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Art Killian, Art Killian, Meg Miner
Art Killian, Art Killian, Meg Miner
All oral histories
Killian started on Physical Plant's Grounds Crew five years before Myers and so offers recollections of changes in campus landscaping priorities and operations through four presidencies. He tells a story about Myers showing him a book of English garden plants and how he was unable to explain to Myers that they were not suited to Central Illinois environmental conditions. Killian viewed his work as a craftsman does--more satisfied with ensuring good structures in the landscape on the campus as a whole. He offers views on changes in campus culture, shifting from a community atmosphere before the Myers' era, to a …
Roger Schnaitter, Roger Schnaitter, Meg Miner
Roger Schnaitter, Roger Schnaitter, Meg Miner
All oral histories
Schnaitter is a collector of focused, discrete artifacts. He did not talk to Myers about his collecting habits but witnessed some of Myers' collecting activities and expresses opinions about them. Schnaitter describes some of Myers' personal and leadership characteristics and his influences on buying pianos and harpsichords for the School of Music. On reflection, Schnaitter believes Myers' interests in collecting influenced his own and he describes Myers' collecting methods compared to his own.
Anke Voss, Anke Voss, Meg Miner
Anke Voss, Anke Voss, Meg Miner
All oral histories
Voss discusses the origin/creation of the archives in the new library, her early teaching experiences in Illinois and being identified as person to take over at a time when plans to host the Remington Trust exhibit of rare books were under way. Myers gave presentations on those books, encouraging their use by students and faculty. She recalls Myers saying there would be an "archives pedestal" on top of the new library and that he was a "love everything, celebrate everything" kind of person who was rarely idle. Voss recounts Myers' visits to her office and that he did not interfere …
Jo Porter, Jo Porter, Meg Miner
Jo Porter, Jo Porter, Meg Miner
All oral histories
Porter tells the story of how her position in Corporate and Foundation Relations got started. She recalls Myers as a strategic fundraiser who had good ideas for her to try out and that he follow up on. She shared an interest in cookbooks with him and says he made gifts of books and other things to her. She recalls his lack of interest in condition and remarks on the poor quality of the musical instruments he had. Porter describes going on trips with Myers and how he managed to find book stores, even if it meant staying at a location …
Jim Routi, Jim Routi, Meg Miner
Jim Routi, Jim Routi, Meg Miner
All oral histories
Routi was a member of the Cabinet for 30 years. His comments center mainly on Myers' leadership styles, comparing them with the four other presidents he served under. Routi shares observations on the role of a president and Myers' abilities in fulfilling those functions. He believes Myers' collecting was a life long passion and hobby that got out of hand and may have served as an escape from other aspects of his life. However, he does not feel that collecting had an influence on how Myers conducted his presidency. Routi makes brief mention of the collections he knew about: postcards, …
Pamela Buchanan Muirhead, Pamela Buchanan Muirhead '68, Meg Miner
Pamela Buchanan Muirhead, Pamela Buchanan Muirhead '68, Meg Miner
All oral histories
Muirhead discusses Myers' interactions with students and his appreciation of her fascination with historical collections. In one story, she mentions name tags a student made for a class visit to Myers' home; she donated one to the archives' collections and a copy of it is linked below. Muirhead also covers her role in campus administration and how Provost and Dean Ellen Hurwitz influenced her; she then shares her views on Myers' management of the University and different aspects of his leadership style including perspectives on the dual needs of faculty scholarship and teaching. She offers insights into Myers' attitudes on …
Thomas Griffiths, Thomas Griffiths, Meg Miner
Thomas Griffiths, Thomas Griffiths, Meg Miner
All oral histories
Griffiths recalls that Myers had the "urge to collect" and built collections purposefully, even to the point of paying a higher price to fill a gap. Recalls Myers discarding books, one of which he has, but suspects it was only if Minor had duplicates. Reflects on the influence Myers had on faculty, through emphasis on and support for scholarship, and on students and facilities. Also discusses being present during meetings about the book auction, the last conversation he had with Myers and the one book he received as a gift after Myers' illness. The idea of wearing chrysanthemums at the …
Sue Anderson, Sue Anderson, Meg Miner
Sue Anderson, Sue Anderson, Meg Miner
All oral histories
Anderson describes her hiring process and Myers' actions in trying to influence it. Anderson details the changes she intended to make in library services and collections and the difficulties she encountered in achieving these goals. She also recounts instances in planning The Ames Library and her relationships with Provost McNew, Associate Provost Schnaitter and faculty.
Jim Matthews, Jim Matthews, Meg Miner
Jim Matthews, Jim Matthews, Meg Miner
All oral histories
Matthews views Myers as a "well-educated liberal arts specialist...who can talk with anybody intelligently about anything that person is interested in." Myers recommended book purchases to Matthews and he summarizes the effect that and conversations about French history had on him. He recounts why and how Myers recruited him to be Dean of Students and describes changes to Student Affairs that followed, what he saw in Cabinet and Board of Trustee meetings about budget decisions, an incidence of racism involving Sodexho (ca 2000), and remarks Myers made on the first anniversary of September 11, 2001 [n.b., there are no recordings …
Steve Seibring, Steve Seibring, Meg Miner
Steve Seibring, Steve Seibring, Meg Miner
All oral histories
Seibring relates conversations he had with Myers about why Myers came to IWU, why he wanted to be a college president, and how he used his catalog collection to learn about higher education in the U.S. Seibring also recalls times when Myers demonstrated his interest in baseball cards and wanted to highlight stories about alumni who were collectors. He shares ideas on Myers' view about the university and reflects on the kinds of curricular offerings of that time. He relates instances of Myers' involvement in the work of both Admissions and Advancement, including being the impetus for reestablishing the Alumni …
Joy Doran, Joy Doran, Meg Miner
Joy Doran, Joy Doran, Meg Miner
All oral histories
Doran recalls the musical interests she shared with Myers, including being founding board members of the Pratt Music Foundation, which sponsors music education in the local community, and that they shared a vision for expanding the preparatory program available through the IWU School of Music. The former was realized during Myers' era but the latter idea did not come to fruition. She and Myers viewed themselves as "philosophers of potential and advocates of opportunity" and Doran was pleased to have support for her ideas even if they were not always success.
Mike Davis, Mike Davis, Meg Miner
Mike Davis, Mike Davis, Meg Miner
All oral histories
Davis was WESN manager and reflects on Myers' support for the station. He cites this as an empowering experience, when someone believes in you. Davis is now an academic and has been an administrator and draws on the experiences he had as a student in his interactions with students today. He thinks the administration isn't usually visible on a college campus but that his presences and way of emphasizing the unique qualities of IWU students was intended to make students feel welcome. Davis also describes the condition of Myers' office.
Cindy Gendrich, Cindy Gendrich, Meg Miner
Cindy Gendrich, Cindy Gendrich, Meg Miner
All oral histories
Gendrich shared an interest with Myers in 18th century etiquette books and shares insights into why Myers collected them. She directs Wake Forest University's Performance and the Liberal Arts Center and discusses how she and Myers shared an understanding of the need for education to encompass a knowledge about the world around a particular discipline. Myers loaned her about ten of his books for her dissertation and she describes that encounter and the way some of Myers' books were shelved in his home. Gendrich characterizes Myers as a "walking around president" and reflects on the qualities of presidents.
Meghan Murphy-Lee, Meghan Murphy-Lee, Meg Miner
Meghan Murphy-Lee, Meghan Murphy-Lee, Meg Miner
All oral histories
Murphy-Lee served in Student Senate and so recalls getting to know Myers through Board of Trustee meetings and that he took an interest in her desire to be a contract Russian major. Myers and Dr. Marina Balina helped her achieve her goals and served as models of scholarly behavior for students.
Ann Harding, Ann Harding, Meg Miner
Ann Harding, Ann Harding, Meg Miner
All oral histories
Harding shares two book stories: one from her son's visits to the Myers' home and one from an alumni event in Phoenix, AZ. Harding also comments on the effects of Myers' personal touches like handwritten notes and surprise office visits and remarks on the impact of his personal characteristics on people.
Fred Hoyt, Fred Hoyt, Meg Miner
Fred Hoyt, Fred Hoyt, Meg Miner
All oral histories
Hoyt shared an interest in stamps with Myers and recalls the differences in their interests and acquisition methods. He makes the analogy of Myers' personal characteristic being like a lighthouse; meaning, he would focus intently on something for a brief amount of time and then move on to a new interest. Hoyt observes the effect of changes in teaching load on the institution and on other influences Myers had on students and the institution.