In two interviews Jim Lyons describes his tenure as Dean of Students, the policies he tried to promote, and his approach to students in general. His focus is mainly on undergraduates. He discusses Residential Education at length and how he viewed it as an extension of academic education. He also discusses his expectations of student behavior and how he turned challenging situations into teachable moments. He describes the changes that took place in the make-up and culture of the student body (mostly the undergraduates) during his tenure as Dean of Students. Dean Lyons also talks about his work on the accreditation teams of a variety of colleges outside Stanford and his work with the National Association of Student Personnel Administrators. He opens the first interview by describing his personal background and his experience in the administration at Haverford College in Pennsylvania. He concludes with his work in the School of Education at Stanford.
In two interviews Jim Lyons describes his tenure as Dean of Students, the policies he tried to promote, and his approach to students in general. His focus is mainly on undergraduates. He discusses Residential Education at length and how he viewed it as an extension of academic education. He also discusses his expectations of student behavior and how he turned challenging situations into teachable moments. He describes the changes that took place in the make-up and culture of the student body (mostly the undergraduates) during his tenure as Dean of Students. Dean Lyons also talks about his work on the accreditation teams of a variety of colleges outside Stanford and his work with the National Association of Student Personnel Administrators. He opens the first interview by describing his personal background and his experience in the administration at Haverford College in Pennsylvania. He concludes with his work in the School of Education at Stanford.
In two interviews Jim Lyons describes his tenure as Dean of Students, the policies he tried to promote, and his approach to students in general. His focus is mainly on undergraduates. He discusses Residential Education at length and how he viewed it as an extension of academic education. He also discusses his expectations of student behavior and how he turned challenging situations into teachable moments. He describes the changes that took place in the make-up and culture of the student body (mostly the undergraduates) during his tenure as Dean of Students. Dean Lyons also talks about his work on the accreditation teams of a variety of colleges outside Stanford and his work with the National Association of Student Personnel Administrators. He opens the first interview by describing his personal background and his experience in the administration at Haverford College in Pennsylvania. He concludes with his work in the School of Education at Stanford.

The interview encompasses Professor Anderson's long life, starting with his background as the son of a college president and continuing with his undergraduate degree from Northwestern University and Ph.D. from Princeton University. After one year at Cowles Commission on Research in Economics, he moved on to Columbia University Faculty from 1946-67, and has been at Stanford since then. He retired at age 70, maintains his writing and research. At the time of the interview he was 93 years old.
The interview encompasses Professor Anderson's long life, starting with his background as the son of a college president and continuing with his undergraduate degree from Northwestern University and Ph.D. from Princeton University. After one year at Cowles Commission on Research in Economics, he moved on to Columbia University Faculty from 1946-67, and has been at Stanford since then. He retired at age 70, maintains his writing and research. At the time of the interview he was 93 years old.

In his interview, David M. Kelley spoke at length about the development of the d.school, Stanford's School of Design. He expressed his passion for guiding students into greater creativity, and for the philosophies promoted by the d.school, including design, creativity, and a dedication to interdisciplinarity. Kelley gave examples of student projects, such as improving the design of ballet slippers or snowshoes, and spoke of his own design work as well. The interview also included discussion of Kelley's other work at IDEO and an earlier company known as the Intergalactic Destruction Company. Kelley explained his arrival at Stanford and the path he has traveled in the Stanford academic community, and proposed some thoughts about the future of creativity at Stanford and the d.school in general.
In his interview, David M. Kelley spoke at length about the development of the d.school, Stanford's School of Design. He expressed his passion for guiding students into greater creativity, and for the philosophies promoted by the d.school, including design, creativity, and a dedication to interdisciplinarity. Kelley gave examples of student projects, such as improving the design of ballet slippers or snowshoes, and spoke of his own design work as well. The interview also included discussion of Kelley's other work at IDEO and an earlier company known as the Intergalactic Destruction Company. Kelley explained his arrival at Stanford and the path he has traveled in the Stanford academic community, and proposed some thoughts about the future of creativity at Stanford and the d.school in general.

In the interview, Arjay Miller recalled his childhood growing up on a family farm near Shelby, Nebraska, and talked about his family history and origin of the family name. He described his life on the family farm with his seven siblings and all of their experiences and adventures, including games they played, songs they sang, toys they made, favorite foods, crops they raised, self-sufficiency and even a few close calls. In addition, he described the local community (churches, social events and schools) and the influences that farm life and growing up during the Depression had on him. He discussed the values he was given by his parents, including finding out how things work, making the most of what you have, and the love of reading and gardening. He covered books he read and radio programs, songs, and newspapers of the day. The interview included many stories and anecdotes that he told as a legacy for his great-grandchildren.
In the interview, Arjay Miller recalled his childhood growing up on a family farm near Shelby, Nebraska, and talked about his family history and origin of the family name. He described his life on the family farm with his seven siblings and all of their experiences and adventures, including games they played, songs they sang, toys they made, favorite foods, crops they raised, self-sufficiency and even a few close calls. In addition, he described the local community (churches, social events and schools) and the influences that farm life and growing up during the Depression had on him. He discussed the values he was given by his parents, including finding out how things work, making the most of what you have, and the love of reading and gardening. He covered books he read and radio programs, songs, and newspapers of the day. The interview included many stories and anecdotes that he told as a legacy for his great-grandchildren.

Over the course of three interviews, Dr. Sidney Raffel discussed much of his professional and personal life. He began with his parents' immigration stories from Riga, Latvia, and outside Vilnius, Lithuania, and a brief description of his own early education. Dr. Raffel then spoke about his educational experiences at Johns Hopkins and Duke, before moving to Stanford for further medical training and a career teaching, researching, and practicing medicine in Stanford's Medical school. During his tenure at Stanford, he was Dean of the Medical School and Chairman of the Department of Medical Microbiology. He discussed some of his research topics, like poliomyelitis, tuberculosis, and mononucleosis. The interviews also encompassed some of his publications and work off-campus during sabbaticals and fellowships. The conversation concluded with a look at some of his activity during his lengthy retirement, including a passion for painting.
Over the course of three interviews, Dr. Sidney Raffel discussed much of his professional and personal life. He began with his parents' immigration stories from Riga, Latvia, and outside Vilnius, Lithuania, and a brief description of his own early education. Dr. Raffel then spoke about his educational experiences at Johns Hopkins and Duke, before moving to Stanford for further medical training and a career teaching, researching, and practicing medicine in Stanford's Medical school. During his tenure at Stanford, he was Dean of the Medical School and Chairman of the Department of Medical Microbiology. He discussed some of his research topics, like poliomyelitis, tuberculosis, and mononucleosis. The interviews also encompassed some of his publications and work off-campus during sabbaticals and fellowships. The conversation concluded with a look at some of his activity during his lengthy retirement, including a passion for painting.

During the interview, Professor Schimke discussed his early life and family background, and continued with a description of his education. He described classmates, courses, and colleagues from his time as an undergraduate at Stanford and on through his time in medical school and residency at Massachusetts General. From there, Professor Schimke explained how he came to return to Stanford in the department of Pharmacology and later, his move to the department of Biological Sciences. The interview included Professor Schimke's assessment of the medical school and the academic departments in which he taught, and he pointed out both strengths and weaknesses, charting the progress over time. He explained some of his research on cancer, including explorations of proteins in egg whites and also the chemical methotrexate, used in chemotherapy. The interview concluded with a discussion of Professor Schimke's art, from his earliest endeavors back in grade school to the development and experimentation in the years since being hit by a car while biking in 1995, an accident which left him with limited mobility.
During the interview, Professor Schimke discussed his early life and family background, and continued with a description of his education. He described classmates, courses, and colleagues from his time as an undergraduate at Stanford and on through his time in medical school and residency at Massachusetts General. From there, Professor Schimke explained how he came to return to Stanford in the department of Pharmacology and later, his move to the department of Biological Sciences. The interview included Professor Schimke's assessment of the medical school and the academic departments in which he taught, and he pointed out both strengths and weaknesses, charting the progress over time. He explained some of his research on cancer, including explorations of proteins in egg whites and also the chemical methotrexate, used in chemotherapy. The interview concluded with a discussion of Professor Schimke's art, from his earliest endeavors back in grade school to the development and experimentation in the years since being hit by a car while biking in 1995, an accident which left him with limited mobility.

Paul V. Turner discusses early influences on his pursuit of architecture and how he became an architectural historian instead of a practicing architect, his research in Le Corbusier, his recollections of Lorenz Eitner, Al Elsen, John LaPlante and others, the evolution from the Department of Art and Architecture to the Department of Art and Art History, the challenges and accomplishments of the architecture program, his thoughts on Stanford's campus plan, his reflections on the Hanna House and Frank Lloyd Wright, and the challenges facing campus planning as the university continues to grow and expand physically, as well as academically.
Paul V. Turner discusses early influences on his pursuit of architecture and how he became an architectural historian instead of a practicing architect, his research in Le Corbusier, his recollections of Lorenz Eitner, Al Elsen, John LaPlante and others, the evolution from the Department of Art and Architecture to the Department of Art and Art History, the challenges and accomplishments of the architecture program, his thoughts on Stanford's campus plan, his reflections on the Hanna House and Frank Lloyd Wright, and the challenges facing campus planning as the university continues to grow and expand physically, as well as academically.