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SUMagazine

Have you noticed a particularly sunny

disposition on the faces of SU faculty, staff

and alumni recently? We can hardly hold in

our excitement with all the good things

happening on campus and off. There is the

historic gift that finally brings a permanent

home to our business school. There are the

great study abroad opportunities that challenge

our students to explore the world. There are the

accomplished alumni making a difference in

their communities who can’t help sharing their

enthusiasm for SU. And even as they say

goodbye, there are the dedicated faculty who

have changed students’ lives and who look

forward to life beyond the campus lawn.

There are talented athletes making a name

for Salisbury on the national playing field.

These are just a few of the reasons we have

a lot to smile about!

Perdue School By The NumbersThe Perdue School of Business is accreditedby AACSB International, the premier accrediting agency for business schools. It isthe largest college-level center for businesseducation and development in the region andis committed to an emphasis on entrepreneurial spirit, integration oftheoretical and applied study, and community-based experience.

Perdue School Programs - Fall 2005

UNDERGRADUATE

Major Enrollment

Accounting . . . . . . . . . . . . . . . . . . . . . . . .220

Business Administration . . . . . . . . . . . . . .587

Economics . . . . . . . . . . . . . . . . . . . . . . . . . .23

Finance . . . . . . . . . . . . . . . . . . . . . . . . . . .138

Information Systems . . . . . . . . . . . . . . . . . .80

Management . . . . . . . . . . . . . . . . . . . . . . .195

Marketing . . . . . . . . . . . . . . . . . . . . . . . . .191

Total Undergraduate Enrollment . . . . .1,434

GRADUATE

Master of Business Administration . . . . . . 72

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F E A T U R E

This spring the Arthur W. Perdue Foundationbestowed an $8 million gift for the constructionof a new home for the Franklin P. PerdueSchool of Business at Salisbury University.

The announcement came on March 30,2006, the 20th anniversary of the founding ofthe Perdue School, created by a multimillion-dollar endowment from Frank Perdue andPerdue Farms in 1986. It also commemoratedthe one-year anniversary of Mr. Perdue’s passing on March 31, 2005.

The new building will replace and expandthe facilities that currently support the PerdueSchool’s academic, research and public service

programs. Housed in the north wing ofHolloway Hall, the University’s first endowedschool has outgrown its current space.

Funding for the Perdue School building willcome from both public and private sources.The state has made a five-year, $33 millioncommitment to the approximately $45 millionproject that includes $1.7 million in planningmoney in next year’s capital budget. In additionto the $8 million gift from the PerdueFoundation, the Salisbury UniversityFoundation will raise additional funds for theproject during its upcoming capital campaign.The Perdue contribution toward the building isthe largest private donation for a capital projectin the history of the University.

A New Home For TheBusiness School

Maryland Governor Robert Ehrlich joins President Janet Dudley-Eshbach in honoring the Perdues’ legacy of excellence at SU.

Celebrating the Perdue gift are (from left) University System of Maryland Chancellor Brit Kirwan, SU Foundation BoardChairman Ed Thomas and Mitzi Perdue.

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SUMagazine

I was on vacation at an island off the coast ofmainland Honduras when I first thought ofoffering a study abroad course on the topic ofcoral reefs. I had been lying under a palm treeon a white sandy beach when I reached for myfins, mask and snorkel, and I walked to thewater’s edge. When my gear was on, Iimmersed myself in the cool water and instantly a whole new world was swimming,literally, in front of my eyes.

Some curious fish swam over to check outthe newest addition to the ocean—me!Everywhere I turned there was another beautiful and fascinating sight: tiny jewelfishthat appeared to be covered in blue neon dots,turquoise parrotfish taking bites out of thecoral—and the coral! It was every shape andshade imaginable.

A snorkel amplifies the sound of breathing,and I could hear my breathing getting fasterwith excitement. This underwater world was somagical and so filled with biological treasures! Ihad been snorkeling many other places before,but this was the richest reef I had ever seen.Twenty-five percent of all marine species canbe found on the reef, I thought to myself—it isthe most diverse and productive ecosystem onthe planet—yet Salisbury University is graduating biology majors who have no formalopportunity to study this fantastic ecosystem.And that was the moment my idea for Biology399: Coral Reef Biology was born.

Fortunately, the reef ecosystem I had justexperienced was located inside a protectedmarine reserve and nearby was the RoatanInstitute for Marine Sciences, an educationalfacility that could provide teachers and boats, aswell as healthy food and comfortable housing

facilities. I couldn’t have wished for anythingmore, except perhaps another faculty memberwho would share my dream and the workload.

The next winter my colleague Ann Barsevisited Roatan at my suggestion. We agreedthat if she liked what she saw we would worktogether on developing a course. She cameback as convinced as I was that the RoatanInstitute of Marine Sciences would be the perfect host for our course. We made reservations for a class the following winter andbegan the process of getting approvals from thecurriculum committees. Once the course wasapproved we could begin advertising and ourlimit of 12 students was reached quickly. Thefirst year, 2001, we taught the course together,jointly deciding on lecture material and appropriate assignments. In the years since thenwe have alternated and this year, 2006, it wasmy turn again.

I had the privilege, and the pleasure, ofintroducing another dozen students to thisamazing ecosystem. The emphasis of thecourse is on observation and identification ofthe organisms that inhabit the coral reefecosystem, so we spend lots of time in thewater looking through our masks and breathingthrough our snorkels. But we also spend hoursin the classroom discussing the species andwhat is being learned about them through scientific studies. Although the course is short,only two-weeks long, students frequently tell methat they learned more than they would have in

Water World: Taking Learning Under The Seaby Dr. Joan Maloof, Department of Biological Sciences

Where In The WorldAre SU Students?This spring SU cut the ribbon on its newCenter for International Education. In justthe past five years, the number of SU students studying abroad has nearly doubledin programs throughout Europe, Central andSouth Americas, and Asia. Here are a sampleof the programs SU offers:

Semester in the Andes - Ecuador

Seidel International Teaching Experiences -New Zealand, Ecuador, China

Teaching University of Berlin - Germany

London Metropolitan University - England

University of Roehampton - England

Grenoble Ecole de Management - France

Spanish Language and Culture - Málaga, Spain

International Business - China

Social Work Internships - Ireland

Rome and Its Classical Heritage - Italy,France, Austria, Germany

Children’s Literature Seminar - Iceland,France, England, New Zealand, Australia

19th Century Cultural Influences - England

Intersession Program - Cuenca, Ecuador

Perdue School of Business InternationalPrograms - Berlin, Germany; Grenoble,France; London, England; Santiago, Chile

Coral Reef Biology - Honduras

Yoga Philosophy - Pune, India

Paris à Travers les Áges - Paris, France

Geography Winter Field Studies - Puerto Rico

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F E A T U R E

a regular lecture course, and they rememberthe material far longer. Some even say that itwas the highlight of their college years.

Although the emphasis of this study abroadcourse is not on the culture of Honduras thereare opportunities to interact with locals—including the Garifuna Indians. We includetrips to the surrounding towns where studentscan see the typical living conditions—very poorby U.S. standards. We also see the drain pipesleading from houses directly into the harborand so experience how economics and environmental protection are intertwined.

This year we had the unexpected bonus ofmeeting a Salisbury University alumna while inRoatan. Barbara Bauer ’98 graduated from SU with a dual degree in biology and

environmental/marine science, the same majorof many of the students in the course.Although she was there on vacation with herfamily, she agreed to meet with the studentsand talk with them about her experience ingraduate school and her career path.

Dr. Barse and I have accompanied six classes of students to Roatan now. Every triphas its own unique combination of personalitiesand challenges, but one thing remains the sameat the end of each trip: the feeling that theworld has expanded both culturally and ecologically for a very lucky group of students.

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Oftentimes when I stand at the podium atFlagler College in St. Augustine, FL, where Iteach, my mind flashes back to a time manyyears ago when art classes were taught inHolloway Hall (before Fulton Hall was built),when Red Square was grass and sidewalks, andwhen the modest dining hall was situated whereHenson Science Hall now stands. Back in 1978when I first enrolled at Salisbury State College(as it was known back then), the president’shouse was located where the Commons dininghall sits today, Guerrieri University Center hadnot yet been constructed, nor had DogwoodVillage, Severn Hall or St. Martin’s Hall. Mostof the homes surrounding campus were residential, several stores and a popular restaurant were located in the AllenwoodShopping Center and the U.S. Route 13Campus Parking Lot A was an outdoor track.

Twenty-eight years ago, I began my educational journey at Salisbury State College.After taking numerous classes with the exceptional faculty in the Art Department likeJim Burgess, John Cleary and Kent Kimmel,and graduating with a bachelor’s degree in studio art, and not quite sure what to do next, Ienrolled in the Elementary Education Programat Salisbury University.

Sitting in the front row of a classroom inCaruthers Hall wearing my ESPRIT outfit withthe shoulder pads, accessorized with a goldadd-a-bead necklace and my favorite pair ofwooden clogs, I listened to the passion in Dr. John T. Wolinski’s voice and saw the excitement on his face. Within that moment,the direction of my life changed. I can stillvividly hear the melody of Dr. Wolinski’s words,still see the light in his eyes and still rememberhis amazing energy and his passion for teachingreading as he shared with us personal glimpsesof his daughter’s life as she was learning toread. He presented us with samples of hisdaughter’s writing as she progressed through

the stages in her development which engaged,motivated and inspired the class.

Today on the wooden bookshelf in myoffice on the fifth floor of Kenan Hall sits anassignment I completed for Dr. Wolinski in1991 when I took a course from him as I wasworking on my Master in Education. I spentendless hours in Blackwell Library researchingand even more hours off campus pecking awayon my old typewriter a collection of lessonplans and activities linking mathematics withliterature. Within the baby blue binder andamong the 60 type-written pages are numerousuplifting comments handwritten by Dr. Wolinski, along with a lined 4 x 6 yellowpost-it note still stuck to the cover page withsome additional motivating words. Dr. Wolinskihad this innate ability to connect with his students because he genuinely believed in each

of us and used a student-centered approach toteaching. Since I admired and respected himand because the assignments were authenticand practical, I always worked meticulously todo my very best.

Other Salisbury professors within theEducation Department, like Dr. Wolinski, haveempowered me and influenced who I am today.There was petite Dr. Barbara (Townsend)Schultz who invited our class to her home oneevening for a wonderful celebration of Britishchildren’s literature. She sent us on a scavengerhunt throughout her home where she hid cluesabout her favorite books; we dined on sconesand collaborated on several worthwhile projects. Dr. Leonard Garigliano’s inquiry-based lessons using things like mealwormstaught us about the scientific world as he modeled lesson development and ways to stimulate questions from observations. Dr. JohnWulff ’s demanding approach to teaching provided his students the tools needed to diagnose the needs of struggling readers andoffered us a plethora of strategies and

SUMagazine

A Legacy Of Teaching ExcellenceBy Dr. Sandra L. (Wallace) Davis ’85 & M’92

Dr. John WulffDr. John T. WolinskiDr. Arthur WilbyDr. Barbara (Townsend) SchultzDr. Leonard Garigliano

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methodologies to best teach our students.Finally there was Dr. Arthur Wilby who modeled patience, tolerance and compassionon a daily basis.

Upon graduating from Salisbury in 1985with a bachelor’s degree in elementary education, I taught elementary school for 12 years, seven in the classroom and five as a Title 1 teacher. During this time, I took eveningand summer classes in the Master of Educationprogram and graduated from Salisbury for thethird time in 1992. After earning my finaldegree from Salisbury University, I realized mydesire was to teach at the college level just likethose professors that inspired me to do my best;therefore, I continued in my educational questand earned a doctorate in 1997.

Thanks to the wonderful professors andmentors of Salisbury University that have positively influenced my life, I am completingmy eighth year teaching in the ElementaryEducation Program at Flagler College where Iwas promoted to associate professor last year. In2001, I was recognized in Florida LeaderMagazine’s “The Best of Florida Schools” issuefor the Most Novel Idea for the methods I useto teach one of my courses. In 1997 while stillteaching elementary school, I was recognized as

Maryland’s Elementary Mathematics Teacherof the Year by the Maryland Council ofTeachers of Mathematics. I have written publications for the Gonzalez-Alvarez OldestHouse, the Oldest Wooden School House andthe the Fountain of Youth Park. I have also created a Web site of printable, online lessonplans highlighting Florida history through agrant by the Florida Department of State’sDivision of Historical Resources.

Today, I have the pleasure of teachingmany of the very same courses at FlaglerCollege that I took while an undergraduate andgraduate student at Salisbury University. WhenI stand before the bright, beautiful faces of mycollege students I strive to emulate the samemethodologies that my professors used to teachme. I hope that I empower my students just likeI was empowered and give them the knowledge, skills and the core values to be life-long learners like I was given by my Salisburyprofessors. I hope that I inspire them to pursuetheir dreams. I hope that the passion I have forteaching and learning comes through, just likethe passion that I saw in my professors’ eyesand heard in their voices. And, I hope my students know that I care about them and thatI believe in them.

F E A T U R E

Maryland’s Top EducatorsSU’s excellence in teacher education is apparent when one takes a look at recentTeacher of the Year nominees for the state ofMaryland. Year after year, SU graduatesdominate the the race and lead the way in thestate’s classrooms.

2006 Susan Benhoff M’02

Penny Makuchal ’91, M’97

Karen Parsons ’98

Anna Sorrells ’78, M’86

Pamela South ’98

2005 Brian Raygor M’99

Anne Ridley ’87

April Tyler ’90, M’99

2004 David Bender ’91

Brian Raygor ’99

Anne Ridley ’87

April Tyler ’90, M’99

2003 Aaron Deal ’93 - WINNER

Carvel LaCurts ’74

Nancy Phillips ’84, M’87

George Radcliffe ’77

Bernadette Richardson ’99

2002 Glen Ennis ’97

Beth Sheller M’98

Sandy West ’76, M’84

2001 Mary Ruth Higgs ’70

Christa Taylor ’93, M’97

Susan Webster ’73, M’83

2000 Brenda Haren ’94, M’97

Patricia B. Butler ’91

Teresa McCain ’87, M’91

Donna Midcap ’88, M’93

Ellen F. Mulder ’68

Jeffrey Webb ’71, M’79

(The editors regret any omissions from this list and offer congratulations to all Teacher of the Yearnominees and winners.)

To My Current And Former Students:Farewell and Hail:The editors of the alumni magazine have generously offered me this space to announcewhat some of you already know: that, after 34 years teaching at SU and after 25 years ofdirecting the Bellavance Honors Program,I have decided to retire and will teach my last classes sometime around May 15.

As you might imagine, knowing the pleasure and fulfillment I’ve derived from mywork, it was not a decision made precipitouslyor easily. But, while reading Walden for aboutthe 15th time while preparing for this year’ssophomore Honors Humanities class, HenryThoreau’s explanation for his departure fromthe pond struck me with special force: “I leftthe woods for as good a reason as I went there.Perhaps it seemed to me that I had severalmore lives to live, and could not spare anymore time for that one.”

What had taken Henry two years to discerntook me 34 to discover, so blessed have been mythree-plus decades here. What of my otherlives, I wondered. There are so many places Iyearn to visit, so many books I need to study, somuch beauty and so much suffering thatrequires my attention. I need more time now tolearn and grow, and to do these things withmore deliberation than is possible with the responsibilities that teaching and administering impose.

And now is the time to embark on thesenew adventures. And I am both sad and glad. Iam sad because I won’t have classes of eageryoung students with whom to share my newdiscoveries. I am sad that I won’t be here tohelp the University and the Honors Program

prosper and thrive. But I am glad that I’m leaving as the University is experiencing healthygrowth in numbers and quality of students andprograms, and glad, too, to know that my leaving doesn’t mean that I will lose touch withso many wonderful young people who continueto correspond even though it’s been many yearssince they studied here, and who continue toendure with patience and goodwill my passionsand enthusiasms for books, films, music,current events—and, best of all, to share theirs with me.

That’s why in the greeting above I’vereversed Catullus’s tearful valediction to hisdead brother, “Frater ave atque vale”—“Brother, hail and farewell”—to a more cheerful and hopeful “Students, vale atqueave”—“Students, farewell and hail.” In otherwords, farewell from my office in the Bellavance Honors Center, but hail to you, oneand all, from my new life, wherever that newlife may find me.

SUMagazine

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It’s Been An Honor

By the time you read this letter, Dr. Tony

Whall will have concluded his 34-year

tenure at Salisbury University. The

founder of the Bellavance Honors

Program, Whall has a lot to smile about

as he looks back on the fabulous students

who have come through the program.

What follows is a slightly edited version

of a letter he sent to many Honors alumni

upon announcing his retirement as he

reflects on a thought-provoking career and

his bright future beyond SU’s

“Holloway-ed” Halls.

Lots of people, upon hearing I’m retiring,ask, “But what will you do?” Sometimes theysound incredulous; a few even sound reproachful. For my answer I turn once againto our flinty companion, Henry Thoreau, whooffers me (and you!) this joyful injunction: “Letus spend one day as deliberately as Nature, andnot be thrown off the track by every nutshelland mosquito’s wing that falls on the rails. Let

us rise early and fast, or break fast, gently andwithout perturbation; let company come and letcompany go, let the bells ring and the childrencry—determined to make a day of it.” I intendto spend many such days, to make many daysof it, and I heartily invite each of you to beamong my company that comes and that goes.

Farewell. And Hail!

F E A T U R E

Farewell And Thank YouThis spring SU said goodbye to several of itsdistinguished faculty and staff who haveserved SU for an astounding total combined368 years.

Elaine Bolden,Financial Services - 22 Years

Dr. Carolyn Bowden,Education - 27 Years

Joseph Collins,HousekeepingSupervisor - 23 Years

Libby Collins,Philosophy - 18 Years

Linda DiGiovanna,Publications - 23 Years

Beverly Horner ’74 &M’76, Financial Aid Director - 30 Years(Past Alumni BoardPresident)

Carolyn Huston,University Police - 20 Years

Ray Kellam, ClassroomTechnology Services - 8 Years

Dr. J. ChapmanMcGrew Jr.,Geography - 31 Years

Ralph Murray ’64,Varsity Club - 6 Years

Harold Schriver,Education - 8 Years

Melanie Stefursky,Public Relations - 16 Years

Donna Test, Conference Planning - 16 Years

Dr. Calvin Thomas, Geography - 35 Years

Bernard Ware, Physical Plant - 27 Years

Dr. Tony Whall, English & Honors - 34 Years

Dr. Ted Wiberg, Respiratory Therapy - 24 Years

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“Let us spend one day as deliberately as Nature,

and not be thrown off the track by every nutshell

and mosquito’s wing that falls on the rails ...”

Bowden

McGrew

Thomas

Wiberg

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Most collegiate athletics programs have theirone big success story to pass down through theages. Salisbury University is lucky enough tohave two. Sea Gull spirit has been riding highon the multiple national championship wins ofthe strong women and men of our field hockeyand men’s lacrosse teams.

During the past two decades, Salisbury hasestablished itself as one of the premier fieldhockey programs among NCAA Division IIIinstitutions. The Sea Gulls are one of just nineschools to have captured the national championship since its inception in 1981,having claimed the top prize four times—1986, 2003, 2004 and 2005—becoming thefirst team in Division III history to win threeconsecutive titles.

Quality programs are comprised oftalented individuals. During Coach DawnChamberlin’s M’87 tenure, the Gulls have produced 39 All-Americans—including four in2004 and four more in 2005—and have a totalof 85 players selected to the All-South Regionteam. SU also has dominated the CapitalAthletic Conference, sweeping the conference’schampionship for the 11th straight year andPlayer of the Year and Coach of the Yearawards for the sixth straight year in 2005.Additionally, Chamberlin has been honored in2004 and 2005 as the Dita/National FieldHockey Coaches Association NCAA DivisionIII National Coach of the Year.

By just about any measure used, theSalisbury men’s lacrosse program ranks amongthe national elite. Salisbury has won six NCAADivision III national championships—1994,1995, 1999, 2003, 2004 and 2005—and hasfinished as the national runnerup three times.The Gulls have made 24 NCAA Tournamentappearances since the Division III champi-onship was established in 1980. That recordincludes 18 straight appearances through the

SUMagazine

The Stuff Of Which Legends Are Made

Success By The NumbersAmazing athletes have come and gone acrossSU’s athletic fields, but our accomplished andinspiring coaches have remained. Check outSU’s stellar records under these two coaches’ tenures.

F E A T U R E

2006 season, the longest active streak by anyteam. When the Sea Gulls made their fourthconsecutive NCAA championship run in 2006,they set an all-division record for consecutivewins by capturing their 69th game beforefalling in the finals to SUNY-Cortland.

Under Coach Jim Berkman’s M’84 leadership, the Gulls have had 121 playersnamed as All-Americans, including a school-record 11 in 1995 and 10 players in 2004. The1994, 1995, 2003, 2004 and 2005 nationalplayer of the year was a Sea Gull. Twenty-oneplayers have been recognized nationally as thebest at their positions since 1991. Within theCAC, SU reigns, having never lost a game to aconference opponent and capturing its 12thconsecutive championship in 2006. Recognizedand respected throughout the lacrosse community as one of the top coaches in thenation, Berkman has earned numerous Coachof the Year awards including the USILA’sFrancis “Babe” Krause award as the 1991Division III Coach of the Year.

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1989 . . . .9-5

1990 . . . .11-4

1991 . . . .15-1

1992 . . . .12-2

1993 . . . .13-1

1994 . . . .16-0NCAA Champs

1995 . . . .17-0NCAA Champs

1996 . . . .14-1

1997 . . . .12-2

1998 . . . .14-2

1999 . . . .18-1NCAA Champs

2000 . . . .17-2

2001 . . . .16-2

2002 . . . .13-5

2003 . . . .19-1NCAA Champs

2004 . . . .20-0NCAA Champs

2005 . . . .20-0NCAA Champs

2006 . . . .20-1

TOTAL 276-30

Men’s LacrosseDuring TheBerkman Years

1987 . . . .12-5-1

1988 . . . .16-3-3

1989 . . . .15-4-1

1990 . . . .13-4-1

1991 . . . .11-6-1

1992 . . . .12-7-1

1993 . . . .7-9-0

1994 . . . .12-7-0

1995 . . . .13-6-0

1996 . . . .15-3-0

1997 . . . .17-3-0

1998 . . . .13-6-0

1999 . . . .15-4-0

2000 . . . .17-4-0

2001 . . . .16-3-0

2002 . . . .17-3-0

2003 . . . .20-1-0,NCAA Champs

2004 . . . .22-0-0,NCAA Champs

2005 . . . .21-1-0,NCAA Champs

TOTAL 284-79-8

Field HockeyDuring TheChamberlinYears