From the Director
Welcome to DSU’s General Beadle Honors Program. We’ve designed the Beadle Honors Program with one thing in mind: challenging already bright minds and helping them develop and sharpen the critical skills that they will use in any major and after graduation, whether that be in the job market, graduate school, law school or other post-graduate endeavors. We have purposely chosen to avoid creating the type of honors program that simply moves through material faster or includes lots more coursework. Rather, Honors courses in the GBH move past fundamental skills and approach material in innovative, often provocative ways. They include experiential learning opportunities and are taught by faculty who create and publish in their chosen fields. Oh, and if you take the honors science course, you’ll probably set the building on fire at least once.
Our students in the Beadle Honors Program represent the best that DSU has to offer and they represent the varied DSU experience. Honors students come from every College on campus, representing more than 60% of all majors on campus, 70% of our intercollegiate athletic teams, and from 11 different states. The honors program has over 120 students, from freshmen to seniors, and honors students take many of their classes together, forming close academic relationships and life-long friendships. Immersion into the honors program begins in Freshmen Seminar and the freshmen honors dorm, and continues through honors only-classes and senior-level research and creative projects involving one-on-one interaction with faculty that develop next-level skills before you graduate.
And the Beadle Honors Program also delivers quality experiential learning opportunities. Our freshmen-level honors classes regularly take trips to places like the Sanford Underground Research Facility (SURF) in Deadwood, SD; the World War I Museum in Kansas City, MO; and the Loft Literary Center in Minneapolis, MN. And outside of class, honors students attend regional and national conferences where they interact with peers and faculty in presenting original research and creative productions.
Finally, the Beadle Honors Program delivers all of this for a value. We’ve organized requirements so that students can fulfill many of their general education requirements in the honors program, meaning that the Program won’t cost you more money. So, if you’re looking to get more than a degree out of college and really want an education, come see why the General Beadle Honors Program would be a good fit for you.
Prof. of History and Director
Students in the General Beadle Honors Program usually have:
- ACT composite scores of 26 or higher
- High school GPAs of 3.7 and up
- Graduate in the top 20% of their class
Students interested in the Honors program with scores or GPAs not quite matching those above are still encouraged to apply. All applications that demonstrate the promise of achievement will be considered.
The Application Process
The honors application asks students to demonstrate achievement and potential in four areas: Academic Excellence, Commitment to Service, Demonstration of Leadership, and a written Statement of Purpose. Students need not demonstrate excellence in every category to earn admission, though the admissions process privileges strong academic preparation.
- In addressing the Demonstration of Service, applicants should do more than simply list volunteer activities, instead addressing the applicant’s most significant service efforts and how those efforts had some affect upon the applicant or the level of impact of the service upon others.
- In addressing the Demonstration of Leadership, applicants need not have achieved a formal position of leadership such as Class President, but want to focus on activities that show responsibility and independent initiative in some venture or activity.
- The Demonstration of Analysis should reveal your best writing (final drafts should be proofread and carefully edited), but far more than a writing sample, it should reveal your capacity to think about experiences and yourself.
Students interested in the General Beadle Honors Program are encouraged to submit an application as soon as they know they will be attending Dakota State University. Honors admissions decisions are made in the first week of June, though later applications are accepted. Late applicants, however, often face limited honors course offerings and are not eligible to live in the honors dorm. Notifications of admission are sent out in early July with housing notification to follow.
All students must complete the requirements for their academic major with a 3.0 GPA or higher and fulfill the following requirements:
All students must complete at least 28 credit hours from the following requirements & electives:
REQUIRED (10 hours)
- HON 102 Freshman Honors Seminar: Introduction to Pop Culture (1 hour)
- HON 390 Upper Division Honors Seminar (rotating subject matter) (3 hours)
- HON 392 Honors Discovery (3 hours) cross-listed with a required course in the major
- HON 492 Honors Senior Thesis (3 hours) cross-listed with a required course in the major
ELECTIVES (18 hours)
- ART 121 Honors 2D Design I (3 hours): (course unnamed)
- A&S 121 & L Honors Integrated Science (4 hours): A Science Odyssey: From the Big Bang to the Death of the Universe
- CSC 105 Honors Introduction to Computers (3 hours): Hour of Power
- ECON 201 Honors Microeconomics: Incentives Matter: Economic Causes of Current Events
- ENGL 210 Honors Introduction to Literature (3 hours): Experiencing Truth: An Introduction to Literature
- EPSY 210 Honors Psychology: Lifespan Development: The Changes that Shape Us
- HIST 122 Honors Western Civilization II (3 hours): Is the whole world now Western Civ?
- HIST 152 Honors U.S. History II (3 hours): Contemporary American History in Film
- HON 101 Honors Composition I (3 hours): Lyrics and Composition: Writers on the Storm
- HON 201 Honors Composition II (3 hours): What it Means to Be Human
- PHIL 100 Honors Introduction to Philosophy (3 credits): Crises of Civilizations
- SOC 285 Honors Society and Technology (3 hours): Tech and Me: The Doppelganger by my Side
- SPCM 215 Honors Public Speaking, Argumentation and Rhetoric (3 hours)
- any 400-level course in a discipline other than your major or a graduate-level course
- any course taken as part of a university exchange or travel abroad program
Students who bring in existing general education credits are eligible to take a reduced number of honors courses based on a sliding scale.
Students are required to attend at least four extra-curricular events each academic year under the categories of Intellectual, Aesthetic, Social, and Athletic.
All students are required to propose and complete a significant campus or community service project in their junior or senior years designed to have a meaningful impact. Students will be expected to work in conjunction with a faculty advisor to develop the project and the project must be approved by the Honors Committee prior to its initiation.
Students must complete all requirements for their DSU degree with a GPA of 3.2 or higher. They must also earn 28 credit hours in honors-sanctioned course work, complete and defend a senior Honors project, and plan and implement an approved Honors service project.
Sample Honors Courses
Introduction to Honors Seminar: Pop Culture HON 102 – Kurt Kemper
What do Grand Theft Auto, Batman, Twilight, Kendrick Lamar, Biohazard, Beyonce, and Parks and Recreation all have in common? HON 102 introduces students to the process of critical thinking by examining how popular culture engages in social commentary. The course looks at how video games, TV shows, popular novels, movies, and celebrities all provide a window into contemporary social commentary. This one-credit course requires students to write a 4-6 paper examining the role of social commentary contained in any aspect of popular culture of their choosing. It also serves as an introduction to the honors program itself.
Lyrics and Composition: Writers on the Storm HON 101: Honors Composition I – Will Sewell
Writers on the storm
Writers on the storm
In this essay we’ll form
In this class we hone
Like a singer’s microphone
Express thoughts of our own
Writers on the storm
--Poet Laureate Jim Morrison
Join us as we take a musical journey into the theory, the practice, and the rhetoric of writing. Our course features numerous guest lecturers: Poet Laureate Jim Morrison addresses voice, Dr. Johnny Cash explicates the writing process, Dr. SpongeBob SquarePants pinpoints remedies for writer’s block, and Professor Bruce Springsteen expounds on rhetorical theory. There are no “texts” to buy for this course, just a willingness to research, discuss, and write about your favorite musicians.
What it Means to Be Human HON 201: Honors Composition II – Stacey Berry
I think therefore I am (Cogito, ergo sum)
- René Descartes
In this class, we will examine enduring questions through film as a way to practice skills in writing and research. Popular films often address classic questions about the human experience. By analyzing film as text, we will investigate specific topics such as truth, skepticism, identity, artificial intelligence, free will, ethics, and existentialism. Our research and investigations will survey many different film genres and cover a wide range of theories and philosophies. Our writing will focus on building sound arguments using reason, research, and evidence.
Contemporary American History and Film HIST 152: US History from 1877 – Kurt Kemper
Students examine American history from the late 19th Century to the 1980s through the context of recent major motion pictures. Primary course work includes watching 26 films outside of class over the course of the semester and then discussing in class how they properly (or in some instances improperly) illustrate significant historical events and forces that shape contemporary American history. There are no books to buy for this course and the films are on reserve in the library or available through commercial streaming services. Students should come prepared to rethink much of what they think they know about American history.
Is the entire world now Western Civilization? HIST 122: Western Civilization from 1500 – Ben Jones
The course will begin in the early 1500s with the beginning of Western Civilization’s exploration and contact with people of Africa, Asia, and America and the incredibly divisive religious and political upheaval within Europe that touched off the Reformation. We will consider many of the major events to include the English Civil Wars, the French, Industrial, and Scientific Revolutions, colonialism, the birth of modern ideologies such as communism, socialism, and imperialism, and conclude with the World Wars and the Cold War, the rapidly changing notions of human rights, and ask the question, “has the entire world become western civilization?” We will visit the National World War One Museum in Kansas City toward the end of the semester. Class time will be spent discussing the topic of the day and students will learn how to think historically, understand the importance of context, and do some writing along the way.
Hour of Power CSC 105 & 150 – Tom Halverson
The dual enrollment class of Introduction to Computer and Computer Science I meets 5 days per week and weaves the various topics together. Several extra experiences are added to supplement the typical content.
The Changes that Shape Us EPSY 210 Lifespan Development – Gabe Mydland
The course explores the physical, cognitive, emotional, and social changes from conception through adolescence. These changes shape how one views themselves and others, the world, and the future. The course explores psychological theoretical perspectives of what factors influence mental processes and behavior. The class also challenges one to use the ideas discussed in the course to close the gap between where one is and what one aspires to become. Students will demonstrate their mastery of the content through essays, story boards, and video production.
A Science Odyssey: From the Big Bang to Extraterrestrial Life to the Death of the Universe A&S 121 Honors Integrated Science – Michael Gaylor
We will survey the evolution of scientific thought and investigation through the lens of humanity’s hardwired desire to understand the nature of the universe. We start by exterminating misconceptions that Science is a hellishly tedious collection of immutable facts to be memorized and regurgitated on exams and then reprogram students to understand that Science is a creative but brutally skeptical system of inquiry that produces more questions than answers. Our odyssey begins with the birth of the universe (the Big Bang) and proceeds through the formation of space, time, matter, energy, galaxies, black holes, stars, and planets. As a class, we ask: is there only one universe, or do many universes exist? We also ask: how did life begin on Earth and does extraterrestrial life exist elsewhere in the universe? If so, what does it look like and how does it function? Our odyssey concludes by considering the fate of the universe itself: will the universe die like all other things within it die? We will develop a far deeper appreciation for scales – from the incomprehensibly infinitesimally small of the subatomic realm to the incomprehensibly infinitely large of the universe. Along the way, we will blow stuff up!
The Crisis of Civilization PHIL 101 Honors Introduction to Philosophy The ancient culture of the Greeks and Romans gave way to the medieval. The medieval was swept under by the modern. And now the modern age appears to be stumbling itself. Sweeping through the ages of Western Civilization, this course pauses at each of the transition points, seeking to understand the intellectual movements, the philosophical ideas, that help explain why cultures flourish and cultures die.
Tech and Me: The Doppelganger by My Side SOC 285 Society and Technology – Viki Johnson
Tech and Me is a dynamic, evolving course, which explores current and contemporary, and sometimes classical, topics relating to technology, society, and culture. The topics for each semester vary and revolve around a theme, that has included reality, horror movies, and privacy. Students then have an opportunity to grapple with issues, changes, and challenges to society and to themselves that technology presents using this themed lens, with activities such as class, small group, and one-on-one discussions; research projects and presentations; campus and website explorations and observations; and films, movies, and other media. Academic, real, and nonfictional, along with popular, fake, mythical, and fictional readings, ideas, and sources are utilized to give students a broad, encompassing view of technology past, present, and future.
Experiencing Truth ENGL 210 Honors Introduction to Literature – Justin Blessinger
A survey of literary genres and critical approaches for honors students. Fiction component is directed by attention to competing notions of aesthetics, contrasting art that teaches with art that reflects our world. Poetry component categorizes literature since about 1800 according to two distinct modes, “Immanentist” and “Symbolist.” Students will be introduced to competing notions of the value and purpose of art and literature, and ultimately will be challenged to form their own literary aesthetic.
Public Speaking SPCM 215 Honors Public Speaking – Michael Lynch
Welcome to honors public speaking, where your verbal skills will be tested, your nonverbal skills will be tested, and you will take no tests! Coursework includes the viewing and analysis of multiple speakers to inform the design and delivery of your own. You will learn and practice the arts of informative, persuasive, advocacy, and impromptu speaking. Students choose the topics for each speech and take increasingly more autonomous approaches to the design of their speeches as the semester progresses. You will learn to diminish your levels of stage fright and develop strategies for confronting public speaking situations confidently and effectively! This is, by far, the best course in the honors program, according to Prof. Lynch.
Course Title ART 121 2-D Design – Angela Behrends
Magic, Witchcraft, and Religion
HON 390: Honors Seminar – Kari Forbes-Boyte
The course, Magic, Witchcraft and Religion, an integral part of most academic Anthropology programs, is a cross-cultural approach to religions and world views of humanity. The title encompasses the broader range of the spiritual experience for the world’s cultures, rather than simply calling it “religion.” Students will be assigned readings by contemporary scholars in the field and will be expected to discuss their interpretations and understandings of the readings in each course. In addition, the students will be required to produce a ten-page, fully cited research paper as their final project.
Deviance: Freaks, Geeks, Killers, and Sheiks
HON 390: Honors Seminar – Viki Johnson
“Am I normal?!” What is normal and what is deviant and, more importantly, who decides? Come along for a semester-long journey into the relativity of human behavior, from the edgy extremes to the mundane day-to-day behaviors that unite and divide us all. When the bus (or spaceship, e.g., Am I normal?) reaches its destination, you may indeed find yourself pondering and answering the question much differently than you ever anticipated.
Students in the General Beadle Honors Program have the option of living in various honors-specific housing arrangements. Eligible first-year honors freshmen live in air conditioned Emry Hall and are traditionally the only freshmen who live in Emry. Eligible second- and third-year students also have the option of a dedicated honors floor, but their location varies from year to year based on demand. Honors floors are generally reserved for honors students only, have a dedicated study lounge, and feature Resident Assistants who are older honors students. A limited number of upper division Honors students enjoy the privilege of living in the on-campus Girton Honors House, DSU’s historic presidential mansion converted for student living space in 2014. The Girton Honors House features dedicated social and study space, kitchen facilities, a private backyard, and off-street parking.
As with all university residence halls, Honors housing allows for roommate requests, though both roommates must be eligible members of the General Beadle Honors program and must identify each other on their housing request forms. Roommate assignments are the sole province of the Office of Residential Life and do not involve the Honors Director. Residents of the Girton Honors House are chosen by the Office of Residential Life, but individual room assignments are left up to the students themselves. Application deadlines and notification schedules for Honors housing are the same as for general university housing.
All Honors students enjoy the privilege of developing a year-long senior research or creative project in their major field involving one-on-one faculty mentorship. These projects not only fulfill existing course requirements in a student’s major, but they also develop and demonstrate next-level skills that set apart General Beadle Honors students when they apply for graduate school or enter into the job market. Senior-level honors projects are also presented at local, regional, and national conferences that allow Honors students to discuss and refine their work with established scholars and practitioners as well as make connections for graduate school or employment. General Beadle Honors students are eligible for university funds to facilitate conference travel and research time and expenses.
Senior-level honors projects also prepare and qualify General Beadle Honors students to apply for nationally competitive awards and scholarships that fund either a student’s senior undergraduate year or graduate school. These scholarships are often funded through notable endowments or foundations and include the Truman Scholarship, the Goldwater Scholarship, the Fulbright Scholarship, the Rhodes Scholarship, and the Marshall Scholarship, among others. These events involve rigorous application and interview processes and Honors faculty work diligently with students in preparing their applications, writing individualized recommendations, and preparing students for interviews and social events.
Honors Service Project
All General Beadle Honors Students must plan, propose and execute during their junior or senior year a significant act of service or leadership to either their campus or their community, subject to approval from the faculty Honors Committee. This project must have some ongoing benefit beyond the time required to implement it or carry it out.
Prior to engaging in the project, students are required to submit for approval to the faculty Honors Committee a description of the project and its intended benefits. The project description should entail any relevant information about the history and/or mission of the group, agency, or institution benefiting from the service. Students may also wish to explain why or how they settled on their project. The description needs to identify the project’s short-term goal and make clear its ongoing benefits. Finally, the description needs to include the name and contact information of the individual from the benefiting agency overseeing the project and should include their signature as a sign of their support for the project.
Group projects are allowed but proposals must make clear the involvement and obligations of each participant and must include an increased commitment and benefit commensurate with the number of participants.
All graduating honors students are required to produce a significant piece of academic work in their major field demonstrating intellectual rigor, original examination of academic material in their major, and next-level skills in the manipulation, comprehension and/or examination of that material
Completion of this requirement will require a two-semester sequence of courses completed between the second semester of a student’s junior year and graduation. Both courses should be utilized to fulfill existing requirements in the student’s major and can be used to fulfill up to 6 credits within the honors program.
The first course will provide substantive intellectual and technical immersion designed to provide students with the capacities to complete their senior honors project as well as serve to help a student identify their specific senior honors project. At the end of this semester, students will be required to submit to the Honors Committee a written prospectus that identifies the nature and scope, as well as intellectual or professional benefit or significance, of the senior honors project. This prospectus must have the approval of a supervising faculty member in the student’s major field. This prospectus may be used, but is not required to be used, as an assessment in the course from which it emerges. Identification of appropriate courses and supervising faculty will occur in consultation between the student, the Honors Director, and appropriate faculty in the major field and students are required to identify the course prior to its completion.
The second course will result in the creation of the senior honors project, the process of which will consume the majority, if not the entirety, of the semester for which the course takes place. The course may be an existing required or elective course in the major or may be an independent study or topics course in the major, all of which is determined in consultation between the student, the Honors Director, and the supervising faculty member. Completion of this project may be used, but is not required to be used, as an assessment in the course from which it emerges. Identification of appropriate courses and supervising faculty will occur in consultation between the student, the Honors Director, and appropriate faculty in the major field. All completed senior honors projects must be presented and defended to the Honors Committee and will be housed in the University Library. Students are required to complete and submit their senior project at least 45 days before their graduation date to allow for the scheduling of their defense and the possibility of required revisions.
All graduating honors students are required to present their original intellectual work at least two times before a community of scholars, professionals, and/or interested parties with at least one of those presentations occurring off-campus.
Angela Behrends, when she's not preparing for classes, spends every ounce of her energy making and exhibiting art. Awareness of design and the ability to communicate visually, she believes, are integral to the wellness of humanity. Behrends is a mixed-media sculptor and installation artist with two children (who are actually cats). A Midwestern native, she grew up in Minnesota and earned her Master of Fine Arts degree in Sculpture from the University of Nebraska-Lincoln. After enjoying six years of post-graduate hiking in Washington State, where rivers and lakes are crystal clear, she recognizes South Dakota as "Land of the Brown Water."
Stacey Berry, found her place at DSU after a lifetime of training as a super-nerd English major, game-girl, comic book reader, and all around computer and technology junkie who never quite fit in anywhere. She likes teaching and talking about truth, chaos, and violence.
Dr. Justin Blessinger feels your pain. He knows how often you were thrown into group work in order to drag some no-talent schlub towards a diploma. He grew up in northeastern Montana, and worked on one of the largest ranches in the region. This taught him a sense of independence that has served him well as a scholar and creative writer. He can explicate a poem, overhaul an engine, translate ancient Hebrew, and whip up a mean Sriracha-mac-and-cheese. Published in regional and national journals, he has particular interests in Irish Literature, short fiction, and poetry.
Joseph Bottum, Associate Professor of Philosophy and Director of the CLASSICS Institute
Joseph Bottum is a graduate of Georgetown University with a Ph.D. in medieval philosophy from Boston College. He’s written half a dozen books and published more magazine articles, poems, and short stories than he can remember. He came to Madison in the fall of 2017 from his home in the Black Hills to help establish the CLASSICS Institute—DSU’s new think-tank, the humanities component of MadLabs, where philosophical worries about the cyber-revolution can find a home. It’s a shock, he says, moving to a big city like Madison, but he’s slowly adjusting.
Dr. Gaylor is a graduate of the College of William and Mary’s Virginia Institute of Marine Science and the school of rock. He is a military veteran and is trained in biology, chemistry, ecotoxicology, and oceanography. He has founded and operated his own private teaching and consulting company, and he even dropped out of his doctoral program to become a rock star, sharing the stage with the likes of rock legends Metallica, Godsmack, Joan Jett and The Blackhearts, and The Smithereens. As a scholarly nerd, he is psyched about the study of the origins of life on Earth and the search for extraterrestrial life on other planets and icy moons, extraterrestrial oceanography, terraforming Mars, the formation of the molecules of life in interstellar dust clouds and meteors, the biology of extremophiles, and the impacts of human activities on the natural environment. He is a certified card-carrying geek who insists that his students contribute to human knowledge through creative thought, research, and scholarship. And if they happen to discover that atoms possess consciousness, he is quite comfortable sharing their Nobel Prize. He also finds deep spiritual beauty in the ethanol molecule.
Dr. Johnson grew up in North Dakota and earned both her Master’s (NDSU) and Doctorate (UND) degrees there. She focused on the social aspects of gender and education, and while she loves teaching about those topics, she also has a passion for teaching the introductory level Sociology classes because she loves getting students excited about exploring the social world around them and seeing it with a new perspective. She also enjoys exploring with her students the ways technology has changed us, and all of the remarkable and frightening changes the future holds. And while she attempts to do all of this using contemporary media, theories, and ideas, she is lover of classical social theory, not to mention classic television shows and movies, so sometimes she finds it necessary to drag her students Back to the Future with her.
Tom enjoys teaching and working with students. He has no interesting stories to match everyone else on the list. But he does spend a lot of time on campus. Tom’s primary interests include computer science education, innovative teaching approaches, and student engagement in & out the classroom. The student experience is enhanced through opportunities to work on projects and interact with other students & faculty. Tom tries to make that happen.
Dr. Jones grew up in Sioux Falls and DeSmet where his heroes became Aragorn, King Arthur, Indiana Jones and George Brett. While listening to his big brother’s rock and roll albums he became intrigued with Edwin Starr’s question, “War! What is it good for?” Dissatisfied with “Absolutely nuthin” for an answer, he decided to find a better one. Since there were no wars in "The Little Town and the Prairie” he set about on a long reconnaissance with the U.S. Air Force. For 23 years he asked that question in one way or another, traveling around the world from Norway to Brindisi and from Tinian to Samangan, reading lots of books, and delving into archives from Kansas to Paris. He became more and more fascinated by guerrilla warfare and enjoys writing. His proudest publication is a letter to the editor of GQ Magazine. An amiable sort, he had few problems with people he met along the way, who include Bill Clinton, Pope John Paul II, David Petreaus and Michael Palin. Notable exceptions to this amiability were the 1997 coups makers in Brazzaville, the Haqqani Network in Kabul and the Minneapolis low life who keyed his BMW Z3 at the Pearl Jam Concert in 1998. Now, no longer cool enough to drive a Z3, he has a wife, three kids and a minivan. However, he has figured out the answer to Starr’s question and is down with Augustine and King Arthur on this one: war is good for defending the weak and for other just causes, when undertaken with proper authority. He is currently seeking such authority to call in an airstrike on those who vandalize BMWs.
Dr. Kemper grew up in Los Angeles but thinks that spending 40 minutes to go 10 miles on the freeway is absurd, so he went to the University of South Dakota, where he majored in history and decided he liked college so much, he kept on going until Louisiana State University finally gave him a PhD and told him to get a job. In between, he had a tryout with the St. Louis Cardinals that lasted just long enough for them to discover that he’s a much better historian than he was a baseball player. Not surprisingly, most of what he writes about includes the intersection of sports and culture in American history. And he still hates L.A. traffic.
Michael Lynch is a speech instructor at DSU and a graduate of New Mexico State University. He is currently enrolled in a doctoral program at South Dakota State University with an expected completion date far, far in the future. With his degrees in the communication discipline, his previous work largely involved public relations, marketing, and training in the Greater Philadelphia Area. He lives in Sioux Falls where he founded a company that assists professionals with workplace communication and does most of that work in the summer. Michael enjoys motorcycle rides, playing the piano, teaching Honors Public Speaking…and riding his motorcycle to DSU where he plays the piano for his Honors Public Speaking students.
Gabe Mydland earned degrees in History, Government and International Affairs, Counseling and Human Resource Development, and Counseling and Educational Psychology from Augustana College, South Dakota State University, and the University of South Dakota respectively. Currently, he teaches classes in General Psychology, Lifespan Development, and Educational Psychology. His interests include politics, public affairs, reading, golf, and applied technology.
Dr. William Sewell is assistant professor of English Education and Composition at Dakota State University in Madison, South Dakota. His research interest includes multimodal intertextuality, content area literacy, active learning strategies, young adult literature, and middle and secondary English education.
Dan Talley came to DSU by way of the west coast, having been born and raised in Oregon, earned his Bachelors of Science in both economics and information systems (yes, a double-major) from the University of Puget Sound in Tacoma, WA, (yes, he went to school at UPS) and then his PhD from the University of Oregon in Eugene, OR, (Go Ducks!)—all by the tender age of 28. A computer nerd from the era before computer nerds ruled the universe, Dr. Dan enjoys the challenge of incorporating teaching technology into his economics and statistics courses. He has taught at the undergrad and graduate level at DSU since 1996—which of course means: He is getting pretty old now. Dr. Dan likes to use a lot of real world examples in his classes and is known for occasionally losing track of time when discussing a really interesting topic. And in economics, there is a multiplicity of interesting topics!