The Legacy of President Brushaber

George Brushaber

George Brushaber left a lasting impression on the community of Bethel University. Brushaber served the community in many aspects but the highest of offices he held was President of Bethel University.

His story started with a frantic phone call from the presiding president, Carl Lundquist. This phone call resulted in Brushaber taking a last minute flight to meet with the Baptist General Conference in Seattle. This meeting then led to the eventual hiring of George Brushaber as the dean of students at Bethel University. Before accepting the job offer Brushaber had two questions of Bethel University:

  1. Was Bethel friendly to the sciences?
  2. And was Bethel supportive of the visual arts?

Brushaber accepted in the Fall of 1975. One of his biggest accomplishments as dean was growing the enrollment rate. He achieved this by looking at each academic department and improving each to be more suitable for the student. His biggest area of improvement was that of the science department. He served in this role for 7 years.

The transition from dean to the president did have some controversy, this being the idea that under a new president, changes would come into effect that would disrupt the unity that President Lundquist established during his presidency. The Clarion quoted Brushaber as “I don’t think people should expect any major changes in any of the programs and policies of the school in abrupt and dramatic fashion.” The Clarion then goes on to explain that Brushaber goals were to “help Bethel faculty, staff and students maximize their potential and coordinate the complexity that arises when a college and seminary attempt to work together.”

Brushaber became president after the retirement of Carl Lundquist in 1982. In his role as president of Bethel Univesity, he improved many areas of the University. These included….

  • Establishing a Graduate School.
  • He grew the enrollment rate from 1,467 undergraduate and 294 seminary students in 1975 to more than 6,000 students in all four schools in the 2006-2007 school year.
  • 19 new buildings or enhancements were added to the Bethel University Campus.
  • Bethel Univesity was ranked the 3rd largest private college in Minnesota.
  • Bethel University Seminary was ranked the 10th largest seminary program of 250 accredited seminary programs.

Brushaber with Students

It was said that Brushaber would start his days as early as 7 am and continue beyond 6 pm each night. This shows how dedicated Brushaber was to the success and development of Bethel University.

Building of Benson Great Hall

Brushaber was not always seen without conflict. In one recent occurrence, the controversy was brought about with the construction of the Carl H. Lundquist Community Life Center which included the costly Benson Great Hall. Some deemed this grand building was not necessary. Besides the controversy, the Benson Great Hall was built and is now regarded as one of the top music halls in the upper midwest.

In “The Transforming Talents and Tenure of George K. Brushaber” Brushaber can be described as many things:

  • Patient Candidate (Interview process with the BGC)
  • Growth Generator (as stated above)
  • Steady Visionary: He had a very detailed view of what he wanted Bethel to be seen as physically but also for academic success.
  • Keeper of Mission: Brushaber continued to advocate for strong Christian values throughout his career at Bethel University.
  • Energetic Scholar: As president, he came in with grand knowledge about many fields of study with excitement about each area as well.
  • Inspiring Fundraiser: He captivated donors in ways that made them feel valuable.
  • Networking Editor: He searched high and low for those who would make Bethel a better place.
  • A friend of Students
  • Reconciler
  • Renaissance Retiree

George Brushbaer retired after a total 33 years serving at Bethel University, he turned role over to Jay Barnes in 2008

Digital Humanities Outside Academia (Part I of II)

Last Monday I shared two examples of the digital humanities used outside of traditional academia. Many projects created today include elements and tools similar or even identical to those used by the professors and students who explicitly label themselves Digital Humanists. Projects developed by these people inside of academia help us to understand exactly how the humanities can be presented in new media, and how we can utilize the tools of the digital age, but the label which we’ve put on these projects can also isolate us from media which has already achieved some, if not all of the goals and criteria we’ve already established for our own work.

The first example I presented to the class was the 1969 Draft Lottery simulator which USA Today put together to complement the new Ken Burns documentary on the Vietnam War. It is a simple tool, but it perfectly demonstrates how a simple web page can augment a more traditional form of media through giving the viewer a chance to interact and identify with a crucial time in American History.

Here is the link to the Vietnam War Draft Picker if you’d like to use it yourself.

The second example I showed the class was the Fallen of World War II project by Neil Halloran. This project is much closer to what we might consider the Digital Humanities. First, the project is entirely online, in a video format. It archived on YouTube, Vimeo, and the website created explicitly for the project. The second and more important point is the presentation of the data. The entire video is presented in through animated graphics, and about seven minutes into the video Neil gives the audience a chance to interact with the information presented. He breaks down the deaths of World War II over the seven-year timeline of the war and allows the user to explore the losses by each nation at any time during the war.

Here is the link for Neil’s project. If you decide to find it on your own, be sure to go to the website he created for the video if you want to interact with the data.

The digital humanities are growing both within and outside academia. It’s important that we recognize not only the projects our fellow students and professors are creating, and also seek to understand what a world that may not know what Digital Humanities even means is also putting together for us to experience.

Join me next time as I push the boundaries of what could be considered digital humanities.

 

Graham McGrew