Walk through the Tenth Street entrance of iconic Harper Hall, the oldest building on campus. Stop a moment to view the painting of Jacob Chandler Harper, the building’s namesake. Continue down the hall to the Victor Atkins Lobby and notice its warm wooden paneling, elegant furniture, and intellectual ambiance. Linger awhile to view the splendid paintings and artwork. Then, take the staircase to the left, and go to the office of Daryl G. Smith, professor of education and psychology, tireless researcher, and kind human being.

Once there, you’ll find Smith at her desk surrounded by a tornado of books and papers. She is in her environment—welcoming and friendly, but at the same time, intensely serious.

Smith is well placed in Harper Hall, the symbol of the university. As a faculty member, former administrator, and friend, she represents the mission and ideals of the university as well as, or better than, anyone.

Born in Long Beach, New York, an island off of Long Island, Smith is the daughter of an interior decorator and a traveling salesman. She grew up with the ocean as a companion, but at 16, she left Long Beach to go to Cornell University to study math. It was the early 1960s, and she immediately noticed the segregation and discrimination in sororities and fraternities. Smith got involved. “It captured me,” she said. “I wanted to change the institution.”

It captured her and never let her go.

Smith earned her BA in math then switched fields. Her interest was now in student affairs and higher education policy.

She went to Stanford where she earned an MA in student personnel and counseling. She received another MA in psychology and a PhD in social psychology and higher education from Claremont Graduate University. For 21 years, she served as a college administrator in planning and evaluation, institutional research, and student affairs.

After two decades of working in administration and teaching, Smith found that research was becoming more and more important to her. In 1987 she came to Claremont Graduate University to stay. She found her values and ambitions aligned perfectly with the university’s mission. “It was as if the university had written the job description just for me. I did not have to choose between teaching and research. It was the perfect blend of both,” she said.

At Claremont Graduate University, Smith’s research and writing interests have included diversity in higher education, evaluation and organizational change, college governance issues, women in academe, women’s colleges, institutional research, student affairs, and classroom teaching. She cares about doing research that matters and that informs policy and practice. Her most recent research focuses on diversity issues in higher education and organizational change. A series of research projects on diversifying the faculty has been central to her work. The results of that research debunk the myths of faculty hiring, make clear why this is essential for higher education, illuminate the important role of graduate education, and suggest strategies for making progress.

"I am compelled to do research that matters...
that helps facilitate institutional change and improvement."

For the past six years, Smith has also served as one of the three principals responsible for the evaluation of the Campus Diversity Initiative for the James Irvine Foundation in collaboration with the Association of American Colleges and Universities. This project was a $29 million effort involving 28 private colleges and universities in California to develop their capacity to sustain and monitor the progress on institutional diversity. That project resulted in a monograph, a report, and three research briefs (more information on Smith’s research can be found on her website at www.cgu.edu/pages/4689.asp)

Smith, whose passion is apparent when she speaks on the subject of diversity in higher education, said: “The success of our campuses to build capacity for deeply engaging the diversity of the society will have significant implications for our democracy, and for all levels of education.”

While this and other research have made her nationally known in her field, she is reluctant to speak highly of herself. But her colleagues and students are not so reticent. Jack Schuster, professor of education and public policy said: “My Roget’s isn’t adequate to describe Daryl. ‘Supercalifragilisticexpialidocious’ comes close, but doesn’t suffice to describe her commitment to her powerful, groundbreaking scholarship or her extraordinary dedication to students.”

An experienced teacher, she brings her passion for scholarship to the classroom. “Claremont Graduate University is different than other graduate schools, where students often are asked to participate in a faculty member’s work. Here, the students pursue their own passions with our guidance.”

Student Hugo Garcia considers her an incredible asset: “She has been a wonderful professor and mentor.” Student Jocelyn Chong said, “Daryl’s ability to blend practice and research has prompted me to explore new ways to contribute to higher education.”

On top of her busy schedule of research and teaching at the university, she consults and lectures at other colleges and universities, bringing her message beyond the borders of the campus.

Smith’s office window overlooks Harper Courtyard. The words of James A. Blaisdell, founder of Claremont Graduate University, are set in stone around its graceful fountain: “A college binds the centuries into its dominion; it shares lives; it fashions generations; it makes history.” Daryl G. Smith, professor and extraordinary individual, is a living example of these immortal words.