PRESIDENT’S REPORT 2013

Look Forward

I want to thank the entire Drury University community for the warm welcome you’ve given my wife, Betty Coe, and me. I am deeply humbled by the extensive greetings that have come from around the country and the expressions of extraordinary commitment for the mission and the work of Drury University.

In my discussions with the greater Drury community, student success is always at the forefront of the conversation. I appreciate your interest in our students’ academic success, their energetic commitment to community service and betterment, their eagerness to engage with professionals as they seek to fi nd the right career path, their hearty support for the Drury Panthers and their colleague student-athletes, and their ability to make the connections that are lifetime links to Drury. This enthusiasm for Drury con-fi rms for me that Drury University is one of America’s great universities and that our path is secure.

During my fi rst months on campus, I have been inspired by the words of Drury’s fi rst president Nathan Morrison: “…look up…not down, look forward…not backward, and look out…not in!” Drury recently cel-ebrated its 140th anniversary, and I look forward to joining you in the coming months and years as we map out a future for Drury that takes the university to even greater achievements.

Dr. David ManuelPresident

PRESIDENT’S LETTER

Alec’s Story

THE LIFE AND LEGACY OF 1953 DRURY GRADUATE AND BENEFACTOR, DAVID LEWIS, LIVES ON EVERY YEAR WHEN HIGH SCHOOL GRADUATES FROM TANEY COUNTY, MO. RECEIVE SCHOLARSHIPS TO ATTEND DRURY UNIVERSITY.

Lewis was a fi rst-generation college graduate who worked at Sears for nearly 40 years. During that time he lived a modest lifestyle, accumulated savings, and later donated $1 million to Drury University to help graduates from his hometown make college a reality.

One such recipient is Alec Presley. A freshman from Branson, Mo., Presley heard about the scholarship from his high school counselor. He attended an informational meeting where he learned why David Lewis established the Taney County Scholarship Fund. “Mr. Lewis seemed like a really good family man,” said Presley. “He never forgot where he came from, and he was always giving back. It meant a lot to me to receive a scholarship in his honor.”

Receiving the scholarship not only meant that Presley could signifi cantly reduce the amount of his student loans, but it also conveyed to him that Drury was interested in him. Presley was only looking at private liberal arts colleges, and his preference was to live in Springfi eld. “I also enjoy sports, so I liked that Drury had just won the NCAA national championship.” He is also actively involved in the improv troupe as well as Drury Allies.

A writing and political science major, Presley is interested in becoming a political speechwriter. “I had heard a lot of positive things about the political science department, and I met some great professors during Freshman First Day.”

The gift of education that Lewis is providing to families in Taney County will continue to give for years to come.

Your financial contributions have a positive impact on Drury students each and every day. Read how gifts from alumni and friends have funded an academic scholarship, a student internship and an endowed professorship, all in the name of maximizing the student experience.

LEARN

Amanda’s Story

AS A SIX-ONE MIDDLE HITTER ON THE DRURY PANTHERS VOLLEYBALL TEAM, AMANDA WATSON CAN JUMP HIGH — REALLY HIGH.

In 2012, she led the team in blocks. However, compared to the projects she works on as a computer science and math major, she’s practically cemented to the ground. You see, someday, Watson’s summer project will be used in space.

“I have an odd set of skills,” Watson said. “I took metal shop in high school so I know how to solder and weld. I have experience in networking from working in tech services at Drury and I’m a computer science major.”

That set of skills was put to good use this summer when Watson earned an internship at NASA where she worked on a project to develop wearable technology.

“Everything looked like it was out of Tron or Star Trek. Pretty cool,” Watson said. “Basically, we were building a space suit with controls built into the suit that could allow an astronaut to control systems in a spacecraft or monitor an astronaut’s vital signs. There were no wires, just silver coated thread. I did the technological part and worked with a fashion design intern on the suit.”

Watson faced a stumbling block to get the job, but it didn’t involve her skills or her academic back-ground, there was not any money to pay Watson for her internship. NASA just didn’t have money. Wat-son went to Drury’s Offi ce of Development and Alumni Relations to see if there were any funds for intern-ships. Doris Weber, the executive offi ce assistant for Development and Alumni Relations, wrote a check to Drury for $1,000 as seed money for the Fund for Excellence, which is designed for students who have an opportunity for unpaid internships but who cannot afford to work for free.

The Offi ce of Development and Alumni Relations then contacted Dr. John Burczak, a 1976 Drury gradu-ate, and his wife Dr. Patricia Conway, who donated another $3,500 for the Fund for Excellence. Watson was then able to apply to Drury’s Offi ce of Development and Alumni Relations for assistance and she received the funds for her summer internship at NASA.

“We chose to make a donation to the fund because we value science education,” Dr. Burczak said. “When we heard that Amanda Watson was offered a once in a lifetime opportunity to intern at NASA, the deci-sion to donate was an easy one. Pat is an accomplished Ph.D. in biomedical engineering, and we believe it is worthwhile to support women in science. Also, I am the chief scientist for biomedical research at General Electric’s Global Research Center. Two of the projects that I oversee involve collaborations with NASA.”

Additionally, Burczak’s employer, General Electric, matched their donation and Drury tapped that money for the Fund for Excellence to help other students seeking internships but who cannot work for free.

Watson will continue to work on the wearable technology this semester in her senior research class, and she will return to NASA for more work during breaks when she’s home in Houston. She’ll graduate in May, and from there Watson plans to pursue graduate school and, eventually, earn a doctorate. She would like a job at NASA once she graduates, but “my dream job is Google,” Watson said.

LEARN

Barbara’s Story

“IT DOESN’T MATTER WHETHER YOU ARE JUNIOR OR SENIOR FACULTY, YOU ALWAYS NEED TO BE LOOKING FOR NEW, MORE INNOVATIVE WAYS TO TEACH. YOU HAVE TO BE WILLING TO TRY THINGS; THAT’S PART OF BEING A GREAT EDUCATOR.”

Dr. Barbara D. Wing, professor of biology, is truly that—a great educator.

Wing came to Drury in 1987 to teach fundamentals of cell biology, microbiology and pathogenic micro-biology under department head Dr. Lawrence Stauffer, who had assumed the position previously held by Dr. Laura Bond. “We had very different styles,” said Wing. “Lora was kind of like Margaret Thatcher, the Iron Lady.” Wing stated that Bond came through the university system during a time when women had to be tougher than nails to achieve their Ph.D.

A few years later, Wing was approached to fi ll the endowed chair for biology, which had been established in 1986 through estate gifts in honor of Bond. “I was very honored that they would consider me for the position,” said Wing. “When you are given that kind of honor, you have many things to live up to; other Drury professors and students are my primary consideration.”

Wing chose to make her career her focus and states that her students are her family. As such, she strives to bring a level of enthusiasm and interest to the classroom to keep students engaged. “If you’re not excited about it, why would they be excited to learn it?” said Wing. “I really work at getting away from lectures. Sometimes you need a little bit of lecture to set the stage. But the only way for them to really learn science is to do science.”

Biology Professor Don Deeds ’69 was a student of Bond and is a colleague of Wing. “Barbara is incred-ibly student-centered. Her focus has always been on being the best teacher, mentor and friend for our students over the years.” Deeds continued, “The ongoing diabetes research Barbara conducts gives her students real insight in how scientifi c research is done, and affords them the opportunity to decide if that’s something they want to pursue.”

Now in her 27th year of teaching at Drury, Wing has no plans to retire anytime soon, stating that she will quit when she feels like she’s no longer reaching her students. “If I won the lottery I wouldn’t quit my job, but I might buy my way off a few committees!” Wing’s passion for teaching is contagious and she passes this on to her students by encouraging them to fi nd their passion and pursue it as a career. “I can’t imagine getting up every morning and going to a job I didn’t like. Each person has to fi gure that out. That’s why I’m a teacher. Even though our styles were different, Lora was a very passionate and dedicated teacher as well.”

LEARN

Classroom Without Walls: Engaged Learning as Deep Learning

HOW DOES THE COMMUNITY OF JOPLIN HEAL FROM THE RAVAGES OF A TORNADO? WHAT IMPACT HAS THE EUROPEAN ECONOMIC CRISIS HAD ON THE LIVES OF THE GREEK PEOPLE? HOW CAN WE PROTECT THE WATER QUALITY OF THE OZARKS?

These three important questions yield no easy answers. Rather, they ask a great deal of us—both broad knowledge and a personal commitment to the truth.

They are among dozens of questions Drury students ask directly as part of our new core curriculum, “The Drury Core: Engaging Our World.” In addition to other Core requirements, all students complete two engaged learning experiences where they are involved in immersion-learning that takes them outside the traditional classroom. Students conduct and present original research with a faculty member; develop leadership and professional skills in an internship with local businesses or not-for-profi ts; live and study in a foreign country; and serve a community need through volunteer work and practicums.

The engaged learning experiences give students opportunities that are memorable, challenging, person-ally meaningful, and complex—all factors that are predictive of deep learning.

Many of the service-learning opportunities respond to students’ energy and their strong desire to serve others. In November, architecture students in the studio of Professors Traci Sooter and Nancy Chikarai-shi will build a “sacred space” in Cunningham Park to contribute to Joplin’s healing process. In Sep-tember, Professors Gerard Nadeau and Blaine Whisenhunt and a couple dozen “Art of Space” students built another of many community art projects. Each semester, Spanish students reach out to serve the growing Hispanic community in southwest Missouri. Enactus (formerly SIFE) students help adults who are disabled support themselves by fi nding meaningful work. Students from a wide variety of disciplines tutor and mentor talented African-American students as part of the Drury Scholars program. Environ-mental studies students test water and soil quality and submit policy statements about their work. Natalie Wlodarzczyk’s music therapy students jam with older adults in an intergenerational rock band. Students in Summit Park work with a variety of community partners, from The Kitchen and Rare Breed to Boyd Elementary School.

The list is endless and inspiring. Drury students are reaching out to all corners of the community to make a difference in the lives of others, in projects that call upon them to think more deeply, solve real-life problems, and gain valuable leadership experience.

ENGAGE

continued on next page »

All of these projects link up to the values of our Drury Connect initiative. When communities and uni-versities collaborate to solve shared problems, we all win. Our reciprocal community partnerships bring Drury and the community closer together. As one goes, so goes the other.

For both students and faculty, engaged learning is an emerging kind of learning experience. It is a classroom without walls that complements what happens in the classrooms. In the end, students get valuable leadership and learning experiences; opportunities to serve, to belong, and to make a positive difference; occasions to test academic knowledge against real-world experiences.

Best of all, they emerge as better learners, better citizens, and better people, more fully aware of their capacity and responsibility to leave this world a better place than they found it.

Dr. Peter MeidlingerAssociate Vice President for Academic Affairs

ENGAGE

A Snapshot of our EffortsCommunity Outreach and Development

AS DIRECTOR OF COMMUNITY OUTREACH AND LEADERSHIP DEVELOPMENT, IT IS MY PLEASURE TO SHARE WITH YOU A SNAPSHOT OF OUR EFFORTS TO ENGAGE STUDENTS IN THE COMMUNITY AND DEVELOP SOCIALLY RESPONSIBLE LEADERS.

These efforts begin with our annual Service Plunge during New Student Orientation, which occurs be-fore incoming students step foot into the formal classroom. The efforts conclude as graduating seniors complete the Leadership Drury certifi cate program. And, of course, we offer a wide variety of opportuni-ties in between.

Experiences range from large-scale, one-time service events like the Stomp Out Hunger initiative, to ongoing community partner commitments like the America Reads/America Counts tutoring program. Monthly Project Panther service days offer direct service opportunities, while programs like the Drury Impact Project and Alternative Spring Break trips combine awareness and education of social issues.

Two of our marquee programs are the Summit Park Leadership Community and the Leadership Drury certifi cate program. Summit Park residents live together in teams, and over the course of an academic year, develop and implement a service-learning project with a community partner. This challenging expe-rience of living and working together to achieve a common goal results in tremendous personal growth and cultivates essential leadership and professional skills.

The Leadership Drury certifi cate program combines leadership courses and practical skill development with engaging experiences. It is designed to inspire students to be socially responsible leaders who are committed to creating positive change. Students who complete this program receive notation on their academic transcripts. This recognition of achievement has high appeal for potential employers and graduate schools.

Our offi ce is very intentional about weaving service and community engagement throughout the Drury experience. This not only enhances what students are learning in the classroom, but it also supports their personal and professional development and encourages active citizenship. Perhaps our greatest contribution is that students connect with the world outside our beautiful campus in a way that chal-lenges their assumptions, strengthens their values and empowers them to use their talents and gifts to make a difference. You can learn more or get involved by visiting our website at: www.drury.edu/outreach.

Courtney SwanDirector of Community Outreach and Leadership Development

SERVE

By the Numbers

2008 2009 2010 2011 2012 2013

84

6871

7874

81

2008 2009 2010 2011 2012 2013

$6.4$6.8

$9.7

$6.3 $6.2

$4.2

Instruction & Academic Support

Institutional Support

Auxiliary Enterprises

Athletics

Plant Operations

Student Services

Net Tuition & Fees

Auxiliary Enterprises

Endowment

Other Income

Federal & State Grants

Private Gifts

NET ENDOWMENT ASSETS

OPERATING EXPENSES

TOTAL GIVING

OPERATING INCOME

NUMBERS

Enrollment

505531526

463 448418

2008 2009 2010 2011 2012 2013

1,5551,631

1,5501,618 1,607 1,575

2008 2009 2010 2011 2012 2013

3,040

3,4573,4433,283

3,168

2,656

2008 2009 2010 2011 2012 2013

2008 2009 2010 2011 2012 2013

82.1% 82.6%80.9% 82.7% 82.7% 82.9%

GRADUATE SCHOOL

DAY SCHOOL

EVENING SCHOOL

FIRST YEAR TO SOPHOMORE STUDENT RETENTION STATS

NUMBERS

Statement of Financial Position

ASSETS

Cash and cash equivalents - general $14,060,458

Accounts receivable from students, net of allowance $2,078,174

Accounts receivable - other $133,303

Prepaid expenses $432,096

Inventories $306,627

Notes receivable $337,937

Student loans receivable - federal program $978,013

Bond reserve held by trustee $117,010

Pledges receivable $3,485,710

Investments - real estate $6,037,000

Investments - marketable securities $61,677,452

Property, plant, and equipment, net $83,478,268

Contributions receivable from trusts $523,636

$771,555

$8,180,310

Unamortized bond issue costs $567,039

Total assets $183,164,588

NUMBERS

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LIABILITIES

Accounts payable $1,502,603

Other accrued expenses and liabilities $226,919

Unearned income &

Notes payable - operating $3,500,000

Interest rate swap agreement $3,061,116

Total liabilities $54,736,152

NET ASSETS

Permanently restricted net assets $56,191,530

Total liabilities and net assets $183,164,588

NUMBERS

Alumni by State

38

207

496326

447

221

106

99

9321

403

15,590

28

157

8

71

51

41

140

150

440

103

94

183

810

33 202

187

1820 103

422

23

610 84

79

84

16104

68

81012

66

10934

1040

1447

47

TOTAL22,816

Armed Forces American Samoa

421

1-9

10-5051-100

101-250251-1000

1001-16,000

NUMBERS

Alumni by Country

Argentina 2

Australia 4

Bahamas 2

Bangladesh 1

Belgium 1

Brazil 1

Burma 1

Cameroon 1

Canada 17

Cayman Islands 2

Chile 1

China 10

Colombia 1

Cote d'Ivoire (Rep.) 1

Croatia 2

Dem. Peoples Republic of Korea (North) 1

Denmark 1

Dominican Republic 1

East Timor 1

Egypt 1

England 8

Federated States of Micronesia 1

France 1

Germany 13

Ghana 1

Greece 4

Guam 3

Guatemala 1

Hong Kong 5

Hungary (Rep.) 4

India 5

Indonesia 1

Israel 1

Japan 22

Kenya 1

Libya Jamahiriya 2

Malaysia 2

Mexico 3

Monaco 1

Morocco 2

Netherlands 3

New Zealand 1

Nigeria 3

Northern Mariana Islands 1

Norway 1

Philippines 1

Poland 2

Puerto Rico 2

Republic of Estonia 1

Republic of Korea (South) 2

Republic of Panama 1

Republic of Singapore 2Saudi Arabia 4

Senegal 1

Slovenia 9

Spain 8

Sweden 5

Switzerland 2

Taiwan 2

Thailand 2

Trinidad and Tobago 1

United Kingdom 7

United States 22,816

Venezuela 2

Vietnam 2

Virgin Islands 3

Zambia 1

TOTAL23,018

NUMBERS

From the Office of Development & Alumni Relations

AS THE NEW VICE PRESIDENT OF THE OFFICE OF DEVELOPMENT AND ALUMNI RELATIONS, I AM THRILLED TO HAVE THE OPPORTUNITY TO JOIN THE DYNAMIC EDUCATIONAL ENVIRONMENT AT DRURY UNIVERSITY.

Everyone from Dr. and Mrs. Manuel to the trustees, faculty and staff has been so welcoming; I can see why Drury has a wonderful reputation for student acceptance and retention.

I look forward to meeting as many alumni and community leaders as possible as I settle in at Drury and in Springfi eld. One of my immediate top priorities will be learning from the Drury alumni leader-ship around the country about the best way to sustain an infl uential alumni network that can help build careers for today’s graduates and support tomorrow’s students. Drury University’s unique culture and tradition of graduating sought-after scholars with real-world experience and ethical grounding will continue with help from both existing friends and new connections. I look forward to being part of this proud tradition.

Dianne JohnsonVice President of the Offi ce of Development and Alumni Relations