Roy Doyle was born and raised in Arizona, the son of a cotton farmer and a teacher. Roy’s father passed away when he was in the 6th grade leaving his mother to raise 3 boys and a daughter. Roy began his working career as a morning and evening paper boy for the Arizona Republic and the Gazette. After high school, he enrolled in what was then Arizona State Teachers College to pursue a degree in Education. His college career was interrupted by the war after the attack on Pearl Harbor. After the war, he returned to ASTC, along with his new bride, to complete his degree.

His first position after graduation was at the Madison School in Phoenix. During the summers, he attended the Teachers College at Columbia University where he earned his masters and PhD in Education and Administration. He returned to now named Arizona State University where he began his career in the College of Education. His first position was as Principal of the Payne Training School, an on-campus K-8 school designed as a training school for future teachers. He served as assistant and associate dean for the College of Education prior to his retirement.

Quinton Bogart came to ASU in 1970 from Texas Southmost College, a community college in Brownsville, Texas where he had been President. He joined the Center for the Study of Higher Education, now called Educational Leadership and Policy Studies, in the Education College. Quinton’s area of interest was community colleges and the important role they play. Universities and Community Colleges are often in competition and this interview shows how he was able to work for both sides: helping community college districts, developing future community college teachers and administrators, and working to smooth the transfer from community colleges to Arizona’s universities. Quinton discusses working with President Michael Crow to have the Retiree’s Association officially recognized as part of ASU.

A native of Akron, Ohio, Jack Kingsinger started his career fresh out of high school as a navigator in the Air Force toward the end of World War II. When the war ended, he pursued a double major Bachelors degree in Chemistry and Mathematics at Hiram College in Hiram, Ohio. He then went on to get a Masters degree in Chemistry from Cornell University. While working in private industry, he took advantage of the education benefits offered by the company he was working at and worked at getting his PhD in Chemistry from Penn. Academia was calling him, so he joined the faculty in the Chemistry Department at Michigan State. He later became the Chair of the department before leaving to become the Director of Chemistry at the National Science Foundation. He returned to Michigan State as the Assistant VP of Research which led to becoming the Associate Provost.

His journey to Arizona State University was actually initiated on a trip he made to visit the Chemistry Department as part of his role with the NSF. He was very impressed with the campus and when the position of Vice President of Academic Affairs opened up, he was quick to pursue it. He was hired by then President J. Russell Nelson and worked on many initiatives until his retirement.

Paige Mulhollan came to ASU in 1978 as ASU’s first Provost. He left in 1985 to become President of Wright State University in Ohio. Paige discusses the impact of Frank Kush’s firing on President John Schwada and the birthing of ASU West. At several points Paige discusses the need for ASU to take advantage of Phoenix rather than just being located in Phoenix. Aspects of the University budget are discussed. There are a set of ASU reflections and reflections on an academic career.

Marigold Linton, Director of American Indian Programs at ASU Polytechnic campus, came to ASU with her husband Bob Barnhill in 1986 and stayed for twelve years. During her twelve years Marigold worked sequentially as Director of Educational Services in the College of Education and then the Mathematics Department before moving to the ASU Polytechnic campus.

Marigold is an enrolled member of the Morongo Band of American Indians and grew up on the Morongo Reservation in southern California. She received her undergraduate degree from UC Riverside and a PhD in experimental psychology from UCLA. While at ASU and later at the University of Kansas she was engaged in creating, sponsoring, and directing a wide variety of programs aimed at helping Native American Indians be successful in their educational efforts. She was an active member of SACNAS (see Note 2 below)

Dr. Milton Glick grew up wanting to follow in his father’s footsteps and become a jeweler. However, his father had other plans for him and insisted that he attend college. Milt received his undergraduate degree in Chemistry from Augustana College in his hometown of Rock Island, IL. He went on to receive his PhD in Chemistry from the University of Wisconsin-Madison. He spent 2 years as a Post-Doctoral student at Cornell University before joining the faculty of Wayne State University. From there, he went to serve as Dean at the University of Missouri and then Provost at Iowa State University, serving as interim President in his final year. In 1991 he joined the administration of ASU as Provost and remained here for 15 years. He spent almost 5 years as President of the University of Nevada, Reno before unexpectedly passing away of a stroke in April 2011.

In this interview, Milt talks about his goals of improving the quality of the faculty at ASU from being the “ordinary” that he found when he arrived to becoming the “extraordinary”. He attributes his success in improving faculty salaries as one aspect of achieving this goal. He talks about the challenges ASU had living in the shadows of the greatness of the University of Arizona and overcoming those to where the UofA now looks up to ASU! Milt also talks about his role as the “Zen master of managing limited budgets” during his years at ASU. And he speaks of the special relationship he had with now President Michael Crow, from his years at Iowa State, to using Michael as a consultant and mentor to him in his role as Provost at ASU and finally to having Dr. Crow as his “boss”. Throughout the interview, Milt stressed his love for ASU and mentioned that ASU was “more than just a destination for sunlight.”

When renowned cartographer and mountaineer Brad Washburn visited the Grand Canyon in 1969, he discovered that existing maps of the area were "inadequate" for either popular or scholarly use. Never one to be deterred, Washburn set about making one. This is the story of his 7-year-long effort, done in close collaboration with the National Geographic Society, Switzerland's Federal Office of Topography, and scores of supporting characters, to satisfy his desire to produce the best map of the canyon -- more precise, more detailed, more beautiful -- than anything that had come before.

Shortly after the Grand Canyon became a national park in 1919, commercial artists began mapping the region for tourist audiences. Beginning around 1930, many of these maps used a cartoon style, populating the landscape with natural wonders, talking animals, cheerful tourists, quirky locals, and timeless “natives” (in the language of their day). These illustrated maps facilitated only the most basic navigational tasks, but they performed a great deal of work as cultural narratives, shaping viewers’ concepts and expectations of the Grand Canyon as a tourism destination. From reinforcing a standardized menu of iconic sites to perpetuating popular mythologies of indigenous culture, cartoon maps dealt in stereotypes. Yet they also offered a surprising level of detail and most were based in careful research. Several of the artists who made cartoon maps of the Grand Canyon were well-known as commercial cartographic illustrators, including Ruth Taylor White, Jo Mora, and Arizona Highways art director George Avey. They brought their own signature styles to a geographic region made famous by John Wesley Powell’s 1869 expedition and the Fred Harvey Company’s popular tours. “Cartoon Maps of Canyonland” showcases the rich visual history of mapping the Grand Canyon for tourists and unpacks the complex, evolving stories told by these engaging but imperfect maps.

In 1985, Arizona Governor Bruce Babbitt and several others officially registered the Grand Canyon Trust as a non-profit organization dedicated to defending the natural integrity of the Grand Canyon. But the Trust realized early on that issues don’t stop at the boundaries of Grand Canyon National Park. So in 1987, we expanded the scope of our work to encompass the entire Colorado Plateau, of which the Grand Canyon stands as the centerpiece. GIS at the Trust helps tell the historic and current conservation story through advanced cartography, interactive web mapping, and spatial analysis. Using art and science, we design maps that illustrate physical characteristics, cultural values, proposals and conservation actions, and vulnerabilities across the Colorado Plateau. Our work reaches a broad audience including policy-makers, constituencies, government agencies, and our supporters. This presentation will highlight some of our most recent work in and around Grand Canyon, challenges we face as geographers, and how our maps have been used to further protect the Grand Canyon.

Grand Canyon is a dynamic natural landscape that encodes nearly two billion years of geological history, and which is also situated within a cultural landscape that encodes the names, experiences, and lives of people from ancestral Native Americans to American explorers and settlers to modern visitors from across the nation and around the world. Place-based ways of teaching integrate the natural and the cultural attributes of a place or region such as Grand Canyon to facilitate learning. For the last century, Grand Canyon National Park has offered interpretive programs and resources to visitors that hew to this place-based philosophy, enabling millions of Park visitors to make intellectual and emotional connections to the landscape and its natural and cultural history. Geological and educational research have contributed to the interpretive mission of the Park with new research-based resources such as the Trail of Time Exhibition. Even more recently, advances in visualization and instructional technology have brought the pedagogical power of Grand Canyon to the online realm through immersive, interactive virtual field trips (iVFTs), which have the potential to enable many millions more to explore and learn from the natural and cultural landscapes of Grand Canyon, including its most physically inaccessible places. Current research is directed toward rendering iVFTs ever more authentic and place-based, while also enhancing the accessibility and effectiveness of in-person field experiences for visitors and students at Grand Canyon.