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Jan. 27 Symposium Explores Importance of University ResearchSpring Semester 2000 has been designated as the official celebration of 100 years of graduate education, research and creative activity at the University of NebraskaLincoln. Members of the university community - faculty, students and staff - are especially encouraged to participate in celebration activities. Most events are free and open to the general public. The celebration begins Jan. 27 with an Inaugural Symposium, "Reflecting on the Contributions of Graduate Education, Research and Creative Activity" from 2-5 p.m. in Kimball Hall. That evening, a free public recital will occur in Kimball Hall from 8-9:30 p.m. Symposium speakers include Robert Knoll, NU professor emeritus of English; Karen Kunc, NU professor of art; James Olson, historian and president emeritus of the University of Missouri; Kennedy Reed, NU graduate and an atomic physicist at the Lawrence Livermore National Laboratory; and Clayton Yeutter, NU graduate, former president of the Chicago Mercantile Exchange and U.S. Secretary of Agriculture, 1989-91. The evening's concert showcases the talents of alumni and faculty artists, including Richard Drews, (MM 1979), tenor, Northwestern University; Lawrence Gwozdz (MM 1976), saxophonist, Southern Mississippi State University; the Moran Woodwind Quintet, composed of NU faculty; George Ritchie, Marguerite Scribante Professor Organ at NU; and students Milvia Rodriguez (DMA candidate), piano, and Charles Saenz (DMA candidate), trumpet. The concert is being coordinated by Robert Fought, professor of music. The symposium will open with Knoll giving a brief talk about the history of the Graduate College at the University of Nebraska with a particular focus on the first 25 years. Subsequent speakers will talk about the significance of graduate education, research and creative activity in their areas of interest. Kunc will speak to the fine and performing arts; Olson will speak about the humanities; Reed about science and academic affairs; and Yeutter about government and industry.
Karen Kunc has an international reputation as a printmaker, working in
the media of
Kennedy Reed was named a fellow of the American Physical Society in
1999.
A theoretical physicist in the High
More Emphasis on Research: UNL's Research Reform AgendaBy Richard Edwards, Senior Vice Chancellor This semester we are celebrating the centennial of research and doctoral education at the University of Nebraska. Concurrently, the Future Nebraska Task Force and the Life Sciences Task Force are making their reports to the campus. This is an appropriate occasion to renew and re-emphasize our commitment to research. As a multi-mission land-grant university, research has always been fundamental to our work. But doesn't an increased emphasis on research, scholarship and creative activity mean a decreased emphasis on teaching and outreach? The apparent answer is "yes" - but let me argue that what appears obvious is wrong, and the correct answer is "no." How in the world could an increased emphasis on one of our missions not reduce our commitment to others? For each faculty member, given a certain number of hours in the week, if he or she spends more time on research, that person has less time for teaching and service. And while there are some ways in which teaching and research can be joint activities (e.g., mentoring graduate assistants occurs while experiments are run in the lab, etc.), a lot of teaching activity is non-research-related, and vice versa. Another way to increase our research would be to ask faculty members to work more hours each week. But a recent National Science Foundation-funded study of faculty time reconfirmed that in public research universities, the average faculty member's workweek is already about 57 hours. During the average 10-hour workday, Monday through Friday, faculty members spend about 4.2 hours per day on instruction, 3.2 hours on research and 2.5 hours on service. Surely we should not try to increase our research by extending the average faculty member's workweek to say, 60 or 63 hours. We seem stuck in a box. We shouldn't add to the already-overly-long average workweek, and unless we do, an increased emphasis on research would seem to reduce the time we give to teaching and outreach. But there is a fallacy of composition here, because there are several things that we as a university can do to increase the productivity of our research. First, we can be smarter about how we organize our research. Some ways are simple: We hope that the new mynulook system of electronic grant submissions will drastically reduce the time (and irritation) for faculty members needing to get internal approvals for grant awards. Other ways to work smarter require more work: Vice Chancellor Marsha Torr's research symposia have shown that we have many more possibilities for faculty in seemingly unrelated departments to work in potentially hugely fruitful collaborations, and in so doing, greatly increase the quality and impact of their work. While each researcher must decide when to do individual work and when to do collaborative work, the relative paucity of campus infrastructures encouraging collaborative work creates a heavy bias toward individual work; hence we forego much of the impact that our research could have. Second, we can pursue larger, more significant projects. After all, we do research not only for its own virtue or to get published but because we believe it should contribute in some important way to larger learning. We submit way too many grant proposals for very small grants, and way too few proposals for significant dollars. Many individual researchers simply try to get summer pay and an RA and some travel funds. Now while it may be perfectly rational for individuals to do this, preparing the proposal may require nearly as much effort as one seeking 10 or 20 times the funding - especially if the latter is part of a larger collaborative project. What is rational for the individual is a poor choice for us collectively: Our failure to organize ourselves into larger projects and submit larger proposals means that as a university, we deprive ourselves of resources (support for graduate students, money for equipment) that we could otherwise obtain to benefit the campus. And third, we can increase the number of people doing research on our campus by building up our grant-supported research faculty. To achieve our goals, there is enormous work to do - too much for the tenured and tenure-track faculty to do by themselves. Other research universities have long understood this, and have welcomed grant-funded scientists and scholars who focus specifically on research. We have been more reluctant, insisting that we rely only on our tenure-track faculty. But the size of our tenure-track faculty is effectively limited by our state appropriation, so our reluctance puts us right back in the box described above. We should change our campus's tendency to treat research faculty as anomalous or "unfortunately not-yet-tenure-track" or second-class. Rather, we should welcome people in these positions, and provide them with the salaries, benefits, and support that are commensurate with the exceptional talents they bring to our campus. Thus, we have a number of ways to increase our institutional emphasis on research and creative activity without reducing our commitment to teaching or outreach and without simply expecting faculty to do more. This semester, as we celebrate 100 years of research at the University of Nebraska, let's focus on these issues: How we can be smarter in organizing our research effort. How we can encourage ourselves to pursue larger, higher-impact and more significant research programs. And how we can effectively expand our research personnel. Taskforce Reports Sure to Prompt ConversationPublication is imminent of reports of the Future Nebraska Task Force and the Task Force on the Integration of Life Sciences at UNL. Once these reports are published on the web, comment, discussion and feedback will be collected, according to Senior Vice Chancellor Richard Edwards. Both documents will be published on the senior vice chancellor's web page and in other venues, he said. Further information about how to participate in campuswide discussions will be forthcoming, he said. Linda Ruchala is project director for the Future Nebraska Task Force. Tony Joern and Mark Morrison are co-chairs of the Life Sciences task force.
NU Geologist David Harwood meets with Rousseau Elementary School students in Lincoln after returning home from a three-month research expedition to Antarctica. The Rousseau students had corresponded with Harwood on the Internet, aiding their classroom study. Marking time by the millionsGeoscientist Harwood Translates History from Antarctic Sea Floor By Kelly Bartling, Public Relations The best clues to the mystery of global warming may lie miles under the frozen Antarctic sea, revealed by 30 million-year-old fossils. Geologists David Harwood and David Watkins, both micropaleontologists from the University of Nebraska-Lincoln, are helping find those clues. Just back from a three-month-long research mission to Cape Roberts, Antarctica, Harwood and Watkins are armed with drillcore and rock samples that contain a fossil record that will read like a stratigraphic timetable. "By going to the past we look to the future by understanding the past history of the earth and times of warmth," said Harwood, who has made 11 research expeditions to Antarctica since 1983. His role in the pioneering research is to document the origin and age of siliceous microfossils in drillcore samples and glacial deposits. Watkins searches for calcareous nannofossils that were abundant in Antarctica millions of years earlier. The fossil algae are excellent indicators of geologic time. Antarctica is holding these clues on global warming because evidence exists that the ice-covered continent was once significantly warmer and has contended with a complex history of different climates. Up until 40 million or 50 million years ago, Harwood said, Antarctica had a temperate climate like New Zealand's, rich in vegetation and animal life. It then entered a "deep-freeze," with the cause, effects and timing the subject of debate and continuing study. "During this project we wanted to target the transition from warm 'greenhouse earth' to cold 'icehouse earth' recorded in marine sediment deposited about 40 million years ago," Harwood said. "When we cross that boundary from the cold, glacial mode, back in time into older records of greater warmth, we could get much more information about the sequence of events that led to that global climate shift." Harwood's analysis of the Antarctic cores reveal the age of the diatoms (single-celled algae), the environment and climate in which they lived. Nearly 1,000 meters below the ocean floor, the sediments were recovered from a drilling rig suspended above 300 meters of water on 2 meters of ice in the Ross Sea at Cape Roberts. The three years of drilling by the Cape Roberts Project recovered a history spanning 17 million to 33 million years ago. Harwood, Watkins, Richard Kettler and graduate student Steve Bohaty, all of the NU geosciences department, were part of an international team of 60 to conduct a variety of studies on the continent. Deep-core drilling and study of glacial deposits have already given significant clues on the continent's glacial history and climate change. "We know how warm it was, say, 40 million years ago because of finding erratics and boulders in coastal moraines that have crocodile teeth, marine birds and rich vegetation," Harwood said. "I'm a teller of time, and by using the stratigraphic record of the diatoms in these cores we are able to tell their age, what environment they were placed in, and that's very valuable to position ourselves and relate them to the climate and glacial events there and around the globe," Harwood said. While efforts to study Antarctica are still in their pioneer stage because of the continent's adverse conditions, Harwood said interest is rising, especially as concern over global warming increases. "By understanding how the earth worked at various times in the past, we can aid the climate modelers who try to recreate on computers what we interpret from geological evidence. We can help enhance their ability to predict global climate under future warmth. If we have a greater appreciation for how fast climate can change, we will be better prepared to accommodate shifting coastlines and agricultural belts, or discover if the climate shifts and current warming trends are part of a natural cycle of warming, or whether we are influencing the warming." Harwood, Fifth-Graders Correspond This Distance Education Makes Science 'Real'By Kelly Bartling, Public Relations Carrying his polar boots and bags of fossils collected from a frozen continent, geologist David Harwood was welcomed home by some new friends. "Penguins look really cute, but they're really pretty stinky," he told Lincoln Rousseau School fifth-graders, flashing slides of penguins on the classroom projection screen. The kids giggle. "It's called 'guano'," Harwod says. Janyce Ostrander's class knows Harwood already before his December visit. They've been corresponding with him via Internet across thousands of miles, during his research at McMurdo Station, Cape Roberts. The correspondence and visit brings the fifth-graders closer to real-life science, and Harwood closer to young scientific minds. "My mission as a scientist is to find out new information, but also to share information with the public," he said. "I do find great reward in sharing with young minds and trying to inspire them to think about scientists as something more than folks in white lab coats with pencils in their pockets that we are real people doing exciting things." To the Rousseau students, Harwood is "that guy who has been in the Antarctic for three months without bathing," the University of Nebraska-Lincoln geologist says. He's also the father of their classmates, and he's been helping them learn about Antarctica. His visit, days after arriving back to Lincoln, lets the students ask things they've been wondering about the Antarctic, show him their journals, drawings and projects they've been working on, see Harwood's pictures and fossils - his specialty. They see and feel the prehistoric vegetation stamped into rocks gathered deep below the crust of a frozen continent. He brings evidence and personal tales on topics they have only read about. "They learn so much because he helps make it so real for them," teacher Ostrander says, while the students laugh at Harwood's stories about freeze-dried seals and chip apart small pieces of Antarctic coal. Continuing communication with Harwood and his team over the Internet helps propel the students' interest, she said. It also helps motivate Harwood to set his sights to the next generation, to continue studying global warming effects. "I enjoy my work as a geologist and if I can share some of that enthusiasm, then hopefully I may attract some students into pursuing a future in science, something they may incorrectly view as unattainable or unrewarding. A small spark can light a fire." The Founders of the Graduate CollegeBy Robert Knoll, Professor Emeritus of English There were three. George E. Howard arrived in Nebraska as a young man in a covered wagon. After graduating from the University of Nebraska in Lincoln, he went to Munich and Paris and brought the idea of Germanic scholarship home to his frontier university. In 1888 he founded the first graduate seminar at the university. Through his long life, he championed academic freedom here, at Stanford and nationwide. Charles E. Bessey founded the modern study of botany and introduced the study of plant ecology to this country. Through the Hatch Act (1887), which he helped write, he helped turn American public universities into research centers. A.H. Edgren, a polyglot native of Sweden, studied in Europe and at Cornell and Yale before organizing in 1896 at the University of Nebraska, the first graduate school in the trans-Mississippi West. In 1898, only three state universities had larger graduate enrollments than Edgren's graduate school. In 1901, he returned to Sweden to serve on the founding board of the Nobel Institute. These three were supported by the first great chancellor, James Hulme Canfield (1891-1895), himself a titan; and by Mary L. Jones (1891-1897), the first professional librarian. "From the first, the pioneer plainsmen of Nebraska were not content to be absorbed only in the activities of the present," wrote Louise Pound just 25 years later. "They fixed their eyes upon the future." This special breed of men and women "laid so strongly and so surely the foundations of our life today [that they] made possible its successes," Pound wrote. Graduate education and research were central to those successes and developed before a graduate college could be formally organized. Graduate education evolved out of intellectual ferment and their continuing effort to define a university. As elsewhere in the nation, the graduate college was formalized after graduate eduation was practiced. Here was a golden dawn promising bright days. There were giants in those days. (Editor's Note: Robert Knoll was commissioned by Merlin Lawson, dean of graduate studies, to write a history of the graduate program at Nebraska. The above text is the introduction to his examination of the first 25 years.) Free Concert Caps Centennial Kick-Off Jan. 27University of Nebraska-Lincoln School of Music students, alumni and faculty will combine their talents during the Centennial Celebration kickoff with a Centennial Concert. The 8 p.m. concert at Kimball Recital Hall will feature performances by the three distinct groups from the school: alumni, faculty and doctoral students, said coordinator Robert Fought. "This is what we are about - great education in music," Fought said. "For our creative activity, performance is the ultimate experience, and this is our showcase recital." Fought said a variety of music will be performed during the concert, depending on the particular talent of the musician. "Whether it's voice, chamber music, keyboard or solo performance... alumni, faculty or students, it's going to be an outstanding concert." Featured performers are Richard Drews, tenor, and Lawrence Gwozdz, saxophone, alumni; George Ritchie, organ, and the Moran Woodwind Quintet, faculty; and Milvia Rodriquez, piano, and Charles Saenz, trumpet, doctoral students. Drews, a member of the voice faculty at Northwestern University in Evanston, Ill., is a master's recipient in 1979. He will be accompanied by Michael Cotton, staff accompanist at the School of Music. Repertoire includes La Serenata by Tosti; Le Reve by Massenet; Long Time Ago by Copland; Forse la solgilia al tinse, ... na me me foza perditi by Verdi; and Dein is mein Ganzes Herz by Lehar. Gwozdz is professor of saxophone at the University of Southern Mississippi and has a studio of worldwide reputation. He earned an MFA from Nebraska in 1976. He has performed extensively on concert stage, in festivals, television, radio, and has made several recordings. He will be accompanied by Paul Barnes, co-chair of piano at the School of Music.They will perform a world premiere of Tristesse (1999) by UNL composer Randall Snyder; and Molly on the Shore by Grainger. Ritchie is chair of organ and Marguerite Scribante Professor of Organ at the School of Music. He has had numerous renowned organ teachers, received fellowships, awards and been a featured performer and lecturer and many conventions, recitals and master classes. He will perform Bach's Toccata and Fugue in D minor. The Moran Woodwind Quintet is one of the most active and visible quintets of the Midwest. Formed in 1986 and named for the late director John Moran, the quintet has toured extensively as a featured ensemble and has recorded two CDs. The quintet is made up of NU professors John Bailey, flute; Diane Cawein, clarinet; Allen French, horn; William McMullen, oboe; Gary Echols, bassoon. The Quintet will perform Quintette No. 1 by Francaix. Rodriquez, of Havana, Cuba, has studied at the College of Music of the Moscow Conservatory, Gnesin Academy of Music in Moscow, earning her master of music in 1996. She studies with Barnes for her DMA. She will play an excerpt from Barber's Sonata for Piano, Opus 26. Saenz is instructor of trumpet at the University of Nebraska at Omaha, receiving his bachelor's in music from New Mexico State University, and his master's in music from the University of Illinois. He is pursuing the DMA and is a student of Darryl White. Accompanied by pianist John Healey, Saenz will perform Sonata by Hindemith. "Integration and Opportunities in the Life Sciences for the 21st Century" State EPSCoR Conference April 4Plans are taking shape for the Nebraska EPSCoR State Conference April 4 at the Nebraska Union. The conference, with the theme "Integration and Opportunities in the Life Sciences for the 21st Century," comes at a time when UNL is studying how best to integrate its life sciences across campuses and expand collaboration with the private sector. Speakers are expected to include Robert Grey, provost and executive vice chancellor at the University of California-Davis and a representative from the National Science Foundation. Grey is credited with reorganizing UC Davis' land-grant campus by combining efforts of basic and applied disciplines, positioning UC Davis as one of the top state supported universities in the life sciences area. Rick Edwards, senior vice chancellor for academic affairs, and Irv Omtvedt, vice chancellor of the Institute of Agriculture and natural Resources, have appointed a faculty task force to make recommendations toward similar progress at UNL. Those recommendations could range from programmatic changes and cooperative ventures to administrative reorganization. The effort is seen as key in positioning UNL to succeed in biology in the new century. The task force is expected to present a panel discussion at the EPSCoR conference. A panel discussion on collaborations with the private sector also is planned. The agenda is not complete, but will be available at http://www.unl.edu/ nepscor/ when it is finalized. EPSCoR (the Experimental Program to Stimulate Competitive Research) is based on the premise that universities and their science and engineering faculty and students are valuable resources that can influence a state's development in the 21st century much in the same way that agricultural, industrial, and natural resources did in the 20th century. EPSCoR's goal is to identify, develop and use a state's academic science and technology resources in a way that will support wealth creation and a more productive and fulfilling way of life for a state's citizenry. As of last September, Nebraska EPSCoR had received more than $26.7 million from the National Science Foundation and other federal agencies. Research Fair Scheduled for March 25As part of the Centennial Celebration, a Faculty Research and Creative Activity Fair will occur March 25 in the Nebraska Union. The fair will run from 10 a.m. to 3 p.m. that day and is free and open to the public. The purpose of the fair is to celebrate and bring focus to the diversity, quality and quantity of current research and creative activity conducted at the University of Nebraska. The fair will involve faculty from all interested units and departmnents and is designed to allow faculty and graduate students a forum to exhibit their work to peers and students at UNL. In addition, it is hoped that the fair will increase faculty and student awareness of work in fields other than their own, and thus encourage cross-disciplinary conversation, recruit potential graduate students, create public awareness of research and creative activity at UNL, and build more recognition of graduate and undergraduate research activity. The fair will be coordinated with the Graduate Student and Undergraduate Research conferences. Faculty interested in participating should contact Robert Stock at 472-1841 or RSTOCK2@unl.edu for more information. Deans, directors and chairs are encouraged to nominate research projects from their units. The Centennial Research Steering Committee and the Research Fair subcommittee offers all units tables where work may be presented (publications, art works, posters, etc.) and where faculty will be available to discuss the work with others. The stage of the Union Ballroom also will be available for performances, readings and other activity. Faculty are encouraged to participate in this major attempt to increase public awareness of scholarly and creative work being done at UNL and at the same time to encourage collegial and interdisciplinary conversations. MFA Exhibitions at Sheldon Stress Role of Graduate Art EducationThe Sheldon Memorial Art Gallery and Sculpture Garden will present two exhibitions that draw special attention to the role of graduate art education at the University of Nebraska-Lincoln. An important responsibility for university art museums is to provide an opportunity for the work of both students and faculty to be presented within the context of the university's academic community. As the art museum of the University of Nebraska-Lincoln, the Sheldon Art Gallery demonstrates its commitment to this responsibility through the faculty and MFA biennial exhibitions, which, on an annual basis, feature the art of the university community within the broader context of the history and development of American art. MFA Biennial Exhibition, on display from Jan. 19 to March 5, features a selection of work by current studio graduate students in the Department of Art and Art History, which reveals the aesthetic diversity of the art department in a variety of media, including ceramics, painting, sculpture, conceptual work and various printmaking techniques. Organized by current printmaking graduate students at UNL, MFA Portfolio: Past and Present, on display from Jan. 25 to March 12, is a collaborative exchange between "past and present" printmaking students, all of whom have worked with UNL professors Karen Kunc and Joseph Ruffo. In addition to the work of current graduate students such as Susan Belau (MFA, 1999), Holly Jerger (MFA, 2000), Nancy Steele (MFA, 1999), and Matt Wittmer (MFA, 2000), 16 alumni participated in this aesthetic collaboration. According to the organizers of this project, "This portfolio brings together the work of the current Master of Fine Arts students in printmaking with prints from a wide selection of past MFA recipients. This portfolio exhibits the vision of the individual artists who have passed through the printmaking program, and is indicative of the strength and diversity of their experiences at UNL." In addition to the aesthetic diversity of the work presented, Past and Present also reveals striking diversity of media as intaglio, wood engraving, woodcut, etching, screenprint, mezzotint, and lithograph, are all on display in this portfolio. Both the MFA Studio Biennial and Past and Present constitute a specialized focus on graduate art education. A printmaking panel discussion, "A Printmaking Workshop Continuum," which will feature panelists who participated in the portfolio and moderated by Karen Kunc, UNL professor of Art and printmaker, is scheduled for 3:30 to 5 p.m. Feb. 10 in the Sheldon auditorium. A public reception celebrating both exhibitions will follow the panel session from 5 to 7 p.m. |
Robert Knoll is Varner Professor Emeritus of English at the
University
of Nebraska-Lincoln. Named the Nebraska Professor of the Year in 1988,
Knoll
has a long and distinguished record of teaching and scholarship at NU. He
earned his B.A. from Nebraska and his M.A. and Ph.D. from the University
of Minnesota. He joined the Nebraska faculty in 1950 and retired in 1990.
Among his scholarly works are examinations of the works of Ben Johnson,
Christopher Marlow, Weldon Kees, Wright Morris and Willa Cather. His
book,
Prairie University, a History of the University of Nebraska, is a
landmark
work in examining the institution's first 125 years. Knoll was a
Fulbright
professor in Austria and a fellow of the National Humanities Institute.
He was one of the founders of the now-defunct Centennial College at the
University of Nebraska.
woodcuts and artist's books. This professor of art at
the University of Nebraska-Lincoln has exhibited in Iceland, Finland,
Korea,
Canada, Poland, Japan and the United States. Among her honors are
fellowships
from the Mid-America Arts Alliance/National Endowment for the Arts, the
Nebraska Arts Council and the Ohio Arts Council. She was a Fulbright
Fellow
in Jyvaskyla, Finland, in the spring of 1996. She earned her M.F.A. from
Ohio State University in 1977 and her B.F.A. from the University of
Nebraska-Lincoln
in 1975. She has been a visiting faculty member at the University of
California-Berkeley;
at Carleton College; the Icelandic College of Art and Crafts; and the
School
of Art at the University of Michigan. In 1998, she received the
Outstanding
Research and Creative Activity Award from the NU System.
James C. Olson was the 16th president of the University of Missouri
from 1976-1984 and is president emeritus and professor emeritus of
history.
Prior to assuming the MU presidency, he was the chancellor of the
University
of Missouri-Kansas City. Olson earned his A.B. from Morningside College
and M.A. and Ph.D. from the University of Nebraska. He directed the
Nebraska
State Historical Society from 1946-1956, chaired the NU Department of
History
from 1956-65 and was a regents professor of history; was an associate
dean
of the graduate college from 1966-68 and vice chancellor for graduate
studies
and research in 1968. In his early academic career, he wrote extensively
on Nebraska and Indian history. Among his six books are History of
Nebraska,
which recently published a third edition. In 1999, he was the chairman of
the Missouri Commission on the Affordability of Higher Education.
Temperature Physics Division at
Lawrence Livermore National Laboratory, he earned his Ph.D. in
theoretical
physics from the University of Nebraska. Prior to joining Lawrence
Livermore
in 1980, he was a professor of physics at Morehouse College. He has more
than 100 publications on his research in atomic collisions in high
temperature
plasmas. A past president of The National Society of Black Physicists,
Reed
has done considerable work on the problem of minority underrepresentation
in physics. He is a co-founder of the National Physical Science
Consortium,
a national coalition that provides scholarships for women and minorities
pursuing graduate studies in the physical sciences and in 1993, he
initiated
an undergraduate scholarship program to encourage African Americans to
major
in physics. He earned his B.S. from Monmouth College and an M.S.T. from
the University of Wisconsin.
NU graduate Clayton Yeutter is a former U.S. Secretary of
Agriculture,
a former U.S. Trade Representative to the Uruguay Round of the General
Agreement
on Tariffs and Trade (now WTO) negotiations and former president and CEO
of the Chicago Mercantile Exchange. Now Of Counsel to the international
law firm of Hogan & Hartson, Yeutter served in cabinet and
sub-cabinet
posts for four U.S. Presidents. He earned his B.S. in agricultural
economics
from Nebraska, as well as a J.D. and Ph.D. (also in agricultural
economics).
All three degrees were earned with high distinction. As Secretary of
Agriculture
for President Bush, Yeutter was the point man in steering the 1990 Farm
Bill through Congress. That moved agriculture to a more market-oriented
policy structure and set the groundwork for expansion of U.S.
agricultural
exports. As Trade Representative, Yeutter not only launched the Uruguay
Round of GATT talks, but also negotiated the U.S.-Canada Free Trade
Agreement
and the original U.S.-Japan Semiconductor Arrangement. He also helped put
in place provisions to protect U.S. intellectual property in Asia and
Latin
America.
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