completed a similartaskfor
soccer and football. Of course, this resulted in the very fine Martin Soccer Stadium and the
new Bailey Memorial Football Stadium that we dedicated at Homecoming.

PC is alive and well. We are ambitious for the future we see for the College and the
students we serve. I am very proud of what our people accomplish. But this is only part of
the story. This annual report is also about those members of the PC Family who live outside
our ivy halls. These are the individuals who respond to great notions, new ideas, well-
conceived plans, and the annual needs. These are the people who recognize that an
investment in PC helps to assure a brighter tomorrow. These people are the partners of our
faculty and staff in serving our students.

To this group on behalf of the students, faculty, and staff, I say thank you and commend
this report on the 2001-02 academic year.

John V.Griffith


am a teacher.

It is the greatest gift tliat life could
give me, since I am allowed to spend
my days with the future of the world.
My students will be Presidents,
Doctors, Lawyers, and Craftspeople;
but hopefully they will all be teachers
to someone. — Jack Podojil

There is a term that has crept into vocabularies
of Presbyterian College alumni, students, faculty, and
staff over the past century.

It is, quite simply, the PC way.

For students and alumni, that means putting forth
the best possible effort to succeed in their personal
and professional lives.

For staff, it means working not only to maintain a
level of excellence for the mstitution but also striving
to help it reach new heights.

For faculty, the PC way means everything.

"For our faculty, the charge to create productive
and successful citizens of the world is paramount. It
is tied directly to the success of the college itself,"
said Dr Dave Gillespie, vice president for academic
affairs. "The PC way is about sharing knowledge,
caring for individuals and the collective community,
and challenging yourself and others to reach
new heights."

Classrooms in Jacobs Hall, Neville Hall,
Richardson Hall, and the Harrington-Peachtree Center
are filled with scholars who live by that philosophy.
PC faculty members of the 21st Century carry on a rich
tradition of teaching begun in 1880, when a single
classroom building and a supportive campus
environment produced future leaders.

Today, young men and women discover that
educational experiences abound both in and out of the
PC classroom. From dissections in a biology laboratory
to discussions in a television news studio — from
watching a basketball game to accepting invitations
to a family dinner — students quickly realize that their
lives are also a part of the faculty's lives.

It's the PC way

Educational experiences continue to develop for
PC students. Freshmen are testing their own beliefs,
in addition to those of their classmates and teachers,
through Introduction to Inquiry pilot classes as part of
the PC4 curriculum. Students analyze the ever-
increasing roles of media and technologies, travel the
globe to expand their learning experiences, and work
side-by-side with faculty on research projects.

"Alumni are the true test of a faculty's
competency and acumen," Gillespie said. "When we
look at PC alumni, we realize that they are state and
civic leaders, captains in business and industry,
members of the Peace Corps, and volunteers in their
own communities. They mirror the talents and
consciences of those who taught them. From a faculty
perspective, there is no greater reward."

The following pages offer a glimpse at seven
members of the faculty and another who is sorely
missed. Like their colleagues, they have found that
teaching is their calling. Teaching the PC way,
however, is their passion.

"Discussing evolutior
of Cliarles Darwir

in the classroom is a far cry from walking in the steps
during our two-week stays visiting 13 Galapagos Islands."

Fred James


The PC way?

Perhaps no one espoused it with such flair and
sincerity as the late Fred James, the former Pulaski
L. Bealy Smith Professor of Biology. His retirement
following the 2001-02 academic year — one in which
he was recognized as PC's Professor of the Year, left
a void in the PC community.

His passing in early July filled that void With pain
and sorrow.

However, it is the memories of his love for PC,
the classroom experience, and particularly for the
students whose lives he helped shape that
persevere. After all, James seemed "to have his
teaching and his students on his mind for most of his
waking hours," accordingto Bob Hudson, the Charles
A. Dana Professor of Biology. "He was a teacher to
anyone who would listen."

That dedication was recognized posthumously
in November when the Council for the Advancement
and Support of Education based m Washington, D.C.,
named James as its 2002-03 South Carolina Professor
of the Year — a deserving legacy for a teacher who
attained the status of legend during his 32 years in
the PC classroom.

"Throughout my years in school after PC, I
continually looked back with a smile at what Dr.
James meant to me not only as a student but also as
a friend. I know I would not be where I am today had
it not been for him," says Creighton Likes III '95, who
will complete his studies at the Medical University of
South Carolina next May. "I met him prior to attending
PC, learned from him while I was at PC, and took with
me as much of his wit and genius that I could as I
graduated from PC."

Indeed, medical schools and hospitals across
the country bear witness to the effect James had on
his students. Dr. Curtis Tribble, professor and vice-
chairman of the Department of Surgery in the Division
of Thoracic and Cardiovascular Surgery at the

University of Virginia School of Medicine, recognizes
the role James played in his own career path.

"The first day that I met Dr. James he already
knew my name. In fact, he knew all of us in the
freshman class who were candidates for the honors
biology course. Not only did he know our names, he
also knew something about each of us. It wasn't hard
to talk us into signing up for his class with an
introduction like that," Dr. Tribble says. "His enthusiasm
was infectious. He clearly enjoyed not only the subiect
of biology but also the opportunity to help us learn about
it. This environment helped me solidify my plans to
include in my education some aspect of science, though
I had notatthattime decided to go to medical school."

That personal touch is what alumni, colleagues,
and other friends remembered when they gathered
during Homecoming Weekend to pay tribute to James.
For example, his habit of delivering coffee and late-night
snacks to students studying in Richardson Hall was as
memorable as his lectures. As Julie Roach, a 2002
alumna who is currently studying at the Medical
University of South Carolina recalls, James could also
be counted on to provide an occasional quirky surprise.

"While studying late at night for a huge exam. Dr.
James stuck his head in the door and said that he had
something he thought could help us with our exam and
we should take a break to come and see it," she says.
"When we got to his office, he broke out a CD of 'Biology
Rap.' There was this sparkle in his eye when he put it
in and began singing along with the music to us. It was
a moment I will never forget."

Ginny Ballance, also a member of the Class of
2002, recalls the evening James went above and
beyond the call of duty as her advisor.

"I was trying to get into a class that often filled
quickly. So Dr. James decided that he would call me at
midnight right when the computers would allow you to
register so that I could get into the class I wanted to
take," Ballance says. "He rang my phone and I
answered sleepily, but told Dr. James that I would be

there and quickly headed out to the science hall to

Such was the concern James, a two-time PC
Professor of the Year (1982 and 2002), had for his
students. It was no surprise that he found a way to
blend that concern with his professional interests.

He was a past president of the South Carolina
Marine Educators Association, a published author, the
recipient of five National Science Foundation grants,
and remained on the cutting edge of new technology
for teaching techniques. However, it was developing
the first course in biology for PC's flexi-mester program
— an off campus experience for both faculty and
students to share a learning experience — that was
the feather in his mortarboard.

That first trip, a three-week journey to Puerto Rico
and St. John to study tropical rainforests and marine
ecosystems, set the stage for future summer biology
trips to such locations as Africa, Australia, the
Galapagos Islands, the Cayman Islands, and St. Croix.

"I have tried to convey to my students my
enthusiasm for the subject of biology. I am a field
biologist and feel strongly that students need to
experience biology outside the classroom," James said
earlier this year. "Discussing evolution in the
classroom is a far cry from walking in the steps of
Charles Darwin during our two-week stays visiting 13
Galapagos Islands."

It was a fitting honor then, when the Presbyterian
College Board of Trustees announced at its meeting
on October 26 that a flexi-mester scholarship would
be established in his honor. The board also voted to
name the PC greenhouse for James. The honors
ensure that a teaching legend will forever be tied to
educating students at the College he loved.

"I feel certain that Dr. Fred James is looking down
upon us all now, smiling as he pushes his glasses up
on his face, ever guiding us in the decisions we make,"
Likes says.

That is, after all, the PC way.

"Now I see that m\
of my students ir

"They will carry


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greatest contribution to education is the presence
private and public schools," she said.

the message I want to carry."

Anita McLeod

It isn't enough for associate professor of
education Anita McLeod to know that things have
changed in teacher education during the last decade.

It is far more important, she notes, that any
change makes a difference.

Since joining the Presbyterian College faculty
in 1995, McLeod has both seen and been a part of
many such changes as the relationship has evolved
between the colleges and universities that tram
teachers and the schools that hire them to work with
children. McLeod believes it is essential that higher
education professionals — and the institutions
themselves — that prepare future teachers must
become an integral part of the pre-school through
12'" grade environment.

"Our teacher education can't exist in the ivory
walls of PC and be part of a successful program,"
McLeod says. "Being a part of the school environment
is now a part of our accreditation and it's something
we must do in order to turn around education in
South Carolina."

Improving public education in the state is one
of the most important elements in McLeod's focus on
teacher education and she has made it a priority in
the programs she has helped develop.

Eight years ago, McLeod met with Ann Hall, a
former principal at M.S. Bailey Middle School in
Clinton, S.C. That school, which is less than a mile
from the PC campus, was once among the 200 worst
schools in the state. Professor and principal worked
together to bring PC students into the classrooms at
M.S. Bailey for student teaching assignments and
hands-on work in the "real world" classroom.

That relationship built a level of trust between
school and college that blossomed with another
principal and PC alumnus, David Pitts '92. Teaching
candidates from PC were allowed to use M.S. Bailey
as a classroom in and of itself — observing teachers
there and linking those experiences to classroom
discussions. College students worked directly with
middle school students in reading and math.

The "payoff" was simple but remarkable. PC
students earned a very real learning experience and
M.S. Bailey experienced gains in student

McLeod has become a very important member
of M.S. Bailey's faculty in her own right. She has
worked with the school's faculty on professional
development and teacher training. She has helped the
school write grants. She has expanded classroom
opportunities for PC students that were of real
importance to the school itself.

McLeod says the partnerships between local
schools and the College demonstrate the future of
teacher training — future teachers meeting education
where it happens in the real world and younger
students benefiting from extra help.

"That partnership has been the highlight of my
educational career," she says. "I see a difference in
student achievement. I see a difference in my students
and I see a difference in the school faculty. My goal is
to get PC to realize that and allow it to continue
and grow."

Given the contributions PC and its education
majors have made in community schools, McLeod is
proud of what the College has done for education.

"I think we're in the forefront of the state," she
says. "We've got an excellent reputation and our
teachers are successful. They have a sound liberal

arts background and they get that in four years. I
would put any of our teaching candidates against any
who come from a five-year mandated program."

Because they experience a liberal arts
education, McLeod says PC graduates cannot be
"pigeon-holed" into teaching specialties. She believes
instead that her students can teach anything...

"We have students who never went into
education formally but are teaching as part of a
mission project," she says. "There is no greater gift
to the mission field than teaching."

McLeod says she will continue to focus her
efforts on preparing new teachers by keeping them
ever focused on what is right for their future students.

"I could not teach anywhere that violated what I
believe in philosophically — and doing what's good
for children," she says.

She now hopes that philosophy will be spread
through her students.

"Now I see that my greatest contribution to
education is the presence of my students in private
and public schools," she says. "They will carry the
message I want to carry."


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strong sense of social justice within a social community
greater appreciation for connectedness we have to
and cultures."

Booker Ingram

"It's all connected," says Katy Tarter '02.

Tarter, speaking of professor of political science
Booker T. Ingram's classroom, champions his
synthesis of life's elements. Ingram draws upon his
travels, his family, academics, current events, and
anything else pertinent to present a cohesive whole
to his students.

The method illustrates the complete
interdependence of all facets of life; everything is
related. Thus, it is no surprise that Ingram is beloved
by his students for speaking honestly about his
personal life and experiences. Referring to "the wife"
and his myriad trips abroad, students realize that
Ingram strives to keep an open and friendly professor-
student dialogue.

Ingram's vast travels are a hallmark of his
teaching. Accepting an invitation from the U.S.
Embassy in Guyana, he visited that country in 1999 to
address race issues and to lecture at the University
of Guyana. Selected for a Fulbright Award, Ingram
spent the spring semester of 2001 in the Ukraine. The
PC professor strived to institutionalize civic education
and citizenship responsibilities within the country's
public schools through work with the American-
sponsored Civic Educational Program. Through a joint
appointment at the Kyiv-Mohyla Academy and the
International University of Linguistics and Law in Kiev,
Ingram taught political theory, Western political
thought, and American political thought.

Ingram says he was "touched most significantly
by travels to Guyana and Ukraine. Both gave me a
perspective about challenges that face developing
countries as they face social, political, and economic

Ingram also was struck by the "motivation,
goodwill, and determination of the people to build a
better society and a better community."

This dedication, he said, is not specific to |ust
Guyana and Ukraine. Rather, as Ingram's experiences
illustrate, everyone should embrace the hard work and
spirit of one another Ingram calls his students and
peers to "appreciate the humanity of all people."

Such an appreciation calls people to put their
feelings into action. Ingram stresses to his students
that we are all "citizens of a global community." A
broader vision of the work we all do as citizens
increases respectfor one another and heightens one's
own sense of identity within the bigger picture.

He seeks to bring this bigger picture home to his
classroom. As a result of his travels, he works to use
a broad array of resources in the classroom. Ingram's
international perspective shows in his choice of
materials and literature for his classes. His travels are
not past experiences; rather, they resonate in each
lecture and in each discussion.

Hoping that his students will also be inspired by
his travels, Ingram stresses the invaluable foreign study
opportunities made available to PC students. Such a
practical application of the lessons learned in a
classroom illustratesthefull breadth and meaning of a
liberal arts education.

Whether abroad or in a Harrington-Peachtree
Academic Center classroom, Ingram said he hopes to
continue to remind all members of the PC community
to "be mindful of a strong sense of social justice within
a social community and develop a greater appreciation
for connectedness we have to other people
and cultures."

"...creating the environment
wtiat teaching is about,

n which artists could do their best work— to me, that's
:reating the space for students to be the artists."

Grace Yeuell

A group of freshmen, noticing huge mounds of
clay resting on the tables of Neville Hall Classroom 101,
step mto their Old Testament survey class and wonder
if they have mistakenly wandered into an art classroom.
They are reassured of their locale only as Grace Yeuell,
assistant professor of religion, walks into the 8 a.m.
class with her cheerful chorus of "Good Morning."

Yeuell, who grew up dreaming of becoming a
professional actor or a dancer, discovered in college
that she was a better student than an artist. Yet,
working with the artistic community, she found her
niche: creating the environment for artists to flourish.

"What I was good at was creating the
environment in which artists could do their best work,"
Yeuell said. "To me, that's what teaching is about —
creating the space for students to be the artists."

Yeuell nurtures her students in the creative
process of learning. She challenges them "to enter a
different world and engage in that world." Most
importantly, that engagement is not limited to dry,
professor-driven lectures. Yeuell endeavors to actively
engage her students in creative learning experiences.

"A very practical way I choose to live out my
commitment to building strong and nurturing
relationships with my students is by expecting my
students to actively participate in classroom
discussions and activities," she says. "I also seek out
opportunities to participate in student activities outside
the classroom and to have students in my home."

The student-professor relationship, at its highest,
does extend beyond the Neville Hall classroom. Yeuell
strives to foster this relationship in diverse ways —
from breaking a sweat at a water aerobics class to
breaking it down at a Multicultural Student Union
formal. Her visibility on campus illustrates her
commitment to the students and her interest in their
welfare as complete individuals, not merely names in
a grade book.

As director of the Christian Education program, a
role in which she succeeded PC legend Jack Presseau,
she also teaches the power of nurturing relationships
in another facet.

"1 personally feel very called to the educational
mmistry of the Church. Nurture in the faith matters,"
she says.

Bob Smith, director of church relations at PC, has
witnessed Yeuell combine her love of the Church and
teaching in the best interest of her students.

"She's the only person I know who takes students
to the Association for Presbyterian Church Educators
national meeting every year. She's very creative,
enthusiastic, and looks for ways to enhance the
experiences that will give her students a better
perspective on the field they will enter," Smith said.

Presbyterian College's Christian Education
program is approximately 40 years old and flourished
under Presseau's leadership. The program's roots date
back to the Presbyterian Church's call for
undergraduate institutions to aid in the educational
ministry. PC, one of 11 schools to answer that call, has
one of only four remaining programs nationally. Under
Yeuell's direction, it holds the distinction of graduating
the most students of those four.

The beauty of the Christian Education curriculum,

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