PRESIDENT’S REPORT 2009–2010

Santa Cl ara UniverSit y

c o n t e n t s

A Letter from the President ......................................................................... 3

Introduction ............................................................................................... 5

Intersection of Theology, Science, and Culture

Dissecting Biotechnology with Religion and Ethics .................................. 7

A Meeting of Minds: The Artful Interweaving of Science and Religion ........ 8

Exploring and Embracing Silicon Valley’s Religious Diversity ....................9

Markets, Inequality, and Poverty

Global Fellows Open a Window to the World .......................................... 11

In Pursuit of Happiness—An Economist’s Perspective ........................... 12

Power to the People ........................................................................... 13

Ecology and Sustainability

Engineering Seniors Inspire Sixth-Graders to Conserve Resources .......... 15

Human Rights and Civic Responsibility

Ending Modern-Day Slavery, One Survivor at a Time.............................. 17

2009–10 Highlights .................................................................................. 18

2009–10 Financial Overview ...................................................................... 24

University Governance .............................................................................. 27

About SAntA ClArA univerSity

Santa Clara University is a comprehensive Jesuit, Catholic university located 40 miles south of San Francisco in California’s Silicon Valley. Santa Clara offers its more than 8,800 students rigorous undergraduate programs in arts and sciences, business, and engineering, plus master’s degrees in a number of professional fields, law degrees, and engineering and theology doctorates. Distinguished by one of the highest graduation rates among all U.S. master’s universities, Santa Clara educates leaders of competence, conscience, and compassion grounded in faith-inspired values. Founded in 1851, Santa Clara is California’s oldest operating institution of higher education. For more information, see www.scu.edu.

As president of Santa Clara University, one of my goals is to provide opportunities for students, faculty, and staff to grow as we encounter new cultures, new scientific discoveries, new technology.

It is this same challenge of growth that was at the heart of last spring’s conference in Mexico City—Networking Jesuit Higher Education for the Globalizing World: Shaping the Future for a Humane, Just, Sustainable Globe. My own thinking about Jesuit education received a strong stimulus from the address of Fr. Adolfo Nicolás, the Jesuits’ Superior General, as he detailed the nimbleness we need to educate students in the globalized, interconnected, and highly technological culture of the 21st century.

He asked this question of those of us gathered in Mexico City: “Can Jesuit universities today, with energy and creativity … forge intellectual bridges between Gospel and culture, faith and reason for the sake of the world and its great questions and problems?”

He went on to say that we educators face great difficulties when instructing students immersed in a world of blogs, text messaging, virtual friends, iPods, and viral videos. The laborious, painstaking work of serious, critical thinking often gets short-circuited in such an environment.

As Fr. Nicolás stated, “The globalization of superficiality challenges Jesuit higher education to promote in creative ways the depth of thought and imagination that are the distinguishing marks of the Ignatian tradition.”

Fr. Nicolás also spoke of the rise of two “isms” in our globalized world: on the one hand, an aggressive secularism that claims religion has nothing to do with answering the world’s big questions; on the other, various fundamentalisms that escape complexity by taking refuge in blind faith, unregulated by human reason.

I found it interesting that Fr. Nicolás returned repeatedly to the need for real creativity: an active dynamic process of finding responses to real questions, “finding alternatives to an unhappy world that seems to go in directions that nobody can control.” Jesuit education is grounded in critical thinking, creativity, and imagination.

I came away from the conference pondering how to bring these new perspectives home to Santa Clara, and thinking about the best way to share them with our students and faculty.

We are already designing and delivering an educational environment that provides space in which students and faculty can wrestle with the great questions and problems of the world. I appreciate your support as we further develop our pedagogy in order to shape a better future.

Best wishes,

Michael E. Engh, S.J.President

A LETTER FROM THE PRESIDENT

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The Holy Father affirmed that the special

mission of the Jesuits was to be “at the

frontiers … those geographical and spiritual

places where others do not reach or find it

difficult to reach.” He further identified the

frontiers as places where “faith and human

knowledge, faith and modern science, faith

and the fight for justice meet.”

Quotation from PoPe Benedict (35th General conGreGation):

Theology, Science, and culTure

At Santa Clara, we strive to educate

students with theological and

religious literacy to help navigate

a world in which political and

military conflicts involve clashes

between cultures and theological worldviews. We

offer students the intellectual tools to step back and

clearly perceive the place of science and religion as

harbingers of truth in their own cultures.

In this report, we will discuss theologians and

engineers in dialogue with their students about

chaos theory, suffering, and beauty, as well as a

team-taught, cross-disciplinary course in genetic

engineering and ethics.

MarkeTS, inequaliTy, and PoverTy

We encourage students to

develop compassion, to immerse

themselves in the realities of those

who are on the margins of society,

and then reflect on the meaning of

these experiences in their own lives.

In this report, we talk about the Global Women’s

Leadership Network, which sends both male

and female business students abroad to not only

help those in underdeveloped regions, but also

to transform themselves. We also relate how an

economics professor shares with students his

research on economic growth and happiness

inequality.

ecology and SuSTainabiliTy

We instill in our students a deep

care of the earth. We demonstrate

how religious values can join

forces with technology to protect

the environment and those most

harmed by pollution and climate change.

In this report, we tell the story of our engineering

students whose senior project was to build an

“energy bike” to teach elementary school children

about sustainability.

huMan righTS and civic reSPonSibiliTy

We strive to help our students

develop a genuine sense of

compassion with those in need.

We provide them with experiential

learning opportunities to engage

with those on the margins, such as refugees and

migrants.

In this report, we share stories about the law

school’s Alexander Community Law Center, where

students and faculty are working with victims of

human trafficking—not overseas, but in the heart of

Silicon Valley.

In the best Jesuit tradition, Santa Clara

students and faculty are immersing themselves

in geographical and spiritual places that are most

difficult to reach.

L ast spring, at the conference in Mexico City, the leaders of 180 Jesuit

colleges and universities met at a three-day gathering organized by the

late Paul Locatelli, S.J., former SCU president. The attendees discussed four

“frontier challenges” in Jesuit education:

• Theology, science, and culture;

• Markets, inequality, and poverty;

• Ecology and sustainability; and

• Human rights and civic responsibility.

how doeS SanTa clara univerSiTy MeeT TheSe challengeS?

f o r e w o r d

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Students engage in these difficult dialogues twice a week in a

course called Social and Ethical Dimensions of Biotechnology,

co-taught by Biology Professor Leilani Miller and Margaret

McLean, associate director of the Markkula Center for Applied

Ethics and religious studies lecturer.

Many of the ethical questions students dwell over bubble out

of religious traditions.

“There is no one way to look at these issues … it’s very

pluralistic,” says Miller. “The students who are ‘techno-optimists’

come with the attitude that technology can solve every problem,

but we want them to understand that that’s not always the

case … and not everyone shares their religious or cultural

perspective.”

As they look at pre-implantation genetic diagnosis, the

development of AIDS vaccines, gene therapy, genetically

modified crops, and informed consent scenarios, students

constantly evaluate the ethical responsibilities and implications

of cutting-edge technology.

“We ask them questions like what the ethical imperative

is to develop AIDS vaccines for African countries when we

aren’t even able to provide healthcare to all U.S. citizens,”

explains McLean. “What’s our obligation beyond our borders?

The students use ethical principles, guided by their moral

compass and religious beliefs, to arrive at ethically defensible

conclusions.”

For Michelle Pesce ’09, it was these discussions that spurred

her decision to pursue a graduate degree in bioscience at

Keck Graduate Institute of Applied Life Sciences in Claremont,

Calif. “I discerned that I enjoyed discussing and thinking about

T hirty students break out into groups of six each to discuss whether insurance companies

should have access to an individual’s genetic tests, whether such genetic testing

information should be collected in a DNA bank, and whether society should have the right to

require mandatory genetic testing under certain circumstances.

complex scientific and medical issues that impact society and

that I enjoyed being an advocate for such causes,” she says.

“The passion and planning that went into this class made a

lasting impression on me. Ethics is a core value in my graduate

program—a value that was instilled in me permanently at

Santa Clara.”

The impact of this course has, indeed, been far-reaching.

Miller says it has expanded the way she views the world. “It’s

not about studying science in isolation or ethics in isolation. It’s

about seeing all the different perspectives and realizing that all

of them have their own justifications that need to be respected,”

she says. “I can no longer disconnect science from the ethical

issues it engenders … they’re completely intertwined. And

that’s what students end up discovering, too.”

Faculty members Margaret Mclean, religious studies, and leilani Miller, biology, review nathan yung’s ’11 poster on evolving vaccine trials.

t h e o l o g y , s c i e n c e , a n d c u l t u r e

DISSECTING BIOTECHNOLOGY WITH RELIGION AND ETHICS

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Can beauty be found in suffering? Is it rational to believe in

miracles? These and other, seemingly paradoxical questions fill

the classroom with intense—sometimes heated—discourse in

some of the most unexpected courses offered at Santa Clara.

Two highly respected deep thinkers in SCU’s theology school

and engineering department challenge a widespread belief that

science and religion are essentially unrelated areas of human

inquiry.

If ever there were a perfect example of kindred spirits,

it would be found with Aleksandar Zecevic, a professor

of electrical engineering, and Alejandro García-Rivera, a

theologian and faculty member of the Jesuit School of Theology

(JST). Their main connection leads them to align with the Jesuit

outlook that every dimension of creation is sacred and therefore

no area of study or line of inquiry is off limits.

Both men are nicknamed “Alex,” have impressive science

backgrounds, share a lifelong passion for aesthetics, and are

intent on revealing ways in which concepts that appear to be

self-contradictory may, in reality, express a number of possible

truths. They’ve both designed innovative courses with a primary

goal of creating autonomous thinkers.

The two met three years ago, when Zecevic recruited

members for a joint JST-SCU colloquium on science, art, and

religion with colleagues from JST, the School of Engineering,

and the College of Arts and Sciences. In their monthly meetings,

the interdisciplinary reading group delves into various aspects

of aesthetics. Where most of us think of aesthetics or beauty

in terms of form, order, and symmetry, Zecevic explains

that it is the mix of order and disorder that

characterizes nature, and without disorder it

would be a boring universe devoid of novel

occurrences.

Both men employ the Socratic style of

teaching, a form of inquiry and debate that

serves to stimulate critical thinking and

illuminate ideas. The focus is on giving

students questions, not answers, and the

openness of the Jesuit way of teaching

naturally allows the needed space for

students to engage the big questions.

Zecevic uses his recently completed

manuscript, Chaos Theory, Metamathematics

and the Limits of Knowledge: A Scientific

Perspective on Theology, Aesthetics, and

Ethics, as the primary text in his course of

the same name. He says, “Many times in

science, especially when you have no direct

experience of the concepts you are dealing

with, you resort to aesthetic criteria … you go with what looks

the most elegant mathematically.”

In his 2009 book, The Garden of God: A Theological

Cosmology, García-Rivera uses the cultivation of a garden as

a metaphor for man’s relation to the cosmos—a garden not so

much designed as discovered. He reminds us that “aesthetic

insight is needed if we are to discover the garden of God in

Electrical Engineering Professor aleksandar Zecevic teaches his course in Chaos Theory, in which students debate scientific perspectives on theology, aesthetics, and ethics.

t h e o l o g y , s c i e n c e , a n d c u l t u r e

A MEETING OF MINDS: THE ARTFUL INTERWEAVING OF SCIENCE AND RELIGION

Theologian and JST Professor of Systematic Theology alejandro garcía-rivera

Adesola Oshinoiki ’12 thought Islam

was oppressive toward women until

she interviewed some Turkish Islamic

women as part of her Religions in

Silicon Valley class.

Established in 2003, Santa Clara’s

Local Religion Project afforded Oshinoiki

the opportunity to step outside her

comfort zone.

“In Silicon Valley, we have a unique

opportunity to study global cultures

and religious traditions,” says Religious

Studies Associate Professor Philip

“Boo” Riley. “We want to mine these

opportunities and find out what happens

when people of different faiths interact.”

For Oshinoiki, it meant shedding

assumptions based on media reports.

In her conversations with Muslim

women, she discovered that they have

the same rights as men when it comes

to divorce, that they choose to wear the

hijab (a head covering), and not every

Muslim woman is as devout as the next.

“Through this experience, I’ve

learned to keep an open mind,” says

the 21-year-old computer engineering

major. “I have also acquired a newfound

appreciation and respect of another

person’s religious beliefs.”

Professor Riley sums it up: “The Local

Religion Project demystifies complicated

abstract theology. Students get access

to ordinary people and the role religion

plays in their day-to-day lives. It

provides students with real context for

theological thinking and I think it pushes

us to reflect on the humanity of religion.”

(

EXPLORING AND EMBRACING SILICON VALLEY’S RELIGIOUS DIVERSITY

the cosmos.” He adds, “I believe wholeheartedly that we must

begin to see the interconnectedness of the world, to grasp its

complexity, even if our intellectual traditions have conditioned

us to seek a different type of grasping.” He often uses the term

“interlacing,” which he describes as the artful weaving of various

perspectives across disciplines to gain an insight greater than

any of its components.

García-Rivera teaches the course Theology and Human

Suffering at JST. “I always start the class by saying it’s hard to

teach a class where everybody’s an expert … because who

hasn’t suffered?” At times, he says he may be the naïve one

in the classroom. It can become tense when students from all

parts of the world share experiences. Many have known great

turmoil, endured torture, or witnessed the deaths of loved ones;

others have struggled with serious illness and loss. “Students

come back to me years after and tell me it’s the one course

that’s helped them the most,” he says. What makes this class

unique is that it’s based on the principle of the cosmic nature

of suffering and the beauty of suffering. But how can one

find beauty in suffering? “That is our challenge in theology,

especially today,” says García-Rivera. “If you cannot see

beauty in suffering there’s just one alternative left … and that’s

despair.”

Why should a student care about this intersection of science

and religion? Zecevic offers a rationale from the engineering

course he teaches on science and religion, in which students

are faced with the question: “What can one rationally believe?”

Students with a religious background may wonder, for example,

if what they learn in the sciences is compatible with their

beliefs. Students in a technical discipline might ask whether

certain counterintuitive theological claims (such as miracles)

are logically acceptable. As part of their coursework, the

students write candid, sometimes beautiful reflections on these

questions, often transforming themselves in the process.

“This is not something that you are likely to see in any other

engineering class,” says Zecevic. “It’s wise to question …

Jesuits are good at that.”

(In the midst of producing this publication, on December 13, 2010,

we were saddened to hear that Alejandro García-Rivera passed away.

He was a respected colleague, beloved teacher, and one of the most

important and influential voices among the circles of theology and

science.)

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“I have been to many countries and seen much poverty … and

Indonesia was no different,” says the 19-year-old. “But what

was unique about my experience was that I got to go to a

remote jungle—Halimun—where you don’t get the third-world

feel … this was prehistoric.”

Erkelens, a marketing major, observed people living a simple

life: families eating, working, and living together, and making the

most of the frugal resources they had. “They were poor, yes, but

they were some of the happiest people I have met,” he says.

Erkelens went to Indonesia as a Global Fellow through a

program sponsored by the Leavey School of Business and

supported by the Global Women’s Leadership Network (GWLN).

Launched in 2004, the GWLN supports various programs

that help women become leaders in their communities. “The

Global Fellows program places students with not-for-profit

organizations, many of which are run by graduates of the

GWLN,” says Linda Alepin, founder of the GWLN and dean’s

executive professor for entrepreneurship. “The Global Fellows

get to participate in a community-based learning approach with

a strong social justice focus and learn what it’s like to make a

real difference in underserved communities.”

Erkelens is one such student. He worked closely with Ami

Aslepias, a graduate of the GWLN, helping her organization

with the marketing of a hydro project that

supplies power to the most rural areas in

Indonesia.

“I interviewed the locals, asking them

about the impact of the proposed

hydro project, and created a marketing

campaign,” recalls Erkelens, who

benefited from the hands-on experience.

“I got to use all the skills from my

marketing classes, and the people skills

M ichael Erkelens ’12 came to the United States from Guatemala when he was 6.

He experienced a similar cultural uprooting last year when he went on a month-long

summer fellowship program to Indonesia.

I acquired came in handy when I became a residential learning

community facilitator at Santa Clara.”

Even though the Global Fellows Program is sponsored

by a women’s leadership network, 25 percent of the student

applicants are males. “We’ve realized both men and women

need to partner on these projects,” says Alepin. “Our students

get great exposure and learn a lot about women’s rights by

immersing themselves in these organizations.”

For Erkelens, it was a trip that validated everything he has

been learning at Santa Clara. “We are constantly talking about

competence, conscience, and compassion at SCU, and this

fellowship complements the University’s mission perfectly,” he

says. “I was able to live out my education in a remote jungle.

I learned how to observe, listen, and share and truly become a

global citizen.”

Michael erkelens ’12 is one of approximately 30 SCU students who are placed annually with not-for-profit organizations around the world. Erkelens, a marketing student, worked and studied in a rural region of Indonesia.

m a r k e t s , i n e q u a l i t y , a n d p o v e r t y

Global Fellows open a window to the world

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Since the summer of 2007, Economics Assistant Professor

John Ifcher has been running statistical analyses measuring the

happiness of single mothers.

Ifcher was intrigued that many researchers had evaluated

social welfare programs in terms of economic indicators but no

one had investigated their impact on subjective well-being.

“Single mothers are a poor, disadvantaged group, on average,

with less access to opportunities than other groups—e.g.,

married mothers or single women without kids. On top of

that they have the challenge of running a household solo, are

stressed about raising a kid by themselves, and might even be

weighed down by social stigma,” he says. “To only study them

based on economic indicators is missing a large part of the story.”

Supported by the Markkula Center for Applied Ethics, Ifcher’s

research closely interplays with his course, The Economics

of Poverty and Income Inequality, where he and his students

examine various facets of income disparity. The class begins,

though, by understanding the definition of inequality.

“We discuss whether income inequality is a good or bad thing.

How much should the government do about it? And there’s a

huge divergence of opinion on what equality is,” he says of his

class. “Is equality everyone gets the same? Is equality everyone

gets based on what they need? Is equality everyone gets based

on what they give, i.e., their productivity? There are a lot of

different ways to define it … and a lot of students feel that it’s

fair that those who don’t give a lot, don’t get a lot.”

Assistant Professor of Economics John ifcher shares his research on happiness and money with students in his Economics of Poverty and Income Inequality class.

m a r k e t s , i n e q u a l i t y , a n d p o v e r t y

In pursuIt of happIness— an economIst’s perspectIve

Entrepreneurs, investors, and energy

experts came to the Mission campus

in April last year to discuss efforts and

obstacles in bringing renewable energy to

underserved consumers worldwide.

The conference, aptly called “Power

to the People: Renewable Energy

for Underserved Communities,” was

organized by Santa Clara University’s

Center for Science, Technology, and

Society (CSTS).

A 2010 United Nations study revealed

that 1.6 billion people—one quarter of our

world population—do not have access

to electricity.

Despite the facts, though, Radha Basu,

then-co-managing director of CSTS, is

optimistic.

“We have inaugurated a three-year

Clean Energy Sector Program at Santa

Clara that combines this institution’s

leadership in engineering and social

enterprise with the school’s Jesuit

values in pursuit of clean energy for the

developing world,” says Basu. “While we

can’t compete with the R&D capabilities

of major research universities, we can

capitalize on social enterprise, acting as a

bridge between Silicon Valley innovation

and solutions being developed around

the world.”

Entrepreneurs, investors, technologists, and community organizations examined innovations in technology, business models, and public policy required to deliver cost-effective renewable energy solutions to underserved populations.

In pursuIt of happIness— an economIst’s perspectIve

POwER TO ThE PEOPLE

Ifcher stresses his teaching style is not to tell students what’s

right and wrong, but to provide them with the tools to make

that distinction.

“I think the core value of economics is critical thinking, critical

writing, and a tool chest for analyzing things,” he says. “I’m

trying to teach them how to have thoughtful and informed

conversations. They draw on real knowledge of facts, and they

use economic theory to analyze situations and finally synthesize

arguments.”

The kind of interactivity and questioning that Ifcher brings to

his class is informed by his research.

“There’s a definite synergy,” he says. “In talking about income

and inequality in my class, I discuss that one of the problems

with measures of inequality is that they only include earned

income, so we start having discussions on how else inequality

can be measured … and subjective well-being, or happiness, is

a valid alternative measure to explore.”

His students walk out of the class knowing that economics

isn’t just about understanding micro and macro theories—it’s

about realizing the all-encompassing and real impact of

economic policies on lives everywhere.

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The team approached senior design advisor and Professor

Shoba Krishnan with an idea for an “energy bike.” Krishnan

is passionate about steering young kids into engineering,

especially females, and suggested that the Walden West

Science Center in Saratoga would be the perfect “client” for

the team to implement their project.

The Energy Bike would show students how to create their

own energy and observe how much power they can generate

by supplying different outputs. The biggest challenge for the

engineering students was how to convey abstract concepts of

energy in a fun and engaging way to fifth- and sixth-graders

who may have had little or no exposure to the sciences.

So the team hooked the bike up to a light box to demonstrate

how the students’ pedaling affected the lighting ability of both

a traditional incandescent light bulb and a fluorescent energy-

saving bulb. When the kids saw firsthand they could light up

so many more fluorescents with so much less effort, the team

noted a marked shift in the students’ reactions.

“So you can ‘feel’ that the fluorescents take less energy, and

seeing the energy bike in action this way turned an abstract

into a physical feeling that they could grasp,” says Uys. “It was

significant. They saw that science was cool and this is what you

could be doing if you studied science in school.”

Advisor Krishnan noted that because the bike’s intricate

mechanism was encased in clear plastic, everyone could easily

see what was going on. “There was a working generator inside,

not a hamster running on a treadmill,” she says. The team was

especially careful about the budgeting aspects of the project

and even repurposed an old exercise bike to use the frame

for their Energy Bike. “The young students observed that they

could reuse all kinds of things, to not just throw things away,

but use them to make amazing new things—electricity!” says

Krishnan. She adds, “Knowing that the small seeds they’ve

planted in the minds of these fifth- and sixth-graders might lead

to the creation of new technologies we haven’t yet imagined is

truly exciting.”

F or their senior design project, mechanical engineering senior Ursula Uys and her

classmates Tory Chun and Jessica Scott decided to use science to inspire and excite

youngsters to learn about electricity and sustainability.

Originally from South Africa, Uys remains at SCU earning a

master’s in engineering management. She says her capstone

project confirmed that she someday wants a career in industry,

but she’s also very interested in teaching and helping people

as a means of giving back. About the Walden West project,

Uys says, “I knew it was going to be rewarding, but not to this

extent. It blew me away to see these kids light up—both literally

and figuratively.”

ursula uys ’10 shows young students that science is cool with the Energy Bike, the winning senior design project in the electrical engineering category. The Energy Bike project also was designated “Best Community-Based Project.”

e c o l o g y a n d s u s t a i n a b i l i t y

EnginEEring SEniorS inSpirE Sixth-gradErS to ConSErvE rESourCES

Perpetuating a Passion for SustainabilityAs president of the Walden West Foundation, the late Abby Sobrato ’83 shared a lifelong commitment to exposing young students to science, technology, and sustainability. It was originally her idea to have SCU engineering students work with Walden West.

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“I was not allowed to answer the door or any calls,” she says, her

eyes welling up. “I was completely disconnected from the world

and had no one to run to.”

She had no idea what visa she was on or her legal status in

the United States. “My brother-in-law told me he had all the

paperwork taken care of,” she recalls. “And I needed the money

to send back home.”

After 14 arduous months of working 20-hour days, she was

told her services were no longer required. “I begged my brother-

in-law to send me home, but he said it wasn’t his responsibility

and I was left out on the streets with no recourse,” she says.

Some distant relatives came to her rescue, and after multiple

odd jobs, she found stable employment at a local café. Finally,

she also sought the help of Catholic Charities. “I had brought

my youngest baby—my 5-year-old asthmatic son—illegally

into this country and I needed help,” she says, breaking down

once again.

The relief organization referred her to the Katharine and

George Alexander Community Law Center, a part of SCU’s law

school. The center provides pro bono advice and representation

in several areas including workers’ rights, consumer rights and

immigration rights.

In 2009, the center, as lead agency on behalf of the South

Bay Coalition to End Human Trafficking, received a $300,000

two-year grant from the U.S. Department of Justice to help

victims of human trafficking, a little-known but persistent

problem in the South Bay area.

Lynette Parker, supervising attorney for immigration, oversees

law students as they perform background research; interview

clients; prepare forms, declarations, and briefs; accompany

clients in law enforcement interviews; and work with the clients’

case managers.

I t has been 11 years since CCH (name concealed to protect the victim’s identity) saw

her two older children. Trafficked into the U.S. by her brother-in-law, she stayed captive

in his house, scrubbing floors, babysitting, cooking, doing dishes, and performing a host of

other activities for a meager $80 a week.

“In law school, the focus is on Socratic thinking,” says Parker.

“When they come here and get immersed in an emotional

situation, it’s challenging for them. These are not simulations …

these are real-life situations.”

With the help of Parker and SCU’s law students, CCH now

has a T-visa that grants her work authorization for four years;

her youngest son also has a T-visa. In three years she and her

son will be able to apply for permanent residency.

It’s by working on such cases that students realize what a

difference they can make in someone’s life—and how privileged

their own lives are.

“Sometimes it’s hard to come home and leave the client’s

problems at the clinic,” says law student Mina Ciurea ’11. “It’s

hard to cope with the fact that these people go through such

trauma and I have such a sheltered life here.”

Ending modErn-day slavEry, onE survivor at a timE

lynette Parker, law faculty member, advises a modern-day slavery victim on immigration law. Parker handles 11 human trafficking cases at SCU’s Alexander Community Law Center.

h u m a n r i g h t s a n d c i v i c r e s p o n s i b i l i t y

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Faculty awards

ron hansen, the Gerard Manley Hopkins, S.J., Professor of Arts and Humanities at SCU and literary editor of Santa Clara Magazine, was awarded the Denise Levertov Award by the journal Image and Seattle Pacific University on May 20, 2010, for his sustained and serious engagement with the Judeo-Christian tradition in prose.

dragoslav d. Siljak, the Benjamin and Mae Swig University Professor in the School of Engineering, won the Richard E. Bellman Control Heritage Award for his contributions to the theory of large-scale systems, decentralized control, and parametric approach to robust stability. The award is the highest recognition of professional achievement for U.S. control systems engineers and scientists, given for distinguished career contributions to the theory or application of automatic control.

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Hansen

SCu students win third place in international Solar Decathlon Team California—composed of students from Santa Clara University and the California College of the Arts in San Francisco—came back winners from the 2009 Solar Decathlon sponsored by the U.S. Department of Energy in Washington, D.C., the week of Oct. 8–16.

Twenty teams of college and university students competed to design and build a 100 percent solar-powered house. Team California built an 800-square-foot house—called Refract House—on campus for the competition that won second place in engineering and third place overall.

highlights

Siljak

Fulbright Awardees

• Megan williams ’10, political science major, who studied at the Centre for East European Studies in Warsaw, Poland. In addition to learning Polish, she conducts a research project on far-right Polish student political groups.

• John “Jack” Mahoney ’10 teaches English at one of Indonesia’s hundreds of boarding schools. Mahoney was a political science and religious studies major, with a minor in Arabic, Islamic, and Middle Eastern studies.

• Jennifer Mock ’10, who majored in German and political science with minors in international studies and history, teaches English to middle- and high-school students in Burghausen, Germany.

engineering students win prestigious scholarships

ryan clark ’10, civil engineering major, was awarded a $25,000 Robert Noyce Scholarship to complete the fifth-year teaching credential program at SCU, after which he will spend two years teaching science and mathematics in a high-need middle or high school in San Jose.

ryan hinds ’10, mechanical engineering major, received a scholarship and internship from NASA for aeronautics research. The program includes a $15,000 a year scholarship for two years and a stipend of $10,000 for the internship.

student awards

The Santa clara university roTc “bronco battalion” won the prestigious MacArthur Award granted by the U.S. Army’s Cadet Command and the General Douglas MacArthur Foundation. The award is granted to the year’s best Reserve Officers’ Training Corps program among 33 battalions in the West Coast 8th Brigade and considers factors such as the battalion’s physical fitness, navigation skills, leadership, and success in commissioning officers after ROTC.

examining ethical implications of Helping the Poor

adelene gallego ramos, Mba ’11, won an award for a film project called “Social Entrepreneurs, Ethics, and Making a Profit on the Bottom Billion.” Sponsored by the Markkula Center for Applied Ethics, Ramos’ film about social entrepreneurs and the Santa Clara University community will examine the ethical dilemmas that social entrepreneurs face when working to improve the lives of those whose situation is ripe both for improvement and for exploitation.

First SCu cross-country All American

Junior Stephanie wilson came in 28th at the 2009 LaVern Gibson Championship Cross-Country Course—the fastest runner from any school in California. Her time secured her status as a cross-country All-American—the first Bronco ever to do so.

The students beat top universities such as Tufts, Rice, and Cornell, making their home one of the most energy-efficient, beautiful, and comfortable solar-powered homes in the world.

During the competition, entries were judged in 10 categories: architecture, market viability, engineering, lighting design, communication, comfort zone, hot water, appliances, home entertainment, and net metering. The judges described Team California’s Refract House as masterfully executed, exquisite, and well designed.

The students spent two years designing, engineering, and building the house. They then disassembled it, trucked it to Washington, D.C., and reassembled it on the National Mall.

This is the second time Santa Clara University competed in the Solar Decathlon. In 2007, SCU also won third place.

Wilson(left to right) Williams, Mock, and Mahoney

ramos

rotC “bronco battalion”

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President’s Speaker Series

U.S. Secretary of the Department of Homeland Security and former Arizona Gov. Janet napolitano ’79 celebrated her 30-year class reunion last year by kicking off the University’s annual President’s Speaker Series.

Centered around the theme “Globalization: Boon or Bane?” Napolitano spoke on “Homeland Security in a Networked Age,” addressing issues such as the types of threats for which the United States should be prepared and ways ordinary citizens can become more involved in national preparedness efforts.

Other speakers in the series included Jon Sobrino, S.J., a Jesuit priest and theologian known for his contributions to liberation theology and his lifelong devotion to helping the poor and oppressed, and David Sanger, White House correspondent for the New York Times.

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rankings and ratings

Santa Clara University

U.S. News & World Report

• Ranked No. 2 among 115 master’s universities in the West.

• Second-highest undergraduate graduation rate nationally—85 percent—among master’s universities.

• Highest average freshman retention rate—93 percent—of master’s universities in the West.

Princeton Review

• SCU is named one of the nation’s best institutions for undergraduate education in the 2011 annual guidebook, “The Best 373 Colleges.”

Forbes Magazine

• Santa Clara University jumped to No. 115 in Forbes’ America’s Best College list for 2010. In the previous year, SCU was ranked 150, and in 2008, in the inaugural edition, SCU was 318.

SCu ranked no. 33 in the u.S. for return on investment

• The value of a Santa Clara University education is among the best in the country, according to PayScale, an online site that collects salary data. SCU was ranked No. 33 on a list of 554 schools in the 2010 College Return on Investment Report.

grants

$2.4 Million Grant to Help exonerate Wrongfully Convicted inmates

The Northern California Innocence Project at Santa Clara University School of Law and the California Innocence Project at California Western School of Law in San Diego received a $2.4 million grant from the U.S. Department of Justice to administer a massive DNA testing program. This federally funded Post-Conviction DNA Testing Assistance Program is designed to give indigent California inmates an opportunity to pursue claims of innocence.

Grants by the numbers:

Awards Received—Sponsored Projects Office: 40

Awards Received That Include Student Funding: 20

Faculty & Staff Who Received Awards: 33

Total Funds Awarded in FY 2009-2010: $6,272,276

Honors Program receives $1 Million

The family of the late Arthur Hull Hayes Jr., Santa Clara University’s first Rhodes Scholar and a former commissioner of the U.S. Food and Drug Administration, has donated $1 million in Hayes’ name to fund scholarships and support for the University Honors Program. The majority of the gift, $700,000, will fund scholarships for honors-program students. Another $300,000 will be dedicated to operation and support for the program, which provides Santa Clara’s most able students with intellectual opportunities based in small, seminar-style classes.

h i g h l i g h t s

i n M e M o r i A M

Paul locatelli, S.J.,’60 (1938–2010)Paul Locatelli, S.J., former president and chancellor of Santa Clara University, died on July 12, 2010, two months after being diagnosed with pancreatic cancer.

Locatelli was born in Santa Cruz on Sept. 16, 1938, and grew up in Boulder Creek. He attended the University of California, Berkeley from 1956 to 1958 and transferred to Santa Clara University, where he graduated with a degree in accounting.

He served in the army and, while stationed at Fort Ord, began to think seriously about a vocation to the priesthood and religious life as a Jesuit. He entered the Jesuit Novitiate at Los Gatos in 1962.

Locatelli received his doctorate in business administration from the University of Southern California in 1971 and a master of divinity degree from the Jesuit School of Theology, Berkeley. He was ordained to the priesthood in St. Mary’s Cathedral, San Francisco, in 1974.

He joined Santa Clara’s faculty as an assistant professor of accounting that same year. In addition to teaching, he served as associate dean of the business school and academic vice president. In 1986, he was named rector of the Jesuit community of Loyola Marymount University, Los Angeles, and two years later returned to Santa Clara as the 27th president. From 2009 until his death in 2010, he was both chancellor of SCU and secretary for Jesuit higher education in Rome.

President’s Honor roll

• SCU was named to the 2009 President’s Higher Education Community Service Honor Roll for community service programs and student involvement.

Leavey School of Business

BusinessWeek

• The undergraduate business program at Santa Clara University is ranked No. 39 in the nation, according to “The Best Undergraduate B-schools.”

U.S. News & World Report

• The part-time MBA program is ranked No. 35.

School of Law

U.S. News & World Report

• Santa Clara University School of Law was again named one of the top 100 law schools in the country.

• Santa Clara law school was also recognized as one of the most diverse law schools in the nation.

School of Engineering

U.S. News & World Report

• SCU’s School of Engineering is No. 17 among engineering schools in the country’s comprehensive master’s universities where the highest degree awarded is a bachelor’s or master’s.

de Saisset Museum re-accredited Santa Clara University’s de Saisset Museum again achieved accreditation by the American Association of Museums, the highest national recognition afforded to museums. Accreditation signifies excellence to the museum community, to governments, funders, outside agencies, and to the museum-going public. The de Saisset was initially accredited in 1979. All museums must undergo a reaccreditation review at least every 10 years to maintain accredited status.

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22

h i g h l i g h t s

scu alumni join jesuit Volunteer corps

Since the Jesuit Volunteer Corps was launched more than 50 years ago, it has drawn numerous Santa Clara alumni to serve as full-time volunteers supporting disadvantaged communities throughout the United States and globally. These volunteers work in many areas, including advocating for refugees, nursing in community clinics, teaching in schools on Native American Reservations, assisting in shelters, and organizing a local response to climate change.

This past year, many Santa Clara graduates began placements across the country through two U.S. Jesuit Volunteer Corps organizations—the national JVC and JVC Northwest.

Here is a look at who they are and what they’re doing:

Jordan becerril—SOME (So Others May Eat) Medical Clinic, Washington, D.C.

laura brown—L’Arche, Seattle.

emily Fette—American Red Cross, Anchorage, Alaska

krista Frankovic—Verbum Dei High School, Los Angeles.

Mary georgevich—Homeboy Industries, Los Angeles.

Julia hopkins-Powers—Paschal Sherman Indian School, Omak, Washington.

leslie kincaid—Sisters of the Road Café, Portland.

results of the Survey of recent Grads, Class of ’09 Santa Clara University surveyed the Class of 2009 in February 2010, approximately eight months after their graduation. The purpose of the study was to learn the respondents’ employment and/or graduate school status. Here are some highlights:

• 73 percent of respondents were employed full time, attending graduate school, or participating in a service program such as the Jesuit Volunteer Corps.

• The median starting salary for graduates working full time was $42,000.

• 67 percent of graduates employed full time worked in the service sector.

• 14 percent of graduates employed full time worked in the nonprofit sector.

• 19 percent of graduates employed full time worked in the manufacturing sector.

• Of those who had found full-time work, 88 percent indicated that their SCU education provided good to excellent preparation for their careers.

• 90 percent of those who applied for graduate study were admitted to at least one graduate program. Of those who were admitted to full-time graduate study, 93 percent indicated that their SCU education provided them with good to excellent preparation for graduate study.

• 89 percent of the graduates indicated that their SCU education had provided them with good to excellent preparation for life after college.

Jennifer latimer—Project Lazarus, New Orleans.

erica Mawbey-lance—The Peace Corner, Chicago.

erika Moen—Health Care for the Homeless, Mobile, Alabama.

kathryn ranney—Women’s Lunch Place, Boston.

Sara Seghezzo—Respite Care of San Antonio, San Antonio.

Matthew williams—St. Stephen’s Episcopal Church, Boston.

Student StatiSticS

2009 2008 2007

Undergrad Grad Undergrad Grad Undergrad Grad

Men 2,455 2,107 2,469 2,027 2,415 1,956

Women 2,745 1,539 2,798 1,464 2,846 1,468

ethnicity

White 2,174 1,356 2,470 1,320 2,727 1,357

Asian 962 1,395 892 1,266 915 1,179

Hispanic 809 254 739 262 682 245

African-American 229 79 192 84 179 70

Native American 29 16 18 11 24 12

Other 997 546 956 548 734 561

enrolled FreShman ProFile claSS oF 2013

2013 2012 2011

Mean academic GPA (unweighted) 3.60 3.53 3.5

Mean SAT verbal score 610 600 597

Mean SAT math score 635 627 618

Mean ACT composite score 27.7 27 27

From public high schools 47% 43% 42%

From Jesuit high schools 11% 12% 11%

Religious background: Catholic 47% 52% 51%

From California 59% 58% 57%

Number of states 40 37 39

Number of foreign countries 16 16 16

A year in the life of our new Core Curriculum 2009–10 marked the first full year of implementation of the new Core Curriculum. To date, SCU has undergone two years of Core assessment. In 2008–09, assessment focused on student learning in Critical Thinking and Writing courses and Cultures and Ideas courses as part of the pilot year. Assessment results revealed that more than 80 percent of students either met or exceeded the expected learning outcomes.

Results from the 2009–10 assessment of Religion, Theology, and Culture 1 courses and Critical Thinking and Writing with Science, Technology, and Society courses will be completed this school year.

leadership changes

robert Gunsalus Joins as vice President for university relations

Robert Gunsalus joined the University Relations team in September 2010 as vice president. He is leading the University’s fundraising efforts, government relations, alumni relations, and marketing and communications.

S. Andrew Starbird MbA ’84 Heads the leavey School of business

A 23-year faculty member and expert in food safety at Santa Clara University’s Leavey School of Business, Drew Starbird took the helm of the school in July.

Michael Zampelli, S.J., new rector of Jesuit Community

Associate Professor Michael Zampelli, S.J., assumed responsibilities as the head of the Jesuit Community at Santa Clara. He has taught in the Department of Theatre and Dance since 1998. He follows Gerdenio “Sonny” Manuel, S.J., who completed six years of service in July 2010. Zampelli joins the SCU Board of Trustees, ex officio.

Gunsalus

Starbird

Zampelli

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24

Despite challenges of the economy

and the limited ability of individual and

institutional investors to contribute to

Santa Clara, the University was able

to successfully negotiate the turbulent

waters of the financial crisis.

“One year ago, Stanford was laying off

faculty and staff; San Jose State soon

cut admissions by 3,000 students; and

the University of California system cut

faculty salaries,” says President Michael

Engh, S.J. “As a newcomer to office,

it was my awkward duty to announce

fiscal economies needed to safeguard

our own budgetary challenges. Though

these were difficult decisions, this

allowed us to avoid the kinds of fallout

experienced at those other institutions.”

Last year, alumni and friends of the

University contributed a supplemental

$1.9 million to help keep 190 students

enrolled who otherwise would have had

to drop out of school.

“The energy level on campus has

amped up,” says Engh. “The University

is back on an upward trajectory.”

One of the most encouraging signs

is a reversal in the downward trend

for undergraduate alumni giving

participation. The number of alumni who

made a gift last year increased from

5,390 to 6,711, which resulted in an

overall percentage of alumni making gifts

to 18.6 percent—a three-point jump over

the previous year.

financial overview

Heidi LeBaron Leupp ’84, a member

of the Board of Trustees who co-chaired

the task force for alumni participation,

says, “Every gift is critical. The many

smaller gifts that SCU receives from

alumni add up to create an enormous

impact on overall giving. In addition, a

larger percentage of alumni making gifts

not only helps to address the needs

for scholarships, academic programs,

and other vital University initiatives,

it also sends a strong message to

foundations and corporations that might

be considering a grant. It is also taken

into account by publications such as U.S.

News & World Report, who rank colleges

annually, illustrating the allegiance that

alumni feel toward Santa Clara—an

important sign of a quality university.”

Yareni CarrasCo ’11 cried with joy when she received her acceptance

letter and scholarship support from Santa Clara University. A first-

generation student, she wouldn’t have been able to attend SCU without

the help of the Special Assistance

Fund and an SCU Scholarship. “My

father was forced to retire after being

diagnosed with kidney cancer and

my mother had been laid off,” says

the 22-year-old. “It was one of those

times where things just could not

get any worse … seeing the letter

with the aid extended to me was a

true blessing. Graduating from this

prestigious university is now a reality

within my reach.”

impaCt of GivinGMany people give back to Santa Clara

University—grateful alumni, parents of current

and former students, staff and faculty, friends

and neighbors, and corporations and foundations.

Their reasons to give may be diverse but all of

them have one thing in common: they want to

make a difference in the lives of our students.

Donors help sponsor programs for students,

including academic initiatives, research

opportunities, and campus activities; Santa

Clara’s endowment ensures that the University

will continue to offer educational opportunities

into the future; and scholarship funds help

Santa Clara continue to grow its extraordinary

community of scholars.

Jennifer niCholson ’12 received a scholarship from the

Santa Clara Fund to help finance her Donovan Fellowship. “If

it weren’t for this financial assistance I wouldn’t have been

able to go on my volunteer

trip to Costa Rica, where

I worked with children in

a small, poverty-stricken

town called La Carpio,”

says the communications

major. “I helped supplement

the teaching staff and

taught English, helped with

homework, and supervised

a safe, enriching, and fun

environment for the kids.”

Joseph perrY ’12 was able to pay his tuition thanks to

the Special Assistance Fund. He was devastated when his

mother—a single parent—was diagnosed with esophageal

cancer. “I spent most of last

summer by her bedside in

the hospital,” says the 20-

year-old aspiring mechanical

engineer. “She passed away

in August. But it’s because

of alumni who give back to

the University that I will be

able to fulfill her dream of

completing my education.”

While contributions to the Santa

Clara Fund serve current students,

endowments support scholarships,

chairs, and graduate fellowships in

perpetuity, enabling the University to

attract the brightest, most promising

students and most qualified faculty.

At the end of fiscal 2007, the

University’s endowment reached a

high of $700 million and then retreated

to $529 million by June 2009 due to

the economic recession. By the end of

fiscal 2010, endowment investments

rebounded to approximately $603 million.

The endowment is invested in a

diversified portfolio of assets designed

to balance risk and return objectives as

approved by the Investment Committee

of the Board of Trustees.

“Our investments are moving in

the right direction,” says Bob Peters

’61, chair of the Board of Trustees

Fundraising Committee. “The

importance of endowments lies in their

permanence. They are the gifts that keep

on giving.”

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FUNDRAISING 2009–2010 (ACTUAL $)

Endowed Chairs$56,057

Annual Fund—Pres$1,369,375

Annual Fund—Law$291,221

Other$6,326,073

total Fundraising$25,031,343

Scholarships$8,353,177

Academic Programs$4,713,842

Annual Fund—SCF$1,808,503

Centers Endowment$76,110

Capitol Projects$991,500

Athletics$1,045,485

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Santa Clara University’s primary source of revenue is tuition and fees from current

students. Gifts to the endowment or capital projects are not used for operations and

not included in these charts.

Santa Clara University maintains a high level of fiscal responsibility and control

that is overseen by the administration and managed by the University Finance Office,

which is responsible for the accounting, budgeting, collection, and management

of operational funds. The annual budget planning process is led by the University

Budget Council with the support of the president and senior management. The budget

planning process culminates in the development of a Five-Year Financial Operating

Plan. The Finance Committee of the Board of Trustees has provided important advice

as the University has navigated through the recent turbulent periods of economic

uncertainty.

f i n a n c i a l o v e r v i e w

OPERATING REVENUES FY2010 (ACTUAL $ IN MILLIONS)

Tuition and fees$263.7

Other sources$20.9

Sales and services of auxiliary enterprises$24.4

Endowment income used in operations$24.6

Private gifts, grants, and contracts$16.2

total revenue$349.8

EXPENSES FY2010 (ACTUAL $ IN MILLIONS)

Student wages$5.4

Benefits$37.2

Faculty$59.2

total expenses$349.8

Staff$59.1

Operating expenses$58.3

Restricted/reinvested funds$6.9

Debt repayment$11.5

Financial aid$57.0

Capital renewal and replacement$26.2

Library acquisitions$4.6

Retained reserves/capital investments$24.4

BOARD OF TRUSTEES

Robert J. Finocchio Jr.Chair

Jon R. Aboitiz Gregory R. Bonfiglio, S.J.Margaret (Peggy) BradshawMichael J. CareyWilliam S. CarterLouis M. CastruccioGerald T. Cobb, S.J.David C. DrummondMichael Engh, S.J.*James P. Flaherty, S.J.Paul F. GentzkowRebecca GuerraSal GutierrezEllen Marie HancockRupert H. Johnson Jr.Richard JusticeJohn P. Koeplin, S.J.Jennifer KonecnyTimothy R. Lannon, S.J.William P. Leahy, S.J.J. Terrence (Terry) LanniHeidi LeBaron LeuppJohn (Jack) C. LewisDonald L. LucasRegis McKennaJoseph M. McShane, S.J.Richard MoleyKapil NandaJohn OcampoEdward A. PanelliRobert W. PetersStephen SchottRobert H. SmithJohn A. SobratoJohn M. Sobrato*Larry W. SonsiniMichael SplinterGilbert Sunghera, S.J.William E. TerryCharmaine WarmenhovenAgnieszka WinklerAustin WoodyMichael Zampelli, S.J.*

* ex officio

BOARD OF REGENTS

John M. SobratoChair

Betsy AckermanPenelope AlexanderKathleen AndersonWilliam BarkettDavid BaroneChristopher BarryMarie BarryPaul BeirneDeborah BiondolilloPatricia BoitanoAlec BrindleRoger BrunelloRudolf BrutocoMary Frances CallanJames CunhaKaren DalbyRaymond DavillaJohn Del SantoGeraldine Ferrara BeasleyGary FilizettiJulie FilizettiStephen FinnJoseph GonyeaPhilip GrasserParis GreenwoodMichael HackMark HansonMary Haughey Richard HaugheyLaurita HernandezCatherine Horan-WalkerKathy HullSuzanne JacksonBrent JonesThomas KellyJay LeuppJames LoschPaul LunardiLuciann MaulhardtJohn McPheeMartin MeloneEmmanuel MendozaJoanne MoulMichael MoulDaniel MountPatrick NallyMaria Nash VaughnKyle OzawaRandall PondMarc RebboahScott Santarosa, S.J.Byron ScordelisTherese SisselBess StephensKirk SymeMargaret TaylorDavid ThompsonSusan ValerioteJulie VeitChristopher Von Der Ahe

UNIVERSITY ADMINISTRATION Michael E. Engh, S.J.

President

Don C. DodsonInterim Provost and Vice President for Academic Affairs

John OttoboniGeneral Counsel

Robert GunsalusVice President for University Relations

Michael SextonVice President for Enrollment Management

Robert WarrenVice President for Administration and Finance

Santa Clara university on the Webwww.scu.edu

office of the Presidentwww.scu.edu/president

u n i v e r s i t y g o v e r n a n c e

27

Contributing Writers:

Margaret Avritt

Mansi Bhatia

Christine Cole

Dona LeyVa

Illustration:

Nicholas Wilton

Photography:

Charles Barry

Design:

Greg Lee

Art Direction:

Linda Degastaldi

SCU OMC-7800D 2/2011 31,500

500 El Camino RealSanta Clara, California 95053-1500

Pounds of paper Trees saved Energy saved Waste water reduced

Solid waste reduced

Greenhouse gases reduced

17,286 51 35.3 million BTUs 18,616 gal. 3,080 lbs. 5,679 lbs.

Paper Choice—environmental benefits StatementUsing post-consumer waste fiber

Calculations based on research by Environmental Defense and other members of the Paper Task Force.