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Agnes Scott College

Progress: A Newsletter for Alumnae and Friends of Agnes Scott College

Agnes Scott College Writing Workshop

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ITHE SPACEBAR'i 
LIJriting LIJorkshop neL•Jsletter 
WHAT? 
WJiERE? 
The Writing Workshop 
306 Buttrick 
WHO? Director: Dr. Christine 
Cozzens; Tutors: Sue King, Eulalie 
Mellen, Anna Rau,ls, Michelle 
Roberts, Debbie Strickland, Chris 
Tibbetts. 
WHEN? Monday-Friday, 9:00 
a.m. to 10:00 p.m. 
WHY? seven 
Computers, Microsoft 
Word; HELP WITH YOUR 
WRITING~ Come by, or 
call extension 6242 
for an appointment. 
FOR YOUR INFDRI\~A TI□N 
-b:v rviichelle Roberts 
The Writing Workshop tutors will 
help you: 
--experience collaiboration 
--find your own mistakes 
--overcome your -fear o-f writing 
papers 
--strengthen the power o-f your 
prose 
--realize your potential. 
The Writing Workshop tutors will 
not: 
--dictate your paper to you 
--thoroughly edit your paper 
--tease you with tales o-f Freshman 
English Terror 
--guarantee A's on all papers (only 
your professor knows for sure!> 
--intimidate you with our expertise. 
We are your peers, we love to 
write, and we want to help you 
improve ~our writing. 
POETRY 
BUSlnESS 
Strickland 
UJRITlnG ABOUT 
VIOLEnT 
-by Debbie 
IS A 
We've all heard it and u.Je've all 
said it: "I just can"t seem to get 
started." (Those of you who are 
perfect and write ':JOUr papers 
three weeks in advance can just 
skip this article and get back to 
your writing.) As it does a lot of 
students, a deadline inspires me. It 
inspires me to sprawl out on the 
sofa to eat Doritos and UJatch 
"Cheers" reruns, because I know 
that once I turn off the Tl.I, throu.J 
away the empty 
bag, get out the 
floppies, and 
Find a vacant 
computer 
terminal, a long 
night of violence 
awaits. 
Uiolence? 
Why does that adjective assert 
itself upon me? Is that an 
appropriate descript ion for a 
99nt4i!!Ql 1 int4i!!ll4i!!ctudl 4il!nde-.,.or likg, 
u,riting? Isn't violence just a little 
too, well, physical? But, in 
preparing to write, do I not 
dismember literature, as I search 
for and isolate images, dialogue, or 
metrical style relevant to a thesis. 
Who hasn't heard the ref"rain: "I 
like poetry, but it seems like I have 
to dissect it and destroy its beauty 
in order- to write about it?" The 
sad news -for beauty lovers is that 
in order to write about an image 
(or metaphor, or line of dialogue, 
etc.), we have to wrest it away 
from its snug home within the 
poem, toy with it, pick it apart, and 
if it doesn't suit our needs, cast it 
aside, abused and broken. 
(cont'd, page 2) 
VIOLENT BUSINESS <cont.) 
Once I've gathered up all the 
relevant pieces of" the poem, it's 
time to do battle against the many 
obstacles that lie between my cozy 
room and chilling machinery of" the 
computer center--obstacles on the 
quad like caref"ree, chit-chatting 
f"riends <whose papers aren't due 
'til next week), obstacles in the 
library like caref"ree, chit-chatting 
ref"erence desk clerks, obstacles in 
the library basement like caref"ree, 
chit-chatting newspaper readers, 
and of" course, in the computer 
room itself", all the caref"ree, 
chit-chatting persons who are 
"taking a break" From UJriting their 
papers. 
Now that I'm settled at a 
station, the real challenge begins: 
reassembling all those shards of" 
poetry into something whole and 
coherent, my paper. I've mobilized 
my paper u.,riting arsenal: a 
grammar handbook, thesaurus, 
criticism, diskettes. Now I'm ready 
to attack that blank screen, to pelt 
it with u,ords until it succumbs and 
cries out "Enough already! You're 
Five pag.es over the limit as it is!" 
I pounce on the keyboard with 
Ferocious f"ingers and af"ter about 
the first thirty seconds gaze wide 
eyed with wonder at my 
accomplishment, a title page! 
Hmm, I think it's about time for 
a break. I turn around and 
chit-chat with anyone handy. 
Thirty minutes later, rejuvenated, I 
return, f"ire off" an introduction, 
and notice how thirsty I .am. I 
take a break. 
This cycle of" advance and 
retreat continues late into the 
night, until weary and scarred, I 
moan to the screen "To hell with 
this. You win. I'm tired." 
"Enough already! You're five 
pages over the limit as it is!" it 
replies. 
WRITING AND 
-by Sue 
RTCs 
King 
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chor·e,:,9r· .:1.phing the rno•.,ernents for· the 
d-=-.nce . 
BANISHED!!! 
-by Eulalie 
Mellen 
6 : 
~ It LURKS in the 
newsroom, 
BEFOULS the nation's teleprompters! 
It INVADES dark corners of the 
campus! It CREEPS insidiously into 
our speech, our writing!! Oh, NO! 
GET BACK!! AAAAA-A-A!! It's JARGON, 
DOUBLESPEAK, GOBBLEDEGOOK! 
Prepare NOW to f'ight this 
"despeakable" beast! BANISH those 
cloudy, foggy phrases that have 
been dragged f"rom the swamps of" 
speciousness. 
- Why say "That is not a viable 
alternative u,hich we can 
implement" when what you mean 
is "We don't want to do it and 
think you have a crazy idea · 
here?" 
-"Vertical Access Device" is 
Pentagon For "Elevator." 
-In Business Conference, 
"conceptualize" means "think 
up." 
Think about what you really mean 
and have the courage to express it 
originally, appropriately, and 
effectiveiy. 
<cont'd page 3) 
BANISHED (cont'd) 
S t a 1~ t T O D A 'i' ; D r· o p d rr, i r, d ; e s s 
phrase from your lexicon; we"II 
take it in nomination tor 
BANISHMENT in one of" tour 
categories: 
QUARANTINE 
SIX MONTH EMBARGO 
ONE YEAR PROBATION BANISHMENT 
THE WORD SCOURGE OF THE BO'S. 
TEACHING CHILDREN TO 
WRITE 
BY ANNA RAWLS 
As a writing tutor and 
prospective teacher, I 
.am very interested in discovering 
new ways to teach writing to 
elementary school children. One of" 
my t avorite ways is to have 
children write about their own 
experiences. One child may choose 
to write about caring for pets, 
another about eating t avorite 
foods, and another about playing 
with best -friends. While this 
approach is e-f-fective because it 
allows children to write about 
things that have meaning for them, 
it is not as exciting as a newer 
approach that I have recently 
discovered. This approach 
incorporates art with writing and 
encourages children to be very 
imaginative. Using clay, rice, pine 
cones, and seeds, the children 
construct a village for some 
imaginary creatures. 
This village, throughout the 
entire process, provides territic 
writing topics. Children can have a 
wonderful time writing stories 
about the creatures that li"-'e in 
their village. One child may u,rite 
about how the villagers solve a 
problem, another may write about 
the history o-f the village, and 
another may write about the life 
of an individual resident. This 
approach provides an exciting way 
for children to write about things 
that seem relevant to them. 
I 
I ,-
I'VE CHANGED 
by Chris 
Tibbetts 
I used to be . 
scared of all 
1nachines--
especially 
coinputers. 
The glo"\.ving print, beeps, 
b uins, and jargon 
c0In1nands terrified 1ne! 
But, under the gentle 
prodding and guidance of 
the estee1ned Dr. 
Cozzens, I have been 
converted. You too, can 
overco1ne your phobia 
and join the ranks of the 
coinputer literate. Just 
note the adv an tag es "\.Vord 
processing has over 
typing: 
-it's quieter 
- it helps you avoid last-
in in u t e 'i.V or k ( n o In ore 
hacking a "\.Vay at 4 a.In. 
Buttrick and the library 
close before n1.idnigh t) 
-papers look nicer- - no 
1nore eraser and 
i.Vhi te-out 1nar ks. 
-seeing your "\.Vor k 
displayed in print helps 
you to notice 1nistakes 
earlier. 
-saves time--you type 
and co1npose si1n ul-
taneously 
So, if you have been 
i.V an ting to 1nake the 
Ju1np froin ribbon to 
disk, but have been too 
afraid to try, take heart! 
If I could do it, so can 
you. Co1ne and see us 
in the Writing Workshop 
(before Inid ter1n papers 
are due!>. 
A HHALE OF A 
SUGGESTION 
~ by Christine 
.· . . __ ·- ., ... _ Cozzens 
- .-~...-
The verb is of"ten the most 
powerf"ul word in the sentence 
because it can contain the meaning 
of" the whole idea in one word. 
That's why English teachers and 
other prehistoric animals get so 
worked up over a paper that uses 
"is" or "are" as the main verb in 
every sentence. "Is" simply 
connects one thing with another 
but doesn't tell much about that 
connection. 
For example, consider the first 
sentence of" Herman Melville's novel 
Moby Dick, "Call me Ishmael." What 
if" Melville had written "My name 1s 
Ishmael" instead? "Call me" 
establishes a certain f" amiliarity 
between-reader and narrator. It 
also suggests that "Ishmael" might 
really be named "Kenneth" or 
"Dwayne," but that the narrator 
wants you to call him Ishmael -for 
certain obscure reasons of" his own. 
But, you may say, "Call me 
Ishmael" means something quite 
dif"Ferent From "My name is 
Ishmael." True, and that is my 
point. By choosing a more 
interesting verb (and in this case, 
changing it to the imperative), the 
author has created a more 
specif"ic, more loaded meaning. He 
has introduced mystery and 
personality into the simple act of" 
naming. 
Good writing, strong u,riting, 
makes choices like these that 
create rather than dilute meaning. 
Word choice--particularly verb 
choice--takes you f"urther into 
thought and f"orces you to choose 
among any number of" possible 
meanings. The right choices will 
make your sentences as memorable 
as Melville's. 
~ 
I 
\ 
CYI~~,~~":.. 
&Rlam.. WQM!'J,, 
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The Spacebar

Silhouette Volume 86

Agnes Scott Alumnae Association

Agnes Scott College Office of Publications

Agnes Scott Alumnae Magazine

Catalog 1989-1990

Agnes Scott College News Services

News Releases

Students of Agnes Scott College

The Profile

Agnes Scott College Office of Communications

Campus Connection

Agnes Scott College Office of Public Relations

REPORTER'S 
SOURCEBOOK 
AND 
EXPERTS GUIDE 
1989--90 
a 
AGNES 
SCOTT 
< 11 I I I ,, I 
AGNES SCOTT 
COLLEGE 
REPORTER'S SOURCEBOOK AND 
EXPERTS GUIDE 
1989-90 
! The Agnes Scott College Office of Public Relations has developed this sourcebook to help you quickly get in touch with experts in many fields. Call them directly, or if you cannot 
.. reach the source you want, call the Office of 
Public Relations at 404-371·6294 and 
we'll help you. At night or on weekends, feel 
• free to call Sara Edwards, the Public 
Information Officer, at 378-5458 for 
assistance. 
TABLE OF CONTENTS 
General Information 1 
. , Administrative Officers 2 
Information Contacts 3 
General Information Sources 8 
. , 
Sara Edwards, Public Information Officer 
AGNES SCOTT COLLEGE 
141 E. COLLEGE A VENUE 
DECATUR, GA 30030 
404,371,6294 
GENERAL INFORMATION 
' ) Agnes Scott College is a private, four-year liberal arts college founded in 
1889 by members of Decatur 
Presbyterian Church. The institution 
was named for the mother of Col. 
George Washington Scott, a prominent 
Presbyterian industrialist and 
developer. His gifts of land, the first 
college building, furnishings, and 
equipment was the largest gift to the 
cause of education ever made in 
Georgia up to that time. 
Agnes Scott College's tradition of 
academic excellence continues today 
with a student body that represents the 
top women students in the nation. 
Students come from 25 states and 10 
countries. With 92% of the faculty 
holding doctorates and a student- 
faculty ratio of 7 to 1, the College offers 
opportunities for interaction and 
involvement that few colleges can 
match. 
The campus, noted for its handsome 
Gothic and Victorian buildings, winding 
brick walks, towering trees, and wide 
expanses of lawn, occupies. more than 
100 acres. With newly refurbished 
residence halls, fine arts buildings, and 
a campus life center, as well as the 
addition of a new physical activities 
building and state-of-the-art athletic 
field, over $21 million in renovations 
· ' are complete. 
1 
ADMINISTRATIVE OFFICERS 
INFORMATION CONTACTS 
' 1 
President 
............... Ruth A. Schmidt 
Vice President for Business and 
Finance Gerald 0. Whittington 
Acting Dean of the College 
............... Catherine Sims 
Dean of Students 
.................. Gue Hudson 
Vice President for Development and 
Public Affairs Bonnie 8. Johnson 
' ) 
Director of Admissions 
................... Teresa Lahti 
. ' 
David Behan 
Professor and Chair, Philosophy 
0: 371-6205 
Bernita C. Berry 
Asst. Professor, Sociology 
0: 371-6224 
Gunther Bicknese 
Professor and Chair, German 
O: 371-6219 
Doris Black 
Athletic Director, Physical Education 
0: 371-6358 
Arthur Bowling 
Assoc. Professor and Chair, Physics/Astronomy 
O: 371-6276 
George Brown, Jr. 
Director of the Global Awareness Program 
0: 371-6228 
Ronald L. Byrnside 
Chas. A. Dana Professor, Music 
O: 371-6262 
Gail Cabisius 
Assoc. Professor, Classical Lang. & Lit. 
0: 371-6243 
Penelope Campbell 
Chas. A. Dana Professor, History 
O: 371-6210 
Ayse Carden 
Professor and Chair, Psychology 
0: 371-6231 
John J. Carey 
Wallace M. Alston Prof. and Chair, Bible & Religion 
0: 371-6207 
2 
I I 
3 
Huguette Chatagnier 
Assoc. Professor, French 
0: 371-6234 
I l 
Gus Cochran 
Assoc. Professor and Chair, Political Science 
0: 371-6216 
Christine S. Cozzens 
Writing Lab Dir.; Asst. Professor, English 
0: 371-6221 
Alice Cunningham 
Wm. Rand Kenan Professor and Chair, Chemistry 
0: 371-6382 
Rosemary Cunningham 
Asst. Professor, Economics 
0: 371-6208 . 
Marylin B. Darling 
Studio Dance Dir.; Assoc. Professor, Physical Education 
0: 371-6360 
Miriam Drucker 
Chas. A. Dana Professor, Psychology 
0: 371-6233 
Rosemary Eberiel 
Asst. Professor, French 
0: 371-6237 
Steve Guthrie 
Asst. Professor, English 
0: 371-6206 
Suzanne Hall 
Asst. Professor, History 
0: 371-6214 
Thomas W. Hogan 
Assoc. Professor, Psychology 
0: 371-6230 
Edward Hover 
Asst. Professor, Biology 
0: 371-6271 
r ) 
1 I 
Linda L. Hubert 
Professor and Chair, English 
0: 371-6241 
Bonnie B. Johnson 
VP for Development/Public Affairs 
0: 371-6304 
Calvert Johnson 
Assoc. Prof. and College Organist, Music 
0: 371-6259 
Katharine D. Kennedy 
Assoc. Professor, History 
0: 371-6239 
Teresa M. Lahti 
Director of Admissions 
0: 317-6285 
Robert A. Leslie 
Assoc. Professor and Chair, Mathematics 
0: 371-6434 
Myrtle Lewin 
Assoc. Professor, Mathematics 
0: 371-6201 
Sally MacEwen 
Assoc. Professor and Chair, Classical Lang. & Lit. 
0: 371-6217 
Tommie Sue Montgomery 
Assoc. Professor, Latin American Studies 
0: 371-6213 
Richard D. Parry 
F. E. Callaway Professor and Chair, Philosophy 
O: 317-6253 
Cynthia L. Peterson 
Tennis Coach and Instructor, Physical Education 
0: 371-6359 
Patricia Pinka 
Professor, English 
0: 371-6204 
4 5 
Tina Pippin 
Asst. Professor, Bible and Religion 
0 : 371-6227 
Becky Prophet 
Asst. Professor and Chair, Theatre 
0 : 371-6250 
Rowena S. Renn 
Instructor, Music 
0 : 371-6261 
Regine Reynolds-Cornell 
A. A. loridans Professor and Chair, French 
0 : 371-6235 
Lawrence Riddle 
Asst. Professor, Mathemathics 
0 : 371-6222 
Donna Sadler 
Asst. Professor and Acting Chair, Art 
0: 371-6245 
Alberto C. Sadun 
Asst. Prof, Physics/Astronomy; Observatory Dir. 
0: 371-6265 
Dudley Sanders 
Asst. Professor, Theatre 
0: 371-6251 
Ruth Schmidt 
President 
0: 371-6281 
Catherine V. Scott 
Asst. Professor, Political Science 
0: 371-6215 
Edmund J. Sheehey 
H&J Thompson Smith Professor, Economics 
0: 371-6212 
Beth R. Spencer 
Asst. Professor, Education 
0: 371-6225 
I , 
I , 
Peggy Thompson 
Asst. Professor, English 
O: 371-6218 
T. Leon Venable· 
Asst. Professor, Chemistry 
0: 371-6274 
Daniel Waggoner 
Asst. Professor, Mathematics 
0: 371-6223 
Patricia White 
Asst. Professor, Biology 
O: 371-6270 
Gerald 0. Whittington 
VP for Business and Finance 
0: 371-6278 
Ingrid Wieshofer-Hogan 
Assoc. Professor, German 
0: 371-6220 
Harry Wistrand 
Assoc. Dean and Assoc. Professor, Biology 
0: 371-6284 
I l 
7 
6 
GENERAL INFORMATION SOURCES BASEBALL 
as a sport R. Byrnside 
AFRICA 
southern C. Scott BASKElBALL 
Sub-Saharan P. Campbell as a sport D. Black 
AMERICA CENTRAL AMERICA 
baseball R. Byrnside ( politics T. Montgomery 
contemporary American poetry S. Guthrie ) R. Leslie 
foreign policy in Central America G. Cochran )) Domino Theory in G. Cochran T. Montgomery the church in T. Montgomery 
mathematics education in R. Leslie policy in T. Montgomery 
musicals P. Pinka 
popular music R. Byrnside CHEMISTRY 
religious issues in J. Carey education L Venable 
A. Cunningham 
ANCIENT CIVILIZATIONS inorganic L Venable 
Greek nuclear magnetic L Venable 
drama S. MacEwen resonance spectrology L Venable 
history S. MacEwen 
literature S. MacEwen CHILDREN 
mythology G. Cabisius child care C. Cozzens 
Latin history and literature S. MacEwen language. development in B. Spencer 
philosophy in R. Parry 
religion in G. Cabisius CHINA 
women in antiquity G. Cabisius economics in R. Cunningham 
S. MacEwen theatre 8. Prophet 
ANIMAL CHURCH 
behavior and evolution E. Hover Bible T. Pippin 
college students and L Hubert 
ART higher education and J. Carey 
in the 13th century D. Sadler in Latin America T. Montgomery 
medieval art history D. Sadler music R. Renn 
tours D. Sadler women in the R. Schmidt 
ASTRONOMY ]J COMPUTERS 
active galactic nuclei A. Sadun computer science L Riddle 
extragalactic A. Sadun Macintosh use L Riddle 
radio jets A. Sadun , teaching in schools T. Hogan 
quasars A. Sadun use A. Sadun 
8 9 
COOKING 
German 
sports nutrition 
CUL lURAL RELATIONS 
cross-cultural issues 
racial and ethnic issues 
DANCE 
anthropology and history of 
choreography 
styles of 
DEATH 
and grief 
penalty 
DRAMA 
acting/directing 
Bertolt Brecht 
contemporary 
Greek 
in 18th-century England 
traditional Chinese 
with social/political agenda 
ECONOMICS 
general 
international 
macro 
of developing countries 
college selection 
I. Weishofer-Hogan 
C. Peterson 
A. Carden 
B. Berry 
M. Darling 
M. Darling 
M. Darling 
M. Drucker 
J. Carey 
B. Prophet 
B. Prophet 
L. Hubert 
S. MacEwen 
P. Thompson 
B. Prophet 
B. Prophet 
E. Sheehey 
R. Cunningham 
E. Sheehey 
R. Cunningham 
E.Sheehey 
E. Sheehey 
EDUCATION (also see higher education) 
admissions 
enrollment management T. Lahti 
selective college process T. Lahti 
assessment of higher education L. Hubert 
chemistry education L. Venable 
A. Cunningham 
T. Lahti 
curriculum R. Schmidt 
church-related higher education J. Carey 
foreign language classroom I. Weishofer-Hogan 
fund-raising 8. Johnson 
health and physical education D. Black 
in 19th-century Germany K. Kennedy 
mathematics 
education 
education in U.S. 
peace education 
reading education 
Saturday schools 
students' role in their own 
study abroad 
M. Lewin 
R. Leslie 
J. Carey 
B. Spencer 
I. We:shofer-Hogan 
C. Cozzens 
G. Bicknese 
G. Brown 
teacher education B. Spencer 
teaching computers T. Hogan 
technology & teaching college math L Riddle 
women and the liberal arts R. Schmidt 
women's colleges R. Schmidt 
EL SALVADOR 
policy in 
ELEMENTARY SCHOOLS 
foreign languages in 
ENGLISH LllERAlURE 
Chaucer 
Donne 
in the 17th century 
in the 18th century 
in the 19th & 20th centuries 
middle English literature 
Milton 
EVOLUTION 
animal behavior and 
T. Montgomery 
I. Weishofer-Hogan 
S. Guthrie 
P. Pinka 
P. Pinka 
P. Thompson 
C. Cozzens 
C. Cozzens 
S. Guthrie 
P. Pinka 
E. Hover 
10 
1 1 
EXERCISE 
as a science 
dance as 
health and 
physiology 
FINANCE 
college finance 
institutional investment 
tax-exempt bonds for college 
construction/renovation 
FRANCE 
in the 16th century 
language of 
literature of 19th & 20th century 
placement tests in French 
C. Peterson 
M. Darling 
D. Black 
M. Darling 
G. Whittington 
G. Whittington 
G. Whittington 
R. Reynolds-Cornell 
H. Chatagnier 
R. Eberiel 
R. Reynolds-Cornell 
HIGHER EDUCATION (also see education) 
admissions 
enrollment management T. Lahti 
selective college process T. Lahti 
assessment of higher education L. Hubert 
church-related higher education J. Carey 
college 
curriculum R. Schmidt 
finance 
selection process 
study abroad 
educational fund-raising 
institutional investments 
tax-exempt bonds for college 
construction/renovation G. Whittington 
technology & teaching college math L. Riddle 
women and the liberal arts R. Schmidt 
G. Whittington 
T. Lahti 
G. Brown 
B. Johnson 
G. Whittington 
women's colleges R. Schmidt 
GEORGIA 
music in colonial R. Byrnside HISTORY 
Greek S. MacEwen 
GENETICS medieval art D. Sadler 
biogenetic engineering R. Parry music R. Byrnside 
H. Wistrand oral - research and writing S. Hall 
molecular P. White 
HOMESICKNESS 
GERMANY nostalgic reaction A. Carden 
education in 19th century K. Kennedy 
culture G. Bicknese HONGKONG 
language and literature G. Bicknese economics in R. Cunningham 
GRIEF INDIA 
and death M. Drucker travel in P. Campbell 
HARPSICORD INTERNATIONAL 
music and history of C. Johnson economics E. Sheehey 
R. Cunningham 
HEALTH relations in Atlanta I. Weishofer-Hogan 
and fitness C. Peterson studies program G. Brown 
and physical education D. Black trade E. Sheehey 
bio-fitness components M. Darling travel and art tours D. Sadler 
exercise as a science C. Peterson 
12 1 3 
IRELAND 
history 
literature 
ITALY 
in the 16th century 
JAZZ 
as a dance form 
trumpet 
LANGUAGE 
development in young children 
development of the English 
French 
German 
middle English language 
LITERAlURE 
Bible as 
Chaucer 
Donne 
German 
Greek 
Greek mythology 
in foreign language classrooms 
in 17th-century England 
in 18th-century England 
Latin 
middle English literature 
Milton 
of vocal music 
southern 
women playwrights 
writers 
C. Cozzens 
L. Hubert 
C. Cozzens 
R. Reynolds-Cornell 
in 19th- and 20th-century England 
in 19th- and 20th-century· France 
in 19th-century Spain 
Irish 
M. Darling 
L Staven 
B. Spencer 
S. Guthrie 
H. Chatagnier 
G. Bicknese 
S. Guthrie 
T. Pippin 
S. Guthrie 
P. Pinka 
G. Bicknese 
S. MacEwen 
G. Cabisius 
I. Weishofer-Hogan 
P. Pinka 
P. Thompson 
C. Cozzens 
C. Cozzens 
R. Ebariel 
R. Schmidt 
L. Hubert 
C. Cozzens 
S. MacEwen 
S. Guthrie 
P. Pinka 
R. Renn 
L. Hubert 
L. Hubert 
MATHEMATICS 
algebraic topology 
and political polling 
and women 
education 
education in U.S. 
use of technology in teaching 
14 
MUSIC 
American 
musicals 
popular 
choral 
harpsicord 
history of 
in colonial Georgia 
jazz trumpet 
literature of vocal 
vocal 
MYTHO LOGY 
Greek 
NICARAGUA 
travel in 
policy in 
NUCLEAR 
magnetic resonance spectrology 
war and deterrence 
weapons and arms control 
PEACE 
education 
"Gardens for ... • 
nuclear deterrence 
racial and ethnic relations 
studies 
PHILANTHROPY 
educational fund-raising 
D.Waggoner 
R. Leslie 
A. Leslie 
M. Lewin 
A. Leslie 
L Riddle 
P. Pinka 
A. Byrnside 
A.Renn 
C. Johnson 
R. Byrnside 
R. Byrnside 
L Staven 
R. Renn 
R. Renn 
G. Cabisius 
A. Leslie 
T. Montgomery 
L Venable 
R. Parry 
A. Bowling 
J. Carey 
A. Carden 
R. Parry 
B. Berry 
J. Carey 
B.Johnson 
15 
PHILOSOPHY 
Greek R. Parry 
of the 17th and 18th century D.Behan 
personal identity D.Behan 
PHYSICS 
early universe/cos, ,1ology A. Bowling 
high energy A. Bowling 
=ouncs 
in Central America T. Montgomery 
in drama B. Prophet 
medieval politics D. Sadler 
political polling R. Leslie 
public policy issues B. Berry 
PSYCHOLOGY 
cognitive psychology T. Hogan 
grief and death M. Drucker 
of cross-cultural contact A. Carden 
of women A. Carden 
sports psychology C. Peterson 
READING 
education 8. Spencer 
RELIGION 
ancient G. Cabisius 
and women T. Pippin 
Bible T. Pippin 
college students and L. Hubert 
feminist theology T. Pippin 
issues in American life J. Carey 
SEX 
gender studies B. Berry 
human sexuality J. Carey 
16 
SOCIOLOGY 
and the theatre 
gender studies 
racial issues 
social justice issues 
SOUTI-IERN 
Africa 
literature 
women playwrights 
SPORTS 
and nutrition 
baseball 
basketball 
health and physical education 
psychology 
team management 
tennis 
SWEDEN 
work ethic in 
cooperatives 
SWITZERLAND 
travel in 
TAIWAN 
economics in 
TEACHER 
education 
TECHNOLOGY 
in teaching college math 
TENNIS 
as a sport 
team management 
B. Prophet 
8. Berry 
8. Berry 
T. Pippin 
C. Scott 
L Hubert 
L Hubert 
C. Peterson 
R. Byrnside 
D. Black 
D. Black 
C. Peterson 
C. Peterson 
C. Peterson 
D. Black 
G. Cochran 
G. Cochran 
P. Campbell 
R. Cunningham 
B. Spencer 
L Riddle 
C. Peterson 
D. Black 
C. Peterson 
17 
TESTS 
placement tests in French 
lRAVEL 
and study abroad 
art tours 
European 
in Central America 
in India 
in Ireland 
in Nicaragua 
in Sub-Saharan Africa 
in Switzerland 
in Turkey 
writing 
TURKEY 
history and politics 
travel in 
U.S.S.R. 
Soviet Georgia 
WOMEN 
and a liberal arts education 
and mathematics 
and religion 
feminist theology 
in antiquity 
in the church 
in the sciences 
issues 
psychology of 
southern playwrights 
women's colleges 
R. Reynolds-Cornell 
G. Brown 
D. Sadler 
G. Bicknese 
T. Montgomery 
P. Campbell 
C. Cozzens 
R. Leslie 
P. Campbell 
P. Campbell 
A. Carden 
C. Cozzens 
A. Carden 
A. Carden 
G. Brown 
R. Schmidt 
R. Leslie 
T. Pippin 
T. Pippin 
S. MacEwen 
G. Cabisius 
R. Schmidt 
A. Cunningham 
R. Schmidt 
A. Carden 
L. Hubert 
R. Schmidt 
WORKElHIC 
cooperatives G. Cochran 
in Sweden G. Cochran 
worker participation & ownership G. Cochran 
WRmNG 
oral histories 
mystery novels 
travel 
workshops 
1 8 1 9 
S. Hall 
C. Cozzens 
C. Cozzens 
C. Cozzens 


Agnes Scott College Reporter's Sourcebook and Experts Guide 1989-90

AGNES 
SCOTT 
COLLEGE 
DEDICATION CEREMONY 
WALLACE McPHERSON ALSTON 
CAMPUS CENTER 
FRIDAY, APRIL 29, 1988 - 5:30 p.m. 
WALLACE McPHERSON ALSTON 
CAMPUS CENTER 
The Alston Campus Center consists of two 
buildings-the Scott Building and the Walters 
Building. 
The Walters Building contains a faculty lounge area, 
student government offices, and meeting rooms for 
students. 
The Scott Building is a three-story structure, each 
floor designed to meet different campus needs. Located 
on the first floor are the snack bar, various lounges, 
locker rooms for men and women, and a teaching area 
for tap dance. The second floor contains a ballet studio, 
aerobics room, recreation area with ping pong and pool 
tables, and three racquet ball courts. Offices for the 
student activities staff are also on this level. On the 
third floor are the chapel, a reception area, the 
chaplain's office, and the counselor's office. The chapel 
seats approximately seventy people, and the pews were 
hand-carved by members of the Amish community. 
Invocation Julia T. Gary 
Dean of the College, 
Emerita 
Opening Remarks Ruth Schmidt 
President, 
Agnes Scott College 
"Wallace M. Alston and Agnes Scott" L. L. Gellerstedt, Jr. 
Chairperson, 
Board of Trustees 
"Wallace M. Alston and Students" Bertie Bond, '53 
Administrative 
Assistant to the President 
Response from the Students Sarah Jewett, '89 
President, Student 
Government Association 
Response from the Alumnae 
Response from the Family 
Lucia Howard Sizemore, '65 
Director of 
Alumnae Affairs 
Wallace M. Alston, Jr. 
Trustee 
Dedicatory Prayer J. Davison Philips 
Trustee, Emeritus 
WALLA CE McPHERSON ALSTON 
1906 ~ 1987 
In the year in which Agnes Scott College gained collegiate sta- 
tus and awarded its first degrees, Wallace McPherson Alston 
was born in Decatur. He grew to adulthood iµ a house adjacent to 
the Agnes Scott campus. 
Wallace Alston received a bachelor's degree from Emory Uni- 
versity in 1927, a master's in philosophy from Emory in 1929, a 
bachelor's degree in divinity from Columbia Theological Semi- 
nary in 1931, a master's in theology from Union Theological Semi- 
nary in Richmond, Virginia in 193 7, and a doctorate in theology 
from Union in 1943. He held as well honorary degrees from 
Hampden-Sydney College, Davis and Elkins College, and Emory 
University. 
From 1931 to 1948, Dr. Alston was pastor of Presbyterian 
churches in Atlanta; Lexington, Kentucky; and Charleston, West 
Virginia. In addition, he was, from 1935 until 1938, Director of 
Young People's Work for the Presbyterian Church. He served as 
Moderator of the General Assembly of the Presbyterian Church 
(U.S.A.) during 1961-62. 
Wallace Alston came to Agnes Scott from the pastorate of the 
Druid Hills Presbyterian Church in Atlanta in 1948, accepting ap- 
pointment as Vice President and Professor of Philosophy. He be- 
came President in 1951, retiring from this position in 1973. During 
his presidency, the College's endowment increased twelvefold; the 
faculty increased from 57 to more than 85 members; and the num- 
ber of students in 1973 was approximately 35 percent higher than 
in 1951. 
During his time at Agnes Scott, Dr. Alston served as president 
of four educational organizations-vthe Southern Association of Col- 
leges for Women, the Council of Presidents of the University 
Center in Georgia, the Georgia Foundation for Independent Col- 
leges, and the Southern University Conference. Other member- 
ships through the years included Phi Beta Kappa, Omicron Delta 
Kappa, Tau Kappa Alpha, Pi Delta Epsilon, Alpha Tau Omega, 
Rotary, the Ten Club, and Atlanta Presbytery. He was the author 
of three books: The Throne Among the Shadows and Break Up the 
Night, which are collections of his sermons, and Mirrors of the Soul, 
a collection of devotional studies of selected Psalms. 
Upon his retirement from Agnes Scott, Dr. Alston was, by action 
of the Board of Trustees, named President Emeritus of the Col- 
lege. In addition, the Board established the Wallace McPherson 
Alston Professorship of Bible and Religion and directed that 
when a student center was built on the campus, it be named in his 
honor. The Wallace McPherson Alston Campus Center, long a 
dream, has, at last, become a reality. 


Dedication Ceremony: Wallace McPherson Alston Campus Center

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