At Truman, professors realize that students are more than just students. They deserve attention inside as well as outside of the classroom.

It's a philosophy that runs deep at Truman. Dr. Chris Lantz, associate professor in health and exercise sciences, states, "At Truman, the relationship between the student and faculty develops through dialectic interactions that go on in class, one-on-one research, hallway conversations, leisure activities, and academic advising. We want to help students make important life decisions. And we take the responsibility very seriously."

Developing Authenticity
At Truman, it's not unusual for students to eat with professors at the dining hall, work out with a professor at the gym, or go to a professor's house for dinner. The first week of class, Dr. Maria Nagan, professor of chemistry, invites all freshmen chemistry majors in groups of ten to her home for dinner. To debunk the misconception that "professors don't have fun," this year Dr. Nagan asked everyone to bring a pumpkin to carve. Since they are chemists, they had a platform, some liquid nitrogen, and empty pop bottles with lids, and they illuminated the pumpkins providing quite a light show.

Such informal activities lead to informal relationships with faculty.

"When a student comes to my home," Dr. Nagan says, "I get to know them personally: what they did last weekend; that their parents are divorced; or, that they have five brothers and sisters. I also learn what they want to do with their chemistry degrees. Last time I had students over, we started talking about what graduate school was like and what degrees they would want. Informal advising happens in these outside activities."

Approachable Faculty
Faculty come to Truman because of the students. "Faculty here love to work with kids," says Dr. Lantz. "And if the student doesn't see the professors, the student denies the faculty the opportunity to do what they came to do."

When students begin to see the faculty as human beings with feelings and concerns and their best interests in mind, professors can begin to help them with the issues they're dealing with. For example most students come to Truman having never failed or struggled with academics. They've always been at the top of their class. But at Truman, they are suddenly surrounded by people who are just as sharp as they are.

Dr. Lantz says, "When a student says to me, 'I'm struggling,' I let him or her know I'm available to help." He tries to get students to recognize that Truman professors are not interested in ranking them. They're interested in giving them the skills that will make them effective practitioners in the marketplace.

"Much of what we do in our teaching" says Dr. Lantz, "is listen and try to have the students communicate what their reality is. The college experience is a 24/7 nurturing mentoring relationship, not just lecture time in the classroom."

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Mike McClaskey graduated from Truman State University with a Bachelor of Arts in English and Bachelor of Science in Education. A senior executive with a global firm in technology solutions, he identifies the key pillars of his time at Truman.

Keeping Pace with Change
Mike McClaskey: Besides teaching individuals how to learn, Truman demonstrates the value of continuous, life-long learning. Given the pace of change in the business world, learning and reinvention are essential to success.

Skills in Speaking and Writing
Mike McClaskey: I have been surprised what a differentiator articulate, organized, audience-appropriate speaking and writing is in the business world, even at the executive level.

Appreciation of Culture.
Mike McClaskey: Exposure to the creative arts prepares individuals to interact in diverse social settings. Being cultured polishes a person's professionalism and personal presentation.

Global Perspective
Mike McClaskey: Through increased exposure to world literature, geography, and social sciences, students become aware of cultures and systems outside their local affiliation.

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Even the scroogiest of students couldn't choke out a "Bah, humbug" after Tuesday's performance of A Christmas Carol. The Nebraska Theatre Caravan brought a steaming cup of holiday cheer to a packed Baldwin Auditorium.

As it should be, Ebeneezer Scrooge, played by Cork Ramer, stole the show. His resonant voice (think Bing Crosby singing "White Christmas") gave him humanity even before he had found heart. Though Ramer has toured for several decades as Scrooge, he still managed to bring spontaneity to his role.

Other primary characters did not distinguish themselves as well, but the whole company dazzled with their rich rendition of "God Rest Ye Merry Gentlemen." When the curtain opened, the audience broke into applause and audible gasps at the realistic falling snow. Suspension of disbelief was possible, in large part, due to the enormous costume budget. Silks, taffetas and tuxedos paraded across the stage, including Mrs. Fezziwig's (Debra Glagola) Christmas tree dress complete with ornaments, needles and a star for her hair. There were bundles of coarser fabrics for the village people.

The set and opening choreography of the bustling London street scene made up for the implausible cockney accents. The opening scene also included several children, who tiptoed into Scrooge's office, looking for handouts. His uproarious refusal brought laughter from children and adults alike. The skeletal orchestra played with musical special effects, using chimes and organ chords for the entrance of the ghosts. The ghosts themselves were incredible—Jacob Marley (Mike Long) was lit with a squeamish green light that followed him so closely it was as if he was glowing. The ghost of Christmas future stood a harrowing 12 feet tall, composed of wispy fabrics that blew in an unseen breeze. Mark Barta's performance of Peter Cratchit made his character stand out in a way he hasn't in other versions.

For some, like Truman senior Katie Rose, A Christmas Carol took on a special meaning. "When I was a very little girl, these people came to the Fox [Theatre in St. Louis]...," Rose said. "All I wanted to do was go see it with my family, and now I get to see it with my Truman family, which is pretty awesome. We are really super enjoying it."

The audience members took a cue from the reformed Scrooge, who reminded us our time is our own. A Christmas Carol was definitely a great investment.

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You may have asked, "What can I do with a liberal arts degree?" or "Will I be able to find a job when I graduate?"

When you are a Truman student, these questions become irrelevant. Truman liberal arts & sciences graduates are highly valued in the workplace and employed in a myriad of positions. Case-in-point, Lesa Ketterlinus, director of Truman's Career Center, states, "Last fall, Truman's career fair was the largest in Missouri. This certainly wasn't because of our convenient location and easy access. Employers value Truman students because of the skills developed here—oral and written communications, interpersonal relationship skills, teamwork and leadership, analytical thinking, computer knowledge, and career-related experience.

Take a look at Truman alumni. They're enjoying positions with major Fortune 500 companies—editing national magazines, running worldwide companies, starting successful companies, and sitting on the Missouri Supreme Court, just to name a few. See a complete list of Truman graduate careers.

According to Truman placement statistics, a liberal arts & science degree has helped many students attain success. In FY '04, Truman State University's placement rate looked like this:

• 99.5% total placement rate.
• 53% were employed, while
• 46.2% enrolled in a graduate program.

"Students graduating with a liberal arts & sciences degree do anything and everything," says Ketterlinus. "A liberal arts degree is more than a diploma—it is preparation for life."

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