ALL ABOUT
MENTORINGA PUBLICATION OF SUNY EMPIRE STATE COLLEGE Issue 44 • Winter 2013 - 2014 ALL ABOUT MENTORING
Issue 44 • Winter Winter • 44 Issue 2013 - 2014
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ISSN 2331-5431 Printed by SUNY Empire State College Print Shop ALL ABOUT ALL ABOUT MENTORING Submissions to All About Mentoring issue 44 f you have a scholarly paper-in-progress or a talk that you have presented, All About Mentoring winter 2013 - 2014 would welcome it. If you developed materials for your students that may be of good use to others, or have a comment on any part of this issue, or on topics/concerns relevant to our Alan Mandell I mentoring community, please send them along. College Professor of Adult Learning and Mentoring If you have a short story, poem, drawings or photographs, or have reports on your reassignments Editor and sabbaticals, All About Mentoring would like to include them in an upcoming issue. Karen LaBarge Senior Staff Assistant for Send submissions to Alan Mandell (SUNY Empire State College, Metropolitan Center, 325 Hudson Faculty Development St., New York, NY 10013-1005) or via email at [email protected]. “The autocrat wishes docile followers; Associate Editor Submissions to All About Mentoring can be of varied length and take many forms. (Typically, he therefore wishes a type of education to Lorraine Klembczyk Graphic Designer materials are no longer than 7,500 words.) It is easiest if materials are sent via email to Mandell build docility and obedience. Democracy as WORD attachments. In terms of references and style, All About Mentoring uses APA rules wishes all the people to be both able and p h o t o g r a p h y (please see the Publication Manual of the American Psychological Association, 6th ed. willing to judge wisely for themselves and Photos courtesy of Stock Studios, [Washington, DC: APA, 2010] or http://image.mail.bfwpub.com/lib/feed1c737d6c03/m/1/BSM_ and faculty and staff of APA_update_2010.pdf). for the common good as to the policies to SUNY Empire State College, unless otherwise noted. be approved; it will accordingly seek a type All About Mentoring is published twice a year. Our next issue, #45, will be available in spring Cover image 2014. Please submit all materials by March 15, 2014. of education to build responsible, thinking, Amy Ruth Tobol, “Series on Black III,” 2012, 10 ½” x 10”, commercial fabric, public-spirited citizenship in all its people.” hand pleated/dyed silk organza, copper, netting, washers, hand and machine stitched, cotton batting. – William Heard Kilpatrick Photo: Carolyn Nelson Philosophy of Education p r o d u c t i o n New York: Macmillan, 1951, p. 5 Kirk Starczewski Director of Publications Ron Kosiba Print Shop Supervisor Janet Jones Keyboard Specialist College Print Shop
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Table of Contents
Editorial ...... 2 . Mentoring in Haiti ...... 61 Alan Mandell LeGrace Benson, Center for Distance Learning (professor emerita); Arts of Haiti Research Project (director); Journal Mentoring as Deep Listening ...... 4 of Haitian Studies (associate editor) Cindy Bates, Northeast Center “Time’s Winged Chariot”: Aporia and Mentoring the Migrant Students and Multiple Journeys: Older Student ...... 67 What Do Transnational Students Say About Themselves? . . . . . 6 Tom Akstens, Northeast Center David Starr-Glass, Center for International Programs (Prague) Poetry ...... 69 . A Labor Day Letter ...... 15 . Mindy Kronenberg, Long Island Center Michael Merrill, The Harry Van Arsdale Jr. Center for Labor Studies The Praxis of a Peer Coaching Program ...... 70 . Lisa D’Adamo-Weinstein and Sarah Spence-Staulters, Teaching Poetics ...... 19 Northeast Center Himanee Gupta-Carlson, Center for Distance Learning Open to the Creative Process ...... 75 What’s in a Noun? Part II: What Do We Know? ...... 21 Peggy Lynn, Central New York Center Robert Carey, Metropolitan Center Writing the “Endless” Book ...... 78 Coaching, Mentoring and Learning: Reflections from the Water . 24 . Joyce McKnight, Center for Distance Learning Desalyn De-Souza, Central New York Center Using Facebook to Engage Students Federal Advocacy: The Issues We Face ...... 26 . in the Lebanon Residency Program ...... 81 Michael Mancini, Office of Communications and Jeannine Mercer, Center for International Programs Government Relations Emil Moxey – 2013 Black Male Initiative Heritage Award . . . . 86 Meditations on the Presentation of Self in Mentoring . . . . . 28 . Introduced by Lear Matthews, Metropolitan Center Donna Gaines, Long Island Center The Steinmacht Radio ...... 88 Radical Openness: Toward a Theory of Co(labor)ation . . . . . 33 Robert Congemi, Northeast Center Michael A. Peters, University of Waikato, New Zealand The Value of a Virtual Term Abroad ...... 94 Poetry ...... 41 . Lorette Pellettiere Calix, Center for International Programs Barbara Tramonte, School for Graduate Studies (Panama) and Patrice Prusko Torcivia, Cornell University
Does the Library Work With my Mobile Device? The Empire Declaring Adulthood: State College Library Mobile Inventory Project ...... 42 A Conversation with Joseph B . Moore, Part II ...... 100 . Heather Shalhoub, Empire State College Library Ed Warzala, School for Graduate Studies
Toward an Understanding of Mentoring as Emotional Labor . . . 44 Painting in Florence: History and Inspiration ...... 107 Nadine V. Wedderburn, Northeast Center Betty Wilde-Biasiny, Metropolitan Center
Creating the Light ...... 47 Politics, Ecology and Social Change at the Top of the World . .111 . Amy Ruth Tobol, Long Island Center Eric Zencey, Gund Institute for Ecological Economics, The University of Vermont Using Open Resources to Your Advantage: How to Effectively Incorporate OERs into College Assignments . . . .51 . Remembering Nicholas Cushner ...... 114 . Rhianna C. Rogers, Niagara Frontier Center Colleagues from Empire State College
The Interrelation Between Mathematical Logic, Core Values of Empire State College ...... 116 Math Education and its History ...... 57 Gohar Marikyan, Metropolitan Center
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e d i t o r i a l
What are you doing at this college? Why are “against the grain” at one moment might you here? not have much punch at another. Don’t idealize the past. That’s a weak foundation Look who’s angry now. What do you think for anything. It won’t hold. Hey, you know, the answer is? Are you telling me that I time marches on. don’t belong, that I’ve failed some kind of litmus test? Who are you to create such a Obviously, it’s true. We’re not in 1970. test, let alone claim that you have the right A 37-year-old born in 1933 is not the same to administer it? Who chose you to be the as a 37-year-old born in 1976. But might it an’t you just give it up? big dude? not be true – can’t you admit it? – that there are some principles about teaching, students I’m searching for the heart of your work. C and the role of the faculty – principles I want to figure out the core of your that have merit and depth beyond the I can’t believe we’re doing this again. commitment. Believe me, I’m interested. moment? Or, how about this: Don’t you You’re completely unrelenting. I can’t believe it’s only about having a job – find it fascinating that, right now, so many that it’s only the check. It’s not about my compulsiveness. It’s a institutions are trying to capture what you serious question. Give it up, I say. Listen: This place is no lab for your are trying to jettison? As I see it, you’re just Give up what? dipsy-doodling around. I hate to break giving it up. Just tell me why. it to you, but it’s a college that needs Although it’s hard for you to acknowledge, You know what I mean – this persistent students, courses and money to keep the I’m worried too. Adults have been found, posturing of yours. doors open. You may have noticed that the the public doesn’t trust higher ed, the competition is hotter and heavier than ever Why are you so angry? choices for students are almost boundless and that all over the place, things aren’t and people are broke. If this place and other It’s not anger at all. I’m just perturbed and, looking that good. to tell you the truth, rather bored by your 40-something institutions don’t change, obsession with this mentoring mantra and You’re so proud of your smart pragmatism we’re all dead. But don’t worry, we’ll its supposed magical reverberations. You aren’t you? You think you not only stand give you your little niche market, your know, there are other ways to teach, other for what is academically right but for the 10 percent sanctuary – you won’t be ways to advise, other ways to organize only path that will keep this joint alive. forgotten. I promise. Still, you poor soul, a college. Talk about hubris. don’t mistake your personal passions for the whole. You’ve got to hold your ego At least my head’s not in the clouds or, Do you care about anything? Be honest: back, even a tad. What keeps you going? Help me understand. maybe more appropriately, my head’s not buried in some clever dialogues written four Oh, Mr. Pragmatism, you’re the one who You are truly stuck. How can you not get centuries before Christ. At least I pick up the is naïve. You think you can compete with it? I’m a teacher. That’s it. I care about my newspaper and see what’s happening around the heavies; you think you can play their students and about teaching them what they us in higher ed. I wish I could say you’re just game and hang in there. We don’t have need to know and about working at a place an innocent. the name; we don’t have the money; we’ll that supports that. never have the big pull to compete, even if OK, let’s try it another way: From your we did everything your own fired up proud So you assume that I don’t share those same view, is there any reason, any reason passions demand. feelings, at least similar goals? whatsoever, to try to keep mentoring going, My point that I’ve made to you many times to do something that runs against the grain? Is there any room left for us to talk, or even before is only that you should throw in Isn’t this part of a legacy that is worth any reason to? It’s unbelievable how many the towel, admit defeat and do the work protecting, or at least trying with everything times we’ve had these discussions – if, at this you’ve been trained to do, not some crazy we’ve got, to hold onto? point, you can even call them that. It’s kind of a drag. emotional labor stuff that’s too far from Admit it. You’re a guy who supposedly what you studied, what you know and what thinks about history. There’s a time for You started it. you can responsibly carry out. everything. What could have been
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Wrong. I didn’t “start it” if that means propose: some new version of heavy-duty Wow. trying to badger you for the sake of change? What do you want the place to Why “wow”? badgering. I want you to back off, or become – a little public Phoenix, a more probably closer to the truth, wake up, efficient machine that rolls out graduates, Not because you seem to be left with because your ideas and your high-horse pops out PLAs for the world and badges prayer – astonishing in itself – but because moralizing aren’t constructive. It’s not only every conceivable skill? we might have something to talk about. me they annoy – I promise you that. You’re It’s all about learning. You must be relieved to spew all of that adrift and man, you’re turning people off. out. Breathless. So after 44 issues, you’re willing to change We’ve known each other for a long time and the name of this thing? No relief in sight; lots on my mind. You I appreciate your claims of concern, but I might think we’ve got nothing to lose, but I don’t trust them. You’re too shortsighted. think you’re completely wrong. You’re being buffeted around by yet another crisis, even though if you’re honest with I agree; the flood’s exhausting. I just pray yourself, you know there will always be a that we can remember the bottom line: I next one. So what are you then going to want my students to learn.
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Mentoring as Deep Listening
Cindy Bates, Northeast Center
“Deep listening is miraculous for both I used to think I wanted to be one, too!) listener and speaker. When someone receives and we were waiting (at that time) to us with open-hearted, non-judging, intensely become parents through adoption. I interested listening, our spirits expand.” remember listening to Felipe’s ideas and trying to help him find ways to shape those – Sue Patton Thoele ideas into a college degree. I remember “I am determined to practice deep listening. trying to help him find a way to honor I am determined to practice loving speech.” his past and plan for his future. I knew he could earn credits toward his degree through – Thich Nhat Hanh, True Love: A Practice individualized PLA. Throughout our for Awakening the Heart (2004) work together, I can’t say that I remember “listening deeply,” but that is exactly what Felipe said that I did. And when he honored few years ago, I was asked our work together by describing it as such, to participate in a Center for my life was forever changed. A Mentoring and Learning workshop about educational planning and to talk In their foundational work, From Teaching about the work I do with mentees. While to Mentoring: Principle and Practice, I looked forward to this opportunity Dialogue and Life in Adult Education, to engage in an exchange of ideas with Lee Herman and Alan Mandell (2003) Cindy Bates colleagues, I was even more excited be suggested that one of the basic principles able to invite one of my mentees to join of mentoring is that, “Mentors engage in in a variety of ways. As nascent actors, we our session and to share his perspective on dialogue with their students” (p. 8). As are taught that acting is 10 percent doing/ the educational planning process. I asked Herman and Mandell discuss the importance speaking and 90 percent listening. And Felipe Sostre, one of my mentees who of dialogue in the mentoring relationship, yet the hardest thing to do on stage is to designed a unique degree in the Community the subtext of the “dialogue” they describe listen authentically. To truly listen to your and Human Services area of study with a includes “listening deeply.” Dialogue in fellow actor and to the character he or she concentration in social advocacy, to join us. itself doesn’t necessarily require that either has developed takes training and perhaps Little did I know that this hour-long session party is listening – lightly or deeply – but some talent in that direction. A strong actor – and Felipe’s contribution – would become a mentor/mentee dialogue most certainly cannot anticipate what his or her fellow a turning point in my life as a mentor. does require that both parties pay attention actor is going to say even though both not just to the words, but to the emotions parties know the script. A strong actor Felipe came to Empire State College with and experiences beneath the words. As the allows himself or herself to respond in the a wide array of transcript and potential epigraphs to this essay suggest, listening moment to one’s fellow actor(s). Throughout prior learning assessment credits. His deeply requires paying close attention to the various schools of actor training, there background included knowledge in religion, what our mentees say as well as to how and are various exercises and philosophies law, child advocacy/foster care and a why they say such things. It also includes designed to help students learn how to listen myriad of other areas. He needed a degree what they don’t say, can’t say, won’t say, but truthfully, or perhaps “deeply.” that would serve him well in his yet-to-be what we can sense is beneath the surface. determined career while also reflecting his In mentoring, though, the script is developed When we enter into dialogue with our past experiences and future dreams. To be improvisationally. That is, the dialogue mentees, we often need to remind ourselves honest, I had no idea how to “help” Felipe described in the work of Herman and that dialogue includes silence and nonverbal when we began working together. I did not Mandell comes to life in the moment of signals, as well as reciprocal trust. have a magic wand that would create his the discussion, in the moment of two degree nor was I an expert in Community Perhaps Felipe’s description of my work people living, breathing and sharing a space and Human Services, but I did have some with him as “deep listening” struck a together. The art of theatrical improvisation insight into some of the topics he brought chord with me because in the world of requires really good listening skills. While to the table. My life includes religious theater, we are trained to practice and a traditional script can be acted (albeit practice, my husband is an attorney (and recognize something akin to deep listening poorly) without the actors possessing good
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 5 listening skills, improvisation without big picture of a college degree in sight and expectations established by the college and, careful listening falls on its face. The golden I can communicate that to mentees, from to be frank, the ways in which my center rule of improvisation is to say, “Yes – and logistical requirements such as numbers and I have interpreted those expectations. … .” In some circles, this rule is known of advanced and liberal credits, to a more Likewise, when I am directing a play, as “never say no.” By this we mean that philosophical idea of what makes a liberal character choices and blocking (where when one actor, for example, says, “Look, arts college degree “good.” But in dialogue actors move on stage) have to be established here comes the president,” the other actor with the student, we can shape how that and rehearsed at some point; this often cannot say “No, there’s no one there.” Or degree comes together. In both instances, requires me to make decisions, but only when one actor says, “Your pink sequin directing and mentoring, I practice deep after listening to all those involved and dress is beautiful,” the other actor cannot listening skills so we can bring as many assessing where the creative process has led say, “I’m not wearing a dress.” In other ideas to the table as possible while we craft us together. words, theatrical improvisation requires our production or the student’s degree plan. I want to offer one final lesson I have both actors to agree to work cooperatively When I “direct” actors in rehearsal, I am learned as a director that serves me daily as I together towards an unknown end. One not dictating to them where to walk or work with mentees. When working together actor can, however, send the scene in a how to say their lines. Instead, I am helping in the kind of collaborative setting that different direction by saying “Yes, and them discover their characters and the theater and mentoring offer, sometimes we …” or “No, but. …” For example, when relationships between the characters. For have to make choices that, at the beginning, one actor says, “Look, here comes the example, I might ask an actor what his seem silly or wrong in order to find the president,” the other actor can say, “I don’t or her character wants to achieve in the better choice. Failure is not only an option think that’s the president; I think that’s her few pages we are studying. What is the in theater, it’s a requirement. Only through husband.” This new statement doesn’t stop character’s goal and what obstacles stand our experiments and our combined successes the action; instead, it moves the action in a and failures does our particular version of new direction toward a cooperative goal of a play come alive. I have found the same creating a story together. I’m not suggesting that to be true in mentoring. When the mentor I’m not suggesting that mentoring and mentoring and theatrical and mentee work collaboratively together, theatrical improvisation are the same tasks. sometimes the best path to a degree plan But I am suggesting that perhaps the practice improvisation are the is not the straight and narrow one, but of “Yes, and …” or “No, but …” can help same tasks. But I am rather a long and winding path with many us to listen deeply to our mentees. Instead offshoots that seemingly go nowhere. And of trying to find an answer, these phrases suggesting that perhaps yet, when we are both (all) listening deeply can help us and our mentees bring up new the practice of “Yes, and to each other, the journey becomes a place ideas, new paths of inquiry. They open us to where knowledge is generated. a multitude of possibilities. …” or “No, but …” can I will forever be indebted to Felipe Sostre for There is another similarity between help us to listen deeply sharing his perspective on mentoring with mentoring as deep listening and theater to our mentees. me, and for helping me to see how I helped that I would like to mention briefly here him. This, in turn, has helped me become concerning the work of a theatrical director. a better mentor. Listening deeply, to me, A few years ago, I gave a presentation means listening without judgment, without in the way? We engage in a dialogue about at a Northeast Center meeting where I anticipation, without distraction, and with this and then try out some possible ways to described the similarities between directing compassion, critical thinking and joy. I play the scene. I also help actors discover and mentoring. At first, this idea baffled cannot always do this. There are days when the space in which our story is told and my colleagues because they tended to think my life doesn’t allow it. There are mentees how each character might use that space. I about a “director” as a person who gave with whom I cannot make the connection encourage actors to try out different times orders, telling others what to do. And, while needed to listen in this way. But there are to sit, stand, move, etc. based on instinct as one form of directing is indeed “director many, many other mentees with whom I well as logistics and stage pictures. When I as autocrat,” many of us practice another have journeyed in this way. At the end of the mentor mentees, I also am not dictating to style of directing in which our job is to day, deep listening is my one, not-so-simple them how to design their degrees or even collaborate with other theatrical artists but immensely rewarding goal in every which studies to take. Rather, I am (I hope) toward a common goal. This is how I encounter with my mentees. asking them generative questions like I do practice my work as a director – and as a in rehearsal and then listening carefully mentor. As a director, I present the basic Reference to their answers so I can help guide them vision I have for the play in production, to some possibilities from which they can Herman, L., & Mandell, A. (2003). From and then I refine this vision as needed while choose. At the end of the day, their degree teaching to mentoring: Principle and I work with and listen to the ideas of the plans and rationale essays have to meet the practice, dialogue and life in adult actors and designers. As a mentor, I have the education. New York, NY: Routledge.
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Migrant Students and Multiple Journeys: What Do Transnational Students Say About Themselves?
David Starr-Glass, Center for International Programs (Prague)
or as long as there have been Transnational programs not only extend the renowned centers of education, institution’s mission but, more importantly, F there have been migrant students they provide educational enrichment, willing to leave their home countries to intellectual exchange and cultural diversity attend them. The migrant scholar was the not only for the transnational students norm in medieval Europe, making a circuit involved but also for students and of the great university cities. That search faculty at home campuses. To reap these for knowledge and excellence continues. benefits, faculty and mentors engaged in In 2011, almost 765,000 students came transnational programs need to share their to learn in American institutions of higher knowledge and experience with stateside education: those from China, India, South peers and students. Korea and Saudi Arabia constituting For the last 10 years, I have been a mentor 50 percent of the total. The number is with our transnational program in Prague. significant but, because of the size of This essay is a product of my interest in the the American higher education system, life experiences of transnational students in it represents less that 4 percent of all this program. It is important to more clearly American enrollments. In the same year, explain my relationship with these learners: 274,000 Americans went to study abroad: two significant dimensions are involved. the UK, Italy, Spain, France and China David Starr-Glass First, as a mentor, I am concerned about were the top destinations (IIE, 2013). But the intellectual growth of my mentees, and international education and study abroad and effectively utilizing the cross-cultural about the social and cultural issues that programs are not the only forms of cross- experiences that my students possess. might impact that growth. Understanding boundary education: a growing sector is Specifically, I am interested in allowing these more of the process through which learners the transnational program “in which fully- students to come to a deeper appreciation adjust to the new educational and cultural functioning campuses and programmes of cross-cultural management by reflecting environment has obvious pragmatic value are established in overseas locations quite on their own cultural experiences and by for the mentor. These are the learners with remote from their host institutions” escaping the gravity of their ethnocentricity. whom I meet on the two annual faculty (Miller-Idriss & Hanauer, 2011, p. 182). It makes good pedagogical sense to team visits, and these are the learners I The transnational program provides understand that students have a rich mentor at a distance during the remainder of education that is essentially the same as that experiential involvement with transcultural the year. Effective mentoring requires insight offered by its home college; however, the engagement: the challenge is to provide into the challenges and opportunities that students are nationals of the country within learners with the opportunity to recognize confront mentees in their unique educational which it operates abroad (McBurnie & this richness, reflect on it critically and journeys and in their specific learning Ziguras, 2007). utilize it in the learning process. projects. As transnational mentors, we have Since its inception in 1971, the mission of a privileged position on the cusp of cultural This spring, I undertook a major initiative Empire State College has been to provide adaptation and educational realignment, but to explore the histories and sentiments flexible, nontraditional educational to make sense of these processes, we have of the transnational mentees with whom opportunities for students and communities to ask our mentees about their experiences, I work. This article provides insight into in the state of New York. Since the early their feelings and their constructions of what these students think and what they 1970s, Empire State College has maintained being migrant learners. have experienced. It also suggests how they an active presence in international arenas, have arrived at a different place in their Second, as an instructor – facilitating providing unique experiences for foreign unique journeys through different cultures regular online distance learning courses in students and enriching the collegiate and through different conceptualizations of International Cross-Cultural Management community at home (Bonnabeau, 1996). education. These insights may be useful in – I also am concerned about creatively moderating our mentoring efforts. They may
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 7 guide our educational approaches. The main Phenomenological approaches lay aside The attempt was to construct a framework purpose here, however, is to give a voice to preconceived notions and constructions of important themes that were common (or these students and to share in a wider forum about what is being studied and aim “to consistently re-appearing) in the material their experiences. This article is preliminary describe and elucidate the lived world in analyzed (Smith, Flowers, & Larkin, 2009). and tentative, but it is hoped that it will a way that expands our understanding If a single theme was mentioned multiple nevertheless provide stateside colleagues of human being and human experience” times in a manuscript, each occurrence was with a better understanding of who our (Dahlberg, Dahlberg, & Nystrom, 2008, counted separately. Not all emerged themes transnational students are and what they p. 37). appear in every manuscript. When the form have undertaken to arrive with us. This may and purpose of the journal was originally Participants were from Albania (1), Bosnia- be of interest to those who work in our explained to participants, approximately Herzegovina (1), Czech Republic (4), other transnational programs, encounter 25 questions were suggested to provide Kazakhstan (4), Russia (4), Serbia (1), these students in distance learning contexts, structure. These may have shaped the South Korea (1) and Vietnam (1). Czechs and work with international students in ultimate themes that emerged; however, who had migrated to Prague were included. the U.S. it is significant that no participants Some participants noted a bicultural submitted a journal structured on these affiliation: the cultures of their parents as Context of the Study initial questions. Although reliability and well as their birth countries (for example, validity were not central issues in the In the spring term of 2013, I asked my Korean and Libyan). Ten participants were analysis, it is possible that higher reliability students in Prague to participate in an female and seven male. Gender and home might have resulted had manuscripts been undertaking called “Migrant Students country distributions reflect the population analyzed by multiple readers. and Multiple Journeys.” The project was from which the sample was drawn. The embedded in an International Cross-Cultural average age of participants was almost 23 Emergent Themes Management course that I was teaching, so and (excluding the Czechs) they stayed an participants were already primed for issues average of 4.25 years in Prague. The number A content analysis of the submitted journals of encountering, recognizing and copings of journals included represented 55 percent yielded 10 emergent themes. These are with national cultural difference. Students of those submitted in the International shown in Figure 1 (see next page), along were asked to maintain a personal reflective Cross-cultural Management course. Journals with the frequency of each theme in the journal in which they recorded experiences, were not included, either because the student manuscripts. As noted previously, a single feelings and reflections on the cross-cultural voluntarily opted out or failed to complete a theme was counted each time it occurred journeys in which they were engaged. consent form. in a script. Completion of the journal was required In this essay, written for the Empire State for the course, but students were able to Analysis and Interpretation College community, only some of the opt out of the parallel “Migrant Students Journal content was analyzed inductively significant emergent themes are discussed. and Multiple Journeys” project without with no presumption of structure, Four themes (1, 2, 6 and 10) have been academic penalty. Journals were gathered, an approach generally referred to as omitted because these refer to specific retained and analyzed in a transparent and interpretive phenomenological analysis issues with migrant students coming to ethical manner. Students were guaranteed (Smith & Osborn, 2008). Each journal was an understanding of their local (Prague) anonymity and completed a consent form. read and concepts indicated as significant culture, or their refection on other cultures by the student were noted. Two weeks they had experienced. It is hoped that the Methodology and Participants later, the journal was re-read and a similar six themes presented here will be relevant The project rested on the metaphor analysis was conducted without reference for mentors, faculty, professionals and of “journey,” which suggested that to the previous notes. Both analyses were administrators working with international transnational students were actively engaged compared for omissions and commonalities and transnational learners. The study in a process of negotiating displacement, and emergent themes were identified deliberately attempted to shed light on the facing obstacles and progressing toward based on an integration of both readings. issues and challenges that transnational destinations that they define and value. Emergent themes were confirmed by learners themselves considered to be Making cultural, social, educational and revisiting the actual wording of the original significant. In order to provide a full personal journeys salient has been used journals. Themes were cross-checked authentic voice for participants, reduce in other contexts to prompt and support throughout the submitted journals, again editorializing and restrict the author’s reflective practice (Goldstein, 2005; Smith referring to the words that participants construction of participant sentiments, & Kariuki, 2011). Although the study used. Extensive quotations from journals verbatim passages are quoted at length. identified the cross-cultural experience, its are reproduced in this article to indicate approach was essentially phenomenological: student thoughts. participants were asked what these journeys meant to them and how they personally understood national-culture difference.
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assignments, no discussions, no class Theme Identified Frequency of Occurrence participation or even attendance are (percentage) required. (Participant #4) 1. Consideration of Czech culture 15 (17%) 2. Culture difference recognized in prior migrations 12 (13%) My decision to attend an American 3. Reasons for enrolling in an American institution 11 (12%) university in the Czech Republic 4. Thoughts on the meaning of American education 11 (12%) has further contributed to my 5. Reflection on the migration experience 9 (10%) understanding of different cultures 6. Reconsideration of one’s own national-culture 9 (10%) and I was very lucky [I] got such [an] 7. Initial concerns about living in a different country 7 (8%) opportunity. (Participant #8) 8. Earlier anticipatory stays abroad 5 (6%) Empire State College will definitely 9. Language and communication concerns 5 (6%) increase my competitive position in 10. Reflections on other cultures 5 (6%) Russian and international labour Total 89 (100%) markets. This is a great advantage in the conditions of [the] economy struggling with financial crisis … Figure 1 . Significant themes that emerged from an analysis of migrant student journals residing in [a] multicultural (n=17). Frequency relates to the number of occurrences of a particular theme in the environment improves English language whole data set. abilities and gives a unique chance to meet students from all over the world. Reasons for Enrolling in an When I was in high school I wanted (Participant #9) American Institution to obtain my bachelor’s degree in the United Kingdom and was hoping to I wished to study in Europe or in [the] Although in some cases student mobility get a state scholarship to go there. USA since I was in school, because and migration might be serendipitous, the During my senior year of high school education is considered to be of a evidence from this study indicates that my parents have decided to move to better quality there, so I was studying the decision to engage in international or Prague and so my choice was limited very hard in order to achieve this. transnational education was purposeful to the universities in Czech Republic. (Participant # 12) and planned from an early age. There is (Participant #11) a perfectly understandable tendency for I always wanted to study at some those in American higher education, who Most of those who had considered learning American university, not because it may themselves have little appreciation of in an American institution were limited says it is American, but because of the different expressions of education in other economically and sought out such programs way professors approach students, and countries, to believe that foreign students in Europe, which were considered cheaper. the whole program. The universities who opt to learn in American programs Here, “American education” was recognized back in my country where I come have made reasonable and logical choices. in terms of pragmatics and utility, rather from are having completely different This study, however, did not take such than of philosophy: prestige, learner choice, ways of how to approach to students, a position. It tried to understand what learning in the English language and and how those students are examined. students themselves said motivated them exposure to broader cultural experiences all (Participant #13) to face the challenge and complexity of seemed to be significant: studying in a foreign (American) college. Thoughts on the Meaning of I came to Prague for [an] American Sometimes, motivations were tentative, not American Education degree – [for the] prestige and deeply considered or partially articulated. experience of living in [a] foreign Although a deep philosophical Sometimes, the choice was not restricted to country. (Participant #2) understanding of American education was an American college or university (several not a motivating factor, most participants participants had first enrolled in Czech For me [an] American degree is did reflect on the education that they universities); sometimes, it was related to superior because [the] individual found within the college. Characteristically, parental migration: can choose courses, while in Czech students did not discuss education in Universities you have to take My individual philosophy is based abstract ways; instead, they remembered whatever is given. For instance, in X on the simple principle of following examples of situations, experiences with [a prestigious Czech economic and both my feelings and logic, in order to faculty and pervasive values encountered. business school], [the] professor gives achieve what I dream, also by working Perhaps inevitably, they compared and you a book with [a] thousand pages hard every day. Since I was a child contrasted these experiences with what they and at the end of term you have to I wanted to have an international had encountered in their national college do the exam from this book. No education and to travel the world. systems, or in the Czech higher educational (Participant #3) system. Some of these contrasts were based
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 9 on personal experience, but most relied or the nontraditional approach that has when and in which semester you would upon the vicarious experience of friends. characterized Empire State College. What like to take it. So that it gives you more Sometimes comparisons are more nuanced these transnational learners found on power of your own future and makes rather than unreservedly positive: their learning journeys were not different you start planning and organizing philosophies, but different ways of working everything from the beginning. Courses [at Empire State College] and with students and different attitudes among (Participant #11) [the] whole studies were less challenging faculty members. The educational choice than in the Czech Republic. The value In [Empire State College], we have afforded to learners was also seen as a of education can mean different things. many professors from different cultural defining value in their American educational To some people, value may mean how backgrounds who actually care about experience. The overall narrative is one much they can earn. Others may see the our success in life. The vast majority of a positive experience; behavioral and value of education as the amount of job of them have been very helpful in experiential elements are stressed rather than opportunities they will have. For me, forming my career, and developing my abstractions about value and philosophy. value means something different, such skills further. With their help, their as the social benefits. (Participant #1) To be honest I don’t know what experiences, and practical knowledge “American” educational values are. they tried to pass on [to] all of us I am sure that the Russian education I believe I feel very positive about students, we grew and developed into system is much more effective for it because otherwise I wouldn’t go adults ready to pursue their careers me than the American [one]. to [an] American university. What I and goals in professional, as well as (Participant #2) know about Americans, many of them personal, life. (Participant #14) Honestly, I do not understand how want to get a college degree but not we can discuss American educational all of them can afford it. I like the fact Reflection on the Migration Experience values … the university in Prague that American universities try to use As noted above, this study attempts to give operates almost entirely by the rules different ways of teaching – innovative a voice to the transnational students who and traditions of European education, way of teaching, creative way of participated in the study. A few were Czech not American. I believe that the teaching and this is very interesting. who had moved to Prague to enroll in the American values of education are (Participant #4) college; most had traveled from further greatly exaggerated. (Participant #17) I would like to express my thoughts afield. These latter students experienced I think that the quality of education, about differences between Czech and much more cultural readjustment. They had not only in Czech Republic, is not American educational systems. I found to negotiate cultural difference in dealing what it should be. I would say that the [the] American educational system with the college and with their international education is in crisis, and if it does not [to be] much better than Czech. In peers, but they also had to deal with the change significantly in the following the Czech Republic, you spend more national-culture shift associated with living years, it might face some kind of hours at school listening to teachers. in the Czech Republic. Most students revolution. The importance of having This often means a large group of had confronted these multiple levels of a degree today is doubtless. Everyone people while individuals are not disruption and adjustment. Retrospectively, needs a degree to get a decent job. required to express their opinion or some saw it as a negative experience, albeit Everyone wants a degree. Not many be actively involved … [the] American with positive outcomes: people care what the degree is, what it educational system is based both upon My experience was negative, but useful. means, and what they learn. Education group and individual assignments. I learned that … my habits, traditions, is just a big business. (Participant #5) Performance in groups is strongly preferences, behaviour, appearance stressed. (Participant #6) There is a saying that in Asia, it is (and so on) will not change by living super hard to enter a university but a Professors are less subjective, which [in a different] country (culture). piece of cake to graduate, while in the means that to get a good grade, you (Participant #2) United States it is the exact opposite should work hard through the semester. Although this journey has been tough where it’s not such a big deal to enter a Students cannot leave everything for on me at times, it benefited me greatly, college but it will grind you and make the last night as knowledge obtained is taught me many things about life, you study hard in order to graduate on tested several times during the course. myself, people and education. This time. (Participant #7) This creates a gradual process of journey prepared me for my future leaning the subject. (Participant #9) Most participants referred to the values life, and opened a door for many other associated with “American education” but What I liked about the American journeys to come. (Participant #14) were uncertain about defining these values. educational structure in universities is Most participants felt that migration That is understandable: it is a question that that you are able to build up your own had strengthened them as individuals, as has been hotly debated in America, as is curriculum and choose the courses you citizens of a larger world and as young the relative value of liberal arts education, would like to attend as well as the time
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 10 people considering international business water streams, you are aware of them, Actually I was not so scared about careers or postgraduate work. They but you never know where they will go, moving to another country as my talked about becoming more attuned to how they will behave. (Participant #13) parents were. I’m used to independent different national-cultures and gaining living. I studied the Czech language for One of the positive things this journey an international perspective. There were a year (and got a level that will help me has brought me is the fact that I learned reflections on the migration experience to function within Prague). From the how to deal with things on my own; in terms of “stepping out of the comfort first grade I have been studying English I came to realize I am strong and circles,” of becoming a “whole new person” and I have already been in other capable of living this life by myself. I and of personal empowerment. countries with their specific cultures also realized the importance of certain and realize that I could adapt to them. The different countries I have explored issues, the importance of family and (Participant #17) during my life journey have made me friends, as well as self-respect and self- feel more confident about my skills actualization. (Participant #14) Most students had a realistic appreciation and abilities since I have been tested that the move to the Czech Republic would My experience was extremely positive. I in different situations and succeeded be stressful and adaption to the new culture became acquainted with the culture and in the things I wanted to achieve. slow. Generally, new experiences were lifestyle of another country that was (Participant #3) embraced; however, the process of transition once ideologically close to my country. was something that was felt deeply and I consider myself a multicultural I gained experience in independent undoubtedly was reflected in, among person. I’ve met so many cultures in living, learned to quickly adapt rapidly other things, academic participation my life and I’m very thankful that I’ve to different situations. I do not see and performance. met those people who made me much any negative aspects of my experience. richer morally and mentally. There are (Participant #17) I was quite nervous about going so many cultures in our world and to abroad. Going so far away from family know a bit more about each culture Initial Concerns About Living in a was something new and frightening. makes our lives a bit more educated. Different Country I had two feelings at the same time (Participant #4) – excitement and fear. Excitement A few participants mentioned that they had to see [a] new world, get to know By leaving my country at the age of no initial concerns about their journey to new people, new culture, and new 19, a perfect age to experience a new a different country to engage in a foreign opportunities … [and] afraid of being life, travelling and making friends, educational system. Sometimes that was alone far away from home … afraid I have become a whole new person. because their personal and family histories of different culture, different rules, I have gained new opinions, beliefs, included considerable prior translocations; different mentality, and different of knowledge, and my outlook on life is sometimes, it was because the learning everything. Of course, excitement was a poles apart. (Participant #10) experience was judged to be relatively short dominating feeling therefore I couldn’t and that no significant adjustment would Studying abroad outside of the comfort wait to go there. (Participant #4) be necessary. circle formed in my childhood made me [At the airport] Parents crying, me just grow up faster. If I was still back home I didn’t have any fears or concerns like silent. I could not realize anything. I I would probably be only looking now maybe other students did since I was never traveled alone, and now I am for the first employment and thinking moving with my family and for sure it flying away for unknown period of time about getting married and settling was easier. The language didn’t seem so without any accommodation in Prague, down. Because I’m in Prague, in the difficult and overall it wasn’t very hard absolutely no knowledge of Czech, and center of Europe my perception and to move to Czech Republic from the I had just turned 18. (Participant #12) values have changed. (Participant #11) post-Soviet Union country and adapt to the environment. (Participant #11) Being an international student, or Earlier Anticipatory Stays Abroad living out of your country, helps you Concerns – language, historical Another strong theme to emerge was to become a better person and to relationship between Russia and Czech that many participants, anticipating later understand how people behave in Republic, and missing friends. But it international education, had spent time certain occasions. It may even help to is important to note that I planned to abroad. This often occurred in the senior understand the world; what may be live in the Czech Republic only for a years of high school and the main advantage considered good and normal in your year, without active participation in any considered was greater fluency in English. country and your culture, may not be social activities, and that means that Year abroad destinations included Australia, considered good and normal in [an] I do not need to adjust to the Czech Canada and the U.S. Most participants other country. The cultures are like culture at all. (Participant #2) considered that a pre-college experience in an English-speaking environment was very significant in their lives and that it
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 11 positively impacted later college studies. My decision to spend a year cannot put two words together in This experience provided insight into other attending high school in the U.S. was Czech it is very difficult to find a flat, cultures, although that experience was largely fuelled by my desire to gain send a package home or contact public often not considered to have been ideal international experience and leverage it services. To avoid [the] language barrier or pleasant. in my future career, no matter in what I have begun to study Czech in Russia sector. The greatest benefit of studying before my journey. (Participant #9) The reason why I chose Canada is abroad in the U.S. was non-academic because of my teacher. I took some One of the biggest challenges in the and essentially based on meeting English conversation classes in order beginning was the language barrier in new people from all over the world. to improve my conversational skills. both Czech and American college. For (Participant #8) (Participant #4) the first several months, I was not able One of the biggest challenges in the to fully understand all conversations or [In high school] everything was new beginning [of high school in America] assignments at school. (Participant #10) and I did not know in advance where I was the language barrier. For the first am going. I knew that American culture When I started learning Czech I several months, I was not able to is very similar to ours but different at was so willing to practice it with fully understand all conversations or the same time. I was not sure what to unknown people. However, my assignments at school. (Participant #8) expect. Czechs are much more distant willingness vanished within a month. when they meet for the first time (so do One incident happened in the metro, Language and Communication Concerns I), so I was very surprised when I get when I was buying a ticket for public a big hug from all of my host family A recurring theme with participants transportation. I tried to practice members when I met them for the first who decided to move to Prague was my Czech smiling, saying ‘please’, time at the airport. (Participant #1) language. There was some concern about apparently it was so bad [that] the communicating in English, which they woman selling tickets brought me back My journey for education begun in high would need for their academic studies. to Earth saying in Czech: “If you can’t school, where I kind of committed to There also was concern about the local speak Czech properly, don’t speak at take the extra step, to do something language (Czech): most participants saw all”. No other words needed here. unusual and decided to go to the United themselves not only as students but also as (Participant #12) States to finish my high school. I was socially-engaged beings. For many Russian 17, young, inexperienced and naïve … speakers (from not only Russia but also Discussion: What Have We Learned? I had not traveled a lot, lived with my from the Asiatic Republics of the former parents, and depended on them … this Students engaged in cross-national education USSR), an added concern was the perceived moment changed my life. Living alone are inevitably confronted with social and animosity of Czechs toward Russia based on in a foreign country was not easy for cultural adaptation: they encounter the a complex history during communist times me, but now, I see it as the best thing I culture of the institution and its educational (Abrams, 2004; Agnew, 2004; Holy, 1996). could have done. (Participant #5) model; they will have to perfect their English Although these issues are not discussed in language skills; and they also may have to [Education in] South Korea and most this article, it might be noted parenthetically learn another language (Brown & Holloway, of East Asia including Japan, China that student journals indicate this concern 2008; Khawaja & Stallman, 2011; Nguyen, and Singapore is centered around an was realistic. 2011; Zhou, Jindal-Snape, Topping, & education system that is all about I remember that I was very afraid I Todman, 2008). Transition and adaptation memorization. Students are mostly would not be able to study completely can be difficult, sometimes traumatic. (In passive when it comes to participation in English, but I found it easier than I this context it is informative to recall that and creativity is the biggest weakness. had expected. Sometimes it is difficult the phenomenon of “culture shock” was The strongest points will be fast and to express my opinion in a foreign originally coined by Kalervo Oberg [1960] accurate calculations and persistent language and the result is that I am as a result of his work with Scandinavian effort put in with hard work. For not so active as I would be in [my students on Fulbright scholarships in the students in the United States, it seems previous] Czech school. Sometimes U.S. [Irwin, 2007; Kelly & Moogan, 2012]). like they require a longer time in I do not understand the question in comprehending things, too reliant on More recently, however, researchers have the exam, but those are only small technology and slow in progress. The cautioned about the negative stress on the misunderstandings that do not hurt my best aspect about studying in the United “spectre of culture shock” and the trauma overall grades. (Participant #6) States is students get to see wider of “identity crisis” that was often associated options, learn how to be creative, and The greatest fear I had before moving with the earlier international student are given the opportunity to use these to Czech Republic was language literature (Coates, 2004). International options and creativity. (Participant #7) difficulties. When you travel to the students are strangers and sojourners, country as a tourist, usually knowledge confronted by difficulties and the need to of English language is enough. If you make sense of new experiences, but they
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 12 also are resilient and often find that these There is reticence in summarizing these feelings. Writing, which can be private challenges result in increased self-efficacy migrant students’ reflections on their and not shared with others, allows (Milstein, 2005). These transformational experiences: any summary would only students to structure new meaning, themes run through the current study. privilege some voices, exclude others and create personal narratives and develop reduce representative diversity. The project a sense of their situation. The use of Migrant learners are strangers and they also was designed to provide a forum for all expressive writing – which can be are sojourners. As sojourners, our students participants, but it also provides responses as brief as four 15-minute sessions, in Prague anticipate relatively long stays in relevant to those who work with migrant and which remain unshared – may the Czech Republic (participants had been learners. The following issues may be useful significantly reduce acculturative there for 4.25 years). For social lives outside for international mentors and for those who stress in international student (Hijazi, the college, they find it necessary to adapt encounter international students in their face Tavakoli, Slavin-Spenny, & Lumley, to the ambient Czech culture in which they to face and distance learning work. 2011; Lu & Stanton, 2010). are immersed: belonging, but not integrated; associating more often with those who speak • Recognizing the multiple journeys that • Empathizing is different from the same language, rather than becoming migrant students undertake. All migrant intervening. The mentor’s recognition fluent in Czech. Similar sojourner behavior students encounter new cultures, and acknowledgement of the challenges has been eloquently described by Siu (1952) educational challenges and language that migrant learners encounter can in his now-classic study of Chinese migrants barriers when they decide to pursue provide support, encouragement and in America. Although technically defined their higher education in a different empowerment. In my experience, as “transnational students,” many students country. For some, these challenges these students never ask for mentor or in Prague are not Czechs, but have moved are anticipated and strategies for instructor assistance in dealing with the there from other countries. The socialization adaptation and adjustment considered. issues that they confront; however, an and acculturation that they face is much For others, things may be more stress- empathetic mentor is usually perceived more akin to that of the “international” inducing and more difficult to navigate. as being supportive. Simply knowing student: in this article the preferred term The key issue is that migrant students that the mentor also has encountered is “migrant” student. Like international do confront challenges and disruption, different cultures, or that English is students, they have to negotiate “the no matter how they resolve them. not his or her first language, has been immediate socialization into a language and They are impacted as people and as demonstrated to assist foreign mentees culture that their mainstream peers have students: they do not have divided in higher education mentoring practice been immersed in for a life time” (Casanave lives or compartmentalized existences. (de Oliveira & Lan, 2012). The & Li, 2008, p. 3). Educators and mentors should willingness to demonstrate empathy is appreciate the whole person, not more important that direct intervention. In a recent study of international Chinese the designated student. Most mentors lack the professional students in the U.K., Nicola Spurling competencies of the trained counselor; (2006) found that students “viewed a • Encouraging migrant students to talk even if they have such skills, there are U.K. education as ‘better’ because of the or write about their experiences. There multiple ways in which therapeutic perceived ‘whole experience’ … achieving are no sealed bulkheads that neatly intervention by mentors may a degree plus gaining work experience, compartmentalize different aspects complicate, compromise and distort experiencing English culture, improving of the student’s life. Difficulties in the mentoring relationship (Starr-Glass, English language and making international socialization and in making sense of 2006). Acknowledging the cultural friends” (p. 113). As their yearlong studies a new culture are not isolated from stress that a mentee is experiencing also progressed, the same students realized learning, academic participation and may help the mentee to start thinking that they were unsupported in this “whole educational success. The nature and about his or her personal narrative. As experience,” and moved from being “culture impact of the connection may be Kearney (2002) has observed, we are and language learners” to “subject learners” complex and difficult to disentangle; all in search of a narrative not simply with a concomitant reduction in their social however, there are connections. At “to discover a pattern to cope with the and personal goals. In this present study, a minimal level, the student should experience of chaos and confusion … while themes of temporary sojourn and be encouraged to recognize these [but] because each human life is always non-adaptation were found, the majority interconnections and to discuss already an implicit story” (p. 129). of participants indicated that their Czech them. Often, this conversation never Perhaps, as mentors, we need to allow Republic stay was useful as a cultural and materializes; indeed, part of the our mentees to explore those implicit social experience, even though they did not reason for this study was to recognize stories of being. consider residing there permanently. Almost the value of such discussions and to all non-Czech participants indicated a desire encourage them. Migrant learners can • Recognizing that cultural and to return to their home countries or to be encouraged to write about their educational adjustments are varied. engage in an international business career. experiences: reflective journals provide There is no single way of negotiating a safe place to explore thoughts and national-cultural and education
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difference. Immersion in a different Migrant students should be considered References culture can produce disorientation, as valuable educational assets with confusion, and concern; however, these rich experiential learning, not simply Abrams, B. F. (2004). The struggle for the initial experiences can in time lead to as learners from different places with soul of the nation: Czech culture and adjustment, increased awareness, and different languages. the rise of communism. Oxford, UK: deeper sense-making. Often in coming Rowman and Littlefield Publishers. These suggestions may open up further to an understanding of a new national- interest and discussion about the lives Agnew, H. (2004). The Czechs and the culture we create “sophisticated of a significant number of students with lands of the Bohemian crown. Stanford stereotypes … [to reduce] a complex whom we work. The migrant student University, Stanford, CA: Hoover culture to a shorthand description” is no longer peripheral or distant. In the Institutional Press. (Osland & Bird, 2000, p. 6). Culture future, their numbers within Empire State shock can be traumatic, but it is often Bonnabeau, R. F. (1996). The promise College may grow as international and followed by a process of adaptation. continues: Empire State College – The transnational learners, in mentoring contexts All of these themes are reflected in the first twenty-five years. Virginia Beach, and as online distance learning participants. student journals that were analyzed. VA: Donning Company Publishers. From instructional, learning and educational The mentor should appreciate the perspectives, migrant students represent Brown, L., & Holloway, I. (2008). The diversity associated with cultural valuable assets for the transnational initial stage of the international sojourn: adjustment and, where possible, program and also for the domestic campus. Excitement or culture shock? British communicate this to mentees. There Migrant students bring with them different Journal of Guidance & Counselling, is no single pathway for adjusting understandings, different perspectives 36(1), 33-49. to a new national-culture: personal and different cultures. Potentially, they understandings and sentiments will Casanave, C. P., & Li, X. (Eds.). (2008). can add richness and increased diversity result in individual trajectories. Learning the literacy practices of to the college as a whole, even though graduate school: Insiders’ reflections • Incorporating experiential histories their presence may be restricted to a on academic enculturation. Ann Arbor, and narratives into formal learning. particular location. MI: University of Michigan Press. Migrant students simultaneously For this value and richness to be fully negotiate journeys in their formal Coates, N. (2004, September). The incorporated into the college, those of learning, college socialization and “stranger,” the “sojourner” and us engaged in transnational work need national-cultural awareness. These the international student. Paper to share our experience, negotiate links journeys are connected but functionally presented at Education in a Changing and make connections. Experience shared separated. Learning about another Environment, Salford, UK. Retrieved might be useful for those encountering culture is often an informal activity from http://www.ece.salford.ac.uk/ migrant learners for the first time. Links where we “acquire attributional proceedings/2004 between faculty members can promote a knowledge from personal experience, greater understanding of the challenges and Dahlberg, K., Dahlberg, H., & Nystrom, vicariously from others’ experience, opportunities that migrant students bring. M. (Eds). (2008). Reflective lifeworld and from cultural mentoring. The Connections bring together not only faculty research (2nd ed.). Lund, Sweden: personal experience method involves members but also students in different Studentlitteratur. carefully observing how people from places. This essay examines the experiences another culture act and react, and de Oliveira, L. C., & Lan, S-W. (2012). of migrant students and, in doing so, then formulating and reformulating Preparing nonnative English-speaking attempts to let them tell these stories in their hypotheses and cultural explanations (NNES) graduate students for teaching own way. It also tries to share these stories for the observed behaviour” (Osland in higher education: A mentoring case with our broader community and, in doing & Bird, 2000, p. 73). Informal learning study. Journal on Excellence in College so, attempts to foster greater recognition of can be enhanced by formal study. Teaching, 23(3), 59-76. international students throughout Empire This project itself was embedded in a State College and to suggest opportunities Goldstein, L. S. (2005). Becoming a teacher formal study of International Cross- for collegiate sharing and cooperation. as a hero’s journey: Using metaphor in Cultural Management. That course preservice teacher education. Teacher understood national-culture awareness Note Education Quarterly, 32(1), 7-14. and competency was something that all migrant students had experienced, even The research included in this manuscript Hijazi, A. M., Tavakoli, S., Slavin-Spenny, though they might not have appreciated was prompted by the Keep-Mills Research O. M., & Lumley, M. A. (2011). the experience or explored the issue in Grant 2012-2013. Targeting interventions: Moderators depth. There are many subject areas of the effects of expressive writing where an explicit exploration of cross- and assertiveness training on the cultural matters might be relevant. adjustment of international university
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students. International Journal for the ethnicity and ambivalence over Siu, P. C. P. (1952). The sojourner. American Advancement of Counselling, 33(2), emotional expression. Psychology and Journal of Sociology, 58(1), 34-44. 101-112. Health, 25(6), 669-684. Smith, J. A., & Osborn, M. (2008). Holy, L. (1996). The little Czech and the McBurnie, G., & Ziguras, C. (2007). Interpretive phenomenological analysis. great Czech nation: National identity Transnational education: Issues and In J. A. Smith (Ed.), Qualitative and the post-communist social trends in offshore higher education. psychology: A practical guide to transformation. Cambridge, UK: Milton Park, Oxon: Routledge. research methods (pp. 51-80). London, Cambridge University Press. UK: Sage Publications. Miller-Idriss, C., & Hanauer, E. (2011). Institute of International Education (IIE), Transnational higher education: Smith, J., Flowers, P., & Larkin, M. (2009). (2013). Open doors tool kit. Retrieved Offshore campuses in the Middle Interpretative phenomenological from http://www.iie.org/Research-and East. Comparative Education, 47(2), analysis: Theory, method and research. Publications/Open-Doors 181-207. Thousand Oaks, CA: Sage.
Irwin, R. (2007). Culture shock: Negotiating Milstein, T. (2005). Transformation Smith, K. A., & Kariuki, M. (2011). feelings in the field. Anthropology abroad: Sojourning and the perceived The journey: Using metaphor as a Matters 9(1), 1-11. enhancement of self-efficacy. structure to assist preservice teachers International Journal of Intercultural to engage in reflective practice. Review Kearney, R. (2002). On stories. London, Relations, 29(2), 217-238. of Higher Education & Self-Learning, UK: Routlege. 3(9), 41-53. Nguyen, C. T. (2011). Challenges of learning Kelly, P., & Moogan, Y. (2012). Culture English in Australia towards students Spurling, N. (2006). Exploring adjustment: shock and higher education coming from selected Southeast Asian The social situation of Chinese students performance: Implications for countries: Vietnam, Thailand, and in U.K. higher education. Learning teaching. Higher Education Quarterly, Indonesia. International Education & Teaching in the Social Sciences, 66(1), 24-46. Studies, 4(1), 13-20. 3(2), 95-117. Khawaja, N. G., & Stallman, H. M. (2011). Oberg, K. (1960). Cultural shock: Starr-Glass, D. (2006, winter). Mentoring Understanding coping strategies of Adjustment to new cultural notes: Prague, February 2005. international students: A qualitative environments. Practical Anthropology, All About Mentoring, 30, 50. analysis. Australian Journal of 7, 177-182. Guidance & Counselling, 21(2), Zhou, Y., Jindal-Snape, D., Topping, K., 203-224. Osland, J. S., & Bird, A. (2000). Beyond & Todman, J. (2008). Theoretical sophisticated stereotyping: Cultural models of culture shock and adaption Lu, Q., & Stanton, A. L. (2010). How sensemaking in context. Academy of in international students in higher benefits of expressive writing vary Management Executive, 14(1), 65-77. education. Studies in Higher Education, as a function of writing instructions, 33(1), 63-75.
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A Labor Day Letter
Michael Merrill, The Harry Van Arsdale Jr. Center for Labor Studies
Dear Alan: with IFWEA are welcome contacts am happy to share a few reflections with labor educators about the Van Arsdale Center’s in Asia, Africa, Latin developing partnerships in Sweden I America, the Middle and Brazil with All About Mentoring, East and Europe, upon and also to update its readers about other which we have been center initiatives, of which its international able to draw when partnership program is but one. You are exploring international right, I think, to suppose that they speak to opportunities both for the range of learning opportunities at the faculty development, college, and also to the various forms of and to enrich our
mentoring available to Empire State College dorothy sue cobble
educational offerings : students, which has never been restricted to for students. a single type.
I am also happy to I have been fortunate to visit Sweden three
report that as of July photo credit times in the last several years and to develop 2013, the Van Arsdale lasting connections and friendships with Michael Merrill outside the Workers’ Museum in Norrköping, Sweden. Center has become the labor movement and scholarly colleagues Empire State College and students at Empire State College to talk there. These connections and friends host of the influential and widely-read with and even perhaps visit their functional include the former national chair of the Cambridge University Press journal ILWCH: equivalents in Sweden or Brazil. Swedish Worker Education Association International Labor and Working-Class (Arbetarnas Bildningsförbund [ABF]), the In the case of Sweden, given the time History. To facilitate the association, I have largest popular education association in difference, the most feasible option is an been asked to join the journal’s editorial Sweden, who is now the head of the LO actual physical visit, and the Van Arsdale board, as has Jason Russell, a mentor in (Landsorganisationen i Sverige), the largest Center’s coordinator of student services the college’s School for Graduate Studies association of blue-collar trade unions; his is currently discussing with the college’s and the director of its Master of Arts in successor at the ABF, who also is a social Office of Collegewide Student Services Labor and Policy Studies program. In democratic member of parliament from her the possibility of sponsoring one or more addition, Jason has been named ILWCH’s hometown of Västerbotten, in the north of students, chosen on the basis of an open book review editor. I also have been invited Sweden; members of the communication competition, for such an exchange program. to co-edit a special issue of the journal on and education departments of both the LO the global history of workers’ education, In the case of Brazil, however, it also and the ABF; the principal of Runö, one of to appear in 2015. It will be the first such will be possible to establish synchronous the country’s leading residential folk schools; overview of the field in more than 50 years audiovisual links with groups of faculty the head of the LO archives, who also is and its contents will be greatly enriched by and students at partnership schools and a tenured professor of history at Uppsala the center’s association with IFWEA, which to host conversations among these groups, University; and various other professors, has agreed to co-sponsor the project and, in both Sao Paulo and New York City, instructors and researchers, both at Uppsala we hope, a conference in New York on the for example, about common curricular and at the University of Stockholm. topic when the issue appears. and educational issues. Many of these friends also were able to visit One of the goals of my recent trips to I discussed these options this past July with the Van Arsdale Center in 2011, when we Sweden and Brazil was to identify potential administrators and faculty affiliated with co-hosted an executive board meeting of contributors to this special issue – a goal a new Brazilian Workers University, which IFWEA: International Federation of Worker that I am happy to say I was able to the National Union of Bank Employees will Education Associations with the Rutgers meet in both cases! Another goal was to open in January 2014 with government University School of Management and identify possibilities for potential exchange approval and sponsorship. Among the Labor Relations. Among the many fruits programs that would enable faculty, staff exciting opportunities we discussed during of the Van Arsdale Center’s association my visit was the possibility of joint faculty
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 16 meetings with instructors in Brazil and Paine, Douglass and Du Bois can be treated Every semester produces examples of such the U.S. sharing their approaches to and as artifacts, which do not require any magic, the signs of which can be found in experiences with similar material. “interiorization” – that is to say, any direct the center’s annual magazine, Labor Writes, identification with the story or its characters. among other places, wherever the students For example, instructors at the Bank They can be, and conventionally are, held have an opportunity to show themselves. Workers’ school show a short English- at arm’s length, as it were, or watched from At the Van Arsdale Center, we try to create language cartoon, “The History of Stuff,” afar until, the spectacle over, they are left to as many such opportunities as we can, and as part of a unit on consumerism in a course stand or fall on their own. to make them as integral to the curriculum on the history of capitalism. Instructors at as possible. The contributions to Labor the Van Arsdale Center who use the same The stories the texts tell in such instances Writes, for example, both the written work video could hold joint discussions with their are treated as something already registered and the visual arts, are produced in class, Brazilian colleagues, and the two schools or experienced by others, which do not on assignment. They are not expressions of would be able to coordinate overlapping need to be re-experienced by the students in extracurricular aspiration but of classroom class times to allow their students to order to serve their purpose in the historical achievement. [Labor Writes can be accessed participate in such joint discussions about or political narrative the students are being at http://www.esc.edu/news/magazines the film, as well. asked to learn. Our goal, ideally, is to journal/labor-writes/.] encourage our students to take the next step. (There are some linguistic barriers here. We also provide as many other public While most Swedes speak English, few To “interiorize” texts in this way always forums as possible for students to express Brazilians do. I managed with English enhances our experience of them. But that themselves and to hear what others have quite well in Sweden, but I had to rely on they will be interiorized (i.e., experienced to say. We want them to be, from their a translator in Brazil and any joint meeting not just as “evidence” but as literature) first day at the school, the leaders we are with Brazilian colleagues or classes will is not necessarily a standard classroom asking them to become. For example, have to do so as well. Given the diversity expectation, however much we might wish it Rebecca and I organized a story slam as of the Van Arsdale student body, we were so! The traditions of history, sociology, the final assignment in our Moby-Dick may be able to identify some translators anthropology or economics, as they are class last spring and asked the students within the group. If that does not prove generally taught, not only at the Van to serve as peer judges. We also taped all feasible, however, we also will be exploring Arsdale Center but elsewhere, simply do not the entries and set up a YouTube channel, simultaneous translation services, whose normally encompass such approaches. MobyDickWorks, where they could be translators can work from a third location, Literary study, however, does typically shared with the world. [MobyDickWorks if necessary.) include an expectation that students can be accessed at http://www.youtube.com/ One of the more exciting conversations will not only mine a text as evidence, user/MobyDickWorks.] in Brazil, by the way, concerned our but also will experience it directly, as an One of the most common sites of this magic approaches to literary study. The Van event in their own lives, as something is not, as it happens, a literature class but Arsdale curriculum includes a fair number of that actually happens to them, and is not an art class, which every semester is full of classic political and literary texts, including just witnessed by them. And when this what we might call Pinocchio moments. Tom Paine’s Common Sense (1776), interiorization happens, it is magic: not Frederick Douglass’s Narrative (1845), only does the text come alive, so too does Representations of Work and Labor: Issues Herman Melville’s Moby-Dick (1851), Walt the student (or students) for whom the in Public Art began as an exploration of the Whitman’s Leaves of Grass (1855), W.E.B. text has been enlivened. visible art of public spaces but quickly began Du Bois’s Souls of Black Folk (1903) and to spend as much time on the invisible art of Having just taught a semester-long class on Franz Kafka’s Metamorphosis (1915). such spaces – both the monuments that have Moby-Dick with mentor Rebecca Fraser, I never been built and the hidden artistry that We want students to be familiar with these was able to share many examples of how goes into the building of what can be seen. and similar texts for the obvious canonical this process worked with our Brazilian Its coordinating instructor, Barrie Cline, reasons. But we also use these texts for colleagues. But I could just as well have used an Empire State College alumna, has since pedagogical reasons because it has been examples drawn from my experience with grown the effort into the base for a fully- our experience that helping students find Leaves of Grass or Metamorphosis. All lend fledged urban art project, if not collective. a way into and through such material, themselves exceptionally well to an objective (Nothing would surprise me!) which they know to be classic, helps build of helping students learn how to read more their own intellectual self-confidence and richly and with more confidence. And they Most recently, for example, she and encourages them to believe that they, too, do so in part because they do not easily another ESC alum, Jaime Lopez, an IBEW have something to say. conform to a reader’s initial expectations Local 3 tradesperson and graduate of the about novels, poetry or stories. They electrical apprenticeship program, organized I had particularly lively conversations with confound convention. a Labor Day performance at Corona Plaza the Brazilians about the literary texts. The in Queens, built around a set of light political and autobiographical texts of boxes that they had constructed to display
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 17 various pictures and texts, intended to we see more than just ourselves; and, finally, Since its opening in 1952, several hundred draw attention to the health and safety a door through which we walk to all that thousand trade union representatives have and other problems faced by manual we have come to see. taken classes at Runö on a wide range of laborers in the city, both union and academic, professional and political subjects. For example, three years ago a group of nonunion, “formal” and “informal,” Initially, many students enrolled to earn the Labor and the Economy faculty created documented and undocumented. equivalent of a high school degree, which a voluntary public affairs forum called they had not been able to do earlier: hence Co-sponsored by the Queens Art Museum “Food4Thought,” which is held during the the name. More recently, the school has and the Empire State College Student break period every night of classes both at aimed to provide a path to college degrees Activity Fund, the performance featured 325 Hudson and at the Long Island City and professional development for the largely the work of several ESC students and training center of UA Local 1, where our blue-collar membership of the LO, the alums, including members of Richard plumber apprentice students attend class. Swedish equivalent of the AFL-CIO, whose Wells’ class on immigration and labor at Food4Thought is student-run and student- 15 affiliated unions represent more than half the Van Arsdale Center last spring; and also led. An article is distributed electronically of Sweden’s waged workforce. invited the participation of members of a the day before the forum to all students who Queens-based worker center, NICE (the do not opt out. One class agrees to serve as I was particularly impressed with their New Immigrant Center for Employment). host for the evening and students from the collectively-produced “philosophy,” Runö’s According to Barrie, it was a great success – class organize and lead the discussion. Approach to Teaching: Our View of People, an occasion for a great deal of spontaneous Knowledge and Society. “We believe in The effect can be electric (you should excuse artistry, camaraderie and insight. Education people,” the statement begins. “It is vital for the expression!). Among other fruits of at its finest! each participant to be seen, listened to and this effort, for example, the labor center’s recognized as an active contributor, rather Jaime Lopez has described his Pinocchio chapter of the Student-Alumni Association than a passive receiver.” moment to me, by the way, and it was in a of Empire State College (SAAESC), aka Literature and Society class. I do not recall “Sassy,” has sponsored several initiatives In order to encourage such recognition, him crediting a single text. Rather it was and been a presence at recent ESC Student in practice not just in theory, the school the whole experience that caught – or shall Academic Conferences. also believes in “active learning,” which we say sparked – his imagination. It was it says “means learning controlled by the We have been told, “I don’t do poetry!” relatively early in the Labor Center’s new participants themselves, starting with their “Why,” we have been asked, “do we have regime, 2006 or 2007, and his instructor own personal reality and how it relates to to read a story about a man who turned was Ece Aykol, a CUNY doctoral student in [their] overall context.” Their aim, they into a bug?” Why, indeed! The answer English or perhaps comparative literature, write, “is to open doors and contribute to we give is that students are asked to read originally from Turkey, who was writing a ‘Aha!’ experiences.” these texts because we have learned that if dissertation on ekphrasis in Henry James they can learn how to “do poetry,” if they Their vision of knowledge starts with and others (just so you’ll know that social can be taught how to “read a story about the assumption that everyone knows realism is not a requirement to teach at the a man who turns into a bug,” it changes something, that it depends upon personal Labor Center!). them – leads to their own equally profound experiences and circumstances, and that it The effect on Jaime, according to him, was metamorphosis, if you will. “is not handed out but acquired by each a dawning realization that, as a relatively individual.” Learning, they forthrightly And metamorphosis, of course, is what passive spectator of the world, he was state, is not something “controlled by the Empire State College mentoring is all missing a great deal of what was going on teacher.” Rather, “it is a collective process about. In Brazil, I had many stimulating and that the way to get more out of it all based on cooperation between equals” conversations with colleagues about this was to be engaged. to facilitate. process, both at the Van Arsdale Center and That is what literature and art, generally, at the Brazilian schools I was able to visit, To this end, they use “group-oriented can do for one, and it is why they play including the Florestan Fernandez National teaching methods, where carefully designed such an important part in the Van Arsdale School, which is the educational arm of the group work, based on purpose and curriculum. To put the matter differently, Brazilian Landless Workers’ Movement. The objectives” forms the core of the class, as in the terms with which my Brazilian highpoint of my summer solidarity visits do “supportive assessment and discussion colleagues and I actually discussed the from a curricular standpoint, however, has of outcomes.” process, interiorization can lead, and almost to have been the Runö Folk High School, Finally, their “vision of society” is that assuredly does lead, to “exteriorization” or which describes itself as the Swedish “education is politics.” “The future,” the engagement of some sort. The text, when labor movement’s “leading education and statement insists, “is not pre-determined but interiorized, becomes a mirror within which development center.” can be influenced. Together we can create a we slowly come to see ourselves; then, good society where everyone has the same almost inevitably, a window through which opportunities.” Their perspective is “that
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 18 of ordinary men and women,” who are “in the statement is equally forthright: “Runö It is what we strive for at the Van Arsdale close contact with the workplace and the teachers lead their students toward self- Center, as well. “There are so many different local community.” Further, their values are reliance through activities based on the ways to bring about a good life and society.” “based on justice, solidarity and freedom,” principle that each individual, in his or Hallelujah! a “democratic society,” of which “critical her own way, is creative and capable of Happy Labor Day! thinking is a fundamental pillar.” self-development and change. Participants learn to assess themselves, not to compete Best wishes, Central to the whole process, of course, with fellow participants. Our students is the instructor. What happens in the Mike (September 2, 2013) are allowed to make mistakes and their classroom determines whether the vision, questions are always welcome” (my italics). as expressed, can be realized. And here
“What is it that makes us want to control more than is actually useful for our own goals? Our goal is to get people to learn and yet to do that, we sort of force them to do all these particular steps. If we just free them up, what we find is that people learn more and they learn more enthusiastically. The energy is enormous because they’re excited about what they’re doing. So we actually accomplish more learning by being freer.”
– Allen Tough, The Iceberg of Informal Adult Learning NALL Working Paper #49, 2002, p. 6
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Teaching Poetics
Himanee Gupta-Carlson, Center for Distance Learning
Introduction They keep the pressure of the project that lurks but isn’t ready for words at bay, National Poetry Writing Month takes place allowing ideas to flitter until it is their time annually in April. While I am happy to
to gel. carlson call myself a writer, I find the shoes of a - poet difficult to wear. For that reason, I Probing the Fifth Element
decided to challenge myself by writing a jim gupta poem a day and to maintain a poetry blog April also came around as I was struggling : for the month, which in May spun off into to make sense of the emerging dynamic a series of blogs on varied topics: short between students and myself in my newly- created Center for Distance Learning stories on food and farming; reflections on photo credit course, Hip-Hop America: The Evolution sustaining sustainability; and thoughts on Himanee Gupta-Carlson the research topic that I have been pursuing of a Cultural Movement. The course had started off with strong, enthusiastic off and on over the past five years: hip-hop methods work? The poem is my effort as a participation, with students ranging in age as a sociocultural and political movement. writer and teacher to get at such questions. I posted links to my nightly poems to from 22 through about 50 swapping stories, Facebook as status updates, and, as the experiences and videos they found on Hip-hop, month traveled forward, was pleasantly YouTube of their memories and interactions an art, a culture, a movement, surprised to discover that a small cadre of with hip-hop. Participation stalled a way of life. dramatically as the first written assignment friends – including several at Empire State Building community, came due: an essay, which I dubbed in hip- College – was following the work. Organizing politically, hop language, as an emcee’s oration on the Activism and art, I decided to share three of the poems that history and philosophy of hip-hop. The melded. emerged from the project, along with some students remained engaged with the course, explanatory matter, as a way of exploring as I learned later. But to understand and B-boying, b-girling, how the life of a teacher and mentor might appreciate the depth of their engagement, breaking, intersect with scholarship and creativity. For I had to learn patience. The assignment Bronx, more, visit guptacarlsonnapowrimo2013. was due in Week 5. One out of 12 students boroughs, battles for respect, and dialogues blogspot.com. turned it in on time. By the end of Week 7, I on truth, power, knowledge. had received only three or four assignments. I came to hip-hop old, In Week 8, I posted a terse note on the reared on old Hindi film songs course bulletin board, warning the students A Series of Challenges and American rock and roll, that their grades depended on them doing music often created by blacks (Dedicated to the depths that the work. In the middle of Week 9, a flurry and made profitable for whites. procrastination over “real work” can take.) of assignments came in. College, the second time around, Run … a marathon in a week. What the assignment taught me was an acquainted me with colonialism, Try … an Ironman in a month, or a Double intangible dimension of what it means to and its ways of knowing: Ironman in a month. mentor adult learners. We speak about using arts, sciences, maths created Write … a poem a day in April, a short student-centered learning, valuing life in the colonies story a day in May, experiences as worthy of college credit to control the colonized. 750 words a day, every day. and of engaging in conversations in which Serial challenges appeal to me. participants sit physically or figuratively Four elements define hip-hop They keep me focused, motivated, excited. in circles as deep, collaborative learning breaking – the b-boying, b-girling They divert from the past marathon sporting practices. Do we know that dialogic rap – emceeing events practices aimed at producing knowledge deejaying and writing endeavors that ended without through conversation actually work? Can graffiti – writing completion. we measure the outcomes of such practices? And then there’s the Fifth Element Can we cite research that shows that such – self-actualization through knowledge.
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 20
What’s that mean? One Word: Plastics That was assignment #1 that I gave the students in Hip-Hop This poem was inspired by discussions America. among colleagues about how best to teach When the papers didn’t come in, the humanities in an era of MOOCs. While I presumed they didn’t know or didn’t care. many aspects of these massive open online I was at a loss because I wasn’t sure I knew courses seem impressive, I couldn’t help what the Fifth Element was, either. wondering if online content packaged for the masses was a step backward from the Then the papers came, late but impressive: arguments for smaller classes that more The Fifth Element is: traditional colleges advocate, as well as the Music and self-expression of the oppressed. individualized learning programs that are A way to call attention to the plight of Empire State College’s hallmark. blacks. Of the marginalized. Everyone thinks there’s no future in history. Of the silenced. When the reality of plastics has been killing The Fifth Element is not mainstream. our planet. It is something spiritual, and beyond Softly quieting birds, commodity. strangling fish, It is a way of knowing your place in the and filling fertile deposits of soil world. with toxic trash. It is a dialogue. The Graduate did not seem to heed the It is something that can’t be bought or sold. advice, It is what hip-hop was meant to be. as he hopped a school bus It is why hip-hop matters today. with runaway bride Elaine. Can you quote it? Cite it? That prophecy was doom, What are your sources? no future in arts and humanities. These are the questions that the assignment Unless, of course, you were a girl, asked students to consider. going after an M.R.S. They responded: What is the meaning of a world How do you quote, cite, find a “source” of books and old parchment? for what’s inside you? Faded photographs, Probing, pushing the understanding of the rusted horseshoes and skillets Fifth Element that suddenly show up brings those teaching questions to the in a future potato bed? forefront. Is the future in plastics, or in understanding and repurposing the compost of the past?
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 21
What’s in a Noun? Part II: What Do We Know?
Robert Carey, Metropolitan Center
What follows is the second of a two-part The emergence of textually-based traditions essay by colleague Bob Carey on the added a layer of complexity to this question. meaning of “religion” and its relevance That is, how do texts become “sacred,” and to our thinking about student learning in thus, invested with considerable authority? that area. Part I was included in All About Issues of interpretation and the persistence Mentoring #43, summer 2013. of restating and reframing core features of the tradition would make answering the question, “What did people think they were he first part of the conversation doing?” a more densely-packed piece of exploring the several dimensions work (Stock, 1990, p. 37). of the term and phenomenon of T Religious studies introduce us to an “religion” had to do with getting a clearer archaeology of beliefs and, not incidentally, sense of what the word itself embraced. offer helpful insights into the cultures that One use of the term has to do with told the stories or set down received laws “religion” as a field of study, a disciplinary and requirements. For example, the Ten approach, comparative in nature, to Commandments help us begin to understand the variety of belief systems and their the world that the invention of agriculture accompanying behaviors that are found in – the domestication of grain and protein – human history. Religious knowledge, from helped to create. Early humans lived in small Robert Carey this perspective, is knowledge of particular groups, where hunter-gatherers and the in general doesn’t exist. People believe with families of beliefs, where they originated, claim of possession rested rather lightly (or an individual particularity; even as members their presenting characteristics and cultural was seriously controlled) in the shared life of a community shaped by a tradition, expressions, i.e., systems of devotion of the group. The world in which one can whatever portions of that tradition are held or belief, role of women, role of men, covet his neighbor’s possessions (sounding in esteem and thought to be absolutely calendars, festivals, gods, demons and the surprisingly contemporary) is a denser essential is an individual matter. Keepers like. It is a “knowing about” approach that world, one shaped by crops and harvesting of the tradition – religious professionals – brackets claims of ultimacy as beyond the and crowd disease (The Lord can only visit might seek to impart what they understand concerns or the competency of the inquirer plagues when there is a sufficient pool of to be necessary axioms and teaching, a part to assess, even as that inquirer explores the susceptible individuals – you need cities and of their work of boundary maintenance. nature of the ultimacy claims that are central higher population numbers). So from the These are the things that are central to the to a tradition. What does this tradition side of teasing out data and insights about religious vision of our tradition (Kanter, mean by … ? What view do followers an earlier time and the way our ancestors 1972; see especially pp. 65-67, 83-86, hold concerning … ? dealt with and pictured the world they 169-175). But the individual, at the end knew, religious texts are invaluable. Viewed as a bit of human culture work, of the day, peoples his or her own altar religious stories, codes of belief and ritual The second part of the discussion has to with what he or she believes are the behavior – all of these – are historically do with the issue of objects of belief. We necessary items. For a vivid example of contingent phenomena, parts of a “world” move from a disciplinary framework of the variety that obtains, the reader should that makes sense of what humans analysis into what people “believe” the case find Robert Orsi’s (1999) delightful study, experience. The degree to which a religious to be about things such as God – somehow Gods of the City: Religion and the American “world” and orders of time and prescribed defined, or gods – again, somehow Urban Landscape. behaviors are “efficacious” in coping with defined, spiritual meanings and devotional I want to stick with this issue of the the everyday of any particular historical obligations, the several elements that are universal and the individual, because it bears period is one of the questions that is at characteristic of religious traditions. on where we are tending: How should one the center of inquiring into the history Any tradition is a bounded entity in that evaluate “religious” learning? What are its of traditions: What did people think they belief, however universal the claims of the boundaries and characteristics? What can a were doing? tradition. It is always someone’s belief. Belief person be said to know? Viewed historically,
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 22 any tradition is comprehensible. That is, Whatever the particular “theological” views shape the nature of reading and discourse its history can be charted; the variety of of the world and of humanity’s place in that is part of the “world” of the tradition its subgroups or splinter iterations can it, the study of religion would be shaped on view. The study is and remains “local” in be accounted for. Its central tenets can be by agreed upon notions of method and the sense that the student did not undertake catalogued and textual analysis and other evidence that have come to inform the to do comparative analysis, or to understand techniques of analysis can be brought to historical disciplines. the varieties of traditions and how humans bear in the quest for understanding how and have fashioned a multiplicity of mythic But what of the particularity and singularity why a tradition has flourished, undergone “worlds.” The student undertook the study, of a student’s own reading and exploration change or withered over time. more often than not, to work out his or her of a particular tradition? Does the own “salvation.” What the form of that When we talk about evaluating prior disciplinary approach help us to capture might be remains personal and particular to learning in the area of religion, however, what a student may be said to know? What the student; what the work of learning has we are not, I would suggest, really talking kind of knowing is involved at the individual involved, what the level of “denominational about evaluating whether or not a person level? What kind of knowledge can this be literacy” the student has achieved – that is, “knows” her or her tradition in quite that said to be? How can we helpfully locate it in where an evaluative conversation begins. way. To sharpen this a bit, I want to borrow the midst of the academic and intellectually from Keith Thomas’ (1983) book, Man and formative concerns of a degree? Something else follows on the heels of this the Natural World: a History of the Modern approach, particularly if the evaluation It is at this point, I would suggest that a Sensibility. In this compulsively readable in question has to deal with issues of certain kind of bi-focality is necessary, a book, Thomas explores the development of professional formation. For example, it is style of inquiry that moves easily from a scientific systems of classification, beginning not uncommon for students who have gone disciplinary point of view into the realm with a discussion of Tudor and Stuart to a Bible college to submit materials having of religious claims. We can sharpen this a England’s taken for granted view that the to do with religious education. What to do? bit by observing that the students whose Creation account in the Bible mapped nicely The easiest way of getting at the learning prior learning we are evaluating in order onto the natural world – “the world had involved is to peel the term “religious” off to establish college-level learning do not been created for man’s sake and … other and ask about what they know about best routinely present what they know as species were meant to be subordinate to his practices in teaching young children or “religious studies.” That is, they are not wishes and needs” (p. 17). Thomas explores teenagers or adults. The same would be true seeking to be evaluated for what they know that world view in great and fascinating of “religious counseling.” Putting the title of about the several current methods of textual detail. Each location had a wealth of terms “religious” on counseling does not, eo ipso, or anthropological analysis in the field for plants and animals, and a detailed impart some additional quidditas to what of religious studies. That request would catalog of what they could or could not be be similar to a “white crow,” something used for and under what conditions and rarely, if ever seen. Wanting credit for prior for what purposes. As he observed, “Many Wanting credit for prior learning in religion translates into credit vernacular names were hopelessly volatile, for a tradition-specific kind of learning: my learning in religion leaping from plant to plant according to knowledge, my way of knowing. And what, local whim” (p. 83). Animals were handled translates into credit for a we want to know, is that? in the same way. As study of the natural tradition-specific kind of world became more sophisticated and One learns to be “religious” in particular discerning, the newer system of classification ways; one learns that it involves particular learning: my knowledge, would be “conducted on the assumption things – behaviors, for one, or the several my way of knowing. And that plants and animals should be studied propositional features of one’s tradition for their own sake, independent of their and the texts that are their source. In the what, we want to know, utility or meaning for man” (p. 91). The process of evaluating a student’s experiential is that? vernacular, idiosyncratic and often very learning in a particular religious tradition, earthy and impolitic terms, would give it would probably be best to approach the way before a system that left the local work of sorting out what the student knows and particular behind as scientists tried or can demonstrate and explain as a matter the person knows or doesn’t know about to understand the natural world on its of exploring the particulars of the tradition counseling in its several forms (for example, own terms. that they claim as their own. In a real family, individual or some form of clinical sense, “religion” disappears from view as a work) where the matter of currency in the How does this bear on our question? The concern when evaluating a particular series field would be a first and pressing question. story that Thomas tells is strikingly similar of claims that a student presents. to the history of how “religious studies” Consider The New-England Primer (1777) took shape as a disciplinary comparative What does fill the horizon are the particulars and the alphabet. The ABCs were an study, no longer driven by the theological or of a style of formation, the use of a variety introduction to the tenets of Calvinist belief. apologetic demands of a particular tradition. of texts and theological “a prioris” that In the Massachusetts’s Bay Colony, you
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 23 learned to read in order to read Scripture This is an entirely different kind of and the occasional sermon and other helps knowledge than what one confronts in an for the pious soul. A matter of cultural evaluative moment. However sophisticated literacy and competency was the bearer of the command of a tradition’s literacy and religious formation; they remain describably conceptual linkages, it remains an object different. The alphabet, John Calvin’s sense of devotion and comfort, not a provable of the urgency of grace notwithstanding, testable possibility. Certainly, a lot has been had to be learned for the additional work learned; from the point of view of a degree of formation to proceed, for the “world” and its concerns, there might even be some described by Calvinist theology to open up transferability given the habits of “intense to the individual. “A – In Adams’ fall, we reading” that some traditions champion. A sinned all; B – Heaven to find, the Bible student can and often does pass from having Mind; C – Christ crucify’d, for sinners dy’d; an introductory grasp of texts and traditions D – the Deluge drown’d, The Earth around” to becoming an advanced sophisticated … all the way to “X – Xerxes did die, and reader of the same. Evaluation should be so must I; Y – While youth do chear (sic), able to capture that and account for its Death may be near; Z – Zaccheus he did depth and range. climb the Tree Our Lord to free” (pp. 9-12). I think it fair to observe that evaluations Just as users of The New-England Primer of prior learning in the area of a tradition’s (1777) learned the alphabet and could read literature, practices and devotional and write (males only) while internalizing requirements, while doable, will always a particular world view, people who claim require the necessary beginning work of competence in things like counseling or locating the style and type of learning, education should be understood to be saying locating its “denominational” home and that they can account for good teaching clarifying the degree to which elements of practice or informed counseling behaviors. that evaluation need to be measured by the In this instance, the tile of “religious rubrics of other relevant disciplines. education” only locates where it happens. References The difficulty posed by assessing a person’s grasp of the particular architecture and Kanter, R. M. (1972). Commitment and expression of the tradition whose language community: Communes and utopias and “world” they understand to be true in sociological perspective. Cambridge, for them, is that the world that they are MA: Harvard University Press. describing is the world of that tradition. It Orsi, R. A. (Ed.). (1999). Gods of the city: might, at points, interlace with the natural Religion and the American urban world; it might even make claims about landscape. Bloomington, IN: Indiana that world, but it is “local.” The “world University Press. of a tradition” and the world that science continues to study and make clearer to us Stock, B. (1990). Listening for the text: On are two very different things. The “world of the uses of the past. Baltimore, MD: a tradition” is, by definition, a creation of The Johns Hopkins University Press. its foundational texts and theological claims. The New-England primer improved for It is part of a tradition of restatement, of the more easy attaining the true growth by agglutination. reading of English. To which is added The world we see as explained and the Assembly of Divines, and Mr. explicated by the various scientific Cotton’s Catechism. (1777). Retrieved disciplines and their methods of analysis, from http://archive.org/stream/ while intelligible, also is a demanding and newenglandprimer00west#page/n9/ elusive quarry. It requires time and effort mode/2up and the scaffolding work of developing Thomas, K. (1983). Man and the natural methods of analysis for anything to be seen. world: A history of the modern Even at that, we are dealing with what, at sensibility. New York, NY: the moment, is the best reading of things. Pantheon Books.
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Coaching, Mentoring and Learning: Reflections from the Water
Desalyn De-Souza, Central New York Center
he gym didn’t used to seem so register. Each week I arrived at the park boring. But my tried and true with that same anxious feeling in my T routine – lifting weights, cardio stomach waiting to receive instructions for machines and spin class – just was not the team workout. Would it involve hill getting me fired up any more. I was bored repeats or speed intervals? Either way, the and needed a new challenge. When my workout was guaranteed to test my limits friend mentioned registering for a begin-to and leave me wanting (and fearing) more run program in our community and running the following week. At the end of 10 weeks a 5k race, I thought she was crazy. I never of the advanced training program, I crossed enjoyed running and did not understand the finish line of my second 5k race with people who would go for a run on purpose. the fastest time I had ever run. The urge to In fact, running had always been a struggle throw up had lessened this time around. I for me. Running was something I only did made progress and it felt good. when it involved team sports and chasing a Just a year after starting running, I registered ball. But my friend was determined that this for a triathlon training program. It is worth was the new challenge for which I had been noting that both of my siblings previously looking. She worked on me for a couple of completed a triathlon and one is an avid weeks and I finally gave up and registered. runner. I really do not know what possessed Our coach, a volunteer and graduate of the me to consider a triathlon. Actually, it might Desalyn De-Souza in the transition area program, led us through workouts each have had something to do with sibling preparing for her race, 5 a.m. week to gradually build our endurance. I rivalry. Being the youngest and, we’ll say, a the opportunity. Coupled with emotional drove to the park every Monday filled with “little” competitive, I couldn’t resist. doubts are a string of logistical questions: anxiety and uncertainty. An hour later, I left The six months of training, six days a week, How do I put air in my tires? What do I do with a little more confidence. Over the next that followed were truly transformative. I when my chain falls off? How do I change a 10 weeks, I learned that running was not all uncovered a deeper level of internal drive flat tire? How do I navigate clipless pedals? that bad if one is properly trained. Okay, and motivation than I had previously found What do I wear? What, how much and that is not entirely true. Especially in the within myself. Having always played team when do I eat during a race? The answers to beginning, running was a constant struggle. sports, I came to realize the degree to which these questions increase in complexity and I would dread it and force myself to get it is possible to rely on others on the team or involve translating content knowledge into to the park. But at the same time, there become complacent specializing in a position practical application through trial and error. was never a time when I went home and on a court. Triathlon is an endurance sport There is no magic formula; it depends on the regretted that I had gone for a run that for the individual. Sure, there are fellow individual. The only guarantee is that your night. And the more times I finished a run, athletes and spectators out on the course body will tell you when you have discovered the more times I secretly thought about providing support and encouragement along the wrong answer! It is incredibly frustrating running and looked forward to getting out the way, but ultimately it is the self-talk and and challenging at times, yet rewarding there again. When crossing the finish line mental toughness that guides the athlete to when you find that perfect balance and of my first 5k, despite feeling like I might the finish line. achieve a personal best. The process is about throw up, I knew I was hooked. getting out on the course to experiment, That positive self-talk and mental toughness The 10-week training program my friend discover, analyze and reflect. is crucial because the journey is riddled with had talked me into was over (coincidentally, self-doubt. I’m not fast enough. I’m not I had every intention of completing one she moved out of state), but I knew I did strong enough. I’ll never be able to swim triathlon, with the primary goal of crossing not want to stop. The next training program that distance. I still have to run after I get the finish line. By the end of my first was touted as an “Advanced 5K” class. off my bike! Am I working hard enough? season, I completed four sprint distance Advanced? I would hardly classify myself Are my workouts long enough? These are triathlons (750-meter swim, 20k bike ride as advanced. But I also knew I was not the thoughts that swirl through the mind ready to go out and run on my own, yet. shaking one’s confidence, if you allow them It was advanced or nothing, so I chose to
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 25 and 5k run). I remember thinking, and the opening remarks from the head coach foundation-level skills. Foundation-level eventually declaring to others, “I finally and stood on deck with the rest of the skills are essential in order to advance to found my sport.” coaching staff, I felt a little more at ease. upper-level skill sets. Integration of parts I was there for the beginners, both to into the whole and progression over time Through my own training process and share my experience and to connect with are significant; learning is a process. And growth, I couldn’t help but begin to see their inexperience. learning is an individual experience. connections to the student experience at Empire State College. Training for A fellow coach and I were assigned to work There are challenges along the way. For a triathlon is a learning process that with athletes in the beginner lanes where the athlete, these might involve strained requires goal setting, content knowledge self-doubt was predominant. Over the next muscles, bruises, bloodied knees and road and practical application. “I just want to several weeks, they gradually let go of the rash. I vividly remember sitting alongside finish” is a commonly heard goal from new side of the pool and overcame the fear of an athlete who just blew the chance to race triathletes. After crossing the finish line putting their face in the water and breathing in three days because she simply did not for the first time, it is not unusual for the through their nose. They learned how to see a curb and tripped. Then, sick to my inspired athlete to move on to bigger, more flip on their back and float when panic stomach, I held the ice pack on her ankle, advanced goals of improving on time or set in. Slowly, they relaxed and progressed remembering countless times I had rolled the pushing the distance. Adult learners echo the with learning the mechanics of an efficient same one. She ends up with a cast on each desire to “just finish a degree” and often set swim stroke. Each week, we reassured our leg and seven months of training comes to a a new goal of attending graduate school. beginners that they were progressing and screeching halt. Her race is postponed until that come race day, they would be ready. next season, yet, she still shows up on race Adult learners enter Empire State College Self-doubt was gradually replaced with day to cheer for her fellow teammates. with a level of uncertainty and an array of competence, modeled positive self-talk and questions for their mentor. What should I Adult learners juggle life circumstances acquired mental toughness. study? What should I register for? What while meeting the demands of academic should I title my concentration? The For some, confidence comes easily: “I feel pursuits. Loss is a central theme experienced questions evolve in complexity. How do I so much stronger in the water and now I by the adult learner – loss of a job, a home, write a PLA? Do you think I will get the love swimming!” For others, confidence a loved one or their own health. Adults face credit? Is my writing good enough? How do comes when they prove it to themselves challenges of balancing work, family and life I write a rationale essay? Do you think my on race day: “You told me that I could do obligations. Some students take a term off portfolio will pass through the committee? it, but I never believed you. I thought you to regroup; others stop-out and may or may It depends. There is no magic formula for were crazy.” Sometimes the athlete’s goal not re-enroll. Many adult learners persevere planning an individualized degree program; is simple: do not panic and just make it and push through the difficult times and trust in the process, learn from experience back to shore. Every success is worthy of seek support from their mentor. and decide what is right for you. recognition and serves as a building block. For both, the finish line is an extraordinary Following my first competitive season, I For triathletes, this means going back to place. Family, friends and spectators fill was asked to join the volunteer coaching the hill that beat you up three weeks ago the venue while snapping photographs staff for the same triathlon program I and making it to the top without walking and cheering for the athlete/graduate who had just completed. The initial thought your bike. Or, maybe it is finishing that had, many times, questioned whether or made me once again question my abilities. brick workout (running after getting off the not this day was ever possible. Celebratory What did I know about coaching others bike, when your legs feel like lead) despite hugs and heartfelt words are exchanged through a triathlon when I only completed wanting to quit 30 seconds into it. For as athletes/graduates introduce family and a handful myself? A not so unfamiliar adult learners, success might be obtaining friends to their coach/mentor. The athlete array of words entered into my thoughts: positive feedback on a paper, earning a shares: “Every time I ride that course I hear “Facilitator,” “guide,” “reflective learning,” desired grade in a study or conquering an your voice in my head and it gets me up “empowerment” and “transformative.” extremely challenging subject. The sense of that hill.” The graduate shares: “I smiled to During the course of the following year as accomplishment is sweet for all involved. myself after I left your office two weeks ago I settled into my new role as a coach, these because I felt focused and in charge of my Coaching triathletes and mentoring and concepts continuously surfaced, especially own destiny. The confidence I have gained teaching adult learners at Empire State with the swim. during these past four years carries into my College are comparable and complementary daily life and I love it.” I am on my own As a participant of the program, I could experiences. The knowledge and experience journey as an athlete, coach and mentor; it remember sitting poolside on the bleachers that adult athletes/learners bring with them is a parallel process. unsure of my swimming ability. I learned is valuable and contributes to the learning to swim by the age of 5 and loved anything process. It requires the coach/mentor to meet to do with water, but somehow this was the athlete/learner where they are. Daunting different. I was never formally trained to areas are broken down into smaller, more swim; I taught myself. Now as I listened to manageable components in order to develop
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Federal Advocacy: The Issues We Face
Michael Mancini, Office of Communications and Government Relations
he type of education that SUNY Supporters of program integrity rules saw Empire State College has pioneered this as a chance to curb some bad players in T for decades has, for the past several the field, but as is not so unusual in federal years, garnered much public attention from, regulations, they tried to kill a small pest among others, both supportive and skeptical with a nuclear bomb. Opponents of these elected officials. regulations, beyond the higher education community, saw this as an infringement on Often our approach to education, which at state rights and academic freedom. its core is about widening the base of “who” has the opportunity to be a college student, Several attempts have been made to end the gets muddled by predatory for-profit schools enforcement of these rules. For instance, – ones that target low income/low achieving H.R. 2117, the Protecting Academic students in hopes of scooping up federal Freedom in Higher Education Act,2 passed money, yet not necessarily providing the the House of Representatives in 2011. This appropriate services to their students. would have repealed the state authorization rule. At the time, I, along with Mary Of course, we strive each day to support Caroline Powers, called every member of the our students to not only achieve their New York State Congressional delegation educational goals but to shine and to seek their support in passing this bill. We flourish in ways they never expected. But also requested that students and alumni ask Michael Mancini to accurately, and more difficult still, to their representatives for support. succinctly explain this to busy legislators is a challenge. Thusly, we pursue all possible Unfortunately, the bill died in the Senate, Integrated Postsecondary Education Data avenues to share what we do and how we and it also was clear that President Barack System (IPEDS) reporting structure to are different. Obama was not likely to sign the bill into include students who are not first time, full law, but the idea has not lost steam. This time, noting “changes need to be made in As I have conveyed before in public forums, summer, Congresswoman Virginia Foxx the Integrated Postsecondary Education we have been involved with other like- (R-N.C.), who introduced H.R. 2117, Data System to accurately reflect the minded institutions to collectively lobby on again proposed a similar bill, H.R. 2637, behavior of nontraditional students, veterans issues that are important to our colleges. Supporting Academic Freedom through and active-duty military students.” Over the past year, our tactic has been to Regulatory Relief Act.3 This time the bill serve as a resource to legislators rather than In discussing the area of supporting calls for the elimination of the credit hour, as antagonists who complain post-passage innovation in higher education, we asked for gainful employment reporting regulations, of regulations. the elimination of the credit hour definition. as well as the state authorization rule. We Currently, the credit hour definition is still 1 The Program Integrity Rules, put in place again have committed to supporting this bill based on seat-time. There have been some by the Department of Education (DOE) in and will share our support with legislators. changes to the definition5 to allow for more 2009, are of consistent concern given the Another avenue to seek change in federal innovative approaches, but we feel they inclusion of problematic state authorization regulation is through public comment during have come up short since it is based on an rules. These rules set up unnecessary barriers bill preparation or a rule-making hearing. In antiquated way of aggregating learning. to offering our programs at a distance in early August, President Merodie Hancock, Specifically, our recommendation was other states. The previous standard was that along with the presidents of Thomas that the “credit hour definition should be unless institutions had a physical presence Edison State College and the University of repealed. As a practical matter, the particular in a given state, the state did not need Maryland-University College, submitted definition at issue is, at best, highly to authorize a college to provide courses comments about the reauthorization of ambiguous and poses serious challenges for at a distance in that state. This becomes the Higher Education Act (HEA)4 to the institutions and accreditors as they attempt particularly problematic now that the DOE House of Representatives’ Committee on to ensure policies consistent with it.” is tying Title IV financial aid eligibility to Education and Workforce. In our comments, this authorization. we discussed a need for changes in the
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With regard to the Program Integrity Rule As always, I am open to talking to members of state authorization, we recommended of the college about any government that “the federal government avoid creating relations issues of concern, be they local, a penalty for institutions that fail to comply state or federal and will provide all the with state requirements for authorization appropriate help that I can. so that the Commission on the Regulation of Postsecondary Distance Education Notes can continue moving forward with the 1 U.S. Department of Education recommendations.” This commission, Program Integrity Rules on which former provost and former http://www2.ed.gov/policy/highered/reg/ acting president Meg Benke served, issued hearulemaking/2009/integrity.html their report, “Advancing Access through Regulatory Reform: Findings, Principles, 2 H.R. 2117, the Protecting Academic and Recommendations for the State Freedom in Higher Education Act Authorization Reciprocity Agreement http://edworkforce.house. (SARA),” in April 2013.6 gov/news/documentsingle. aspx?DocumentID=281565 We further recommended that the federal government adopt the commission’s 3 H.R. 2637, Supporting Academic definition of “physical presence” which is Freedom through Regulatory Relief Act “limited to the ongoing occupation of an http://www.cbo.gov/publication/44468 actual physical location for instructional 4 Higher Education Act (HEA) purposes or the maintenance of an http://www.house.gov/legcoun/Comps/ administrative office to facilitate instruction HEA65_CMD.pdf in the state. Institutional activities in a state that meet the definition of physical presence, 5 Subject: Guidance to Institutions as defined here, permit but do not require and Accrediting Agencies Regarding a state to require the institution to seek a Credit Hour as Defined in the authorization by that state, both for the Final Regulations Published on general authority to offer instruction within October 29, 2010 that state.” http://ifap.ed.gov/dpcletters/ GEN1106.html The reauthorization of the HEA will take time and the Senate has yet to take up the 6 Commission on the Regulation of issue. We will keep a keen eye on the process Postsecondary Distance Education and will continue to provide comment as report, “Advancing Access through necessary. Regulatory Reform: Findings, Principles, and Recommendations for An exciting development is a demonstration the State Authorization Reciprocity bill in the works to let select colleges offer Agreement (SARA)” competency-based degrees and that would http://wcet.wiche.edu/wcet/docs/state allow the students enrolled in those degrees approval/CommissionOnRegulationOf to receive financial aid. Demonstration PostsecondaryDistanceEducationDraft bills are meant to test out new ideas before RecommendationsFINALApril.pdf regulations or laws are changed. It also allows for some kinks to be worked out so regulations can reflect the day-to-day realties of implementing new laws. Usually, if projects are successful, it will lead to changes in law. Therefore, if this project proves successful, much like the distance learning demonstration bill, this will be a major game changer in higher education.
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Meditations on the Presentation of Self in Mentoring
Donna Gaines, Long Island Center
s a new mentor in Community and People who work in the helping professions Human Services at the Long Island need to look approachable and professional. A Center, I’ve been absorbing new But the community organizer or disaster technologies; the pedagogic, historical and relief worker will not dress anything like philosophical underpinnings of mentorship, the hospital administrator or clinical and our organizational structure. I’m social worker. Once I was hired at ESC, beginning to grasp learning contracts, I continued ruminating over my image. I prior learning assessments, and degree knew I couldn’t be everything to everyone. rationales. This knowledge is transmitted On top of that, it was mid-July, with very to me on a daily basis through orientation, few students on site. As faculty prepared training, consultation and supervision. But for reading period, everyone was dressed in something else is happening. I’m immersed casual summer wear. And still, I had no clue. in a socialization process. This happens The New Mentor Orientation up in informally, often serendipitously, through Saratoga Springs in mid-July offered no observation, imitation, interaction and clear solutions. New mentors mixed it up hands-on experience. Socialization into with suits, ties, dresses, pumps, pearls, any new community or subculture requires jeans, frocks and Dockers. One new mentor the newbie to observe, intuit, practice
even wore a leather jacket, which I found tommy hot and eventually internalize the ways of the : comforting, given my New York rocker group. At some point, I understood that the girl past. Now a Long Island water woman norms, values, behaviors, linguistics, roles and ocean advocate, I wore my traditional and rituals of the mentoring culture would
surfy summer regalia: a neatly tailored but photo credit become part of me. But one thing continued boldly colored hand dyed sarong from Bali to baffle me: What was I supposed to wear Donna Gaines with a pressed cotton shirt and sandals. to work? Hedging my bets, I dressed it all up with a argued the artifacts we select to represent us Situated somewhere between bohemia, little makeup and silver jewelry. Even in a communicate who we are and what we care the creative class and the professional- 90-degree heat wave, I fretted, Should I have about. Our choices are loaded with coded managerial class, traditional academe worn stockings? As part of our orientation, meaning; they tell other people how we offers a mosh pit of sartorial reference we met with President Merodie Hancock, handle the raw materials of social existence. points. When we imagine the professor-as who was dressed in sandals, a simple Our individual clothing styles, make-up, performer, a variety of social types (and summer skirt and top, casual, neat and hair, amulets, scents or shoes – the artifacts stereotypes) will come to mind: tweedy efficient. Meeting our new college president of self-adornment – communicate our social bearded sage, post-punk intellectual, earth in a MBA power suit would have been truth. The presentation of self is a dialogical mother, urban-activist scholar, disheveled scary – even linen or seersucker. Instead, process; a conversation we hold with others. bookworm, post-feminist, queer-positive, the message was reassuring and engaging. To the critical imagination, the politics corporate knowledge broker. This question We felt welcomed (and very well fed). But of presentation of self become even more of mentor-wear began gnawing at me at I was no closer to resolving my existential crucial. Are we styling for conformity my job-talk presentation. While discussing crisis. On the surface, I feared my concerns or for dissent? Does the presentation of coastal community studies and the adult could seem frivolous, ditzy, even a little self convey our embrace of dominant learner in Community and Human Services, narcissistic. I dared not discuss them ideologies or symbolic resistance? What I noted a wide range of styling. with anyone. is our relationship to power, authority, to My CHS buddy-mentor, the elegantly As I obsessed over my wardrobe options, I repressive or coercive regimes? Where do we appointed Barbara Kantz, now describes remembered the work of sociologist Erving situate ourselves in the societal landscape as my interview ensemble as “business dressy.” Goffman – what we wear as social actors knowledge workers – educators, scholars, Yes, I wore a dress. This is something on the world stage is a serious scholarly intellectuals or activists? Whether we dress I do only for weddings, funerals, court question. In fact, in The Presentation of up or down, outward presentations of self appearances or holiday family dinners. Self in Everyday Life, Goffman (1959) underscore who we are – articulating our
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 29 values and beliefs, as well as our position professors typically wore their politics on totally confused. Paulo Freire has argued of class, race, sex, status and power. their sleeves, as did the 1980s corporate that without a sense of identity there can be Covertly or overtly, we set our agenda university scholars of the Reagan era and no real struggle. We can’t win the day if we upfront through the choices we make about female academics “presumed incompetent,” don’t know who we are, but who was I? what we show the world. We talk the talk demanding to be taken seriously – I had now entered into what Alvin Gouldner and walk the walk. There is theory and intellectually and economically. (1970) described as a reflexive process. there is practice. Every occupation has a unique culture of As a community activist, I’m dressed in In Subculture: The Meaning of Style, its own, so I drew on my prior learning comfortable, durable clothing that will stay Dick Hebdige (1979) examined British experiences. As a social worker, I worked clean no matter where the day goes. As a youth in punk regalia, situating late-1970s in a street-based youth project using my car social worker in family court, or an expert cultural rebellion in terms of economic and the deli as my office. As a family service witness in youth violence testifying in a inequality, class culture and generational agency group worker, I organized mothers death penalty trial, I’m aiming to look as disenfranchisement. In Teenage Wasteland, of children at risk, sometimes meeting with “normal” as possible, a look my musician my study of a quadruple youth suicide, them on street corners. Investigating child parents would have readily dismissed as I examined how outcast working class maltreatment through the Child Protective “real square.” Clean-cut, non-descript – youth on the streets of an “upper poor” Services unit of the Department of Social I’ll cover the tattoos, remove the multiple New Jersey town subverted the status Services, and later as a program evaluator, ear piercings, comb my hair straight back, hierarchy of their suburban high school. I always dressed for the action – street, soften the make-up – no distractions. First, they fought back symbolically, by court, community center, home visit, shelter, Nothing to sabotage the mission at hand. appropriating the very language games jail, office. As a visiting professor teaching sociology of calculated to degrade and demean them. But for most of my working life, I’ve been youth courses at Barnard, a women’s college Much like disenfranchised African American self-employed as a journalist, consultant, of Columbia University, I always dressed (N word), Riot grrrls (C word) and sociologist, professor, holistic health for school, except on Youth Subcultures LGBTQ youth (Q word), the “burnouts” practitioner, author and public speaker. By Day when we did a “show and tell” of our of Bergenfield reclaimed their label for now, my nontraditional, interdisciplinary, cultural affiliations. For this event, students themselves, proclaiming themselves “flexible psyche” (Berger, 1971) was flooded wore everything from their sorority colors “burnt and proud.” They transformed a with so many possibilities I was beginning to sports gear; every music subculture from marginalizing and debasing social status to feel anomic. With such wide and often Goth to ballet was represented. I represented into a source of empowerment, pride and competing sets of professional ethics, norms, with a sacred Ramones T-shirt and a black defiance (Gaines, 1998). values, agendas and dress codes, I was leather Harley jacket, boots and many Labeled by their school and their town as amulets. Parents attended, and students “druggies,” “losers” and “dropouts,” the brought dates. Beyond imparting a critical “burnouts” of Bergenfield also resisted the As I reflected on mentor- understanding of youth in society and the “jock hegemony” through style. At the importance of subculture, I hoped to offer bottom of their high school status hierarchy, wear, I realized I’ve a pro-sex feminist statement of power and with the school athletes at the top dictating always dressed with an pleasure, of independent women sharing the norms, values and power relations, in social and economic equality, scholarly the burnouts wore their sweatpants inside agenda, communicating women who loved ideas and hoped to out, subverting the sign of the jock. More the interconnectedness of bring some light into the world. After class, recently, we’ve witnessed defiant seas of students usually stayed late to discuss the hoodies, as outraged Americans protest the self with society. What finer points of Karl Mannheim, Erik Erikson killing of Trayvon Martin. Another youth I decided to wear on or Margaret Mead. And then they’d shyly of color profiled as a menace to society: smile and say, “Dr. Gaines, I just love your male, black, just another gangsta in a any given day is part eye make-up!!” hooded sweatshirt. We also may recall the of the job. I trusted my As a music writer, a street reporter shirtless feminist “slut” protest marches investigating underground subcultures of young women outraged by charges that instincts. Now my new and scenes for the Village Voice, Spin or their “sexy” clothing choices – not the job was challenging Rolling Stone, I opted to let it all hang out, social relations of patriarchy – incited rape. with purpose: jeans, leather, scruffy boots Such cultural politics are played out on a me to formulate a new and visible tattoos. Dressing in my “after daily basis on street corners and in high professional identity, hours” clothes provided a smoother entrée schools, where young people fight to be into subterranean, deviant, even criminal who they are visually and ideologically. organically and settings. As I reflected on mentor-wear, I Cultural politics also are played out in intentionally. realized I’ve always dressed with an agenda, the workplace. Hippie, and later, po-mo
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 30 communicating the interconnectedness of banker, preacher, rock star, coach or chef, T-shirts and neoprene wetsuits weren’t going self with society. What I decided to wear on we manage impressions to help meet our to work in Old Westbury. I had to wear any given day is part of the job. I trusted my goals, whether stated or unstated. I was something fairly normal. instincts. Now my new job was challenging busy formulating my goals, clarifying my Mindy Kronenberg, mentor in writing, me to formulate a new professional identity, presentation of self, when a big fat fly literature and the arts at Hauppauge, said organically and intentionally. dropped into my ointment: I got an office she found it interesting to think about her at Empire State College. Now I had a At the Graduate Faculty of New School couture as “work clothes.” “What does whole new set of considerations. I began to University, students in my adult graduate one ‘wear’ to ‘teach’?” she asked. “Being envision my new space. What color should seminar in the Sociology of Popular Music a mentor is so nuanced, much like the it be? Which artifacts of culture should were engaged in theoretical work, cultural compilation of one’s self. If dress is an adorn the walls and shelves? Should it look reporting as well as ethnographic field expression of one’s personal aesthetic, I’d like a traditional college professor’s office, studies. I dressed in street-reporter-on say I choose clothes in the way I try to a therapeutic setting, a union hall or a assignment clothes, de rigueur leathers choose words and gestures – comfortable sacred ministerial healing space? Should the for the downtown music scene I was part but respectful of my environment and office celebrate my love of rock ’n’ roll, my of. Today, my students are professors, associates, never too formal and occasionally spiritual life or my professional credentials? performers, creators of culture, authors, accented in an eccentric way, apparel that Should the wall art feature surfing, Reiki magazine editors, parents. Whether Rasta connects to who I am, rather than who I energy healing, coastal community activism or punk, hip-hop, metal or country, most should be.” Mindy’s mentoring wisdom or precious photos of loved ones? are still putting their money where their love suggested to me that in order to connect is – communicating to the world through Most importantly, I wondered if any of with students in a meaningful way, being subculture and style. this really mattered to the adult learner – myself was the key element. Mentorship is a a parent, worker, a community member collaboration based on mutual respect and As the proud product of a community already established in a life world of positive regard. college education, it had always been my their own. The certified addictions hope to go back, to inspire my students as Mindy likes to think of her office as “A counselor, seasoned child welfare worker, my wonderful professors had inspired me. manifestation of ideas and imagination – church pastor, ocean activist, nurse’s aid, Like many adult learners at Empire State and my students often comment/inquire on transportation operator, homemaker, College, most of my students at Nassau the various artifacts, prints, and photos of police officer, youth outreach worker Community College worked at full-time jobs writers/artists I’ve pinned to my bulletin – adult learners already embrace a set and some had families. They were adults board. We’ve taken some interesting of occupational and ideological values. attending college at night. In addition to conversational detours that can enrich and Students in the Community and Human accumulating necessary credentials, they enhance our scholarly discussions. In fact, Services concentration may already also came to learn and grow – to challenge I had a small project going at Hauppauge be socialized into professional norms, their own assumptions about the world and where I’ve hung framed posters of various workplace cultures, roles and rituals. Service themselves. As the semester unfolded, new art works by Klimt, Dali, Rivera, Serrat, to the greater good is altruistic, spiritual and career choices and life directions opened Van Gogh and Klee, to give students and practical – it’s all about we, not me. Unlike up. To help facilitate this process, I wanted staff something interesting and intriguing teaching formal sociology, or mentoring to offer a relaxed learning environment, a (or challenging) to look at as they wait for aspiring young writers in music journalism, safe, creative break from the everyday, a mentors or mill about after orientation.” or working with clients in my holistic space for risk-taking and innovation. Like Mindy’s office décor is purposeful, intended healing practice, did I even want to wear most of my colleagues in the Department of to stimulate spontaneous inquiry, edification my cultural politics on my sleeves or walls? Sociology, Anthropology and Social Work, and enjoyment. The fall 2013 term was looming, faculty I dressed casually: clean jeans, boots, a reading period was ending and I had to A part-time mentor in Community and slightly dressier top and festive jewelry. I go shopping! Human Services at the Hauppauge unit, brought candy to class – students barely had Toni Raiten-D’Antonio has set up her office time to eat in between work, school, travel Desperate for closure, I began reaching out space very deliberately. “Because I teach and family. to my colleagues. “I dress to the standard many communications-oriented contracts, of my wife letting me out the door,” says As Goffman (1959) showed, “impression especially one called Body Language, and Ed Todd, mentor in Business, Management management” is calculated to communicate my text includes environment and use of and Economics at our Hauppauge Unit. The something to other people about who space, color, light and design as aspects of basic plan was to wear something to work we are, where we come from and what nonverbal communication, I use my office that wouldn’t be embarrassing. OK, I could matters to us. It can be purposeful, coercive, design as a learning tool.” She was clearly relate to that. I had lost most of my “nice” manipulative, patronizing, empowering, communicating to me that every moment clothes in Hurricane Sandy. And I live in nurturing, condescending or respectful. of mentoring has the potential to be a a surf community. But sweatshirts, jeans, From the salesman to the politician, the
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 31 learning opportunity, a teachable moment. gender or profession specific … although my community. I believe that my appearance So presentation of self and space was an I do have a framed image saying ‘Social reflects my job and responsibilities, integral part of the mentorship process. Workers Change Futures.’ Since that’s also and I always try to present myself as what an Empire State College education professionally as possible!” “As a mental healthcare provider, I begin is about, I thought I could get away with with a premise common to my field: Meantime, as I contemplated a new it!” Toni offers adult learners an engaging everything we do or don’t do, say, wear, sociology of jeans, back at my own unit atmosphere, an oasis of calm in a stark buy, etc., etc., is a reflection of who we are in Old Westbury, I got busy setting up my setting, a room coded with opportunities for and what we value.” For Toni, “Everything office. Our resident tech-master, Gus Boyle, learning and growth. about us communicates.” So, she says, had decorated her office with framed photos “I was mindful of what the objects and On a field visit to our Riverhead office, of beautiful flowers. History Mentor Ian layout might communicate to students I had met with Ann Becker, unit coordinator Reifowitz displayed photos of his smiling and others about who I am.” That meant, and mentor in Historical Studies. Now, children and grand maps of the old and new “The space should be, I thought, non- I could say professors in all three units of world. Some mentors populated their spaces intimidating, open, conducive to learning, the Long Island Center had mentored me with personal mementos while others did growth, flexibility, generosity of spirit in the matter of mentor-wear and mentor- not. Creating opportunities for learning and and optimism.” space! As Ann explained, her goal is to growth, being who we are as opposed to create a serene and inviting atmosphere who we think we should be, finding ways In From Teaching to Mentoring, Herman for herself and her students. “Since our to respect ourselves, our students and our and Mandell (2003) suggested, “the call mode of teaching is so individualized, I try schools – I was beginning to carve out a to mentoring can be seen as an effort to to maintain a professional, yet welcoming set of mentoring values. I now rejected the revive neighborly civility and affection in presence, both in my office décor as well normative and proscriptive “shoulds” and impersonal and oppressive environments” as in my choice of attire. I always dress “musts” in favor of being true to myself. I (p. 10) This is viewed as a response to the professionally, and take care not to appear would make my office space work for the creepy vibe most people experience dealing too casual. I feel that this is appropriate, greater glory of mentoring – I wanted every with societal institutions – especially those and provides a level of mutual respect item to count, to offer cozy, purposeful cues established specifically to alleviate alienation between the mentor and student.” and learning opportunities. and depersonalization. Working against what she calls “institutional obstacles” of Continued Ann, “I observed a wide array And so, the walls are painted a “Healing space, to offset the chilling effects of seeing of attitudes about how to conduct oneself Aloe” blue-green, a soothing, calm color I students in a soulless state office building, and dress as a professor during my graduate use in my home office for holistic healing. Toni’s mentoring space includes “objects school experiences, and believe that a very I brought in a new rug for the seating area, with organic shapes and colors … the blue casual attitude does not reflect a sense of and several plants. Our Long Island Center of sky, green of foliage, brown of trees. I authority or professionalism. During my Dean, Michael Spitzer, who always wears hung a discarded window frame on the wall time at Empire, I have tried to present and a suit and tie to work, was kind enough behind my desk, having adhered a poster of conduct myself as a professional, and believe to hang a large corkboard over my desk a verdant French landscape visible through that doing so enhances my ability to relate so I could post advocacy and community the panes of glass.” to students and colleagues.” She added, action bulletins for my students. A raging “I never wear jeans to work!” For two ocean activist, I framed some of my photos Florescent lighting too, can be overbearing, generations of academics, jeans had become of the sea from coast to coast, then shots if not psychically debilitating. “To combat shifting signifiers – anti-establishment of my friends’ chickens, Marie Antoinette, the chilly blue-gray overhead lighting, I (1960s), designer chic (1970s), anti- Ann Boleyn and Joan of Arc. Behind my placed a lamp on the corner of my desk.” corporate (1980s), alternative, gender-flaked desk, I hung my credentials, academic and Toni decorated the lamp herself, a reclaimed (1990s) – but what do they mean now? professional. Closest to me are photos of treasure she found abandoned on the my own mentors: activist-scholar Stanley roadside. “When I teach learning contracts For Ann, jeans are a sign of disrespect, about communication, I use these office “While many industries and offices have elements in the discussion. For instance, moved toward more casual dress, I have students are often quite surprised to notice made the decision not to wear jeans to work As long as it showed how different the space feels (literally and as a message to my students, colleagues and emotionally) when I turn off the warm desk coworkers that they all matter! I believe respect for the college, light so they can notice the cooler light of that dressing professionally demonstrates the people who work the overhead fluorescents.” a sense of care and concern, not just about my appearance, but also about my attitude here and our adult Consideration extends to officemates, and commitment to my work. I am at the “Because I share this space with other learners, I could wear office to teach and advise my students, and professionals in other disciplines, it was present the face of Empire State College to whatever I wanted. important that the elements not be too
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Aronowitz; my beloved late editor, feminist Epilogue References rock critic Ellen Willis; and of course, a shot of New York City’s greatest organic August 29, 2013, 8 a.m.: Moment-of-truth Berger, B. M. (1971). Looking for America: intellectuals, the Ramones. meeting with first adult learner. Advocacy Essays on youth, suburbia and other and Community Organizing learning American obsessions. Englewood Cliffs, I finally realized it didn’t really matter what contract, fall 2013. What to wear??!!?? NJ: Prentice Hall. I wore, as long as it wasn’t bad enough to Guided by voices and images, first, an Gaines, D. (1998).Teenage wasteland: upset Ed Todd’s wife. As long as it showed internalized Ann Becker: Is this respectful of Suburbia’s dead end kids. Chicago, IL: respect for the college, the people who your college, your colleagues and the adult University of Chicago Press. work here and our adult learners, I could learner? Yes, I think so. Then, Dorothy wear whatever I wanted. I could rock the Todd (Ed’s wife), Will she let me through Goffman, E. (1959). The presentation of sarongs through the summer season, then the door? Quick body scan – yes, she will: self in everyday life. New York, NY: segue into fall action-wear, as modeled by clean black slacks, orange shell top, black Doubleday. our Associate Dean Amy Ruth Tobol. Amy long shirt jacket, amber and silver pendant, Gouldner, A. W. (1970). The coming crisis Ruth is an attorney with a long history of Kat Von Dee’s smashing green eye shadow in western sociology. New York, NY: community activism. She’s a Brooklyn girl, palette, black flat sandals, matching orange Basic Books. no-nonsense and ready to roll in slacks, pedicure, splash of Chanel No. 19. The flats, a colorful shell top and a shirt jacket, look? Amy Ruth Tobol action-wear with a Hebdige, D. (1979). Subculture: The always dressed up with a cool necklace. twist of Goth (Halloween). 2 p.m.: Onsite meaning of style. London, UK: As I imagined myself communing with at Old Westbury. Check: Office clean, Routledge. my students, mapping out intervention serene and uncluttered. Good flow of air. Herman, L., & Mandell, A. (2003). From strategies, advocacy agendas and exploring Chairs assembled for collaborative activity, teaching to mentoring: Principles and counseling skills, I realized the choices textbook, hard copies of learning contract practice, dialogue and life in adult for mentor-wear were as limitless as the and study guide on display. Phone rings; education. New York, NY: Routledge. curricula. I could wear something different she’s here!!! Shamble down the stairs to every day – because every day was different. greet my first student. On the way, I run Back in July, during our New Mentor into Associate Dean Tobol. She smiles, “You Orientation in Saratoga Springs, we were look lovely.” All is right in my world. invited to ask the person sitting to our left one question. Marianne Giardini, my CHS mentor-sister from the Hauppauge unit, asked me why I had wanted to work at Empire State College. I replied, “I was drawn to the college by the open-ended, boundless potential for creativity and growth.” Then I recalled a slogan I had read earlier that morning, Empire State College, Always Evolving. So too, with the art of mentoring: always evolving.
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Radical Openness: Toward a Theory of Co(labor)ation1
Michael A. Peters, University of Waikato, New Zealand
In June 2012, Dr. Michael A. Peters received discourses of the “knowledge economy”: an honorary “Doctor of Letters” from the the “learning economy,” the “creative State University of New York. The award economy” and the “open knowledge was conferred at Empire State College’s economy,” each with its specific conceptions Metropolitan Center graduation celebration. of knowledge and economy (Peters, 2010a). Michael Peters is professor of policy, In the face of neoliberalism, privatization cultural and social studies in education at of education and the monopolization of The University of Waikato in New Zealand, knowledge, I argued that the last of these emeritus professor at the University of three conceptions – the open knowledge Illinois at Champaign-Urbana, and adjunct economy – offers a way of reclaiming professor in both the School of Art at Royal knowledge as a global public good and of Melbourne Institute of Technology and the viewing openness as an essential aspect of an School of Foreign Studies at Guangzhou emerging global knowledge commons that University. He has written extensively foster open science and open education. about contemporary learning, educational Now we are at a stage where we also can philosophy and “policy futures in education, Michael A. Peters begin to investigate links between creativity, e-learning and digital media” (the title of hierarchies” that permit reciprocal academic the mode of production and the logic of one of the journals he edits). We welcomed exchanges as a new basis for public public organizations. With the advent of Michael Peters to the Metropolitan Center institutions. the Internet, Web 2.0 technologies and for a discussion about “the virtues of user-generated cultures, new principles That is, we are seeing social processes and openness” – a topic that the following essay of radical openness have become the policies that foster openness as an overriding takes up. Thanks to Michael for providing basis of innovative institutional forms value, as evidenced in the growth of open us with this text and for his help in that decentralize and democratize power source, open access, open education and preparing it for All About Mentoring. relationships, promote access to knowledge open science and their convergences that and encourage symmetrical, horizontal The Concept of Radical Openness characterize global knowledge communities peer learning relationships. In this context, that transcend borders of the nation-state. adical openness is a concept that radical openness is a complex code word Openness also seems to suggest political I coined as a result of a series that represents a change of philosophy and transparency and the norms of open inquiry, R of published articles and books ethos, a set of interrelated and complex indeed, even democracy itself, as both on the concept of openness over the last changes that transforms markets, the mode the basis of the logic of inquiry and the five years.2 In particular, working with of production and consumption, and the dissemination of its results (Peters, 2010c). colleagues like Peter Roberts, I had tried underlying logic of our institutions. I argued Institutions are humanly devised; they set to rework what we called “the virtues of that we need to examine the significance of constraints and shape incentives: economic openness,” linking it to the development of peer governance, review and collaboration institutions such as property rights or scientific communication, the reinvention as a basis for open institutions and open contracts shape economic incentives, of the public good and the constitution management philosophies. This form of constricting possibilities and distribution. of the global knowledge commons (Peters openness has been theorized in different Political institutions, including forms of & Roberts, 2011). We put the case ways by Dewey, Pierce and Popper as a government, separation of powers and for the creation of a new set of rights “community of inquiry” – a set of values so on, shape political incentives and in a transformed global context of the and philosophy committed to the ethic of distribution of political power. “knowledge economy,” that is, universal criticism that offers means for transforming rights to knowledge and education. In this our institutions in what Antonio Negri and Today, with the advent of the Internet and perspective, I argued that education needs others call the age of “cognitive capitalism.” user-generated cultures, new principles to be reconsidered as a global public good, Expressive and aesthetic labor (“creative of openness have become the basis with the struggle for equality at its center. labor”) demands institutional structures for of innovative institutional forms that By charting various conceptual shifts, I developing “knowledge cultures” as “flat decentralize and democratize power and had previously distinguished between three access to knowledge and encourage peer
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 34 learning relationships. Openness is a value than-human intelligence. It’s an idea unrelenting ‘webs’ of stakeholders and philosophy that also offers us a means that Ray Kurzweil has worked hard who are quick to pass judgment on for transforming our institutions. to popularize in tech circles, but their behavior. In what is becoming an Silva wants to push it out into the ultra-transparent world, every step and It was in this context that I was not mainstream, and he wants to do it misstep is subject to scrutiny and every surprised to learn that TEDGlobal (2012) with the slickest, most efficient idea company with a brand or reputation to held a global conference called “Radical vehicle of our time: the viral video. He protect is vulnerable. (p. 1) Openness” with the following description: has spent the last three years making As the summary continues, Tapscott The world is becoming increasingly (really) short films that play like movie “describes three key elements of openness interconnected and open. Radically trailers for ideas; he compares them to that modern organizations should embrace: open – manifesting itself in open shots of ‘philosophical espresso.’ transparency, opening up the business model borders, open culture, open-source, (para. 3) and placing intellectual property in an open open data, open science, open Silva offers the following analysis of commons. In doing so, he says, a firm will world, open minds. With the loss “performance philosophy”: embrace the three dimensions effective of privacy that it implies, openness organizations for the 21st century” (p. 1)4 carries its own dangers. But it breeds The problem, as I see it, is that a lot of transparency, authenticity, creativity these stunning philosophical ideas are In the same vein, Tim Leberecht’s i7 Summit and collaboration. … All bets are off as diluted by their academic packaging; 2011 “Radical Openness Workshop”5 to what openness and collaboration in the academics don’t think so because discusses “Open innovation,” “ Designing an ultra-connected world will mean for this is their universe, they could care for the loss of control” and “Openness human potential. Traditional top-down less about how these ideas get packaged in organizations” by reference to: 1. models of organization no longer reflect because they’re so enmeshed in them. crowdsourcing; 2. open design research; reality. Social capital and influence But the rest of us need another way 3. open strategy (organization as network are becoming stronger currencies than in. We need to be told why these ideas including customers, alumni, etc.); 4. open hierarchy and formal power. New, matter, and one of the ways to do that source software; 5. open source social collaborative ways of creating meaning is to present them with these media networks; 6. open branding; 7. openness and things are developing at fast pace. tools. (para. 8) social capital; 8. open conversations; Only one thing appears certain: Secrecy 9. open HR; and 10. open conference Influenced by Ray Kurzweil, Silva describes is no longer bankable: impact is. The (unconference). openness in terms of biology and the future will be built on great ideas, and emergent nature of consciousness: Closer to home, bell hooks (2003) in for that, great ideas need to circulate Teaching Community: A Pedagogy of freely, broadly and openly. (About This … you have this interesting thing Hope urges “radical openness” in teaching Event section, paras. 2-3) happening where biology is this and learning as the essence of education emergent phenomenon that builds A video illustration of the “radical considered as a practice of freedom of both upon its own complexity, and it leads openness” of the TEDGlobal 2012 spiritual and mental activity. hooks is not to the emergence of consciousness, conference was made and presented by alone in advocating a theology of radical but then consciousness wants to free Jason Silva. I think it has some interesting openness (see, for instance, Lanzetta, 2001). itself from constraints that biology sets features because it attempts to present an forth. So even though biology causes In this paper, I am principally interested evolutionary approach to the concept of consciousness, it also burdens it. in this concept as providing a new logic ideas.3 Ross Andersen (2012) profiled Jason (para. 16) for public organizations, economy and Silva in The Atlantic under the heading “A management and as a means of fostering Timothy Leary for the Viral Video Age” I think Silva is right, even if his work does large group creative collaboration and whom he describes as “the fast-talking, not justify the assertions he is making. co-creative labor based on being open, media-savvy ‘performance philosopher’ who The notion of radical openness also has peering, sharing, interdependent and acting wants you to love the ecstatic future of your been applied to business by Don Tapscott. globally. In this context, my argument and mind.” He adds: The Harvard Business Review (2012) concept is that “co(labor)ation” refers Like Leary, Silva is an unabashed summarized his argument this way: to the wisdom of the crowd (so-called optimist; he sees humankind as a “crowdsourcing”), and a systematic mode Globalization and instant species on the brink of technology- of collective learning processes that offers communication have changed the enabled transcendence. Silva is an the prospect of encouraging “creative rules of the game for business. Today’s avid evangelist for the technological labor” and overcoming “estranged labor” organizations are being held to stringent singularity – the idea that technology (entfremdete Arbeit in the Marxist and and fluctuating sets of standards by will soon bring about a greater Hegelian sense) within cognitive capitalism.
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Cognitive Capitalism and determine the future of work, the destiny rely on new forms of systems (cybernetic) Creative Labor6 of knowledge institutions and the shape of capitalism based on design principles with society in the years to come. the capacity to make new connections In a 2010 paper, “Three Forms of among old structures; to form areas These three forms of knowledge economy the Knowledge Economy: Learning, of exquisitely precise specialization for and their associated discourses represent Creativity and Openness,” I identified recognizing patterns in information; and three recent related but different conceptions three discernibly separate but interrelated the ability to learn to recruit and connect of the knowledge economy, each with clear developmental strands of the “knowledge information from these areas automatically. economy” centered around the notions significance and implications for education of: (1) The Learning Economy, based on and education policy. They indicate that Cognitive capitalism is a theory that has the work of Bengt-Åke Lundvall; (2) The there have been different national policy become significant in the last few years Creative Economy, based on the work constructions of the knowledge economy. for analyzing a new form of capitalism, of Charles Landry, John Howkins and I argue that the last conception based on sometimes referred to as ‘third capitalism’ Richard Florida; and (3) The Open Science openness provides a model of radically after mercantilism and industrial Economy, based on recent technological nonpropertarian form that incorporates capitalism. It is a term that focuses on the developments in promoting the openness both “open education” and “open science” socioeconomic changes ushered in with the of scientific communication (Peters, economies and provides a radical alternative Internet and new Web 2.0 technologies that 2010a).7 This conception has been part of to neoliberal conceptions in providing a way have transformed the mode of production an ongoing engagement with the discourse to respond positively to the Great Recession and the nature of labor. The theory of of the knowledge economy that views it by establishing and encouraging open as a structural transformation of Western science and education as part of the global capitalism, a third stage of development knowledge commons. These developments These developments of openness can be understood as an after mercantile capitalism, a doctrine that of openness can be characterized the period 1500-1800 based extension of arguments for the public good on the the premise that national wealth in a global context, of knowledge and understood as an education as global public goods, and as and power were best served by increasing extension of arguments exports and collecting precious metals in a necessary platform for the promotion of return (Coleman, 1969; Miller, 1988), global civil society. for the public good in and industrial capitalism, that replaced Theorists from different political perspectives a global context, of the merchant as a dominant actor in the and disciplines have simultaneously tried capitalist system with the industrialist to analyze and describe certain deep-seated knowledge and education and established a factory system of and structurally transformative tendencies in as global public goods, manufacturing based on a complex division Western capitalism, society and modernity of labor. David Hume and Adam Smith were to move to a form of post-industrial and as a necessary among a new group of economic theorists economy that focuses on the production and platform for the who questioned the fundamental mercantile consumption of knowledge and symbolic belief that the amount of the world’s wealth goods as a higher-order economic activity promotion of global remained constant and that a state could that encompasses and affects the entire civil society. only increase its wealth at the expense economy and society. In these studies, we of another state. Knowledge capitalism, should recognize certain long-term structural by contrast, is another transformation tendencies of increased formalization cognitive capitalism has its origins in French of capitalism. The term “knowledge that transform both the production and and Italian thinkers, particularly Gilles capitalism” emerged only recently to consumption of symbolic goods. These Deleuze and Félix Guattari’s (2004a, 2004b) describe the transition to the so-called are all tendencies toward increasing (in) Capitalism and Schizophrenia, the work knowledge economy. Knowledge capitalism formalization and abstraction centered on of Michel Foucault (2008) on the birth of and knowledge economy are twin terms the sign, symbol and the image including a biopower, and Michael Hardt and Antonio that can be traced at the level of public set of overlapping processes that transform Negri’s Empire (2000) and Multitude policy to a series of reports that emerged knowledge production – informatization, (2004), as well as the Italian “Autonomist” in the late 1990s by the Organization for mathematization, digitalization – together Marxist movement that had its origins in the Economic Cooperation and Development with processes that transform consumption Italian “Operaismo” (lit. “workerism”) in (OECD) (1996) and the World Bank (1999), – culturalization and aestheticization. Most the 1960s. before they were taken up as a policy recently, capitalism has begun to exploit template by world governments in the late the reproduction of new synthetic life in Knowledge capitalism involves an increasing 1990s. In terms of these reports, education terms of a set of biological processes. These and infinite substitution of capital for labor is reconfigured as a massively undervalued are the leading processes transforming with the automation of secondary (e.g., fully form of knowledge capital that will contemporary post-modern capitalism that automated factory) and tertiary knowledge
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 36 activities. The discourse of the knowledge copying, file-sharing and storage to help Co(labor)ation: From Co-Production economy has largely ignored the concept enforcement of intellectual property rights. to Co-Creation of class of the labor or recommended its Externalities in complex systems now replacement by a specialized “new class” determine the general conditions of growth, In their manifesto for co-production, of scientists or students as a new social investment and redistribution of revenue. the New Economics Foundation (2008) movement. This new symbolic development suggested that the traditional public There is accorded a central role of involves a clear mathematization of economy of service is failing because innovation with a new socio-technical knowledge with the new search algorithms “Neither markets nor centralised “cybernetic” paradigm of innovation based and the development of an algorithmic bureaucracies are effective models for on “hothouse” social networking and social capitalism (Peters, 2011) with the attendant delivering public services based on media. Continuous endogenous innovation “googlization of higher education” relationships”; “Professionals need is increasingly focused on science as a (Vaidhyanathan, 2012). their clients as much as the clients need leading part of the accumulation regime professionals” and “Social networks make Cognitive capitalism emerges as a global together with the promotion of new models change possible” (p. 8). The Foundation economic system based on the development of social and public entrepreneurship. defined the concept in the following of a virtual (immaterial) economy (“third The discourse points to the question of way: “Co-production means delivering capitalism”) focused on the increasing “immaterial labor.” We might argue that public services in an equal and reciprocal informatization (digitization) of cognitive capitalism can accommodate a relationship between professionals, people production, with increasing formalization, conception of “creative labor” (construed using services, their families and their mathematicization and digitization of in terms of “collective intelligence”) that neighbours” (Slay & Robinson, 2011, language, communication and knowledge is very different from notions of “creative para. 2). The term was first developed by (especially journal systems). At the same class” (Florida, 2002) or human capital Elinor Ostrom who used it “to explain time, and as a response to the same forces, (Becker, 1964) that inform accounts of the to the Chicago police why the crime rate there is the emergence of social media, knowledge economy. Networks and flows went up when the police came off the beat social networking and social modes of immaterial labor are based on mass and into patrol cars,” “explaining why the of production enhanced by Web 2.0 participation and collaboration rather than police need the community as much as the technologies and distributed knowledge traditional Smithian division of labor that is community need the police” (Stephens, and learning systems, including online nonlinear and comprises dynamical systems Ryan-Collins, & Boyle, 2008, para. 1). publication and archives leading to open of labor. Learning economies reinforce Anna Coote and others at the Institute knowledge production systems such as autonomy and collective intelligence as for Public Policy Research use the concept an open science economy. Thus we see the main source of value in the market to explain “why doctors need patients as the decreasing cost of network access, with emphasis on codification and much as patients need doctors and that, knowledge sharing and transmission, and contextualization of practical and implicit when that relationship is forgotten, both greater “borderless” interconnectedness knowledge. Situated, personal and implicit sides fail” (para. 2). Edgar Cahn used it to of knowledge spaces (emergence of knowledge is not easily reduced to machine explain how critical family and community “world brain”). or to mere information (codified software relationships were part of a core economy, Distributive knowledge systems under or data). Creative learning economies originally called oekonomika (para. 3). cognitive capitalism lead to the eventual emphasize “right brain” ascendancy with This reciprocity and mutual help and displacement of material production as an accent on a psychology of openness, exchange at the very heart of the social the core of the system with an emphasis metacognition and “learning by doing.” economy is built upon principles that view on interactive and dynamical relations The infinite substitution of capital for labor citizens as equal partners in the design and between material and immaterial sectors, for “left brain” logical and sequential tasks delivery of services, not passive recipients and the digitization and systematization of releases creative energies (Pink, 2006). of public services. Co-production is about a value (rather than chains) where collective Fundamental to what characterizes cognitive mutual and reciprocal partnership between intelligence represents the core of exchange capitalism is the emergence of team or professionals and citizens who engage value and profit-making. Coproduction network as fundamental labor units in a and make use of peer, social and personal exists through “just-in-time production,” new political economy of peer production networks as the best way of transferring where the market precedes production, and (‘Interneting’) based on cooperation and knowledge and supporting change. As increases through new processes directly collaboration rather than competition. the New Economics Foundation’s (2008) relate to intellectual property. The private There is an increasing importance of post- manifesto suggested, co-production appropriation of global public knowledge human network knowledge and learning “devolve[d] real responsibility, leadership goods takes place through the enforcement practices based on mega-data bases and and authority to ‘users,’ and encourage[d] of patents, copyright and trademark, further global portals. self-organisation rather than direction from increasing the capacity of computing, above” (p. 13).
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This aspect of radical openness, while framework for talking sensibly about the entirely different kind to that depicted in the enhanced and facilitated by new social complex relationships between democratic infamous movie: it registers integrity, a kind media, has its home in a theory of the participation, openness, social equity, of confidence and certainty as well as well commons,8 a policy of personalization and diversity. The open, flat, peer-to-peer hope. Trust allows us to form relationships and a political theory of anarchism that network that is based on open and equal and to depend on others. It also is dangerous collectively forms around peer-to-peer participation is seen as the best hope for – it makes us vulnerable and is risky because relationships and that replaces the old promoting democratic discourse that of the possibility of betrayal. When and emphasis on the autonomous individual. allows for individual freedom of expression whom to trust are vital epistemological This conception becomes even more helpful (Benkler, 2006). questions to younger academics who depend as the new logic of the public sphere when on their mentors. The value of trust takes Co-creation is a term that developed in the the notion of co-creation and co-design sit us beyond questions of simple cooperation early 2000s to describe business strategies alongside co-production. Let me briefly see to the development of a shared moral and for involving customers in the production of if I can redeem these claims by suggesting political universe. It is within this space that goods and services (Alford, 2007; Bovaird the outline of an argument I would like a kind of purposeful or project sharing takes & Loeffler, 2010, 2012). It is often seen as a to foreshadow here and take further on place and collaboration is fostered. form of mass customization and sometimes future occasions. also viewed as a form of “individualization.” I have argued that personalized learning The theory of the commons begins in the The radical notion has little to do with has emerged in the last decade as a special 17th century with common fields and town markets. This is what Benkler (2006) called instance of a more generalized response to commons in New England. Simply put, social production or “commons-based the problem of the reorganization of the commons are resources jointly shared peer production” (p. 60). In recent years, state in response to globalization and the by a group of people. The notion has the emphasis and trend has been toward end of the effectiveness of the industrial experienced a huge revival since the mid open democratic information resources mass production model in the delivery of 1980s. As van Laerhoven and Ostrom and platforms that provide software and public services (Peters, 2009a). I examine (2007) explained, “Scholars working on licensing commons and promote open personalization as a major strategy for the study of the commons since the mid access in scientific communication, digital overcoming the bureaucratic state through 1980s have helped forge a substantial repositories, institutional commons such “mass customization,” a discourse from transdisciplinary approach to the study as online libraries, as well as subject or which the concept of personalization of an important type of socialecological discipline-specific commons (Peters, 2008a, emerged. I argue that personalization exists system”(p. 4). Nancy Kranich (2004) put it 2010b, 2009b). The connection between as a general concept that has become the succinctly when she applied the notion to “information” and “commons” is still in political basis for a new social democratic the realm of information: its infancy, yet it holds promise for new settlement, encouraging citizen participation forms of the public based on co-production in the choice and design of service, and thus The Internet offers unprecedented of public goods and services, co-creation representing a major change in British social possibilities for human creativity, and personalization that decenters the and public philosophy. global communication, and access to state and all forms of central authority in information. Yet digital technology There have been many attempts to what I will call, using Paul Feyerabend’s also invites new forms of information elaborate the crucial importance of the close (1993) term, a new configuration of enclosure. In the last decade, mass relationship between universities and the “epistemological anarchy.” media companies have developed public good, emphasizing links between civil methods of control that undermine the Too often as scholars we emphasize society, public discourses and deliberation, public’s traditional rights to use, share, “knowledge that” – as philosophers say, public culture and the health of democracy. and reproduce information and ideas. “propositional knowledge,” that which The notion of the public sphere lies at the These technologies, combined with comes to us in the form of sentences or heart of the liberal theory of civil society dramatic consolidation in the media statements generally in books or articles, and is distinguished by an institutional industry and new laws that increase and sometimes in oral or speeches genres setting characterized by openness in its control over intellectual products, like seminars or conference papers. Rarely communication and the production of public threaten to undermine the political do we accent the “knowledge who,” the goods (Calhoun, 2001, 2006). Habermas’s discourse, free speech, and creativity personal contacts that often form friendships (1989) The Structural Transformation of needed for a healthy democracy. (p. I) and provide the collegiality that form the the Public Sphere serves as the point of basis of the academic networks that last a departure for the analysis of the formation In particular, in the open-access legal regime, lifetime, transcending the purely professional of the bourgeois public sphere that depended nobody has the legal right to exclude and exercise a strong and lasting positive upon the principle of universal access to anyone else from using the resource. The influence; a “circle of trust” as Robert De constitute a realm characterized by critical- common-pool resources resemble what Niro’s character explains to Greg Fokker rational debate. economists call public goods. A commons played by Ben Stiller in Jay Roach’s movie analysis is seen as providing the best Meet the Parents. Collegial trust is of an
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The institutionalization of a fully political provide an institutional global matrix for access to knowledge and economical forms public sphere took place first in Britain a confederation of public spaces. The rich of collaboration through file-sharing and during the 18th century and was preceded text, highly interactive, user-generated and the nested convergences in open access, by a literary public culture that revealed socially active Internet (Web 2.0) has seen open archiving and open publishing (open the interiority of the self and emphasized linear models of knowledge production journals systems) that have the potential to a communicative, rational subjectivity giving way to more diffuse open-ended and reconstitute science and education as open that created a new phenomenon of public serendipitous knowledge processes. There and public institutions in the years to come. opinion and the basis for a new liberal have been dramatic changes in creation, constitutional social order. There have production and consumption of scholarly Notes been critiques of Habermas’s conception resources – “creation of new formats made 1 A version of paper was delivered as in terms of marginalized groups excluded possible by digital technologies, ultimately an invited keynote to an international from a universal public sphere (Fraser, allowing scholars to work in deeply symposium on “The Creative 1990) and the way in which Habermas integrated electronic research and publishing University” at “Organization and draws the distinction between public and environments that will enable real-time Newness” Conference , Commission private. Other scholars have sought to dissemination, collaboration, dynamically- Organizational Education , German develop the concept of the public sphere updated content, and usage of new media” Educational Research Association emphasizing its discursive or rhetorical (Brown, Griffiths, Rascoff, & Guthrie, (GERA) in cooperation with Philipps nature (Hauser, 1998). Habermas’s work on 2007, p. 4). “Alternative distribution models University Marburg, February the public sphere was written well before (institutional repositories, preprint servers, 28th & March 1st, 2013 under the the age of the Internet, and some followers open-access journals) have also arisen with title “Radical Openness: Creative have developed his theories within the new the aim to broaden access, reduce costs, and Institutions, Creative Labor and the public space of electronic and social media enable open sharing of content” (p. 4). Logic of Public Organizations in that, unlike traditional industrial one-way Increasingly, portal-based knowledge Cognitive Capitalism.” See the lecture broadcast media, are open, interactive and environments and global science gateways presentation at http://www.youtube. characterized by a plurality of voices and the support collaborative science (Schuchardt com/watch?v=iZ5zb8gyAr4&feature absence of a central control or authority. el al., 2007). Cyber-mashups of very =share&list=PLUI8E0qsJLCAPvvcct6 Against neoliberal theories that seek to large data sets let users explore, analyze Y8Y2Y7h_JYBb2O. I wish to express privatize the public sphere, Hardt and and comprehend the science behind the my thanks to Professor Susanne Weber Negri (2004, 2009), following Michael information being streamed. The new for organizing and inviting me to this Foucault’s (2008) biopolitics, suggested Web 2.0 technologies and development important conference, and to DADD that in the liberal political economy, the of data sharing with cloud computing has for providing funding support. very distinction between public and private revolutionized how researchers from various 2 See, for instance, the collection of spheres is founded upon a concept of private disciplines collaborate over long distances, papers at http://eepat.net/doku. property in an economy of scarcity. With especially in the life sciences, where php?id=the_idea_of_openness (see also the post-modernization of the production interdisciplinary approaches are becoming Peters, 2008b). of knowledge and a shift to the knowledge increasingly powerful as a driver of both economy, Hardt and Negri (2009) saw integration and discovery (with regard 3 “RADICAL OPENNESS” – An open source and open access as encouraging to data access, data quality, identity anthem on the power of ideas created new forms of collaboration that no longer and provenance). by Jason Silva at Therapy Studios hold that economic value is founded upon and presented at TEDGlobal 2012: The economic crisis of Western neoliberal exclusive possession; rather, increasing such blog.ted.com/2012/06/26/exploring capitalism brought about through the Great forms depends upon new collectives based openness-in-radical-video-jason-silva Recession has impacted the nature of public on the logic of networking that has the at-tedglobal2012/. Inspired by the knowledge and education institutions, power to reconstitute the public sphere. ideas of TED, Chris Anderson, Richard privatization education and monopolizing Dawkins, James Gleick, Matt Ridley, The global knowledge economy represents knowledge flows. Education and science Steven Johnson, Kevin Kelly, Ray a set of deep structural transformations in have always been wedded to principles of Kurzweil, Imaginary Foundation and the transition to a networked information free inquiry and to the academic freedoms many others. Special thanks to Bruno economy that has the power to alter not that are necessary to sustain the open Giussani, European Director, TED only modes of economic organization and society and social democracy. The project Conferences. Selected stock footage social practices of knowledge production, for revitalizing and restoring the publicness courtesy of Shutterstock. Still images but also the very fabric of the liberal of science and education is enhanced, provided by The Imaginary Foundation. economy and society. Distributed peer especially in an era of severe budget cuts to Music composed and performed by to-peer knowledge systems rival the public services, through the utilization of Bix Sigurdsson. scope and quality of similar products new platforms of openness based on Web produced by proprietary efforts and 2.0 technologies that promote universal
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4 See Tapscott’s “Big Ideas for Becker, G. S. (1964, 1993). Human capital: Deleuze, G., & Guattari, F. (2004a). Anti 2012: Radical Openness and A theoretical and empirical analysis, oedipus: Capitalism and schizophrenia. Entrepreneurship” at http://video. with special reference to education London, UK: Continuum. foxbusiness.com/v/1340484924001/ (3rd ed.). Chicago, IL: University of Deleuze, G., & Guattari, F. (2004b). A big-ideas-for-2012-radical-openness Chicago Press. thousand plateaus: Capitalism and and-entrepreneurship/; See also The Benkler, Y. (2006). The wealth of networks: schizophrenia. London, UK and New New Rules of Openness by The How social production transforms York, NY: Continuum. Boston Consulting Group, January markets and freedom. Retrieved from 2011 at http://www.libertyglobal.com/ Feyerabend, P. (1993). Against method: http://www.benkler.org/Benkler_ PDF/public-policy/New-Rules-of Outline of an anarchistic theory Wealth_Of_Networks_Chapter_3.pdf Openness.pdf. of knowledge (3rd ed.). London, Berge, E., & van Laerhoven, F. (2011, UK: Verso. 5 See Tim Leberecht’s i7 Summit 2011 August). Editorial: Governing the “Radical Openness Workshop” Florida, R. (2002). The rise of the creative Commons for two decades: A complex at http://www.youtube.com/ class. New York, NY: Basic Books. story. International Journal of the watch?v=mnSEBK5ExNk. Commons, 5(2). Retrieved from http:// Foucault, M. (2008). The birth of 6 In this section, I draw selectively on www.thecommonsjournal.org/index. biopolitics: Lectures at the Collège my “‘Knowledge Economy,’ Economic php/ijc/article/view/325/232 de France, 1978-1979. London, UK: Crisis & Cognitive Capitalism: Public Palgrave Macmillan. Bovaird, T., & Loeffler, E. (2010). User Education and the Promise of Open and community co-production of Fraser, N. (1990). Rethinking the public Science” chapter (Peters, 2011). public services and public policies sphere: A contribution to the critique 7 For work on the knowledge economy through collective decision-making: of actually existing democracy. Social and its different modes, see Peters and The role of emerging technologies. Text, 25(26), 56–80. Besley (2006), Peters (2007), Peters, In T. Brandsen, & M. Holzer (Eds.), Habermas, J. (1989). The structural Marginson and Murphy (2009), The future of governance: Selected transformation of the public sphere: Marginson, Murphy and Peters (2009), papers from the Fifth Transatlantic An inquiry into a category of bourgeois Murphy, Peters and Marginson (2010), Dialog on Public Administration society (T. Burger, Trans.). Cambridge, Araya and Peters (2010). (pp. 211-232). Newark, NJ: National MA: MIT Press. (Original work Center for Public Performance. 8 On the theory of the commons, see the published 1962) International Journal of the Commons Bovaird, T., & Loeffler, E. (2012). From Hardt, M., & Negri, A. (2000). Empire. (http://www.thecommonsjournal.org/) engagement to co-production: How Cambridge, MA: Harvard University especially van Laerhoven & Ostrom users and communities contribute to Press. (2007) and Berge & van Laerhoven public services. In T. Brandsen, & V. (2011). See also http://dlc.dlib. Pestoff (Eds.), New public governance, Hardt, M., & Negri, A. (2004). Multitude: indiana.edu/cpr/index.php for the third sector and co-production (pp. War and democracy in the age of The Comprehensive Bibliography 35-60). London, UK: Routledge. empire. New York, NY: Penguin Press. of the Commons. Brown, L., Griffiths, R., Rascoff, M., Hardt, M., & Negri, A. (2009). & Guthrie, K. (2007). University Commonwealth. Cambridge, MA: References publishing in a digital age. Retrieved Belknap Press of Harvard University Alford, J. (2007). Engaging public from http://www.ithaka.org/ithaka-s-r/ Press. Harvard Business Review. (2012, sector clients: from service delivery strategyold/Ithaka%20University%20 January 1). Summary of “Case study: to co-production. Houndmills, Publishing%20Report.pdf Succeeding through radical openness” Basingstoke: Palgrave Macmillan. by D. Tapscott. Harvard Business Calhoun, C. (2001). Civil society/public Review, 1-5. Andersen, R. (2012, April 12). A Timothy sphere: History of the concept(s). In Leary for the viral video age. The N. J. Smelser, & P. B. Baltes (Eds.), Hauser, G. (1998). Vernacular dialogue Atlantic. Retrieved from http:// International encyclopedia of the social and the rhetoricality of public opinion. www.theatlantic.com/technology/ and behavioral sciences (pp. 1897– Communication Monographs, 65(2), archive/2012/04/a-timothy-leary-for-the 1903). Amsterdam: Elsevier. 83–107. viral-video-age/255691/ Calhoun, C. (2006). The university and the Hearn, G., & Rooney, D. (Eds.). (2008). Araya, D., & Peters, M. A. (Eds.). (2010). public good. Thesis Eleven, 84, 7–43. Knowledge policy: Challenges for Education in the creative economy. the 21st century. Cheltenham, UK: Coleman, D. C. (Ed.). (1969). Revisions in New York, NY: Peter Lang. Edward Elgar. mercantilism. London, UK: Methuen Young Books.
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 40 hooks, b. (2003). Teaching community: Peters, M. A. (2009a). Personalization, Pink, D. (2006) A whole new mind: Why A pedagogy of hope. London, personalized learning and the reform right-brainers will rule the future. New UK: Routledge. of social policy: The prospect of York, NY: Penguin. molecular governance in the digitized Kranich, N. (2004). The information Schuchardt, K., Pancerella, C., Rahn, L., society. Policy Futures in Education, commons: A public policy report. Didier, B., Kodeboyina, D., Leahy, 7(6), 615-627. Retrieved from www.fepproject.org/ D., Myers, J. D., Oluwole, O. O., policyreports/InformationCommons.pdf Peters, M. A. (2009b). Open education Pitz, W., Ruscic, B., Song, J., von and the open science economy. In T. Laszewski, G., & Yang, C. (2007). Lanzetta, B. (2001). The other side of Popkewitz, & F. Rizvi (Eds.), Yearbook Portal-based knowledge environment nothingness: Toward a theology of of the National Society for the Study for collaborative science. Concurrency radical openness. Albany, NY: State of Education, volume 108, issue 2 (pp. Computation Practice and Experience, University of New York. 203-225). Oxford, UK:Wiley-Blackwell. 19(12), 1703-1716. Marginson, S., Murphy, P., & Peters, M. Peters, M. A. (2010a). Three forms of Stephens, L., Ryan-Collins, J., & Boyle, A. (2010). Global creation: Space, the knowledge economy: Learning, D. (2008, July 16). Co-production. connection and synchrony in the age creativity and openness, British Journal Retrieved from http://www. of the knowledge economy. New York, of Educational Studies, 58(1), 67-88. neweconomics.org/publications/ NY: Peter Lang. entry/co-production Peters, M. A. (2010b). Knowledge economy Miller, J. C. (1988). Way of death: Merchant and scientific communication: Emerging TEDGlobal. (2012). TEDGlobal 2012 capitalism and the Angolan slave paradigms of ‘open knowledge radical openness program. Retrieved trade. Madison, WI: The University of production’ and ‘open education.’ from http://www.ted.com/tedx/ Wisconsin Press. In M. Simons, M. Olssen, & M. A. events/6018 Murphy, P., Peters, M. A., & Marginson, S. Peters (Eds.), Re-reading education Vaidhyanathan, S. (2012). The googlization (2010). Imagination: Three models of policies: A handbook studying the of everything: (And why we should imagination in the age of the knowledge policy agenda of the twenty-first worry). Berkeley, CA: University of economy. New York, NY: Peter Lang. century (pp. 293-318). Rotterdam, California Press. The Netherlands: Sense Publishers. New Economics Foundation. (2008). van Laerhoven, F., & Ostrom, E. (2007, Co-production: A manifesto for Peters, M. A. (2010c). The idea of openness. October). Traditions and trends growing the core economy. Retrieved In M. Peters, P. Ghiraldelli, B. Žarnic’, in the study of the commons. from http://www.stockport.gov. & A. Gibbons (Eds.), Encyclopaedia International Journal of the Commons, uk/2013/2996/41105/nefcoproduction of educational philosophy and 1(1). Retrieved from http://www. theory. Retrieved from Organization for Economic Cooperation thecommonsjournal.org/index.php/ijc/ http://eepat.net/doku.php and Development (OECD). (1996). article/view/76/7 The knowledge-based economy. Paris, Peters, M. A. (2011). ‘Knowledge economy,’ World Bank. (1999). Knowledge for France: OECD. economic crisis and cognitive development. Washington, DC: capitalism: Public education and the Peters, M. A. (2007). Knowledge economy, World Bank. promise of open science. In D. R. development and the future of Cole (Ed.), Surviving economic crises higher education. Rotterdam, The through education (pp. 21-44). New Netherlands: Sense Publishers. York, NY: Peter Lang. Peters, M. A. (2008a). The history and Peters, M. A., & Besley, T. (2006). Building emergent paradigm of open education. knowledge cultures: Education and In M. A. Peters, & Britez, R. G. (Eds.), development in the age of knowledge Open education and education for capitalism. Lanham, MD: Rowman openness (pp. 3-16). Rotterdam, The & Littlefield. Netherlands: Sense Publishers. Peters, M. A., Marginson, S., & Murphy, Peters, M. A. (2008b). Education and the P. (2009). Creativity and the global knowledge economy. In G. Hearn, & knowledge economy. New York, NY: D. Rooney (Eds.), Knowledge policy: Peter Lang. Challenges for the 21st century (pp. 27-44). London, UK: Edward Elgar. Peters, M. A., & Roberts, P. (2011). The virtues of openness: Education, science and scholarship in a digital age. Boulder, CO: Paradigm Publishers.
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Poetry
Barbara Tramonte, School for Graduate Studies
I live in Ernest How I approach inner peace The Colony
First, a moveable feast I read shambala Tumbling out of the dry expanse Lost in Paris I unk finala Of some machine Olives, goujon, crusty bread. I am criminal-a Capturing errant weeds and flowers Then the manuscript I robbed a store. In the East Village Terse, filled with meaning I look back wary In Soho Sentences taut I ate octopus On the West Side Highway like lariat tails I ate matzoh Where my poems used to rattle Leave people behind I saw the Streits But now compete with upper class people with trace marks I am kombucha Conquering the hinterlands on a fence. In boiling waters Colonizing the West Side Highway I live in Ernest. On Cambodia’s rivers Making the meat-packing district theirs Rifle to my head or heart With broad brimmed pilots Beyond the veal of what they need to see Good stiff drink Disneyland? All is Abercrombie and Fitch and morning air. I see. Even on Little West 12th Street I live in alleys You see. on mountain tops I see you as someone else Take your crew cut for a walk and ski And you see I am slowly walking By the boondocks darling with the vigor of a body double. Through your town for peaches, shawl There exists no longer any seed Oysters slide down fringe Or seediness a welcome throat Ball skip haunches Only lithe bodies Flowers smell fleeting Small bone Crossing wide avenues Time is short and Strain And looking so gorgeous Sweet as a whiff Balloon and madness On the streets in an orangerie. Zocalo brim set Of my city. I live tapping code Candle mescal beans. from a cave Alive Here Waiting. I live in Ernest.
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Does the Library Work With my Mobile Device? The Empire State College Library Mobile Inventory Project
Heather Shalhoub, Empire State College Library
bout 15 months ago, questions it to my repository. Fortunately, we have from online library users, both numerous databases that come from the A faculty and students, started to same vendors, for example EBSCOHost and come in more frequently in regard to using Proquest, so the information for one was library resources with mobile devices. A the same information for the majority of the resource that compiled the answers to this resources from that vendor. question was necessary. We needed to gather Once the information for all of the library
information from library resource vendors sawicki studios
resources was gathered, I started testing : including directions for use, links to mobile them on our mobile devices. The iPad was information and compatibility, as well as the easiest to use with library resources, support information for various mobile though the Kindle and Kindle Fire also devices. In order to fully address these photo credit were easy to use. There were technical questions, the library created the Mobile complications with the Motorola Xoom that Heather Shalhoub Inventory Project. knocked it out of the running before I could The decision needed to be made as to get any testing done. resources on your device. Support links for whether this would be an internal or mobile devices also are included, since the I then collaborated with Katherine Watson, external resource. We opted for external library does not have access to all of these lead Web designer, from the Office of since users should be able to access this devices and cannot technically support them. Integrated Technologies. We met to figure information at all times, even when the This way, the information is there for users out the design and layout needs for the Web library is not open for our Ask-a-Librarian to consult or contact for more technical page I was going to create. After getting a service. The goal was to create a Web page support for their device. refresher course on my TERMINALFOUR where users could educate themselves on (“t4”) Site Manager training and deciding The last page is an alphabetical list of all using the devices with the online library. how best to organize the information I had library resources that work on a mobile Library articles and e-books could be read gathered, I started to build the Web page. device. This page includes information for on the train to work or sitting outside on each resource and whether it works in a a lunch break, not just sitting in front of a The Mobile Inventory Web page is mobile device Web browser, if you can view computer or with a stack of printed articles. comprised of a landing page with three articles on your mobile device, if articles informational pages in the menu. One page I was tasked with this project. First, I armed can be downloaded and transferred to your has information on available apps for library myself with the library’s test gadgets, which mobile device, and if an app is available for resources. Empire State College users need included an iPad, a Motorola Xoom, a download. Links for library resource vendor to log in/authenticate in order to access Kindle and a Kindle Fire and started to help and support information also are library resources. Following the instructions do research. Then, I checked other college included here. listed will get this done with little technical and university libraries to determine what difficulty. I tested these steps to make sure Once the page was built, the big decision they offer users. At that time I started this they were workable for all levels of Empire was what to name it and where to place it project, most academic libraries had a State College users, since I did not want to on the library website. The librarians – Sara mobile website but did not address how link to something that would cause more Hull, Dana Longley, Sarah Morehouse, online library resources work with mobile frustration than benefits. Suzanne Hayes and I – worked together and devices. Instead, this was an answer more came up with the title, “Using the Library common to public library websites. The next page contains tips and support with Mobile Devices.” Right now, this page information for using mobile devices. Since I was starting from scratch, I is listed under the Services tab on the library Tips include information about file types commenced with data collection. I gathered home page and also is linked to many of our and how to transfer PDF files from your instructions and links to mobile device library subject guides. computer to your mobile device, which information from each library resource is the recommended way to read library vendor. If anything was available, I added
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The page went live in September 2012 and pages, as well as the Academic Technologies a Prezi at http://prezi.com/user/HeatherESC/ has been updated on a regular basis. It has blog. Hopefully with continued use and user or as slides at http://www.slideshare.net/ been well received by users and librarians discovery, the page will get more attention heatheresclibrarian/does-the-library-work needing to answer the questions about and traffic. Another option is moving it to with-my-mobile-device. mobile device compatibility from users. another spot on the library website. If you have any responses to the Web page The page is getting traffic, though most In June 2013, I made a presentation or ideas about where it should be placed, traffic comes from librarian referrals during on this project at the SUNY Librarians we would welcome your suggestions. Please reference interactions. You can view the Association annual conference, “Opening feel free to contact me with any questions or page at www.esc.edu/library-mobile. Minds, Inspiring Tomorrow,” and it was feedback at [email protected]. The challenge with the Web page has been well received. A few SUNY librarians are getting users to find it. I submitted an article taking this information and Web page to The Student Connection newsletter and back to their systems librarians and Web published an announcement about the page managers to add something similar to their on the library’s blog, Twitter and Facebook websites. This presentation can be viewed as
“If the purposeful act be in reality the typical unit of the worthy life, then it follows that to base education on purposeful acts is exactly to identify the process of education with worthy living itself.”
– William H. Kilpatrick, The Project Method Teacher’s College Record, 19(3), 1918
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Toward an Understanding of Mentoring as Emotional Labor
Nadine V. Wedderburn, Northeast Center
uch has been written about Dimensions of Emotional Labor emotional labor since Arlie M Hochschild coined the term Newman, Guy and Mastracci (2009) in her 1983 book, The Managed Heart: proposed 16 dimensions of emotional labor Commercialization of Human Feeling. that further elucidate the concept. These Grandey, Diefendorff and Rupp (2012) dimensions are summarized as follows: noted that since Hochschild’s 1983 1. verbal judo – “tough talk” banter exposition, approximately 10,000 articles 2. caritas – the caring function in weinstein have been published on topics surrounding human services - emotional labor (p. 4). The authors stated 3. game face – used to signify toughness adamo that over half of these articles have been 4. compassion fatigue –burnout resulting ’ published since 2006, which demonstrates from too much caritas lisa d a surge of interest in the topic in recent 5. emotion management – the worker’s job : years. Notably, emotional labor has become to elicit a desired emotional response central to discourses in such fields as (from the client/customer/citizen) nursing, law, sociology and business where 6. professional face – the “status shield” photo credit researchers consistently seek to understand that workers don to distance themselves Nadine V. Wedderburn how individuals and groups negotiate emotionally from the interaction relationships for mutual gains. This essay 7. emotional chameleon – the ability These aspects of emotional labor may be is an attempt to add to these discussions to switch expressions of emotions experienced or seen in action at varying a perspective of mentoring as emotional on and off levels as workers carry out their duties. To labor – as carried out by mentors at SUNY 8. spider sense – the ability to intuit the facilitate analysis, each of these dimensions Empire State College. other’s emotional state has been classified under one of the 9. rapport – the ability to establish a deep three focal categories stated earlier. The Emotional Labor understanding and communication with classification is shown in the table that I the other To Hochschild, emotional labor is work developed (see next page). done for a wage where the worker 10. emotional suppression – disregarding one’s own feelings manipulates feelings “to create a publicly Mentoring – The Occupation observable facial and bodily display … 11. emotional mirror – the ability to reflect [and it] has exchange value.” (1983, p. 7). and adopt the emotions of the other The role of “mentor” at Empire State Grandey, Diefendorff and Ruup (2012) 12. emotional armor – the ability to College is arguably a complex one to grasp. submitted that the interdisciplinary evolution gird oneself against one’s own In a Center for Mentoring and Learning of emotional labor has necessitated a emotional response Sustainability of Mentoring workshop trifocal lens to clearly understand emotional 13. emotional equilibrium – maintaining a held at the Northeast Center in June 2013, labor. The authors contend that emotional balance between extremes of emotions mentors used terms such as “listening,” labor is a convergence of three factors: 14. emotional anesthesia – the lack of “valuing,” “guiding,” “facilitating” and “occupational requirements,” “emotional any emotional response; may occur “enabling” to describe the work that displays” and “intrapsychic processes” after prolonged exposure to extreme they do. More detailed reflections from (p. 5). These factors reflect Hochschild’s emotional stimuli participants included: 1. Helping students original consideration of emotional labor 15. emotional engagement – the ability to think critically about their place in the world as part-job requirement, part-exhibit and connect with the other and empathize and how a degree can help them; 2. Helping part-performance. In other words, workers 16. emotional mask – when workers students achieve academic success, achieve carrying out emotional labor skillfully convincingly suppress their own their goals; and 3. Convincing a student that demonstrate the ability to discern and emotions in order to act as if they she or he knows more than she or he thinks. feel a contradictory emotion, or no influence the emotions of others while These phrases may be summed up emotion (p. 7) managing their own, in order to achieve a in Mandell and Herman’s (2010) given task. conceptualization of mentoring as:
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Occupational Requirements Emotional Displays Intrapsychic Processes and require a delicate balance between real empathy and a certain distance, Caritas verbal judo compassion fatigue it can be a challenge to find the right emotion management game face emotional chameleon approach for each student while maintaining an appropriate professional spider sense professional face emotional suppression detachment at all times (much like a rapport emotional equilibrium emotional armor counselor or therapist). In fact, since mentoring involves a certain amount of emotional mirror emotional anaesthesia both academic, and at times, informal emotional engagement emotional mask personal ‘counseling,’ an intuitive feel for understanding and adapting to every professor, every teacher tries were received. Granted that this moderate divergent student perspectives/needs is to work with students by attending response rate (43 percent) somewhat limits critical in a mentor … to their individual learning, interests, the generalizability of the findings to ESC I certainly think that emotional backgrounds and questions. We help mentors at large, the results are nonetheless intelligence is helpful to the mentoring our students plan their curricula and noteworthy. process. Yes, my students are sometimes we do individual tutorials with them For the purpose of this essay, I exclusively depressed, or anxious, or in grief, or on topics that they have identified as examine mentoring against the backdrop of experiencing serious challenges in their necessary for their degrees. We also help the occupational requirement dimensions life. Sometimes I sense that they have them find resources and other mentors. of emotional labor. Following are the a problem with alcohol, or that there We listen to them and counsel them results from the survey that reflect mentors’ are underlying social or emotional about how to bring their experiences opinions. Direct quotes from mentors that issues that affect their educational into their studies and as they explore, relate to each dimension also are presented. experiences. I do my best, in that case, how education can improve their lives. to reach out as appropriate within the (para. 1) Emotion management – 41.7 percent of role of an academic mentor. I am not, survey respondents agree overall that Evidently, mentoring at ESC is both however, a counselor and am very clear mentoring requires an ability to elicit desired rational and relational. Indeed, the role of with myself on that boundary. I refer emotional responses from students (22.6 the mentor was imagined to be distinctive my students to the appropriate services percent neutral). from the beginning of the college when when I sense that they have a need that its founders felt that the occupation was If ‘emotional’ refers to relating to exceeds the normal range of mentoring to “‘signify the special kind of quality people on more than a cognitive support. of an Empire State faculty member in a level, I’d argue that it is at the heart Rapport – 91.9 percent of survey special kind of relationship’ with students” of our work. Part of mentoring is the respondents agree overall that mentoring (Bonnabeau, 1996, p. 26). As Arthur recognition (or it seems to me) that one requires an ability to establish a deep Chickering put it, is dealing with a whole person, and understanding and communication with recognizes the emotional state of the we wanted a person who was very students. learner and mentor. If ‘emotional labor’ good at listening, who would be skillful refers to an effort to create a particular Mentoring is connecting to the student in helping people clarify the purposes ‘emotional’ response from our students, and understanding their motivations for for their degree programs and their I am less inclined to see my work that learning. contracts….they had to have a flexible way, except in so far as I see one of response to students with very diverse I believe it is important to make a our tasks is to offer students a safe and backgrounds. That was important. (as sincere attempt to make an emotional comfortable setting in which to talk cited in Bonnabeau, 1996, p. 27) connection with students. I don’t think about their ideas, their feelings about it has to be deep but it must be genuine. their learning and their overall sense of Current Research By that I mean that it is important to themselves as learners. care that the student learn and want In order to capture Empire State College’s Spider sense – 65.9 percent of survey to find a way to help a student who is mentors’ insights into their work as respondents agree overall that mentoring trying unsuccessfully to learn. emotional labor, I designed and distributed requires an ability to intuitively know a survey collegewide to about 200 mentors. The emotional work that I see as most students’ emotional state. Survey participants were asked to offer central is that of figuring out how to open-ended responses as well as structured Since relationships with our mentees connect with a wide variety of students. responses using a 16-part question that ‘run deeper’ than in traditional Somehow I have to connect with them operationalized the dimensions of emotional academic settings (as we have a if I am really to be of any use to them. labor. Eighty-six (86) completed surveys personal investment in their success),
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Emotional mirror – 50.6 percent of survey note that carrying out these tasks, albeit emotive skills. Among these skills are: the respondents disagree overall that mentoring necessary, is demanding. The following ability to establish sincere, meaningful requires an ability to reflect and adopt the comments echo this tension: connections with students; and to effectively emotions of students. balance cognitive and emotional capacities One needs to keep one’s own while facilitating learning. Although giving I try not to get too ‘emotional’ with responses under control at times attention to emotions and feelings may be students although I definitely become and elicit intellectual, not emotional, viewed by some as inappropriate, intrusive invested emotionally in their success responses from students. Mentoring and unprofessional in the workplace, the at ESC. I try to give them good advice is not psychological counseling results of the study show that doing so about course work and course loads but encouraging students in their is required and somewhat unavoidable if and hope they will take that advice, but intellectual endeavors – keeping a mentoring, as promoted and practiced by when they do not, I try to let it go. boundary that is consistent and clear – many at ESC, is to continue meritoriously. and not easy to do all the time. Interpersonal communication in any professional setting requires that I find that negotiating boundaries Note we control our emotions and act with students is emotion work. More This essay is part of a project that I am professionally – I don’t see mentoring specifically, I manage my emotions and doing as a participant in the 2013-2014 as special in that regard. I am not the students’ when trying to balance Institute on Mentoring, Teaching and a therapist nor counselor and I do out how much support and assistance I Learning. In future works, I explore not attempt to engage my students must give while encouraging students to mentoring in terms of the other two factors on that level – nor do I think any be independent learners. of emotional labor – emotional displays mentor should! It’s not very easy for me to separate the and intrapsychic processes – to further Emotional engagement – 98.8 percent emotional from the cognitive. Possibly understand these effects from organizational of survey respondents agree overall that they are intrinsically overlapping and individual perspectives. It is worthwhile mentoring requires an ability to connect and aspects of the same experience. I have to examine how mentoring, integral to the empathize with students. learned in my now very long experience organizational bedrock of Empire State as a mentor that the emotional aspect College, is being experienced as emotional The key skill is empathetic listening of working with students is deeply labor; juxtaposed with enduring discussions and enabling students to identify the valuable. The reason is that emotions on sustaining the practice of mentoring. outcomes they desire. are a way we know (if not altogether Connection and empathy are key here, reliably) what we value. By ‘we’ I References at least at first, when the student is new mean mentors and students. One of Bonnabeau, R. F. (1996). The promise to the college/center/program. the delights, albeit difficult, of the continues: Empire State College, the appropriate intimacy of the mentor- Meaningful mentoring requires first twenty-five years. Virginia Beach, student relationship is that we get to compassion and empathy. VA: The Donning Company/Publishers. engage in learning that our students Obviously, the job can be done without care about and will do so well after a Grandey, A. A., Diefendorff, J. M., & Rupp, much empathy, but empathy makes term ends and a degree is completed. D. E. (Eds.). (2012). Emotional labor in you do a better job of virtually To me, that is a wonder and a joy – and the 21st century: Diverse perspectives everything in life. one of the things I ‘value’ about my job on emotion regulation at work. New is that I get to experience those states York, NY: Routledge. Conclusion of mind, both in their cognitive and in Hochschild, A. R. (1983). The managed their emotional aspects. Based on these results, it is apparent that heart: Commercialization of human ESC mentors perceive their work strongly When one considers that labor/work is feeling. Los Angeles, CA: University of in terms of rapport and engagement, strictly defined as energy used to bring California Press. i.e., making meaningful connections about movement/activity, it should be Mandell, A., & Herman, L. (2010, January). with students, all the while establishing concerning that emotional labor constitutes Imagining mentoring. SGI Quarterly. and observing boundaries between the a significant part of what mentors at Retrieved from: http://www.sgiquarterly. cognitive and emotional aspects of their Empire State College do every day to org/feature2010jan-2.html work. Mentors express that having the transform students’ lives. Whereas, there ability to reflect, adopt and elicit students’ are no explicit requirements for a mentor to Newman, M., Guy, M. E., Mastracci, S. H. emotions are not as important as effectively possess specific emotional competencies to (2009). Beyond cognition: Affective connecting, communicating and empathizing be hired, the preceding discussion illustrates leadership and emotional labor. Public with students. Additionally, mentors that the role of the mentor utilizes nuanced Administration Review, 69(1), 6-20.
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 Creating the Light Amy Ruth Tobol, Long Island Center
have been fascinated by fabric since I was a child, collecting odd scraps for a secret collection tucked under my bed. I leaned toward glam and I glitter – lots of sequined cloth, lace, tulle, shiny and furry fabrics that fueled my fantasies of being a rock star or ballerina. Sometimes I tried sewing, but inevitably, my creations fell apart.
I grew up to become an attorney trained in the art of language. Words were my medium. By the time I came to Empire State College, I had taken some weaving and quilting classes but creating art was not part of my life. I lived, breathed, ate words. But words no longer served me quite the same way after September 11, 2001. September 11 propelled me to return to my love of fabric and, in the summer of 2002, I took a fiber arts workshop at the Penland School of Crafts. Since then, I have been exploring how creating art extends my ability to share what I think and feel. My first completed piece, Carpe Diem (see fifth image), reflects how I could connect to others through the art creation process.
This piece represents the variety of techniques I learned that summer: dying fabric, using a sewing machine, surface design techniques and the power of stitches. As I worked on this piece, visitors to our class would share their 9/11 stories when I explained what I was creating. In a real way, creating and sharing this piece taught me about the tremors of emotion that spread throughout our country and beyond. I used blue commercial and hand-dyed fabrics because that day was so brilliantly blue. I left the edges raw and raveling to reflect my rawness and unraveled sense of safety and self. I used children’s rubber alphabet stamps for the text included in the piece. I used black
Series on Black II – 2012 stitches to secure the pieces of the 12” x 8 ¼”, painted cotton fabric, polyester organza, copper, wire mesh, hand and machine poem to the fabric. They were stitched. Photo by Carolyn Nelson intended to mimic surgery stitches, From previous page a necessary part of healing really Series on Black I – 2012 bad wounds. 12” x 9 ½”, commercial fabric (cotton cloth, polyester organza), burnt cotton batting, copper, free motion and hand stitched, metal beads. Photo by Carolyn Nelson Stanley Stories II – 2012 Stanley Stories I – 2012 12 ½” x 13”, rusted shirting, resist bleached commercial fabric, 8 ½” x 9”, shirting, polyester organza, copper, hand and copper, hardware, machine and hand stitched. machine stitched. Photo by Carolyn Nelson Photo by Carolyn Nelson
My later experiments with fabric and sewn together. All of these pieces The Stanley Stories series is part of reflect an interest in incorporating were backed on black commercial a developing series using my father’s other odds and ends of materials with fabric, and photographed so that it shirts and ties. My father, Stanley, cloth. The two series of pieces in this appears that the embellished fronts passed in 2010. He was a salesman, portfolio, Stanley Stories and Series are emerging from darkness. What a tinkerer, a handyman, a sculptor, a on Black illustrate the integration of I create and how I understand my writer. His workshop downstairs in various forms of copper, hardware, process is similar – what comes out my parents’ home is filled with used screening, buttons and brads with of my hands seems to emerge from jars containing all manner of strange hand-dyed and commercial fabric. some deep, dark area inside of me. metal, wood and plastic items. They These pieces are quilted – the top The contrast of the hard metals, soft find their way into the two pieces is embellished with various items, metals, stiff and flexible fabric, makes highlighted here. batting is then sandwiched in between sense to me. Aren’t we all just a mess the top and a solid piece of fabric of contradictions? Carpe Diem is the only piece I have publicly exhibited. Until now, my work has been very private and intimate. Sharing my work is about sharing parts of myself, and locating those bright points of connection with others in an increasingly dark world.
The poem in the piece is titled “Carpe Diem” and was written by my niece, Sarah Annese, when she was 16 years old after the death of her best friend.
Carpe Diem Talk to your brother Write to your aunt Cuz you never know what will happen Could be two minutes and they’re gone.
Hang out with your friends Make your mother proud Cuz you don’t know when Their time could roll around.
Joke around with your uncle Mow lawns with your dad Cuz when that time comes Carpe Diem – 2012 You can’t imagine how sad. 39” x 29 ½”, commercial, hand dyed and stamped fabric (cotton, linen, silk organza), embroidery stitching. So love that special person Photo by Etan Ben-Ami Invest in them all your trust Cuz someday it could happen When they’re lost in the dust. 51
Using Open Resources to Your Advantage: How to Effectively Incorporate OERs into College Assignments
Rhianna C. Rogers, Niagara Frontier Center
Introduction few examples for how to: 1) use and reuse existing OERs, 2) effectively implement There is much discussion about open them into current teaching models and 3) educational resources (OERs) in current assess their effectiveness and sustainability scholarship. Conferences, workshops, in course assignments. While it is too much articles, Twitter feeds, blogs and on and to hope that all of those reading these words offline debates have emerged across the will embrace the OER phenomenon, it is academic community, both supporting my hope that the reader will recognize the and contending their use. With the drastic usefulness of these resources in our modern increase in scholarly dialogue on this topic, academic community and see their viability there is no question that OERs have had in our progressively globalized and digital an influence on modern academics and college environment. 1 the resources we use. But why are there Rhianna C. Rogers so many faculty members still reluctant to What are OERs? implement them in their own work? he term OER, like any theoretically- Resources that support teachers-tools We know from tentative data collections based subject, has many definitions for teachers and support materials to that many faculty members are concerned and is always changing as new T enable them to create, adapt, and use about (and may even fear) implementing research and platforms emerge. OER OER, as well as training materials for OERs due to concerns over copyright was originally “adopted at a UNESCO teachings and other teaching tools and licensing, quality, sustainability, and meeting in 2002 (co-sponsored by the lack of support and funding from deans Hewlett Foundation) to refer to the open • Resources to assure the quality of and administrators in their respective provision of educational resources, enabled education and educational practices. institutions (Anyangwe, 2011; Richter & by information and communication (World Interest section, para. 3) Ehlers, 2010; D’Antoni, 2008; Downes, technologies, for consultation, use and This is consistent with the Hewlett 2007; Hylén, 2006; Creelman, 2012). adaptation by a community of users for Foundation (2007) definition, which We also know there is growing concern non-commercial purposes” (D’Antoni, defines OERs as: about the perceived workload constraints 2008, p. 7). In essence, UNESCO defined around the use, development and OERs as educational, publically accessible teaching, learning, and research implementation of OERs and how these resources that can be used within nonprofit resources that reside in the public resources may move academia even further educational settings. As we know, many domain or have been released under away from traditional brick-and-mortar for-profit companies have joined the OER an intellectual property license that classroom teaching (Stacey, 2012). In light movement (e.g., Moodle), which has led permits their free use or re-purposing of so many uncertainties, how do we, as to the modification of this definition. As by others. Open educational resources faculty, successfully and effectively use of yet, there seems to be no consensus for include full courses, course materials, OERs to enhance our courses without a universal OER definition, yet scholars modules, textbooks, streaming videos, undermining our own teaching styles and have agreed that there are some general tests, software, and any other tools, academic expertise? tenets associated with this movement. As materials, or techniques used to support The easiest answer is through our own Johnstone (2005) stated: access to knowledge. (p. 4) OER vetting processes and assessment By 2004 OER was defined to include: Although all of these definitions are valid in techniques; however, there are many tools, their own right, OERs can be best defined as • Learning resources-courseware, content blogs and articles out there that can help us education tools that have quality academic modules, learning objects, learner- through this evaluative process. My hope, and/or professional content, which may be support and assessment tools, online in this essay, is to contribute to this ongoing located online or offline, are free or fee- learning communities discussion by providing readers with a based, and are usable and reusable. They
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 52 can be shared, come in many different information was taken from the Internet and How Academics are Already languages and should be widely accessible global resources, they often lacked a frame Using OERs by broad audiences. of reference for determining the quality of information accessed and its original Some of the most common questions I Why Do Academics Say They Don’t academic purpose. Thus, it appears the get from colleagues include “Are OERs Use OERs? largest factor preventing the use of OERs just another fad in academia?” “Are they is fear. Academics are happy to share their really helpful?” and “Will OERs prevent Over the past three years, I have been information in the form of publications and me from teaching with my own expertise?” very involved in the OER movement presentations, but fear the implementation I would argue that the answer is “no” and although I have found many people and use of potentially unvetted resources to all three. Although the term OER is interested in their use, very few of my they find on and offline (D’Antoni, 2008). new, scholars have been using and sharing colleagues have incorporated them into their How do we move past these fears? Paul educational resources for a long time. day-to-day mentoring work. So, why are Stacey (2012) offered some convincing As academics, we have been trained to faculty so reluctant to incorporate OERs? benefits of using OERs, which I have vet information, based on our particular In a survey conducted by Hylén (2006), he included below: school of thought, academic training and recounted that: educational philosophies while, at the OERs: When [193 survey respondents from same time, presenting said information to 49 different countries across the world • increase access to education a potentially less informed audience (i.e., were] asked to value nine possible • provide students with an opportunity to students). Keeping this frame in mind, barriers for involving other colleagues assess and plan their education choices vetting OERs is then no different than vetting a printed text or resource. We tend [in OER usage], the most significant • showcase an institution’s intellectual to forget that our indoctrination into higher barriers were said to be lack of time, outputs, promote its profile, and attract education required us to adopt, assimilate, followed by the lack of a reward system students to encourage staff members to devote reuse and modify scholarship and our own • convert students exploring options into time and energy to producing open course readings from our college experiences fee paying enrollments content, and lack of skills. The lack and adapt them to our personal teaching of a business model for open content • accelerate learning by providing tool kits (e.g., the reuse of worksheets, initiatives was also perceived as an educational resources for just-in-time, lectures, videos, documentaries, movies from important factor with negative impact. direct, informal use by both students previous classes into other course offerings). The least significant barriers were said and self-directed learners I can remember a number of instances to be lack of access to computers and • add value to knowledge production where my graduate school professors gave me sample assignments, presentations, other kinds of hardware, and lack of • reduce faculty preparation time software. (Users and Producers of OER teaching strategies and PowerPoint slides • generate cost savings – (this case has section, para. 9) to use, reuse, modify and adopt in my been particularly substantiated for open courses. In my view, the digital age and To sum up, the typical OER user seems textbooks) modern technology have just expanded to be a well-educated self-learner, likely • enhance quality on this trend by providing us with us with to live in North America, or a faculty • generate innovation through access to globalized digitized and non-digital member … working with some support collaboration. (para. 10) resources, (e.g., library digital and non- from the institution management. Most digital collections, academic repositories, of them also seem to be involved in This is not to say that these fears are YouTube and Vimeo videos and free and the exchange of resources with other unwarranted. I too believe that if the OER fee-based academic software). Thus, I would institutions. (Users and Producers of movement is to take hold globally, that a argue, as others in the OER movement OER section, para. 11) more standardized quality assurance model already have, that most of us are already must be created to ensure the academic Scholars Alastair Creelman (2012) and engaged in the OER movement. To clarify integrity of the resources used in college Eliza Anyangwe (2011) have expanded on this point, I would like to use the iceberg settings. Some institutions and organizations these concerns by stating that academics analogy presented in White & Manton’s are already working toward developing their also fear perceived increases in workload 2011 report for The University of Oxford own quality assurance models and rubrics requirements, issues with sustainability, (see Figure 1, next page). This report uses an (e.g., MIT and Achieve.org). Yet despite the exclusion of OER work in tenure and iceberg analogy of visible and invisible use these perceived issues, I believe the positive reappointment reviews, and a potential of OERs to describe the visible and invisible impacts of OERs outweigh the negatives. breaking away from academic tradition use of OERs in academia. We can truly see this when discussing how (i.e., my course and class should contain my academics are currently using OERs. Thus, while many scholars consider the use materials). Some respondents felt that when of OERs as a new phenomenon, I would argue that the majority of us have been
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 53 using open educational resources all along. com/freeonlinecourses) to keep up Lewis of St. Martin’s University. Once However, we have been using them under with the latest OERs. I also monitor developed, students from my U.S.-based the auspices of other titles, like academic OER Commons (http://www. online course First Peoples of North research, course resource collection and oercommons.org/oer ) and the OER America and John DeLuca’s Panama development, and collegial collaboration Foundation (http://wikieducator.org/ and Dominican Republic-based online and sharing. So, are OERs helpful? The only WikiEducator:OER_Foundation/ course American Immigration: A Love/ logical answer would be yes! However, are FAQs/OER_Foundation/#Who_ Hate Relationship were asked to use there issues with the current ways in which manages_the_operations_of_the_OER_ this OER in their course and evaluate OERs are being used? The answer is yes, as Foundation.3F) to find out what new its effectiveness (for full assignment, well. As academic blogger, Amber Thomas and interesting projects are coming see Rogers, DeLuca, Calix, & Torcivia, (2011), reaffirmed: out nationally and internationally. In 2013). The tentative feedback received addition, I follow a number of blogs indicates that it was a successful venture The general consensus amongst people related to the subject (many of which for both students and faculty alike … is that reuse of web-based resources are listed in the references below). In (a full report of Calix and Torcivia’s does happen, all the time, but it is addition to these suggestions, I would project is still pending). Based on the usually private, mostly invisible to the strongly encourage you to speak success of this OER in this course, I was providers and often not strictly legal. So with some colleagues working in the able to reuse the information collected there is above waterline use and below field, in and out of your own college on this blog in a number of my other the waterline use. (Visible and Invisible or university setting. You might be courses, including in an independent Use section, para. 2) surprised to see how much support study with one my a graduate students, So, how do we appropriately use OERs, people working in this community are in an online Digital Anthropology making sure to give credit where credit willing to offer! course and in a traditional classroom is due, and maintain our own academic discussion (for full assignments, see 2. Understand the reason(s) behind the creativity in your class assignments? Below, Rogers, 2013; Brust & Rogers, 2013). development of OERs: Each OER has I provide a few suggestions and examples As this example illustrates, when you an author and a reason for its creation. for doing so. understand the purpose and tailor the If you are creating the OER yourself, OER to your own needs, you increase you can develop it to meet your specific Strategies to Effectively Implement your chances of reusing it in different needs. However, if the OER is not OERs: A Few Practical Examples settings, thus, decreasing assignment your own, you need to make sure you development workload issues rather As mentioned earlier, the rapidly growing understand the original author’s intent than increasing them. number of accessible resources and and its original purpose was so that associated repositories makes the issue you can use or modify it to meet your 3. Develop or adopt OER assessment of how to find, effectively use and assess course needs and objectives. Avoid tools: As I mentioned before, there does OERs a critical point in the implementation implementing an OER without vetting not currently exist a universal equality process. Though we all have expertise in it first! I have used this as a rule of assurance model for OERs. However, particular disciplines, how can we truly thumb for my own know if the OER we find and/or build is assignment development. of quality? This is a common question and For example, in the scholars need not feel alone. Here are a few spring of 2013, as strategies I would suggest: part of the Innovative Instruction Technology 1. Join existing OER communities: There Grant (IITG) project on are ways in which you can join online a Virtual Term Abroad, communities as an individual, as part submitted by SUNY of a peer academic group, as part of Empire State College an organization or as part of your colleagues Lorette Calix institution. Joining existing communities and Patrice Torcivia, provides further access to OERs as ESC International well as additional opportunities for Programs mentor John larger discussions about quality and DeLuca and I created an reuse of said resources. Personally, I immigration assignment use MIT OpenCourseWare (http://ocw. based on a OER blog mit.edu ), the National Repository assignment developed of Online Courses (http://www. by Irina Gendelman montereyinstitute.org/nroc/) and Open and Nathalie Kuroiwa- Figure 1: Visible and Invisible OERs (White & Manton, 2011, Culture (http://www.openculture. p. 5).
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I believe that we, as academics, (for rubric, see Rogers, 2012). Since in another country or by another understand our own disciplines and that presentation, I have reused the instructor. (Language and Cultural can use academic judgment to vet same OER for other project-based Barriers section, para. 1) most resources. However, if some find assignments in other courses and The conditions under which OERs are this task too daunting, there are a few have disseminated it to students for created, the languages used and the organizations that have taken the lead grading purposes. teaching methodologies employed result in developing tools to evaluate OERs in products that are grounded in and and have provided public access to their Strategies for Developing and Using specific to the culture and educational rubrics. For example, I have used both Quality OERs: How Can I Learn to norms of their developers. (Language Achieve.org and Temoa to evaluate Do This on My Own? and Cultural Barriers section, para. 3) un-vetted OERs. Though the implementation of OERs may Localizing OER material is not only a a. Achieve.org document Rubrics for seem like a daunting task, I would argue question of language but also one of Evaluating Open Educational that once you understand them, the use of culture. It is important to be aware of Resource (OER) Objects OERs can actually make your work easier. cultural and pedagogical differences http://www.achieve.org/files/ When starting to develop or use your own between the original context of use and AchieveOERRubrics.pdf OERs, it is important to understand a few the intended new use of the material. things. First, the use of OERs is driven by b. Temoa Info document Rubrics for (Language and Cultural Barriers constituency needs, whether they are from Evaluating Open Educational section, para. 5) the vantage point of the general public, Resource (OER) Objects students, administration or faculty. As Third, OERs should reflect the course http://www.temoa.info/sites/default/ Thomas (2011) stated, the development of objectives and be tied to the assessment files/OER_Rubrics_0.pdf OERs is based on process in order to be effective. Without 4. Don’t be afraid to reuse quality OERs understanding their role in a course and [t]he pursuit of global knowledge [and] and OER assessment tools already out how they enhance the learning taking is not owned by universities. Wikipedia, there: There are many websites that list place, OERs are useless. I have found that Slideshare, YouTube, Twitter, Delicious quality OERs created internationally the best way to tie OERs to my course have all seen a blossoming of thoughtful by credible academics (OpenCulture. objectives and assessment tools is through quality input from a huge range of com, listed earlier, is one of them). the implementation of an instructional sources. The role that academics play in In addition to going online, I would development model. Below, I provide a this open content space is only one type always suggest talking with your local summary of the PIE model that I created of contribution. Learners contribute and global colleagues. You never and typically use when developing OERs (it too. But so do millions who are outside know how your work may lead to the is based on the model by Newby, Stepich, of formal education. (The Role of the development of an OER. In academic Lehman and Russell, 2000). University section, para. 5) year 2011-2012, I was asked by Empire • STEP 1 (in blue) is to PLAN: Create State College to evaluate two general Second, it is important to understand that an outline and/or lesson plan that education courses to see if they met OERs are culturally-based and reflect incorporates the learner’s knowledge, the State University of New York the interests and needs of the micro- from basic to advanced. (SUNY) general education assessment communities developing them. As scholar requirements. During the process of Paul Albright (2006) stated: this evaluation, I was exposed to the OERs are cultural SUNY General Education Assessment as much as they Rubrics. Right away, I noted that many are educational, of the SUNY rubrics could be used in that they give and/or modified for use in individual users ‘an insight course development and assignment into culture- creation. With this in mind, over the specific methods course of the next academic year, I and approaches began to modify SUNY rubrics to to teaching and use in the assessment of course work, learning’ – a specifically when evaluating my project- practical exposure based course assignments. Based on to the way that the success of this OER in my classes, courses are ‘done’ I presented my findings in a talk titled “Strategies for Formative Assessment: Project-Based Learning Experiences” Instructional Development PIE Model
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• STEP 2 (in red) is to IMPLEMENT: with a copy of our Photosynth lesson plan, OER is about sharing and collaboration Create an action plan so learners will project objectives and goals, matrix-based and to this end we have much untapped understand when, where, what and and open-ended survey questions and some potential. … I see this as a major how they will learn and what the additional follow-up questions in the form challenge for teaching institutions today, objectives of the lesson plan are so they of blogs and ANGEL-based discussion that is, to encourage and facilitate our can anticipate what they will learn. forums. Data collected indicated that staff to work collaboratively, not only students really enjoyed taking part in the for the common good, but in their • STEP 3 (in green) is to EVALUATE: development of a collaborative Photosynth own long-term interests. (An Open During and after the learning activity, OER at both institutions, giving the highest Education Message section, para. 3) evaluate how students performed and marks for effectiveness as a learning tool assess how effective the OER was in (Rogers & Whitley-Grassi, 2012). As this Final Thoughts and meeting your predetermined learning example illustrates, when you understand Concluding Remarks goals and objectives. This will allow the purpose and utilize a sound instructional for future improvements and/or Although there is a growing number of model, you increase your chances of enhancements in later courses. OER initiatives, indicating their usefulness enhancing your class experience and in academic and professional settings, many A practical example of an effective receiving positive feedback from students. fundamental questions still remain. These assignment development model would Here are some final suggestions that I want include: 1) how to properly assess OERs; the IRB Photosynth project conducted by to highlight from this example: 2) how to evaluate OER work in faculty ESC Faculty Instructional Technologist tenure and reappointment; 3) how academic and part-time Niagara University faculty • Survey students to measure the fears can be quelled in light of unanswered member Nathan Whitley-Grassi and I in effectiveness of your OERs: Don’t questions about quality and copyright issues; academic year 2011-2012. As part of a assume because you have implemented 4) what type of funding will be allocated for joint collaboration between SUNY Empire an OER that it has accomplished OER projects; and 6) how OERs can remain State College and Niagara University, we your course objective and improved sustainable in the years to come. Institutions, applied aspects of the Conversation Analysis the learning process. Though not organizations, peer collaborators can work approach with the technology platform specifically mentioned in this essay, I to support such efforts by encouraging the Microsoft Photosynth to observe the have tried many OERs that seemed like development of policies and assessment effectiveness of integrated technologies in they were good options, but students tools that encourage faculty (and students) project-based learning at the college level. did not respond well to them. to make their teaching and learning content Students who took part in this pilot study • Implement OERs only if they are more visible, sharable, portable and reusable developed Photosynth projects, individually necessary and relevant to your course . (i.e., create OER incentives). and collectively, in order to communicate Sometimes adding something “flashy” As discussed earlier in this paper, there is a to external and internal audiences the to courses seems like a good idea, but number of established avenues in the OER importance of visualization during the ultimately turns out to be a distraction movement that can be utilized to facilitate analysis of material objects. The initial phase rather than an enhancement to the this sharing. My hope was to expose you, of this project included mini-lectures, the use learning process. as a reader, to them, and provide you with of online Web software, digital cameras and • Ask others for help: As you should see practical strategies to incorporate OERs collaborative learning. Students were asked by now, this comment is a reoccurring successfully into the creation of course to complete a survey as well as perform a theme. When using OERs, you assignments. I believe that the sharing of written assignment about their experiences should never operate in a vacuum; such information builds on the underlying using the software. Participants were drawn collaboration is an important part of principles of the OER movement. Sharing from both traditional and nontraditional open learning. As Professor Phil Ker enhances existing OER communities and student populations. Differences in (2011) stated, is one way to develop a more concrete documented experiences were examined. educational paradigm for this research OER is the means by which education Tentative findings indicated that this area. Developing and maintaining OER at all levels can be more accessible, platform successfully engaged students in communities is essential to the success and more affordable and more efficient. … project-based learning (for full details, see development of quality OERs. Using OER approaches, institutions Rogers & Whitley-Grassi, 2012). Over the can lower cost and save time required Furthermore, to truly be effective, OER course of two terms, students in Forensic to produce high quality courses communities should not develop in isolation; Anthropology at NU and students in with untapped potential to diversify rather, my hope is that scholars work Artifacts and Cultures of the Americas at curriculum offerings especially for low together collaboratively to expand this ESC were asked to contribute to a digital enrolment courses in a cost-effective discussion and develop new ones with the artifact repository and comment on each way. (An Open Education Message purpose of advancing quality content. In students’ posted Photosynths. In each of section, para. 2) its current nascent state, it is impossible to surveyed courses, we provided students
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 56 fully predict the purpose and significance D’Antoni, S. (2008). Open educational Rogers, R. (2012). Strategies for formative of the OER movement in higher education resources: The way forward. Retrieved assessment: Project-based learning and monitor where it is going. Nonetheless, from http://openaccess.uoc.edu/ experiences. Retrieved from it is our responsibility as academics, faculty webapps/o2/bitstream/10609/7163/1/ http://cml.esc.edu/themes/cml/snippets/ and scholars to facilitate the spread of Antoni_OERTheWayForward_ NFCProject%20Based%20Learning_ knowledge. It is my opinion that OERs 2008_eng.pdf Rogers.pdf can be one vehicle to help us do so. Their Downes, S. (2007). Models for sustainable Rogers, R. (2013). Example practical project significance lies in the potential to raise open educational resources. assignment: Digital anthropology the quality of teaching and learning in Interdisciplinary Journal of Knowledge blogging. Retrieved from higher education and encourage a more and Learning Objects. Retrieved from http://commons.esc.edu/rhiannarogers/ collaborative and accessible environment for nparc.cisti-icist.nrc-cnrc.gc.ca blended-learning/ learners worldwide. Hewlett Foundation. (2005). Open Rogers, R., DeLuca, J., Calix, L., & Note educational resources initiative Torcivia, P. (2013). The international overview. Retrieved from immigration experiment. Retrieved from 1 For example, world organizations, http://www.hewlett.org/uploads/files/ http://sunyescimmigrationexperiment. like UNESCO, consider OERs as a HewlettFoundationOER.pdf blogspot.com/ way to eliminate educational barriers in economically depressed regions and Hewlett Foundation. (2007). A review of Rogers, R., & Whitley-Grassi, N. (2012) make learning more equitable across the open educational resource (OER) Photosynth project. Retrieved from the globe (Hewlett Foundation, 2005; movement: Achievements, challenges, https://sites.google.com/site/ UNESCO, 2002); while institutions, and new opportunities. Retrieved from photosynthpbl/home like MIT and Rice (via Connexions), http://www.hewlett.org/uploads/files/ Stacey, P. (2012, March 4) The economics have invested large amounts of time ReviewoftheOERMovement.pdf of open. Retrieved from and money to develop OER repositories Hylén, J. (2006). Findings from an http://edtechfrontier.com/tag/ to streamline resources for national OECD study – Background note open-educational-resources/ and international use (Richter & 1: Mapping users and producers Ehlers, 2010). Thomas, A. (2011) The OER turn of open educational resources. [Web log post]. Retrieved from Retrieved from http://www.unesco. References http://infteam.jiscinvolve.org/ org/iiep/virtualuniversity/forumsfiche. wp/2011/09/16/the-oer-turn/ Albright, P. (2006, February). Open php?queryforumspages_id=26 educational resources: Open content for UNESCO. (2002). Free access to 2,000 Johnstone, S. M. (2005, January 1). Open higher education: Forum 1 final report. MIT courses online: A huge educational resources serve the world. Retrieved from http://www.unesco. opportunity for universities in Educause Review. Retrieved from org/iiep/virtualuniversity/forumsfiche. poor countries. Retrieved from http://www.educause.edu/ero/article/ php?queryforumspages_id=23 http://portal.unesco.org/en/ev.php open-educational-resources-serve-world URL_ID=4316&URL_DO=DO_ Anyangwe, E. (2011). Talk point: Why Ker, P. (2011). An open education message PRINTPAGE&URL_SECTION= don’t more academics use open from our chief executive. Retrieved 201.html educational resources? Retrieved from from http://wikieducator.org/Otago_ http://www.theguardian.com/higher White, D., & Manton, M. (2011, July). Polytechnic/About education-network/blog/2011/oct/05/ Open educational resources: The open-educational-resources-academics Newby, T. J., Stepich, D. A., Lehman, J. D., value of reuse in higher education. & Russell, J. D. (2000). Educational Retrieved from http://www.jisc.ac.uk/ Brust, A., & Rogers, R. (2013). technology for teaching and learning media/documents/ programmes/ Interdisciplinary research methods: (2nd ed.). Upper Saddle River, NJ: elearning/oer/OERTheValueOf Arts2Make [Web log]. Retrieved from Merrill/Prentice-Hall. ReuseInHigherEducation.pdf http://arts2make.blogspot.com/ Richter, T., & Ehlers, U. D. (2010). Creelman, A. (2012). Why aren’t open Proceedings of Open Ed 2010: educational resources being used? Barriers and motivators for using [Web log post]. Retrieved from open educational resources in schools. http://acreelman.blogspot.com/2012/ Barcelona: UOC, OU, BYU. Retrieved 04/why-arent-open-educational from http://hdl.handle.net/10609/4868 resources.html
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The Interrelation Between Mathematical Logic, Math Education and its History
Gohar Marikyan, Metropolitan Center
Gohar Marikyan was the recipient of To enter the university, one had to pass the 2012 Susan H. Turben Award for strenuous entrance exams, and from Excellence in Scholarship. What follows is a hundreds of candidates, only the best ones version of the Empire State College Faculty were accepted; literally, the cream of the Lecture that she presented to the college crop. Wealth played no role; one had to community at the All College Conference earn the honor. From several hundred on 21 March 2013. candidates, I was one of the top five. This is how I started my journey into the world was born and raised in Armenia, whose of mathematics and computers. I have a history goes back for more than 5,000 research master’s degree in computer science years. In 1922, Armenia became one I and a research Ph.D. degree in mathematics, of the republics of the Soviet Union after mathematical logic. I am a certified Oracle losing 90 percent of its territory. I am database administrator, and I have worked the youngest of four children of a highly as a programmer. I have a certificate of educated family. When I was 4 years old, I mathematics education. At the same time, could easily add and subtract numbers up I pursue other interests. I design and make to 50. I was known in my neighborhood replicas of Armenian national costumes as an extraordinary wonder child. Later, at based on research and historical documents. school, mathematics was too easy for me, Recently I started writing and publishing although I had to struggle to learn history. Gohar Marikyan short stories. For me, history was something that was uninteresting. Now I know why: what child In Armenia, parents teach their kids be washed. This little story gives us some could be interested in heavy-duty Soviet arithmetic without any visual aids, and clues about my niece’s thinking. I believe history rammed down one’s young brain? take pride in their 2-, 3- and 4-year-old that children are born with a certain level of When I graduated from my high school, children’s calculating skills. “You have two abstract thinking and reasoning skills that there was a long discussion between my apples. If I give you three more, how many have to be further developed. One way to parents as to what was best for me to study. apples would you have?” is a very common do so is through teaching them mathematics. Parents in those days had a strong say problem that very young children have to when it came to similar decisions. Initially, solve. The problem can be posed in an even Math Anxiety and Two Main my father wanted me to become a fashion more abstract manner, such as what is 2 plus Aspects to Learning Mathematics designer. As an alternative, he decided that 3. This teaching develops reasoning skills The existence of math anxiety among my computer science would be a good career and respect for logical thinking in children. students was very apparent to me from the for me. Father was an authority figure. After One day, I was with my niece and met a first days I began to teach mathematics at several discussions with my dad, I became friend who asked her: “If you have three Empire State College. In my observation, very interested in computers and I decided apples and I give you four more, how many 55 percent of our students suffer from math to pursue that career. Everyone, except my apples would you have?” In response, my anxiety, and only 36 percent like math. The family, would tell me that mathematics and niece asked her: “Are your apples washed?” rest were indifferent (Marikyan, 2009a). The computers were not a female thing, not My friend didn’t understand my niece’s high percentage of anxiety-ridden students good for women. These people made me question because she didn’t know my niece indicates the seriousness of the problem, want to become good at both fields, just was told that she could eat fruits only after particularly with adult students whose last to prove the opposite: that there is no such washing them under running water. Let’s mathematics training was some years ago. thing as “not a female thing.” Although I break down my 3-year-old niece’s reasoning. By now, they may have forgotten everything. was very good in designing, in retrospect, I The three apples that she had were for It also is possible that they had difficulties am very happy with my decision. People are eating. Next, she had to figure out where in mathematics in their high school years capable of doing different things but should to place the four apples from my friend. or even before. In either event, the problem pursue the career that will bring the most If those were washed then she had to add requires serious attention. out of them. You can always have a hobby those four to her three apples. Otherwise, to do other things you like. she had to separate the additional apples to
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My experience and knowledge in teaching among my students, their difficulty in fully proper use of parentheses, and are having and tutoring mathematics to a diverse comprehending the notion of variables is difficulties understanding the very notion population on the secondary school, evidence of weak abstract thinking skills. of variables. This causes problems in undergraduate, and graduate levels led me constructing expressions using variables and Let us define a formal system that to start research into the manner and ways parentheses, therefore, making it challenging constitutes the formalization of number mathematics is taught. As a result of my to understand terms and to work with theory (or arithmetic), a branch of research, I devised a few strategies that have formulas. The net effect is students having mathematics devoted primarily to the study had positive impact on the math anxiety of trouble solving word problems. of the integers. To set up a formal system our adult students, and have helped them means to define the following: Axioms and theorems are missing learn mathematics easily and effectively in the textbooks of introductory (Marikyan, 2011b, 2009a). 1. List of formal symbols is analogous mathematics courses. structurally to the alphabet of There are two main aspects to learning a language. mathematics: problem solving and the Learning from Anania Shirakatsi development of analytical thinking. These 2. Formal expressions are constructed Anania Shirakatsi was an Armenian 7th two aspects run parallel in the process finite sequences of formal symbols. century mathematician. In his manuscript, of learning, contributing to each other, These are analogous structurally to Tvabanutiun (in English, arithmetic), he although with weak analytical thinking words of a language. describes the methods he had developed skills, a person will struggle to solve 3. Terms are analogous to nouns in for teaching arithmetic to beginners. This problems. Learning mathematics through grammar. Formulas are analogous manuscript is the world’s oldest extant understanding develops logical thinking, to sentences in grammar. The inductive manuscript on teaching arithmetic (Hewsen, which, in turn, helps students to learn more definition of terms and formulas 1968). Shirakatsi’s methods have been complex topics of mathematics. have the consequence that each successfully used over centuries in Armenia, term or formula can be built up and his love for mathematics and sciences Learning from Mathematical Logic from 0 and variables by application has been passed down through generations. In mathematical logic, by a system S, we of defined steps. The net effect of this method is the mean a non-empty set, class or domain of acquisition of higher levels of arithmetical 4. Axioms or postulates are formulas objects among which certain relationships knowledge by children, setting a strong that we assume to be true. These are established. The natural number foundation for achievements in scientific postulates consist of postulates of sequence constitutes a system of the type (D, and mathematical research in their adult propositional calculus, postulates of 0, ’) where D is a set, 0 is a member of the years. Even though times have changed, his predicate calculus, and postulates for set D, and ’ is a unary operation successor methodology continues to be as effective number theory. on a member of D (Kleene, 1971). In other in the contemporary diverse classroom words, 0 is a member of the set D, and 5. The set of formally provable formulas environment as it has been since the 7th the result of the operation ’, which is the or formal theorems. (Kleene, 1971, century (Marikyan, 2011a). In his tables same as adding 1, a member of D. When pp. 69-85) of addition, Shirakatsi used the unary the objects of the system are known only operation ’ (successor) of the system of From the above inductive definition through the relationships of the system, the type (D, 0, ’). His teaching also covers of the formal system that constitutes the system is abstract (Kleene, 1971). We some of the postulates for number theory. the formalization of number theory, conclude that the sequence of natural Shirakatsi avoided teaching by rote and we conclude that following the same numbers is abstract because it constitutes preferred teaching by understanding. I plan construction steps in teaching will enforce an abstract system. This makes sense to continue my research on Shirakatsi’s learning mathematics and will develop because when we count, we do not specify teaching methodology. There is always more students’ mathematical thinking. Of course, what we count. to learn from the history. these steps are somewhat used in currently Through teaching children to count, we used mathematics textbooks. However, there My Methodology teach abstract thinking, but later on, visual are very important details missing. aids are typically used in teaching arithmetic. I have developed a teaching methodology Let’s go over the definition of formal The child has three plastic apples, receives based on my research done on the teaching systems and discuss the importance of four more plastic apples, puts them together, methodology of Anania Shirakatsi, and each step, and the consequences of not counts all the apples and gives the correct on my research in mathematical logic. learning them. answer. Comparing this example with the I also have detected the weak loops in case of my niece, we can conclude that the Variables and parentheses are the two students’ knowledge and address them by use of visual aids in teaching arithmetic most important formal symbols that I have emphasizing their importance and discussing to children stops development of their observed as being weak loops in students’ the common mistakes students make. My abstract thinking. As I have detected learning. Students have not learned the methodology allows students to strengthen
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 59 their analytical thinking and reasoning skills I have ordered all terms of Martin-Löf’s project was funded by the National Science without making them spend long hours on Type Theory, and I have shown that any Foundation. These applications of Martin repetitious practice. In other words, students two terms of Martin-Löf’s Type Theory Löf’s Type Theory are valuable, but more learn through understanding, not by rote. have a least upper bound, and a greatest can be done. It is a powerful tool that can lower bound; therefore, the set of all terms be used to solve more complex artificial Research on Martin-Löf’s of Martin-Löf’s Type Theory is a lattice. intelligence problems. Intuitionistic Type Theory Moreover, I have proved that any subset of all terms of Martin-Löf’s Type Theory has Learning From My Research My main research topic is in mathematical a least upper bound and a greatest lower on Martin-Löf’s Intuitionistic logic. It is devoted to Martin-Löf’s bound in itself. That is, I have proved that Type Theory Intuitionistic Type Theory (Martin-Löf, the set of all terms of Martin-Löf’s Type 1973, 1982). He presented his Type Theory A problem defined in Martin-Löf’s Type Theory is a full lattice. to be used as a basis for a programming Theory “language” is a type. To solve the language. Later, there were a few tries in Recursive functions have a central role in problem is the same as to construct an that direction without any positive outcome. much of the research in computational object of that type. Any problem has two I have researched Martin-Löf’s Type Theory mathematics. Recursion is a method of parts: left-side type and right-side type. Both as a system for automation of problem- defining functions. It has been used for a can be complex types. Assuming that the solving. Automation of problem solving long time in mathematics without being left-side type is true, we have to prove that is one of the important topics in artificial accurately defined until Rózsa Péter founded the right-side type is true. Because the left- intelligence, a branch of computer science the Recursive Function Theory in 1932 side type is a given, we assume that there that uses computers to simulate human (Péter, 1951). She defined a few types of exists an object of that type. First, using thinking. My results show that Martin-Löf’s recursive functions. The simplest and most inference rules, we break down the left-side Type Theory is more valuable as a basis widely used recursive scheme is primitive type and construct objects of less complex for automated problem solving than recursion. More complex types of recursive types. Using these objects, we construct an as a basis for a programming language definitions are obtained when the recursion object of the right-side type. In one more (Marikyan, 2008). occurs simultaneously over several variables. step, we construct an object of the initial Another type of recursion is recursion type that represents the problem under To use a theory it is a requirement to prove that is used to define several functions question. Needless to say, the algorithm does its consistency. An intuitionistic theory is simultaneously. In the recurring recursion, the breaking down and the construction consistent if there is no such proposition the value at an arbitrary point is determined intelligently. This algorithm with dialogue that both the proposition and its negation using the values of the same function at all raises fixed-point type problems. are provable in the theory. I also have preceding values. The functions constructed compared the complexity of inferences On the basis of my algorithm, I have by these definitions are complex, and are (deductions) in Martin-Löf’s Small Type created a methodology of teaching how widely used in physics and other areas of Theory, which is a formalization of to solve word problems. My methodology natural sciences. I have proved that different arithmetic, with the complexity of inferences follows exactly the algorithm to break complex types of recursions can be defined in other well-known formalizations of down the left part, that is, what is given, in Martin-Löf’s Type Theory. These results arithmetic. I have compared the complexity and then constructs the right part, what is imply that the Type Theory can be used of inferences in Martin-Löf’s Type Theory required to prove. Math textbooks provide to calculate complex functions in sciences. with the complexity of inferences in other, steps for each problem, often without any Also, I have proved a few versions of fixed already researched systems such as the explanation. Therefore, students do not point theorems in Martin-Löf’s Type Theory. Hilbert-type Intuitionistic Formal System I have not yet presented and published the and the Gentzen-type Intuitionistic Formal last two results. System. For that, I have built a set of Fuzzy logic has been sequences of the Gentzen-Type System so I have structured an “Inference Building that the complexities of their inferences System with Dialogue in Martin-Löf’s extended to handle the depend on their length, while the reflection Intuitionistic Type Theory” algorithm that concept of partial truth, of these sequences in Martin-Löf’s Type automates the construction of an object Theory are inferred by using just one of the type that represents the problem where the truth value inference rule. My overall conclusion is under question (Marikyan, 2006). Based may range between that inferences in Martin-Löf’s Type Theory on the algorithm, computer software can are definitely less complex than inferences be created that automates problem-solving completely true and in the other two well-known systems and automates computer program writing completely false; that is, (Marikyan, 2009b). that solves problems. Cornell University has actually developed a few similar everything is true to computer systems such as NuPRL, LEGO, some extent. Coq, Agda, ALF, Twelf and Epigram. The
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 60 connect the steps with the problem, and References Martin-Löf, P. (1973). An Intuitionistic do not try to understand the steps, that Theory of Types: Predicative Part. is, the logic behind the calculations they Hewsen, R. H. (1968, Spring). Science in Logic Colloquium ’73, H. E. Rose and perform. I teach my students how to devise seventh-century Armenia: Ananias of J. C. Shepherdson, North-Holland, steps. Sometimes steps devised by students Širak. Isis, The University of Chicago Amsterdam. are more effective than those provided in Press, 59(1), 32-45. Martin-Löf, P. (1982). Constructive the textbook. Kleene, S. C. (1971). Introduction to mathematics and computer meta-mathematics, vol 1. Amsterdam, programming. Sixth International My Research Plans The Netherlands: Wolters-Noordhoff Congress for Logic, Methodology, Fuzzy logic has been extended to handle Publishing and North-Holland and Philosophy of Science, North- the concept of partial truth, where the truth Publishing Company. Holland, Amsterdam. value may range between completely true Marikyan, G. (2006, September). Péter, R. (1951). Rekursive funktionen. and completely false; that is, everything is Automation of inference in Marin-Löf’s Budapest, Hungary: Akademiai Kladó. true to some extent. Applications of fuzzy Intuitionistic Type Theory. The Bulletin logic range from pattern recognition to of Symbolic Logic, 12(3), 516. intelligent control, in areas such as robotics and intelligent machines, 3-D animation Marikyan, G. (2008). Per Martin-Löf’s Type system, banking and loans, etc. Theory for automated program writing. International Journal of Pure and There were some attempts to generalize the Applied Mathematics, 42(4), 469-474. type theory developed by A. Church and L. Henkin to a fuzzy one. To my knowledge, Marikyan, G. (2009a). Notes on math there were no attempts to generalize Martin- anxiety among students: Cause-and Löf Type Theory, which is more complex effect, pro-and-con. The International and powerful than the above mentioned Journal of Learning, 16, 211-221. type theory. While fuzzy logic has wide Marikyan, G. (2009b). Research on Per range of applications, applications of fuzzy Martin-Löf’s Type Theory. Journal type theory are not yet explored. of Computational Technologies, I plan to conduct research on the 14(1), 3-6. possibilities and methods of generalizing Marikyan, G. (2011a). Anania Shirakatsi’s Per Martin-Löf’s Type Theory to a fuzzy tvabanutiun: World’s oldest manuscript type theory. Considering the wide range of on arithmetic, part 1: Addition. applications of Martin-Löf Type Theory New York: CreateSpace Independent and fuzzy logic, it will be interesting to Publishing Platform. explore the possible applications of the fuzzy Martin-Löf Type Theory. The topic of this Marikyan, G., (2011b). Notes on project is original research, and its successful a mathematical model of the completion, that is, construction of a fuzzy decision-making process. Revisiting Martin-Löf Type Theory, will have both Boyer, 1, 75-78. Retrieved from scientific value and will open new avenues http://www.esc.edu/media/ocgr/ of applications. publications-presentations/Boyer Revisited-3-21-2011.pdf
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 61
Mentoring in Haiti
LeGrace Benson, Center for Distance Learning (professor emerita); Arts of Haiti Research Project (director); Journal of Haitian Studies (associate editor)
Introduction different generation, geography, social, economic, ethnic, religious or language Haiti was not foreign: I was. Teaching in milieu. At Empire State College, we knew a Haitian college plunged me willy-nilly that and acted upon it to some extent, but sanon - into a mentoring situation requiring that it was only when working in a situation of I learn intensely and inquisitively while so many differences that I arrived at a fuller simultaneously functioning as mentor. and more nuanced recognition of what such
Reflecting on those experiences now, I toni pressley differences may entail for the collaboration : understand that teaching always entails of mentor and student.
being a foreigner in unfamiliar territory, meeting people you do not know, whose This instruction from my Haitian students knowledge you do not have, and who do continues to assist me. Now when I am photo credit not know you or your knowledge. The invited to lead a session for students in the LeGrace Benson territory is what tourism anthropologist, 17-21 age range at some university, I pay Dean MacCannell (1992), called “empty attention to realizing that although they, like rules from the late 19th century. The home meeting grounds.” These are the conceptual I, may be middle-class graduates of “good” language of students was Haitian Kreyòl, and physical localities, peculiar to the secondary schools and predominantly from even among those truly fluent in French. “white” families whose forbearers arrived emerging global “community,” where At this college situated across the quay from in the U.S. several generations ago, their travelers, aid workers, researchers, the Atlantic Ocean, connecting Cap-Haïtien experiences and culture (including forms immigrants and entrepreneurs encounter since the 15th century to Europe and Africa of English language and preferred modes one another. With MacCannell, I agree that, and now the entire world, the education of communication) are sharply different as distinct from what others have assumed, faculty dean wished to move away from from mine. I continue to be grateful to the territory is never truly “empty.” I the locally constricting old model. She my Haitian students for providing context discovered more clearly in retrospect that it wanted professors of all disciplines to teach and instruction concerning this delicate is a dynamic ground capable of extensions content and also to overtly model teaching complexity and the requirement to be and contractions. It is ground stuffed for and learning. The plan was to go beyond attentive. The essay to follow considers potential creation. From a background of the established rigidity of the master on the five aspects of this much richer experience: doctoral studies with J.J. Gibson (1966, podium intoning sentences to be memorized; ambient environment; available resources; 1979) in ecological approaches to perception to move away from expecting rote learning languages; religions; and instructional/ and learning, I understood this meeting test responses, repeated by students who, in learning styles. But first, a description of the ground to be a particular set of ecological at least some cases, had little comprehension meeting ground. conditions and affordances for behavior – in their home language of the implications an ecosystem. of their painfully acquired, painfully written The Ecosystem and Desiderata sentences. She was intent upon seeing that When I went from cold Ithaca, New York the new teachers would graduate with their ocial and cultural differences are to tropical Cap-Haïtien in north Haiti knowledge of educational practice embedded always in play during mentoring. to teach in a newly-founded college of in a more inclusive system of science, math S Mentor and student arrive at the education, I was immediately aware of and humanities. She wanted faculty to meeting ground ecosystem as strangers a truth my colleagues in Haitian studies increase students’ knowledge of their own to one another and to the novel territory. had been lamenting for some time: Haiti country and to connect Haiti to history A mentor has knowledge and skills that retains a 19th century French style of and to the rest of the world. Empire State the student wishes to acquire, an admired education in content, methods, teacher- College concepts and practices that I had prestige and status in the larger social student relationships and language of learned from my work first as an associate order, and is in at least a minor, sometimes instruction despite the 1804 declaration of dean at the Northeast Center, then as major, “gatekeeper” position. A student independence from France. The language of mentor and coordinator of arts, humanities wishes to enter a larger landscape/cityscape reading materials and of the instructors in and communications at the Center for (ecosystem) of knowledge and opportunity. elite schools followed Académie Française Distance Learning, were a leitmotif in Usually, student and mentor are of a our discussion.
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The students were all at least in their mid lakou and konbit. (Lakou is the social and class and for research into local stories, 20s, some in their early 30s. Many already physical, genetic and fictive kinship space songs and recipes. Very often, local research had been teaching in small town and rural where extended families live. Konbit is the had interesting, unanticipated consequences. schools where nominal requirements for bringing together of a team of folks to plant The Haitian college during that period was certification could not be met in the local or harvest a crop, build a house or place formally joined with an accredited college in population. (The well-educated rarely of worship. Some historians claim these the United States. When that college could desired to move away from resources and arrangements were significant in the success not continue the arrangement, an equally daily amenities concentrated in Port-au- of the Revolution.) Drawing upon these accredited college from Québec accepted Prince.) Each year, students in my classes familiar modes, they ably formed research and continued support. The accreditation included Roman Catholic sisters and and study teams – “équipe” – and planned contracts enabled students to transfer postulants, Protestant pastors, secretaries, the work they would do together. credits or be accepted into advanced degree journalists, airline personnel, agronomists, The only problem was that of grading. programs in the U.S. and Canada. (A few and a range of young men and women who, I knew how to evaluate their work years later, I encountered one of my former at Empire State College, could have been individually as well as in the team, but students at Brown University where he successfully evaluated for their learning they were worried that some less energetic was successfully pursuing a master’s degree. from work experience and independent or apt member would “bring down” the A lovely surprise.) study. Credit by evaluation was out of the other grades. They had not paid attention question, but prior knowledge was respected in their former educational settings to the Five Major Conditions and drawn upon. phenomenon of teamwork enhancing all and Consequences of Faculty, over half of them volunteers from achievements. It took a few conversations, the Educational Ecosystem North American colleges, brought in their mostly in Kreyòl outside class time, to be Ambient environment own supplies, including texts. A piece reassuring, but meanwhile, the équipes of chalk was a treasure fished out of the were busily conducting their researches The geography and climate of our studies professorial pocket at the start of class and and documentations. was densely populated Cap-Haïtien port, returned to it at the end. The three-story situated in a valley between mountain Over a period of four years, I joined building was new, but blackboards and chains. The city has an indifferent water permanent and volunteer faculty for the furniture were recycles. Fortunately, there system, intermittent electricity and a winter term of 2001, spring term of 2002 was a library open Monday through Friday, history of hurricanes, floods, droughts and and summer term of 2004 to teach History 8 a.m. to noon and 1 - 5 p.m., hours when earthquakes. Its soundscape of general of Art. In the summer term of 2004, I also students who had jobs were least able use it, clamor and the racket of passing trucks with taught English as a Second Language (ESL). though in practice they managed, especially bad motors impinged on the classroom. For both subjects, there were two hour on days when volunteer faculty sat in at Deforestation left only 3 percent of the classroom sessions at 7 each morning or the nominally closed noon break. The original rain forest, but there are places at 5 in the evening, three times a week. In schools these women and men knew from where indigenous flora and fauna still thrive. the art sessions, we had presentations of personal experience and would go to teach Hectares of cane, plantains and maize, and images when the electricity was working, in upon graduation did not even have these orchards of fruit and nut trees stretch across short lectures and discussions, with some meager amenities. the flood plain. Visible from most places time on most days for short break-out in the district is the great looming Citadel The major resource in this meeting ground sessions in which each équipe would either surmounting Laferrière, a favorite subject of was people and their collective history. collate results from fieldwork or discuss the Capoise history painters. Despite extenuating conditions, the students recent lecture or library information. were remarkable in their determination, Fieldwork followed examples set by the Landscapes are an important, recurring resourcefulness, focus, phenomenal memory Foxfire project in Appalachian Georgia: In subject in the history of painting, but these skills and motivation. I wish there were our case, students were to search for local students were not accustomed to viewing time to tell their inspiring stories. They artists and craftspeople, interview them, the city and countryside in which they lived in an historical and geographical and with their permission, document the art live as subjects to be enjoyed as beautiful treasure trove of local culture and historical with one-time use cameras I’d brought in as panoramas. In art history, the woods are international connections to be drawn upon part of our learning materials. Doing such beauty to be represented. For these students, as soon as these could be re-valorized. a project was to include active engagement woods are a source of food, fuel and danger. Students all had instructional skills garnered in a process they could repeat in their own American artist Frederick Church would from daily life where it is necessary to schools, at least as interviews if not with have loved to paint the splendid waterfalls know how and know what; sharply-honed photographs. I taught the ESL sessions that for some of these students is a sacred observation skills instrumentally oriented mostly in the target language, but also had cascade, and for all a source of scarce water. to sufficing daily needs; tacit knowledge of that cohort of students break into équipes Some scholars have compared their locality how to put together a team and get things for conversations and problem-solving in with China’s as seen in Taoist and Buddhist done from local and African traditions of paintings. My students’ relationship to place
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 63 was not contemplative but understandably the other hand, many students had never accepted French but many needed a Kreyòl instrumental and oriented toward quotidian owned or used a camera, so instruction was explanation. I discovered in both the History necessities and vicissitudes. The lakou arranged. Once I brought a skilled local of Art and ESL classes that few students had and village is location of family, extended photographer in to teach them a bit about strong French skills. family, general human resources, social taking pictures and something about the Religions and physical shelter; sale and exchange of history and appreciation of photography. goods and services rather than a subject for He enchanted them, and for some, opened Religion in Haiti has intensity and visibility a charming genre canvas. Yet, I saw painted doors on new possibilities. not usually experienced in most secular exterior house decorations imbued with or even religious institutions in North Languages special meaning in every village and learned America and Europe. From 1492 to today, that considerations of beauty and lyrical Everyone’s home language was Kreyòl. The passionate missionaries have brought communication are part of daily life. What language of all instruction in the college their beliefs to those they believe “live in students learned, I hope, had something was French. Kreyòl pale, Franse pweferé. darkness.” Roman Catholics came first. to do with historic attitudes toward land, My challenge was to teach in French except As recently as the late 20th century, over but more importantly, with an increased in the ESL course, then switch to Kreyòl 80 percent of the population was at least awareness of their own local ecosystem. I when students conversed with me after nominally Catholic. The religious history believe they learned some ways to convey class. In the history of the world, acquisition of Haiti is intricate, but in general, it was this to the children they would teach. I of the language of those with power and only after 1915 with the U.S. occupation introduced some effective ways to do this prestige is thought to bring prestige if not that Protestants began to have significant from Haitian colleague Florence Sergile, an power to those who learn it: a kind of presence. By 2000, there had been periodic, agronomist and natural resources specialist sympathetic performance magic. In a village often brutal attacks conducted by one or (personal communication, February school run by missionaries from the U.S., another Christian denomination against the 2002). Happily, the teams discovered: I asked some children on the playground, others and all of them against Vodou, which local landscape artists; that there was a “Do you speak English?” They replied , like Kreyol, is “spoken” by or assiduously local tradition of such works; and that the deferentially, “Yes, ma’am. We speak unmentioned by a majority of Haitians landscape and village paintings were prized English.” “Parlez-vous français?” “Oui, (Ramsey, 2011). (This has increased since in the international art market. This new Madame. Nous parlons français.” “Eske the earthquake of 2010.) Including Haitian knowledge had the effect of revalorizing ou pale Kreyòl?” “Non, non, madamn, art in my course necessitated talking about their locality, their family and neighbors and nou pa pale Kreyòl pa de tou,” came the Vodou, a condition that was accepted by their material culture. fluent and intense Kreyòl denial. In one the devoutly Catholic dean. I presented the art history class, an assignment for the images as related to African heritage and Resources équipes was to use a stack of photocopies Haitian history, and the religion as focused Available resources included scarce time, of paintings of historic events and heroes by on healing and as deeply aware of the funds, money, classroom and institutional internationally famous Cap-Haïtien “School interlocking systems of the natural world. amenities, community facilities and of History” painters as illustrations for Diplomatic as I was, problems arose. That abundant people. Always in the near short books they would write for primary was no surprise for Vodou but reactions to background were scarce health care, school children. I suggested they do the Renaissance and Baroque Catholic images food, water, housing and the scrabble to texts in Kreyòl. Totally unacceptable. They startled me. get them. All students had jobs, adding insisted the text must be in French. “We The strongest objections to course content early morning or evening classes to a long do not want to teach the children in an arose when I began to show the Haitian day. Transportation for some meant an uneducated language.” This position flies in works. In my classes, all three times, there hour each way in old vehicles over bad the face of what most educators now agree were students who sometimes asked to roads. Many had no food that day and is the best strategy. We made a bilingual excuse themselves from any viewing or in general were undernourished. There compromise that term, but I am pleased discussion of Vodou art or symbols. There was stress from several sources, including to mention the “Matènwa Project” on La was only one student who walked out of the dicey political demonstrations. Most, Gonave since the 1990s setting an example class but several put their heads down and along with a major portion of the general to all of Haiti.1 In 2012-2013, distinguished their fingers in their ears. All the Catholic population, had insufficient sleep. (In many MIT linguistics professor Michel DeGraff, sisters stayed alert and involved. lakou, people sleep in shifts.) Despite all a Haitian, is collaborating with Matènwa these impediments, the équipes vigorously teachers, parents and youngsters to expand A frequent motif in Haitian painting is King pursued their field study, scrounging video the project and support the translation into Henry Christophe’s Citadel, emblematic cameras, microphones, and even lights and Kreyòl of math and science texts. In the ESL of Haiti. Each year, allegedly all the way battery packs to take out on their searches class, which was a second-level study, some back to the Holy Thursday months after for local artists and craftspeople. The little were already pretty good with simple queries the king’s death, pilgrims from all over one-time use cameras I’d brought for visual and directions. When it was necessary to the nation climb the steep road to the documentation were almost footnotes. On explain something more complex, some summit and engage in a veritable stew of
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 64 incompatible activities. There are Christian asked to read a book explaining the Biblical storytelling, an infinity of songs, and family penitents, picnickers with music out for iconography. She was a confirmed Catholic recipes for cooking and home remedies. a good time, and in very recent years, firmly instructed at her school that only Each person was to bring in a story, song a tourist production with a top Haitian priests, sisters and monks were allowed to or recipe in Kreyòl on one page with their band, dancing and the usual range of read the Bible. In Haiti, two Baptists came English translation on the other. What manifestations. At the same time, in a to me after a long session devoted to the came back was surprising. There were no cave near the base of the hill there is one work of Raphael and Michelangelo to tell family or community stories. There were of the most important Vodou ceremonies me quite respectfully, “We do not believe in no lyrics to songs. Recipes were all from of the ritual year, also represented in the Virgin Mary.” Based upon their former French books they found somewhere, in paintings. One student volunteered to do educational experiences, they feared that some cases French translations of the Betty photo documentation. No one else would knowing about these paintings entailed a Crocker Cookbook. No home cooking go with him. One student was going as a requirement that to pass exams they would or home remedies. We discussed this in penitent, a process precluding attention to thereby have to be “believers.” I put them class. They said the stories were fables documentation. Others demurred because at ease, mentioning my undergraduate unsuitable for them as adults. They wanted “there is Vodou in it,” and others because work at a Baptist college. I assured them me to teach them the lyrics to current U.S. it was “just for Catholics.” Another year, that they should continue their own beliefs popular music instead of gathering their I hoped someone would document the and only had to know that these artists had now unfashionable traditional songs. They parallel feasts in nearby Plaine du Nord of understood the world and their religion attached no value to recipes for their plain Saint Jacque in the Roman Catholic Church in another way. This exchange apparently cooking and limited ingredients from sparse and SenJak Ogu, where the African divinity quelled their worries to the extent that larders. As for home remedies, we’d hit on a ritually possesses some of the participants in their contributions in class and in their religious minefield. For some, any traditional the ritual. One student volunteered. When writing became more relaxed. Similar home remedies were “Vodou” which they all I had the film developed, there were 24 relaxation occurred for a Seventh Day (including those I guessed were devotees) set frames of a soccer game sponsored by the Adventist who could not take a midterm at disapproving distance. I did remind them Pentecostals hoping to keep their young scheduled for a Friday evening. He came that people everywhere have home remedies people fully engaged away from the two to me stiff with worry that he might fail and that medical scientists are researching religions they believe “worship devils.” the course if he honored his religious the botanical curatives of Haiti. I mentioned I thanked the young man, who seemed commitment. Remembering the principle liking local foods for which I wished I had surprised that I was not angry, assuring him of accommodation so crucial to the success recipes. I should have made known the that, although I was disappointed not to see of Empire State College students, of course, botanist’s and medical researcher’s studies more of what took place on that day, he had we arranged for him to take the obligatory and my desire to emulate local foods done the documentation assignment. exam at another time. as introduction to the assignment. Such statements would have announced value I was quite surprised to encounter problems The ESL class generated the most of local knowledge to students diffident with Christian images, but might have unanticipated reactions to content. I had not about bringing their own culture to the anticipated that. At Cornell, some students imagined fervent religious beliefs would arise meeting ground. had demurred about learning the Old and there. But this was Haiti where many hold New Testament stories in order to know faiths with exceptional fervor. Following the The second surprise in my ESL class had what the paintings represented, viewing that Foxfire model again, I thought it would be once again to do with religion and was as promulgating a religion. At Empire State interesting to gather local lore and present it a serious issue in the not empty, highly- College, a student became quite upset when in English. Haitians have a rich heritage of charged meeting ground. Haitians have the
Photo on the left: Beyond Palais en route to Citadel looming at top, 2004. Photo in the middle: Image is taken from top ramparts of the Citadel fortress, 2004. Photo on the right: Crowd gathering in the parade ground inside the Citadel, 2004. Photos taken by students of Equipe Toussaint of College of Education, Regina Assumpta, Cap-Haïtien, Haiti
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 65 heroes and events of their successful slave learning materials too expensive to replicate education of education professionals. A revolution as part of everyday knowledge. in Haitian schools; to methods found in year later, the college experienced its change Thinking to draw upon this, I asked the average public school in the U.S., to of accreditation relationship and the new the teams to fashion very short answers collaborative and other alternative methods regime instituted significant differences. to questions tourists to the area might from some public and many private U.S. Recognizing the schedule limitations of ask about the several local monuments, schools. National guidelines for methods, the students, they decided to delete the commemorative statues and historical materials and curricula exist but are seldom, studies in literature, history and art history. plaques. Shortly after they began this if ever, applied. Many private individuals Their judgment was that the liberal arts effort, there were several who objected to and congregations come to Haiti and set up studies took up time that could be better including any discussion of the revolution. schools, none subjected to any regulation spent on courses in theory of teaching; Taken aback, I learned that for a significant or standard expectations. At this college studies in educational management number of students, the revolution is a dedicated to creating a better outlook for and administration; studies in tests and “Satanic event” led by un-Christian slaves the children of Haiti, the administrators and measurements; and studies in educational who did not honor their masters as the Bible faculty were devoted to setting and meeting psychology, all created by North American directs. I had two recourses: one was to send high standards of curriculum development, and European scholars. They did offer art them to the library where there were several educational psychology, teaching methods education, teaching how to use imported fine, scholarly Haitian histories by Haitians and materials and educational leadership art materials using methods common in which no such recently-introduced appropriate to resources in Haiti while in Canadian public schools, and music stories appeared. The other was a wise, enabling students to meet international education courses using French traditional kind Haitian who was a Baptist pastor norms. In the process, they wished to give children’s songs. In this country famous for studying for his education degree. With his full honor and respect to the rich cultural its dance, dance was excluded, probably good knowledge of scripture, much of it heritage of Haiti. to the great relief of the increasing number memorized, he was able to build a bridge of students who are learning to fear it as that I as foreigner would never have been An Aftermath and Conclusions evil. The new college firmly decided English able to put in place. should be taught in French and done first Such changes in philosophy, educational as studies in grammar and composition The stories are cautionary tales that may focus and language instruction deliberately with conversation to follow. Taken together, not have such dramatic effects in most ran counter to neo-colonial imposition of these decisions intensified the value of North American colleges but are relevant so-called improvements to “modernize” a non-Haitian educational research over to mentoring anywhere that people form supposedly lagging, ignorant population that of Haitians in Haiti and in Diaspora, exceptionally intense affiliations, including and its backward institutions. The intensified French as the social prestige secular ones. I learned that in every meeting achievement of educators like Florence language, and skirted any inclusion of local ground there is apt to be some form of Sergile – whose MacArthur grant supported or national culture. Thus, social prestige spiritual and religious presence; that I might the development of a curriculum, methods, held primacy over efficacy; the educator’s not recognize it even if attentive, and that materials and teacher training specifically professional knowledge over both local mentors, too, even if agnostic, atheist or oriented to environmental studies centering wisdom and national scholarship. Such antithetical to religions, would be bringing on the actual environment of the schools strategy tacitly and overtly de-valorizes the such information into the new space. in Haiti – on understanding the teachers student’s native culture and nation, and and their community of instruction, and Instructional Styles thus, the student. to learn to make imaginative use of free Instructional styles from France carry and inexpensive materials locally available It is harder for me to see the shortcomings high-value social cachet. Lightly prepared is little remarked in educational literature of my own work there, some part of which instructors use French approaches as a outside Haiti. The educational psychology rested on my awkwardness in the two needed protection of position not only in the taught by teachers from Europe and North languages foreign to me. I would have been classroom but also in the wider local social America is based upon research conducted grateful for a critique by Haitian educators milieu. “I don’t know, let’s see if we can find in populations whose social, economic and of my efforts. I did solicit and receive out” is intolerable to many. Added to that, religious environments strongly differ from suggestions and insights from my colleagues, the students were accustomed to learning by those in Haiti. This mismatch of information many of whom were either sisters or priests texts either read or heard and memorized. has some unfortunate consequences of the order or visiting professors, most They had little or no experience using (Nicolas, DeSilva, & Donnelly, 2010). of us living in the Reception Center for visual images as sources of information that order and having meals together. The The Catholic order supporting the college or focal point of open-ended discussion. conversations from that residency remain transferred the excellent dean to Peru to In recent years, alternative methods have invaluable to me. begin a college there with the same aims appeared in missionary schools and these of respecting and embracing local culture, The local research students completed was range from those similar to the French opening up the range of methods and likewise valuable not only to them, but methods, to Montessori with imported materials and broadening the scope of the as word quickly got around, to the larger
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 66 communities where they were doing their paper prints, teaching each other something unfold in two directions. The most obvious research. Artists and craftspeople began about the history of art. What was is that Haiti is not a foreign land. It is I who showing up at my residence, and several particularly interesting was their use of the is the traveling foreigner arriving there. The of them were willing to visit the classes for images of Haitian art and sculpture. By now, second unfolds slowly: Where we are when lectures, demonstrations and conversations. the experience of the first year of art history we teach may be our home territory and the One invited a class to the home of his students had spread out to the successive students are hopeful travelers, foreign, if not famous artist father, by then deceased, students, and they were at least acquainted to the landscape or the cityscape, then to showing us paintings still there, sheaves of with the fact that Cap-Haïtien had become a significant parts of the cultural-technological drawings and an album of photographs. major center for Haitian art in the mid-20th ambience residing there; residing in part As a scholar of Haitian art, it was the best, century. The first group of students had thus with us, the mentors of that ambience. most finely textured research I was ever truly accomplished a degree of valorization But there is another net of relationships – able to do in Haiti. I have dedicated my of locally created and internationally another territory – that begins to germinate. forthcoming book to these students. honored art. A second group had benefited Yes, “germinate” since it is organic, from our having been able to arrange for metabolizing, creating something more that As for my education as a mentor, I learned a major Haitian art historian to come up did not previously exist. The mentor and what happened in practice in the novel from Port-au-Prince for a teaching visit. This the student do not so much travel into this meeting ground to the theories and methods intensified the valorization process, since he new living, breathing ecosystem as foreign I was trying to model and promulgate. was a local “cousin.” tourists, though that is an aspect of the tour, The équipes were a strong success. We as they are the mutual creators laboring call it “team-learning” or “collaborative What might be called “localization” of together in a konbit that extends for each learning” here, and in Haiti it connected people, culture and material resources and both their own new found native lands with a tradition of working together in the contrasts with completely externally with an infinity of accretions waiting on the lakou and in konbit. The “new” methods generated concepts “appliquéd.” The horizon. joined comfortably with deep rooted African recognition of local resources valorizes modes of imparting knowledge, wisdom local people, and by extension, individual Note and skill. In Haiti, these were powerfully students. This creates a receptiveness reinforced under conditions of slavery and sturdily rooted in a learner’s self-knowledge, 1 For more on information the Matènwa later of the U.S. occupation. The only thing incorporated organically into what is Project, see http://matenwaclc.org/. “new” I contributed to that aspect of the already present. In contrast, acquisition process was to use it to study art history as an attachment may or may not become References and ESL. Grading and evaluation had to subsumed into the larger body (almost Gibson, J. J. (1966). The senses considered be implemented in the modern style for literally) of the learners panoply of as perceptual systems. Boston, MA: practical reasons. Judgment and awarding knowledge. By learning, or in many cases Houghton Mifflin Company. of “credits” individually seems inescapable simply paying attention to what had gone for the time being. This contrasts with unattended until this new moment, students Gibson, J. J. (1979). The ecological traditional learning where “everybody began a process of valorization of their own approach to visual perception. Boston, knows” who did the most or the best or was space, people and resources. This began to MA: Houghton Mifflin Company. good at enabling others. In societies where create recognition and convictions in the MacCannell, D. (1992). Empty meeting everyone does indeed know everyone else, face of 500 years of tutelage from the seats grounds: The tourist papers. London, this works, but if you have to prove yourself of political, military and economic power UK & NewYork, NY: Routledge. outside that circle, you need “a grade.” The that the culture of Spain was superior to young man at Brown was accepted because that of the Taino, that of France superior Nicolas, G., DeSilva, A., & Donnelly, S. he had “good grades” in our Haitian to that of the African captives in Saint- (2010). Social networks and the mental college. Domingue colony and that of the United health of Haitian immigrants. Coconut States superior to that of Haiti. With few Creek, FL: Caribbean Studies Press. By the third time I was there, a Haitian of any of the equipment and books we take donor had seen that the college had Ramsey, K. (2011). The spirits and the law: for granted in any U.S. classroom, I had to a computer room with two banks of Vodou and power in Haiti. Chicago, IL: discover how to make creative use of local computers, desks and access to the Internet. University of Chicago Press, Ltd. resources. I discovered that an effective He also had fitted a classroom with two learning environment is already and always computers, and a setting comfortable for present and just needs to be assessed and students to study together. The old konbit put to use. had appropriate new technology, and students did not have to be instructed about The final consideration: “There are no how to use this new space. I observed the foreign lands. It is the traveler only who art history students using the CDs of art is foreign.” That message from a much images as well as those by now well-worn travelled Scot, Robert Louis Stevenson, I
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 67
“Time’s Winged Chariot”: Aporia and Mentoring the Older Student
Tom Akstens, Northeast Center
“But at my back I always hear This is a classic instance of aporia – a Time’s winged chariot hurrying near … ” contradiction, a paradox – but of a particular kind. My own sense is that, in – Andrew Marvell aporia, the satisfaction of the paradox tends “To His Coy Mistress” (c. 1652) to be the persistence of the paradox itself. ne of my most interesting students In his 1993 book, Aporias, Jacques Derrida has offered to take me flying in considered aporia with specific reference his glider. He’s a pilot of vast to mortality. In his extended meditation on
O experience, a wonderful writer and a keen Heidegger’s existential conceptualization of observer of life. Yes, it would be exhilarating death, he turned aporia from what some to go. But I get vertigo even in an atrium thinkers had considered a superficially susanne murtha : elevator, and I have dire apprehensions clever rhetorical posture (the detritus of
about soaring, motorless, thousands of feet Early Modern rhetoricians such as George above the Adirondack foothills. My internal Puttenham) into a full-blown philosophical voice has already started to whine, “Get flash point. photo credit me down!” Tom Akstens Still, to me, it’s marvelous that Derrida’s Besides, my student and I are both at an post-structuralist wranglings bring me no I can’t write about this without thinking age when – let’s just say – things sometimes closer to embracing aporia – and certainly of a student I had some 10 or 12 years happen. My morbid imagination wonders, no closer to going up in that glider – than past. She came to my office with a dream What if I had to land the glider? Surely it does Shakespeare’s sonnet 73, “That time of to be a librarian. She told me that from wouldn’t end like one of those old movies in year thou mayst in me behold …” her grammar school years, she had always which somebody like Dana Andrews brings In this poem, Shakespeare’s speaker loved libraries and had wanted to live a in a DC3 as the tower talks him down: addresses his younger lover, initially in a rich life devoted to books. But she had married “Just ease back on the stick a little, complex of images of loss and impending young, and unwisely, to a dairy farmer. He Buck … You’re looking good. …” mortality: desiccated leaves clinging had “forbidden” her (her word) to take to sparse branches and rattling in the even one college course. His death, after five “He’s comin’ in too fast Charlie! He’s winter wind, and the branches themselves decades of marriage, had freed her to follow comin’ in too fast!” like “bare ruined choirs, where late the her calling. She told me she would soon turn “Now back off the throttle … Just a sweet birds sang.” Winter dominates the 70. bit. … Easy. Looking good. …” physical landscape of the poem – but not She was a bright and dignified woman the emotional one. Looking the reality of In the old films, the hero lands the plane, with both a dream and a burden of regret. death in the eye and encouraging his lover downs a shot of whiskey and marries the Listening to her, I was sad in the knowledge to do the same, the speaker discovers a stricken pilot’s beautiful daughter. My own that I would have to encourage her to paradoxical truth: imaginings of the scene tend more toward a examine her dream in the light of some shredded fuselage. This thou perceiv’st, which makes thy very uncompromising temporal realities. love more strong, I tried gently to temper her enthusiasm So I’m ambivalent, and my ambivalence for a library career by pointing out that is amplified by the awareness that this To love that well, which thou must professional positions as a librarian opportunity might not come again. The leave ere long. generally require a master’s degree in the ominous rumble of “time’s winged chariot” Shakespeare, who was very concerned with field. I suggested she explore the American has provoked my anxiety about some the speaking of truth, reveals truth here in Library Association website, and some unlikely medical emergency; it also makes the sustained paradox. The poem tells us undergraduate and master’s programs in me want to seize a chance that I know that awareness of mortality doesn’t dampen library and information science. I postponed is fleeting. desire; it intensifies it. the inevitable discussion that all of that learning would take years – more years than she could realistically afford. It seemed
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 68 very unfair that, by the standards of our skills, their prior learning, their potential for endured. It energizes his sense of purpose. In society, she was out of time before she had self-directed work and the demands on their his case, my best practice may be to affirm even begun. time. I have come to realize that it also is both his goal and its problematic outcome, true of their stage of life. to advocate his cause with a strong In our next meeting, she announced that recommendation, and then to simply get out she had adjusted her goals. “I did that For example, last week I enrolled a 22-year of the way of his gallant effort to come to research you asked. I’ve just got to be old woman with no prior college credit. She terms with his own aporia. realistic about my life,” she declared. “God has her own challenges, to be sure: she’s knows, I haven’t been to school for more a single parent of three, and she has very References than 50 years, and I could be nearly 80 by little confidence in her ability to do good the time I’m done. Who’s going to hire an academic work. Her path to her degree Derrida, J. (1993). Aporias. Palo Alto, CA: 80-year-old librarian? I guess I can always will be difficult, but time is actually on her Stanford University Press. volunteer at the library. But I want to switch side. She has several years and 128 credits Heavey, S. (2012, May 15). More than to sociology. I’d like to study how and why to explore, examine, invent and redefine half of jobless seniors face long-term society wastes people like me.” who she is and what she wants for herself unemployment. Retrieved from http:// and her children. With diligence, she may She had encountered aporia and had chosen www.huffingtonpost.com/2012/05/15/ ultimately be able to establish herself in another path, one with an authentic and jobless-seniors-long-term a rewarding career. If she were 62, her personal purpose. I was flooded with unemployment_n_1516735.html situation would be very different, as would respect for her perception and her flinty the task of mentoring her. Johnson, R. W. (2009, January). Senior independence. But it still seemed very unfair. unemployment rate hits 31-year Another student of mine is in his early 60s, It would be naïve to assume that the high. Urban Institute Fact Sheet and a writer with real potential. He has federal Age Discrimination Employment on Retirement Policy. Retrieved spoken to me several times about his goal to Act of 1967, or the many similar statutes from http://www.urban.org/ teach writing at the community college level. in New York and nearby states, effectively uploadedPDF/901210_senior_ He’s recently been accepted into several protect or advance the interests of anyone unemployment_rates.pdf MFA programs. I’m rooting for him, but I’m in their 60s or 70s who has a recent troubled that he will likely be uncompetitive Marvell, A. (1966). The poems of Andrew bachelor’s degree and wants to compete in because of his age. I’m haunted by Marvell. Cambridge, MA: Harvard the job marketplace. Age bias persists, and something I heard at an MLA session on University Press. unspoken calculations of age are routinely the academic job market: “I’d encourage made from appearance and personal history. Shakespeare, W. (1977). Shakespeare’s everyone who doesn’t fit the newly-minted The Urban Institute reported in 2009 that sonnets (S. Booth, Ed.). New Haven, Ph.D. mold to persevere,” one panelist unemployment among seniors, age 65 or CT: Yale University Press. encouraged us. “We had the most interesting older, had reached a 31-year high (Johnson, candidate a few years ago … she was in 2009). By 2012, things had gotten worse: her late 50s. Everyone on the committee 55 percent of jobless seniors had been out loved her. And, you know, we almost hired of work for more than six months (Heavey, her!” This degree of condescension and self- 2012). Clearly, something is going on in the congratulation would be laughable, were job market for seniors, and it’s not good. it not so toxic to the efforts of an older As mentors, how do we find a point of candidate to get a fair shake. balance between encouraging our more With all this in mind, one day I said to senior students and making them aware my student, “You know, this isn’t going that, at least in terms of their professional to be easy. There’s intense competition for and career goals, time may not be on their whatever teaching jobs are out there.” side? We do need to remember that our older students are experienced at life; they’ve “Well, I’ve thought about that,” he replied, known disappointment before and most of and shrugged. “I know that I may be them are pragmatic about their goals for completely unrealistic, and some 30-year-old their education and their careers. might get the chance to teach – not me. But I have to try. This is that last shot I’ll have.” In my experience, we do best when we initiate our relationship with students by The knowledge that his quest to teach meeting them where they are, rather than might prove to be futile makes his desire where they would like to be – or where we for that goal all the more compelling. For would want or expect them to be. This is him, the uncertainty – the paradox – is not clearly true of factors such as their academic just something to be known, or even to be
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Poetry
Mindy Kronenberg, Long Island Center
Cruel Aesthetic Duet Contrarian
Don’t look at me that way The only sound as I lift this pen If you say the sea rages with anguish, or I might become a fist. is the disquieting hum of an evening storm I say it foams and unfurls with hunger. that rages behind the window, If you say the moon howls in despair, Each dark glance tightens all of its breath and frantic dance I say it sings an aria of longing. my skin, my bones, trapped in a smoky diorama. If you say the heart is quarry in season, As curls of ink spill on the page I say the heart is bait for desire. and my hair shoots out I hear your voice, and it If you say our hands are servants to labor, like a petrified tail. whispers, line by line, your I say that they are the masters of pleasure.
Don’t approach grief and laughter, my silence entwined If you say that eyes shut only in pain, this knotted, tufted loaf and unfurling like the wind, my breath I say they close in the spell of passion. unfastened by the rain. If you say that words are tricksters, of a soul, a silenced imposters, wail braided and tucked Then I say that silence is the greatest (from The Body Altered, Art & Poetry scoundrel. against the cruel exhibit; Published in Oberon Poetry aesthetic; I know Journal, 2012) that ugly comes when you least expect it, the eyes of the world descending like raptors, the shriek and dive with talons or laughter, my armor tightly locked, my heart collapsed in terror.
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The Praxis of a Peer Coaching Program
Lisa D’Adamo-Weinstein and Sarah Spence-Staulters, Northeast Center
“True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.” – Nikos Kazantzakis
The Official History n the fall of 2006, SUNY Empire State College made a commitment to provide I academic support resources and services to all students across the college. In January of 2007, the college hired eight directors of academic support to develop the much needed learning assistance programming (l-r) Sarah Spence-Staulters, Lisa D’Adamo-Weinstein and Kate Stockton at local and collegewide levels. The with the certification plaque from the National College Learning Center Northeast Center Office of Academic Association, May 2013. Support (NECOAS) serves students at its regional center in Latham and seven units invaluable resource to students, staff and get assistance on papers or the occasional located from the Capital District of Albany faculty, as it positively impacts the retention tip on reading or motivation. By that time to Plattsburgh. and success of Northeast Center students. in Sarah’s academic career at Empire State College, our meetings were more “checking Peer coaches are alumni or current students Initially, the “office” consisted of only a in” and friendly dialogue than focused (undergraduate or graduate) trained to guide director of academic support (DAS) and on her needing any significant academic and encourage other students in improving no other resources or staff members to support. We had grown quite close over the their academic performance and developing serve over 1,200 undergraduate students. years, starting with our first interaction at as lifelong learners. Peer coaches assist Over the last 6 1/2 years, stemming from orientation when Sarah excitedly insisted students by focusing on enhancing general the institutional mission, center goals and that she was going to need help to get study skills, tutoring in specific content student needs, the office has grown in terms through her degree and absolutely needed areas, navigating through college resources of the scope of programs, services, resources to make an appointment with Lisa before and developing study strategies within and number of staff. Currently, we offer free the term even began. A few terms after that their areas of study. Peer coaches work in workshops; credit and non-credit courses; first encounter, toward the end of one of both face to face and virtual environments. print and online resources; and academic our long circuitous conversations, we got They are trained by the academic support coaching and content area tutoring. The to talking about how it would be great if staff following internationally recognized NEC academic support team has expanded we could get students to connect with each certification standards set forth by the to include two part-time professional other on academic issues in a wide range College Reading & Learning Association learning coaches and now a growing of disciplines. It was impossible for Lisa (CRLA) for peer tutors. Peer coaches number of student/alumni peer coaches. (who was then the only academic support work as volunteers, work-study or person who individually met with students The academic support staff works together practicum students. as a collaborative team, striving to establish at the Northeast Center) to be able to cover all academic content in the individual a friendly, welcoming learning environment The Real Beginnings – appointments she conducted with students. for all students. The Peer Coaching A Conversation and a Commitment Program1 is the newest of several programs Additionally, the college’s online content offered by the NECOAS.2 The program was During the 2008-2009 academic year, while tutoring service did not allow for voice or formally developed during the summer/fall Sarah was finishing up her last terms for in-person communication that some students of 2010 and launched in the spring of 2011. her bachelor’s degree, we would regularly just need to feel connected. Since that time, the program has become an meet in Lisa’s office so that Sarah could
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The genesis of the program was this Doing it Right and Well – Our Praxis all of our peer coaches are working as conversation surrounding Sarah’s sense of volunteers. We strongly feel that recognizing not having the opportunity to connect with While the idea for the Northeast Center’s the hard work that the peer coaches put in other students. For her degree, most of Peer Coaching Program started because is important, so it is the least that we can do Sarah’s studies were independent studies; she of our conversations while Sarah was to provide food at the trainings and to hold felt that the Empire State College experience a student, the result is not the product an annual awards reception where the peer could be very lonely for students. When of a Judy Garland and Mickey Rooney coaches are publically recognized for their she finally took a study group, she realized spontaneous assertion of “let’s put on a selfless service and hard work. We felt that that this mode of study allowed students to show.” Rather, from the beginning, we if you feed them and thank them, they will intellectually and socially connect. Meeting wanted to do this right and do it well. We come/stay. Over the past few years, we have with other students took away the pressure were not going to start the program until we been proven correct in this assumption. We of meeting one-on-one with a mentor and had done our research, gathered appropriate also know that having a certified program created a connection with someone else who resources and gotten administrative is something of interest to adult learners was not an expert in a particular content support. To cultivate the program from a who understand the value of credentialing area. Sarah felt that sometimes the best conversational seed of an idea took a lot and standards of excellence. Most of our way to understand confusing content is of work. We began by reading articles and peer coaches said that they want to have the from another student and not the expert: looking at other peer tutoring programs, and distinction of being a certified peer coach on “Another student walks in the same shoes Lisa’s experience with the Peer Coaching their resume. as you.” Program she oversaw at the United States Military Academy instinctively pointed us Objectives and Outcomes Neither of us can remember how the to the CRLA’s International Peer Tutoring conversation ultimately turned to the Program Certification Program.3 We knew The design of the program was intimately development of a Peer Coaching Program, that we wanted to create a program that tied to the standards set forth in the but we both remember that we began to adhered to tried and true standards of certification guidelines. We needed to first get excited about the notion of creating practice and that we wanted the program to determine the qualifications necessary to something for students run by students. We be certified to meet those standards. We also become a peer coach. In terms of some made a commitment that day to develop knew that we had to take our nontraditional general qualities, we wanted to find students a program that would give students the student population into account and that and alumni who are interested in helping opportunity to work with other students what we were going to create would meet others; have strong communication skills; on content area learning. Lisa also told not only the needs of adult students who are good at motivating others; and who Sarah that if the funding came through, might be seeking content area assistance, might have an interest in the teaching field, Sarah would be hired in the fall to become a but also would be designed for those adult life coaching, public speaking or workplace learning coach and that we would create the learners who might want to become a peer training. More formal qualification criteria program from the ground up. coach and help others. focused on their status as an Empire State College alumni or as a current student From the very beginning, the Northeast who has completed at least one academic Center Peer Coaching Program has been Funding term and is in good academic standing a labor of love for and by students. Sarah We began with no stable/sustainable source with a grade of B or higher in the content earned her bachelor’s degree in June 2009 of funding other than the potential of area(s) in which they were going to work. and by the beginning of September, she work-study monies to pay peer coaches Additionally, they could have no current was working as a learning coach. Lisa had (and then only if they qualified for financial “incompletes” and an overall grade point of experience with peer tutoring programs aid). We had to make sure that there might 3.0 or better if they were going to focus on from her previous work at other institutions be other ways to provide incentives and general study skills development. and her knowledge of the field of academic support those students who wanted to support and learning assistance. We both become a peer coach. Our dean, Gerry As we worked on our certification packet, agreed that the Northeast Center’s program Lorentz, enthusiastically supported the we had to think through modes of delivery needed to start with the best practices in the program from conception to actualization as well as the outcomes and benefits for field, but that it also needed to be firmly by providing money for refreshments and students participating in the program. We embraced by a pedagogy that embodies the fee for certifying the program. We have determined that peer coaches would provide bell hook’s (1994) assertion that “our work subsequently been awarded student activity both onsite and online academic coaching is not merely to share information but to fee (SAF) funding to support the program for undergraduate students in the following share in the intellectual and spiritual growth and a commitment from our dean to fund areas: of our students. To teach in a manner that the learning coach position that coordinates • enhancing general study skills respects and cares for the souls of our the program. Our current budget allows students is essential if we are to provide the for any costs related to recertification of • tutoring in specific content areas necessary conditions where learning can the program and monies to buy books and • navigating through college resources most deeply and intimately begin” (p. 13). some other supplies for training. Currently,
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• developing study strategies within their • if participating as a volunteer, provide hours of individualized training is based areas of study4 additional service that they can put on on each peer coach’s needs and interests as their resume determined by the peer coach coordinator We then developed our outcomes and and the peer coach. Once the peer coach has objectives for both the peer coaches We are in a continual assessment cycle completed this individualized training, the themselves as well as for the students who regarding how we are or are not meeting peer coach coordinator reviews the training would meet with the peer coaches. We the objectives and outcomes. That ongoing experience with the peer coach. As part of aligned these with the college’s values, process helps us focus on formative their training they also are required to have vision and mission; center needs; and our assessment practices as well as evaluation their first session supervised by the peer own academic support vision and mission needs for the certification program; active coach coordinator or another member of the statements.5 We decided that the outcomes reflection on what is and is not working; academic support team. A peer coach is not and objectives for the students who seek resourcing and return on investment in the certified until all of the training is completed assistance from a peer coach are that they program; and the impact of the program and the peer coach has put in 25 hours of will be able to: on student retention and academic success. work with students. Currently, six of our Since the program is still relatively new, we • identify and manage their learning peer coaches have received full certification are still gathering and analyzing the data we strengths and challenges with a few more who should earn their 25 have from a demographic and quantifiable hours of coaching work by the end of the • incorporate traditional and technology- point of analysis, and we are adding fall term. based resources in their learning qualitative feedback from not only students and peer coaches but also from mentors • use effective strategies in different Current State of the Program about the quality of academic work they are learning engagements seeing from their students after they work March 2012 marked the first anniversary • create positive learning environments with a peer coach. The results have been of our training program. We’ve collected for themselves incredibly positive, and a follow-up essay data on use and student and peer coach about the impact of the program is being evaluations of sessions, and have performed • increase their self-confidence while worked on in collaboration with a few of some preliminary data analysis of the impact decreasing stress our faculty mentors. of peer coaching on grades and retention. • improve their academic performance We also have received informal and formal and development as a lifelong learner. Credentialing and Peer Coach Training feedback from faculty members whose students have utilized peer coaches. From all For the peer coaches, it was a little harder A lot of thought went into the activities of this initial research and data collection, to think through what we ultimately wanted and resources we created for the training the outcomes to be, but in the end we program as well as the evaluation and decided that the peer coaches will: record-keeping tools. We wanted to be flexible with the program, allowing for We wanted to be flexible • gain invaluable work experience in the room to grow and learn from each other, areas of training, coaching and assisting with the program, the peer coaches and the profession. We others in a rigorous academic learning also had to have a structure that met well- allowing for room to environment established standards in the field. The grow and learn from each • gain experience and knowledge that certification process was incredibly daunting. will better themselves and the students The paperwork, documentation and the 29 other, the peer coaches they are assisting pages of directions nearly drove us crazy. and the profession. In hindsight, the process was incredibly • be evaluated by their peers so as to rewarding, but as we went through the nine better evaluate their abilities and to months to put the certification application6 grow as an educator and a professional the program seems to be working well to together and the 10 months to wait for our support student learning and academic • improve their interpersonal certification to be granted, we realized that success. During the spring, summer and fall communication skills we had gone through the gestational period of 2011, the Peer Coaching Program grew of an elephant or the final stages of Lisa’s • develop their leadership qualities at a consistent rate. We trained 10 new peer dissertation writing process. coaches. In addition to working individually • if participating as a practicum student, In the end, our training program adheres to with students on an as needed content provide credits toward their degree the CRLA’s program certification guidelines tutoring basis and participating in student completion for Level 1 certification, with each peer panels and academic support workshops, • if participating as a work-study student, coach actively engaging in six hours of face peer coaches became more and more provide supplementary income to face training and an additional four hours connected with/embedded in the curriculum of individually-structured training. The four of Northeast Center study groups and
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 73 residency studies. Peer coaches express their workshop series, by either presenting peer coaches help expand the capabilities of excitement about connecting with courses, content or participating on a student panel. the academic support staff. We will continue as the experiences allow them to assist more Additionally, we have a dedicated peer to seek funding from the SAF, as well as students, and keep current in areas they, coach who runs study sessions between our dean’s support for the learning coach themselves, have previously studied. residency meetings for a Micro/Macro lines. The program can be a low cost/high Economics residency course. The faculty impact support for students with the proper In the upcoming academic year, we are member, Sarah and the peer coach (who had administrative personnel to manage the going to continue with our embedded peer been the faculty member’s mentee and is a program. We are finding the need to work coach initiative, and have plans to expand 2013 graduate of the college) met before with better technology systems to record and and enhance the size and scope of the the term began to talk about the students’ manage the tracking data for the program. program. In the fall of 2012, we started to need for more contact time between the Additionally, Lisa is working on retention embed peer coaches in academic studies by a residency meetings. At the beginning of the and impact data analysis of the program combination of formal and informal means. term, the faculty member advertised the for internal and external stakeholders that We piloted matching peer coaches with three sessions with the peer coach, and he is now will help us as we seek future funding for instructors in study groups so peer coaches running his own Blackboard Collaborate the program. could work with students on their writing sessions to facilitate the content learning of either within group sessions or in outside Predominately, as previously mentioned, the students. The three residency meetings appointments. The in-class sessions took our peer coaches have been volunteers, aren’t enough for all of the students in the place in either small group or individual and while it would seem difficult to recruit study, so this hybrid/support model seems tutorial sessions when the instructor volunteers, we have not had difficulty when to be working. We will evaluate more of dedicated time for students to work on we have had faculty members make the the impact after the term ends. Finally, we their writing. In the Critical Thinking study connection with a student and tell him or are trying to revamp advertising and create group, during one dedicated period, several her that they think the student would make incentives for the faculty by doing targeted peer coaches worked in small groups with a good peer coach. There also is the sense advertising for the recruitment program two or three students on their final essay. that we get from all of our peer coaches using the faculty members who have had Other instructors only utilized a dedicated that they want to give back to the college peer coaches embedded in their studies as peer coach assigned to their group where and help other adult learners. At the June the focus of this recruiting. students made their own appointments 2013 graduation, one of our peer coaches with that coach outside of class time. In the had been selected to be a student speaker. Growth and New Directions study groups for history and introduction He sums up what we have heard from other to college learning (titled Enhancing the As the Peer Coaching Program continues to peer coaches about what made them want Academic Eye), the peer coach came to class grow, we are focusing on recruiting strong to join the program: to be introduced to the students and to set students with skills in high-demand areas. As I kept attending more classes and up those appointments. This embedded peer At the program’s start, we did not do a large learning more, there came a great coach initiative allowed our peer coaches to advertising push for peer coaches since we opportunity for me, as a student, to be actively involved with course instructors wanted to test out the model with students; give back what I’ve learned to other in ways that allowed for free-flowing however, in the second year, with the students when the school created the conversations between the instructor and increased awareness of the program through Peer Coaching Program. I became peer coach related to the curriculum and our more recent advertising and embedded a peer coach because I knew there the specific challenges/needs of individual academic support efforts, the volume of were students who were struggling students. Each faculty member who was Northeast Center students requesting a peer to adapt to college while maintaining interested in participating worked with coach has increased, and the need to recruit their responsibilities at work and at us to determine what level of integration more peer coaches in specific content areas home. I had gone through some of the and support he or she wanted from a peer (whether center- or Center for Distance same struggles and the Peer Coaching coach. We wanted to roll this out slowly Learning-based) also has grown. We work Program allows me to take what I have to determine the promising practices and closely with the CDL Peer Tutoring Program learned over the years at Empire and potential pitfalls of the models, and not to streamline center-based student requests help new students to understand that overstretch our limited resources. for assistance with a CDL course as well going back to school can be done – as CDL student requests for a face to face Now, during the fall 2013 term, peer coach they can develop the skills they need peer tutor. CDL’s Peer Tutoring Program training has been expanded to include the to succeed – and that they shouldn’t does not provide face to face support, so use of an online conferencing program to give up. we are collaboratively supporting each conduct workshops on academic support other’s programs in order to provide the – Donald W. Ellis, Class of 2013 – topics as well as some of the Level 2 CRLA best possible support to all students in our SUNY Empire State College – standards. Peer coaches also will continue geographic location. We are doing our best Northeast Center to participate in the Northeast Center’s to do this with limited resources, but the Graduation Speech, June 9, 2013 extended orientation, “Pieces of Success”
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30,000-Foot View Notes
Lisa was writing the final words of this 1 We decided to call the program a essay literally 30,000 feet in the air returning “coaching” program instead of a from the National College Learning Center “tutoring” program for three reasons: Association7 conference in South Carolina. (1) confusion with the term “tutor” While we tend to dislike jargon of any kind, as Empire State College uses it; (2) to let alone catch phrases from the corporate mirror the learning coach title for the world, from her vantage point, Lisa could professionals who work at most of the appreciate the concept of the “30,000 foot regional centers and at the Northeast view.” It was her 20th time attending the Center; and (3) the flexibility that the conference, presenting at least one session term “coach” gives to our program. almost every time. Her longevity in the Our peer coaches do more than tutor field, coupled with our intentional design specific content areas; they facilitate of the program, gives us the 30,000 foot workshops, work in an embedded view of not only our program but also the capacity in certain study groups and professional field of learning assistance and residency courses, and they help create academic support. The big picture view of learning materials and resources. the history of the field, Lisa’s own research 2 For more information about what we and expertise, Sarah’s experiences as a offer, please visit our website, www. student and as a learning coach, and the necacademicsupport.pbworks.com. formal and informal feedback we’ve received from students, staff and faculty confirms 3 For more information about the College for us that our Peer Coaching Program Reading & Learning Association’s at the Northeast Center is successful, not International Peer Tutoring Program only because of our intentional design Certification Program, please visit of the program, but also because of our http://www.crla.net/ittpc. commitment to learning from and leading 4 “Area of study” is the term SUNY with our students. This program allows Empire State College uses to describe the peer coaches and the students with what traditional colleges would call whom they work to shape their learning majors and minors. experiences: to learn by doing and teaching others. Our peer coaches’ selfless service to 5 See our academic support wiki, www. their fellow students and the college humbles necacademicsupport.pbworks.com. us and makes us want to work harder every 6 All of our certification materials and day. Being 30,000 feet above the East Coast, application packet can be found at flying above the clouds, not only provides www.peercoaches.pbworks.com – click Lisa with a sense of peace about going home on CRLC Certification Materials in the after a long and engaging conference, but it upper right side of the Web page. also gave us the thrill of knowing that when she got back to New York, we would have 7 For more information about the more resources, new ideas and an incredible National College Learning Center team with whom to try them all out; and for Association, please visit www.nclca.org. both of us to “journey with students as they progress in their lives beyond our classroom Reference experience. … The important lesson that hooks, b. (1994). Teaching to transgress: we learn together, the lesson that allows us Education as the practice of freedom. to move together within and beyond the New York, NY: Routledge. classroom, is one of mutual engagement” (hooks, p. 205).
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Open to the Creative Process
Peggy Lynn, Central New York Center
hen I was asked to write songwriting workshops about the project for which I at retreats annually ever W received the 2013 Altes Prize since. In 2008, Creative for Exemplary Community Service (my Healing Connections colleague, Desalyn De-Souza, also won incorporated as a non the award for her project), I immediately profit organization wanted to explain the influence songwriting with the mission of has on my mentoring. The artistic process providing creative of songwriting and the creative process experiences to promote of mentoring have much in common. I healing and growth.
don’t take off my musician’s hat when I In singing and writing am mentoring. I try to keep that flexible, with these women, I mary hogan enthusiastic attitude. My style and process have learned the value : of mentoring is integrated with my artistic of the artistic process process of songwriting. Just as each student in healing and building and her degree program is unique, so is community. It is an photo credit each song and the art and craft of writing it. amazing experience Peggy Lynn Writing, composing and leading songwriting to see the faces of workshops have taught me to keep my survivors standing in activity, but it sets the tone for the weekend. senses open and go with the flow of the a circle, singing a song to which they have Most women savor the opportunity to moment. If I am not open to my muse, added their own images and perspectives. choose what appeals to them. or a student I am mentoring, I may try to What happens at retreats is difficult to Some participants need some help with push for something that does not fit and relate, but I’ll make an attempt. getting themselves and their luggage to their miss opportunities for creativity that would rooms. Since Sagamore is an example of enhance possibilities. Women find us, usually through a friend, Great Camp architecture, each building has register, pay a deposit, possibly apply for I have been writing songs all of my adult a distinct function: several for sleeping, one scholarship funds and fill out health forms. life. In my 30s, I wrote songs as a way to for dining, one at the shore of the lake for On the Friday of the retreat, they drive to process aspects of life I couldn’t understand. boats and one for recreation. A golf cart is Raquette Lake and turn down a four-mile It was cheaper than therapy! That also is handy for assisting those who have trouble dirt road to get to Great Camp Sagamore. when I began performing professionally. walking the distance between buildings. The road can seem endless, especially to Feedback from audiences helped me hone Many participants stay in the Main Lodge, those from urban areas, or those arriving my craft and let me know which songs which is a three-story European-style chalet late, after dark. At the end of the road is resonated with people. I also wrote a whole situated on the shore of Sagamore Lake a bridge that one can only pass over after body of songs about science and nature and the most photographed feature of the getting out of the car and opening a gate. for children. This is where I began to lead National Historic Landmark. The gate is a handmade wooden gate and songwriting workshops. I brought simple must be closed again after she has driven At 6 o’clock, the women are summoned by songs into classrooms and guided students onto the bridge. a bell to dinner in the dining hall, which is to write new verses about plants, animals, a great wooden-walled L-shaped room with habitats and the ecology they were studying. Once across, she drives to the conference two huge stone fireplaces. The atmosphere Starting with basic rhythms and melodies building, registers and goes into the Reading at meals is convivial with several women was a great foundation for later songwriting Room to make a nametag, have a cup of renewing acquaintances from previous workshops and sparked many ideas for my tea and begin to meet everyone. There are retreats. Hugs and smiles are exchanged own composition. two tables covered with nametag blanks, as old friends welcome each other. After magazines, markers, stickers and scissors. In 1999, I was asked by Naj Wykoff to dinner, the women walk up the hill past It may look like a child’s arts and crafts co-lead a retreat for women with cancer and the tennis court to the Playhouse, another chronic illness at Great Camp Sagamore large wooden structure with a massive stone in the Adirondack Mountains. I have led fireplace. This building has some reminders
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 76 of the Vanderbilts’ penchant for hunting The next day, we split into three workshop new perception of themselves. As hard as on the walls, bison and moose heads being groups for morning and afternoon sessions. it is to drive in the length of the four-mile the most prominent. Here, the women are Being in smaller groups gives participants dirt road the first time, that long, slow drive oriented as to what and where everything more time to explore their stories in depth. out serves as a needed transition time for happens in camp. It also gives workshop leaders a chance to reflection and return to the real world. draw ideas from individuals into common Once the formalities of camp customs are As a staff member, I appreciate the added themes as stories, poems, theater and songs. completed, Fran Yardley, retreat director, time of a debriefing session after the retreat. Visual arts, journaling and yoga also are welcomes the group and declares the retreat We spend part of the afternoon discussing offered as optional workshops. a safe, confidential place. The chairs are program strengths, weaknesses and future placed in a circle so each woman can see Saturday night is our annual pajama party. plans. This process of developing a program, every other woman. After a simple singalong Just seeing women come in the playhouse evaluating it and making adjustments song, the retreat leaders introduce their in their flannel prints and animal slippers has been very helpful in developing workshops. Women are asked to choose makes for a festive mood. We play games, and assessing my studies, teaching between Fran Yardley’s workshop in tell jokes and silly stories and sing funny and mentoring. storytelling, mine in songwriting and Wanda songs. The party seems the most like One of the great benefits to my professional Burch’s in dreamwork, which begin the youth summer camp of all our events. development in leading retreats has been to next morning. Then the women are asked To outsiders, it might appear bizarre to do so with Fran Yardley. Fran is a dynamic to introduce themselves and share how they encourage women, some of whom are facing actor, storyteller and leader. She is a came to be at the retreat and what they hope life threatening diseases, to relax and laugh, co-founder of Creative Healing Connections. to take away from it. This is a daunting but we have learned it is an essential part Fran has taught me the value of creating a prospect for many new participants. They of the program. One evening, two women safe space and encouraging women to tell face a room full of strangers who are all who were going through chemotherapy sat their stories. She also demonstrates active, looking at them, waiting for their stories. next to each other. One was covering her respectful listening and challenges each Some pass on the initial opportunity to head with a scarf, the other a wig. At one group of women at retreats to do the same. speak. Usually, a woman who is returning point during the party, they decided together Fran’s organization and communication will begin, telling her story, often laughing to bare their bald heads and cover them skills facilitate retreats in a way that puts and crying, sometimes at the same time. with glitter! Each woman took courage and participants at ease. Leading retreats and One memorable comment from a vibrant delight in the other and the whole group workshops with Fran has challenged me to 80-year-old woman was: “I figure if I celebrated with them. think creatively and organize thoroughly. keep one foot in yesterday and one foot in On Sunday morning we have our closing tomorrow, I’m going to piss all over today!” In 2004, Creative Healing Connections ceremony. Small workshop groups share That woman outlived a terminal diagnosis expanded its retreats by offering them to their creations with the larger group. We of lung cancer by five years as she visited women veterans at Wiawaka Holiday House have a ritual that encourages each woman to fellow cancer patients in the hospital and on Lake George. I was not familiar with let go of what impedes her healing and give volunteered at the local arts center. Another military culture or language, so I needed rise to joy and dreams. We sing and have woman told of buying a stick of deodorant to do some reading and try to be as open a guided meditation. While this ceremony and telling it: “I am going to outlive you!” as possible in listening to the participants. is spiritual, it is not religious. Though the As we go around the circle, tensions begin to Fran Yardley, Wanda Burch and I needed to retreat is not a magic wand or a medical ease and women begin to see that they are decide how much of our arts and healing cure, many women have found the strength not alone in their challenges, pain, learning retreats would work for veterans and how to begin making changes that impact and loss. As each story is told, the circle of much needed to change. We have discovered their entire lives. Many deep, long-lasting women listens with patience and respect. the universal impact of bringing women friendships have been forged there, as well. For as long as it takes for each woman to be together and listening to them. We have Before we say goodbye, we share contact heard, the space is held open for her. And as now had five successful retreats for women information, evaluate the retreat and take we get to know and appreciate one another, veterans. We honor their service, help group photos. Women take home a piece a bond of community begins. them build connections with other women of the group sculpture that was created veterans, and give them artistic avenues One night after a first meeting, we saw a and memories of seeing themselves in a through which to join and raise their voices. bright full moon illuminating Sagamore different light. Lake. There was not a whisper of wind so The experience of developing programs and As she leaves, each woman once again we boarded canoes and paddled out into the leading songwriting workshops has helped drives over the bridge. She opens the gate, middle of the lake and sat silent, drinking me mature and gain leadership skills. It also drives out, leaving Sagamore behind, and in that rare stillness. Then a loon called has prepared me to better weather illness closes the gate behind her. Many women and another answered. The memory of that and adversity in my own family. The art of have commented on the metaphor of that magical night stays with every woman who listening we practice at retreats enhances my gate, opening to a different world and a was on the water to witness it. mentoring in learning about each student
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 77 and her goals before advisement. With each added to my music. I hope that the Altes Note new song, retreat and student, I am given Prize will build a bridge of communication the challenge of exploring creative strategies between Creative Healing Connections and For more information: for communication, artistic expression and Empire State College so that more women Peggy Lynn’s folk singing and songwriting community building. I am grateful for the will discover our retreats and more of our www.quercusmusic.com enhancement of mentoring I get from my participants will realize their dreams through Creative Healing Connections music and the confidence mentoring has a college education. www.creativehealingconnections.org Great Camp Sagamore www.greatcampsagamore.org
“Academia should be, first and foremost, A safe space for nurturing higher learning For the good of each and all.
Not for the good of one at the expense of all. Not for the good of this one at the expense of that one. Not for the good of this group at the expense of that group. Not for the good of all at the expense of one.
If the academy allows its freedom to act as such to be usurped, From without or from within, The very few will have won, yet again, At the expense of the many.
And who knows if history will ever give us another chance.”
– Eric Ball, mentor Center for Distance Learning November 2013
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Writing the “Endless” Book
Joyce McKnight, Center for Distance Learning
The Saga and a “regular” book; he had little or no understanding of community organizing. I ne October morning in 2006, an felt very frustrated. Meantime, life at Empire extraordinary thing happened State College rolled on. CDL grew by leaps O – a publishers’ representative and bounds and so did my responsibilities. from Allyn & Bacon made his way to my While I was juggling countless teaching, small office in the bowels of 111 West. mentoring, course development, community His appearance there was unusual because organizing and institutional service tasks, the publishers’ reps rarely bothered coming to publishing world was shifting dramatically. Empire State College, not only because we My developmental editor was fired and a bought books in relatively low quantities, few months later my managing editor left, but because the Center for Distance as well. Allyn & Bacon, a major textbook Learning’s friendly, but firm receptionist/ publisher, was “swallowed” by Pearson, gatekeeper made sure that unexpected which, after incorporating Allyn & Bacon guests did not enter our inner sanctum. and some other academic publishers, became However there he was, staring at me from the largest publisher of higher education my cubicle door, asking if he could come textbooks in the world. Through it all, in and talk about textbooks. Thus began though, my contacts in the editorial office an incredible seven year journey. In that remained mildly supportive. initial conversation, I mentioned that I Joyce McKnight had always wanted to write a community In the summer of 2008, I wrote the second organizing textbook and that I had heard draft with two goals in mind. First, since my junior!) did not like its “academic” that publishers’ representatives were on the there were no suitable texts available, I style. She said things like: “It sounds too lookout for potential authors. He said that wanted materials that I could use in my much like a professor giving a lecture”; “It was indeed the case, and within a week own Community Organizing courses and depends too much on you being there to or two, he put me touch with an editor at independent studies. Second, I wanted answer questions”; and “Systems theory is what was then Allyn & Bacon. I sent her my to please the publisher. The second draft confusing.” Since she knew little or nothing vitae and an outline. As it happened, Allyn was much better. It was less philosophical, about community organizing, many of her & Bacon was looking for a community tighter, better organized, and sounded more suggestions would have eviscerated many organizing textbook to replace an outdated like a textbook and less like an opinion of the book’s major concepts, but she was one. The editor liked my credentials and piece or an academic dissertation. In the senior editor and her word was (and ideas. I signed an initial contract and addition, I asked my editor for permission is) law. The few weeks from January until received a very small retainer. I began to to have Empire State College publish my April 2012 were the low points of my book think about the book, but had no time rough draft as the text for my Community journey. I had sacrificed many other writing to actually write until the relatively quiet Organizing courses and studies. She agreed, opportunities, had had a sabbatical and a summer months some nine months later. and so thankfully did Dan Rabideau in the great deal of grace from the college, and college Bookstore, and Kirk Starczewski was coping with myriad personal crises and The first draft was an expansion and at the Print Shop. As a result, for the last work demands. I truly felt like years of work deepening of the research I had done for several years, my Community Organizing had been in vain and that I had let everyone my doctoral dissertation, incorporated students have used very basic in-house down, including myself. years of praxis, and included new research copies of my text at a cost to them of about Then, just as I was about to give up on the history of human services. It was $40 per term. a reasonably good book, but not a good completely, my senior editor stopped trying textbook. I was assigned a freelance Things went slowly. Pearson sent each draft to edit the work herself and I was assigned a developmental editor who was probably so out to reviewers and the reviews came back wonderful developmental editor by Pearson’s busy trying to scrape out a living that he moderately enthusiastic. By January 2012, subcontractor PreMediaGlobal. Barbara had little time for a new author. I was lost I had survived a major health crisis and Smith-Decker is not only an excellent in unfamiliar publishing jargon and did not the book was in fairly good form, but my writer, but had been engaged for years in yet realize the difference between a textbook “senior” editor (who is actually 40 years community service. We clicked immediately.
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Barbara took on the book (and me) as a Still, even as I write this, the endless book 1. Textbooks are very different from other personal mission, devoting many hours rolls on. Hugh and my co-author Joanna academic writing. They work well when beyond her contract to our mutual “cause.” McKnight Plummer, a 2010 Empire State written in the second person, in plain Thanks largely to Barbara, the “new, College graduate, are gamely struggling with English. Thus, you will have to set aside improved” version is much more student- footnotes and publishers’ proofs working 90 percent of what you know about friendly. It is based on two composite case with a PreMediaGlobal editor based in academic writing. studies told in narrative fashion, written India, freeing me from direct responsibility 2. If possible, connect your subject to in the second person in a down-to-earth for the final stage. So far, things seem to be something you already do well. In my style, and with a good mix of solid theory going well but it has been difficult to mesh case, my lifework is helping people and practical advice. Reviewers were schedules, and telephone calls are nearly organize themselves to create a better enthusiastic. My Pearson editor was pleased. impossible to manage. I am hopeful, though. quality of life. I do this primarily I breathed a sigh of relief. The “endless” book is scheduled to be though my teaching. The materials I available to students for the January 2014 My relief was short-lived. Most of you created for the textbook have helped term with major marketing for September probably remember the dozens of fairy me do my primary work better. Their 2014. tales in which the hero thinks he has usefulness to other professors and their completed the quest only to be told – “Just When I allow myself to believe it will students and to community organizers one more thing.” I lived that story for really happen, I am terribly excited. The working in the field is a bonus. about four months this past summer. The e-book will be in full color and have 3. Keep everything you write. Your text core book was declared fine (and kept on dozens of links to chapter objectives, will probably go through multiple the publishing roles when about 40 other relevant websites, critical thinking sections versions and you will probably be asked new textbooks were dropped), but Pearson based on the human services competencies, to cut some things you dearly love. executives decided that they were no online quizzes and online tests. The written That’s OK … you can keep them and longer in the business of simply publishing text will be its pale shadow with black and use them someplace else. printed texts. They wanted a combination package: an e-book and a printed version. 4. The process of writing enables you to The e-version led to many new tasks. It It seemed as if I was deepen your knowledge of the subject seemed as if I was forever just finishing one and is quite rewarding. Writing helps thing only to be told that something else forever just finishing one you consolidate what you know in the needed to be done. Moreover, Murphy’s thing only to be told that same way that writing prior learning Law was alive and well: Everything took assessment essays enables our students longer than I could have believed possible something else needed to make their tacit learning explicit. and anything that could go wrong, did to be done. I found the process of researching, go wrong at the worst possible moment. thinking and writing intrinsically Zeno’s Paradox was evident as well: I felt satisfying, which helped me through that although I was getting closer and closer many frustrations. to the goal, it still eluded me. The hardest white photographs and printed Web links. 5. Try to carve out blocks of time for hit came at the end of the August reading The two will be marketed as a package writing. I found the rhythm of writing period with “Moodle-go-live” looming. The so that students will have access to the in the summer, learning new things with Pearson editor requested that I create 90 e-book on their computers along with the my students during the main academic sets of four-part multiple choice questions printed text to carry around, highlight, etc. year, and then writing another draft and 15 sets of chapter tests! Each wrong When it is finally safely published, I fully worked well, although it took many answer to the multiple choice questions intend to throw a huge party at CDL and years. I simply could not write well had to have a sentence or two giving the invite everyone! during the main academic year. right answer and explaining why the wrong answer was wrong. Everything had to Advice About Writing a Textbook 6. Make sure that your dean, your fit into a template provided by Pearson Center Personnel Committee, and I found that writing this textbook could be that was not particularly compatible the collegewide Academic Personnel compared to taking the effort and anguish with Microsoft Word. Fortunately, my Committee realize that you are writing I put into my doctoral dissertation and husband, Hugh McKnight, has taught a textbook, which is a completely squaring it, but I did learn a great deal. I Non-Profit Management at CDL for years. different task than writing a trade hope that some of what I learned may be Hugh created the questions for the six publication, contributing to or even helpful to others. Here is my advice from the management-based chapters. One more editing a multi-chaptered publication, proverbial “school of hard knocks.” deadline was reached and I could turn or writing for journals. It is a lengthy all my attention to my students and process in which roadblocks can be other duties. raised at any time. In fact, my seven
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year journey turns out to be about the 11. Prepare to live in a rapidly changing My book will be one of only eight new norm for a first textbook. The sheer environment. The publishing industry texts Pearson will publish this year. time involved caused some problems for has been experiencing a meltdown and Forty were cancelled early in March me before I was tenured since I did not a reconfiguration. Many well-known after they had already reached the have a visible product to show for my publishers such as Allyn & Bacon have production phase. I am thankful to effort. I finally asked my senior editor been subsumed by mega-publishers, have been spared, but feel very sorry to write a “solicited letter” for inclusion especially Pearson. At the same time, for all of those who weren’t. If I were in my portfolio. Her assertion that I Pearson itself has drastically reduced beginning this process again, I would was within the expected timeframe its in-house staff and has contracted probably work with one of the open for a new textbook and that she was its work out to organizations like source publishers or with the SUNY impressed with my writing helped when PreMediaGlobal which, in turn, hire in-house effort rather than seeking a I applied for promotion. freelance editors, essentially private traditional publisher, no matter how contractors who work from their homes prestigious. Not only did I find the 7. Expect to do a lot of detailed editing with no benefits, no vacations and work Pearson bureaucracy daunting and work. I have been dismayed by how from assignment to assignment with far from stable, but I also believe that many time-consuming editorial details very small-time budgets. I have had students should be paying far less for have fallen to me. wonderful partnerships with some of their texts than they do now. 8. Expect a rather steep learning these freelancers and have been utterly In summary, I am relieved that this curve. I found that everyone in the ignored by others, but all of them are particular phase of my professional journey publishing industry expected that I very aware of their own contingency is drawing to a close, but I do not regret would understand their jargon and and the need to please PreMediaGlobal it and am thankful to the college and expectations. I wish I had understood by pleasing the publishers. My last two particularly Dean Tom Mackey for his publishing a lot better before I began. PreMediaGlobal editors believed in the patience. I am hopeful that Community book and were willing to take a few 9. Be politely assertive. I was so afraid Organizing: Theory and Practice will have risks with the Pearson senior editor, but that the book would be dropped from “staying power.” Multiple editions of both they and I were aware that it was consideration that I more or less went successful textbooks have been common in a risk. along with whatever the publisher the past. Some textbooks become classic. asked. In retrospect, I wish I had 12. Be aware that the large “for-profit” For instance, Gray’s Anatomy of the Human insisted on clarification at several points textbook publishers like Pearson are Body, first published in 1918 and updated along the way. under attack all around the world by multiple times since then, is still being used. the OpenTextbooks movement (that I have written my text based on principles 10. Learn to incorporate links to the includes SUNY), which wants to and skills that I believe have held true since Web. From now on, all of Pearson’s use open source materials, volunteer people began organizing to improve the textbooks will be done like mine with a authors, just-in-time printing methods quality of their lives together through unity major e-book and a companion printed and a whole new structure for peer with one another. I fantasize that I have book. They will no longer accept books review to produce affordable textbooks. written the classic community organizing without a solid Web-based component. This has already had a major effect. textbook. Some days I actually believe it.
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Using Facebook to Engage Students in the Lebanon Residency Program
Jeannine Mercer, Center for International Programs
Introduction Course participation, grades and student motivation increased. The Facebook group I have had the privilege of teaching discussion space became a competitive students at several of Empire State College’s learning environment and it created strong international locations (Greece, Albania, group cohesiveness. Somehow, Facebook Prague and Lebanon), in addition to had not only connected everyone more teaching courses for the Center for Distance directly to the course material, but it had Learning over the last decade. What I’ve created stronger ties among these virtual come to realize and appreciate is how each classmates and their instructor. group’s culture forms a part of a student’s learning experience and affects how students How Lebanese Students Approach learn and engage the study materials. This Online Learning and Instructors has become especially apparent to me over the years that I have been mentoring started teaching students in our students in our Lebanon Residency Program Lebanon Residency Program around (LRP). Many of these students were almost I the same time I started teaching online invisible in the online learning environment, CDL courses for Empire State College in posting in the discussions infrequently and 2006. Online courses in LRP are similar rarely writing me or responding to an email in scope and structure to a CDL course, to explain what was going on with them. with the exception that the study includes Jeannine Mercer But then, when I’d meet them face to face a required residency and a proctored at a residency, or call them on the phone, examination. However, by and large, the brick-and-mortar small classrooms where I couldn’t shut them up! They seemed majority of the learning experience takes they learn through lectures, workshops and highly social and talkative, and were able place online – previously within the ANGEL seminars. They are young, mostly in their to articulate ideas and concepts that they course management system, and now within early 20s, and live in a culture with a high had not been able to duplicate in the online Moodle. From the start, I observed some level of social contact. The Lebanese greeting space of the course. Clearly, these highly differences between the two groups of alone provides a small demonstration of socialized students were not faring well with students. The most distinct difference was just how intimate they are. In America, we independent learning, and could not find the how the students communicated with me. seem to expect a handshake and perhaps time to spend on their online assignments or Lebanese students would contact me more one small peck on the cheek for our special figure out a way to do them correctly. often, usually asking very general questions contacts. In Greece, students will greet you about the course requirements, such as with a warm smile, kiss both of your cheeks As a result, I introduced more phone “Miss, when is the assignment due?” or and perhaps offer you something to eat or assignments in their online courses, which “What am I supposed to do?” They seemed drink. The Lebanese take it one step further eventually morphed into Skype discussions to be unable to read and digest much of the and give three kisses, alternating on both when the technology became popular. I also online information related to the course, cheeks. Moreover, our colleagues and some did an extraordinary amount of texting with and struggled to work well independently. students are apt to give you a small gift. students and mentees, as they preferred such CDL students, on the other hand, were And no, it’s not bribery, as I worried the contact to the traditional email. In small better overall at independent learning. They first time I taught at a residency in Lebanon but subtle ways, these methods and others seemed to be more comfortable in the online and was surrounded by small gifts, such as helped me achieve a higher social contact environment, and didn’t need as much Lebanese sweets and small souvenirs. They with this particular student population. general guidance. Instead, CDL student are simply being generous and showing their They responded favorably. questions tended to be content-based, and affection and respect (Kwintessential, n.d.). However, when I started integrating the they contacted me less frequently. You might think of it as a child giving the stereotypical apple to the teacher. use of Facebook into my online courses for Students in our Lebanon program study at a LRP students in 2011, the effect on student partner university in Lebanon before taking At our summer residency in 2013, after communication and course engagement was online classes with ESC. Thus, two-thirds of I had just explained to the other ESC remarkable and beyond my expectations. their course work is conducted in traditional instructors who would meet Lebanese
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 82 students for the first time that they were not especially during winter months when From that very first experience of using expected to kiss the students upon greeting, there are many storms. Therefore, it is not Facebook in the online course, I saw the several of my students pulled me in for the uncommon to receive Facebook messages possibilities that it held for these students, customary three kisses and a warm hug. from students during the winter who are and I was drawn to it. I decided from that I don’t think they did that with the other trapped by snow in the mountains or some point on that I would include a Facebook instructors, and that never had happened to other rural area, usually because they or a group for every one of my courses. Not only me in the past. But then I realized that many relative lives there, and they are panicked that, I would be sure to communicate with of these students were either my mentees or because they cannot write or send their my mentees over Facebook. loyal followers – students who sign up for online assignment without electricity or every one of my courses, regardless of the the Internet. Somehow, as an app on their Creating the Facebook Group subject. I attribute this to the enriched social phone, Facebook comes through when all The one caveat of setting up a Facebook connections that I have made with them other methods of communication fail, at group is that it must be linked to your own over Facebook. least until their battery dies. Facebook account. Although there are ways around it, the easiest way to create a group Student Characteristics Conducive Facebook Facilitates Communication is to have students make a “friend request” to Social Media Engagement with LRP Students to you, and then you accept and add them While the strong social context that is so Even though I knew all this about the to the group. If done in this way, they can prevalent in Lebanese culture played a large Lebanese students, my Facebook interaction see your Facebook wall and you can see role in the success I have had teaching and with them happened by chance. In the fall theirs. mentoring in Facebook, other factors also term of 2011, I taught for the first time a Wanting to keep my personal life private, contributed. For example, many of these course on social media and society. I thought and also wanting to respect the program students grew up with social media. They it would be meaningful to create a Facebook director’s recommendation that we do not are comfortable with it and use it often group for the course, after reading about connect with students on Facebook until to express their feelings and share their the successes of other professors who had after graduation, I created a professional news and activities with their friends. In done so (Malhotra, 2013). As I began this account. In other words, I created another this regard, they probably do not differ course, I immediately not only saw how the Facebook account to be used just with much from Americans of their generation. Facebook group was enhancing the learning students. Next, I created a closed Facebook Another generational issue is that these experience for everyone, but also students group for the group and added students to students rarely use email (Rubin, 2013). were using it as a place to communicate it after they sent me a friend request. In a Like many young people, they see email as with me, both academically and socially. closed group, others will be able to see that too formal (Qualman, 2009) and use it only Slowly but surely, no longer were many of the group exists and who is in it, but they when absolutely necessary. They will email these students leaving me course messages won’t be able to see any of the posts in the a professor or other academic administrator in ANGEL or sending me emails. Instead, group. Apparently, this works well since if needed, but they do not email their they knew that all they had to do was to they know that their friends won’t be able friends or family. In fact, I would argue send me a Private Message on Facebook, to see their class-related posts and thus, that some of our Lebanese students are and wait for me to respond. When I did, they won’t risk social judgment (Malhotra, even uncomfortable writing emails to their their phone would vibrate and we could 2013). instructors. It is not unusual for a mentee communicate synchronously, and without to discuss his/her course-related problem delay. To me, this proved extremely valuable When Using Facebook for with me over Facebook chat, Skype or since students were known not to read their Academia, How Personal or texting, and state their reluctance to email emails regularly (Rubin, 2013). Often, when Social Should the Instructor Be? their instructor when they are asked to do I’d have an urgent message for a student so. “Can’t you do it for me?” they’ll ask, or When I first started using Facebook groups (either in my course or for a mentee), it “Can’t I text them instead?” for my LRP courses, I was very aware of the could take them days or even weeks to even access I had to my students’ walls, which is Another issue that affects the online find and open the email. Because of this, I where they post photos and details about communication of these students in Lebanon would have to email one of the Lebanon their personal lives. Initially I told myself is that they lose electricity and Internet academic coordinators and ask her to phone that I would not look at them in order to connection frequently. Blackouts occur the student and ask that student to read and respect their privacy, and that was what I at least three hours a day in Beirut, and respond to his or her email. However, I soon did. However, I did get exposed to some possibly as many as nine hours. Lebanon’s saw that if I was connected to students on posts in the Facebook newsfeed when I energy minister has recently promised the Facebook, I could just message them and logged onto my account, and like this, by people 24-hour electricity by 2015, but perhaps resolve the problem on the spot. chance, I saw some of what my students no one believes it (Lebanon’s Electricity And if I needed them to read some formal were up to. But I restrained myself from Blackout, 2013). Mountainous areas are email from the administration, I could even more vulnerable to long blackouts, simply message them to read their email.
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 83 looking further and respected the promise social culture. Obviously, I thought, I was I had made to myself, simply because I had making a mistake. I decided to test the thought it was the right thing to do. waters by interacting with the students personally, but without overstepping my With time, and after much internal debate, I boundaries as instructor. I added a few agreed there was an exception that allowed photos from my personal life on the wall me to peek at their walls. This began of my Facebook work account. Each photo when one of my students seemed to have would generate dozens of “likes” and disappeared from the course. She was not comments within minutes. (The photos participating in online discussions for over that I post on my own personal Facebook two weeks nor responding to messages, and account do not generate such attention, she had not submitted any assignments. By sadly, but true all the same). looking at her wall, I could then see if there was any sign of life. Did something happen These students appeared to be responding to her? Was she extremely busy or was she positively to personal attention and simply out socializing, enjoying the freedom social interaction with me on Facebook. of being young and single? In this case, However, this did not really resonate until based on all of the recent photos she had I was reading comments that students had Student using Facebook on the phone been tagged in at clubs and parties, the latter written in the course closure survey. Several for class. proved to be the reason. had commented on how they liked the personal interaction they had experienced As other students disappeared from their interaction, and what, if anything, could with me and other students, and how such studies, the first thing I’d do is look to see be changed. By and large, the students told interaction helped to create a social bond when they posted last on their wall. If it me that it was “the best way” for them to that made them want to be part of our had been several weeks or longer, I’d feel communicate with me because: 1) they don’t course group and do the work expected of concerned. If I saw a lot of photos of them use email, 2) it’s easier, and 3) it’s more them. One student in particular wrote that out at night with friends, I’d shake my timely. Not one student reported feeling she had thought the course was hard and head, but understand. If I saw a post from uncomfortable that I had access to their wall was thinking about dropping it, but when a different country, I’d realize that they’d and could see what was happening in their I asked her about a child who was in her become distracted by their travels, usually personal lives. “No, not at all,” and “I liked profile photo, she felt at ease and sure that for work. But whatever I saw, I never that part” were common responses. I would be able to guide her through the confronted them with it or mentioned their course, which of course, I did. Many of the students said they thought activities to them. I thought that would be that “it was cool” that I communicated crossing a line, a line that I had worried I I now give myself permission to look at their with them over Facebook and that they had already crossed. I just simply used the walls sporadically and interact with them felt more comfortable communicating this information to a get a sense of what was personally. Not only has this increased the way. I had interpreted this positively, until going on so I knew how to approach them. comfort and connection of the students in one day recently, when I was in the middle their interactions with me, but the more Slowly, as the terms progressed, I found of an online pep talk with a mentee who I interact with students, the better they myself becoming more personally engaged was not doing well in his courses. While seem to perform in the course itself. And with the students. I’d start by “liking” some I was explaining satisfactory academic those who do not succeed are friendly and of the more important status reports that progress to him, he told me that he had apologetic about their shortcomings. It is surfaced in my newsfeed – celebrations of a hard time taking me seriously because not uncommon for them to thank me for my birthdays and holidays, or new jobs and he saw me “more like a big sister than a encouragement and to apologize for what new babies in the family. And sometimes I professor.”(This was communicated to me they have not been able to do – such as was so bold as to write “congratulations” over WhatsApp, a texting service phone successfully complete the course. or “what a cute baby.” The response had a application.) It did take me aback. I delayed double effect. Not only was I immediately responding and he sent me some smiling The Consequences of Informal thanked for my comment, but there emoticons before continuing our text Communication with Students appeared to be a higher response from such conversation. Even more recently, I found students, both in their interaction with me, Despite all of the positive experiences I myself contemplating my role while talking and in the course overall. seemed to be having using Facebook to online with another student. After discussing communicate with my students, I wondered the details of a late registration with a This gave me pause. Maybe I was going if there were some drawbacks that I mentee over Facebook (and then sending about this privacy issue all wrong. I was hadn’t considered. Much like a customer his registration details to the program responding to what I perceived as American service representative, I began to ask my coordinator and director over Skype), he cultural standards and applying that to the LRP students what they thought of our thanked me profusely and said that it was Lebanese students, members of a highly “cool” that I talked to him about this on
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Facebook. Hearing this again, I became Some Conclusions: Lebanese immediately begin to look at his grades. intrigued and asked him to elaborate. After Students Prefer Using Facebook in He has taken two courses with me, both of some discussion by text, he explained that Their Online Studies which utilized the Facebook groups, but he because I was communicating with him has only earned Cs in each. However, I see in an informal way, he didn’t perceive our It has become very clear to me that Lebanese that he earned a B in a course he took with relationship as formal, but assured me that students tend to do well when using the instructor who teaches the Senior Project this was “a good thing” for him. Facebook for either course discussions or for his concentration. It was the student’s mentoring. It is more convenient and unlike best grade. This reiterated Qualman’s (2009) claim email, they use it regularly. Most have it on that the younger generation perceive their phones and can respond to discussion “May I ask why you don’t want to take the email as being too formal, but I hadn’t posts or instructor/mentor questions at any class with this instructor? You did very well thought about how that might impact an given moment. It also provides more of a when you took a class with him before.” actual relationship. I began to realize that high social context between each other and Even though we are chatting over Facebook, this informal means of communication with their instructor, so they are more apt to there is no response. Five minutes go by, did indeed create more of an informal enjoy and do well in the learning experience. and then 10. The student is still online. relationship between me and the students. I finally write, “I am still waiting for your Students respond to me in text type, and Because of this, I think some of these reason, because if I am going to request to they “talk” about school issues between students have become attached to this switch you to my section, I’d like to have inserts of what is going on in their personal particular type of learning experience. I have an explanation.” lives. When they are depressed or even noticed one of two patterns after a term has if they are bored, they may write me ended. Some students developed into what More time passes. Finally, the student incessantly at all hours of the day and I call loyal followers, taking as many new responds, “Mmmmm I don’t know.” night. They ask for advice about school, but courses that I offer as they can between that We discussed it for another five minutes also for reassurance about anything they point and their graduation. For example, I or so, as I explained to him that he would might be doing. I guess in many ways, I did usually teach courses in communications, most likely do well, if not better, if he took become their big sister! media studies or marketing; but the term I taught a history course, I found it filled with it with the stated instructor. I thought he I’ve always felt that social media enabled students from previous courses. Some of would concede. But then he declared, “I better communication and benefited the them confided in me that they were worried don’t care about the grade. I just want to mentor-student relationship, but now I about the course, and they struggled with take it with you.” find myself questioning this process. First, the material. And yet they took this course Although the student was not able to it can be high maintenance. Already, my as an elective simply due to the connection articulate his reason for preferring to take husband has complained that I spend more they had felt with me that had developed the course with me, I cannot help but time talking to my students than I do to in the Facebook group space. That alone believe that it must be due to the social him – and he’s right. Secondly, an informal says something. The other pattern I noticed connection that was created based on that bond can leave students feeling high and was that students with whom I had worked student having been part of my Facebook dry when they graduate or leave Empire before continued to communicate with me groups for two terms. And obviously, I also State College. I do receive texts and private over Facebook about any issue they had was using Facebook to mentor him, and as messages from ex-students, saying that they with school. For example, they might ask indicated by his chat status, he was doing it miss me and would like me to keep in touch. me about a course, an Empire State College on his phone. So even though I was not the This is not practical on a one-to-one basis, policy, or for an instructor’s email. When easier instructor for this student, somehow but at least staying connected to them on this first started to happen, I simply assumed Facebook was easier. Facebook allows me to be connected to their that these must be my mentees, only to later lives on some level after they have left the realize that wasn’t always the case. These The social cohesion that Facebook creates school. But finally, I can’t help but wonder were students who simply got hooked on is a crucial part of the Lebanon students’ about what I have done. I have made a communicating over social media. overall satisfaction with their learning traditionally formal relationship an informal experiences. Facebook has allowed me to one. Is this wrong? And if these students In fact, as I am writing this essay, it is communicate effectively with students on a enjoy a more informal relationship with the registration period for LRP. One of regular basis, even when obstacles such as their professors, what does it imply about my mentees has just contacted me over the loss of power or Internet prevented them the structure of higher education? Facebook chat, asking who the instructor is from communicating with me otherwise. for the Senior Project course he is expected And the use of personal photos and small to take next term. After I have told him, chats has helped humanize this online he writes, “Can’t I take it with you?” I communication. All of this I cannot deny.
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On the other hand, using social media such References Kwintessential. (n.d.). Lebanon – as Facebook has somewhat changed the Language, culture, customs and nature of the mentor-student relationship. Lebanon’s electricity blackout. (2013, etiquette. Retrieved from http://www. By chatting with the students over social August 3). The Economist. Retrieved kwintessential.co.uk/resources/global media, my role has morphed from an from http://www.economist.com/news/ etiquette/lebanon.html authority figure to something in-between middle-east-and-africa/21582570 Qualman, E. (2009). Socialnomics. that and a peer. Not only am I the helping power-cuts-are-symptom-deeper Hoboken, NJ: John Wiley & Sons, Inc. hand, but at times, I’m the arm around the malaise-blackout shoulder. I wouldn’t argue that my form Malhotra, N. (2013, June 10). Rubin, C. (2013, September 27). Technology of communication with them makes them Experimenting with Facebook in the and the college generation. The New better students, although it has helped college classroom. Retrieved from York Times. Retrieved from: http:// motivate quite a few. Instead I believe The University of British Columbia, www.nytimes.com/2013/09/29/fashion/ it provides them with something more Vancouver School of Economics technology-and-the-college-generation. intrinsic – a memorable, pleasurable learning website: http://www.economics.ubc. html?smid=pl-share&_r=0 experience that they will take with them as ca/news/2013/experimenting-with they leave Empire State College and go forth facebook-in-the-college-classroom/#. into their careers and future. UiTXdD_Dsyg
“ … As busy mentors with multiple pressures and responsibilities, it is easy to fall back on our own expertise and to find ourselves being too prescriptive with our students. We may think we know not only the answers, but the questions our students will ask before we even hear them.”
– Rebecca Bonanno, Michele Forte and Thalia MacMillan “‘The Mentor Is In”: Human Services Skills in the Mentoring Relationship” All About Mentoring, 42, winter 2012, p. 35
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Emil Moxey – 2013 Black Male Initiative Heritage Award
Introduced by Lear Matthews, Metropolitan Center
On Friday 28 June 2013, the Metropolitan Dr. Moxey is a licensed Center held a celebration of Black History clinical social worker and Month at the Brooklyn Public Library on a member of the Academy the Grand Army Plaza. (The event, “Made of Certified Social Workers. in America: An Evening of Art, Music Before joining the faculty at and Literature,” was to have been held in Empire State College as a February, but was postponed because of the full-time mentor in 1989, he weather.) About 200 students, alums and worked with adolescents as a community members enjoyed a program senior clinical social worker that was organized by a committee led at the Youth Consultation by Mentor David Fullard. Honored with Service in New Jersey and ’92 the college’s Citizen Laureate Award was the Brooklyn Jewish Hospital the photographer, Ben Fernandez ’87. and Medical Center. He was Bestselling author of books for children, the assistant director and marty heitner
Walter Dean Myers ’84, was presented with coordinator of field work : the Distinguished Alumni Award. Mentor for the ANSWER Social Joe Washington introduced a performance Welfare Program at Adelphi by the Mansoor Sabree ’00 Jazz Ensemble University. He also taught photo credit and the Marcus McLaurine ’09 Quartet. at several schools of social Emil Moxey (left) and Lear Matthews work, including New Also honored was recently retired mentor York University. in Community and Human Services, to most locals and tourists. Indeed, the Emil Moxey, who was presented with the My first stint as a mentor at Empire State name “Moxey” carries some weight in Heritage Award. What follows is colleague College was to “fill in,” so to speak, for the Bahamas. Lear Matthews’ introduction of Emil Moxey Emil while he completed his Ph.D. program. Music has been a major part of Emil’s life. and the recipient’s reflections on this When I met him, I was impressed – not only As a member of several church choirs, special occasion. by his professionalism and calm demeanor, both in the Bahamas and the United but his mastery of the area of study. Let States, he performed as a chorus singer Introduction us say, I needed no further introduction to at various venues. He served as co-chair Empire State College. By the end of our first Lear Matthews of the Organ Committee at St. Phillip’s in meeting, I was convinced that this is where I Brooklyn and was honored for his many was delighted when asked to present wanted to work. In short, Dr. Moxey was a years of community service, as educator this award to my friend and colleague. prized ambassador for this institution. and chorister by the Crusaders Guild of Dr. Emil Moxey was born in Nassau, I Emil Moxey can be considered one of the the Brotherhood. He is a member of the Bahamas. He attended public schools and gatekeepers of quality higher education. His Bahamian-American Association, a vibrant St. John’s College, a coeducational Anglican effectiveness as an educator is undeniable. hometown organization of committed secondary school, from which he graduated He is indeed, the consummate mentor. individuals, dedicated to “reaching back” with the Cambridge University Overseas to their homeland, social networking and Senior School Certificate. He migrated However, I must tell you that his calm progressive political activity. to the United States in 1956, earned the disposition contrasts with that of his Bachelor of Arts degree in sociology from brother, Edmund, whom I met in the Emil, we are forever grateful for your Virginia Union University, and a Master Bahamas while attending a conference. Not enduring contribution to the field of of Social Work from Fordham University. only is he a good raconteur, but with the education, to Empire State College and He then pursued and completed a Ph.D. in ease of a diplomat, his outgoing personality particularly to the growth of the Brooklyn social work, with a concentration in clinical and the legendary politician that he is, we Unit. The Bedford-Stuyvesant days were practice at New York University. were able to visit places that were off-limits memorable and challenging, but rewarding. I know there were times when you, Rudy Cain and Ethel Bowles had to “dig deep”
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 87 to stay the course with meager resources see, I soon realized that I really missed the Initiative and primary organizer of this and the unwavering support from dean neighborhood/community atmosphere and event, Vice Presidents Dr. Hugh B. Hammett Nancy Bunch and the likes of Alan Mandell. the excitement and pleasant streams of the and Dr. Marjorie W. Lavin, and Metro’s Your students adored you. They cherished nearby elementary school children during Dean Dr. Cynthia Ward. your guidance, mentoring style, ability to recess and at the end of the school day. I especially wish to thank my colleagues, empathize, and, at the same time, your Then there was the buzz of the Fulton Street relatives and friends for whatever role you firmness about the quality of the work they shoppers and others such as the liming played in this momentous event, particularly produced. Brooklyn had the most vibrant (i.e., the pleasant socializing – heightened, those unknown to me who worked alumni association due to the work you and spirited chitchat) of West Indian men at the so tirelessly in the background. Guest others have done. In celebration of Black subway entrance as I plied my way home to representatives include staff of the Bahamas history and on behalf of SUNY Empire Manhattan late at night from the office. Consulate General at New York, officers State College, I present to you the 2013 In retrospect, perhaps my unconscious mind and members of the Bahamian American Heritage Award. knew better than I did that I was bound Association, Inc., and members of St. Philip’s Ladies and gentlemen, Dr. Emil Moxey! to become a teacher from the period when Episcopal/Anglican Church of Stuyvesant I tutored some cousins on my grandaunt’s Heights, Brooklyn, New York. *** porch during my teenage years. Before long, I was approached to tutor other ESC Reflections neighborhood youngsters. At that time, I Emil Moxey absolutely had no idea whatsoever about how far the obvious satisfaction from these Now that I am fully, officially retired, I tasks would eventually take me. sincerely hope that I do not fall prey to the adage that: “Retirement is the time when Throughout my involvement with the you never do all the things you intended to college, over some 26-odd years, I was do when you would have the time.” Or, the always amazed at the sheer volume of one that asserts that: “Retirement is the time the ever so rich knowledge, skills and in life when there is nothing so difficult as occupational expertise that mature, diverse doing nothing.” students brought to the table. I personally gained tremendous reciprocal satisfaction Frankly, aside from my Caribbean and from challenging them to develop their own South American traveling excursions, I never unique analytical mettle by emphasizing feel that there is enough time to complete all conceptual self-analysis of their critical of my writing projects in the offing. reading and writing skills, instead of My exciting sojourn at the Metropolitan providing them with ready-made answers Regional Center of SUNY Empire State to the identified problems or issues. These College took root in 1985 when I joined the oral and written exercises evidently afforded faculty of mentors as a temporary sabbatical them considerable gratification when they replacement for the late Professor Dr. Joseph produced substantive solutions to the Goldberg. Upon Joe’s return, Dean Nancy required content with the biggest smiles on Bunch very pleasantly invited me to stay on. their faces. Moreover, my overall knowledge In 1989, she further graciously offered me a base and skills were greatly enhanced in tenure-bearing line, which I readily accepted. the process, and I could actually feel the I was later transferred full time to what personal growth that ensued. These episodes was then known as the Bedford/Stuyvesant were my most rewarding experiences! Unit of the Metropolitan Center on New At this point I wish to share that this past York Avenue at Fulton Street (an area year has undoubtedly been an exceedingly that has been presumably upgraded to the challenging one for me medically, so this designation henceforth of Crown Heights honor that you are bestowing upon me North), under the expert directorship of Dr. tonight is ever so timely because it enables Rudy Kofi Cain, now a professor emeritus. me to come to grips with the things that In recent times, the unit was subsumed by really matter in life, particularly one’s the downtown Brooklyn Unit on Livingston personal development. I stand forever Street. But I must finally admit, even at this grateful to the college, as well as to the late date, that I had something of a hard planning committee, especially Dr. David time adjusting to this new venue. Why? You Fullard, faculty advisor, The Black Male
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The Steinmacht Radio
Robert Congemi, Northeast Center
esse tried to do the right thing. Things it, about a couple of hundred feet away. never worked out in high school and The backyard to this house was big enough, J for a few years after that – some odd and there was a line of trees between the jobs. But he did try to do the right house and the yard, but, as Jesse had learned thing, tried hard. That’s why when he met from the neighbors, at night you could Meg in the bar and fell in love with her, hear them banging the train cars together, instead of just living with her and her kids, coupling them. he talked her into marrying him. “Hells bells,” Mr. Lafayette, their next At first, she didn’t want to. “Oh, Jesse, you door neighbor, said. He had worked for don’t have to do that,” she said to him. But the railroad for years, but was now retired, Jesse insisted, so in the end they did, by a except for when he worked part time as a justice of the peace. guard for the small-engines factory where Jesse worked. “A person can get used to “All right, you can give the judge your the banging and the booming. It’s when lana ortiz donation now,” said the fat lady who : they come down roundin’ that mountain worked for the judge, who stood up
that scares the b’dickens out of me. It ain’t for them. outta the question that some day or night
“What?” said Jesse. a train could be in our garden or even photo credit the house. They’ve had wrecks over there Robert Congemi “The money,” Meg whispered in Jesse’s before. Especially when some conductor’s ear. “She wants, they want the money for all liquored up. They just never got quite supervisor’s office and more or less asked marrying us.” up to here yet.” him to spy on his fellow workers for him. “Oh,” Jesse said. Mr. Pavlich was a short, square-set man, Audrey, Meg’s oldest, and a real wiseass, if who talked with an accent. The first place Jesse rented for his new the truth be told, sat at the Formica table in family was a whole house – not too bad, the little kitchen they had, eating the dinner “Jesse, you do me a favor, huh? You let me not too old or out of shape. Meg liked the that Meg had made for all of them and said, know what the mens say about me, OK? roominess it had. But just behind the house, “I think it’s dumb living here.” You know my son. It helps me out, OK?” which was built on a pretty steep hill, the “Be quiet, Audrey,” Meg said, sticking up At Mr. Pavlich’s words, a distress alarm earth dropped away pretty much straight for Jesse. went off somewhere in Jesse, and he actually down, and he and Meg could never rest felt himself get warm. He had just gotten to with the kids outside. There was a hedge “Yeah,” Ralphie, Meg’s boy, who disagreed the job! that kind of protected against the fall, but it with everything his older sister said, was pretty skimpy and for no good reason, chimed in. “Uhhh, gee, Mr. Pavlich. …” He let his it seemed, there was a big space in the hedge sentence trail off, not knowing what “I need a beer,” Jesse said, getting up from just about where the kids came out the back to say, hoping his being unable to say the table and walking into the living room, door of the house, maybe 10, 12 feet away. anything would somehow excuse him. where he could light up a cigarette and But it didn’t help. “Some backyard,” Jesse said, scratching watch television. his head. “How would you know someone “It’s no big deal, Jesse,” Mr. Pavlich told At the factory, Jesse worked hard and tried would build a house like this?” him, patting him fatherly on the cheek. to keep his nose clean. He even liked the The second place Jesse rented for them was place and hoped that everything was going Jesse never knew exactly if anybody saw better – at least, you could make a pretty to work out there. In the beginning, he him go into Mr. Pavlich’s office and get a good case that it was better. It was a little didn’t think it would. Mr. Pavlich, who talking to, but he always figured at least ranch house on a concrete slab, smaller but was his supervisor, was the father of a guy somebody had to. After that, every few newer than the first house and in a better Jesse had met a few times who had told days, Mr. Pavlich would come up to where neighborhood. But this house turned out to him about the job at the factory. On Jesse’s have the beginning of a railroad yard behind first day, Mr. Pavlich walked Jesse into the
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Jesse sat at his machine, raise his eyebrows little older, and he giggled nervously when “You don’t have to do that, Jesse. You don’t as a question and say, “Huh? What they say, he talked, but he was always very, very have to sign up yet.” huh, Jesse? You tell me something?” serious, especially now. “But I want to, Arthur. I’ll do whatever But Jesse never did. He just looked at “Hey, Jesse,” Arthur said to him, with anybody wants me to. I’ll join up. I’ll help Mr. Pavlich confused and uncomfortable his little, nervous giggle. “I gotta talk to out. You got committees or something? I’ll and said, as quietly as he could, “Gee, you, man.” be on them.” Mr. Pavlich, I don’t hear anything. I really “OK,” Jesse said. At that, Arthur didn’t know what to say, don’t. I just stay here by my machine and and Jesse tried to breathe easier, thought he keep working. I got my quota to make. Arthur looked around him. “Jesse, I don’t could breathe easier. You know.” know if you know it or not, but I’m the union representative around here. The men And then one day, several months later, a And to show Mr. Pavlich his loyalty in voted me in.” Saturday, Jesse had the encounter with the another way, Jesse worked as hard as he radio, the Steinmacht radio. The morning could. The factory had a reputation for “Oh,” Jesse said, nodding. had been busy. Everyone was tired from making good small engines, and Jesse had “And, uh, Jesse … I gotta tell ya … that …” the week. been assigned to the polishers’ section. All Arthur leaned closer to Jesse. “ … that … day long, he sat at his machine and picked “Boy, it sure was a long week,” Meg said, you’re working too hard, man … too good an engine part out of the bushel basket on in bed, stretching, in her nightgown, as if … you know what I mean?” his left, polished and buffed it to absolute all the weeks were not long. She looked smoothness according to specifications, then Jesse, who had started eating his sandwich, especially desirable to Jesse, but he found dropped it into the bushel basket on his stopped. himself uncertain about letting her know right. Though he was in a line with all the that. Besides, the kids were only around the “What do you mean?” he asked Arthur. other polishers, he hardly talked to anyone corner, in the little house’s other bedroom. It else while he was working. The company “I mean, you’re working too hard, too was morning – not a good time. He should policy didn’t want people gabbing all day good. It’s not good for the rest of us. have thought ahead last night. long while they were working, but it didn’t You know? It puts pressure on us; the A few minutes later, while they were all forbid it, as long as nobody abused the management picks up on it. Someday maybe gathered in the kitchen, his mother called. privilege. But even so, Jessie just kept his they tell us we should increase production, It was about Jesse’s father, of course. His nose to the grindstone, so to speak, and they look to a guy like you for justification.” mother and father lived back in the city, concentrated on always making his quota, “You’re kidding,” Jesse said first. Suddenly, where they had always lived. Moving out and even going over it some days. He had he felt like he was in a movie he had seen with Meg to where he and she were did worked out a routine that really let him somewhere. But he knew he wasn’t. It was have its positive side. Jesse remembered once polish and buff cam shafts and rotors as fast a very real thing. “But I didn’t know that. he and his father had had such a bad fight as possible, without wasting any motion or Why didn’t somebody tell me? I don’t want that Jesse actually thought his father was time, and he was proud of it. One time, he to cause any trouble for anybody. I just going to have a heart attack and die right in even showed Mr. Pavlich exactly how he want to do a good job. Hell, I really need the living room of the house in the city. did it. the job.” “Is everything all right?” he asked his “Hey, we ought to let you show the other Arthur agreed with Jesse. He nodded his mother, knowing it wasn’t. polishers what you do, Jesse, you know,” head, showing Jesse he understood. “I know. Mr. Pavlich told him, standing beside him “I just wanted to talk with you, Jesse,” his I know. That’s why I’m telling you now. and his machine, beaming. “They could use mother told him. His mother had become Just so you understand. We all want to do a the help.” an enormous woman, and not much good good job, Jesse.” Now Arthur leaned back in any situation in the last few years. “Your But working like that, to show Mr. Pavlich and smiled, and theatrically spread his arms father’s drinking real bad now. Worse than what “a good man” he could be and to apart. “We all need our jobs, too.” ever before.” secure his job, got Jesse – he never realized Jesse tried to make himself as clear as he it, he never saw it coming – into trouble “Ma, he’s trying to drink himself to death. I possibly could. “Look, Arthur, I’m happy with the other side, not management, but his told you that before.” to do anything anybody wants me to do. I fellow workers. One day, he sat down at one knew we had a union, but I was told that “That doesn’t make it any easier on me, of the tables in the lunch room and had just I couldn’t join up right away. There’s a Jesse,” she said to him, after a few moments opened a sandwich that Meg had made for waiting period, a trial period or something of silence. him when Arthur, a thin guy who worked to see if you’re going to stay at the factory. in the plating department, sat down next to At about noon, Jesse insisted they all get I’ll join up right now. My trial period’s gotta him. Arthur was about Jesse’s age, maybe a in their car, which Jesse had swapped for be over. I don’t want any trouble. I just want his pickup truck when he married Meg, things to work out. That’s all I want.” and drive to the new shopping center in
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 90 the next town. Audrey didn’t want to go – “Yeah,” Ralphie said. “Get it, Jesse,” Meg repeated. “I don’t know she wanted to play with her friends – why. I just feel you ought to get it.” Now Jesse was up close to it, his nose but Ralphie did, and Meg was happy almost against the glass. “It’s a Steinmacht. “I can’t,” Jesse told her. “Even on sale, to please Jesse. It’s a Steinmacht. Don’t you know anything it’s way out of our league, Meg. You “It’ll be fun,” Jessie told everyone, especially about Steinmacht radios?” know that.” Audrey. “You’ll see. “We can walk around. Meg was wide-eyed. “No, they don’t, Jesse. Meg shook her head at him. She seemed See what they got.” How could they?” very convinced. “Oh, get it, for God’s sake.” “Yes, but are we going to buy anything?” “Well, it’s only the best radio made in the “We got bills, Meg. Big bills. And they’re Audrey asked. “We always walk around, world,” Jessie explained, turning to them. gonna keep coming. They ain’t going away. but we hardly buy anything.” “I mean, there may be greater radios, in the That ain’t going to change.” “Oh, Audrey, stop it,” Meg told her Army or something, really top-secret kind of “All right, I’ll just come back another time, daughter. Now Meg looked tired to Jesse, stuff. But for ordinary people, this is as good when you’re not with me and get it,” and lit up another cigarette. He had to as it gets.” Meg said. figure out how to get her to stop smoking, “So? So, what?” Audrey said again. There or at least cut down. “Don’t you do that, Meg. I want things were all these other parts of Superworld she to work out. I don’t want anything to go “We’ll buy something,” Jesse said, taking up wanted to see, see bad. wrong. Please understand that.” Audrey’s challenge. “So, nothing,” Jesse said. “I just wanted you In the end, Jesse bought the Steinmacht When they got to the new shopping to see it, that’s all. I just wanted to see it.” radio. It was clear to Meg that he wanted center, Jesse thought he had never seen Audrey shrugged, not impressed. it, and when he considered that fact, he so many people, a place so crowded, he saw the truth of the matter. As he made soon learned, because of all the opening “Where’s the toy section?” Ralphie asked the purchase, though, he did feel sheepish day sales the stores were having. Jesse was his mother, turning and looking up at her. and edgy. especially drawn to an enormous store, “And it’s on sale, too,” Jesse repeated. called Superworld, and he asked Meg and “You’re getting a good buy, mister,” the “Can you beat that? I never thought I’d the kids if they could go into it. Inside the salesman, who was writing up his order, told see the day. Hell, I never thought I’d see store, people had to squeeze by each other, him. “This is a good sale price.” It seemed the day that I’d see a radio like that in a brushing up against the counters and display there were customers all around them, place like this.” cases to do so. On the second floor, in the waiting impatiently, even asking questions electronics section, next to the appliance Meg stared at Jesse, carefully. “Do you want over Jesse’s shoulder. section, Jesse saw the Steinmacht radio. to get it?” she asked him. “You want the “Yes,” Jesse said. “But it’s still a lot of It was on display with a number of other radio, Jesse?” money. I mean, a lot of money.” radios, behind a glass case that was locked. Jesse stared back at Meg. “Are you kidding? The radio was larger than most and very The salesman was a little younger than him, We couldn’t afford that radio, Meg. Not by sleek-looking, with a hard, brown, bright- obviously some middle-class kid, who pretty a long shot. Sure, I’d like it in my wildest lacquer finish. The face of the radio had much felt smarter than anyone else. dreams, but that’s about it.” several dials, more than ordinary radios, “Well, it is a Steinmacht.” and it just seemed foreign-looking, with its “No, get it, Jesse,” Meg told him. She took strange signs and notations. A small card, in him by the hand. “I want you to get it. We’ll “I know that,” Jesse told him. “What are front of the radio to one side said: On Sale! afford it somehow.” the terms of the payment plan?”
“Look, guys,” Jesse said, pointing to it, “I still don’t know what’s so special about The salesman shrugged. “Pretty much the almost pushing everyone toward it. “That’s that radio,” Audrey said. “How do you usual thing. You pay it off in a year. Twelve a Steinmacht radio. Isn’t it gorgeous? know about it anyway?” installments. Plus sales tax and interest. Did you ever see anything like it? And Unless you want the insurance policy, too. “My father,” Jessie explained. “He isn’t it’s on sale!” That’s extra.” good for much, but he always used to tell Meg and Audrey and Ralphie were me about a Steinmacht radio. That’s what he Jesse shook his head. “No. No insurance obviously confused. They weren’t quite always wanted. He said the old machinists policy. I don’t know why people have to sure how to react, what to think. Jesse was from overseas, where he worked, told him buy an insurance policy when something’s all excited about this radio, which was about it and said it was the best.” brand new.” handsome enough, but it was, after all, “Can we look at some toys, Momma?” The salesman didn’t agree. “Well, I don’t just a radio. Ralphie said, finally a little unpleasant, know. Some people think that’s a better way “So?” Audrey asked. thinking more about himself. to go. You never know.”
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Jesse decided to ignore him. “Twelve Jesse thought about Meg, about her life so Finally, a station came in loud and pretty installments? What does that come out far – it was not much better than his – a first clear, Jesse kneeling before the radio on the to each installment? And what’s the marriage that should never have happened, floor, leaning forward. At its sound, Meg whole total?” and now him, Jesse, who could just about came into the living room from the kitchen, manage, if he worked hard enough, was where she was cleaning up. The salesman seemed to sigh, but computed smart enough, and minded his p’s and q’s. the figures for Jesse, which he then reported “Oh, you got it going, huh?” she observed to him. Jesse looked at them closely. “You “What would you like, Meg, if you could to him. want to go longer?” the salesman asked. “I have anything?” Jesse asked her. “Sort of,” Jesse said to her. “I just gotta can bring the monthly payment down if you “I don’t know, Jesse,” she said, not wanting get one good station coming in perfectly. go 18 months, two years.” to be bothered, but good-natured about Gimme a minute.” “No, no,” Jesse said. “I don’t want this to it, too. “It sounds pretty good to me,” Meg said. go on for more than a year.” “I mean, more clothes? Your own car? “Yeah, but I want it to be even better.” Jesse “Suit yourself,” the salesman said, turning A chance to do some traveling around?” was whirling the tuner dial now, bleeping to the next customer. “I don’t know, Jesse. Just enjoy your radio, past one station after another whenever On the drive back to their house, Jesse won’t you?” he couldn’t immediately find one that was didn’t say much or pick up on anything Meg static-free. “A radio like this can pull in As he continued to unpack the carton, the said about the purchase. As for the kids, he other countries. Look at those other dials. others all went their own way, not wanting hoped they didn’t say anything that would I think they’re even for overseas.” Jesse to wait around until he set it up and played rattle him. As he took the Steinmacht out looked up at Meg. “It least, it ought to. It it for them. They could listen to it later. of the car, he handled it, in its cardboard damn well better, seeing how much it’s going Audrey went across the street to one of her carton, as carefully as he could, lifting it to cost us.” girlfriend’s house, and Ralphie went outside out of the trunk of the car and carrying it to see which of his neighborhood friends But try as he may, Jesse could not get the into the house as if it were a carton of eggs. might be there. exact sound he wanted from a station. He Once inside the house, he had to decide thought he had it from a few of the local where to put it, something he hadn’t Slowly, Jesse unpacked each piece of the stations, but in the end, he wasn’t so sure. thought of, and finally decided on one radio – the tuner itself, its two speakers, its end of the living room, rather than in antenna and the connecting wires that came “Those sound just fine, Jesse,” Meg tried to his and Meg’s bedroom. with it. assure him, wiping her hands on a towel she had brought into the living room with her. “I want it to be the family’s radio,” he “Man, this is no one-piece affair,” “Those sound just fine to me.” explained to Meg and the kids. “That he commented. way, I’ll feel better. What do you think, Jesse was wondering if he were getting When he had all the pieces unpacked and everybody?” He put the carton on the impatient. “Yeah, but not good enough on the floor beside him, Jesse took the floor in the living room and began to, for what we’re paying for this thing. directions and began hooking the speakers rather delicately, open it up, not tearing Hell, Meg, it’s going to take us a year up to the tuner and attaching the antenna. at the carton. to pay it off. It better come in better The job went easy, and for the moment, than this. This radio is supposed to be Audrey didn’t seem to care. She was starting Jesse began to feel a little better about one of the best in the world.” to lose interest, and besides, she had wanted everything. After the antenna was secure, something of her own. Ralphie, clearly, he spread the ears of it open and pushed “Well, it sounds OK to me,” Meg repeated, wanted to go and play. the now-assembled radio toward the thinking it better to go back into electrical outlet low on the wall underneath the kitchen. “Put it wherever you want,” Audrey told the table by the living room chair. Plugging him. “I just don’t understand why I couldn’t “But the static-y part, Meg. That’s what the radio in, he backed away a little and get anything.” I’m talking about. Listen real carefully.” turned it on, and almost immediately it lit “Me, too,” Ralphie said. up nicely where the dials were, a glowing Jesse put his ear up close to one of the green color, and began to send out strong, speakers, and Meg leaned forward to “Knock it off,” Meg was quick to intervene. screechy noises. oblige him. “You two do all right.” “Static,” Jesse commented. “Let me find a “This is the best station I can get. Do you “I don’t think so,” Audrey said. “Can I go good station.” He turned the radio’s tuning hear it?” out now?” dial. “God, I don’t even know what a good In the end, Meg couldn’t hear what Jesse “I wish you had let me get something for station is around here,” he said. wanted her to hear and did go back into you, Meg. You’re the one who should have the kitchen. For the next hour or so, Jesse gotten something.” continued to work with the radio. He tried
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 92 station after station, moving the dial as little “I’m not going crazy over it, Meg. How in its carton in front of him, with his little and carefully as he could to a promising can you say that? You think I want this family hurrying behind him, Jesse made his station, to try and capture the perfect sound, to happen? I just wanted everything to way to the section where he had bought or at least a sound that would satisfy him. be nice.” it. They had to walk across most of the He got up off the floor and reconnected the first floor of Superworld, take the escalator Meg turned away from him. Audrey and antenna, and moved them around in various up to the second floor, and then march Ralphie looked at him. “Well, do what you directions and to various heights to see if he halfway across the second floor to where the want, Jesse. But they’re not going to take could get what he wanted. He moved the electronics section was. Getting there, Jesse it back.” radio itself, sliding it across the floor. He saw, to his momentary chagrin, that the even took it into the bedroom, to see if the “We’ll see about that,” Jesse said, almost same young salesman who had sold him the reception would be better there. Soon after fiercely. “I don’t know how I could have radio was again behind the counter. He was that, he walked away from the radio, left done something so stupid.” waiting on a customer, but he did glance up it off in the bedroom, passed Meg without to see Jesse, the radio, and the family, sigh, All day Sunday, Jesse was out of sorts, and saying a word and went outside the house. in no good humor, and return his attention the day wasn’t much fun for Meg and the He wandered around the backyard for to his customer. The sigh was enough to children, either. Jesse seemed almost ready some time, not sure whether or not to start increase Jesse’s angry frustration and resolve. to explode, he was so angry and frustrated. a project. A few times, the train cars in the Seeming to take his time, the salesman Everyone stayed away from him mostly, yard, behind the trees and bushes, boomed continued to wait on his customer, a lady which he realized and made him try very together. Trying to calm down, he went back about in her 50s, in no apparent hurry. Jesse hard to control himself. Several times, he inside the house, again not saying anything became more and more agitated. Meg and wanted to go into the bedroom and try to Meg, who was cooking, and had another the children stayed behind him, silent. the radio, but he resisted, except for one try at the Steinmacht. The radio’s reception time when he more or less snuck into the Finally, the salesman was finished with his was the same, no change, a decent-enough bedroom so that no one would see him customer, who walked away in the opposite sound, but nothing clearly perfect, in his and get upset. But even that one time, the direction, and turned his attention to Jesse, opinion. The overseas dials were even Steinmacht was no better. There was no steeling himself for what he could very well less satisfactory. A few times more, as the change. It was just like on Saturday. The guess was coming. day progressed, he tried again, and again reception came in, but it wasn’t what it nothing had changed. Finally, just before “Yes?” he asked Jesse, on guard, prepared should be. It wasn’t what it should have supper, Jesse walked into the kitchen. Meg to stand his ground. He looked at the radio been for the cost, and for the fact that it was had supper on the stove, and was setting the in its carton, torn open, as Jesse wanted it to a Steinmacht. table, Audrey helping her. Ralphie was on appear. “What can I do for you, sir?” the floor, playing with a toy car. On Monday, Jesse tried hard to concentrate The two men just didn’t like each other. It on his work at the factory, and not make “That’s it,” he announced. “I’m bringing it was perfectly clear. matters worse. Silently, he dropped Audrey back. I’m bringing it back to that damned and Ralphie off at school, and then Meg off “Well, what you can do for me,” Jesse store. I’m not going to pay for this thing for at work. He was pretty much the same at his said. “Is to take this damned thing back. It a year and only get that kind of sound. Do own work. He went into the factory, took doesn’t work right.” you know what I mean, Meg? Think of all his seat at his machine, and began polishing those payments. All that money. I’m just not There were a few other customers nearby, and buffing, minding his own business. At going to do it.” but Jesse certainly didn’t care. Meg and lunch, he tried to talk with some of the the children backed away a little, and “But I don’t think you can bring it back,” other workers, relax, enjoy himself. But, at pretended to be looking at some of the Meg said to him. “I don’t think you can the end of the day, after punching out, he other electronic merchandise. bring back something when it is on sale.” got back into his car, picked everyone up, and drove straight into the next town to The salesman raised an eyebrow. “It doesn’t Jesse was firm. “Oh, no? Well, just wait and the giant store, Superworld, where he had work right? That’s impossible. It’s brand see. Just watch me. I’m bringing it back. I bought the Steinmacht. He had packed it in new, and every one of those radios is really am. Just let them try and give me a the trunk of the car Sunday night. checked over and over in the factory before hard time.” it is shipped. It has to be working right.” When they got to Superworld, the parking Meg stood up straight from placing plates lot in front of it was not nearly as crowded “Well, it isn’t,” Jesse insisted. “I don’t care out for everyone and put her hands on as it had been on Saturday afternoon, and what they do in the factory. If they check it, her hips. “Jesse, the radio’s fine. It’s OK. when they were in the store itself, it was or checked it, a million times. It just doesn’t I listened to it, and it plays just fine. Stop even less crowded. Holding the Steinmacht work right.” going crazy over it.”
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The salesman wasn’t impressed. “There’s nothing wrong with this radio,” the “Oh, it is, huh?” Jesse said, suddenly salesman said. “You can hear for yourself. moving over to where the salesman was, and “And maybe now I know why it was on I’ve tried several stations, and they all sound grabbing onto him by the shirt. “It is, huh? sale,” Jesse said. fine. And we’re inside the store with all this Well, we’ll see about that, buddy.” Jesse was The salesman simply did not feel like, and other electrical equipment, as well.” now pulling the salesman completely out was not going to, give ground. “And why is from behind the counter. The man seemed “You thought that was clear?” Jesse asked that, sir?” stunned and terrified, as if even in his own the salesman. “You thought that was the anger and stubbornness he had not been Jesse made out as if he were spelling to an kind of reception that the best radio in the prepared for this. infant. “Because … it … doesn’t … work!” world should have?” “Jesse, Jesse,” Jesse could hear Meg calling, “Please, don’t shout, sir,” the salesman said. The salesman stayed firm, speaking almost from behind him. “Jesse, Jesse, please.” “Let me see it.” with his mouth closed. “Yes, I thought it was perfectly clear. What do you want?” He also could hear that Ralphie and even Jesse put the radio and the carton down, Audrey were starting to cry. and pushed them at the salesman. “Sure,” “I want what I’m paying for,” Jesse said, his he said. anger starting to increase by the second. “I But he couldn’t help himself. He couldn’t want what is going to be worth a year of stop himself. He just wanted them to take Slowly, deliberately, the salesman took the payments, one hell of a lot of money.” the radio back, to be out of the contract. radio out of the carton, other customers He just wanted everything to be all right, paying some attention to what was going on “Well, you have it, sir.” The salesman was to work out. That’s all he ever wanted, for between the salesman and Jesse. stony. “There is nothing wrong with this God’s sake. radio. I don’t know what you want. Would “We have to put it together, of course,” the you like to speak to the store manager?” He could feel the salesman start to crumble salesman said, not looking up at Jesse. under his grip, and his own life start to Jesse took a very deep breath, and leaned “Fine,” Jesse told him. “Put it together.” come apart. But he couldn’t help it. forward toward the salesman menacingly. “We have to take it over to the other “That would be just fine with me. You go counter, where there is more room and get the store manager. Go and get the and outlets.” owner of the whole damn store.” More people now were listening to what was “Let’s go there then,” Jesse responded, ready going on between Jesse and the salesman, for anything, ready for war. and a few had collected around them. Putting the parts of the Steinmacht back into Jesse was aware of Meg and the children the carton, almost willy-nilly, the salesman staying even farther away from him and carried it to another counter behind the one the salesman. they were at, Jesse and his family following “I don’t care if you get the goddamn along, at a bit of a distance. At the second president. Nothing’s going to change. counter, the salesman again unpacked the I want out of my contract. I’m not going radio, assembled it quickly, as if an expert, to pay all that money for this thing. You and plugged it into an available electrical go and get your manager and have him tell socket. The radio burst into noise, and the me that I’m out of the contract. That you’re salesman as quickly grabbed one of its dials going to take back this thing.” Jesse waved to bring a station in. at the Steinmacht, as if to wave it far away “Hmmmph,” Jesse uttered, in vindication. from him.
When he had found a station, the salesman The salesman, who had started to come listened to its sound carefully. Then he out from behind the counter, paused. twisted the dial to another station, listened, “That’s not going to happen, sir. So, you’d and then repeated this process several times. better forget it. The manager isn’t going Each time the station came in, and the to say anything different from me. There’s salesman nodded his head. absolutely nothing wrong with the radio, nobody’s going to tear up the contract. The radio is yours.”
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The Value of a Virtual Term Abroad
Lorette Pellettiere Calix, Center for International Programs (Panama) and Patrice Prusko Torcivia, Cornell University
Introduction offered with the larger group of students in Panama. Feedback from end-of-term student Participation in a term abroad provides a surveys indicated the experience had been cultural experience that develops critical positive but improvements were needed to skills students need to be globally competent make the experience more meaningful. and marketable in today’s workforce. For business students, an international At about this time, news came of the SUNY experience helps them to understand Innovative Instructional Technology Grant international business practices and could (IITG). Our interest corresponded to the be preparation for an international business SUNY goals of “creating globally competent career. This experience also provides students … providing international exposure the broadly applicable advantages of throughout all courses and degrees … and expanding international and cross-cultural using social and emerging technologies to perspectives, and increased interpersonal network students and faculty throughout Lorette Pellettiere Calix and communications skills (Orahood, Kruze the world” (State University of New York, & Pearson, 2004). Houser, Brannstrom, 2009, pp. 18-19). We successfully submitted Quiring and Lemmons (2011) found a proposal for a Tier 2 grant and received that even short-term international field $20,000 to explore the use of technology experiences had a positive impact on student and analyze the benefit of a virtual term learning, explained primarily by increased abroad. This article will focus on the engagement with the course content and collaborations and the value of a virtual new social networks. term abroad.
Unfortunately, only a small percentage Theoretical Framework of students participate in study abroad programs and many groups are fter analyzing numerous theoretical underrepresented. There is little diversity in frameworks, we decided that the race, gender and ethnicity, nor is there access A work of Etienne Wenger, Trayner for nontraditional, lower socioeconomic and de Laat (2011) in Promoting and groups, those with disabilities and first- Assessing Value Creation in Communities generation college students (Fischer, 2012). and Networks: A Conceptual Framework From our initial experiences in Panama, was the most appropriate framework we believe even virtual interaction between to assess the value created by a virtual students in different countries contributes international experience. The value creation Patrice Prusko Torcivia to some of the objectives of a study abroad framework identifies five value cycles, which experience. The eventual goal of this are not sequential and may overlap (see In this essay, we will address our findings study, then, was to develop a framework image on next page): related to the following research questions: that would enable all SUNY students to Immediate value – Activities 1) What is the level of value creation participate in a virtual term abroad. and interactions demonstrated by students of different Empire State College’s programs in Potential value – Knowledge capital cultures when collaborating in a virtual Latin America were built on a blended term abroad using virtual meeting tools, learning model, with mandatory weeklong Applied value – Changes in practice mobile devices and mobile apps? residencies. In the Dominican Republic and Realized value – Performance improvement 2) What are students’ perceptions related Honduras, we didn’t have enough students to the value creation of using virtual to merit sending instructors to conduct those Reframing value – Redefining success. meeting tools to collaborate with residencies. As a solution, we looked to (pp. 19-21) students in other countries? using virtual tools to connect our DR and Honduran students to the residencies we
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Value Creation Activities were designed to assess the value of the collaboration and assess how closely a virtual term abroad could simulate an on-the-ground experience. Faculty facilitated the virtual sessions and all activities were designed to encourage meaningful discussion between the students, and a team project that met both the academic expectations of the course as well as meaningful cross- cultural interaction. Assignments included paired interviews, the development of a website, posting research and discussing on a blog, and discussion of case studies. The following is a description of three of the collaborations:
Empire State College – College of Westchester (Collaborations 1 and 2 – See Table 1) Each collaboration started with an
(Wenger, Trayner, & de Laat as cited in Bozarth, 2012, para. 3) asynchronous icebreaker. This gave students a chance to introduce themselves to one 3) What are faculty perceptions of the them to give us valuable feedback on the another and share something about their value creation within a virtual term differences they perceived before and after culture. The icebreaker session was followed abroad? the course collaborations. by a virtual session that was moderated by the faculty. For the first collaboration, Methodology Course Collaborations students were asked to research the other The participating students varied in age The guidelines for the collaborations were country prior to the start of the session and from 19 to 50, with 90 percent equally broad enough to let each faculty team create prepare a question to ask. The plan for the distributed across the 20s, 30s and 40s. assignments that fit within the context session was to alternate students from each Overall, 60 percent of the total participating of their courses. The guidelines for the country and have them pose a question to students were female, although the Latin purposes of this study suggested a two- to another student. On the day of the session, American students were primarily male. three-week collaboration with a minimum of there was a blackout throughout the city The students in Panama and the Dominican two virtual sessions, a cross-team assignment of Panama. Approximately five minutes Republic were a cohort participating in a and an asynchronous blog discussion. For before the session was to begin, the power blended learning program with both online the purposes of this pilot, faculty were returned and almost the entire class logged and face to face components. The students not asked to create assignments connected in for the session. The blackout did prevent in the United States were, in some cases, in to specific global competence goals. We the students in Panama from researching a traditional classroom-based courses, and in planned on using blogs rather than having topic, but the session did result in a lot of one case, in a fully online course. Of a total a group discussion within ANGEL. This lively discussion between students from the of 95 enrolled students in the eight courses allowed open access for the students without two countries. We paired students up to do we analyzed (four collaborations), 31 the constraints of having to be enrolled in an interview. The students were allowed participated in the surveys (32.6 percent). the course. We allowed faculty to choose to choose the online tool they would use whichever teleconferencing equipment they for this activity. They then had to submit Empire State College’s program in Panama preferred, since our goal was to analyze a summary of the actual interview and a was appropriate for this pilot project the value of the collaboration and not the personal reflection on what they learned. because the students move through the specific tool used. Tools suggested included The process of pairing up students and their program as a cohort, allowing us to evaluate Skype, Blackboard Collaborate, Zoom and connecting for the interview went well; difficulties and develop solutions over a BlueJeans. We allowed faculty to coordinate there were no major issues. In the second 14-month period. During the grant period, when the collaborations would take place, collaboration, the Panama students had we worked with a cohort of students but they had to be announced in the syllabus difficulties connecting with their College who had already experienced two terms prior to the start of the class, giving students or Westchester counterparts and only one of academic work in the program and adequate time to prepare. team completed the assignment. It is not completed another three academic terms clear why there were issues in the second during the grant period. This allowed collaboration that did not arise in the first.
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During the virtual sessions, the CW students completion impacted both the participation Results were all together in a classroom while throughout the course as well as completion the Panama students logged in from their of the course. Student Experience and Perceptions homes, jobs and in some cases, cars. As part Due to the time difference and having The average participation rate in the blogs of the second collaboration, we arranged for students in both classes who worked, was 72 percent, with a range from 52 to 89 the first virtual session to take place during virtual sessions were held on Sunday percent. Students participated from one to the residency so that the Panama students afternoons at 3 p.m. EST. The participation seven times in each blog discussion, with would be together. On the night of the first by the students from Slovakia in the virtual an average of 3.7 posts per student. The virtual meeting, all of the universities were sessions was low. It is not clear if this was most active blog discussions were the initial closed in Panama due to a lack of rain due to a lack of vested interest in the course icebreakers. Interestingly, except for the resulting in an energy shortage. Faculty or because they were held on a Sunday. icebreaker discussion, the groups that had packed up all the equipment and set up a The sessions were mandatory and the less synchronous virtual contact were more classroom at the hotel. We were able to hold quality of student participation was active in the online blog space. Instructors a successful session. included in the determination of their indicated there was more active participation The second collaboration used case final grade. The team assignment was the during the collaborative exercise. Sixty- studies as the primary assignment for the development of a website for Habitat for five percent of the students also indicated virtual sessions. The faculty felt the first Humanity in Slovakia. they believed there was more participation collaboration was so successful they wanted during the collaborative exercise. The Examples of guest speakers included Trudi to increase the number of virtual sessions. relatively higher number of posts during Jacobson, who spoke about transliteracy When looking at schedules, we were only the collaboration compared to other course skills and Adam Ceresko, CEO of Appek able to find three times for virtual sessions. discussion forums supports value created in (mobile applications), who spoke about Students were asked to read an assigned the “Immediate value” cycle. what it takes to start an Internet company, case study as preparation for the session highlighting the importance of being The quality of the posts, or “educationally discussion. The discussions were guided innovative, having vision, taking risks and valuable talk” (EVT), as analyzed using by faculty and specific questions related to ownership and accountability of one’s the Bliss and Lawrence (2009) framework the case study. In the second collaboration, actions. Students in Slovakia presented the (educationally valuable posts/total number students from two CW courses participated final website to Habitat for Humanity. Due of posts) varied from a low of .11 to a high with two faculty facilitators. to the time difference, we weren’t able to do of 3.5 EVT posts per participating student. this as a team presentation. As part of this Uzuner (2007) defined educationally Empire State College – Slovakia collaboration, students used Facebook as a valuable talk as “a particular interactional (Collaboration 5 – See Table 1) way to discuss assignments, work on team pattern in online discussion threads As part of work related to another grant, projects and share articles of interest. characterized as dialogic exchanges SUNY COIL (Collaborative Online whereby participants collaboratively International Learning), Patrice Prusko display construction, and at times, critical Torcivia worked with an ESC instructional engagement with the ideas or key concepts designer who was living in Slovakia in the design and development of a co-taught, co-designed Internet Marketing course. Table 1. Course Collaboration Descriptions The course was developed in Moodle, which was being used by the university # University Virtual Session Team Project Asynchronous in Slovakia. This allowed all students to Discussion work in the same learning management 1 ESC-CW Zoom – guided discussion Paired interview Blog system throughout the entire 15-week, full 2 ESC-CW Zoom – case study analysis Paired interview Blog course collaboration. At the start of the course, there were 25 students from Slovakia 3 ESC-CW Blackboard Collaborate – None (Individual Blog and nine from ESC Panama. When creating case study analysis assignments shared the teams, we tried to balance them by with group) including a student who had some expertise 4 ESC-ESC None Internet Market Moodle in website design, English language skills plan/website forum and years of education completed. While the 5* ESC-University Zoom – guest speakers None None course was a requirement for the students of Brataslava from Panama, the students from Slovakia 6* SUNY/Cortland Skype – guest speaker were taking this course at no cost and it was not needed as part of any degree program. *Data not included in analysis The lack of a vested interest in course
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 97 that make up the topic of an online indicates that more personal contact in of 7 posts per student compared to 5.75 discussion, and build knowledge through the virtual sessions was more exciting and posts per U.S. student and a proportionate reasoning, articulations, creativity and satisfying to the students than the strictly difference in EVT. reflections” (Threaded discussions section, asynchronous communication. The second para. 1). The icebreaker discussions, whose time, when students were already familiar Student Perceptions of Value Created value was in forming a sense of community with one another, there were fewer posts Analysis of student survey responses and identification with the students in the related to getting to know one another. indicates most of the value created was in other country, were not counted as EVT. This observation is echoed by the data the first cycle: Immediate value (activities Student post-collaboration survey results from online forums in the courses that did and interactions). Survey responses indicated indicated that 70 percent of the students not have as much (or any) virtual contact. students found the project to be fun or thought the quality of the discussions during The students who primarily communicated inspiring, they made connections between the collaboration was higher than during through the blogs had higher participation the collaboration and their course content, other discussion forums in the course. rates and a greater number of posts per they found the activity to be relevant, and This also affirms value created during the student, and similarly, had a higher number they made connections with new people. “Immediate Value” cycle. of quality posts. Lacking the opportunity for Nonetheless, one of the second ranked Initial data analysis indicates increased value virtual contact, students made greater use of values was from Cycle 5, Reframing value: in multiple virtual term abroad experiences. the asynchronous online discussion forum. “I see the value in sharing and learning Numerous students from both ESC and with people from other cultures.” The Results indicate that the Panamanian and CW in Collaboration 1 also participated third ranked value created was from Cycle Dominican students had higher participation in Collaboration 2. The second time the 2, Potential Value (knowledge capital): “I rates and a higher number of posts per students met in the blog they expressed have gained confidence in my ability to student. This may have been because of a recognition for the other students and engage with people from another country or greater comfort level with the tools, but indicated they were happy to be working culture” (See Table 2). also may reflect a culture in which values with them again: establishing personal relationships and high The least impact on value creation was I believe that there are some familiar levels of communication serve as a precursor in Cycle 3: Applied value (changes in faces from our previous collaboration, to “working” together. An exception to practice). Four of the bottom five ranked it’s great to be working with you guys familiarity with the tools is the course questions were in Cycle 3, with students again! (Panama student A) First Peoples of America taught by mentor indicating they didn’t feel they got to Rhianna Rogers, which already incorporated know the students in the other country Last term, we had a collaboration with blogs as a routine part of the course learning well enough to build trust and confidence. you guys and it was really interesting. I activities. Even in this situation, however, This may be due to the short length of the learned a lot and was glad to have met the Latin American students, who were collaborations, since it takes a significant two of you guys through our interview less familiar with blogging than the U.S. amount of time and interaction to build assignment. So, I am glad to work with students, posted more often with an average trust. Cycle 4 (Realized Value – performance you guys again. (Panama student B) improvement) also showed only moderate I’m glad to be back. It is very exciting to know that we are going to have another time to learn from each other. I TABLE 2. Student perception of GREATEST value created felt last time we didn’t have enough time for our discussions. (U.S. student A) % % % STUDENTS STUDENTS STUDENTS Hi, my colleagues in Panama. WHO AG R EE WHO WHO I am looking forward to once VALUE CREATED DISAGREE MINUS CYCLE AGREE OR NEITHER OR DISAGREE again collaborating with you. STRONGLY AGREE NOR STRONGLY AG R EE DISAGREE (U.S. student B) DISAGREE The project was fun or inspiring 77.4 22.8 0 77.40 Despite this enthusiasm, the online 1 I made learning connections between the 77.4 19.4 3.2 74.20 1 participation was much lower the second collaborative project and other course content. time that students participated in a I see the value in sharing learning with people 77.4 19.4 3.2 74.20 5 collaboration (89 percent participation from other countries and cultures. I have gained confidence in my ability to engage and 4.7 posts per student the first time, 73.3 26.7 0 73.30 2 with people from another country or culture. vs. 53 percent participation and 1.1 posts per student the second time). These were The activity and interaction were relevant to me. 74.2 22.6 3.2 71.00 1 I interacted or made connections with new the students who also had more contact 76.7 16.7 6.6 70.10 1 people. in virtual sessions where they were seeing and speaking to one another. Data analysis Student post-collaboration survey results 2013
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TABLE 3. Student perception of LEAST value created • Survey instruments that would be more reliable if piloted. While we did test the instruments and made some % % % STUDENTS modifications, after applying, we STUDENTS STUDENTS WHO AG R EE WHO WHO discovered some flaws. For example, VALUE CREATED DISAGREE MINUS CYCLE AGREE OR NEITHER OR DISAGREE we did not limit the course choices STRONGLY AGREE NOR STRONGLY that would have helped us distinguish AG R EE DISAGREE DISAGREE differences between the students in I trust students in the other country enough to 41.4 48.3 10.3 31.10 3 different countries. As a result, some ask them for help. I know students in the other country well students named both the course in enough to know what they can contribute to my 48.4 41.9 9.7 38.70 3 which they were enrolled as well as the learning. I feel less isolated. 48.4 51.6 0 48.40 3 partner course. As a consequence, all of I have access to documents or sources of 63.3 23.3 13.4 49.90 4 our data is global, separated only into information I would not otherwise have had. I have gained access to new people 61.3 29 9.7 51.60 3 student and faculty results.
Student post-collaboration survey results 2013 • Tools that provide the opportunity for students to both see and hear one levels of value creation, with the criteria of No faculty disagreed with the above another at all times promoted greater having access to new information also in the statements. One faculty member engagement and verbal discussion. If bottom five (See Table 3). commented: “I found the level and the students had the option to turn off substance of student engagement made their cameras or use a chat box, they Initial results support the impact that even a this an invaluable project” (Faculty post- tended to hide in the chat, rarely using short-term collaboration can have on value collaboration survey). their microphones. creation. Survey responses showed that students found strong value creation in the Faculty did report that the course • Icebreaker discussion that builds fifth cycle: “I see the value in sharing and collaboration represented a significant enthusiasm among the students. learning with people from other cultures.” increase in workload, and sometimes did • Close communication between the This is the essence of the value of a study not achieve the results they had hoped participating instructors; defining the abroad experience: increased understanding for. One instructor, disappointed with the roles and responsibilities of each. and appreciation of another point of view. results, speculated that the collaborations might lend themselves better to theoretical • Testing the equipment in advance; Faculty Feedback or cultural courses rather than courses of have a Plan B. a more technical orientation. Nonetheless, Preliminary results from the faculty surveys • Giving students sufficient advance that same instructor felt the overall echoed the student responses. While, notice of scheduled virtual sessions. experience was positive and added, “It is at the time of this writing, we have still great to have another teacher from the other • Collaboration that would be not completed a final analysis of faculty side [who] brings some [other] perspectives required and factored into a survey responses, preliminary results and opinions” (Faculty post-collaboration student’s overall grade. from the faculty who participated in the focus group). first collaborations confirm value created • Virtual sessions that include through the virtual term abroad experience. Despite the additional workload student participation and activities One hundred percent of the faculty agreed and problems with technology and encouraging engagement. or strongly agreed with the student’s greatest communication, when asked if they • Providing more faculty training value creation results (Table 2). In addition: would do it again, 100 percent of the and student orientation. faculty said “yes.” • 75 percent of the faculty felt the • Providing faculty with more students had greater participation Discussion support because of the additional • 75 percent of the faculty felt the workload created. Initial data analysis indicates limitations students demonstrated more learning of our research and areas that warrant • The use of tools that are mobile device • 67 percent of the faculty perceived further research. friendly. While most of the students greater student engagement and faculty used their computers to • A study designed with collaborations access the collaboration activities and • 67 percent were more satisfied with the that have learning objectives tied to the participate in virtual sessions, there course that contained a collaboration activities. It is recommended that the were always some students who used compared to other courses they teach. activities and objectives be tied to the mobile devices. When there were Association of American Colleges and technological difficulties, mobile Universities rubrics (Rhodes, 2010). devices saved the day!
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Future Research Notes Bozarth, J. (2012, October 2). Nuts and bolts: Assessing the value of online There is sufficient evidence of value This research was supported by an interactions. Retrieved from http:// created with a virtual term abroad to Innovative Instruction Technology Grant www.learningsolutionsmag.com/ merit further research. In addition to (IITG) from SUNY, and had the support articles/1019/nuts-and-bolts-assessing expanding the sample size to corroborate of partner university Quality Leadership the-value-of-online-interactions our preliminary results, other research University in Panama. Kimberly E. Johnson questions to explore are: provided statistical analysis support. Fischer, K. (2012, February 23). Colleges Authors contributed equally to this study. are urged to try new approaches to • Are there differences in perceptions of At the time of this research, Patrice Prusko diversity study abroad. Retrieved from value created between the students in Torcivia was affiliated with International http://chronicle.com/article/Colleges different countries? If so, what might Programs (Panama). Are-Urged-to-Try-New/130908/ explain those differences? Houser, C., Brannstrom, C., Quiring, We must thank the instructors and staff who • Did the perceptions of students who S. M., & Lemmons, K. K. (2011). participated in this project: Albert Armstead, participated in more virtual sessions Study abroad field trip improves test Evening/Saturday College, The College differ from the perceptions of the performance through engagement of Westchester; Roberto Ball, Quality students who did not experience as and new social networks. Leadership University, Panama; Erin Catone, many virtual sessions? Journal of Geography in Higher SUNY Empire State College International Education, 35(4), 513-528. doi: • Would asynchronous voice thread tools Programs; Sean Capossela, The College of 10.1080/03098265.2010.551655 affect student perceptions? Westchester; John DeLuca, SUNY Empire State College International Programs; Orahood, T., Kruze, L., & Pearson, D. E. • Would longer collaborations create Jaqueline Flynn, The College of Westchester; (2004). The impact of study abroad more value? Peter Janacek, University of Bratislava, on business students’ career goals. • Is the impact of the virtual term abroad Slovakia; Oto Jones, SUNY Empire State Frontiers: The Interdisciplinary long lasting? College Center for Distance Learning; Kagan Journal of Study Abroad, 10, 117 Ozdemir, Anadolu University, Turkey; 130. Retrieved from http://www. • Is student learning and engagement Katarina Pisutova, SUNY Empire State frontiersjournal.com/issues/vol10/vol10 impacted beyond the period College and Comenius University, Bratislava; 07_OrahoodKruzePearson.pdf of collaboration? Nazik Roufaiel, SUNY Empire State College Rhodes, T. (Ed.). (2010). Assessing outcomes • Did differences in instructor interaction Center for Distance Learning; Rhianna and improving achievement: Tips and and intervention impact student Rogers, SUNY Empire State College Niagara tools for using rubrics. Washington, perceptions of value created? Frontier Center; Lisa Snyder, formerly of DC: Association of American Colleges SUNY Empire State College School for • Are some “types” of courses better and Universities. Graduate Studies; Janet Thompson, The suited for virtual term abroad College of Westchester; German Zacate- State University of New York. (2009). collaborations than others? Hoyos, SUNY/Cortland. Strategic plan 2010 and beyond. Ultimately, we believe Empire State Retrieved from http://issuu.com/ Correspondence concerning this article College can offer a unique opportunity to generationsuny/docs/powerofsuny?mod should be addressed to Lorette Pellettiere all SUNY students, as well as students at e=embed&layout=http%3A%2F%2Fsk Calix, SUNY Empire State College, Center other universities. We have international in.issuu.com%2Fv%2Flight%2Flayout. for International Programs, 111 West Ave., partnerships established in several countries xml&showFlipBtn=true Saratoga Springs, NY 12866-6069. Email: that can provide a platform for numerous [email protected]. Uzuner, S. (2007). Educationally valuable course collaborations, even full term virtual talk: A new concept for determining study experiences. As a next step, we would References the quality of online conversations. like to see International Programs courses MERLOT Journal of Online Teaching with strong online components incorporated Bliss, C. A., & Lawrence, B. (2009, and Learning, 3(4), 400-410. Retrieved into the college course catalog, and freely August). From posts to patterns: from http://jolt.merlot.org/vol3no4/ offered for enrollment of SUNY students A metric to characterize discussion uzuner.htm and collegewide. This could be the only board activity in online courses. opportunity for an international experience Journal of Asynchronous Learning Wenger, E., Trayner, B., & de Laat, M. that many of our students may be able Networks, 13(2), 15-32. Retrieved (2011). Promoting and assessing value to acquire. from http://eric.ed.gov/?redir=ht creation in communities and networks: tp%3a%2f%2fsloanconsortium. a conceptual framework. Retrieved org%2fjaln%2fv13n2%2fdevelopment from http://www.open.ou.nl/rslmlt/ and-application-multi-factor-discussion Wenger_Trayner_DeLaat_Value_ board-metric creation.
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Declaring Adulthood: A Conversation with Joseph B. Moore, Part II
Ed Warzala, School for Graduate Studies
All About Mentoring #43 included the they are very different from the top down. first part of an interview with Joseph B. One wonders if those in the SUNY System Moore, the second president of SUNY Administration and a chancellor who came Empire State College, who left ESC to in from a more traditional institution might assume the presidency of Lesley University ask themselves: “What is this thing?” in Cambridge, Massachusetts in 2007. This J .M .: Relatively, I think you’re right, and conversation with Ed Warzala took place Empire more so than Lesley. I think anybody in Cambridge in August, 2012. Thanks objectively looking at ESC would say that. again to Ed Warzala and to Joe Moore for The question is: When is that perception their help in editing this text. The entire of specialness an asset and when does it Moore-Warzala dialogue can be found at become a liability? http://cml.esc.edu/publications/aamextras. E .W .: When did you take off and begin Ed Warzala: Are the traditions of Empire to see Empire State College as your own State College and the legacy of Ernest Boyer college to lead and help shape? more influential in the case of Empire State College than they might be in the case J .M .: I think it was in the second year, and of other institutions? Is there something frankly, it was the same thing here at Lesley. about that particular founding and Boyer’s Generally speaking from my experience, leadership and stature that set Empire apart a presidency is felt when you get to your from the rest? fourth, fifth and sixth years. You need to go through one strategic planning phase Joe Moore: I think for a certain number Joe Moore early in your second year and work with of people, there is intensity to that – of the community strategically and get through its birth and its evolution – that is pretty that seriously – knowing that the deans that. Then when you start thinking about a specific to Empire. That being said, many and others would get my support on second planning process, you’ve got a much institutions carry with them very compelling anything that had to do with academic deeper foundation of information. By then, narratives and core values for the people quality. We needed to take on those issues. your relationships with everybody are even who have worked there 20 to 30 plus I think a lot of presidential leadership is not stronger, and the odds of you being closer years. Very often the faculty and staff of an high profile. What’s written about presidents to doing strategically what that institution institution see their institution as particularly when they leave is how many buildings needs at that moment are perhaps greater unique. There’s a borderline between a were added, what the enrollment was, or than at any other point in time. genuine appreciation and affection for how they grew the endowment. They don’t the special mission and nature of your E .W .: What do you consider your most talk about the daily decisions and how an institution, and a debilitating hubris. I’ve significant accomplishments as president administration serves student learning by always enjoyed that spectrum. Here at of Empire State College? Or what would way of its daily work. Lesley, there are people who believe this is you do differently if you had a chance to I think, in the final analysis, the facility the most unique, interesting, value-driven do it again? stuff is thought of as creating space where institution in American higher education! J .M .: I’d need a hundred do-overs! I think academic work goes on. That’s the purpose; So I think: OK, good, that’s great, and quite people may think of the facility stuff and it’s not successful because you got an often, the implications of that are positive. the term calendar and lots of things like appropriation from the state. It’s successful But every once in a while, they’re a little that, but to be honest with you, I think because there’s academic quality delivered in less than positive. what I feel best about is the work with my the work of the center. I think working with E .W .: Lesley is actually quite unique administrative colleagues. I don’t just mean Bill Ferrero on facilities and Joyce Elliott and does things very differently as does in Saratoga, but I mean the whole crew with on issues of academic quality are what I Empire. If you contrast either one of the deans and others. That work was trying consider important accomplishments. But those institutions with any of the 13 to address the quality of the leadership there are other people who actually do the comprehensive colleges in the SUNY system, throughout the institution, and I’d taken mentoring and engage in the conversations about it.
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Much effort went into all of us working for-profits are the fastest growing sector in financial advice. I’d say, I don’t mean to together to try and deliver high quality higher education. This is hurting public and discount SUNY, but that’s what a system education for as high a percentage of people private education, not just enrollment, but office should do. There were some highly who chose to put their money in Empire it’s bringing down a regulatory environment competent, good people who were in the State College. I think if I had a do-over, that’s going to hit the rest of us because background, who made things happen that it would be to have said that more often. of their abuses in recruitment, admissions helped us a lot. I didn’t see those at SUNY I feel like I’ve come to appreciate Empire and their administration of financial aid. as change agents for Empire; that was us, we State College more. Some of the most The fact is that almost all revenue in for- decided at Empire what we wanted to do. compelling stories came from people who profit education is originating through the E .W .: Can you imagine a SUNY that is I would meet somewhere in my travels federal government and coming through much more prominent in the business of the around the state with a connection to students who don’t graduate. They represent colleges? I mean, last year there were six Empire. I heard detailed facts; I heard “this a disproportionate amount of the loan SUNY campuses that were informed that experience changed my life.” I think it was defaults. So we’re all in this same thing – they would be sharing presidents. I don’t the nitty-gritty work behind the scenes, often public and private. know if there were actions like that in my low profile, which I hope contributed to E .W .: The legislature seems to have been recent memory. That’s pretty bold, wouldn’t enhancing the odds that we actually could much more of a focus for you than was you say? deliver on our mission. You have to have SUNY. You’ve talked about the legislature a good college to pull that off, so that to J .M .: I hadn’t been there during that, but and the political realm and hardly made me was the test. The other stuff was just I’m not impressed with that kind of stuff. reference to SUNY or SUNY chancellors high profile and what many people will or SUNY System Administration or the E .W .: Doesn’t that mean that SUNY System remember and may write about. State Education Department. Were these is starting to assert itself, to act in new ways E .W .: In terms of the SUNY system and the other centers of power of little concern with regard to the campuses? state legislature, would you say that you to your administration? J .M .: I think the notion that you’re going to had to be a very strong advocate and J .M .: There is a means to an end. I think be more efficient and thus knock off some defender of the college, a bulldog for the if you talked to people at State Ed. and presidencies at institutions is quite silly interests of the college? at SUNY, they knew me. I went down when you look at the budgets of all SUNY J .M .: I think you’ve got to enjoy a sense of and was in their offices. But if you drew a institutions and SUNY System. I think it’s a competition with it. You have to know when direct line between the changes in Empire high profile move, but it doesn’t get at the to hold back and you have to be patient and and something going on outside of the core issues – issues of affordability, program you have to be willing to waste some time. college, you’d have to look at legislative delivery and that kind of thing. Having People don’t know the number of times I appropriation for facilities and that kind been at a system office and worked around went down to the legislature, where I sat of thing. In the final analysis, SUNY is, system offices at the Pennsylvania system there reading and waiting for two hours to to some degree, a regulatory agency, and and then in Vermont, I have a bit of a speak with someone for five minutes when so is the State Education Department. It contrary notion about the role of the system they came out of a committee meeting. is the ultimate regulatory agency, so we office. In my view, it should be small. It had to deal with them when we started provides for the institutions and it should do E .W .: You began your presidency in the the Master of Arts in Teaching and the everything it can to help those institutions SUNY system at Empire State College; now nursing programs. There is a regulatory grow in terms of both quality and quantity. you’re in a private university. How is the job agency involved for good reason, but I had It should be phenomenally focused on the the same and how is it different? a really good relationship with the then needs of an educated population, and that’s J .M .: It’s more similar than what people commissioner of education, Rick Mills. not the dynamic behind most systems. Let’s might think. When I interviewed for the He and I knew each other in Vermont; just leave it at that. job here as one of the finalists, one of the we started the MAT program at Empire E .W .: Did you have any frustrations or faculty said to me: “Well, you’ve been because of my relationship with Rick. We challenges in representing Empire State predominantly in the public sector; what ran into one another at a gas station on College in SUNY? do you know of fundraising and private the New York Thruway and he heard that higher education?” I said to them: “That’s I was at Empire. He wondered whether we J .M .: I think the thing that’s important to a really good question, if it were 1980. could help adults to become teachers, to recognize is that in the vast majority of What’s happened since the ‘80s is that teach in the urban schools where we had people’s minds, when they say the word state appropriation percentages across large numbers of people teaching with no “college” or “higher education” or a the country have dropped precipitously. teacher’s license, and that’s what started “university or postsecondary education,” We’re all tuition dependent, so this linkage it. We had tremendous help from SUNY they have in mind a traditional institution between us and what we think is the counsel on a variety of legal issues here and with residence halls, football and soccer marketplace out there is the same. What’s there. The attorneys who were assigned to teams, drinking problems and questions going on with for-profit education is that the us were always responsive; we had good about whether they should let students have
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 102 cars or not. They think of dorms and dining While some of that may still be true, I’m just in this country. There’s money to be costs, federal financial aid that is customized less interested in saying that now. I think made there because the rest of traditional around parent’s income, and expected family the federal government is abrogating higher education has convinced everybody contribution. The whole thing is geared its responsibility to set up distinctive of the correlation between income and this way. As I said to a friend, “You will regulatory systems for its for-profit side. educational attainment, so they’re riding never have the adult learner be the first The motivations of the for-profit leadership, that wave. There’s more talk around the thing in mind, because of the Final Four. meaning the investors and CEOs who gain edges about competency, certification March Madness, in essence, reinforces to on pure profits, are such that the incentives and badges, but not a lot of us would be the country, as does the football season: are aligned with them to enroll as many saying to our kids, “Don’t bother going to young people going away to college.” At students as possible every semester, without college, get a badge.” I’ve always found that SUNY, that same thing goes on. Anybody regard for whether they will finish or not. argument about whether the paradigm is who becomes chancellor probably didn’t It’s the only way to generate the profits that changing presented by someone who has a get his or her degree at Empire or Charter are necessary to increase volume, because postgraduate degree. Oaks College, or even at a community they can’t increase the tuition rates too E .W .: Touché! But this leads us to your college. They just don’t know, so formulas much anymore. It’s volume over rate. It’s neighbors in town here. What are your for funding are set up based upon FTE people who know numbers and benefit thoughts about the Harvard and MIT [full-time equivalent]. At Geneseo, the head from taking advantage of people who do edX venture, to which I believe they’ve count and the FTE are almost exactly the not know numbers. It’s the new civil rights committed $60 million? same. I’ll make up a number: 5,000 students issue. People are taking on debt and they’re at Geneseo and 5,000 FTE. What does that not sure what exactly it is and what it’s J .M .: It’s not for credit. tell you? All the students there are full time. going to cost them. Disproportionately, E .W .: Well they’re discussing hiring 30,000 At Empire, which had the highest ratio of they’re not finishing their degrees. They’re adjuncts (without benefits), to certify that any SUNY institution, it was about 2.5 to 1. ending up with no degree and high debt, learning and to accredit it in some way. So you get a head count of 18,000 and an and as a result, investors are walking away FTE of around 6,000 or 7,000. What does with a high turnover in enrollment that J .M .: “In some way,” is the key phrase here. that mean for the institution? Our records they have to keep sustaining. This is why I found this absolutely amusing and I don’t office is dealing with 18,000 people. SUNY the projection for them in the last few years mean it in a condescending way. MIT makes thinks we’re a little bit larger than Geneseo has been somewhat diminished, and bad its courses available online and gets great on paper. Advising, transcripts, everything, press is catching up to some degree. Where press. Do you know anyone who has taken is three times what they think. I pointed you have institutions in which 90 percent and completed an MIT course online? this out to them a zillion times because it of the revenue is coming from the federal E .W .: My understanding is quite a number comes from a huge bias. To me, that was the loan program, you have a problem, and of people have, though most not in the inherent challenge of Empire State College that’s what’s been going on. The feds have U.S. MOOC [massive open online course] and that’s why in the final analysis, Empire not been as attentive or quick to regulate participation is about 85 percent from Asian State College has to have its own good plan. this because of the power behind those and other countries, I believe, and people for-profit firms, dominantly supporting the E .W .: Shifting a little bit: The publicly are learning. There seems to be endless new Republicans and Republican candidates with traded, for-profits are clearly beginning to be learning models out there. big money. So as a result, the government is an alternative to public higher education and not moving on it. J .M .: Let’s describe what MIT is doing as to more traditional private higher education. a form of digital content that is available So what do you think this means, not only E .W .: Maybe what many traditional colleges for you in the form of a self-tutorial; there’s for Empire State College, but for your own do is becoming obsolete. Maybe the future no instructor, there’s no interaction, there’s university, as well? Isn’t this is a very new is in certificates and badges of skill sets. no engagement. It’s like me in the late higher education environment? Maybe what we’re seeing is the beginning ‘70s finding a syllabus from Empire State of a paradigm shift and we’re just living and J .M .: It is dramatically new and my thinking College’s correspondence course. Let’s say working in the decaying paradigm. on it has changed even in the last few years. it’s an English course by William Kennedy, I used to suggest to people that this was J .M .: I don’t think so. I think the numbers and so I find it and say “Oh fantastic!” I not all bad; that rather than just having a are telling a different story. The University follow the syllabus and do all the readings – knee-jerk reaction against the University of of Phoenix, Capella and Corinthian, all great. We’ve got that going on with MIT’s Phoenix and other for-profits, there were of them – they and their students – for courses. Probably people in different colleges certain practices that they were involved some reason believe the same thing we do: and universities may be using their materials with that I thought were good practices. It’s the power of the degree. This is why as a reference point for the design of their Some practices were good, in terms of they’re buying more and more smaller, courses – all good. Is it expanding access to adoption and design of curriculum, some private accredited institutions. This isn’t higher education? Is it getting more people in terms of training adjuncts, some in terms just online learning. They’re literally buying to degrees? Is it engaging more people in a of websites and access to information. small institutions all over the globe, not form of engaged writing? No. Then Harvard
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 103 and MIT announce edX and then also part of an individualized degree plan? What or maybe not, how, if you were the SUNY about the same time we have the case at the means would we have to guarantee quality chancellor, would you deploy a system University of Virginia, where the president and how would we train mentors who have resource like Empire State College? gets fired purportedly because they’re not no background in this? No one does, and J .M .: Well, I wouldn’t; I would take a making a lot of moves to distance learning. we already know that there’s legitimate different approach. I wouldn’t do that with Then, she gets hired back because, guess content out there. So edX and MIT courses any of the institutions. My job there would what, they had some conversations with are just examples of this larger issue. Go to be to administer the state appropriation, Coursera, and she documents they had the National Geographic website or go to to administer the capital appropriation, conversations with provosts and deans. other places where you can engage in certain to provide centralized legal services. I’d Then in the next year they were going to studies that are college-level learning. If I help with the human resources personnel have four courses online. Four courses! have a mentor or an advisor who can help system since you’re employees of the state Let’s just put this in the context of one me structure that learning, I can present for of New York. I’d be very careful on the sector: public community colleges. For how you a digital research paper that will knock academic program, because when we say many years have they had full online degree your socks off, in terms of college-level “deploy” Empire, what about deploying the programs educating hundreds of thousands work. Do I deserve credit for that? You bet I community colleges? What about deploying of people? Why is it that a noncredit do, and that’s coming. the research universities? That I can assure arrangement between Harvard and MIT you is not on the agenda of the presidents gets all this press, but what Dutchess of those institutions. The University at County, Herkimer County, Hudson Valley Why is it that what Buffalo has a tangential relationship with and community colleges across the country SUNY, and the community colleges are do goes unnoticed? Why is it that what public regional colleges really a reflection of their leadership and public regional colleges and universities and universities their focus on their communities. I think and places such as Empire are doing go what’s needed in system offices are more largely unnoticed? and places such as and more chancellors who understand the E .W .: Perhaps it’s the name recognition and Empire are doing go appropriate constraints for the system office. the $60 million. Suppose the student from largely unnoticed? Systems need to become highly effective edX takes part in this learning experience and efficient and small organizations that and submits a portfolio to Empire State support the individual campuses in realizing College to have that portfolio reviewed, and their missions. that student is granted credit through the E .W .: My research points to an emerging E .W .: If you were the leader of SUNY, prior learning assessment process? paradigm shift that we’re just coming to wouldn’t you feel a necessity to have a grips with now. I worry that public higher J .M .: Terrific, and that’s the next stage. If capacity within your system, a capacity that education is not up to the task, is not you look at adult learning, we make the doesn’t exist now? Wouldn’t you as a system keeping up. assumption that all learning has to occur executive feel obligated to offer something within the college. My point is: If I’m a J .M .: You’re right, but most institutions better and less expensive to your state’s mentor in Buffalo and there’s a really good won’t allow it. They’re too conservative; citizens? Isn’t there a place in public higher course at UMassOnline or a Penn State they don’t want to take on the issues that education for something equivalent to what World Campus or Western Governors, Empire has in terms of accreditation, the for-profits are doing very badly? why wouldn’t a student take that course? financial aid and how does this count J .M .: Sure, and there are some examples of I don’t want them to be charged a lot of toward a faculty member’s load? What it if you look at some of the collaborations fees or anything else, just take it as a non- do you mean “prior learning”? What do in different states. You’ve got the Illinois matriculated student, then transfer the credit you mean “a portfolio”? We’re used to a collaborative, you’ve got UMassOnline, in. We’ll count it toward your degree if it is traditional model, so one of the tasks for Penn State World Campus, University consistent with the degree plan. Well that’s Empire is to remind people how cutting of Maryland University College. They easy, it’s an accredited institution. We have edge it is, much, much more often, in order have developed a more robust online ways of transferring credit and we can do it. to have us all relax a little bit about the operation. You’ve got examples of that, Now, let’s look at a different situation, Khan internal debates. Those internal debates but why does that need to be SUNY? Academy. I have a student who’s a little were at a much more sophisticated level Why can’t it be anybody? math phobic and wants to do this math and around these issues that other institutions it seems to be working for her. Great! Do we don’t even talk about. E .W .: It seems that within SUNY, Empire do a CLEP test, do we do a portfolio, how is best positioned to meet what appears E .W .: There is a lot of interesting stuff going do we sense that she’s actually learning? to be a societal need for alternative, adult on out there with open learning. So, given We’re now entering the age of digital higher education. this beginning of a transformation in higher content, unrelated to credit. So how can an education, or maybe it’s a paradigm shift institution like Empire or Lesley make it
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J .M .: Because Empire sees itself differently, If they don’t complete their degrees, when jobs; they train for transfer. So you’ll see it may be setting up a discourse through would the long payback time start, after the some community college presidents building which Empire, as the distinctive institution six-month waiver period?” I said, “They dorms, and not even thinking about offering within the SUNY system, has to play its don’t need to wait until the degree is done; bachelor’s degrees. This, interestingly role. But in point of fact, these issues are they have mortgages, they have car loans, enough, is where Empire State College relevant for every SUNY institution. What I they just need a short-term loan to pay the comes in. With many of the community suggest to people here at Lesley is that this bill.” Have them start paying it back at the colleges it was the shift to the liberal arts is where mission and budget complement end of the semester for God’s sake! I don’t orientation, the reverse 2+2, the upside- one another. We need more people learning care how you do it, but change your way of down degree. So it’s a complex, interesting and we need to think of ways we can grow thinking here. Impossible! environment that could make it tough for a moderately in order to sustain a financial consumer to figure out which door to enter. E .W .: There has always been a tension in foundation so we get to deliver on our I think the notion of the liberal arts versus higher education’s role between professional mission. What are the ways we can do it? occupational training, is again a dichotomy and workforce development and the We can’t do it with traditional programs; that doesn’t reflect the university that is traditional liberal arts education. Do you we can’t do it by growing undergraduate genuinely there. think the American university, with its traditional students. So, it’s a strategic plan traditional emphasis in the liberal arts, E .W .: Well, if I took the advice of some of and I’ve got my own notions about what will remain viable, given shifts in the the advisors I had, we wouldn’t be having strategies are going to be successful and global economy? this conversation right now! which aren’t going to be. J .M .: I think the traditional liberal arts J .M .: Empire doesn’t market itself, nor does E .W .: Do you imagine a convergence of the institution is among the minority of all Lesley, as an occupational school. Let’s be traditional and nontraditional student? institutions. I would argue that American clear in our marketing materials what we J .M .: I don’t, for a whole slew of reasons. I higher education institutions are actually a are, and if you talk about the adults who think the country still has the need for the diverse set of groups of institutions. From a complete at Empire or Lesley, just talking phenomenon of the traditional residential diesel training institute in Cleveland, Ohio to about adults: They know what they’re college experience, for those who can afford Amherst College, there are a lot of different doing to a large degree. But to return to the it, that time between 18 to 22, where you sectors here. Look at the sectors that have a thread, I think the diversity of institutions is go away. I think we’re competitive and we tighter correlation between the curriculum one of the strengths of the American system. try to compete in that arena a little bit. But and employment, and also to some degree, Somebody who wants to become a chef then, to be honest, the grad students are just technical training institutes and community can go to the CIA. You could alternately go like the Empire State College rank and file colleges. These were uniquely American to the community college, and work your student: adults working, raising families, forms of education, and the growth of that way to your goal, given your passion, and engaged in study for a particular outcome, sector’s enrollment has been a phenomenal the time and effort you put in. If you want most of them job related, occasionally success in this country, even given the to become an oil burner technician in the purely educational or altruistic, but most low graduation rates in urban community digital age, go to Hudson Valley Community often ends toward means. It’s an enormous colleges. But a lot of people go there for College with the vocational center that amount of fun to have both. short-term training, certificates, x-number of they’ve got there. Go to Vermont Technical courses and they gain employment. Some of College. What about the 18-year-old who E .W .: Can American higher education them get good jobs, some of them bad jobs, says, “I’m not sure yet, but I love history.” adapt to the demands out there in some with moderate pay, some with low An advisor could say, ”You should come the marketplace? pay. But the community colleges and some here; we’ve got a good history major and J .M .: All the data tells me the answer is training programs are a place for people we have fascinating internships with a group no. Gerald Heeger, the former president to start. Generally, these institutions have called Facing History and Facing Ourselves. of the University of Maryland University been lower cost, sensitive to adults. Then, In our museum of fine arts, where historians College, and I went down to D.C. to lobby you also have regional public colleges and can work in some non-profits, you can do on the hill, to make loans available to universities that have served their regions. some internships, and figure out different adult students who were going less than Many of them began as normal schools, ways this applies to your career objectives. half time. We met with the staff of the key training teachers, and then they expanded You can go anywhere.” Are we obliged to congressional committees, both House and their curriculum into business and other tell them “Here’s point A and point B?” No, Senate. Jerry and I were sitting there and areas of study. They worked liberal arts into I think this is a classic tension in American wondering … everyone we were talking to the core curriculum, but they evolved into higher education. It also gets at who owns there was under 30; they all went to highly institutions that got people the jobs. Many or who thinks they own higher education. selective institutions. What did they know of them, like community colleges, came to Governors say “Jobs, jobs jobs, I’m going about adults? One of the young people said, it a little bit later and became more liberal to create some incentives for financial “Well the data on the adult learners is that arts-oriented. Now, New York community institutions to behave this way.” Then we many of them don’t complete their degrees. college presidents say they don’t train for get someone else in as governor who says,
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“Liberal arts are the strongest thing we can is the adult learner who has kids sends them do for the economy.” As we look at China to a traditional campus. Think of all the It corrupts their thinking and Japan with programmed curriculum and adult Empire State College students who rote learning, they’re realizing the limitations come back when their kids are in school about their own on creativity and collaboration. They’re or college. It places the dominant ideology learning, so they have to now looking to import American ways of in their minds as they pursue alternative learning. So looking again, it’s a wonderful education with Empire. It corrupts their overcome that. It makes tension between factual learning, recitation, thinking about their own learning, so they them see themselves as documentation, and the issues of creativity have to overcome that. It makes them see and collaboration. One of the downsides of themselves as nontraditional, when in point nontraditional, when in the classic Empire model, which is a part of fact, they’re the majority. The language point of fact, they’re of adult learning that everybody doesn’t reflects the dominant ideology. Who coined talk about at Empire, is the isolation of the the phrase nontraditional? I suspect it was the majority. adult learner. If you read the work of Pat people who went to college right after high Cross and others who are part of the adult school and who are in positions of influence. learning culture, collaboration is critically They may have been well-intentioned higher the greatest degree of inequality of any important to adult learners who are entering education researchers. That was one of industrialized nation right now, and that a collaborative work environment. Whatever my post-Empire reflections about what answers the broader question about changes you call it, a study group, an online class, I could say as a graduation speaker. I’m in higher education. David Brooks called however it works, that’s a powerful learning always a big fan of the graduation speaker higher education “an engine of inequality”: experience at any age. To me, collaboration addressing the graduates on something that it’s statistically very true. is part of the liberal arts versus the other. is important to them, but I also wanted E .W .: In some ways, that also brings us What’s the brand of your institution? Forget to say something that was important to back to strategies like edX. In terms of the marketing side, the brand is the promise; Empire. So that is what I arrived at for global inequality, people around the world this is what we promise, this is what we try GVC. We should have signs posted, which are taking advantage of MOOCs and open to deliver on. say: “Leave your dominant ideology outside educational resources. People who never of these walls; you’re coming into a different E .W .: I heard you speak at a Genesee Valley had access to American higher education place and this place is based upon these Center graduation about the dominant now are taking courses from some of the core values. You’re going to see what these ideology and it was one of the more moving finest institutions. core values mean operationally, in a variety graduation presentations I’ve ever heard. of ways. You’re at the center of it, and J .M .: Do you think that is why Stanford, Would you talk about this a little bit for the it’s different.” It is just so different from Harvard and MIT are they doing this? folks back in Saratoga Springs and others mainstream higher education, which is who will read All About Mentoring? E .W .: I guess that you don’t think they’re batch processing. Not that it is bad, it’s just trying to educate the world. J .M .: As I’ve said earlier, this dominant different, and it influences the “Empires” of ideology of leaving high school, leaving the world negatively. J .M .: I believe that many of them think home, going off to college, living on that they are, but I think it’s about brand. E .W .: Where do you think this dominant campus is reflected in the entire sports I think it’s a huge brand play. It’s significant ideology originates? Are we talking world, in family narratives, and in people and they’re doing the same thing with that about social class here, and some level who are in positions of power and in Coursera. Some of the digital-related of class analysis? influence on boards and in legislatures. startups are doing this sort of teaching. They’re disproportionately represented J .M .: Yes, given that it’s historical, it’s And it was written about in The Chronicle; by people who completed college in four class-based. If you think about who went we don’t know where the money is going years, and they are a minority of the to college when, it’s a recent phenomenon to come from. It’s suggested that this population. Positions of influence, research that most college students now are women. is a good idea, and then a week later, distribution – whether it’s state government It is an incredible turnaround from not so another article comes out informing budgets, higher institutions themselves, long ago, when most people who went to us that they also will use the learning system offices, boards of trustees, federal college were men, as recently as the middle site for commercial advertising. government financial aid – 30 percent of of the 20th century. You had the growth E .W .: Finally Joe, we’re at the end, and the population or less have a bachelor’s in the ‘50s and ‘60s of higher education I can’t believe you gave me this much of degree. This privileged orientation is overly enrollment, but it’s still class and less so, your time. But it’s important to preserve the represented in all of those positions, and of gender-based. Though changing, higher historical record and this is one way we can those, the vast majority completed college education is a phenomenally stratified do that. What could we look forward to for right out of high school. So what does that sector of the economy, so I think it is class- you in the future? Where is Joe Moore going do? It gets reinforced by the media, movies, based. The dominant ideology in the final to be? Are there any other positions you TV, media stars, local press. What happens analysis feeds rampant inequality. We have might aspire to?
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J .M .: No, no. I’m now 62 years old. I’m E .W .: You never know who might call. gig at some place before I retire. This starting my 6th year her at Lesley. It’s the position at Lesley just happened to come J .M .: That’s true, and I’ve always been last year of my second three-year contract up a year or two earlier than anticipated. open to this. In fact, I hadn’t thought and the board and I are talking about I’d be leaving Empire. My goal was to E .W .: Cambridge is just charming and another one. Beth and I have built a house do somewhere between eight and 10 enchanting and one of a kind. All of the on the Maine coast, so we’re going up there years there. I do think it’s important for things you must be able to do locally, and once in a while. This is my last job if health institutions to get a new person and a you’re not far from Maine, where you and everything works out. This is the job new perspective; it’s much healthier. want to be. A lot of people at Empire are that I want to end on. Then my goal is to As you can see from this interview, Beth certainly happy for you. When you come to potentially do some teaching on a part-time and I had thought, “One more gig Empire events, you have a lot of friends who basis, either here or in Maine. I’d like to somewhere.” We thought we wanted want to see you, to say hello and see what study and have a chance to intellectually to stay in the Northeast for family reasons, you’re doing. I think they’ll appreciate your involve myself more than I’ve been able to. so when this opportunity came up – and thoughts on the topics we’ve discussed. And I’ve been so involved organizationally that I had not sent a resume out to anybody I think having your ideas on record will be I’d like to step back from this and do other – the consultant knew me well, called beneficial to the institution. things. I’d like to read more fiction; I’d like me and said, “There’s a place here and it to see more movies. [My wife] Beth and I J .M .: I love visiting, but I try not to do matches you so much, that I just wanted want to do some form of study and travel. it very often, because I really think it’s you to know.” That was a tough decision She’s got things that she wants to do as well, important for everybody to differentiate to throw my hat in that ring. At one point, once we’re unhooked. So no, there’s no new from administrations in the past. But I love it was either this, or continue at Empire. resume. I don’t look at The Chronicle in seeing the people, no matter where we That would have been wonderful too, and terms of the jobs. I’m just really enjoying might meet. perhaps later at a certain point, another what I do.
“When we recognize that our predecessors generalized too far from too few, and too often not only generalized but universalized with only the few in mind, we open ourselves to diversity that can be arrayed before us in all its challenge to our minds, our imaginations, our hearts, our dreams with and for humankind.”
– Elizabeth Kamarck Minnich, Transforming Knowledge Philadelphia: Temple University Press, 1990, p. 184
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Painting in Florence: History and Inspiration
Betty Wilde-Biasiny, Metropolitan Center
y proposal for a half-year in 2011 for a solo exhibition of my digital was connected to the carte de visite2 sabbatical from my work as a paintings, “Arcitectonica.” My proposal (postcard); its purpose was to document the M visual arts mentor at Empire resulted in an invitation for a residency, accomplishment of travel and safe arrival to State College’s Metropolitan Center began right in the middle of my sabbatical, that share with family and friends. during the summer of July 2012 and, in would provide a studio and access to their Prior to this explosion of photographic keeping with many creative projects, has digital printmaking facilities. For this article, documentation, 18th century artists such resulted in the urge to do more work. my focus is on the most itinerant part of my as Frederic Edwin Church (1826-1900) The opportunity to engage in a creative sabbatical: a one-month residency at SACI made numerous trips to foreign lands, project to produce a new body of artwork in Florence, Italy.1 reflecting journeys to places such as South has become a seed to expand the range of The historical basis for my sabbatical America and the Near East.3 In fact, to me, my work and to scratch the surface of my proposal emanated from my MFA work many of the Hudson River paintings are intended theme: the itinerant landscape, at Columbia University, where, in addition reminiscent of Renaissance works depicting history and inspiration. The first challenge to engaging in the practice of painting the river Arno in Florence, Italy, reflecting was to become inspired, which is really an and printmaking, my studies included the similarity in both rivers’ significance to artist’s way of saying “to get to work.” the art history of 19th century prints and commerce and the social life of the culture. Unlimited time is a gift: it allows for photographs, taught on site by curators looking at new subjects, reflecting upon To prepare for my travel experience, I at the Metropolitan Museum of Art. The them and ordering them in some way. As increased my pace in making drawings, definition of itinerant was formed during an artist, my incessant need to find order watercolors and oil paintings from my this time period of increased worldwide and sequence reveals itself through making local and surrounding environment in the travel, as one purpose of the early landscape work, navigating both the emotional and Hudson Valley, north of New York City. photographers, as well as printmakers, physical requirements. The process calls for discipline, yet also daydreaming; rigorous technique with playful experimentation; fearless process with tentative step taking. Sabbaticals in and of themselves lend a serious tone to the project: expectations to produce, achieve and accomplish. Without that feedback loop, I am convinced that I would have become unmoored, drifting down the river Arno, seeing too much art, eating too much ice cream, getting lost in the labyrinth of the Boboli Gardens.
The opportunity to be an itinerant artist caused a rupture in my comfort zone even within my rural Hudson Valley studio. With the fear and trepidation of a freshman foundation student, I quickly busied myself with drawing, painting and journaling. I also spent endless hours envisioning just what I would do in Florence, which was both exciting and daunting. My first challenge: to secure an artist’s residency where I could travel and be inspired by historical artists, cultural influences and new materials was happily granted by SACI (Studio Art Centers Betty Wilde-Biasiny, Corn Field, 2012. Watercolor on Arches paper, 18 x 24”. Photographed by International), where I had been selected Steven P. Harris
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My preliminary research entailed reviewing grand tour of the surrounding environs several Hudson River School artists, such outside of the old city (such as Fiezole, a as Archibald Robertson (1765-1835), a quaint mountain town with panaromic lesser-known but prolific draftsperson. His views of Florence). We tried to see at least textured linear style is very close to some one monument and church or museum of the work that I have created through per day, as well as general walking and printmaking, specifically in detailing enjoyment of the river Arno. We could surfaces with intricate crosshatchings. I easily cross the river to explore one of our also investigated the work of the American favorite neighborhoods, the Oltrarrno luminist Martin Johnson Heade (1819 (literally, the other side of the Arno), where 1904) and made several homage drawings we sampled the ribollita (bread soup), the to his work; this examination allowed me to caffé and the biscotti. explore the idea of a close-up element of the My residency began shortly after with a landscape, used to vignette or frame a more meeting with SACI’s dean, David Davidson, overall view. I spent many enjoyable hours who spirited me from the main SACI with my sketch book, making all kinds of palazzo to the facility called the Jules drawings that opened up my vocabulary Betty Wilde-Biasiny, The Ascension of the Maidoff Palazzo, named after the founder of and artistic language; some led to several Olives, 2012. Archival pigment print on SACI. This building was in a different part watercolor paper, 19 x 13”. Photographed finished watercolors and a series of oil of the city than the building that housed the by Steven P. Harris paintings that capture the cool summer light part of the art school where I first showed on warm corn fields, native plants and my students were in classes or off on serious my work, and it was literally behind the own immediate rural environment. field trips, the type that covered entire towns Signoria, site of the Duomo (cathedral in one day. They usually appeared for the After a very productive summer, blessed church). I met with graphic designer/digital “night shift” when I was heading home for with good weather and unpressured time, I lab master, Federico Cagnucci, then with evening time, mostly quiet dinners or walks traveled to Florence at the end of September Professor Lorenzo Pezzatini, who showed with my husband. with my husband, photographer Charles me my studio and introduced me to some of Biasiny-Rivera. We spent a few days the SACI “post-bac” students, who became Weekdays had a rhythm that focused on acclimating to our little apartment facing my pleasant studio neighbors and guides to drawing and painting, enhanced by quiet a garden populated with native greenery all things coffee and art supplies. In addition time sitting on my patio or looking out onto and flowers, which led to a traditional to having access to the digital printmaking the old city. When I went out to wash my family kitchen where we could have coffee lab, I was given a beautiful alcove studio paint brushes on the back balcony, I could and meals. Shopping the local markets with a little patio filled with olive trees that see a sliver of the Duomo and the cascading yielded everything from fresh pasta to fungi were in full bloom. planes of the ancient roofs punctuated with (mushrooms), which were then in season. cypress and olive trees; this became the place My work in the studio began midmorning, Armed with a somewhat cryptic bus map, where my mind became most receptive, after a walk or bus ride to the school, we eventually learned that most of the buses reaching back into history and fantasy of a stopping along the way for art supplies traveled in circles, so there was never any sort that began to enter my artistic project. or provisions for lunch. The space was problem about getting on the wrong bus – What fascinated me about the Florentine relatively quiet during the day, as the it eventually circled back and provided a landscape were its undulating planes, its texture, its vestiges of ancient architecture, the balminess of the air. I could smell the history, see it and, most challengingly, make it palpable in my work.
At first, I focused on native plants, almost as a way of processing the bombardment of imagery. Once more settled in, I began to incorporate the geometric planes of the corrugated roofs with undulating branches of the olive trees; together my compositions were often puzzles that I did not easily solve; rather, I just became more comfortable with the jumbles of form and challenged Photo on the left: Betty in the studio at SACI, 2012. Photo on the right: Betty going to work in myself to making a new kind of work, a Florence, 2012. Photographed by Charles Biasiny-Rivera little freer, though still retaining a sense of order amidst the visual panoply. My
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 109 initial idea was to select a theme for each these seemingly simple egg tempera paints. tempera set and to persevere more intently week in order to focus my work; however, (One of the SACI students noted that I on this medium when I returned to my the constant stimulation and lush imagery was not really doing fresco painting since home studio. I eventually did produce what caused me to work in four different though I was not using cement in the mixture and amounted to egg tempera sketches, which related mediums: watercolor, color pencil, plastering it onto a wall; so I came to call I later combined with acrylic paint/glazes egg tempera and digital printmaking. For this material “fresco light.”) One of the to make them more stable. The process one month, this was somewhat ambitious, qualities of the egg tempera (sans cement) influenced the way I handled paint and though in the end, I am happy that I did was that it could be completely washed off resulted in more transparent layers in my not hold back and returned home with of the smoothly gessoed wooden panels subsequent work. numerous field studies and watercolors. if the image did not appeal. Since this Arriving stateside only one day after “erasing” happened a bit too often for The first work that emerged was based upon Hurricane Sandy, re-entry was chaotic. We me, I decided to pack up my beautiful egg my connection to the olive tree on my patio. were saddened to hear of the destruction There was something about the way that the olive leaves fluttered and pointed upward, the elegant asymmetrical shape of the leaves themselves that together framed and pointed to the sensuous olives bouncing on their branches. I informally printed several close up photographic views of the olives on nice watercolor paper, pinning them together into a cross-like form that eventually resulted in an editioned archival pigment print called The Ascension of the Olives. This seemed in keeping with the idea of the ensuing harvest, which for me had become a representation of Italian culture. That the work presented itself in the form of a cross was not a coincidence, as the parallel action of my time in Florence was to see as many monuments and church interiors as my eyes and mind would permit. The architectural design of the Gothic church, formed as an apse bisected with a cross, influenced the form of this digital work.
A real stretch for me was to experiment with egg tempera paint (tempera all’uoevo4). Seeing the beautifully nuanced frescos in the churches and in random street corner altars, I longed for a kind of texture and coloration that would subtly express my excitement over this historical Florentine painting. At Zecchi (pronounce zeki), the most popular art store, I acquired a beautiful wooden box of egg tempera paints, a wooden palette and a porcelain paint tray, just like the ones I saw at the Museo di San Marco, where I viewed an exhibition of large format books painted by the monks, complemented by pristine showcases of their art tools and materials. Around the corner from the special exhibition of books were 44 preserved individual private quarters, decorated simply with a painted mural of Betty Wilde-Biasiny, Olives Ascending, 2012. Egg tempera and watercolor on paper, 20 x 16”. one of the friars, Fra’ Angelico, reproduced Photographed by Steven P. Harris on the walls. I was inspired to paint with
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parents, Elizabeth (Wilde) Leander and the late Dr. Robert Wilde, both musicians, who were always involved in playing, singing or directing music. Being on sabbatical reminded me of them and their gift of understanding the significance of one’s life’s work.
Notes
1 SACI is an accredited American art school, founded in 1975, that sponsors study abroad students and will begin its own MFA program in fall 2013.
2 The original purpose of the cartes de visite (2 1/2 x 4-inch albumen prints mounted on card stock) was to capture a likeness (portrait) of an individual traveling to foreign lands to send them back to their families as evidence of their travel. “But perhaps out of necessity (for example, Betty Wilde-Biasiny, Fiezole, 2012. Egg tempera and watercolor on Arches paper, 11 x 14”. a frontier photographer limited to a Photographed by Steven P. Harris single camera), cartes de visite were by nature and it took several weeks to gain seeds, cultivate more thoughtfully and glean also made of groups and landscapes equilibrium, retrieve our dog from Staten the results over time. As I reflect upon my and even as pioneering examples of Island, and make sure family and friends overall experience, the integration of my photojournalism. Sometimes it seems were OK. Decamping to my upstate studio, work with my teaching is the next chapter in as if the early photographers who I began using acrylic paintings on canvas my journey: My mentoring areas of digital made these small images were trying that, because of my recent experimentation painting, watercolor and advanced studio to capture the world around them on with egg tempera, I found to be a very practice have all been renewed through this a tiny patch of paper and cardboard” smooth transition. The paint was both fluid sublime opportunity to work and to more (para. 4; The American Museum of and transparent at first, but with overlays, fully understand my creative project. Photography, 2004, “A Brief History it became more plastic and opaque; of the Carte de Visite,” retrieved from consequently I painted over each canvas way Acknowledgements http://www.photographymuseum.com/ too many times and decided to release this histsw.htm). Special thanks to Bob Carey, who advised energy over a larger number of canvases. I 3 me “to stick to one narrative” in my John K. Howat, 1988, The Hudson likened my experiences of being transplanted sabbatical proposal; Alan Mandell, who River and its Painters (Random back to another reality to writing a book: encouraged me to keep a journal as a House Publishing). the sketches from Italy became my notes, reference for this article; Cynthia L. Ward, 4 inspiring a momentum that enabled me Egg tempera is a water-based paint my sponsoring Empire State College to begin the work of painting on linen made from extending the natural dean; and my colleagues who kept The throughout the year. pigments such as cadmium, cobalt et Arts and my students humming at the al. with egg as an extender; it was used My overarching goal was to develop various Metropolitan Center. And, molte grazie extensively throughout the Renaissance bodies of work that would become the to David Davidson, SACI dean; SACI and even earlier as the primary medium harvest for future exhibitions and public Professors Cagnucci and Pezzatini; and of painters, especially on murals and presentations as a midcareer artist. Having the wonderful post-bac students whose frescoes that entailed painting with a achieved the rank of associate professor and energy and kindness helped to make my pigmented cement. the support of my academic community, residency so enjoyable and productive. this sabbatical came at a point in my career Upon return, Empire State College’s mentor that encouraged me to expand my range Albert Castelo helped to polish and refine as a painter and to seek more outside my prose. In addition, the team of Karen opportunities and venues for my work. I LaBarge and Alan Mandell neatly refined have learned that my process is cyclical, my article and wove images into the opening my creative process to plant new narrative. Finally, I wish to acknowledge my
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Politics, Ecology and Social Change at the Top of the World
Eric Zencey, Gund Institute for Ecological Economics, The University of Vermont
he morning of Monday, January 28, 2013 found me in a window T seat on a Drukair flight from Delhi to Paro, Bhutan, enjoying the view of the craggy, snow-capped Himalayas as we flew over them. Then began the descent: the mountains slowly rose up as we made our way into them. As the plane continued to descend, it began banking this way and that, following a series of valleys as it traced its way to a landing. The plane came down, finally, on a strip of concrete that ran between two mountain ranges and was backstopped by a third. During the descent, there were times the mountains seemed to be only a few dozen feet off the plane’s centre for bhutan studies wingtip; at one point, I could see clearly : into the windows of a hillside house that we passed. (Later, I discovered that those mountains were indeed very close: online photo credit there is a video shot from the cockpit of a Eric Zencey (second row from bottom, just left of center) with the International Expert Working Drukair flight landing in Paro; you can find Group in Bhutan. The king and queen of Bhutan are seen in the back row, right of center. it by searching “most dangerous airports.”) Bhutan is a tiny mountain kingdom between humans. And in a world at the brink of statesman, as befits a man who serves a India and Tibet, and the country simply ecological collapse, achieving sustainable Buddhist nation that has rejected use of doesn’t have that many places in which a economic development is a practical and standard economic measurements, like gross jetliner could find enough room to land. moral imperative. By these new standards, domestic product, in favor of an alternative Word has it that the Paro landing is so the old categories of “developed,” measure, gross national happiness (GNH). difficult that only eight pilots in the world “underdeveloped” and “undeveloped” have That name is a bit of a misnomer, and are qualified to fly the route. The pilot can’t to be swept aside. No nation on earth is unfortunately it is misunderstood by many even see the runway until a minute before ecologically sustainable; every nation faces a who hear it for the first time. What the landing, as the approach path sweeps from daunting development challenge. Bhutanese measure is not the short-lived one valley to another – turns a corner – and hedonistic state that many of us (particularly is suddenly upon it. The work of articulating the new those of us who have been exposed to development paradigm began with a special I had gone to Bhutan to take part in the decades worth of commercial advertising) high level meeting at the UN in April of ongoing work of a UN group convened and think of when we hear the word “happy.” 2012, which was attended by more than 600 chaired by Bhutan’s prime minister, Jigme They mean to maximize a deeper kind of life delegates, scholars, theorists and activists. Thinley. The group’s task, as described satisfaction: the experience of a harmonized It continued with a meeting of the 30-some in the General Assembly Resolution congruence between one’s life and one’s members of the working group in New York empowering it, is to articulate a New physical surroundings, one’s community, in November 2012; and in January 2013, Development Paradigm. The idea is that one’s family and culture, and, further, with the same group was meeting in Bhutan to development should no longer aim to all sentient life. They’re Buddhist, after all, continue the work of defining what the new increase the monetary income (and resource and don’t have a commercial culture in approach to development could be. use) of the peoples of the world, but should which profit-seekers use media to convince look beyond that instrumental end to the We met in Thimphu, the national capital, us that our happiness depends on what we ultimate end it supposedly serves: increasing with the prime minister presiding over our purchase, own and consume. “What we the happiness and well-being enjoyed by sessions. The prime minister is an unusual want to measure is not happiness, directly,
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 112 but the capacity of our social and economic bringing greater well-being to a majority As it turned out, the IEWG for the NDP system to offer our citizens the opportunity of the human population, the world needs also was interested in clarifying fundamental to be happy,” is one way Karma Ura, head what Bhutan has to offer. assumptions. Rather than taking the small of the Center for Bhutan Studies and one of group’s work as a given, the larger group The first three days of the meeting in the chief architects of GNH, puts it. spent quite a lot of time hashing over a very Thimphu consisted of a smaller group fundamental issue: To what extent would “Total national well-being” is probably within-a-group: just 20 of us, each of whom the new development paradigm rely on the a more accurate translation — but “total had prepared draft materials for various ideas and categories of GNH, and to what national well-being” doesn’t have the same parts of the final report. I’d written a draft extent would it be built on the assumptions, kind of ring to it that “gross national of the chapter on “Ecological Sustainability, terms and categories of ecological happiness” does. Happiness, and Well-Being” and on the economics? My proposal for a blended second day of the meeting, I made a short And besides, “gross national happiness” methodology (outlined in an essay titled presentation of its major points. The main is the actual phrase that Jigme Singye “Sustainable, Happy, Efficient,” available one: survey research that asks residents Wangchuck, the fourth King of Bhutan, used online at Policy Innovations1) figured in whether pollution is a problem, as the GNH in his coronation speech in 1972, when he some of these conversations. instrument does, can tell us what people said that his monarchy would take it, rather think about the status of the environment, I’m happy to report that the days we than the gross national product, as the value but it can’t tell us what the actual status of spent discussing the differences and areas it tries to maximize. the environment is. Survey research in this of overlap between these two visions What started as an interesting and casual area needs to be augmented by objective were fruitful, and produced a shared turn of phrase in a speech was eventually markers of ecosystem health, which the field understanding that represents a blending given actual policy weight, as Dasho (or of ecological economics has been developing of the two approaches that is satisfactory “Sir”) Karma Ura and Michael Pennock as it measures ecosystem services. A broad to the group as a whole. GNH uses the (a Canadian health care epidemiologist) sampling of those measures finds its way nine domains (identified earlier); ecological collaborated to design a survey research into the genuine progress indicator, an economics talks about the necessity of instrument that would gather information alternative indicator that is finding increased retaining four kinds of capital (built, natural, about the well-being enjoyed by citizens adoption (including in my home state of social and cultural) if we are to have a of Bhutan. The survey asks questions in Vermont; I’m coordinator of the Vermont sustainable society. My feeling was that both nine large categories – “domains” – only Genuine Progress Indicator Project at the conceptual structures are needed if we’re to one of which, “living standards,” relates to University of Vermont). A blending of have development for sustainable happiness economic well-being. The others: physical methodologies, combining both GNH and and well-being, but partisans of each were health; psychological health; community GPI, would be stronger than either indicator reluctant to give any sort of ground at vitality; cultural vitality; good governance; is separately. all. An ad hoc committee was empowered time use; education; and ecological diversity to find a way to blend the two. It met Others who were there for this pre-meeting and resilience. frantically for a day or two, and finished had written on such topics as the scientific its work on the day that we were scheduled Since the inception of GNH just a decade basis for distinguishing between needs to be presented to the King and Queen ago, Bhutan has generously shared its work and wants; the psychological literature of Bhutan, when the dashos among our with the world, primarily through a series of on happiness and stages of emotional Bhutanese colleagues wore their best, most international conferences, including the Fifth development; the distribution of income ceremonial ghos (traditional robes, which International GNH Conference in Brazil around the world and how income does Bhutan law enjoins all men to wear while in 2009, which I attended, and the sixth or doesn’t relate to other measures like they are at work). Because our conference International GNH Conference in Vermont maternal mortality, life expectancy and hall had to be reconfigured to turn it into in 2011, which I helped organize. Lately, ecological footprint; and various measures a fitting place for a state reception — and though, the Bhutanese have shifted their of good governance, of time use, of because it needed to be swept by uniformed emphasis from international conferences community and civic vitality. Our task was officers before the king and queen arrived — to the working group convened through to clarify the fundamental assumptions of we were invited to remain outdoors, under the auspices of the United Nations. Behind the new paradigm, so that these could be our luncheon tents, for the continuation of that move lies a sense that the concepts communicated clearly to the larger group the meeting that afternoon, the meeting at are ready to be taken out of the realm of that would convene on Thursday – the which the ad hoc committee would make talk and into the realm of broader policy group that the Bhutanese had given the its report. No slick audiovisuals, not even application – and a sense of urgency that as unwieldy and somewhat embarrassing a chalkboard: the committee members had the world faces the results of a burgeoning title of International Expert Working to make their presentation by writing key consumer society that is neither ecologically Group (IEWG) for the New Development terms on pieces of paper and laying them sustainable nor especially effective at Paradigm. out on the ground, with coffee cups and saucers on them to keep them from blowing
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country) and the Centre for Bhutan Studies is insulated from political influence. And the basic idea behind GNH – that we humans had better change the way we measure economic progress – is too powerful, too necessary and too widely accepted internationally to be disabled by a regime change in any one country.
As I write this in the summer of 2013, the Working Group’s final report is moving toward completion and publication; stay tuned!
Note
1 The essay, “Sustainable, Happy, eric zencey
: Efficient,” can be found at http://www.policyinnovations.org/ ideas/innovations/data/000238. photo credit
At the IEWG meeting, Dasho Karma Ura questions Enrico Giovaninni about the work of his ad hoc subcommittee.
away. I think it was Tom Prugh, from the demonstrably wrong. These include the idea Worldwatch Institute, who helpfully found that environmental quality is a luxury good some twigs that could be used to indicate the that nations can purchase more of, after flow from concept to concept, and how the they develop and raise their GDP (which is four kinds of capital and the nine domains the idea behind the so-called Environmental would relate to each other. Dasho Ura, head Kuznets Curve); that it is possible to have of the Centre for Bhutan Studies and chief infinite economic growth on a finite planet architect of GNH, stood attentively with because economic activity doesn’t have the rest of us, his ceremonial sword behind to use energy or material resources; that his back, while the blending was explained. for countries at the low end of the current He asked the first questions – skeptically income scale, debt-driven development and at first, then with increasing appreciation sale of raw materials to developed nations is as he approved of what he heard. Those the path out of poverty. (I’ve been attacking answers came from ad hoc committee these assumptions in print in various places.) member Enrico Giovannini, president of the As I see it, the task of the International Italian Statistical Institute, former director Expert Working Group is to get realistic of statistics and chief statistician for the about development – to articulate a set of Organization for Economic Cooperation design principles and development goals that and Development. Their colloquy stands work, and that are suited to the planet we for me as a key moment in the week, and have, which is most definitely finite. One a symbolically powerful representation of development that will have an unknown what the meeting was about. effect on the work is the July 13 election in The next step in the IEWG’s work is to Bhutan, in which the People’s Democratic polish the draft material for communication Party came to power, displacing Prime to the UN group that is working on Minister Thinley’s Druk Phuensum Tshogpa updating the Millennium Development Party. The PDP took a dim view of Thinley’s Goals. In the past, those goals have been GNH work, suggesting that he should have shaped by traditional assumptions about been attending more closely to matters of development – assumptions that I’ve been more immediate importance to Bhutan. But encouraging people to think of as “infinite GNH has strong support from the king (a planet” assumptions. The traditional constitutional monarch with little direct assumptions include some that are power, but a powerful symbolic head of the
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Remembering Nicholas Cushner
Colleagues from Empire State College
Longtime ESC colleague, Nicholas Cushner, business students, police officers – any died on 25 September 2013. Nick, a mentor student who was professionally focused. in history, came to the Niagara Frontier Interested in “cutting edge” change, he Center in 1975. Former Jesuit priest, enjoyed the “insider” status and the Fulbright Scholar, prolific author of books broadened knowledge of their fields gained and articles on Latin American history, from friendships with his students, and he booster of Buffalo through his “Walk believed that exposure to a broad range Buffalo” guidebook and liaison between the of liberal studies invited and sharpened college and the Buffalo Hispanic community, necessary critical thinking skills. Something Nick worked with a wide range of students of an entrepreneur, he designed, wrote and at NFC and in FORUM/West. His care for marketed materials for self-guided tours of this college and its mission was deeply felt historic Buffalo, doing business as “Walk by many. Buffalo.” He was a good salesman for ESC, too, and he particularly enjoyed presenting the buffalo news
information sessions in area workplaces. :
Anne Bertholf, former associate Nick viewed himself as a scholar of history, dean and dean, and he was proud of his accomplishments, Niagara Frontier Center pleased when the college noted his work. photo credit Conversely, he was impatient when college Nicholas Cushner efore he joined the Empire State policy, in his view, interfered with or College faculty in 1975, Nick diminished the academic life of the faculty; Cushner had enjoyed a rich Bob Gerulat, mentor, B when curiosity and zeal for learning were intellectual and academic life. A Jesuit Niagara Frontier Center not encouraged or honored, but instead kept priest, he was a well-published historian in check by practices that he perceived as I first met Nick in the early ‘90s when I was and a faculty member at Canisius College interference and over-regulation. The most a graduate student at Empire State College. in Buffalo. His scholarly output continued irksome example was the requirement that I had been trying to finish a master’s at throughout his career: there are 13 or 14 faculty submit monthly time sheets. He the University at Buffalo but was finding it volumes, most devoted to the history of thought it ridiculous that the hours devoted difficult to schedule courses when I could Latin America or the Philippines. Given to research and writing or to interaction take them because I worked and had a that background, it might seem unlikely with and evaluation of students could family – the typical ESC student! Nick was that a nontraditional institution would suit be enumerated. As the conduit between assigned to be my mentor. He was a great him, but ESC proved to be a good fit as “Saratoga” and the Niagara Frontier mentor! We shared a love for history and he left both the priesthood and traditional faculty, I heard his views on this matter I ended up doing a MALS that combined academia behind. Perhaps it was this leap more than once! Happily, though he could history with business. Nick’s office was that made him a natural supporter and be passionately eloquent, his opinions (and amazingly cluttered, but he knew where mentor for students in the midst of major my inability to correct what he perceived everything was. Quickly, he found three change: he understood that energy and as a glaring error) never created a rift in old journals from a local pioneer and gave concentration were necessary for such shifts our solid friendship. From his perspective, them to me. They formed the basis for my of focus. I needed to understand his aversion to time thesis, as well as a book later on. Nick also As a mentor, Nick relished opportunities to sheets, and I needed to communicate his was very entrepreneurial; that was another pursue his academic discipline, but learning views to the architects of that requirement. common interest. On the other hand, contracts devoted to local, state, U.S. or Since I fulfilled those mandates, we sometimes the tables turned a little, and European history far outnumbered those remained respectful colleagues and good I found myself trying to bring him back in Latin American studies. He directed friends throughout the years of our mutual to reality. contracts dealing with the full range of service. Like so many who knew him, I will Nick is really the reason I went on to a historical studies, and he was an enthusiastic miss him. His absence makes the world Ph.D. and also the reason I joined the primary mentor who particularly enjoyed less interesting. college. Years after I was his student,
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 115 after I had finished my doctoral program, of his family. He adored his wife and about work in progress. He also was I asked him if there were any adjunct stepchildren. He was a scholar, a family very supportive of the scholarship of his teaching positions available at ESC. He man, a go-getter, and a friend. I will think of colleagues at the center. apparently gave my resume to the dean, him fondly and remember him with a smile. In the years after he retired, Nick devoted and soon thereafter, I was interviewing for great effort and considerable time the FORUM director position. The rest is Tom Rocco, former dean, supporting the ongoing work of a historian history in that regard. When I started to Niagara Frontier Center from another SUNY institution, who expand FORUM/West, I asked Nick to Nick Cushner was already a senior, full- had become seriously ill and increasingly join the program and teach history to our time, tenured faculty member at the disabled. I also knew him very well and FORUM business students. He was the Niagara Frontier Center in 1983 when I stayed in touch with him throughout the perfect choice. His entrepreneurial nature was appointed dean. Indeed, he was about years. He often spoke of how much he combined with his knowledge and infectious to embark on a sabbatical that would take owed to Nick’s encouragement and editorial love for history inspired many of our him to Peru and to the Vatican Archives, work. Nick’s assistance enabled Dr. Marvin students to study more history. He could where he would conclude his research on a Lunenfeld to complete two manuscripts in mesmerize a room full of people during his new book on the role of the Jesuit Order in exceptionally difficult circumstances, one of lectures. Members of the FORUM faculty South America. which was published. His devotion to his would sit in sometimes just to hear him talk. friend and fellow scholar was inspiring, and He is what you would envision to be a real As a result, I would not begin to get to it was a continuation and extension of his professor – from the white hair to slight know him well for another six months, by life as a mentor. English accent – he was the perfect educator. which time I was feeling very familiar with the faculty and the routines of an Empire By chance, my wife and I were able to visit Nick was part of those pioneering mentors State College center. Nick returned at the Nick just a couple of weeks before his death, of this college – the generation of the ’70s same time as two other mentors, all liberal when we were in Buffalo for a couple of and ’80s. He was well respected by everyone arts scholars, changing the range of expertise days to participate in a memorial service – students and colleagues alike. He was one and the palpable commitment to research for Marvin Lunenfeld. It was a bittersweet of a kind. His background was amazing, among the faculty. I was both concerned experience. He was surely getting ready to too. Prior to teaching with us, Nick was and enthusiastic about this change because die and yet we had moments of pleasure a Jesuit priest. He left the priesthood and of the very strong bias toward individualized recalling our long shared commitment to eventually married. Nick wrote several mentoring of students as the primary the college and a few highlights from those books and was quite a scholar, as was mission of the college that I had come to years. I think it was important to Nick recognized by the Fulbright program. I miss share. My concerns were soon dispelled, that we had those moments. I know it him. We all will. and now looking back over 30 years, I see was important to me. Nick Cushner was a clearly just how important Nick’s passion delightful man, a friend as well as colleague. Tina Wagle, mentor, for research was for our students, how He also was a gentleman and a scholar and School for Graduate Studies much they had to learn from studying with a mentor. Nick and I met my first year here at Empire him and other scholars, no matter what State College, 2003. While everyone at the area of study they were concentrating on. Niagara Frontier Center was incredibly It was not just a good thing to take another warm in receiving me, he was one of the Historical Studies contract with a senior first people to hold steady conversations mentor to balance a degree program. with me and invite me to lunch. We bonded Nick’s primary mentoring brought real over a shared love for Spanish and Latin texture to the learning of many hundreds American history, culture and literature. I of students in Cultural, Educational and can still hear him walking down the hall, Interdisciplinary Studies. He also was often calling “Niña,” his nickname for me. I a successful mentor for BME, CHS and would respond with a “Señor!” Social Science students.
Nick had an abundance of interests: travel, Nick continued his research and publication Buffalo, writing novels, writing walking in Latin American and Iberian history guides of cities; the list goes on. He was throughout his career in ESC and beyond. never dull in conversation and was never I remember his particular pleasure in being without a funny anecdote. He constantly asked to author quite a few articles on had a new idea or project in the works. I South America for an encyclopedia. He was also remember that all of our conversations an active presenter at faculty convocations, over his “burgers (pronounced burjers) and which were often really conversations diet something” involved loving mentions
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Core Values of Empire State College (2005)
he core values of SUNY Empire We value learning-mentoring processes that: • recognizes that learning occurs in State College reflect the multiple communities, environments • emphasize dialogue and collaborative commitments of a dynamic, and relationships as well as in formal T approaches to study; participatory and experimenting institution academic settings; accessible and dedicated to the needs of • support critical exploration of • attracts, respects and is enriched a richly diverse adult student body. These knowledge and experience; by a wide range of people, ideas, values are woven into the decisions we • provide opportunities for perspectives and experiences. make about what we choose to do, how active, reflective and creative we carry out our work in all parts of the academic engagement. We value a learning-mentoring organization institution, and how we judge the outcome and culture that: We value learning-mentoring modes that: of our individual and collective efforts. • invites collaboration in the multiple More than a claim about what we have • respond to a wide array of contexts of our work; already attained, the core values support student styles, levels, interests our continuing inquiry about what learning and circumstances; • fosters innovation and experimentation; means and how it occurs. • foster self-direction, independence • develops structures and policies We value learning-mentoring goals that: and reflective inquiry; that encourage active participation of all constituents in decision- • respond to the academic, professional • provide opportunities for ongoing making processes; and personal needs of each student; questioning and revising; • advocates for the interests of adult • identify and build upon students’ • reflect innovation and research. learners in a variety of academic existing knowledge and skills; We value a learning-mentoring and civic forums. • sustain lifelong curiosity and community that: critical inquiry; • defines each member as a learner, • provide students with skills, insights encouraging and appreciating his/her and competencies that support distinctive contributions; successful college study.
suny empire state college • all about mentoring • issue 44 • winter 2013 - 2014 ALL ABOUT ALL ABOUT MENTORING Submissions to All About Mentoring issue 44 f you have a scholarly paper-in-progress or a talk that you have presented, All About Mentoring winter 2013 - 2014 would welcome it. If you developed materials for your students that may be of good use to others, or have a comment on any part of this issue, or on topics/concerns relevant to our Alan Mandell I mentoring community, please send them along. College Professor of Adult Learning and Mentoring If you have a short story, poem, drawings or photographs, or have reports on your reassignments Editor and sabbaticals, All About Mentoring would like to include them in an upcoming issue. Karen LaBarge Senior Staff Assistant for Send submissions to Alan Mandell (SUNY Empire State College, Metropolitan Center, 325 Hudson Faculty Development St., New York, NY 10013-1005) or via email at [email protected]. “The autocrat wishes docile followers; Associate Editor Submissions to All About Mentoring can be of varied length and take many forms. (Typically, he therefore wishes a type of education to Lorraine Klembczyk Graphic Designer materials are no longer than 7,500 words.) It is easiest if materials are sent via email to Mandell build docility and obedience. Democracy as WORD attachments. In terms of references and style, All About Mentoring uses APA rules wishes all the people to be both able and photography (please see the Publication Manual of the American Psychological Association, 6th ed. willing to judge wisely for themselves and Photos courtesy of Stock Studios, [Washington, DC: APA, 2010] or http://image.mail.bfwpub.com/lib/feed1c737d6c03/m/1/BSM_ and faculty and staff of APA_update_2010.pdf). for the common good as to the policies to SUNY Empire State College, unless otherwise noted. be approved; it will accordingly seek a type All About Mentoring is published twice a year. Our next issue, #45, will be available in spring Cover image 2014. Please submit all materials by March 15, 2014. of education to build responsible, thinking, Amy Ruth Tobol, “Series on Black III,” 2012, 10 ½” x 10”, commercial fabric, public-spirited citizenship in all its people.” hand pleated/dyed silk organza, copper, netting, washers, hand and machine stitched, cotton batting. – William Heard Kilpatrick Photo: Carolyn Nelson Philosophy of Education p r o d u c t i o n New York: Macmillan, 1951, p. 5 Kirk Starczewski Director of Publications Ron Kosiba Print Shop Supervisor Janet Jones Keyboard Specialist College Print Shop
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MENTORINGA PUBLICATION OF SUNY EMPIRE STATE COLLEGE Issue 44 • Winter 2013 - 2014
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ISSN 2331-5431 Printed by SUNY Empire State College Print Shop