Provocative, entertaining and accessible
Planning Prof. Forusz was an expansive thinker and shared his love of learning at every opportunity. He was provocative, entertaining, and accessible. But what I remember best are his three main ideas that he would frequently bring up in his teaching: (1) Always visit the site -- a planner thing -- (2) Make a commitment to something in your life, e.g., either family, career, a cause, etc., and (3) Power corrupts and corrupts absolutely. These three ideas have served me well over the years -- among many other opinions about urban design and life that Harris (as he was better known) was readily willing to share. Hail Harris, long gone but not forgotten!
Henry Jackson, DAAP '74
'Character and dignity second to none'
Early upon my arrival as an engineering student, in Dorm D, (now that is ancient history) I listened to tales of the infamous engineering course Tech Mech (Technical Mechanics) and it’s absolute monarch, Prof. R. L. Hundley, who was credited with creating more six-year engineers than anyone else. When my turn came to experience that legend I found that the scuttlebutt was quite inaccurate.
Robert Hundley was a model professor who gave passing grades only to those who proved beyond a doubt that they had comprehended, digested and were capable of applying their knowledge of the subject via the solution of individual daily problems as well as bi/tri weekly tests. Professor Hundley maintained absolute academic control of his class in a respectful manner while exhibiting an occasional sense of humor. He was a man of superior teaching ability with character and dignity second to none.
William Koenecke, Eng '55
Glen Rock, NJ
Inspired students with her extra effort
My friend Jenifer and I loved the personal notes Dr. Amspaugh wrote on all of our papers in her elementary reading/literacy course. It was evident that she took the time to read every word each student wrote, because there were little comments, smiley faces and inspiring remarks in every section. It encouraged me to work harder and "say" what I wanted to say in the best way possible. She really had a relationship with the students in her classes and a passion for teaching. When Jenifer and I had to write lengthy papers for other professors, we were so disappointed not to find any comments--there was simply a grade on the front page. So, we (Jenifer and I) traded papers and wrote our own "Amspaugh-ish" remarks for each other! I still have some of the pieces I wrote in Dr. Amspaugh's classes and I enjoy reading what she wrote with her pencil all over them. The words still inspire me as a teacher and as a person.
Denise Kramer Kushner, Ed '90, Med '97
How to fight for a job -- literally
Kay King was the first truly freethinking professor I had the pleasure of having. I will never forget her putting a shoe in the middle of two of us (in Drama class) and saying it represented a job. "What are you going to do?" The two of us battled for that shoe!
Her "sensitivity sessions" really helped provide a new perspective on getting in touch with ourselves. It may have been the first self-reflective course I had been through and that proved valuable to my future.
Mary Blair, Ed '72
A diagnosis that'll make you squirm
Dr. Foshay was best known as the describer of Cat Scratch Fever and the developer of the serological test for Tularemia. He lectured every day at 1:00 PM and his "sing-song" voice tended to make students sleepy so he spiced his lectures with humorous anecdotes. They were the same every year. The most memorable ones were on sexually transmitted diseases when he pointed out that "venereal diseases were transmitted by the sexual route only; however, they had been known to be transmitted through contact with doorknobs and toilet seats. However, these latter modes of transmission were usually reserved by physicians for other physicians and members of the clergy."
When I was on the Internal Medicine Ward he was called to consult on a patient that had peculiar abdominal pains. We all stood by the patient's bed while the chief resident presented the history to Dr. Foshay. At the very moment that the resident finished his presentation, the patient became nauseated. Without saying a word, Dr. Foshay reached for the emesis basin on the nightstand and held it in front of the patient's mouth. The patient then threw up a live 8" red ascaris parasitic worm into the basin. Without saying a word Dr. Foshay looked at the parasite, handed the basin to the resident, smiled and walked away. Diagnosis made! No one ever forgot that ascariasis causes abdominal pain.
Dr. Foshay died that year from a melanoma. I was in the last class he taught (Bacteriology/Parasitology). He was a wonderful teacher.
Dr. Edward Miller, MD '61
One 'moooving' experience
And then there was the night that someone's cow needed to be X-rayed and the only machine capable of doing the job was the one at The Cincinnati General Hospital. The cow arrived in the dark of night, was led through the basement halls beneath the "The General" to the X-ray department where Dr. Felson supervised the radiological study. The radiology resident was assigned to remain close behind the cow with a bucket for the inevitable — which did in fact occur. The bucket worked, the study was completed and the cow was saved.
Besides being a brilliant radiologist, Dr. Felson was a great teacher and a wonderful inspiration to many young medical students and residents. (YouTube video describes medical terms coined by Dr. Felson, including "Aunt Minnie.")
Dr. Edward Miller, MD '61
He made language exciting
Carl Mills taught my introduction to linguistics course, and I always looked forward to taking the other courses he taught throughout my college career.
I still remember a principle he would often repeat, one I use myself even to this day: When we are presented with two credible alternatives and asked to choose between them, sometimes the answer is simply "Yes!"
Carl knew how to connect his excitement about the idea of language to anyone who showed even some interest in the subject. He also knew how to encourage a student while evaluating them honestly; not an easy combination to find in this world.
He said something else I'm not likely to forget, that "some day the study of language will probably become a branch of biology," an idea that I believe is gradually coming true.
Part of a small but great linguistics program at UC, I know Carl Mills is missed by many to this day. He left us too soon, and often I think of him and what he taught me.
Doug Pennington, A&S '02
A student of Robert Frost
James Robinson had taught in the English department for decades before I arrived, but not long before then he had been very ill and its toll was heavy. Still standing tall and dignified despite these new disabilities, he was back on campus to teach a seminar on the British novelist and poet Thomas Hardy and works like "The Mayor of Casterbridge" that Professor Robinson had written on extensively.
Perhaps because he felt how much closer he was to the end of his university days than he was to their middle, he told many tales of being a student at Harvard, especially of his favorite teacher, the legendary poet Robert Frost. The story he seemed to tell most often was from September 1st, 1939, after Hitler's forces had crashed into Poland igniting World War II. The students waited anxiously for whatever wisdom and insight the great Frost, who'd already won three of his four Pulitzer Prizes, would share about the grave news. He entered the room and began: "In times like these …" — he then paused and inexplicably, for the moment, smiled. He then added what stayed with Professor Robinson, and then me, for so many years. "Whatever times have there ever been?" That was Frost's somber but reassuring question. It is the story I told my students on September 12th, 2001. I try to make sure I mention Professor Robinson and this legacy to many of my classes, such as Creative Writing or Literature or Education courses, and they seem to appreciate knowing that each is the student of a student of a student of Robert Frost, only a few degrees of separation from "Mending Wall" and "The Road Not Taken."
I had told the stories to a lively first-year English course at UC before they talked me into taking them outside one warm, bright morning. We headed for the center of McMicken Hall, under its steeple, to the colonial style carriage entrance facing Clifton Avenue at the end of the brick and cement walkway announced by the small stone lions, Mick and Mack. While I was talking to my class as they sat on the short white walls, I saw a car pull up near the lions and someone help Professor Robinson out and up the few steps onto the walkway. He greeted me warmly by name and I did likewise. As he got seven or eight feet away, I motioned to my students to lean in closer as if I had a secret. "That's my teacher who studied under Robert Frost," I loudly whispered and the entire class then swung their faces and shoulders back toward the building, a few letting out a low "woooo," as they watched him ease himself under the red brick archway and walk into the shadows of memory.
Michael Young, A&S '89
Kept politics out of the classroom
Dr. McGrane set the tone of Contemporary Problems (one of the few humanities in the fixed, no electives engineering program of the time) at a high level in the very first class session. He advised that he had been a delegate to every National Democratic Nominating Convention since 1932 but did not knowingly bias his classroom presentations and welcomed any input to the contrary. No input was ever offered to my knowledge, as the class was exemplary in both its content and presentation.
Despite my unsophisticated background and engineering education and career, I hold professors Reginald McGrane and Robert Hundley in the highest esteem in every category and have endeavored to follow their lead in my career and private life.
William Koenecke, Eng '55
Glen Rock, NJ
Recalls grade of student's father
In 1956-57, I was a senior majoring in American history, and Dr. Reginald McGrane was one of my professors in an upper level history course. At the end of the course, Dr, McGrane either said to me in person, or wrote in one of my Blue Books (do they still use those?), "Mr. Parry, you sure aren't the history student your father was." Guess what? He had taught American history to my father as a civil engineering student in 1924-25 and remembered him getting a grade of 100 percent in his course! I told this to my then-living father, and he remembered Dr. McGrane's course.
P.S. Some of his students, but certainly not I, referred to him as Dr. Migraine.
Roger Parry, A&S '57
'Lightning' Lou Laushey
A fiery lecture
Once during a lecture, Lou Laushey, "Lightning Lou" as we called him, got so caught up in his lecture (hydraulics) that he placed a lit cigar in his shirt pocket. After it started smoking, he ran out in the hall and put it out in the water fountain, came back in and continued the lecture. He was a very intelligent man, but nobody's perfect!
David Schneider, Eng '85
Demonstrated humanity, investigated racism
I remember Len Lansky (intro to social psychology) best for his role model of how to bring humanity into teaching. He gave his classes more than information -- he gave of himself. Under his tutelage, I helped design the group project that I am proudest of when I think back on my time at UC -- a project in which group members investigated racism in housing by posing as prospective apartment renters. It was a bold, potentially controversial project, but Dr. Lansky encouraged us all the way. On a personal note, on two occasions Dr. Lansky's professional references resulted in my receiving job offers. I am sure he is no longer teaching, but wherever he is, I thank him for the model he presented, which I incorporate in my teaching style today, and the encouragement he gave to a young black girl raised in the projects.
Cynthia Baloyi, A&S '72
Guiding students with a personal touch
Gerry Weller was my favorite during my four-year college education because she was empathetic to my situation -- working full time while earning my degree! When I went to Cincinnati to receive my diploma with
the graduating class, she was my personal tour guide, introducing me to faculty that I had only known by name through classes.
Linda Plaisance, Ed '05
Middendorf, Bereskin, Osterbrock
Bill Middendorf was an excellent teacher, kind and a good listener. I have used his book in my professional life — a career that would not have happened without Dr. Alexander Bereskin (Papa Bear - semiconductors) and without the discipline that Carl Osterbrock gave me.
Harry Hollack, Eng '67
One among many to thank
David Jacobs was my freshman English professor, and he was so good that took sophomore English with him. I was introduced to John Coltrain and photography through him and have fond memories of him and his wife, Marsha, who welcomed us into their home. I still own one of David's photos that he sold to me.
George Kisker was my freshman psych prof, and I took his Abnormal Psych course. He used hypnosis to show us the power of it and asked us, as a post-hypnotic suggestion, to send a postcard to him if our grades improved from his three sessions on study skills. I made the dean's list for the rest of college and got a full scholarship for graduate school because of better grades, and I did send him that postcard the summer after the class.
There were so many very wonderful professors who made lonely Thanksgivings better and guided my career and helped me get that graduate scholarship.
Best wishes to all of them, and thank you.
Beth Rosenberg Kauffman, Ed '72
Like a second father
Professor Eugene E. Blee was like a second father to me. Not a day goes by that I do not think of him and my beloved father. His wisdom, patience, elevated standards of performance and self-discipline, combined with his calm mentorship of a student who, at the time of the student's attendance at CCM (trumpet), was rather un-noteable, resulted in a changed life. That unmotivated student was this writer, now a professor in both a graduate teacher education Program as well as professor/ administrator in an interdisciplinary arts program at Nova Southeastern University in Florida. The sense of critical self-examination, self-discipline, incorporation of high standards and expectations of students, and elevated performance, which I demand, are a direct result of the teaching and supportive reinforcement, which is the legacy of Eugene E. Blee, a master artist-musician and teacher.
Thanks to UC for the opportunity to speak of this great man.
Alan Altman, CCM '66
H. Krueger, M. MacGregor
A pair of 'learned colleagues'
Dr. Hilmar Krueger, who taught medieval history, and Dr. Malcolm MacGregor, who taught ancient history (Greece and Rome), were colorful individuals and fascinating lecturers who directed the early European history major. They spoke of each other as "my learned colleague," and indeed, the sobriquets were merited. Both professors actually invited the graduating seniors in the major to their homes for a farewell dinner. We thought all the professors did that, but later discovered how unique they were. Needless to say our undergraduate major courses were a delight and the "learned colleagues" an unforgettable collegiate experience!
John Purcell, A&S '54, Ed '55
Middleburg Heights, Ohio