PePPerdine - Aliento, The Center for Latina/o Communities

Transcription

A Portrait of
P epperdine
Life at an Extraordinary University
A Portrait of
P epperdine
Life at an Extraordinary University
Featuring photography by Julian Andrews
Contents
Foreword – 6
Historical Overview – 8
Introduction – 18
Chapter 1 : Academics and Leadership – 20
Chapter 2 : Student Life – 54
House prayers are a common event in the Heidelberg campus Blankenberg Edwards Student Reception Room.
Chapter 3 : Faith and Community – 110
Chapter 4 : Global Perspective – 130
A Portrait of Pepperdine: Life at an Extraordinary University
2012 © Pepperdine and Third Millennium Publishing Limited
First published in 2012 by Third Millennium Publishing Limited,
a subsidiary of Third Millennium Information Limited.
2–5 Benjamin Street, London United Kingdom EC1M 5QL
www.tmiltd.com
ISBN: 978 1 906507 70 1
All rights reserved. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or any storage or retrieval system,
without permission in writing from the publisher.
Photography by Julian Andrews
Written and edited by Neil Burkey
Design by Matthew Wilson
Production by Bonnie Murray
Reprographics by Studio Fasoli, Verona, Italy
Printed and bound in China by 1010 Printing
International Limited on acid free paper from
sustainable forestry.
Mission Statement – 162
Affirmation statement – 169
Sponsors – 170
Acknowledgments – 176
Foreword
President Andrew K. Benton
P
epperdine University, with its mission to reach for and achieve the highest standards of
academic excellence as a Christian university, draws exceptional scholar-teachers, talented
and innovative staff, and the most creative and energized students anywhere. Together,
they form a community that advances knowledge; plumbs the depths of life’s deepest questions;
celebrates life through faith, the arts, and athletics; and seeks meaningful ways to address some
of the world’s greatest challenges. When I think of the thousands of students with whom I have
shared in this Pepperdine experience, and I add all who have come before, I marvel at the breadth
and depth of the unfolding Pepperdine story.
Each student, professor, alumnus, counselor, administrator, staff member, donor, and friend
at Pepperdine plays an essential role in the success of this institution. I’m proud to say that this
community consistently performs at a high level and Pepperdine shines because of it.
So, how do you tell a meaningful story when so many contribute to it? It’s tempting to feature
just a few, high-impact stories of students, faculty, and alumni. (We have such great stories to tell.)
But to do so, we would have to overlook many people who make Pepperdine so special. How do
you shed light on the truth of Pepperdine without telling the story of the public safety officer who
assists a stranded student, or the kitchen staff who prepares meals for our community?
Unlike anything we have done in the past, we would like to give you a “peek behind the
curtain.” Since no role is unimportant at Pepperdine, we decided to invite a photographer with
an eye for the candid, unguarded moments to create a portrait of Pepperdine—all of Pepperdine.
We asked him to come to our campuses in Los Angeles and abroad and to shoot whatever was
happening whenever it was happening. We wanted, with a fresh pair of eyes, to know what
Pepperdine looked like at age 75. Julian Andrews, an award-winning, London-based photographer,
flew thousands of miles between Pepperdine campuses and chased the sun, from morning until
night, photographing thin slices of Pepperdine life. Julian combined his technical excellence, artistic
eye, and unquenchable curiosity to create a robust collection of living moments. The portrait that
came into focus through his lens excited and inspired us. I think you will agree when you look
through these pages that Pepperdine is vibrant and vital at 75 years of age.
Julian was with us for such a short time, but even so he captured our essence—a piece of our
soul. Another photographer, one that has served Pepperdine for over 30 years, has also contributed
to this volume. Very few people have drawn more people to Pepperdine than our University
photographer, Ron Hall. Ron’s beautiful images of this campus and some of our most prized moments
round out this beautiful and exciting piece of visual storytelling that we call—A Portrait of Pepperdine.
6
President Andrew K. Benton gathers with students
at a question-and-answer session organized by
the Pepperdine Ambassadors Council.
Historical
Overview
I
t is the goal of this book to capture, within its 176 pages, a little part of the
essence of what makes Pepperdine Pepperdine. To do this photographer Julian
Andrews was asked to follow the people that make up Pepperdine today in
order to present you with this singular vision of Pepperdine life, rounded at the
edges but bursting at the seams with that particular sense of community, excellence,
and uniqueness that this University engenders.
Before that, though, it is important to develop a sense of place, a sense of how
Pepperdine got here. As with any condensed history, an enormous number of omissions
must occur, leaving out remarkable alumni and faculty, momentous events, and many
generous benefactors. The University is fortunate enough however to have had one indepth history published for its 50th anniversary (Crest of a Golden Wave), another in
2010 (former president William Banowsky’s retelling of his years at the helm, entitled
The Malibu Miracle) and a third soon to come, from historian David Baird (former dean of
Seaver College and professor of history). Their tireless work allows this brief retelling to
tiptoe, as it were, from peak to peak. And there is no other place more suitable to begin
than with George Pepperdine himself.
To say that George Pepperdine was a man of vision would be an understatement.
Born in 1886 and raised on a Kansas farm by parents of meager means, he received
a degree at Parsons Business College and worked in a series of bookkeeping jobs
throughout the Midwest before striking upon the idea that would make his fortune.
Following his entrepreneurial instincts, he identified the soon-to-be-astronomical
growth of the automobile industry and fastened himself to it, to great effect. His idea’s
genius was in its simplicity: using an initial investment of five dollars, he instituted a
system whereby replacement car parts could be sold through the mail. He called his
business Western Auto Supply Company, and within five years its annual sales had
reached a quarter of a million dollars. But that landmark year, 1914, was important for
another occurrence, one not immediately recognizable as fortunate. It was this year that
he was told he had developed tuberculosis.
By 1916, after having undergone a series of largely unsuccessful treatments for the
illness, he decided that a move to the restorative weather of Southern California was
required. That a man whose fortunes had grown with the automobile industry (and
vice versa) should move west was a fitting choice and, as it turns out, a providential one
as well, for both Pepperdine the man and the University.
8
A Portrait of Pepperdine
Business, though, was not George
Pepperdine’s only driving passion. From
early on in his life, he had been a devoted
member of Churches of Christ, and he
carried its Christian ideals with him
wherever he went. Following decades
of success and the accumulation of
substantial wealth, he decided that it was
time to give back to the society that had so
enriched him, and so he sold his share in the company
he created and began to devote his time in earnest to
charitable works. He helped to establish YMCAs and
began an institute to fund his charitable deeds. Losing
his wife of over 20 years in 1930, he later married Helen
Davis, with whom he shared a common concern for those
in need. With Helen he started homes for disabled and
disadvantaged children. His greatest legacy, though, came
about after he was approached by his long-time friend
and fellow member of Churches of Christ, Hugh Tiner,
who, after having worked for the Los Angeles high school
system, had begun to see the need for a Christian college
in Southern California.
Following some initial hesitation on George’s part,
his interest soon escalated, and at this point, true to
George Pepperdine’s untiring spirit and belief in the
ability of himself and others, the dream turned into
reality at a remarkable pace. He was put in touch with
Dr. Batsell Baxter, Tiner’s mentor at Abilene Christian
College in Texas. After preliminary meetings, Pepperdine
announced in February of 1937 that he wished for
George Pepperdine College to open—in September.
Beyond all expectations, this is exactly what happened.
Baxter was named the college’s first president, and Tiner
its dean. Construction commenced immediately at the
newly purchased plot of land on 79th Street and Vermont
Avenue in south Los Angeles. The dedication ceremony
for the college on September 21, 1937, drew a crowd of
2,000, including Frank L. Shaw, mayor of Los Angeles,
and Frank Merriam, California’s governor.
The initial enrollment comprised 150 students, most
of whom transferred from other colleges, lured in large
part through publicity distributed through the Church
of Christ network. They arrived from Tennessee, Texas,
Oklahoma, and other parts of the country, all drawn
10
Historical Overview
by the prospect of a new life in a new
college, built upon the ideals of the
church. Construction quickly continued,
with the addition of a gymnasium and
a library within the first two years,
complementing the preexisting stately
mansion. Standing at the end of a road
serendipitously lined with palm trees, this
served as the president’s home where, in what
was to be the start of a lasting tradition, Batsell Baxter
held a reception for first-year students, in October
of 1937. On June 6, 1938, the college held its first
graduation ceremony, for a class of four.
President Baxter never expected to remain in his
position for long—his intentions were only to give the
school a proper and solid foundation—and in June of
1939, with the fledgling college firm on its feet, he duly
gave up his post. There was little doubt that there was
any better candidate for his replacement than Hugh Tiner.
Tiner continued to steer the college along the path that
he and Baxter had begun, as its numbers steadily grew. By
the time the threat of war became a reality, in December
of 1941, enrollment had topped 400, and although war
temporarily depleted its numbers, with the war’s end, and
before then the passing of the GI Bill of 1944, the college
was transformed. As young soldiers returned from duty
overseas, the college’s population once again swelled, and
by 1945 it could boast 845 students.
The year 1945 brought with it another important
element of the college: the first offering of an MA degree
in religion. In keeping with the wishes of its founder,
the college’s Christian belief system was the driving
force behind its existence. From its first days, daily
attendance at chapel was a requirement, and although
by 1951 this rule had been loosened to require
attendance only on Mondays, the chapel in those years
saw no decrease in participation, because it was so
ingrained in the lives of the students.
Above: Daily chapel in the Pepperdine College auditorium, 1943.
Chapel has long played an important role in the life of students.
Below: Students on the Promenade returning home from war, 1944.
Twenty-three students left George Pepperdine College to fight in World
War II. Six were killed.
George Pepperdine delivers a speech at the dedication ceremony. It is
a long-standing Pepperdine tradition to reread his speech on Founder’s Day.
An audience assembles for the dedication ceremony for George Pepperdine
College, September 21, 1937.
11
Other aspects of students’ social lives were
blossoming during this period as well. Sports teams
were quickly established, with the first baseball team
assembled in 1939, the foundation of a basketball team
(which regularly beat UCLA in the 1940s), and a football
team that went on to win the national small college
football championship in its second season, in 1947. By
1957 Pepperdine sports had entered into the National
Collegiate Athletic Association. Elsewhere on campus
another longheld tradition was taking root, as the first
“Spring Sing,” eventually to evolve into SongFest, was
held in 1953. (Oh yes, and Dolores, the cherubic statue
eventually adopted by the students as their unofficial
mascot, who was continually dressed, painted over,
stolen, and returned, was given a place of honor at the
center of the reflecting pool in the heart of campus.) A
sense of community was rapidly developing.
Hugh Tiner, following a leave of absence due to
illness during which the college was run by a faculty
committee, announced in April of 1957 that he would
step down as president, bringing to an end a successful
tenure spanning nearly two decades. The college board’s
subsequent extensive search, through tensions both
internal and external, resulted in the news that M. Norvel
Young, a former Pepperdine history professor fresh from
Historical Overview
founding Lubbock Christian College in Texas, had been
named as Tiner’s successor. Having just passed its 20th
year in operation, Pepperdine held its first alumni dinner
in 1958. Meanwhile, student numbers continued to
grow, as did the campus itself. The year 1961 saw the
purchase of adjoining land, allowing for the construction
of Friendship Hall. The annual Bible Lectureships grew so
popular that on the college’s 25th anniversary it was held
before a crowd of 11,000 at the Los Angeles Sports Arena.
This event was made all the more significant because it
was the last time George Pepperdine appeared before the
student body. Even though he was so weak that he had
to be taken into the arena on a gurney, he spoke to the
crowd of his pride at seeing the strength and success of
his creation. He died at home on July 31 of that year.
The 1960s brought further change to the college,
although perhaps with fewer consequences than on
college campuses elsewhere in America. For Pepperdine,
the changes were occurring not just on its own campus
in Los Angeles, but overseas as well. In what would
be the beginnings of another tradition, in September
1963, 36 students traveled to Heidelberg, Germany,
where the college had initiated a Year-in-Europe study
program. Course work was to take place in a beautiful
four-story house near the city’s famous castle, and the
Above: Helen and George Pepperdine pictured at their home in 1947.
Left: A crowd gathers at the George Pepperdine College Auditorium,
c.1950s.
12
Above: The crowd for the Bible Lectureship in the college’s 25th year,
1961, was large enough to be held at the Los Angeles Sports Arena.
Left: The Year-in-Europe study group gathers on the steps of Heidelberg
Castle, 1979.
building was purchased in 1965 under the guidance of
Pepperdine comptroller J. C. Moore, for whom it was
named following his death in 1969. Perhaps the most
significant event of this decade, however, was otherwise
unconnected to the college: the Watts riots, which flared
up on the campus’ doorsteps in 1965.
It was this, along with the needs of the evergrowing student population, which triggered the most
profound change in the college’s history—becoming
a university. Immediately following the riots, then-
provost James R. Wilburn maintained order among
tempestuous neighborhood members and students
while a site selection committee, which included Texas
attorney and Tenneco executive Charles B. Runnels, was
formed to investigate potential new locations for the
college. Runnels soon discovered that Pepperdine was
his calling, and from then on he enlisted phenomenal
support for his cause in life: helping young people.
By 1968 the committee had found its great and
timely godsend, just one of the many incredible gifts
Pepperdine has received over its history, although one
with a monumental impact on its future. Working with
the historic Adamson family, the college was given in
October of that year 138 acres of prime location in
Malibu overlooking the Pacific Ocean on the edge of
the Santa Monica Mountains, and the following year,
as plans were being drawn up for the new campus, the
college was given another opportunity which proved
to be vital to its development, acquiring the Orange
University College of Law.
The form which its future would take was made
official on February 9, 1970, when architect William
Pereira’s plans for the new Malibu campus were
unveiled at a gala dinner dubbed the “Birth of a
13
Historical Overview
Above: Governor Ronald Reagan, President Norvel Young, and
Chancellor William Banowsky unveil plans at the Birth of a College event
on February 9, 1970.
Below: Blanche Seaver (with scissors) at the ribboncutting ceremony.
College,” with Ronald Reagan at the dais—the start
of a long-lasting relationship with the then-governor.
The first day of the new year, 1971, brought the
announcement that George Pepperdine College was
now Pepperdine University; William Banowsky,
aged 34, was to be its first president, and M. Norvel
Young would transition from president to become its
chancellor. As if in emulation of its initial founding,
no time was wasted in bringing the institution to its
feet. Construction began in April of that year, and on
September 6, 1972, the first students arrived, with 475
freshmen enrolled to christen its first term.
Much of the University as we know it today was
formed in 1973. The completion of the symbolic heart of
the new campus, the Phillips Theme Tower, was followed
by the dedication of Stauffer Chapel in November.
14
Above: Clearing the way for Pepperdine University
in the Malibu hills, 1971.
Below: Governor Reagan speaking at the Seaver
College dedication, 1975.
Firestone Fieldhouse (funded by Leonard Firestone,
former ambassador to Belgium) saw its first use, and
the Banowsky family moved into the president’s home.
Bob Hope also visited at the end of that year, to give the
first Malibu campus commencement address. Another
momentous year was 1975, as the liberal arts college
took the name of Frank R. Seaver College of Letters, Arts,
and Sciences, after the late husband of Blanche Ebert
Seaver. Mrs. Seaver, one of the prime examples of the
extreme generosity shown by the University’s long list of
benefactors, continued her philanthropy at Pepperdine
and elsewhere throughout her long life. That year’s wellearned celebrations were continued in a starry affair
on September 20. President Gerald Ford attended the
dedication of Brock House, with Pat Boone singing the
national anthem and John Wayne leading the audience in
the Pledge of Allegiance.
Celebrities once again raised attention to Pepperdine
in 1976, with the first on-campus filming of The Battle
of the Network Stars, bringing Malibu to a national
audience. Such stars as Tom Selleck, Lynda Carter,
and Farrah Fawcett competed in a humorous pseudoOlympic competition that pitted NBC, ABC, and CBS
against one another. On May 22 of the same year, at
the groundbreaking ceremony for the new law school,
a speech was delivered by U.S. Supreme Court justice
Harry Blackmun. This was followed by fellow justice
William Rehnquist’s appearance on November 17, 1979,
for its formal dedication. Meanwhile, in March of 1976,
the Waves basketball team beat the University of San
Francisco to win the West Coast Athletic Conference title,
and as the profile of the campus gained status, so too
did its off-campus events. The newly formed Pepperdine
University Associates, to take one example, hosted a
black-tie dinner at which John Kenneth Galbraith and
William F. Buckley, Jr., debated “Socialism v. Capitalism”
in a televised event.
August of 1978 brought the unexpected announcement
that William Banowsky, after safely steering the University
through its most transformative years, would resign his
post to become president of the University of Oklahoma.
William Rehnquist, later to become chief justice of the U.S. Supreme
Court, lecturing at Pepperdine in 1977.
15
Nobel Laureate economist Milton Friedman speaks at the first Pepperdine
Associates dinner in 1977.
The decision to make Howard White interim president
was shortly thereafter made permanent. And the 1980s
carried with them further change: by the start of that
decade, student enrollment had reached 2,381 in Seaver
College alone, with 1981 seeing the Psychology Division
from the Los Angeles campus merged into the School of
Education to become the Graduate School of Education
and Psychology. This shifting focus brought about by the
sheer success in Malibu, however, resulted in the decline of
the original campus in Los Angeles, and it was determined
that its doors should close in 1981, with the last alumni
reunion held there that July.
As one era came to a close, another auspiciously
began. The George Page Residential Complex, designed to
house 150 law students, broke ground in 1982, quickly
followed by 50 housing units for faculty and staff. Also in
that year, Nancy Reagan was given an honorary degree in
a white-tented ceremony held on the Malibu campus, and
the University announced its goal to raise $100 million
over the next decade. A year later it had already raised
$41 million. The sky, it seemed, was the limit. As if to
crown these achievements, the Raleigh Runnels Memorial
Pool was named as the water polo venue for the 1984 Los
Angeles Olympic Games. Crowds poured in to watch,
filling the stands and spilling over onto the surrounding
hills. Spirits soared as the beauty and accomplishments of
Pepperdine were displayed on an international stage.
16
Historical Overview
A new president took office at the University around
this time as well, with David Davenport replacing
Howard White in April 1985. Davenport sought to
swiftly continue Pepperdine’s academic expansion,
initiating the residential MBA program in Malibu at the
School of Business and Management and inaugurating
within the School of Law the Straus Institute for Dispute
Resolution, a program which has come to be ranked
first in the nation. Expansion occurred geographically
also, with the Florence summer study program being
granted full-year status in the fall of 1987, followed in
1990 by both the leasing of a graduate campus space
in nearby Long Beach and the opening of Prince’s Gate
as the permanent home of the international program in
London. Later in the decade a South American program
was instituted in Buenos Aires, Argentina, while back
home another graduate campus was leased in Southern
California, this time in Westlake Village, and the business
school was named after benefactor and entrepreneur,
Imperial Bank cofounder George L. Graziadio.
Success in the 1990s was witnessed on the field
as well, with 1992 seeing first the men’s volleyball
team winning the NCAA Division I championship
in March, followed by the baseball team’s victory
at the College World Series in June. To top it off,
construction of the Ralphs-Straus Tennis Center was
completed for the perennially victorious men’s and
women’s tennis teams in May of the next year. The
year 1992 was conspicuous also for the opening of the
George L. Graziadio, Jr. (left), benefactor of the Graziadio School of Business and
Management, with former dean of the school Otis Baskin, 1997.
Frederick R. Weisman Museum of Art, which has since
exhibited the work of such high-profile artists as Dale
Chihuly, Wayne Thiebaud, Claes Oldenburg, and Roy
Lichtenstein.
In the gloriously round year of 2000, the Pepperdine
helm was relinquished once again, as David Davenport
stepped down from his post and Andrew Benton (who,
like the University’s founder, is a native of Kansas)
became the University’s seventh president. Under
his leadership, the University (among many other
achievements) opened the Drescher Graduate Campus
and reorganized the Malibu campus primary outdoor
space, rededicated as Mullin Town Square. The first
Parkening International Guitar Competition, named after
world-renowned classical guitarist Christopher Parkening
(professor of music at Seaver College), was held in 2006.
Another jewel was set in the international program’s
crown in 2007, as the Lausanne campus in Switzerland
opened its doors, followed shortly by the opening of a
classroom and residential facility in Shanghai.
President Benton leads by example and believes in the
importance of engaging in direct daily contact with his
students, in order to most effectively serve. He regularly
teaches courses on campus, and can often be found
having lunch in the Rockwell Dining Center among the
student body. During his tenure, excellence in academics
has continued to be the main focus, as evidenced by the
fact that more than 80 percent of Pepperdine’s Fulbright
Scholars have been named since 2000.
The first decade of the new millennium, along with
these new developments, was more than once witness
to events that resonated with the University’s past.
In 2002, water polo coach Terry Schroeder, who had
led the 1984 U.S. Olympic team to a Silver Medal on
the campus of his alma mater, was inducted into the
International Swimming Hall of Fame. In the same year
former President Gerald Ford returned for a preview
tour of the Drescher Graduate Campus. Also, remaining
dedicated to balancing faith and reason in the University’s
academic setting, President Benton has made it a priority
to inculcate Christian ethics with academic excellence,
launching the Center for Faith and Learning, which
serves to further strengthen these ties. He also created the
position of University chaplain, first occupied by D’Esta
Love in 2001, and he was instrumental in the 2010
opening of the Churches of Christ Heritage Center.
All of this brings us to the middle of the eighth
decade of Pepperdine University. Reflecting on the
numerous changes that have occurred in its relatively
short history, we come back to that first question: What
is it that makes Pepperdine Pepperdine? And following
that question, there are others: What exactly is it that
draws this University, spread throughout its many
campuses, together? What binds it? What qualities, what
ideals make this a cohesive and whole institution? It is
our hope that, through these pages, the answers to these
questions, and to many more that we didn’t even think to
ask, will become clear.
The Pepperdine Associates dinner and the Campaign for Pepperdine kick-off, May 2011. The goal of the campaign is to raise $450 million in support of
student-centered priorities.
17
Introduction
Introduction
T
o speak of the four main aspects through which Pepperdine University can
be defined is to speak of a single goal as seen from four different approaches.
The areas of focus that feature in the sections into which this book has been
divided––academics and leadership, student life, faith and community, and global
perspective––serve primarily to demonstrate how this one goal radiates out into every
aspect of Pepperdine life.
What is that goal? It is to create an educational atmosphere in which its students
will be able to reach their highest potential, strengthening lives for purpose, service,
and leadership. What you will find in the following four sections are examples of this
process in action. And with each evident slice you will find another example of the
indivisibility, the intrinsic interconnectedness, that binds and strengthens that goal. The
principles behind Pepperdine’s Christian faith act as guide and counsel to the integrity of
its scholarship and academics, to its approach to the world, and to the everyday life as
experienced by its students.
The same could be said for any of these four categories. Pepperdine’s emphasis on
a global outlook lends depth and complexity to its overall pursuit; its drive towards
academic excellence and a foundation for the growth of leadership gives confidence;
and its determination to hold the quality of student life to the utmost standards allows
students to achieve their greatest goals.
It is, of course, about more than goals, though. In order for any institution to succeed
it must be able to simultaneously adapt to change and retain its individual character, in
equal measure. As the Pepperdine community expands, at home and abroad, in influence
and in prestige, it follows along the path set out for it 75 years ago by its founder.
Pepperdine embraces the challenges inherent in its identity, ready always to confront the
ever-changing world head-on, in any guise it may take, while remaining confident in the
soundness and efficacy of its belief system. Although the present may often seem dark,
the future––at least for Pepperdine––is bright, and growing ever brighter.
18
19
chapter 1: Academics and Leadership
Academics and
Leadership
A
s an institution committed to excellence in teaching and learning, Pepperdine
places emphasis on the intellectual, personal, and spiritual growth of each student,
all within a global context, with the aim of producing members of society who are
compassionate, knowledgeable, and confident. It is recognized nationally for maintaining
the highest standards of excellence in undergraduate and graduate education, and each
school—the Frank R. Seaver College of Letters, Arts, and Sciences, the George L. Graziadio
School of Business and Management, the Graduate School of Education and Psychology, the
School of Law, and the School of Public Policy—offers rigorous programs that provide every
individual with a broad foundation.
It is only fitting that our first section focuses on academics and the concept of the
development of leadership. Pepperdine’s vision for achieving the highest levels of excellence
in both of these fields is brought forward through specific goals. One of these is for its
alumni to have obtained the ability to think critically and creatively, communicate clearly,
and act with integrity. It is the University’s intention as well for its students to demonstrate
expertise and proficiency in an academic or professional discipline, and engage in the
process of academic and intellectual discovery, all within a framework of Christian ethics.
In order to bring these goals to fruition, Pepperdine strives to provide a diverse array of
curricula and co-curricula that is rigorous and relevant to the evolving needs of students.
It also seeks to promote a vibrant intellectual life that cherishes the liberal arts, as well as
both graduate and professional education, and that exhibits intellectual rigor and practical
relevance. With these methods Pepperdine celebrates all forms of scholarship, including
discovery, teaching, integration, and application.
Pepperdine’s Affirmation Statement proclaims “that the educational process may not,
with impunity, be divorced from the divine process,” and “that truth, having nothing to fear
from investigation, must be pursued relentlessly in every discipline.” The benefits from this
belief, that the integrity of the pursuit of knowledge in both the spiritual and the scholarly is
Previous pages: Provost Darryl Tippens teaches in the Great Books Room.
Right: Vice dean and professor of law Tim Perrin lectures in the School of Law’s Darling Trial Courtroom.
Students have prepared for—and won—various awards and honors for moot court competitions.
22
chapter 1 : Academics and Leadership
Providing a wide spectrum of courses is another
innovative ways of teaching. Such mentoring systems offer
way Pepperdine seeks to promote academic diversity.
students the opportunity to gain specific insight into their
Seaver College alone offers 39 majors and 38 minors in
chosen field while allowing alumni to maintain an integral
traditional liberal arts curriculum. Initiatives such as the
connection with the University.
cross-disciplinary/interdisciplinary undergraduate research
The Graduate School of Education and Psychology
program encourage dialogue between students and faculty
(GSEP) uses a holistic approach to education, focusing not
from diverse disciplines, and create a comprehensive and
only on the mind, but also on the spirit, with the goal of
enriching academic environment. Similarly, the academic-
affecting real and vital change in the wider community. A
year undergraduate research initiative supports up to
prime example is GSEP’s Urban Initiative program, whose
four faculty-student research collaborations per academic
projects bridge GSEP resources with the needs of inner-
division each academic semester. Faculty members are
city communities. Meanwhile the School of Public Policy
allowed funds for students that may be used to support such
(SPP), the youngest of Pepperdine’s five schools, having
research projects (e.g., books, supplies, equipment), with
just celebrated its 15th year, has already established itself
eligible students receiving one unit of scholarship.
as a leader in the field nationwide. The SPP’s Davenport
The championing of the entrepreneur is another
Institute for Public Engagement and Civic Leadership
key part of the Pepperdine experience, as evidenced
was set up as a non-profit initiative to promote citizens’
in particular by the Graziadio School of Business
participation in governance.
and Management. The Graziadio School promotes
In addition to all of this, Pepperdine offers countless
entrepreneurship as an exercise in solving concrete
intellectually, culturally, and spiritually stimulating
problems through creativity, flexibility, and innovation.
programs, supported by courses and events in the same
It offers bachelor’s degrees and a variety of MBAs for all
spirit. The Humanities and Teacher Education Division’s
levels of business, from the undergraduate to the executive
Great Books Colloquium, for example, approaches
seeking to reach the next level, with emphasis placed upon
history’s greatest works from specific perspectives, such
individuals working as leaders within a community.
as justice, the nature of conscience, and the maintaining
not only upheld, but made stronger through such scrutiny,
of financial assistance, through grants, scholarships, loans,
are apparent in every aspect of Pepperdine’s operations. It is
and work-study, ensuring opportunities are offered to
in these challenges of faith and reason that science, culture,
prospective students from all walks of life. With a student-
strength to strength, with its Straus Institute of Dispute
shedding light on the issues we face in the modern world.
and belief come to a mutually beneficial convergence.
to-faculty ratio of 13:1, Seaver College, Pepperdine’s
Resolution consistently earning a number one ranking
In a similar vein is the W. David Baird Distinguished
Fittingly, Pepperdine is a participating member in the Veritas
flagship school, enrolls approximately 3,000 baccalaureate
in the nation. And in 2008 the Order of the Coif—the
Lecture Series, which has brought to the University such
Forum, a foundation that organizes events at colleges and
students, and emphasizes a focused, student-centered,
honorary scholastic society that recognizes law schools
illustrious speakers as Dr. Cornel West, former U.S.
universities across North America and Europe that explore the
holistic education for each and every one of those students.
of outstanding scholarship and academic excellence—
secretary of state Condoleezza Rice, and Pulitzer Prize-
fundamental spiritual questions often ignored within the world
Programs such as Leadership Education and Development
established a chapter at Pepperdine.
winning poet W. S. Merwin.
of academics. At Pepperdine, faith and reason grow in tandem.
(LEAD) are offered to enhance students’ self-awareness.
Diversity, in every sense of the word, is another
Over the past decade the School of Law has gone from
The School of Law’s mentoring program––in which
of humanity in the midst of conflict and war, as a way of
Examples such as the above represent merely a
LEAD includes training days, workshops, and leadership
alumni work with current students both in groups and
fraction of the opportunities Pepperdine offers. What
important aspect of Pepperdine life, and something that is
summits as ways of promoting confidence, purposefulness,
one-on-one in order to help them realize their academic
follows in this section will give a glimpse at the forms
consistently made a priority in the University’s continuing
and direction to give its alumni an advantage in the business
goals––is but one example of the importance Pepperdine
these goals take and provide evidence that they have been
development. The majority of students receive some type
world and beyond.
places, throughout all of its schools, on using adaptable and
and are being reached.
24
25
Pepperdine learning takes place from the Lausanne campus (left) to Payson Library Courtyard on the Malibu campus (right) and many locations in-between.
Since the founding of the campus in 2007, every program year at Lausanne has created its own tree mural on the walls of the student center.
The mural pictured was created by the first complete year, Fall 2007/Spring 2008, and is composed of photos and quotes provided by students.
26
27
A freshman class in 1963, wearing their beanies. Freshmen caught not wearing a beanie ran the risk of being thrown by fellow students into the
Los Angeles campus fountain.
The Sandbar Café in the Tyler Campus Center is just one of the many computer labs on the Malibu campus.
28
29
The Magill Business Symposium, held in the James R. Wilburn
Auditorium at the Drescher Graduate Campus, is an annual open
forum at Pepperdine that addresses how businesses can create a
more sustainable world.
30
31
The Communication Division of Seaver College includes some of
Pepperdine’s most popular majors. Its vision is to create learning
environments that encourage students to comprehend the diverse
dynamics of human communication in all its contexts.
Left: The Pepperdine television studio in 1984.
Below: The Loyd Sigmon Radio Center, home to KWVS/FM 101.5.
The TV 32 broadcast studio, where students learn skills in journalism and production side-by-side with faculty.
The bottom right photo shows award-winning producer and professor Susan Salas, in red.
32
33
Natural Science at Pepperdine has taken many forms throughout
the years.
Top: Biology professor Douglas Dean works with students in
Seaver College’s Murchison Science Center laboratory, c.1984.
Opposite: University Professor Rodney Honeycutt inspecting
a newt on a field research expedition. Professor Honeycutt is a
world-class geneticist, and has been awarded several National
Science Foundation grants. In addition to lecturing at numerous
universities across the country and throughout the world, he has
also served as a consultant for documentaries on the Discovery
Channel and for Nova.
34
35
Opposite: William H. Webster Chair and professor of law Thomas J. Stipanowich (left) is the academic director of the School of
Law’s Straus Institute for Dispute Resolution. The institute has been ranked number one by U.S. News & World Report seven
years in a row.
In October 2011 the institute celebrated the
25th anniversary of its founding by Randy
Lowry, shown above.
Right: Peter Robinson is the managing
director of the Straus Institute for Dispute
Resolution. In 1999, the Southern
California Mediation Association named
him Peacemaker of the Year.
36
37
Pepperdine prides itself on its passionate and engaged faculty. Associate professor of law and associate dean for student life Jim Gash (top row) received his JD at Pepperdine in 1993 and
returned to the University as a faculty member in 1999. Howard A. White Award-winning professor of education Reyna Garcia-Ramos (middle row), shown on the West Los Angeles
Graduate Campus, prepares students to be educators and teachers. University Professor Edward J. Larson (bottom row) is the Hugh and Hazel Darling Chair in Law and winner of the 1998
Pulitzer Prize in History. He is pictured teaching a unique seminar that includes both law students and undergraduate students.
John S. Moore, Jr., professor in the math and physics department, teaching in the 1960s.
38
39
Daryl Rowe is a professor of psychology and 2004 winner of the Howard A. White Award
for Teaching Excellence. The award honors teachers who inspire, stimulate, challenge, and
motivate their students; teachers who develop in students the ability to think critically and
creatively about the world; teachers who instill in their students a lifelong love of learning.
40
James R. Wilburn has served as inaugural dean of the School of Public Policy since it was
founded in 1996. A Pepperdine alumnus, former provost, and former business school dean,
Dr. Wilburn has served Pepperdine for over 40 years.
Demos Vardiabasis, professor of economics at the Graziadio School of Business and
Management. He is also a commissioner on the California Commission for Economic
Development.
Professor of psychology David A. Levy served as a member of the U.S. House of
Representatives from 1993 to 1995, representing New York.
41
Above: President Benton, shown with students in his office,
makes himself consistently accessible to students, maintaining
an active role in their lives.
A spontaneous speed chess match between a professor and a student.
Right: Clarence Hibbs, professor of psychology pictured here
teaching in the 1970s.
42
43
Professor Ladis D. Kovach, chair of the math and
physics department, teaching a class in 1963.
Above and opposite: Students in Payson Library study and discuss.
44
45
Historian W. David Baird, Dean Emeritus of Seaver College, and Melissa Nykanen, head of special collections and
University archives, look at an 18th-century Dutch Bible dictionary in the Special Collections Reading Room.
46
Professor of political science Stanley Moore at his desk, 1994.
47
Above: Few people represent the spirit of Pepperdine more than Helen Young
(top)—from student to first lady to matriarch. She is seen in the back center
working on the Graphic student newspaper as an undergraduate at George
Pepperdine College. After graduating in 1939, she married M. Norvel Young,
who was to become the University’s third president in 1957. She went on
to found the Associated Women for Pepperdine, a women’s support group
dedicated to raising funds for student scholarships. Norvel passed away in
1998 but Helen has continued her lifelong commitment to Christian and
public service, and remains a life member of Pepperdine’s Board of Regents.
Left: Presidents of the Pepperdine Ambassadors Council (PAC) talk to
alumnus John Lewis. The PAC, comprised of a small cross-section of
undergraduates, exists to serve as a link between the student body and the
greater Pepperdine community. This is just one of the ways in which values
are shared across generations.
48
49
Left: Francis Burrows, math
professor, teaching at the London
campus.
Opposite: Students follow a
lecture in the Henry J. and Gloria
Caruso Auditorium at the
School of Law.
Above: Humanities professor Leonardo Lastilla teaches in the Villa Di Loreto Seminar Room
at the Florence campus.
Right: Professor Paul Lalor leads a course on the modern Middle East at the London campus.
50
51
The sight of President Benton driving in his golf cart is a familiar one to students on the Malibu campus.
52
53
chapter 2: Student Life
Student Life
A
s the Affirmation Statement rightly puts it, “the student, as a person of infinite dignity,
is the heart of the educational enterprise.” There are more than 7,500 students
enrolled in Pepperdine’s five colleges, and with a plethora of social and extra-
curricular opportunities at their fingertips, it is impossible to define or display the typical
activities of a Pepperdine student. The average day of an undergraduate at Malibu may differ
greatly from that of a law student, or a graduate student preparing to receive an MBA. But
there is something that ties all of them together.
It is that set of difficult-to-define qualities that Pepperdine students seem to share.
Whether the proliferation of these qualities comes about because the University’s reputation
attracts a certain kind of person, or because Pepperdine has a tendency to instill these
qualities within those who attend it is up for debate. It is most likely a mixture of both.
Among these qualities are an entrepreneurial spirit, along with an individualism marked by
confidence and independence. Those who graduate from Pepperdine are leaders in their
community, and this is in part a result of the breadth and depth of the Pepperdine experience.
On the Malibu campus there is a sport for every season, and numerous courts, pools,
and fields on which to practice and perform them, with more venues planned for the use
of future students. There are intramural sports ranging from tennis to beach volleyball,
with all members of the college community welcome to participate. Those athletes who
have represented Pepperdine have been inordinately successful from the start, consistently
punching above their weight and achieving at the highest levels. The Waves have won nine
NCAA championships in five different men’s sports, and finished first in overall postseason
success among all of its West Coast Conference rivals for 13 straight years beginning in 1997.
Athletes of Pepperdine past boast All-Americans, Olympians, and members of multiple halls
of fame, bolstered as always by the devoted support of the student population and organized
spirit clubs such as Riptide invariably dressed in their distinctive blue and orange.
Previous Pages: A quiet moment is enjoyed in the Laura Bush Reading Garden.
Right: Students dance on the stage of the amphitheatre.
56
Off the field, the Center for the Arts provides a wide
chapter 2 : Student Life
can cultivate creativity, physical expression, and teamwork
array of entertainment and enlightenment, both student-
in a professional atmosphere, culminating in their yearly
generated and from external sources. The Weisman Museum
performance in the Smothers Theatre.
of Art has an exhibition lineup featuring the best artworks,
Then of course there is SongFest, one of Pepperdine’s
both historical and contemporary. Smothers Theatre and
greatest and longest-running traditions, and an event that
Raitt Recital Hall have schedules packed with concerts,
never fails to please. What began as “Spring Sing” in the
operas, plays, and dance performances (many of which
days of George Pepperdine College on the Los Angeles
are free to students and staff). Dance in Flight provides
campus has continued and grown in Malibu, without ever
a venue in which emerging dancers and choreographers
losing its uniquely Pepperdinian nature.
The Student Government Association allows students
the opportunity to have a say in the future directions of selfgovernance. The Student Programming Board consists of a
group of students dedicated to putting together a slate of
events which serve to draw the student body more closely
together. They oversee the Reel Stories Film Fest, the Senior
Ball and the much-loved Christmas tree lighting ceremony,
to name but a few, all through the funding provided by the
Inter-Club Council, which distributes funds each semester
for student-led initiatives. They also are responsible for
the always much-anticipated Waves Weekend, an awardwinning yearly extravaganza with such attractions as surfing
lessons, concerts in Alumni Park, and Blue & Orange
Madness, where Pepperdine athletes display their skills.
Another cherished tradition is Rock the Brock, the annual
party held for the senior class at the president’s house.
The people of Pepperdine are also active outside of their
campuses. The Volunteer Center, founded by two students in
1988, offers 15 ongoing programs and many one-time service
events held throughout the academic year. The Graziadio
School has built houses for Habitat for Humanity, tutored for
literacy programs, and provided job coaching to the homeless.
Student-run clubs such as the Values-Centered Leadership Lab
and Challenge for Charity focus on business ethics, corporate
58
Underlying all of these activities is the commitment
inquiry and an ecumenical spirit. In this manner the people
social responsibility and sustainability. Organizations such as
to the pursuit of Christian values, and no overview of
of Pepperdine obtain a closer understanding of the meaning
the Graduate School of Education and Psychology’s Women
student life at Pepperdine would be complete without
of truth, community, and self-worth.
Leading Change and the Social Justic Collaborative connect
acknowledging the numerous activities which take this
students with enriching dialogue and forums. Students from
pursuit as its main objective, be it in the form of campus
being less easily defined, may not previously be as well
the School of Law organize fundraising drives and clean-
ministry programs, weekend retreats, or any of the
documented, perhaps, but is just as important. It is those
up-the-beach days, as well as a wide variety of associations
activities facilitated by the Student Ministries Office. Every
moments and places in which long-term friendships are
and legal societies, while the School of Public Policy offers
opportunity is provided for Pepperdine students to affirm,
formed: eating in the Rockwell Dining Center, studying
organizations such as the Churchill Society, dedicated to the
to explore, and to discuss the myriad ways in which faith
underneath a tree in the Mullin Town Square, or just hanging
study of leadership, prudence, and community, as well as
touches every facet of their lives. Spiritual formation and
out in one of the residence halls. Within this section we hope
Christianity in Public Policy, which is devoted to the practical
spiritual integration are intrinsic to the Pepperdine way,
to give you a glimpse into these less-frequently-seen slices of
application of the Christian faith.
academically and socially, with value placed in both free
life that help to provide Pepperdine with its unique spirit.
And then there is that aspect of Pepperdine life that,
59
“Paint the Rock” is another long tradition on the Malibu campus. Each year student organizations use the Rock to advertise events, celebrate
accomplishments, and promote school spirit. To claim the right to paint the Rock, students must stand on “stakeout.” Stakeouts begin as early as 8 a.m.,
and painting is only allowed after 10 p.m., so diligence is often required.
Above: Deer crossing the campus is a not uncommon sight for early rising students.
Opposite: One of the iconic Moreton Bay Fig trees, outside Firestone Fieldhouse. The
Moreton Bay Fig is a visual metaphor of Pepperdine’s reach and its rootedness. Generations
of students and children of resident families have enjoyed exploring these historic trees.
60
The statue known as “Dolores” was familiar to all of
the students of George Pepperdine College. She was
dressed by students in countless garbs over her many
years on the Los Angeles campus.
61
62
63
64
65
The headquarters for the Graziadio School of Business and Management and the Graduate School of Education and
Psychology are based at the West Los Angeles Graduate Campus (opposite lower right). West Los Angeles is a busy
area where graduate students have no problems finding places to eat, shop and build relationships. Further graduate
facilities can be found at the Encino Graduate Campus (above) and the Westlake Village Graduate Campus (opposite
top). Pepperdine also has a graduate campus in Irvine and the Silicon Valley Graduate Center in Santa Clara.
Graduate students at Pepperdine lead a busy life. Many have full-time careers and take classes on nights or weekends.
66
67
IMAGE OF DRESCHER CAMPUS CAFE TO COME
Countless relationships have been built throughout the generations at Pepperdine in “table
fellowships,” wherein a community gathers around a meal, be it at one of many lunches at
the Rockwell Dining Center (opposite above); during the 1964 freshman girls’ banquet
(opposite below); in the Oasis (top left, in 1992); on the Drescher Graduate Campus (top
right); at Malibu Yogurt and Ice Cream (popularly known as Malibu Yo’, above); or over
breakfast burritos at Lily’s (above right).
68
69
Student safety at Pepperdine is
a high priority. The Department
of Public Safety is tasked with
maintaining peace and harmony
within its community, and treating
people with respect and sensitivity.
Besides overseeing campus
parking and overall security, it
provides specific services such as
medical and security escorts.
Staff in the kitchen plan and
prepare another delicious and
healthy meal for the Malibu
campus.
70
71
Above: University Professor Ed Larson (right) barbecuing for a student get-together at his home.
Opposite: Students relax at the Residenza Tagliaferri student center in Florence.
72
73
Student dorms, on the Malibu campus now and then (this page) and
on the Florence campus (opposite), play a large part in student life.
74
75
Above: The Pepperdine College Pep Band, under the direction of Hansel Rayner, rallies the crowd at the 1962
Homecoming basketball game.
Below: Crowds gathered from far and wide for the 50th anniversary celebrations in 1987.
Yell leaders are shown being chauffeured through a Pepperdine student
crowd during a pep rally in the fall of 1961.
76
A student disc jockey signals an assistant while playing records for
KWAV, Pepperdine College’s student radio station, in 1967. Beginning
in the early 1960s, KWAV played music, religious programs, and Waves
sporting events.
77
Members of The Singin’ Trav’lers, Pepperdine College’s folk music group, pose under a pier for this 1968 publicity shot.
Distinguished Professor of Music Christopher Parkening
(left) is one of the world’s preeminent virtuosos of the
classical guitar. The Parkening International Guitar
Competition, honoring his lifetime commitment to fostering
musical excellence in young artists, is held every three years.
Students take part in an impromptu concert on the Florence campus.
78
79
Weisman Museum of Art director Michael Zakian lectures to grade school students for the ARTSReach program at the Roy Lichtenstein exhibition.
Music professor Tony Cason directs an Orchestra Masterworks concert.
80
Students take in the rich artistic history of Florence on a visit to the Palatine Gallery of the Pitti Palace.
81
Two views of the Drescher
Graduate Campus, where students
have access to full-scale educational
services, including executivestyle classrooms, faculty offices,
computer labs, a library,
a cafeteria, and a bookstore.
82
83
Professor Karen Martin, a leading expert on Californian grunion,
with the Malibu Pier in the background.
84
85
The Pepperdine men’s and women’s tennis teams play all of their home
dual matches at the Ralphs-Straus Tennis Center.
Pepperdine welcomes the external community to enjoy its campus and share in student life.
Among the accessible educational, cultural, and recreational facilities is the Stotsenberg Track (above).
86
87
Pepperdine has a long and proud sporting tradition, including 246 All-Americans, 171 conference titles, and nine
NCAA championships. The Malibu campus also played host to the water polo events for the 1984 Olympics (top left).
88
89
Pepperdine’s baseball team won the NCAA Division I
team championship in 1992.
90
91
Above: Willie the Wave, longtime Pepperdine mascot,
in some of his many guises through the years.
Right: Students enjoy a game of sand volleyball on the
court outside their dorm.
92
93
Below: The Pepperdine men’s tennis
team won the 2006 national title under
the leadership of head coach Adam
Steinberg (center).
94
Right: Marv Dunphy, the head men’s
volleyball coach, has directed Pepperdine
University to twelve NCAA Finals and
four NCAA National Championships.
95
Below: President Banowsky backs up for a leap into the Raleigh
Runnels Memorial Pool in 1975.
Above: Julie Rousseau, Pepperdine women’s
basketball head coach, served as an assistant coach
to the 2009 USA Women’s World University Games
basketball team.
96
97
The Pepperdine student body passionately supports
their teams, building school spirit, unity, and pride.
Left: Fans cheer the Waves to another victory in
Firestone Fieldhouse in the mid-1980s.
98
99
100
101
Members of the Pepperdine Improv Troupe performing in the Howard A. White Center (more familiarly known as the HAWC—pronounced “the hawk”).
102
103
SongFest (above) is one of Pepperdine’s longest-lived traditions.
Another is the fall musical, such as Hello Dolly (right), produced
in 2010.
Opposite: Musician and communication professor Chris Stivers,
seen here directing from the pit, has served as musical director
for decades.
104
105
Above: South Pacific was selected for Pepperdine’s 1960 fall musical production.
106
107
108
109
chapter 3: Faith and Community
Faith and
Community
T
he role of the Christian university is not one whose goals and path towards reaching
those goals are unchanging. In order to address the issues of the modern world, it
is important that an institution be able to respond and adapt to these changes. It is
also vital, however, to acknowledge that the level of success of such a feat is dependent on
a solid and tested ethical core. George Pepperdine gave his college this core. As he said at
the opening dedication ceremony in 1937, “There are many good colleges and universities
which can give you standard academic training, but if our school does not give you more
than that, it really has no reason to exist.”
In this and in everything that Pepperdine does, it is a place where faith becomes your
own. Its greater goal is to find meaning, and to find purpose, grappling with eternal ideas,
with all questions on the table. If some of these eternal ideas come in conflict with a
student’s essential beliefs, it is at Pepperdine where that student may gain the knowledge,
the courage, and the ability to address these conflicts and to become closer to, and more
confident in, his or her own understanding of the truth. In this section we take a look at
some of the ways in which that understanding is sought and celebrated.
Faith at Pepperdine is discovered and developed in myriad ways. All major social events
and official ceremonies are opened in prayer, and it is not uncommon for University business
meetings to be convened with a request to God for prudence, understanding, and guidance.
Many of Pepperdine’s Christian professors and administrators take the time to spiritually
encourage and pray with students and others who need the care that those who profess faith
are called to give. A prominent and long-standing feature in the Pepperdine landscape is
the annual Bible Lectures, a conference featuring classes, key-note speakers, performances,
and opportunities for spiritual exploration, which since its initiation in 1943 has drawn
thousands of visitors to Pepperdine every year. The University’s affiliation with Churches of
Christ remains strong to this day, enjoying policy and governance informed by Christian
principles, with prominent representation by members of the Church of Christ fellowship
within Pepperdine’s student body, faculty, administration, and boards.
Other programs include student-led worship services, small group Bible studies, and
individual spiritual mentoring sessions with faculty or staff sponsors. The Office of the
Previous pages: A student-led service held in Stauffer Chapel.
Right: The 125-foot Phillips Theme Tower, symbol of Pepperdine’s Christian ethos, was constructed in 1973.
112
chapter 3 : Faith and Community
University Chaplain provides pastoral care and spiritual
offers spiritual counseling to students within the residence
guidance, holds annual retreats in various off-campus
halls. In this spirit students are encouraged to initiate and
locations, and weekly morning prayers in Stauffer Chapel,
maintain on-campus Christian ministries that address
acting as the spiritual center of the University. Pepperdine’s
specific missions, service, and social interests, or worship
Campus Ministry gathers students for worship, study, and
formats that appeal to differing sectors of the student
prayer, welcoming people from all walks of life, regardless of
population. Recent student-led ministries have focused on
personal background or religious affiliation.
AIDS awareness, Asian American ministry, and social justice
Because the Pepperdine community comprises many
activism. It is through such policies and encouragement that
committed Christians and persons of compassion, the spirit
faith is converted into real-world results, and a community
of service is also expressed through myriad acts of personal
is brought closer together.
care, prayer, logistical support, and financial donations that
Christian principles are not witnessed merely in the
community members organize themselves, either formally or
social life of the Pepperdine student; rather they inform all
informally on behalf of others who find themselves bereaved
aspects of academic life and administrative policy, with no
from the death of a family member, diagnosed with and
separations drawn between the sacred and the secular in
suffering from major illness, incapacitated from physical
daily life and conduct. Each semester, all undergraduates
trauma, or otherwise overwhelmed by life’s challenges.
attend activities aimed at building Christian faith, affirming
Such acts of care can come about as a result of the natural
Christian values, or addressing ethical and moral issues
interaction of a closely bound community, or through
within a Christian worldview posed by current events.
initiatives like the Spiritual Life Advisor (SLA) program, a
Additionally, all undergraduates take at least three religion
voluntary peer-ministry with a one-year commitment that
courses before graduation.
Gary Selby, Blanche E. Seaver Professor in Communication and director of the Center for Faith and Learning.
The Center for Faith and Learning was founded to
School of Law’s Global Justice Program of the Herbert and
Christian commitment, and the Glazer Institute for Jewish
Elinor Nootbaar Institute on Law, Religion, and Ethics.
Studies was started with a similar purpose of advancing
The Graduate School of Education and Psychology runs a
dialogue on Christianity’s ongoing relationship with
program within the Union Rescue Mission Mental Health
Judaism, and with Israel.
Clinic, which provides free mental health treatment
And thus with a stronger community, both spiritually and
training experience while simultaneously giving aid to the
faith and the faith of others, Pepperdine turns to the world.
unfortunate and allowing students to learn first-hand the
The University Affirmation Statement says that “knowledge
multiple rewards of such community support.
Similarly the recently concluded Pepperdine Voyage
call is manifested is through the many activities coordinated
project provided a theological exploration of vocation through
through the Volunteer Center, which provides a panoply of
its five programs (curricular, co-curricular, ministry, faculty
volunteer opportunities with which students can get involved
development and professional schools), and the current Service
in serving others. Areas of volunteer interest include hunger
and Social Action Grant Program exists to bring students to a
and homelessness, education and literacy, health and wellness,
fuller realization that a life of service is their Christian vocation.
social justice advocacy, and environmental activism.
Among its many initiatives is the Professional School
114
services for the homeless of Los Angeles County, offering
academically, carrying with it a deeper understanding of its own
calls, ultimately, for a life of service.” One of the ways that
At a 1995 evening keynote Bible Lecture.
work in Rwanda, Uganda, Peru, and India through the
further this mission of integrating academic excellence with
While not all at Pepperdine are followers of the Christian
faith, there is one characteristic which all of its students
Student Service Internships, which gives students the
can proclaim to share, one that Pepperdine strives to find
opportunity to obtain experience with faith-based, service-
in its prospective students and to enhance and develop in
oriented organizations locally and around the world. The
its current students. It is a characteristic that in large part
academic year of 2010-11 alone saw funding awarded for
defines Pepperdine: the desire for the pursuit of truth.
115
Opposite: The Michelina Di Loreto Rainey Chapel on the Florence campus.
116
117
Left: Faith and Family conference, sponsored by
Pepperdine’s Pat and Shirley Boone Center for the
Family, June 2009.
Below: A panel discussion in the Kresge Reading
Room, Payson Library.
Above: Pepperdine hosts to
Veritas Forums, events that
engage students and faculty in
discussions about life’s hardest
questions and the relevance of
Jesus Christ to all of life.
Right: The Ascending Voice is an
international symposium devoted
exclusively to a cappella music in
Christian worship.
Far right: Jerry Rushford,
professor of religion and director
of church relations, at a 1989
Bible Lecture. Rushford, who has
worked in the Religion Division
since 1978, will step down as
director of the Bible Lectures—
Pepperdine’s largest annual event
— in 2012.
118
119
Burnett Heroes Garden, situated on one of the highest
bluffs of the Malibu campus, pays tribute not only to
Graziadio School graduate Thomas E. Burnett, Jr.,
who died on board United Flight 93 on September 11,
2001, but also to all the heroes who gave so much on
that day.
120
121
An annual flag display in remembrance of those who lost their lives in the attacks of 9/11—a project conceived by students.
122
123
Right: A memorial service in Heidelberg for long-serving professor, Mary Drehsel, who died
in spring 2011.
Below and opposite: Pepperdine students teach English to day workers, a service
coordinated through the Pepperdine Volunteer Center.
124
125
Above: Step Forward Day, 2009. Working through
the Pepperdine Volunteer Center, Waves of Service, the
Pepperdine Alumni Association, and all five schools,
Pepperdine organizes a day of volunteer service enacted by
the University community the world over.
Right, opposite and overleaf: Residents of the Bethanie
Elderly Home visiting the Lausanne campus.
126
127
128
129
chapter 4: Global Perspective
Global
Perspective
P
epperdine finds itself in the unique position of being a faith-based university with
a significant global footprint. This is both a challenge and an opportunity for the
University to extend its dialogue towards universal inclusiveness. Pepperdine strives
to establish and extend its multiple international bases, not only with its undergraduate
international programs, but in its multitude of programs throughout the five schools, in many
cases founding permanent bases from which these dialogues can occur over the course of
decades, and of generations, into the future. This allows the individual programs and divisions,
not to mention the students themselves, to develop a deeper understanding of the surrounding
communities, with a better footing for addressing any changes that may come about. In a contracting world, a global understanding is ever more vital. At Pepperdine this need
is fulfilled in several ways. One of the most prevalent is the year-round residential program,
which began in Heidelberg, Germany, in 1963, and has since expanded onto five other
campuses spread across three continents. Over half of all Seaver College students go overseas
during their college career, and upon graduation, many will tell you that participation in one
of these programs was the single most significant experience of their undergraduate years. To
instill an environment of diversity, the University develops and enacts a compelling personal
and professional vision that values diversity and uses global and local leadership opportunities
in pursuit of justice. It facilitates dialogue, action, and opportunities for local and global
leadership, as well as integrating principles that embrace human diversity in responding to
pressing real-world problems.
At Pepperdine, internationalism begins at home. In any given year there are more than
400 international students from 70 countries enrolled at the University, for whom the Office
of International Student Services (OISS) is there to ease their transition on campus. Among
other things, the OISS runs an Intercultural Affairs Office to champion diversity, and facilitates
the Pepperdine International Club, which seeks to intertwine the cultures of students from
all backgrounds. Likewise, the launching point for undergraduates wishing to expand their
knowledge of the world is the International Programs Office. Its job is vital and effective, as
evidenced by the fact that Pepperdine finds itself consistently at the top of the ranks in student
undergraduate participation in study abroad programs.
Previous pages: Students take in a panoramic view of Heidelberg.
Right: Participants in the international program enjoy a taste of
the old world at Residenza Tagliaferri on the Florence campus.
132
This international outlook goes beyond educational
chapter 4 : Global Perspective
program made with a home improvement campaign in
tourism. As with everything Pepperdine does, it is driven by
Uganda, to promote health and sanitation and address the
the will to implement a purposeful and fulfilling experience
need for safe drinking water. This kind of initiative and
for all, backed by the highest standards of Christian values.
others like it serve as recognition of the importance of the
With this the Pepperdine ethos of applying academic and
global perspective, and that it involves not only the social
ethical excellence in real-world situations extends far outside
impact brought about by the developing international
national borders. Students in all of its international programs
community, but also the environmental impact. Pepperdine’s
are encouraged to join local organizations and to participate
response to the Christian duty of stewardship inspires its
in activities that allow them to meet and interact with
association with initiatives such as the Earth Policy Institute,
locals for a more intensive intercultural experience. From
which address the problems facing the global environment
the Buenos Aires campus students provide art classes and
and ways to create a sustainable future.
educational support for children from low-income families
The driving force and the guiding light for all of the
and develop microloan projects in rural communities. In
above is as always the framework of Christian principles.
Lausanne they attend courses like the Crossing Boundaries
It enables the students and alumni of Pepperdine to prize
Leadership Institute, designed to explore communication
a wider scope of responsibility. With a more advanced
processes through which societies can be influenced,
insight into the world comes a fuller understanding of
motivated, and mobilized. London program participants
purpose; a broader, more informed community; and a
volunteer with local church groups.
higher platform from which to view the globe and all of
This idea of globalism is applied across all of the
its people. A combination of faith and perspective brings
University’s schools. The Graziadio School’s degree programs
heightened knowledge, from the individual to the entirety
include the International MBA and the MS in Global
of the human race. Through this global dialogue horizons
Business programs, which prepare its students to succeed
are expanded, and students leave Pepperdine having gained
in today’s multinational businesses and organizations. The
a more enlightened awareness of their world. And, as it is
Graduate School of Education and Psychology’s EdD in
hoped and believed, the world is left better off because of it.
Organization Change program offers a unique executive
seminar-style program that prepares individuals to lead and
facilitate strategic change, and is held at various locations
including the University of Monterrey in Mexico.
The School of Law offers an international program in
London that is structured so that students may complete
certain core American law courses while enriching their legal
education with a variety of international and comparative
courses. Its Global Justice Program sees students and faculty
collaborating in some of the world’s most vulnerable places,
creating lasting impact through its initiatives in human
Above: The International Programs Office maintains
all study abroad programs for Seaver College. Its
goal is to provide students with a life-changing
international experience designed for intellectual,
social, personal, and spiritual transformation.
Right: M. Norvel Young teaching history at George
Pepperdine College in 1937, 20 years before he
became its third president.
rights and religious freedom. In the School of Public Policy,
students aspiring to careers in the global arena may choose
to develop a concentration in international affairs, organized
around a regional interest as chosen by the student. Such an
emphasis aids in developing a comparative and international
framework for public policy.
Mutually beneficial partnerships are often formed
with other like-minded programs external to Pepperdine,
partnerships such as the one the University’s east Africa
134
135
Heidelberg Students take in the atmosphere in the marketplace of the old town.
136
Daniel Daugherty, director of the Heidelberg program, on an excursion with students to the Maulbronn Monastery.
137
Student accommodations in Moore Haus: on the left is a small store room known as
“the Cat Cave,” filled with messages from generations of Heidelberg students.
138
139
Heidelberg provides many opportunities to explore and learn, such as the
Maulbronn Monastery (left) and the Marstallhof (above, c.1970), former
stables of Heidelberg Castle.
Opposite: Moore Haus, located in a quiet, wooded neighborhood, has served
as the heart of the Heidelberg program since it was purchased in 1965.
140
141
London
Above and right: A student visit to the Victoria
and Albert Museum in west London.
142
Left: Carolyn Vos Strache, director
of the London Program, with
students in the Lewis Family Kitchen
and Dining Center,, making high tea
for Valentine’s Day.
143
The front entrance at Prince's Gate. Former U.K. prime minister Margaret Thatcher attended the reopening of London House in 2008.
144
Valentine’s Day gifts await each student on the London House stairwell.
145
Above: Italy, December 1964—students in the Heidelberg program traveled to Pisa for
their Christmas holidays.
Florence
Opposite: The city’s famous Duomo looms large behind students.
146
147
A student stands in the entrance hall of Residenza Tagliaferri, off Viale Milton.
148
Professor Leonardo Lastilla teaches humanities in the seminar room at Villa Di Loreto.
149
Stairs leading to the administrative offices and faculty apartments show the austere
architectural beauty of Villa Di Loreto.
150
Students walk through the Piazza Duomo.
The stairwell of Residenza Tagliaferri contains photographs of trips, and murals created by
former students, memorializing their time in Florence.
Students head to class in Villa Di Loreto.
151
Lausanne A student excursion to the Cathedral of Notre Dame.
152
153
154
155
A student on a horseback riding tour of the pampas of
Argentina.
Buenos Aires
Top: International Programs participants walk on the Salinas Grandes salt flats.
Above: Students watch a sheep-shearing in a Patagonian barn.
Left: Buenos Aires offers a charming combination of European tradition and Latin culture.
156
157
Shanghai
Right: Students in the countryside
of Yangshuo on an educational
field trip.
Below: In front of the entrance to
the Forbidden City in Beijing.
Clockwise from top left: The front gate of the Shanghai facility, affectionately
called the “jia,” meaning “home” or “family” in Chinese; a student being helped
by a local Buddhist pilgrim to disembark en route to the Samye Monastery in
Tibet; 2011 orientation trip to Wuzhen, a “water village” on the outskirts of
Shanghai; in the Olympic Village on a field trip to Beijing.
158
159
Fiji, 2010—participants in the Fiji Kinde Project read stories to children.
Above: Peru, 2010—members of the Pepperdine Global
Justice Program give assistance in the human settlements.
Right: India, 2010—a legal fellow with women in Mumbai,
as part of the International Justice Mission, which fought to
eradicate sex-trafficking and underage prostitution.
Dominican Republic, 2010—these are just some of the orphaned children that benefit from
Pepperdine’s Project Serve program.
160
Uganda, 2010—School of Law students and faculty form a team to promote social justice.
161
Mission
Statement
P
epperdine is a Christian university committed to the highest standards of
academic excellence and Christian values, where students are strengthened
for lives of purpose, service, and leadership.
162
164
Afterword
165
166
Afterword
167
Affirmation
Statement
As a Christian University Pepperdine Affirms:
That God is
That God is revealed uniquely in Christ
That the educational process may not, with impunity, be divorced from the divine
process
That the student, as a person of infinite dignity, is the heart of the educational enterprise
That the quality of student life is a valid concern of the University
That truth, having nothing to fear from investigation, should be pursued relentlessly in
every discipline
That spiritual commitment, tolerating no excuse for mediocrity, demands the highest
standards of academic excellence
That freedom, whether spiritual, intellectual, or economic, is indivisible
That knowledge calls, ultimately, for a life of service.
169
Sponsors
Sponsors
170
171
172
Sponsors
173
174
Sponsors
175
Acknowledgments
176

PePPerdine - Aliento, The Center for Latina/o Communities

Transcription

Similar documents

The Return of George Washington-Pepperdine lecture series

Brochure - Pepperdine University School of Law

Pepperdine Vacation Lectureship-

Welcome Guests Thanksgiving in April Today at Conejo... Randy

PEPPERDINE GRAPHIC MEDIA

Guests Today at Conejo... Top Ten Reasons to Attend the 2012

Women in Leadership: Work-Life Balance