ALL ABOUT
MENTORINGA PUBLICATION OF SUNY EMPIRE STATE COLLEGE Issue 52 • Spring 2019 ALL ABOUT MENTORING
Issue 52 • Spring 2019 ALL ABOUT MENTORING
ISSUE 52 SPRING 2019
Alan Mandell College Professor of Adult Learning and Mentoring Editor
Karen LaBarge Senior Staff Assistant for Faculty Development Associate Editor
“To exist as subject therefore means that we engage PHOTOGRAPHY with the question of whether what we desire is desirable, Photos courtesy of Stock Studios, not only for our own lives, but also for the lives we try and faculty and staff of to live with others on a planet that has limited capacity SUNY Empire State College, unless otherwise noted. for fulfilling all the desires projected onto it.”
COVER ARTWORK – Gert J.J. Biesta “Fired Kiln Interior,” 2018 The Rediscovery of Teaching Photo by Alan Stankiewicz New York, NY: Routledge, 2017, p. 4 PRODUCTION Kirk Starczewski Director of Publications
Janet Jones Office Assistant 2 (Keyboarding)
College Print Shop
Send comments, articles or news to: All About Mentoring c/o Alan Mandell SUNY Empire State College 325 Hudson St., 5th Floor New York, NY 10013-1005 646-230-1255 [email protected] 1
TABLE OF CONTENTS
Editorial – Against the Odds ...... 2 Excerpts From “How SUNY ESC Works: Student Perspectives” .... 59 Alan Mandell Dee Britton, Syracuse
History Intervened Once Again ...... 4 I Dream in Rhyme ...... 65 Tanweer Ali, International Education, Prague Heidi Nightengale, Auburn
Canon Battles: Libretto for a “Field Recording” Vignette ...... 7 Embedding Case Studies in Coursework: Eric L. Ball, Saratoga Springs A Strategy for Building Critical Tinking and Analytical Skills ...... 68 Heather M. Reynolds, Saratoga Springs Learning From Disaster ...... 9 Anna Bates, Newburgh Notes From Ukraine, 2017 ...... 72 Victoria Vernon, Manhattan Fostering Creativity and Encouraging Students to Embrace Scary Tings ...... 11 Going to College is Not Like Going to Te Home Depot ...... 75 Rebecca Eliseo-Arras, Bufalo Janet Kaplan-Bucciarelli, Te Treshold Strategist
Gift From Te Cosmos ...... 13 Te Perils of Separating Immigrant Families: A Perspective ...... 82 Robert Congemi, Latham Lear Matthews, Manhattan
Te Promises of SUNY Empire State College: A Poem ...... 84 An Interview With Richard Bonnabeau ...... 16 Tomas Kerr, Manhattan Alan Mandell, Manhattan and Saratoga Springs Efectively Facilitating Cross-Cultural Learning: Becoming the Architect of Your Own Learning: Lessons From the Bufalo Project ...... 85 Finding the Right Balance ...... 20 Rhianna C. Rogers, Bufalo; Alan T. Belasen, Saratoga Springs Students Dominique M. Murawski and Halee C. Potter
Connecting the Missing Link: Report on “Life’s Decisions” Forum ...... 88 Does Spirituality Matter in Academic and Professional Lives? ...... 23 Rosalind October, Brooklyn; David Gechlik, Manhattan Anant Deshpande, Saratoga Springs To Our Colleagues ...... 90 Te Citizens’ Re-Entry-to-ESC/BMI Pipeline: April Simmons, Manhattan An Opportunity for All Initiative – An Overview ...... 26 First Noodle Under the Sun ...... 91 David Anthony Fullard, Manhattan Deborah J. Smith, Saratoga Springs IMTL Project Summaries ...... 35 Te Impact of Media: A New Model for Institute on Mentoring, Teaching and Learning Fellows, Understanding Parasocial Experiences ...... 93 2017-2018 Gayle Stever, Rochester Two Poems ...... 37 Te Case for (At Least Some) Traditional Research Mindy Kronenberg, Hauppauge at SUNY Empire State College ...... 96 Sabbatical Report: Te Importance of Place ...... 38 A. Jordan Wright, New York University Lorraine Lander, Canandaigua Found Tings Exploring How Higher Education Can “From Traditional Students to Adult Learners” ...... 99 Meet the Needs of Tird-Age Students ...... 43 Arthur W. Chickering and Associates, Joanne Levine, Saratoga Springs; Michele A. Cooper, Syracuse Cool Passion: Challenging Higher Education (2014)
A Fulbrighter at SUNY Empire State College: Found Tings A Letter from Timişoara ...... 52 “Tanks for the Memory” ...... 101 Loredana-Florentina Bercuci, Fulbright Student Researcher, Remembering Our Colleagues ...... 102 West University of Timişoara, Romania Core Values of Empire State College (2005) ...... 104 Playing With Fire...... 55 Alan Stankiewicz, Syracuse
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E D I T O R I A L Against the Odds Photo credit: Janay Jackson
Joe wanted us to recognize that we had gone responsibilities and just trying to stay afloat; too far. Infatuated with process, we neglected when students were quicker to ask what had to “It is an ocean of watery images content at our academic peril. be done and what grade they had earned; and And shapes of fire, and wind that bears them down. when a national “outcomes” movement hit us Sitting there, or trying to, I could barely Perhaps these forms are seeking to escape. … ” like a brick and elevated content above almost contain myself. For me, Joe’s claim seemed anything else? – Wallace Stevens, “Two Versions totally off base: probably exaggerated, missing of the Same Poem” (1947) the heart of our mentoring efforts and wedded This was years ago, but it’s amazing how many to some outdated notion of learning that, times I’ve wondered what Joe was provoking, in many ways, ESC was created to upend. what Sylvain represented, and still represents, ears ago, during Joe Moore’s SUNY Of course, I thought, we cared about the and how I, and perhaps some others in that Empire State College presidency process, the mutuality, the back-and-forth of room, were feeling. Was this process/content (2000-2007), he and one of our mentoring and of students and faculty creating division a complete fabrication? Was the colleagues,Y Sylvain Nagler, used a concurrent knowledge together. That’s what made the dichotomy a creation of those who wanted to session at the All College Conference to ESC experiment (and the experiments of push us back to an understanding of learning square off in debate. Joe seemed to love the others, too) so radical. But this mentoring as the ability to reproduce reams of disciplinary opportunity to go toe-to-toe with an equally mode didn’t sacrifice content; it imagined the knowledge? Why was mentoring, at least for accomplished word-man. For me, the two of emergence of a new kind of content: richer, some, suspiciously intertwined with a silly them always hit the right tone: as serious as more authentic, and, most importantly, more fantasy of two people sitting on a rock (or it could get and great fun. And each time this meaningful to a student who could see her/ hanging out in the agora) with little else to do event took place, I bet, too, that we took a himself as co-creator. and thinking deeply together and loving the kind of democratic pride in the fact that the interaction for itself? Had we slowly but surely Yet, yes, even then, but maybe for only a flash, president of our institution was sharing the absorbed the critique of a mentoring mode I felt the poke of a problematic idealization floor with a fellow mentor. Rank (almost!) flew that hoped for a very different experience of of “mentoring” that Joe wanted us to face away. The ideas were what mattered. teaching and learning? straight on. I knew, first, that not all ESC On one such occasion, however, Joe truly faculty shared what for many of us was at Of course, I don’t completely know, but I’ve pissed me off. Who knows how they got into the heart of our work – the beauty of trying come to think that a preoccupation with it, but Joe started arguing that, whether we with everything we had to nurture a particular content, with crafting tightly-bound courses, admitted it or not, mentoring at ESC valued quality of student-mentor relationships and with gaining bodies of knowledge, and with process more than content. It was the mentor- the learning that we believed grew out of it. rubrics that try to measure every nuance of student relationship, the give-and-take of And second, I also knew that with the press its acquisition, have become something of dialogue that, he claimed, we most cherished. of time, the weight of workload, the fear of a compensatory strategy. We are, I believe, More than learning this or that, more than losing our grip on academic quality, and the trying to make up for the lack of meaningful being able to claim knowledge of some bundle greater reliance on conventional academic interaction. I wonder if some of us, mourning of stuff, what mentors relished, and what ways, a focus on content was already gaining that loss, pile on the content, believing that Sylvain’s deft and deep questioning-mode momentum and legitimacy. Who could even such a strategy will fill in the relational gap championed, were little Socratic dramas. In begin to argue for the dialogic process when that we feel, and, in doing so, will also give us my memory of that moment, I thought that students and mentors connected less often; back our lost academic expertise. And could it when mentors were juggling too many
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be, that in making that move, we have oddly, ironically, reproduced an understanding of learning that ESC was designed to question? In the end, this is not about resuscitating some romance with so-called process. It is about continuing to remind ourselves of the principles of this college that, as our 2005 core values statement (https://www.esc.edu/ corevalues) describes: “emphasize dialogue and collaborative approaches to study; support critical exploration of knowledge and experience; and provide opportunities for active, reflective and creative academic engagement.” Those remain really difficult goals that are really hard to achieve. I say it’s worth continuing to try, even against the odds.
Alan Mandell
“Mistakes are marvelous. Oh yes, it shows you something you don’t know.”
– Nancy Dalva, “Merce’s Way: Centennial Notes” (On conversations with Merce Cunningham, choreographer) The Brooklyn Rail https://brooklynrail.org/2019/04/dance/MERCES-WAY 2019, Author’s Note section, para. 13
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History Intervened Once Again
Tanweer Ali, International Education, Prague
Tanweer Ali was awarded the Jane and Wally She was the director of the Counselling Altes Prize for Community Service at the All Centre for Refugees, which she joined as a College Conference in March 2018. Ali, who social worker in 1993. The early years of this is a mentor in Business, Management and work were dominated by the influx of refugees Economics in International Education, Prague, fleeing the catastrophic breakup of Yugoslavia. was recognized for his work with organizations Just emerging from decades of totalitarian providing aid to refugees, his support for rule, the Czechs were barely prepared for this participation of women in Czech politics through new role and the non-profit sector was in its the organization, F rum 50%, and for his infancy. Anna’s own experience as a refugee contribution to Insaan, a Czech-Arab Center and her family history were strong motivations for Cultural Dialogue (which was founded by for her new career. his former mentee, Sadi Shanaah). In what The course of Anna Grušová’s life has followed follows, Tanweer Ali introduces some of the people the ups and downs in the history of the Czech who have inspired him in his work with the Republic. Anna was born during World War community in the Czech Republic. II, a refugee in Oxford, England. Her family had fled Hitler’s approaching army. Not long Tanweer Ali after the end of the war, Anna’s father, Eduard very achievement that I have been Goldst cker, became Czechoslovakia’s first involved in has been possible only ambassador to Israel; his family had perished because of the dedication and countries as well as the Soviet bloc. She also in the Holocaust. Anna has vivid memories of commitment of groups of people, many of accompanied her father on a lecture tour of E the train ride across Italy, the boat trip to Haifa whom have overcome huge obstacles just to be Oxford and Cambridge, England. and then the journey on to Tel Aviv, Israel. where they are. I have tried to introduce just a Goldst cker’s diplomatic career proved to be a This brief glimpse of freedom ended in small selection of the people I feel privileged to short one – a renowned Kafka scholar, he soon August 1968, with Soviet tanks rolling into have worked with. returned to academia. the country. Anna’s parents were stripped of their citizenship and went into exile in Then in late 1951, her father was arrested England for a second time. Anna lost her job during a purge within the communist regime. and ended up doing menial work for 20 years. A number of senior Jewish members of the During the 1970s, Anna became involved in party were arrested on trumped-up charges the dissident movement. Though not herself of treason and were forced into making a signatory, her husband and son both signed confessions. Luckily, Goldst cker’s show trial Charter 77, which brought persecution by the came after Stalin had died, and he escaped the regime. Anna did some translation work for death penalty. After some years of forced labor underground “samizdat” publications, and was in the uranium mines, he was released and very much part of the close-knit but diverse returned home. circle of dissidents and their family members. By 1968, the year of the Prague Spring, a History intervened in Anna’s life once again time of relative liberalization, Goldst cker in late 1989, when the communist regime had been “rehabilitated” and was a vice-dean collapsed and the dissident playwright Václav at Prague’s Charles University and chairman Havel was installed as Czechoslovakia’s new
Photo credit: Tanweer Ali of the Czechoslovak Writers’ Union. Anna president. Anna was able to start her first had completed her degree in English and was graduate job in two decades, and her parents doing a job that she enjoyed, in a publishing Anna Grušová returned home. A few years after the fall house. These were exhilarating times – during of communism, Czechoslovakia peacefully I got to know Anna Grušová in the early this short period, Anna and her colleagues divided into two new countries: the Czech years of the 21st century, when we were both could bring to the market books from Western Republic and Slovakia. working with refugee-assisting organizations.
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What I value the most about Anna is the level 16-hour days, PowerPoint presentations and I was happy to nominate Radek for an of positive energy she exudes. To have one’s Excel spreadsheets. He left his job at IBM and Ashoka Fellowship late last year. The Ashoka prospects and dreams suddenly shut off at a became the financial manager of Open Society, organization, headquartered in Arlington, young age must have been utterly devastating. a think tank established at the end of the Virginia, gives fellows financial support to The Czechoslovakia of the 1970s, whilst not 1990s by the Soros foundations. continue their work – and they join a growing nearly as brutal as the 1950s, was a terribly international network. Recently, the excellent At the same time, Radek started to work depressing place, a huge prison, occupied news came through that Radek had been with victims of loan sharking and other by foreign armies. This nurtured a sense of awarded an Ashoka Fellowship. This means he dubious financial practices. This started when bitterness that was hard to shake off for many. will have independent funding to carry on his a desperate relative approached him. A fairly To be able to embark on a new career as Anna work for the next few years. small debt had multiplied sevenfold when did in the 1990s must have taken a huge dose Radek started looking into her problems. of courage and optimism. She had ended up with 32 different loans. Anna contributed vitally to building civil The experience was an eye-opener – Radek society in her country and remained true to her had never realized quite how dirty this whole values at a time when many others, after the business was, and how what had become a gray and dreary years of totalitarian rule sought big business was destroying lives. He started material success and embraced consumerism to learn more and more about this issue, and with a vengeance. began to spend a lot of time counseling and giving public lectures. There are about a million people in the Czech Republic who are subject to debt collection proceedings (out of a population of 10 million), many of whom have multiple debts. There are thousands of loan providers, both official and unofficial, frequently offering extortionate conditions; the most egregious loans involve Photo credit: Tanweer Ali interest rates of several thousand percent. Karolína Silná Radek and I worked together on a project during 2016 aimed at researching the debt Since 2008, Karolína Silná has been involved problem, funded by the Milwaukee-based in a wide range of projects, in different fields. Isabel & Alfred Bader Foundation. Thanks We first met when I was on the board of to the project, Radek created a massive online F rum 50%, an NGO (nongovernmental map of debt collection proceedings.1 Click on organization) dedicated to increasing the Photo credit: Tanweer Ali any town or village in the Czech Republic, and participation of women in politics in the Czech Republic, and which I had helped Radek Hábl you can see the number of debt proceedings in to found. Karolína was running training that community, the number of people affected courses for employees of F rum 50% and Radek Hábl, at 38, belongs to a different and the sums of money involved. The map for women politicians. generation. Yet, he too came to reject material received huge media coverage, and helped to success. Radek recalled to me how one Karolína heads up the Ecumenical Academy, transform the public debate on debt and draw Christmas he came across a homeless man which provided the overall institutional attention to this huge social problem. All of sheltering from the cold inside a busy shopping support for Radek’s debt project. Partly a a sudden, a neglected problem had become mall. The clash of the two worlds struck him think tank, partly a campaigning organization, headline news. then – the man trying desperately to keep the Ecumenical Academy is not, strictly warm, and the oblivious crowds of shoppers Besides his work with Open Society, Radek speaking, a religious organization, though it who were stressed because they hadn’t bought has also been advising the government on was founded by a Protestant priest, Karolína’s enough Christmas presents. After graduating, new personal bankruptcy legislation. The father, Jiří Silny´. Radek rose quickly in the corporate world, proposed law will have been watered down by Karolína has also worked with a consortium first at Prague’s Staropramen brewery and amendments by the time it reaches the statute of nonprofits, including F rum 50%, on the then at IBM. At a relatively young age, he books, and is only one step in what will need 2 production of the Social Watch Report, an was already a senior financial manager, with a to be a root-and-branch systemic reform, but it annual report on poverty and gender justice. good income and a car. But it was a life that will improve the lives of thousands of people. Though the Czech Republic has the lowest had lost its meaning for him – a world of
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rate of relative poverty in the European Union, Doors offers its clients jobs in the restaurant, I also see connections everywhere. One of the this headline statistic does not take into helping them back into daily life and the wider things that I have learned with civil society account the large group of vulnerable people community. Karolína helped run the catering is that there is rarely one silver bullet for who are at risk of falling into poverty. The side of the restaurant’s business. social problems. Poverty, migration, gender Social Watch Report highlights problems that empowerment and environmental protection Karolína sought work that made sense to her. are largely hidden from view. Besides domestic are all intricately related to each other, and She studied sociology in the Faculty of Social issues, Karolína has campaigned on developing it is impossible to solve any one problem in Sciences of Charles University in Prague. country debt, and on climate change, especially isolation. The issues that I have worked with Karolína was also inspired by the Ecumenical relating to food production and consumption. in the community are also related to my work Academy’s values of justice, emancipation and as a business researcher and educator. Just Karolína’s work has also involved an building an alternative world, as well as the as issues cannot be isolated from each other, entrepreneurial dimension. The Ecumenical work of her father. Importantly, the variety of neither can individuals. Academy is part of the consortium that her work has enabled her to see connections brought the fair trade concept to the Czech between different social issues and problems. Notes Republic, and still runs a shop in Prague. For instance, the work on the developing Karolína has also done her fair share of country debt connects with her work on 1 This map can be viewed at http:// hands-on work, helping out in the restaurant gender, and has helped her to see more clearly mapaexekuci.cz/index.php/mapa-2/. business. For some time, she worked on a part- the gender aspects of development. Indeed, 2 The Social Watch Report may be time basis with a vegetarian restaurant that Karolína sees connections everywhere, with all accessed at http://www.socialwatch.org/ was partly owned by Green Doors, a charity of her work. annualreport. working with mentally ill people. Green
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Canon Battles: Libretto for a “Field Recording” Vignette
Eric L. Ball, Saratoga Springs
Somewhere in New Hollandia, a priest, a An uncommitted freethinker or someone with Give in, let go, release yourself – surrender to professor and a friend walk into a coffee bar. They a creed? the light! take turns ordering and then sit down at the bar with their beverages. The priest and professor Fr. Bar. begin reading. Every so often, one or the other Why must there be authorities who choose Authority, enlightenment – the chicken and looks up pensively, apparently reflecting on what which books we read? the egg – The answer that we’re looking for, they are reading. To pass the time, the barista pulls the question that we beg. out a musical instrument and starts playing. Sure Why can’t we just consult with friends who enough, the friend – inspired by the music – sings want us to succeed? They’re all somewhat taken aback by the rhyme a night-rhyme. from the barista. No one is responding. The barista Pr. changes the music. Fr. Get up, go out, and look around – the world Pr. It stirs my spirit, makes me think, and fills me out there is rough, with emotion A library’s a labyrinth whose references Advice on life’s curriculum from friends is are crossed, To see the man who contemplates a book with not enough. such devotion. Without a good librarian, it’s easy to get lost. Pr. Pr. Fr. Considering the mess we’re in, our friends will Devotion is the only way to meet not suffice, Encyclopedists take a vow to downplay our obligation the reminders We must consult authorities or else we’ll pay As readers – to make sure we’ve got the price. That life’s encyclopedias are really the best interpretation. three-ring binders. Pr. Pr. Bar. This world is tough – we need advice from I’ll tell you where devotion lies – in reading those who make their mission When spirit’s lexicographers compile and re-reading words of wisdom, Devotion to a common cause, commitment Enshrined as rites and rituals we never to tradition. Is it to help us find our voice or bind stop repeating. us in a system? Fr. Pr. The barista changes the music again. If every individual would see their inner light, I’ll tell you where devotion lies – in words, Fr. We’d never need authorities to teach us wrong pressed into verse from right. When repertoire repeats itself and turns And gathered up in hand-stitched books, that into tradition, loving tongues rehearse. Pr. And then tradition brands itself a duty Oohs and ahs followed by some chatter reveal I’m certain that to some extent and a mission. how impressed they are with the last rhyme. The enlightenment depends barista changes the music and prods everyone to Pr. On guidance from authorities and continue rhyming by singing a rhyme of his own. help from faithful friends. We need a standard repertoire, but also Bar. just as needful Fr. Are efforts aimed at making sure its standards Who ought to have the authority to choose We don’t need help from lecturers to see what’s serve the people. which books we read … out of sight!
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Pr. Fr. Fr.
The movements on the podium, the markings I’d rather be a dancing fool responding to To heck with choreographers – the steps on the score – the groove are in our feet!
And whether they’re attentive to the mission Than join a club that disciplines a body’s Give in, let go, release yourself – surrender on the floor. every move! to the beat!
Fr. Pr. The friend tires and stops dancing. The music changes. I wonder how an orchestra is able to catch on I wonder … do you really think devotion to a dance Bar. To whether or not it’s being led astray by the baton. Is worse than getting hooked on beats that If school is like a radio, which DJ is the best – put you in a trance? Bar. The one who knows just what to play or one Fr. who takes requests? I wonder how the strings decide it’s time to hedge their bets, To force ourselves to dance a dance that hasn’t Fr. caught our soul And drop out of the orchestra to form their When learning that repeats itself is turned into own quartets. Is yet another exercise in needless self-control. a school.
Pr. Pr. When schools of thought are codified and made into a rule. What might it take for orchestras to know that Sometimes, when you don’t want to dance, The music changes again. they can trust you ought to move your feet Conductors who impose on them the And trust your heart will follow suit and Pr. discipline they must? start to feel the beat. With so much time and effort spent devoted The music changes. Fr. to a calling, We sometimes fail to notice that we might, in Bar. Why force ourselves to dance to songs to fact, be stalling. which we can’t relate? When jam sessions repeat themselves and turn into a band. Unless we feel the beat within, it’s better just Pr. to wait! When dedication to the group starts getting Progress is slow and difficult, we have out of hand. Pr. to be persistent, Our dedication. … Fr. Some rhythms feel instinctual but some take dedication A bell rings in the distance. The priest and the When jam sessions repeat themselves and professor realize that they are late and scramble to turn into a band. Before they can reveal to us their leave the coffee shop. The music-making stops for deeper syncopation. When dedication to the group turns into the time being. a command. Pr. The music changes again. The friend gets up and The dancer who won’t condescend to exercise starts dancing while the others clap him on. The and train friend belts out a rhyme. Will lack the choreography to reach a higher plane.
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Learning From Disaster
Anna Bates, Newburgh
urricane Harvey, a Category 4 such as refugees. Trainees attend workshops Atlantic storm, made landfall to get “ERT” certifications. The workshops near Rockport, Texas on August include training in early response skills such as 25,H 2017. Winds and storm surge damaged tarping roofs and removing mold from flooded many towns along the Texas/Louisiana Gulf houses, as well as how to counsel people Coast. Ensuing floods impacted areas farther impacted by disasters. inland, including my hometown of Conroe, I first obtained an ERT certification in 2012, Texas, near Houston. I had anxiously watched and worked on day trip relief teams in New news about Harvey for many days. When I York following Hurricanes Irene and Sandy. saw the homes of several of my high school I renewed my three-year certification in 2015, classmates and some of my relatives in peril, so was ready to deploy to Texas as soon as my heart grew fearful. Suburbs surrounding ERTs from New York were invited. Houston, including Conroe, experienced record-breaking floods. I saw Allen Parkway, The following comments are parsed from the route I drove along to work each day the journal I kept during the weeklong trip during the 1970s, covered with water. I feared to Texas. for my friends and family. I sat glued to the On Wednesday, October 4, our nine-person television, watching The Weather Channel’s
team flew via JetBlue from New York City Photo credit: Leanne Summers coverage of the events, and staying connected to Austin, Texas, and then drove to the First to social media such as Facebook, hoping to A sign of “hope” hanging in a devastated neighborhood in United Methodist Church in Corpus Christi, Bayside, Texas. hear news from my acquaintances in Texas. I Texas. This is a large church with more than wept. I prayed. I wanted to do more. I eagerly present every day received assignments. We 6,000 members. Its building has a gymnasium searched for my United Methodist Committee then loaded our equipment, including saws, and a large education wing, all of which were on Relief (UMCOR) Early Response Team drills, personal items such as hammers and dedicated to UMCOR’s Early Response (ERT) badge, scanned it and proudly posted dust masks and our packed lunches, and drove Teams. We arrived at the church around on Facebook that I would go to Texas. Later, to towns on the Texas coast where Hurricane 10 p.m. on October 4, after a very long and I formally applied to UMCOR and asked Harvey came aground. wearing day of travel. We were instructed to to participate on a Hurricane Harvey Early bring air mattresses and pumps on the trip, Our team’s first assignment was to the town Response Team. but learned that the church had Red Cross of Bayside, where we met a couple in their 60s UMCOR is a nonprofit humanitarian agency cots and pillows available for team members. whose ranch-style house was badly damaged. of the United Methodist Church whose The men on our team were directed to the The house was uninhabitable, with much wind purpose is to provide emergency relief and gymnasium, and the women to Sunday and water damage to the roof and walls. An relief supplies to those in need. It is highly School rooms, which had been converted to accumulation of cooking utensils, personal effective, but not as well-known as relief dorms. This would be our home for the next items and Texas-themed knick-knacks that organizations such as the Red Cross. This is six nights. Men’s and women’s locker rooms took decades to collect sat in plastic containers the result of UMCOR’s policy of channeling were available, but the water in the showers stacked on the porch and in a storage pod on 100 percent of its donations directly to was always frightfully cold. The conditions the lawn. The team went to work retarping designated relief projects, and none to reminded me that evacuees and refugees the roof and demolishing moldy walls in the advertising or administration. UMCOR is tolerate much discomfort in the shelters that flooded areas of the house. managed and supported entirely by the United house them. On this day, I realized that I could not do Methodist Church, and its volunteers. Our mornings were busy. We started with some of the team’s heavier work. Asthmatic Disaster relief is perhaps the most important coffee and breakfast, provided by church responses to the mold meant that I needed task of UMCOR. The organization trains early volunteers. At 7:30 each morning, the teams to stay outside the house. Fortunately, the responders to provide physical, emotional and met with coordinators managing lists of homes homeowners enjoyed my company. I learned spiritual aid to victims of disasters and others needing relief. Each of the five to six teams about their extended family, and interesting
SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 52 • SPRING 2019 10 Photo credit: Leanne Summers
Anna Bates (center) and members of the UMCOR Photo credit: Leanne Summers team remove debris from a home damaged by Anna Bates (top right) with the UMCOR team and a family they assisted in Texas. Hurricane Harvey. things about their culture and history, and who owned them had no pace to go, and were adhesive with a reciprocating saw, we learned petted their cat, who weathered the storm in living in the badly storm damaged houses. that some people just need someone to the couple’s pickup truck. I also learned that I We completed paperwork that we hoped hear their stories, and find ways to adjust to could drive a wheelbarrow effectively. At this would help them find places, and moved on. their new realities. It was, perhaps, the most and two other houses where our team worked, We traveled to a large relief center where we physically demanding work that I have done in I stood outside windows with a blue Husky saw long lines of people applying for FEMA my 64 years, and the most satisfying. I learned wheelbarrow, collected debris handed through (Federal Emergency Management Agency) much about peoples’ needs following a disaster, the window, and hauled it to one of the relief, some for the third and fourth times. We and more than a little about my own physical hundreds of piles of debris on the street side. distributed some of the cleaning buckets we capabilities and limitations. brought. At the center, we met a young woman Bayside, Port Aransas and other towns that It was reported that Hurricane Harvey left at carrying an infant in her arms who came to we visited had much damage. Large trees lay least 68 direct and about 35 indirect deaths in get food for her family. We learned that she uprooted. Entire homes were reduced to piles its wake, and caused more than $125 billion was living with five small children in a badly of rubble. Displaced pets roamed the streets worth of damage. Relief efforts continue. It damaged mobile home, and needed help. We and beaches. Team member Leanne Summers will be months, possibly years, before Texas contacted our dispatcher, and this woman’s and I befriended two dogs that we hope have and Louisiana (where the storm also made house became our assignment for the next two homes. Businesses were closed, and their doors landfall) recover. days. We repaired the leaking tarps on her roof and windows were boarded. It had been five and tore out some dangerously moldy walls. It is my sincere hope that UMCOR will weeks since the storm hit, and some much- She thanked us, explaining that she was not thrive for many years and continue efforts like needed businesses such as Lowe’s and The on any of our requested relief lists because she, this one. As of this writing, Early Response Home Depot were partially open. The scenes being an undocumented resident, was afraid to Teams were preparing to go to Puerto Rico, on the streets and highways were surreal. ask for help. Florida, Louisiana and other locations in the Large trucks with draglines roamed the streets, Caribbean. Teams and supplies are also going picking up piles of rubble and carrying them We worked on five different houses during our to mudslide victims in Sierra Leone, West to the median of Interstate 37. The snake-like week in Texas. The families we helped were all Africa, and earthquake victims in Mexico. pile of rubble stretched for miles, as far as the very gracious, and most posed for photos with It seems that human suffering caused by eye could see. We saw that much more work us at the end of our work. One family cooked a disasters may never end, but this trip showed would be needed before these towns settled barbeque lunch for us. me that disasters present opportunities for into their “new normal” situations. Overall, this was a most rewarding experience people to show their best with compassion, Friday, October 6 started with frustration. for all nine members of our team. Besides new love and hard work. Our team deployed to two houses that we skills, such as how to remove construction were not able to work on because the people
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Fostering Creativity and Encouraging Students to Embrace Scary Things
Rebecca Eliseo-Arras, Buffalo
n the fall of 2017, I was working on the program designed to educate, inform and final stages of my content analysis project bring awareness to internet addiction. Their in which I was examining the frequency project entailed a dramatic play disguised andI content of non-suicidal self-injury (NSSI) by a PowerPoint presentation aimed at related posts on the social networking site, demonstrating the hold our electronic devices Tumblr. This was the first part of a multistage have on us. The presentation was designed project aimed at exploring the use of social to inform the audience about the prevalence, media platforms by those who engage in NSSI. frequency and effects of internet addiction. Within that study, I encountered a disturbing A comprehensive website that incorporates trend of cyberbullying instances aimed at information on cyberbullying was also included those already suffering from mental health in their presentation. Within this website, they issues and/or maladaptive coping behaviors. included a section that encourages visitors Out of this research finding, I developed two to “Take the Pledge” and decrease their courses for the spring 2018 Community and dependence on their electronic devices, as Human Services residency at the Cheektowaga well as topics involving cyberbullying. These
location. Cyberbullying, Suicide Risk, and students truly showed the spirit of SUNY Inc. Studio, Photo credit: Onion Youth was the first course to be developed Empire State College: creativity, thinking Rebecca Eliseo-Arras and was well received. The second course outside the box, exploring problems from developed, Addictions in the 21st Century, different perspectives, and nontraditional ways involved an assignment at the end of the of problem-solving. Their tenacity, dedication, a team perspective, with me as their leader course that is the focus of this article. and work ethic were truly commendable. and faculty sponsor. Students will be getting course credit for their work and will benefit This course examined issues of 1) internet These students met on a weekly basis, dividing from learning about the entire research process, addiction, 2) gaming addiction and 3) the tasks involved in the project, creating their from problem formulation to dissemination of online gambling. During the residency, we own goals, and seeking out my input when results. All four of them have been directed to explored topics such as the progression from needed. Their project was so inspiring and create a research question, and are responsible “normalized” forms of gambling such as office novel that I encouraged them to think beyond for locating or creating appropriate survey sports pools and bingo, to more pathologized this course and possibly present their work and questions to obtain data to answer their forms of gambling where the effects are often additional findings at the Student Academic individual questions. I have encouraged each of harmful to gamblers and their families on Conference in the fall, and possibly write up them to work together and rotate authorship physical, emotional and/or financial levels. their work for a manuscript for publication. depending on the idea generator and the order We also discussed issues related to how we as Planting this seed encouraged them to think of who has done the most work. They loved a society are so “connected” to our electronic about how their project can benefit others the idea of potentially having four publications devices and how people can often miss events and how they can possibly build community on their resume, especially those looking to surrounding them in the present moment connections. Four of these students continued apply to graduate school. because they are glued to their mobile phones. their work over this past summer to draft up The final assignment for this course required an IRB (Institutional Review Board) proposal As a new full-time mentor, learning about students to create and present either an that we are planning to submit in the fall the mentoring process was a special challenge intervention and/or a prevention program 2018 term to collect data on demographics, for me. However, while some of the students exploring one of the three main issues in internet use, family structure and dynamics, involved in this project are not my primary this course referred to earlier. Students were how teachers use electronic media in the mentees, I have learned that mentoring can encouraged to be creative about their approach, classroom, other forms of maladaptive take multiple forms. Encouraging students to design and delivery of their presentation. Five coping (e.g., alcohol and drug use), and how take risks on a project, to embrace creativity, of the students decided to group together individuals interact with their respective and take a giant leap on a project to do on their project to create a comprehensive communities. We have approached this from something they never thought they could do
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is incredibly important to do with all students, not just your mentees. Ideally, we are all learners, and as educators, we are passionate about sharing our knowledge and expertise with our students, thus allowing them to grow and share their newly found knowledge with others. Like the research-to-practice cycle, I believe that the learning process is cyclical, as well. I also believe that sharing my knowledge and passion for research will encourage students to forge new paths, uncover new phenomena and ways of solving problems that they will then share with others. Sometimes this process is challenging, and other times terrifying, but taking a chance to learn new things is always rewarding. Embrace your creative side when teaching and working with students. I guarantee it will be a worthwhile experience!
“Suppose we stop blaming students if they drop out and instead begin to focus on ourselves and our structures as the problem. Suppose we frame the problem in terms of developing a welcoming structure in the university … for persons who don’t look like us. What would such a structure look like?
“We would be keepers of the dream, not keepers of the gate. We would see to it that our faculty and staff looked like our citizenry because we would think that of all institutions, school is about developing citizen scholars to serve society. There would be competing knowledges in the curriculum. We would have staff persons who would not look puzzled or askance at a non-Anglo-Saxon name, and would have an international curriculum because we would know that we must think globally. We would not tolerate suppression of ideas covertly through a managed curriculum any more than we would overtly deny freedom of speech. We would have staff development seminars to encourage faculty/staff to be inclusive, not exclusive, and to challenge persons who exercise their privilege by oppressing others.”
– Phyllis Cunningham, “Let’s Get Real” Adult Learning Unleashed blog http://www.alu-c.com/blog/2014/7/12/lets-get-real July 12, 2014, Possible Solutions section, paras. 11-12
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Gift From The Cosmos
Robert Congemi, Latham
efore Kate saw Bonnie walking – willing. Monica sold real estate and once told better, trudging – toward her on the Kate that she was the smartest person she’d street holding the kid by the hand, ever met. Kate hadn’t had the best kind of day, either. B “If you’re talking educated,” Monica clarified. The apartment she now was in was her worst They were sipping wine, a lot of wine, in one so far. of those popular bars they had in downtown “It’s a hell hole,” her neighbor had said. Mrs. Albany, on Broadway. Kate’s last three Flanagan, obscenely overweight and looking apartments had been in North Albany, a like the 70-year-old derelict that she was, had working-class to a nearly-slum neighborhood. stopped Kate in the dark, narrow hallway. “Say something educated,” Monica had “Every apartment in this building is. If you can challenged. “None of that Shakespeare or still call it a building.” Monet stuff, but something about real estate, Of course, the hallway had a broken staircase say, like economics.” and the walls had big patches of peeling
Monica was starting to get really drunk, even Photo credit: Lana Ortiz paint and crumbling plaster. Kate’s apartment starting to have trouble checking out the young couldn’t have been much more than 10 feet Robert Congemi male waiters. square, overloaded with all her wretched stuff, plus a kitchen you could hardly walk in and “Maynard Keynes is irrelevant today,” Kate “Why can’t you even think straight, Bonnie?” big water spots on the ceiling. obliged, playful. “Given the state of the world Kate answered, “Because everything is wrong. economy. But he was damn good in his time. How can you make anything better, like plan “It’s a good thing I’m only acrophobic, not Got us started. Kept us all in jobs.” for the future or change your life a little, when claustrophobic,” was Kate’s comment. you can’t even deal with the day? The next Monica almost dropped her glass of wine by But drinking a lot more than she should, to hour? The next minute?” that last part. deaden all the pain of living, at least of living A car came by with a couple of guys in it, her life, apparently was Kate’s fate for the “Kept us all in jobs? When was the last time probably pimps, and beeped. Both she and time being. you held down a job, my dear?” Bonnie were still sexy enough. Kate had long, “You’re going through a stage,” her father had “Only a year or two ago.” reddish hair and a full figure. Bonnie was the told her. “I was drunk for 20 years when I was waif with the face of an angel. Bonnie was in far worse shape, in Kate’s your age. Kate’s father was a big man, a hard- opinion, which she felt was an empirical fact. “To say nothing of that jerk that you love.” working, hard-drinking, hard-living free spirit For one thing, there was the condition of pretty much his whole life. His minimalist Kate didn’t mind saying it. It was the truth, Bonnie’s mental health. They had been on a sculptures, which one critic called abstract- and they had talked about it plenty before. street corner, just as they were now. expressionism expressed in iron, were in Damien was one of those handsome, worthless museums all around the world. “What are you, Bonnie looked lost, vacant, overwhelmed, guys lots of women were crazy about. He dug about 30 now? You got 10 more years to go.” unbelievably tired. graves for a living – very symbolic. One day, Kate had seen Damien beating Bonnie right in Bonnie was only 19, maybe 20, but most days “Kate, why is my life in the toilet bowl?” the street. It looked like Bonnie had stopped she looked 100. Bonnie felt she could talk intimacies with him from going wherever he was going. Kate. “I can’t even think straight.” Her little “Now she’s got a hard life,” Kate told Monica, Damien’s hair was in a long ponytail and he boy Fenton, filthy-looking, in clothes that her one good female friend, who lived in a big was leaning down to hear what she had to say. looked as if they’d come from the dump, house in the suburbs, but hated her husband. Suddenly, he hit her with the back of his hand. waited dutifully at her side. Kate wondered if He was this guy who owned a pretty high- Bonnie spun around and fell on the ground. he wasn’t already badly damaged, even at this end restaurant and betrayed Monica with point. Such a pretty little boy, too. his waitresses, or any other female who was
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“Bitch. Always asking for money,” he told her were either on the path or off the path. And it Bonnie didn’t know what to say. as she sobbed and quavered on the sidewalk. was a lot easier, especially on your nerves, to be Kate was on a roll. “And good-looking, too. “What the hell do you think; I’m made of on the path, rather than off it. Like his mom.” money?” “Nothing Abrahamic for me.” Bonnie started to cry. “I almost never ask you for money,” Bonnie She didn’t think Charley knew what she was whimpered, frightened out of her mind. “OK, and like his daddy, too.” talking about, but that was OK between them, “Almost never.” apparently. She could say whatever she wanted, There, that might make Bonnie feel better. Kate thought Bonnie was such an already whatever came into her head, and he would After all, Damien was Bonnie’s choice, or worn-out little soul. chuckle over it. something like that, and maybe it had to be said he had something going for him. “Why don’t you leave her alone?” Kate “Kate, if I was as smart as you, I’d be livin’ in didn’t mind saying to him, though she someplace wonderful right now. Like Paris or Kate didn’t want to know what was going on, kept her distance. the South Seas or China maybe.” exactly. It really didn’t matter. It was probably one kind of catastrophe or another. Damien Damien looked at Kate with menacing eyes, Why, Charley couldn’t even do it! Later, she had beat Bonnie again, or maybe beat the kid, though he had looked at her in the past with found out he had prostate cancer. He just or brought some woman home and messed plenty of desire. He didn’t care to hide it. wanted to be held once in a while. Or, even with her right in front of Bonnie, or said he Once, he said to her, “Any time, woman.” better, when she got to know him and got was going to leave her, or had lost his job, or drunk one night, to be in bed with a pretty Kate wondered if the creep had the requisite they were getting evicted, or … or … or. … woman, just holding her. Harley somewhere. Which was why the impulse came upon Kate. “Ah, this is heaven,” he told the dark She didn’t even bother to answer him, except Or the idea, or the instinct, or the gesture. It air. “Heavenly.” to say, “I’ve known men who could buy you didn’t come from nowhere – though maybe with their pocket change.” Which was why she was feeling so good at it did, maybe just from the universe, from the the moment. Inevitably, Charley had lent her cosmos. After all, Kate did believe there was That had cooled his jets. Talk about life some money. Kate guessed he would have a principle of goodness alive and active in imitating art, or life imitating movies filled liked nothing better than to be sharing a place the universe somewhere. At least as alive and with bad-boy clichés. together, though he never proposed that to her. active as a principle of evil or whatever was So now when Bonnie saw Kate coming toward He was probably too shy. But he had given her the opposite of goodness in Buddhism. Most her, Bonnie was probably capable of doing 300 bucks once – to pay her rent. She didn’t everybody who thought about this kind of anything for her. Especially since Kate was have a dime that time, and she had agreed to thing agreed. And maybe it was even finally, at feeling as good about herself as she had in a the money, only after saying no a thousand the last, in the end, more alive and active. long time. She had been helping out up front times, with the absolute proviso that she would “I’ll tell you what,” Kate said, reaching out and in a building parts warehouse owned by an old pay Charley back as soon as she could. taking Bonnie’s hand who was crying that soft, guy named Charley she’d met one afternoon “I’m not going to screw up this relationship, low sob even worse now. “I’ve got myself some in a neighborhood bar, which it turned out he Charley, as I have everything else. I’m smart money … that … that I’m going to give you, also owned. Not that the old guy was coming enough to know that.” It was about 4:30, Bonnie. Just give you. I can’t stand it that life is on to her or anything. They’d just talked for a maybe 5 o’clock on a Friday afternoon, an this way for you.” few weeks, sitting bar stool to bar stool in the almost poetic time of the day and week for afternoon. She didn’t even think it was a good Kate took the $300 in cash out of her, everything being over, everything quiet, bet he owned anything more than the clothes her pocketbook. nothing started for the weekend yet. She he had on his back. He just liked to be in her was downing merlots, and he was sipping Bonnie looked confused and unbelieving, company, he told her later. a local beer. horrified, and joyous all at the same time. “Brains and beauty, miss,” he explained. He And she had paid him back, or was going Now she was saying “no” a thousand times. shook his head. His hair was white and longish to. She had saved up and was walking to the and combed back straight like a style from the “Yes, I’m just going to give it to you,” warehouse and his little office there. She was 1940s or ’50s. Kate repeated. going to push all his paperwork aside, plop the “Just good karma,” she had said, making fun of money right on his desk, beam beatifically, and “But … but … how could I ever pay you back?” herself. If she was going to be anything, she’d he would love her forever. Bonnie asked, the little boy still hanging on at decided it was a Buddhist. No sin, no eternal her side. “Why would you do this? I don’t even “Hey, your boy’s getting taller,” she told Bonnie damnation, pain, fire, etc. With Buddhism, you know you that well.” as they came up next to each other. It was a lie. The little kid looked worse than “I know you,” Kate tried to explain. ever – scrawny, sick, whatever.
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“I’ll pay you back, though, Kate,” Bonnie swore. “I’ll pay you back.” It was as if she again didn’t know what else to say. “I’d rather die than not pay you back.” Kate didn’t think there was a permutation in the universe that would allow that to happen. Or a permutation in a dimension in a multiverse. But it didn’t matter. Kate felt transformed, suffused in light, radiating light.
“Don’t bother, Bonnie,” she revealed. “Just consider it a gift from the cosmos, from the universe or whatever, or from what is or can be.”
“To affirm our capacity as a people is not to deny the obvious variability among us. Nor is it to retreat to some softhearted notion of mind. We mistake narrowness for rigor, but actually we are not rigorous enough. To acknowledge our collective capacity is to take the concept of variability seriously. Not as a neat binary distinction or as slots along a simplified cognitive continuum, but as a bountiful and layered field, where many processes and domains of knowledge interact.”
– Mike Rose, Why School? Reclaiming Education for All of Us New York, NY: New Age Press, 2009, pp. 86-87
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The Promises of SUNY Empire State College: An Interview With Richard Bonnabeau
Alan Mandell, Manhattan and Saratoga Springs
Richard Bonnabeau, former mentor in Historical R.B.: I originally interviewed with the Albany Studies, college historian and keeper of its archives, Learning Center. At the time, Tom Clark was fully retired from SUNY Empire State College in the dean who later became the director of the the spring of 2017, and since that time has served college’s Center for Individualized Education the archival needs of the college as a volunteer. (CIE). I didn’t get the postdoc internship, Author of the college’s only written history to date, but Tom asked whether I’d be interested in The Promise Continues: Empire State College – applying for the Lilly fellowship as a mentor- The First Twenty-Five Years (The Donning intern at the newly launched Buffalo Center. Co. Publishers, 1996), Richard has helped us keep So he got me a plane ticket and I was off! It’s track of our legacy. We spoke in August 2018; what interesting: I was fresh out of grad school and follows is an edited version of that conversation. desperate for employment. They wanted me to Thanks to Richard for his time, patience and work come on a Tuesday for the interview, but I said in helping to create this print version of our talk. I couldn’t because I had to vote! Maybe that impressed them? By that time, I had already
served the college as a tutor in Spanish. Alan Mandell: Richard, you have done many A.M.: You had studied in Latin America. interviews with key people in the college for so many years through your oral history projects R.B.: I had attended three universities that it’s important that we have a chance to in Latin America where Spanish was the (l-r) Richard Bonnabeau and Alan Mandell hear from you about your experiences. Here language of instruction, plus I had been tested might be a way to begin: I wonder what by the chair of the Spanish department at SUNY Empire State College looked like when Indiana University (IU), where I was doing Lilly Rare Books and Manuscripts Library. It you came to the college? my graduate work, to see if I could teach included the diplomatic papers of an English with them. But since I wasn’t taking Spanish ambassador who served as a plenipotentiary Richard Bonnabeau: I had the good fortune literature as one of my fields of graduate study, for Portugal and Brazil in negotiating the of starting in the Buffalo Center in December he said that even though my Spanish was treaty for Brazilian independence. I was of 1974. The center itself had just begun really very good, they gave their own students able to combine that with going to various operations that September. The name was priority. But I have used my Spanish, and it’s physical archives in the United States, England changed to the Niagara Frontier Regional been very helpful over the years at ESC. and France. I also had access to microfilm Learning Center in 1975 to reflect its regional collections. Having access to so much material thrust. I took on a full load of students, instead A.M.: You had a Fulbright Scholar in the U.S. saved me a lot of money, and I of just a few required as a Lilly Foundation opportunity in Peru as part of your studies. didn’t have to uproot my entire family and mentor intern. R.B.: I had a Fulbright right after I finished spend an extended period in Latin America. A.M.: You were one of the Lilly Foundation my bachelor’s degree. By that time, I had A.M.: Wasn’t it odd that in those days, people that included mentors Wayne Willis already studied in Chile as part of my ESC had such a fantastic group of Latin and Thelma Jurgrau. undergraduate studies through a program American historians? coordinated by Fordham University. I wanted R.B.: Yes, it was a wonderful group to work to learn more about the culture and history R.B.: We had the largest “department” with, all incredibly talented people. Many of of another Latin American country, one very so to speak in SUNY! Bob Seidel, Chris them were older than I was at the time. I really different from the other. Rounds, Nick Cushner and others were on looked upon them as being my seniors, and the faculty; I can’t name them all, but it was I’ve never really lost that feeling. This was true A.M.: What was your dissertation work on? amazing that they found their way to ESC. with the Buffalo Center mentors, as well. R.B.: You would think I would either do my ESC attracted very talented people. I was A.M.: How did you make the connection work on Chile or on Peru, but actually I did it developing a special outreach program with with ESC? on international relations, the reason being that the Buffalo Latino community, the majority I had access to a wonderful collection, IU’s Eli of whom were Puerto Ricans, when I got
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recruited to come to Saratoga Springs. I weekend or so. Personally, the move was recommended Nick Cushner as a possible really helpful in keeping my family together. replacement for the Buffalo Latino initiative, I also thought the college needed this kind “It’s not only a question of which made it possible for me to join George of program, so when I was offered the providing access; it’s about Bragle, coordinator of the Utica Satellite of opportunity, I took it. And I think that worked Statewide Programs, in developing what was out pretty well; eventually, extended programs the imaginative use of called “extended programs.” I had known evolved into the Center for Independent different forms and different Nick through our connection with Charles Study, and then into the Center for Distance R. Boxer, one of the notable historians of the Learning (CDL). I was lucky to be able to resources with a student’s 20th century. Boxer divided his time between make some contributions along the way, and interests and needs being the Yale and Indiana University. Over the years, I I learned a great deal from all of this and got to know him really well. Boxer helped me got to work with talented people. governing principle.” with my dissertation research and eventually A.M.: You’ve often referred to the shared some harrowing accounts of being a importance – to you and to the college – high-level prisoner of the Japanese Imperial R.B.: There were important similarities of those involved in this work. Army. Extended programs was an alternative between the two. Both institutions served to individual face-to-face contract learning at R.B.: George Bragle had already run a unit adult students and believed in the importance a center or unit by working with students at at Utica, so he knew how to use existing of the liberal arts for a college education. The a distance. This focused on students who for materials – mostly popular learning modules – majority of OU students those first years were one reason or another could not meet with to work with students. From George, I learned teachers seeking bachelor’s degrees. They were mentors at learning centers or units. They how to combine resources that had been already primed to do well in terms of having included individual students overseas, inmates already created with individual contracts. It the study skills necessary to get through these at correctional facilities, physically disabled wasn’t either/or. And so that worked out well OU distance learning courses developed by and psychologically challenged individuals, and the program expanded. Eventually, the instructors from Oxford, Cambridge, the students in the armed services, students whose college decided to merge Bob Hassenger’s London School of Economics, etc. Our employment made it impossible to plan regular independent study program with extended students came from all sorts of backgrounds – face-to-face meetings with mentors, etc. programs, which he was recruited to start a major difference. We knew that we had to working on when he was associate dean in rework the course materials, which came in A.M.: It’s interesting to me that your work in Buffalo. You know, initially I felt a little bit huge blocks of credit. We did have a significant history led you to write The Promise Continues. like an ESC outlaw, but I came to realize that measure of success. The courses also enhanced R.B.: I think my studies as a historian put me what we were doing with distance learning our academic standing within SUNY [the in a good position to write that early history was completely in line with the core principles State University of New York]. of the college. I wanted to provide a kind and mission as set out by SUNY Chancellor A.M.: Wasn’t there also a divide and some of global view. I love the good story; that’s Ernest Boyer’s task force in the college’s “A serious debate about whether Empire State what I love about history – storytelling that Prospectus for a New University College.” We College was moving in the right direction? has a lot of value. You can read the work of had a whole kaleidoscope, a whole spectrum Tacitus on the history of the Roman Empire. of ways to try to satisfy student needs using R.B.: Some people defined distance learning There’s nothing that seems arcane about it; it’s various resources and modalities to do it. That as the antithesis of individualized learning. Yet, interesting because it’s about human behavior dimension, that goal, was sometimes lost in there were, and there are, faculty who came and the forces that are affecting people that how we thought about ESC. It’s not only a from the world of individual learning contracts make either good decisions or bad decisions. question of providing access; it’s about the and still found this direction to be rich and From my view, the human psyche is pretty imaginative use of different forms and different fruitful and valuable for our students, especially much a constant in history. resources with a student’s interests and needs when we were creating our own materials and being the governing principle. when we were acquiring resources developed in A.M.: Can we go back to your move to the United States. But this was also at a time Saratoga Springs and “extended programs.” A.M.: I know that you were very interested of budgetary stringency, which made this foray Why were you interested in extended and involved in connections between ESC and somewhat threatening to established programs. programs? Didn’t it run counter to the spirit The Open University (OU) in the U.K. The of individualization of the college that was at similarities and differences between the two A.M.: Was your experience with these distance its core? institutions are fascinating. I always thought learning students different from what you of them as basically emerging as alternatives at knew in Buffalo? R.B.: While I was in Buffalo, my family was the same time. still in the Capital District: my wife, my son R.B.: These were adult students. When I came and my mother-in-law were in Clifton Park, to the college, most of my students were older and I was commuting about every other than I was! They really wanted to know what
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they should do – what they should study. And and Meg Benke as subsequent administrators including, a bit later, work on the mentor role I would initiate a conversation with them and who led the transition to online learning by mentor Carolyn Broadaway. Many people try to find out more about who they were and for ESC and SUNY, a transition that was benefited from this and from the regular their backgrounds in terms of work experience accelerated by Jim Hall serving in the dual role workshops that Tom organized not only with and whatever college-level education they of ESC’s president and spearheading SUNY’s Empire faculty but with other colleges around had. And we talked about what we then called development of its online learning network. the United States; so you can imagine what CBE (credit by evaluation; now iPLA or kind of major impact we were having in higher A.M.: How did this transformation take place? individualized prior learning assessment). I education. We were really becoming known. We all had to be transformed into playing think I was pretty good at helping them design Moreover, our faculty were presenting papers a very different faculty role than anything programs that would make sense and build on at national and regional conferences. Jim Hall we had experienced in the past, whether as what they knew and what they had done. But was very active within SUNY and nationally in teachers or students. I want to say that there was real continuity promoting the unique contributions ESC was between that early Buffalo experience and R.B.: In my own case, I relied on my making to nontraditional education. In fact, what I did later in the college, including work newfound colleagues at the Buffalo Center – he and Don Nolan, the director of Regents that we did in International Education. When for example, for me, Tom Dehner, Reuben College, now Excelsior College, traveled I read Ernest Boyer’s task force report, “A Garner, Keith Elkins; and there were others. statewide promoting both institutions, not Prospectus for a New University College,” I Although we didn’t call it this, we had as competing but complementary, innovative was even more convinced. something like a “buddy system” in Buffalo, entities serving the higher education needs of and it was tried around the college, too. the state. A.M.: It’s that combination of “access” and And so we learned by watching our colleagues, “experimentation.” I see that you saw yourself A.M.: What struck me about all of those ORE by getting advice from them, by having them as doing both. “white papers” that were generated was that serve as instructors for contracts and seeing they reflected real interest in the relationship R.B.: I saw this as a spectrum. I thought we what people did. The physical space was between people learning and people needed to be able to serve more students and so tight that you could literally hear people systematically reflecting on that learning. could; and mentors also needed relief from the working with students. You never really heavy labor of doing one contract after another felt isolated. R.B.: The work was so crucial to creating a and avoiding what were disparagingly called college culture. When we moved into data A.M.: What you are describing is very much “boiler plates,” obstacles for reappointment, crunching, one didn’t get the full qualitative how we all learned at what was then the etc. Having CDL do some of this work for sense of what was happening with students Lower Hudson Unit in our basement space in them was positive in many ways, and we and mentors around the college, and I think the Rockland Community College library: no wanted to make this happen. Certainly, there the administration also lost its ability to use doors; there were no floor to ceiling walls, so was a collegewide impact at CDL from “you the Office of Research and Evaluation to study you heard everything that was going on with a can enroll any day of the year other than how new programs – like the Lower East Side colleague who was literally 2 feet away. It was during one month of the reading period,” to (NYC) program, and a report was written an unbelievable learning experience. providing fixed terms of eight to 16 weeks. on that – were operating and developing. All I started the open learning alternative that R.B.: There also were more organized efforts. of it proved that we were really trying to be offered monthly enrollment between terms to The Center for Individualized Education was reflective practitioners. enhance CDL’s service to our own students as a really important component of the college A.M.: And, of course, our ESC colleague, Tim well as those of other centers. The faculty in in those early years. And we were lucky: just Lehmann’s work as director of The National the early years were really killing themselves, about anyone, any foundation that had funds Council on Adult Learning (NCAL) was and still are, but there was also a spirit of and was interested in alternative education, was part of this larger ESC effort to encourage working together – an incredible comradeship. ready to invest in us. We were also blessed at scholarship on teaching and learning. Tim We knew that we couldn’t succeed without ESC in the early years by having the Office brought in the most important people in each other, and that’s a great feeling. It really of Research and Evaluation (ORE). For any adult education in the country every year and brings people together. No one came to funds that we received, there was always a sponsored a fellowship program, too. Empire State College knowing exactly what study of how those funds were used and their Empire State College was going to be like. We impacts. The report was sent to the funding R.B.: One thing about our success is that really needed each other in a shared process of organization; as a consequence, we have a large it was embedded, it is embedded, in this discovery, even rediscovery, about mentoring. number of studies preserved in our archives. community of scholars and practitioners CDL was established in 1979 and that same This also helped us develop a very good and administrators who really want to make spirit existed among its clerical staff, faculty national reputation early on. Tom Clark’s and a difference, and they – and we! – have and administrators. In regard to the latter, Art Chickering’s [ESC’s founding academic supported each other in really unique ways. Scheff Pierce provided key guidance as its first vice president] work was crucial. Important This mutual support was a real benefit. director. He was followed by Dan Granger studies were generated by many others,
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A.M.: I asked you before about your R.B.: Yes, the program was really designed R.B.: I think we have become constrained, move to extended programs and to CDL; not only to serve Empire students, but all more bureaucratic. Creativity is compacted I also wonder about your interest in and of SUNY. The London program was an in a way by all kinds of restraints. I’m commitment – over many years – to important inauguration of international concerned that we will reach a point where International Education at ESC. programs at ESC. students will lack that ability to go off in different directions, to follow their intellectual R.B.: Well, you know I grew up in New York inclinations, because there will be someone or City – in Brooklyn and Queens – and I always something saying “stop!” because of the need lived in a multiethnic neighborhood and it to have uniformity throughout SUNY about fascinated me and it made me think about a “I’m concerned that we will course content and outcomes. They will be world beyond the neighborhoods of New York. reach a point where students stopped in their tracks and mentors, too. We And as I mentioned, I had strong ties to Latin had much more freedom in the early years of America through my college and graduate will lack that ability to go the college. I’m not as optimistic as I would studies. And so I think that was a major off in different directions, have been 10 years ago. draw. I also believe deeply that international programming, especially bringing ESC faculty to follow their intellectual A.M.: Do you ever think about what a new face-to-face with our students overseas, helps inclinations. … ” experimental college designed in 2019 would to build bridges of understanding among look like? individuals and nations. R.B.: The important thing is we have the A.M.: Obviously, you understood this elements. I think we have to remember the international thrust to be consistent with soul and spirit of Empire State College. It’s A.M.: Can I go back to your role as college ESC’s mission. still within us. We shouldn’t lose sight of that. historian? How did this happen? We have to think about the one thing that R.B.: I thought this was really part of what R.B.: Once upon a time, the area of study separates us from American alternative higher the college might be able to offer. And it was (AOS) groups did really interesting things – education. We shouldn’t forget that today when present from the start. Ken Abrams, who later activities beyond administrative and curricular people talk about individualized education, became dean of the Metropolitan Center tasks. The history group that I was part of had, what they really mean is competency-based and then headed the Center for International for example, one meeting in New York City education where, basically, everyone’s doing the Programs, initiated our first unit overseas in at Columbia University with the head of oral same thing, maybe even working in isolation London; it was early on – in 1971. Ken had history division. Because of that meeting, I got and even in different timeframes separating amazing energy. He was able to do so many very interested in oral history. That’s how it them from other students. I believe this has things. He knew how to make connections started. Plattsburgh-based mentor Anastasia psychological and pedagogical implications. with different organizations to find places Pratt is now going to take responsibility for the Students need socialization; it’s critical. Let’s for students to learn. I remember that he got college’s archive work. That’s exciting. not forget what ESC can still do best. By some students – only undergraduates – into the way, ESC’s graduate program in business programs like The Tavistock Institute that was A.M.: Richard, you wrote this about Empire administration appears to nicely integrate the focused on professionals! Ken ran the program State College in The Promise Continues: competency-based dimensions with the rest in London for about three years before budget “Creating a student-centered college, one that of a student’s studies. Jim Hall warned many cuts forced its closing. Madeline, his spouse, would fill a wide range of educational needs years ago about not becoming a “monomodal” devoted a significant amount of her own time while preserving academic rigor, called for institution when he expressed concern making the program a success. unbridled imagination, sober pragmatism and a regarding the heavy emphasis on individualized degree of fearlessness.” You offered these words A.M.: Am I right that many of these students contract learning over structured alternatives. in regard to the college’s first 25 years; we’re were not international students, like the ones This concern should work in both directions now at twice that. Do you think there is, right ESC now serves, but Americans – younger and help us avoid the pitfalls of having one now, the “imagination” and “pragmatism” and students, who were going to Europe or approach to the exclusion of others. “fearlessness” that you thought was so crucial spending time in London? to the founding of this institution?
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Becoming the Architect of Your Own Learning: Finding the Right Balance
Alan T. Belasen, Saratoga Springs
“Leadership and learning are indispensable to My father was a war veteran who fought each other.” along with Charles de Gaulle and the French – John F. Kennedy Foreign Legion during WWII, and later left France in 1948 to join Machal, a group of overseas volunteers in Israel’s War of hen I first told my father about Independence. He epitomized the paradox my plan to complete a Ph.D. of “to be and to do,” famously articulated by in the United States, I also Benjamin Franklin who said, “Either write sharedW with him my anxiety about trading the something worth reading, or do something security of home, family, friends, culture and worth writing.” My father encouraged me to history with an unfamiliar environment across pursue my academic aspirations with courage the ocean. In retrospect, I could have never and determination; he inspired me to be imagined that one day, the dynamic interplay mindful while recognizing the value of what I of stability and change, the inherent tension of want to contribute to the world; and he pushed competing goals, and balancing work-life goals me to seek out my passion in life and share it would eventually become the hallmark of my with others. A meaningful life, he reminded scholarly work. me, is the integration between the two. He said in his native language of French, “Aller et Those of you who are familiar with my Alan T. Belasen réussir dans ce que vous êtes passionné, apprendre research will recall that Talcott Parsons’ social de nouvelles choses, conduire les autres, et rappeler action theory and structural functionalism; toujours votre histoire et vos valeurs” (meaning, organizational capability and challenges readers Gibson Burrell and Gareth Morgan’s “Go and succeed in what you are passionate to: (1) identify important leadership roles and four paradigms: radical humanist, radical about, learn new things, lead others, and always competencies; (2) break societal barriers; and, structuralist, functionalist and interpretive; and, remember your history and values”). And so (3) select a right set of behaviors that fits their Robert Quinn’s competing values framework I did. It should come as no surprise that I personal and professional goals. (CVF), which challenge researchers and dedicated my first book, Leading the Learning practitioners to shift from the binary “either/ Throughout this time, I have also managed to Organization: Communication and Competencies or” to the holistic “both/and” have significantly infuse the development and implementation of for Managing Change (SUNY Press, 2000), to influenced my thinking and scholarly work. Master of Business Administration programs my father. with curricula that balance soft and hard skills As a holistic framework, the CVF helps Inspired by my four daughters’ educational and that focus on relevance and accountability. capture the richness, complexity and 1 goals and professional endeavors, I expanded Between 2001 and 2002, mentor Michael interdependence of organizational life. the scope of my research interests to examine Fortunato and I redesigned the MBA in Researchers and practitioners alike use the women’s leadership styles, demonstrate business management from 60 to 48 credits. CVF to articulate a systematic framework women’s aptness for senior management In 2003, we created the first MBA partnership to group and differentiate functions, roles positions, and explain the ways in which with Anadolu University, Turkey. This also was and practices of management and leadership employers can and should embrace women in the impetus for developing the MBA in global according to common principles and criteria. leadership roles and improve the diversity of leadership several years later. During 2008- These ideas are explored in my books: top management teams and boards of directors. 2009, we initiated the accreditation of the Dyad Leadership and Clinical Integration: After testing my ideas through several MBA by the IACBE (International Assembly Driving Change, Aligning Strategies (Health articles and conference papers, I published for Collegiate Business Education). In 2010- Administration Press, 2019); Women in Developing Women Leaders in Corporate 2012, facilitating the outcomes assessment Management: A Framework for Sustainable America: Balancing Competing Demands, plan and writing the self-study became my Work-Life Integration (Routledge, 2017); Transcending Traditional Boundaries (Praeger, top priority. Shortly afterward, our MBA and The Theory and Practice of Corporate 2012). The book’s CVF acts as an organizing Veteran and Military Pathway program, with Communication: A Competing Values Perspective model that aligns personal competency with its mission to support the transition of veterans (SAGE, 2008).
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from military to civilian life funded by the with Ari is a satisfying and an intellectually program with common themes and interests. Graduate Management Admission Council stimulating experience. For the past decade, When I conducted my research on women’s (GMAC) grant, was born. Around the same he has been conducting research on human leadership, I also developed the Advanced time, in anticipation of the growth in health development and anti-corruption endeavors, Certificate in Women and Corporate care systems and high need for executive and as well as on disaster recovery efforts. He Leadership. When Barry Eisenberg and I leadership capacity, we initiated the search has contributed dozens of conference papers, designed the MBA in healthcare leadership, for health care faculty and the proposal for book chapters and journal articles published we also co-authored the Mastering Leadership the health care MBA. My collaboration with in the American Economic Review, The Journal book. And when Sylwia Starnawska (MBA mentor Barry Eisenberg, a newly hired MBA of Human Resources, Economic Modelling, and faculty) and I co-designed the M.S. in finance faculty member in 2010, resulted in two new Intelligence, among others. Ari is frequently and the Advanced Certificate in Global programs: the MBA in healthcare leadership, sought for interviews as the subject matter Finance and Investment, I was engaged in an funded by the SUNY High Needs Grant; expert on national policy, crisis communication, interdisciplinary research project on financial and the Advanced Certificate in Optometry natural disasters and labor economics. Ari markets with two non-ESC colleagues, leading Business Management, a partnership between has been featured in news media including to a publication in the high-impact journal SUNY College of Optometry and SUNY The Michael Smerconish Program, All Things Economic Modelling. You get the idea. Empire State College. In addition to many Considered (NPR), and the Huffington Post. Time is a scarce resource. Carve out the time conference papers and publications between From 2016 to 2019, we co-authored 10 needed for your continuing growth. Take this 2012 and 2015, Barry and I also co-authored research articles and conference papers. Our as a non-negotiable commitment, a personal (with John W. Huppertz) Mastering Leadership: most recent research paper on doctor-patient charge, a responsibility to yourself in which A Vital Resource for Healthcare Organizations communication appears in the Journal of Health you are the cause and consequence of your ( Jones & Bartlett Learning, 2015). Organization and Management (2018). professional experience. Become the lifelong Program development and scholarly projects Before stepping down as BML chair in the learner that we, at ESC, expect our students provide opportunities for collaborative research fall of 2015, I made sure that the proposed to be. Why not apply the same principle among willing faculty. When this happens, doctorate in business administration to yourself? Heed the advice of lifelong a powerful bond is created that is fueled by (DBA) and the proposed 36-credit MBA scholars: Trigger the personal qualities that energy, commitment, collegiality and mutual in business management with dual tracks can further develop your self-efficacy, strong support. Through the long years of chairing of international business and management, intellectual interests, good communication the MBA and the Business, Management were well articulated and made it through and interpersonal skills. Boost your and Leadership (BML) division, and my the governance pipeline fully supported. The self-esteem and self-confidence by reminding five years serving as the School for Graduate cohesive design of the shorter MBA paved the yourself that perfection is not your goal, Studies (SGS) faculty chair, I led meaningful way for my successor, mentor Betul Lus, to integration is. Focus on what you can change collaborations with and among my colleagues. transition from the 48-credit to the 36-credit and if it’s too challenging, find a colleague The results exceeded my expectations. I MBA almost seamlessly. Leading the BML with complementary skills with whom initiated many certificate programs with faculty, Betul has demonstrated leadership you can collaborate. ESC, SGS and BML faculty participating in qualities that have made a positive impact on Manage your time efficiently by finding curriculum development. Joining forces on the direction of BML. synergy among your activities and by the development of the certificates yielded a My work and accomplishments at SUNY ESC multitasking. Be creative in identifying parallel stream of interdisciplinary research, were also recognized publicly in 2015, when I effective solutions to problems. Ask yourself, with ESC faculty working together on was honored to receive the SUNY Chancellor’s “How can I improve my teaching with my multiple research projects that I either initiated Award for Excellence in Scholarship and research?” Engage your students in discussing as lead author or co-led between 2007 and Creative Activities. In 2017, I received the thought-provoking ideas. Get them to apply 2017. Perhaps the best example is Confronting John L. Green Award for Excellence in Corruption in Business: Trusted Leadership, Business Education by IACBE. Civic Engagement (Routledge, 2016), which I co-edited with mentor Roxana Toma. Twelve What are the takeaway points that are worth “Learning from everyone and faculty from ESC and other universities sharing with ESC faculty who work balancing contributed sections and chapters to this their aspirations on the research/publication expanding your intellectual book project. front with effective teaching and development? horizons are important for Recently, I also began to collaborate with One key for a successful and enriching your continuing growth in a my son on multiple research projects. Ari is academic experience lies in the synergistic an econometrician by training, and associate effects of goals and activities. Focus on your world where we constantly professor of economics and finance at Southern research agenda and areas of interest, and at lag behind. … ” Illinois University Edwardsville. Collaborating the same time, develop a course or initiate a
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systems thinking by using multiple frames making it competitive and by rewarding high- Note to discuss issues or figure out solutions to quality, excellent reviews. Between 2000 and 1 My four daughters from oldest to problems. Then you can start to learn from 2018, I received the Outstanding Reviewer youngest: Amy is an accomplished them. Learning from everyone and expanding Award seven times from the Academy of author, entrepreneur, and founder of your intellectual horizons are important for Management. I have been a referee (external ABD Creative, a web-based marketing your continuing growth in a world where we reviewer) for over a dozen peer-reviewed firm, and restaurant owner in Bend, constantly lag behind technological advances journals. You are already qualified to become Oregon. Anat is completing her Ph.D. in and new knowledge. an external reviewer, too! ecology and evolutionary biology at the Here is something that I did well and that Another useful idea that benefited my University of Michigan in Ann Arbor, you can do, too: become an external reviewer. scholarly work has been engagement in Michigan, and has been awarded a Smith Peer-reviewed journal editors will be happy meaningful extracurricular activities. Become postdoctoral research fellowship, which to add your name and areas of specialty to a coach, trainer, tutor or consultant. Combine she will carry out in collaboration with their lists. I know this as a reviewer (referee) your teaching with your conversations with Cornell University; Amanda completed for multiple academic journals and as the different audiences, and exploit the synergies her M.A. in communication at the founding editor of Management Development that are created across your professional University at Albany and is currently Forum, a journal that I created at ESC many activities. Consistent with the idea of learning employed by Wolters Kluwer Lien years ago. The rewards from reviewing are from everything, I often test new theories Solutions. Abby completed her M.D. great. You get to read new articles with in my work with executives and then take at Albany Medical College and is now breakthrough thinking, review methodology, their ideas of what works or doesn’t work to with the Internal Medicine Residency reflect on limitations and future research, write my classes, asking students to interpret and Program at Mount Sinai Hospital in thoughtful reviews, support your colleagues, synthesize ideas and propositions. Become the New York City. Modeling the way for my and perhaps most importantly, gain access to architect of your own learning. I hope this will daughters is their mom, my wife, Susan additional sources. Publishers will appreciate help you to integrate your research, teaching Katz Belasen, a clinical psychologist by your contributions by giving you free access to and development to see your own professional training, who provided us with guidance, full-text articles. Editors will acknowledge you, goals come to fruition. Learning is a race encouragement and inspiration. often publicly. Others will make the selection without a finish line. of reviewers a more prestigious process by
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Connecting the Missing Link: Does Spirituality Matter in Academic and Professional Lives?
Anant Deshpande, Saratoga Springs
Introduction and Motivation in the context of personal and professional for the Project lives. Since that time, my research has moved to a more technical focus, and has looked at his project was conducted as part of how various organizational processes such as the 2016 Keep-Mills Research Grant. concurrent engineering impact manufacturing First and foremost, we are most and organizational performance. Many thankful to the Keep-Mills Research Grant T recent conversations with my mentees and Committee and to Stephen Keep-Mills for practitioners have again rekindled the idea funding the application. The project sought to to investigate this topic from a learner and investigate ways in which spirituality impacts faculty standpoint. our academic and professional lives, and whether spirituality has a role to play in the Background and SUNY Empire State College (ESC) business Research Questions curriculum. This work was exciting on two levels. First, this project provided me with an Spirituality means different things to opportunity to build on my previous work in different individuals, and yet it impacts spirituality; and second, this project offered our ways of knowing in many ways. For Anant Deshpande me an opportunity to collaborate with one of instance, some consider spirituality as the ESC’s students (at the time), James Kelly. basis of their actions, while some others There is also management literature that consider spirituality as leading to inner I have been with the college for nine years. As highlights the importance of spirituality from connectedness and helping them make sense a mentor, I have had the pleasure of working an organizational performance standpoint. of complex and compelling issues. In the with many adult learners. In my conversations For instance, as pointed out by Krishnakumar real world, many organizations have started with them, many have highlighted the and Neck (2002), organizations that help understanding the importance of spirituality importance of their emotional and spiritual employees, or that are willing to provide and have included the notion of spirituality in growth. Many learners have indicated to me “individual encouragement” and assist the how they conduct their businesses. Specifically, that they want to pursue higher education not employee in achieving spirituality, gain better spirituality is associated with attaining only for the growth in their jobs, but also to performance. Another interpretation would connection with oneself, others and the enhance their personal, spiritual and moral be that “spiritual employees” lead to better workplace environment. Workplace spirituality development. As a business educator, I wanted organizational performance. Albuquerque, is further related to self-actualization. Tischler, to challenge myself to help provide more Cunha, Martins and Sá (2014) found that Biberman and Altman (2007) considered opportunities such as these to our students, spirituality was important in enhancing the Abraham Maslow’s hierarchy of needs and particularly help them explore meaning performance in primary health care services. model and identified the highest need – and purpose in what they do at the college Management researchers have also linked self-actualization – as connected to spirituality. and in their professional lives. As a consultant spirituality with innovative work behavior Butts (1999) mentioned that the idea of with industry and in the management world, (Afsar & Rehman, 2015) and job involvement spirituality in the workplace is important, I have seen that inner development prepares (Van der Walt & Swanepoel, 2015). and identified dimensions of spirituality such individuals to assume leadership roles and as optimal human development, the art of James and I felt that it was important to meet many professional challenges. Since transcendence and spiritual psychologies. acknowledge the value of spirituality in our coming to ESC, I have investigated the Burack (1999), with the help of different case overall lives and also in the ESC business impact of spirituality on learning capabilities studies of companies such as Tom’s of Maine, curriculum. This fact has been further and operations management processes such Hewlett-Packard Co., and Ford Motor Co., strengthened by our interactions with as mass customization. As a part of that highlighted the importance of workplace colleagues and students within and outside the project, I conducted many community-based spirituality as one of the important themes in college. Despite the importance of spirituality and industrial interviews that helped me the development of any organization. in our personal and professional lives, it is understand the importance of spirituality very rare to see the inclusion of concepts of
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spirituality in traditional business courses. • When asked if spiritual topics should The most frequently perceived concerns Many adult learners at ESC serve as leaders be included as part of undergraduate about the inclusion of spirituality-related and followers at various organizations. Today’s management-related courses, the topics was the potential role of the instructor. workplace is intercultural, and it is important vast majority of the respondents For instance, one of the comments received to be able to help learners understand how (approximately 65 percent) indicated indicated that: values and beliefs impact various actions at the that spiritual topics should be included, I would be concerned that the instructor workplace. The specific research questions for whereas approximately 22 percent would push his/her views onto the the project were as follows: disagreed with the idea of the inclusion of students and would be biased toward spiritual topics, and the remaining were • RQ 1. Does spirituality play a role in the their own viewpoint. undecided. Seventy-two percent disagreed inner development of students? with the view that discussions of The second most frequently perceived concern • RQ 2: How do learners foresee the role of spirituality in a management or leadership was about the indifference shown by students spiritual topics in the business curriculum? class would result in too much tension toward spirituality-related topics and to and negative emotion. people’s belief in general. For instance, one Activities During the Project of the comments received indicated that: The questions also asked respondents to First, we reviewed the literature and held identify the benefits and concerns toward Students can be quite intolerant of others at informal conversations with mentors, the inclusion of spirituality-related topics, times and in particular during the online learners and industry professionals related and ways in which instructors can promote discussion areas. with this topic. We used an existing survey the inclusion of spirituality-related topics in The third most perceived concern was the need instrument for the purposes of the research. management-related online classes. Secondly, before collecting any data, we to make spirituality-related topics as elective The most frequently perceived benefit of the sought Institutional Review Board (IRB) instead of forcing students to select for them. inclusion of spirituality-related topics was the approval from ESC. After receiving IRB For instance, one of the comments received recognition that a variety of situations arise in approval, an invitation email with the survey indicated that: the workplace that necessitate the need to be link was sent to a random sample of 1,000 It is one thing to promote being on good mindful of the influence of spirituality on the matriculated undergraduate adult students terms with all people, another to suggest followers and leaders. For instance, one of the registered in the area of study Business, treating people of different religions comments received was as follows: Management and Economics (BME) at differently, and another to invite an SUNY Empire State College. This invitation Spirituality and religion are at the forefront instructor, guest speaker, or fellow students email included the purpose of the study, what of many issues in the world today, I believe to preach their views in class. This is an we wished to accomplish, and the reasons for that learning about others’ beliefs will make intensely personal matter, I don’t want to selecting undergraduate students as potential for a more well rounded leader with better hear preaching in my management courses, participants of the study. Also, it was clearly management skills. and I don’t want to write a paper on how mentioned that student participation was I apply my spiritual views in the workplace. The second most perceived benefit was voluntary and that the students could choose An elective course on spirituality in the life that the inclusion of spirituality would help to withdraw any time. It was also indicated and role of a manager would be fine with students broaden their perspectives beyond that student nonparticipation did not have me, for those who are interested. Otherwise, their individual beliefs. Specifically, one of the any impact on their ability to complete the this subject belongs in a John Maxwell comments received was as follows: activities of the courses in which they were “Maximum Impact” seminar (which currently enrolled. The benefit of including sections on spiritual I have attended and enjoyed), or you topics is that it will cause other students to can enroll at Liberty University for a Findings see outside the box of their own beliefs. more spiritual atmosphere. The survey received a total of 208 completed The third perceived benefit was that such The fourth most perceived concern was the responses. This resulted in the response rate topics would lead to ethical business practices, perception that spirituality may not be an of approximately 21 percent. The following enhancing the skills of leaders and helping in appropriate/relevant topic altogether for presents some findings from questionnaires building better team working relationships. business schools. For instance, one comment obtained from participants: One of the comments received was as follows: received indicated that: • When asked if spirituality played an There is a strong intersection between Spirituality is intensity personal and important role in the inner development spirituality/philosophy and philosophy/ should not be part of a college course in of students, the vast majority of economics and philosophy/ethics. Economics a business school. respondents (approximately 62 percent) and ethics are critical to business. strongly agreed that spirituality did play an important role.
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Conclusion References
Overall, the project has informed several Afsar, B., & Rehman, M. (2015). The different aspects of my ongoing work with relationship between workplace students. This project has provided us with spirituality and innovative work behavior: an opportunity to understand whether The mediating role of perceived person- spirituality matters in the development of organization fit. Journal of Management, our learners. A vast majority of the students Spirituality & Religion, 12(4), 329-353. indicated that they were comfortable with Albuquerque, I. F., Cunha, R. C., Martins, L. the inclusion of topics of spirituality, and in D., & Sá, A. B. (2014). Primary health fact felt that such topics could only enrich the care services: Workplace spirituality and curriculum. Importantly, the vast majority of organizational performance. Journal of the respondents felt that spirituality-related Organizational Change Management, topics are connected with contemporary issues 27(1), 59-82. and problems. Respondents also indicated that spirituality-related topics would help them in Burack, E. H. (1999). Spirituality in the work their professional lives and are important for place. Journal of Organizational Change their overall development. Management, 12(4), 280-292. As a mentor, I have always felt that ESC Butts, D. (1999). Spirituality at work: An students have tremendous research potential overview. Journal of Organizational Change and there is a need to harness that. I feel Management, 12(4), 328-331. that there is a need to go beyond the regular Krishnakumar, S., & Neck, C. P. (2002). The undergraduate degree planning process and “what,” “why” and “how” of spirituality cater to the professional as well as research in the workplace. Journal of Managerial growth of our students. Such a mentor-student Psychology, 17(3), 153-164. collaboration was truly a rewarding experience, as this further encouraged James to actively Tischler, L., Biberman, J., & Altman, Y. (2007, engage in research and question his own Summer). A model for researching about views about spirituality. For James, the topic spirituality in organizations. Business of spirituality in the business and educational Renaissance Quarterly, 2(2), 23-39. environment was one of motivation and inner Van der Walt, F., & Swanepoel, H. (2015, development. The project results helped James January). The relationship between understand what prompts the individual workplace spirituality and job desire to succeed, and what stimulates the involvement: A South African study. quest for improvement of the individual during African Journal of Business & Economic various life stages that would typically involve Research, 10(1), 95-116. periods of stagnation or less desire to seek out new opportunities. It was a rewarding process for me as well, as my mastery of business, and of spirituality as it relates to business education, increased.
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The Citizens’ Re-Entry-to-ESC/BMI Pipeline: An Opportunity for All Initiative – An Overview
David Anthony Fullard, Manhattan
Introduction comprise 40 percent of all prisoners (Pettus- Davis & Epperson, 2015). They are more The Citizens’ Re-entry-to-ESC/BMI likely to be arrested, charged and more severely Pipeline program provides college access sentenced than their white counterparts. and opportunity to returning citizens with Youth of color are disproportionately detained prior criminal justice system involvement. at higher rates than whites, even when they A 15-week, 30-hour, noncredit, exploratory engage in delinquent behavior at the same college experience sponsored by the SUNY rates (Holman & Zeidenberg, 2006). Empire State College (ESC) Black Male Initiative (BMI), the program offers exposure On the other hand, low college retention to college-level coursework while helping and graduation rates have become a crisis incarcerated students develop a college-ready of its own among black male students, who skill set, to prepare and apply for college graduate at almost half the rate of white admission, employment or both. Systematic students. As noted by Shaun R. Harper research is being developed to track student (2012), director of the Center for the Study of performance, retention and graduation Race and Equity in Education: “Black men’s rates to determine the effectiveness of the dismal college enrollments, disengagement programming. This program is supported by and underachievement, and low rates of ESC’s long history and tradition of serving baccalaureate degree completion are among place-bound persons, including incarcerated the most pressing and complex issues in David Anthony Fullard persons, ex-offenders and corrections officers. American higher education” (p. 1). The Black Access to the proven services provided by Male Initiative and other similar support Now, Empire State College in the the BMI, including the Fortified/Enriched programs at schools around the country were Metropolitan New York Region, through its Classroom and master’s-level weekend coaches developed specifically to address these issues robust BMI program (which has grown from available by appointment or on a walk-in basis, in the educational community. Research has a peer mentoring group into a full-fledged further ensures a successful introduction to the shown that students who participate in these student organization), has developed a new college experience. programs graduate at significantly higher initiative to begin to turn the tide. This is rates than those who do not have access to the Citizens’ Re-entry Program, creating a Reversing the Tide such programs. reverse pipeline: Instead of running from poor For far too long, young black men have had Reductions in funding for public education neighborhoods (with underperforming schools, a higher chance of incarceration than of have had a significant impact. As noted in poor health care, excessive policing and lack completing college degrees. The legacy of the report “Better by Half,” which focused on of economic opportunity) straight to prison, slavery, the 13th Amendment, Jim Crow, the New York’s success in amending, repealing and this pipeline runs inmates who were caught Black Codes, lynching, and backlash against reversing policies and practices which led to up in the mass imprisonment crisis from the the fight for civil rights and equal justice mass incarceration, “State and City University prison into college, and back into society as have led to abuses throughout the criminal of New York students marched in 1997 on the productive citizens. justice system, with excessive policing of State Capitol carrying banners that featured a And these are truly returning citizens: While minority neighborhoods, unequal sentencing graph depicting a nearly dollar-for-dollar shift incarcerated, they have limited access to and the current crisis of mass imprisonment. in state spending from higher education to physical and mental health care, education or The statistics are grim on both sides of the prisons” (Greene & Schiraldi, 2016, p. 25). If vocational training, work opportunities, even equation. Likelihood of incarceration is one funding for public education is at an all-time the news media, social media, new technology, in 17 for white men, one in six for Hispanic low, it is even lower for those behind bars civic participation and more. They may have men, and one in three for African-American who have already fallen victim to the crisis been exposed to abuse and violence while men; although African-Americans make up of mass incarceration. behind bars, or prior to their incarceration, only 13 percent of the general population, they which may leave lasting emotional and
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psychological scars. They may never have had to assist with absorbing complex college- As part of the overall BMI program at exposure to a college atmosphere or college- level material, writing and math assignments, ESC, BMI mentors and coaches work with level coursework, and may never have had time management, work planning and more. students at the Lincoln Correctional Facility. encouragement or expectations that they would Master’s-level Weekend Coaching is also Prospective students receive a welcome letter attend college or obtain a degree; indeed, they offered to help students with writing and describing the program fully. may never have known anyone or had anyone math, research and study skills, and Ideally, faculty or other educators who are in their family who had any education beyond ensures that students feel supported involved in the Citizens’ Re-entry educational high school. and achieve success. opportunity initiative (including mentors and The Citizens’ Re-entry Program, together All of this has been developed in response coaches) have: (1) knowledge and thorough with the support of the Black Male Initiative, to research that shows that students who command of the content area (critical reading, provides these incoming students with complete all their courses in their first term writing and math); (2) proven teaching skills an introduction to college life and higher and first year are nearly 10 times more likely and abilities; (3) the ability to form a strong education, preparing them to enter the work to graduate or complete their degree than working relationship with the returning citizen world and return to society as a positive force students who do not. Other services provided student; and (4) the temperament, demeanor in the community. As part of one of the social by BMI to the college community include and presentation skills to work with this justice and social responsibility initiatives of the Black Male Initiative Scholarship, and population effectively. BMI, the program utilizes BMI mentors and advising on applying for other relevant Metropolitan New York Region faculty to scholarships for students; identification of Classroom Topics and Goals work with students at the Lincoln Correctional at-risk students and outreach to help them stay Students receive exposure to college-level, Facility (Lincoln CF) in Manhattan. All of the enrolled and achieve their educational goals; noncredit courses on topics including (but not men housed in this location are nonviolent, social and cultural events, including panel limited to) the following: African-American work-release students in a community discussions, poetry readings, musical concerts, history, basic college math, creative writing, correctional center. networking sessions, and community service writing to prove your point, literature, art, opportunities such as working with adolescents acting/theater, music/entertainment/film The Black Male Initiative at and young adults. SUNY Empire State College industry, business administration, public These BMI services comprise what we administration, criminology, substance abuse BMI offers a range of academic and social consider an educational social justice- and people of color, disease and people of support programs to all students at ESC’s in-action protocol, helping to even the color – autobiography, the function and New York City Hudson Street location. BMI educational playing field. It achieves this dysfunction of jails and prisons. focuses on the needs of students of African through embedded academic support services The development of a college-level skill heritage from everywhere in the world (hence in the Fortified/Enriched Classroom, and by set by these students is accomplished via the use of “black” versus “African-American,” providing social support through its other participation in the topics mentioned. since many students from the Caribbean, programs and activities. All of BMI’s programs As part of that participation, students Europe and Latin America do not identify as and services are available to students coming practice speaking, writing, critically reading, African-American). However, while targeting in through the Citizens’ Re-entry educational researching, note taking, and basic college-level African-American, black, Caribbean and opportunity initiative, and serve to help math in a noncredit, stress-free, “no pressure” Latino/Hispanic men in particular, due to them adapt to and succeed in the environment. Students may take advantage of their underrepresentation in higher education, college environment. BMI coaches, as well. all programs, services and activities of ESC’s BMI are open and available to the entire Staffing for the Citizens’ college community. Everyone is welcome to Re-entry Program participate, without regard to race, gender, The ESC and BMI staff and faculty who gender identity, ethnicity, religion, national are involved in the exploratory phase of origin, language or other demographic this program have included: Frances Boyce, characteristics. SUNY ESC BMI projects Elliott Dawes, Dave Fullard, Cory Kallet, do not discriminate, and serve as models Debra Kram-Fernandez, Ra l Manzano, Lear to develop best practices for improving Matthews, Vanessa Moore, Bhuwan Onta, educational outcomes of all students Dianne Ramdeholl, Omar Richards, Beverly (Fullard, 2015). Smirni, Steve Tischler, Barbara L. Tischler, In addition to the returning citizens’ pipeline Amy Ruth Tobol, Chris Whann, Nadine Lear Matthews (far right) with program participants. program, BMI has developed the Fortified/ Wedderburn and Lisa Whiteside. Enriched Classroom protocol, where new students are provided with an in-class coach
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Schedule and Programming Special seminars for students are conducted Decision Support. He is developing research on how to apply for city employment via protocols that will track the process and This educational opportunity covers five the Department of Citywide Administrative document the outcome(s) of this unique BMI modules over 15 weeks (three weeks for Services (DCAS). Given the challenge for social responsibility initiative. In collaboration each module) of culturally sensitive, college those with a history of criminal justice system with me, an in-depth research protocol is in preparatory, adult educational material, involvement, practical assistance with job development to assess a range of outcomes. preceded by a one-week orientation session. applications and job placement is critical to The first week of each module is comprised Our overall goal is to scale up this program the success of this program. All students are of content area work with the instructor. The to accommodate more returning citizens encouraged to obtain their GED diploma or second week of each module allows students over time, both from the Lincoln CF and high school diploma if they have not already to review the assignment with the BMI coach, other locations. Scalability will occur once done so. They are provided with assistance to and rewrite or correct their work as needed. new teaching modalities and educational pursue a college degree if they are interested, The third week of each module allows the content materials are developed to serve this whether they will be attending college for the edited work and study area content to be population, based on research outcomes that first time, or if they have prior college credit reviewed with the professor (or other educator) will be gathered during the trial period. and want to continue with their studies. In and the coach. addition to the regular Friday sessions, special The History of ESC’s Involvement For example, our most recent, fall 2018, programs and other classes at ESC are made With Incarcerated and sessions were as follows: Orientation: available for interested Lincoln Correctional Place-Bound Persons Learn about Program, ESC/BMI Services, Facility students to participate in (as an Complete Paperwork, with David Fullard/Lisa integral aspect of the Citizens’ Re-entry It is important to recognize that Empire Whiteside; Module #1: Black Voting Rights Program), in order to assist them achieve their State College has been providing services to and the 15th Amendment, with Barbara L. educational and career goals. incarcerated persons since its founding in the Tischler/Steve Tischler; Module #2: Scripting early 1970s, as well as building on qualitative Students receive a special certificate of New Narratives of and for Myself, with and quantitative research regarding successful attendance with the BMI logo from Empire Dianne Ramdeholl; Module #3: Introduction programs. The founding documents for State College, showing their participation in to College, with Elliott Dawes; Module #4: ESC noted that it was “an institution which the Citizens’ Re-entry-to-ESC/BMI Pipeline Spoken Word, with Omar Richardson; and transcends constraints of space, place and time Program, with their name, the courses they Module #5: Water Color Resist, with Vanessa ... [serving] the variety of individuals of all ages attended, and the dates of the program. Moore. All classes were held on Fridays throughout society ... [with] the central focus from 6:00 to 8:00 p.m., at ESC’s Hudson BMI/ESC’s Involvement upon the individual student learning at his own Street location. with the Citizens’ Re-entry pace ...” (State University of New York, 1971, Program and Scalability p. 2). The “Extended Program” was specifically Post-Program Evaluation designed for “students who find it difficult and Other Services Every student who is part of the Citizens’ or impossible to relate to learning centers ... Re-entry-to-ESC/BMI Pipeline has access because of distance or other circumstances,” In keeping with Empire State College’s to all programs offered by the Black Male and specifically listed “Prisoners, hospital- and mission and core values, the Citizens’ Re-entry Initiative, including the Saturday general home-bound people, [and] people living in Program is extremely student-centric. This membership meeting. isolated rural areas” (Empire State College of academic, college exploratory program is State University of New York, 1976, p. 49; focused on student success through exposure We are currently examining new and J. W. Hall, personal communication, November to college-level coursework in a no-pressure innovative ways to enroll members of the 4, 1976). The master plan for the college environment, plus assistance with developing Citizens’-Re-entry-to-ESC/BMI Pipeline focused on diversifying the student body, a college-ready skill set. After the 15-week Program. The goal is to eventually have these giving “special attention to place-bound and program, students are evaluated for college students participate in our associate, bachelor’s prisoners” (Empire State College, personal readiness. Those with college-ready skill and master’s degree programs by helping communication, February 20, 1976). sets will be invited to further their studies at them develop college-ready skill sets, become Empire State College, and to participate in the familiar with the college environment and The goal was for these students to transfer BMI Support Network. Those students who receive support from the BMI program. Ease into more traditional degree programs as are not yet college ready may continue to work of transfer for nontraditional students, from circumstances would permit. The university with a coach to develop college-level skills; entry-level programs to full degree programs, president, James Hall, clarified that the they may also continue to participate in the is, of course, part of ESC’s original master plan. mission of ESC is “to meet the needs of BMI Support Network. those persons who require alternatives to the Research on the effectiveness of the Citizens’ traditional ... form of higher education,” noting Re-entry Program will be designed and the importance of “a systematic program conducted by Joe King in ESC’s Office of of research … with special attention to the
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communication, May 7, 1976). Referring Reports from the Front Line: to the master plan’s revision of the college’s Testimonials From Faculty mission statement, this document described in the First Cohort of ESC’s the development process very clearly, including Citizens’ Re-entry Program improving services to all students and raising The following are edited statements from retention and graduate rates, through research faculty who participated in the inaugural roll- on what works with each group: “This task out of the Citizens’ Re-entry Program at ESC requires attention to student access to higher in the fall of 2017 and spring of 2018. Their education; to content responsive to emerging experience-based insights and observations social needs and individual purposes; to have already helped us develop and enhance methods that serve diverse students with varied the program going forward. They show how needs; and to program effectiveness … the both students and instructors benefit from Student Omar Rodriguez proudly displays his certificate key task is to formulate general conceptions the experience. They taught the following of attendance. concerning the needs of a clearly defined courses, and provided additional support as constituency, then to develop resources and relative effectiveness of various approaches to needed: Module 1: Scripting New Narratives processes that respond to individual differences learning and what kinds of student can best of and for Myself, with Dianne Ramdeholl); within that general group; and then to be served through each different alternative,” Module 2: Medical v. Recovery Perspective repeat this process for another significant including “young people, retired people, home- in Treatment of Mental Illness, with Debra constituency, building on the experiences bound, incarcerated, or handicapped people; Kram-Fernandez; Module 3: Coffee and and research accumulated with each different ghetto-dwelling people – indeed, all people African Business, with Chris Whann; Module group of students” ( J. Hall et al., personal whose situations or preferences lead them to 4: Economic Value of a College Education, communication, May 7, 1976). seek alternative means to higher education with Frances A. Boyce and Samantha James; … ” ( J. W. Hall, personal communication, Surely, no population better qualifies for and Module 5: Black Voting Rights and the November 4, 1976). Via special grants from support in all of these areas than those held in 15th Amendment, with Barbara L. Tischler. As the state crime control board, ESC mentors jails and prisons in New York City or around you will see, other faculty provided additional worked with 25 students, both prisoners and New York state, particularly those caught up learning opportunities for our students. correctional officers, at the Metropolitan in the explosion of mass incarceration of black Correctional Center, and with over 50 and brown youth over the past 40 years – and Frances A. Boyce prisoners from Auburn, Attica and Albion now being released into the community under This is one of the most rewarding projects at the Genesee Valley and Niagara Frontier new programs of diversion, decarceration, I’ve engaged in at ESC. The participants Learning Centers, including outreach work at parole and probation, albeit without adequate were looking for different options for their a local drug rehabilitation center. Statewide, support and re-entry programming in place. It lives. One man said: “I never want to go the North Country Unit and Greenhaven is our hope that ESC is providing a valuable back to jail,” because it had hurt his whole had counselors on staff to coordinate work social service through this program, and family. Another said he hadn’t planned between student and mentor, while at Fishkill indeed, contributing to public safety. As noted his family on the “minimal wage” he was and Walkill, mentors worked with each student in the Harvard Civil Rights-Civil Liberties now earning. individually (Empire State College, personal Law Review, “Most of those incarcerated are communication, February 20, 1976). released. The unprecedented number of people As I showed them the data on graduation being released from prison, and the rate at rates and earnings by race, they were It is thus clear that this new Citizens’ Re-entry which the release is occurring, makes re-entry a surprised that government data initiative is part of a long, strong institutional pressing contemporary social problem. At least demonstrated the gaps between races. history at Empire State College (DeCoster, 95% of all people incarcerated in state facilities The participants expressed admiration 2017). An early document regarding “Student return to the community. … The condition and support for the data showing African- Diversity and Admissions Recommendations” of people returning to their communities American women had the greatest gains shows that ESC has focused on providing should be of great public concern because the in earning degrees. They commented access to higher education for a diverse environment in which people are confined on what this could mean for their wives population, noting that “Prisoners, patients, affects the psychological condition in which and daughters. and others in confined or remote places they return” (DeVeaux, 2013, p. 264). It is our deserve priority ... [especially those with] need Society has pejorative views of people who goal that the Citizens’ Re-entry Program will for a college degree to improve employment have been to prison, which does not allow help contribute to these returning citizens opportunities, desire to change careers or for the individuality of the person becoming educated, employed, healthy and occupation, [and lack of ] availability of re-entering society. These men self-selected productive members of their communities. educational opportunities other than Empire to join this program. They are family men State College ...” ( J. Hall et al., personal making a commitment to themselves and
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their future. It was gratifying that I could I would suggest that some of the course make that decision about risk? These men contribute to a project that would help them materials or subjects could be more real‐life were easily able to transfer relevant questions achieve their goals. in terms of learnings that can help them to their own life experiences. make the successful transition from penal to One thing that was remarkable was that in Cory Kallet general society. Some suggestions: finding a addition to being able to see parallels and job and a career, financial literacy, successful This is a great program. I really enjoyed recognize some of these questions in terms of communications, the value of furthering the experience. We are giving back to society their own experiences, these men were also your education. by helping those who have done their time very able to maintain a focus on the topic at – making an effort to get them/keep them Debra Kram-Fernandez hand. With all that is going on in their lives on the right track. It was very rewarding at this time, the abilities to suspend concerns for me personally. Overall these seem to be I offered a three-week workshop on the about other aspects of their futures and good guys who want to get back into society recovery perspective in mental health and engage in discussions about social justice in and hopefully live a normal life. They have mental illness. This topic seems relevant an academic setting were simply impressive. professional aspirations (construction, real because like people with a history of Empire State College emphasizes providing estate, community work, etc.), and when I incarceration, people with serious mental education to the adult learner. We offer asked them if any were interested in going to illness also face stigma-related barriers flexible learning modes, but above that, we college, at least 75 percent said yes. I know to re-entry in numerous capacities offer mentoring – one person who can follow this might be unrealistic and just easy to (career, vocational, residential, and each student through his or her journey to say in the moment, but I was pleasantly social opportunities). graduation. Life happens while adults pursue surprised that such a large percentage even Initially it seemed clear that the human college degrees. Babies are born, triggers for acknowledged the possibility. service perspective of “use of self ” in issues that were thought to be resolved are About 50 percent of the attendees were learning about ways of helping was going re-triggered, family members are ill or die, engaged. Just like any group of students, to be a rather foreign concept. The men children need special services and attention getting them all to participate is tough, were cordial but seemed very guarded. at school and at home, jobs end, promotions especially with what they’ve gone through. Therefore, it was amazing how quickly occur, and people re-enter society after During the first session, I talked about how the participants warmed up to the idea of bouts with mental illness, substance abuse, to write a resume, how to do an honest open conversation and critical thinking. We trauma, and incarceration. All of these can personal self‐evaluation (SWOT [strengths, started with an activity often utilized for pose obstacles to completing a degree. ESC weaknesses, opportunities, threats] analysis), generating honest dialogue about power and mentors can help students troubleshoot and the importance of building a career plan. privilege in the United States. The activity and find ways to stay on track when I think that many of them understood the calls for participants to state how they this is feasible. importance of doing these things, but only identify in terms of a number of attributes/ The supports these students need seem not time will tell. characteristics, (e.g., race, gender, able much different from others in our student bodied, sound mind, primary language, etc.). I adjusted in the second class. I got more population. Based on my experience of Next, we ask participants what identities “real” with them in terms of actions they can this three-week workshop, the benefits of comprise the power attributes, what are the take. They gave me a rundown of what they identifying any added supports needed nondominant attributes in this culture, and do daily in terms of the need to get a job, the and providing these supports far outweigh further, what they personally feel in terms restrictions they encounter and other issues the risks. I met and worked with young of power attributes when it comes to their they face. This is where they seemed to come men who were easy to engage in academic own identity. to life. I had them talk about places that exist discussion and able to contribute their own to help them, i.e., organizations focused on I did not have the opportunity to gauge perspectives to the classroom that were: second chance opportunities, companies/fields reading and writing skills in terms of a) focused, b) reflective, c) diverse, and that they should avoid or focus on because of college readiness, but I certainly was able to d) relevant. their inclination to help/restrict interaction gauge college readiness in terms of curiosity, with ex‐cons. We talked about real‐life critical thinking, and openness to learn Ra l Manzano strategies that can help them get to the and participate. These young men, who I gave three lectures, the focus of which next level. A lot of sharing went on and initially appeared so guarded and formal was to interpret works of art in order to hopefully they will continue to do so when upon entering the classroom, became quickly encourage attendees to think critically and they return to the halfway house. This was engaged in discussions about complex formulate answers based on the visual really good stuff. issues: What defines mental illness? What images displayed. The works of minority is the impact of stigma? How much risk artists were analyzed, and I introduced is appropriate or not appropriate when a the artists with a brief bio of their careers person reclaims his or her life? Who gets to
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to provide a background and acquaint the I was impressed with the level of responses “Letter to My Nephew” and connected that class with the topic. I hoped to show that and the interest they put into figuring out text to the larger context of that time and artists work in different mediums, since I what the images were about. also this current moment. wanted to emphasize that art can be created It is very clear when listening to these using a variety of materials and tools. Lear Matthews students speak, how truly precarious their Images were projected on a large screen I was honored to be part of a cohort of SUNY lives are, how little support they have, and to allow closer examination and a better Empire State College mentors to lead a study how much less [support] many will have viewing experience. The artists discussed group for the Citizen Re‐entry Program, upon release. They recognize how essential a at each session were: 1) Jacob Lawrence, sponsored by the Black Male Initiative college education is to becoming true citizens. Jean-Michel Basquiat and Kehinde Wiley; (BMI). Armed with confidence and 2) Banksy, Michelle Myles and Natural I experienced the students I worked with as knowledge of group dynamics, particularly Langdon; and 3) the 59 Rivoli art collective, being incredibly motivated, with profound as a group study mentor and clinical social Anthony Smith and Ra l Manzano. and powerful things to say, both about the worker, my initial meeting with the group of world and their roles in it. I was particularly The audience consisted of six to 11 inmates was both delightful and frustrating struck by the ways in which they represent participants. Not all participants stayed for – delightful because I am always interested and embody a less visible yet deeply toxic the duration of the sessions, which lasted in being a part of facilitating opportunities history of this country that informs the about 75 minutes. During introductions at for the underserved; and frustrating to see present where race and class intersect. the first session, three participants expressed lives of talented young men interrupted having done some art during their early because of unfortunate life circumstances. Barbara L. Tischler school years but having no formal training I had placed a hold on my expectation as to or other type of art instruction; the rest In February of 2018, I taught three classes how intense or relaxed the three meetings indicated that they had none. In the next to participants in the Citizens’ Re-entry I was asked to conduct would progress. two sessions, I reviewed what we covered Program, working with as many as 10 men Although I had prepared a lesson plan and in the previous session to refresh their in the program. My course [Black Voting topics, I was prepared to modify my planned th memory of what we were discussing before Rights and the 15 Amendment] provided curriculum, based on my preconceived introducing the new topic and artists. We them with an example of college-level lessons notions of the group. Indeed, I was pleasantly discussed in depth the paintings (including on Africa, the Middle Passage, and slavery; surprised. The young men were courteous, the presidential portrait of Barack Obama resistance to slavery; and the Reconstruction attentive, and demonstrated an avid interest by Kehinde Wiley), tattoo art, graffiti, period that featured the formalizing of white in being in the classroom. Of course, as with photography and more. Students seemed supremacy and the maintenance of “slavery any group, there were variations in active proud when we discussed work by Natural by another name.” verbal participation. Langdon, a graduate of ESC who is now in Through lectures, conversations, and video the master’s program at the School of Visual Overall, I found these students to display presentations, I challenged students to think Arts [in New York City], and they were good insight and critical reflection and about the nature of slavery and its effects surprised and pleased and shared insightful thinking skills. They were open to connecting on the humanity of enslaved people. I also viewpoints when I presented my own the concepts discussed with their own real- asked them to think about the qualities of artwork, as they felt the work connected life situations. Many of them expressed an freed slaves and their descendants that made to them. appreciation for the opportunity afforded it possible for them to resist dehumanization them by this innovative ESC program. For an audience with no previous art to emerge as creative, passionate, and I strongly recommend the sustaining and background, participants tried hard to accomplished citizens. funding of this program. interpret the images and answer the The students in the program were extremely questions posed to them. I focused on Dianne Ramdeholl receptive to relating the experience of people breaking the ice to discuss art and gain in the past to their own lives. They made their confidence, which I did by encouraging The first module on Scripting New connections between the United States in the them to say whatever they perceived about Narratives of and for Myself focused 1840s through 1900 and the society in which the artworks; I emphasized that there is on reading excerpts of narratives that they live in the second decade of the 21st no right or wrong answers. This process reflected themes from the lives of students. century. When asked to respond to readings helped them relax, and, slowly over time, We read Down These Mean Streets and videos, the students were eager to try the participants loosened up as we looked by Piri Thomas, and, drawing on their to imagine the context in which various at the images. The discussion improved at own experiences, students discussed the historical actors lived. the second meeting where they felt more motivations of the main character who was comfortable, and during the last meeting incarcerated. We also read James Baldwin’s
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in high school, and their questions and I trust that, in some way, their time in the comments reflected a strong desire to Citizen’s Re-entry Program has inspired learn more. They were extremely attentive them to seriously consider higher education as and responsive. a viable option at this point in their lives. It is clear that, given the appropriate guidance Many participants in the Citizens’ Re-entry and support, they have the potential to Program audited a regular group study succeed academically. at the Brooklyn Unit as well. Those who gathered for Friday night Hudson Street Christopher Whann meetings were invited to attend an actual course scheduled for another evening, and Many years ago (in the 1990s), I had the (l-r) Student Daryll Jennings, mentor Nadine between 10-15 consistently attended opportunity to teach in an Inmate Higher Wedderburn and student Ellier Acevedo African-American History 1861 to 1941 Education Program at an upstate New during the spring 2018 term. While most York correctional facility. It was among the Discussions were lively, and the students were reluctant to contribute to the group most rewarding teaching I had ever done, were definitely engaged, even with difficult discussions led by matriculated students, since I could witness firsthand the impact and painful concepts such as the idea that several spoke energetically with me about of education on men who were trying to one human being could own another. The the course content once the “formal” meetings remake their lives as they were preparing to concept of human beings as property and concluded. They demonstrated a clear desire be released. the importance of the government’s role to learn and an eagerness to share ideas. in protecting property were particularly Sadly, funding was eliminated for those difficult. At the same time, these ideas By presenting material that was relevant programs, and I was unable to continue resonated with the students because of and accessible, members of this group had an teaching in the facilities, but I have long their own experiences with incarceration. opportunity to make connections between advocated for more chances for citizens They also examined the role of slavery as what they once might have perceived as the returning from the corrections system to have an influence on the writing of the United “distant past” and their own society and maximum chances to participate fully in States Constitution. At the end of each class, their own circumstances. Many expressed an their communities. I was really pleased that some students had interest in enrolling at Empire State College I was delighted when I was presented with questions and were eager to learn more. when they were eligible. the chance to teach a unit for the returning Steve Tischler Nadine Wedderburn citizens’ project. We agreed I would deliver a module on “Coffee and African Business.” The Lincoln CF students in attendance Thank you very much for the opportunity to I was fascinated by the enthusiasm the were as eager to learn as any Empire State participate in this program. I believe that students who came had for the material, College student. They followed the narrative my time was well-spent; time in which a especially enhancing their understanding and raised good questions, which often fundamental value of teaching – listening to of African history. Coffee provides an anticipated the next topic of the lesson. The others – was reinforced to me. interesting entrée into the scholarship about academic engagement that the participants the continent, about globalization, and about During my sessions, I sought to engage the demonstrated augurs well for successful the modern world economy. men in discussions and writing exercises undergraduate careers. You can’t “teach” centered on topical issues relating to race All in all, this was a great experience for me, motivation – you either have it or you and justice in today’s society. In each session, and I hope for them, too. I look forward to don’t, and these men have intellectual the attendees were very keen and actively participating again. curiosity as well as a palpable desire to participated in the activities assigned. From move forward in their lives. Each recognizes the first night, it quickly became evident to Future Endeavors of the BMI that earning a college degree would help me that the opportunity to reflect on salient Citizens’ Re-Entry Program them materially, but they also seemed to issues and openly share their viewpoints in relish challenging discussions. In the near future, the BMI Citizens’ Re-entry a dynamic, yet serious, environment was initiative will begin to work with a group of While none contemplated Historical Studies deeply appreciated by those present. men who were formerly incarcerated and are as an area of study at the first of three While some of the men expressed that now under the supervision of the Department sessions, as an historian, I wondered if a obtaining and maintaining employment of Probation. These men will attend five few might consider that field if they were is their top priority, I was encouraged to modules of noncredit-bearing college courses to formally enroll. It was obvious that learn that a number of the participants on a variety of subjects. The purpose of this is most had little exposure to this discipline. in the program have college credit and are to expose them to college coursework and the Most recognized that they had been denied eligible for admission to an undergraduate college environment, and give them a “feel” for a critical view of slavery when they were program, if they choose to obtain a degree. what it means to be a college student.
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The next phase of this new program will have student club, student and alumni networking, to Empire State College and BMI for the men who participated in the noncredit community events, social responsibility and supporting them in creating and achieving courses apply to ESC as full-time students, social justice initiatives, and access to the their goals. working toward earning a degree or certificate. BMI-sponsored scholarship fund, as well as The Office of Decision Support will develop Once they matriculate, their first two terms guidance on how to apply for other relevant ways to monitor and measure outcomes of this will be spent in the Fortified Classroom, educational grants and loans. The student expansion of the Citizens’ Re-entry Project. studying general education subjects. These club, social events, networking opportunities Results-based research will demonstrate the students will have access to the BMI Weekend and community service opportunities create a program’s value, and serve as a basis for ongo- Coaching program. Further, they will have cultural safe space and a sense of community, ing funding and extension of these services access to all of BMI’s programs, and support so the new members learn that they have to more facilities, and more individuals with from BMI club members. support from other students, helping them prior criminal justice system involvement. ESC to accomplish their academic goals and to As noted earlier, the Fortified Classroom and BMI are truly taking the lead in creating overcome the challenges that everyone provides in-class coaching and support for new positive social change by sharing their wealth has in life. students, as research has shown that those who of knowledge, information and experience succeed in their first term and first year are Involvement in the Citizens’ Re-entry with those who often had no prior access to nearly 10 times more likely to persist through Project, the Fortified Classroom, and the world of higher education. The potential to graduation. By providing resources within Weekend Coaching will create a synergistic impact on reducing recidivism and improving the classroom setting – rather than through effect, enabling these students to perform community safety, as well as turning around the outside tutoring or advising, which may carry a at a very high level. Reinforcement of lives of those who participate, is profound. stigma or require an excessive time or financial skills and engagement will occur as each of commitment – the Fortified Classroom ensures these initiatives supports the work of the For additional information, please contact that no one “falls through the cracks.” Indeed, other, especially in the context of the BMI Dave Fullard at: [email protected] or the program tracks students to make sure community. We look forward to students 917-468-9840. (Note: This BMI Social Justice/ that they keep up with their assignments and developing a positive belief in their own Social Responsibility Initiative is still in attend classes, rather than waiting until it abilities, and a positive view of and attachment development, so stay tuned for future updates.) is too late, and they are in serious danger of failing or dropping out. The Weekend Coaching program offers peer tutoring for those who want or need extra support, beyond what is offered in the classroom sessions in the Fortified Classroom. Students may receive additional assistance on starting, finishing, or editing written assignments, completing math homework, performing academic research, and learning time management and other important study skills. While many who have good quality primary school and high school backgrounds already have these abilities, for students who come from communities with underfunded schools, uncaring or overburdened teachers, and crowded classrooms with no supplies, these are new lessons. Providing this assistance, without any stigma of “pull-out” resource rooms or the expense of private tutoring, is critical.
Furthermore, members of the Citizens’ Re-entry Program will have access to all of the programs and services offered by the Black Male Initiative at ESC. Beyond identification of at-risk students, the Fortified Classroom and Weekend Coaching, BMI provides support groups, peer counseling and referrals, a
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Acknowledgements References increasing public safety. Federal Sentencing Reporter, 29(1), 22-38. Retrieved from Very special thanks go out to the retired DeCoster, P. M. (2017, Spring). SUNY https://www.hks.harvard.edu/sites/ superintendent of the Lincoln Correctional Empire State College’s mission to expand default/files/centers/wiener/programs/pcj/ Facility, Ronald Brereton, who is now part of educational opportunities to incarcerated files/fsr2901_04_greeneschiraldi.pdf the BMI Re-entry Project work group. He is persons. All About Mentoring, 50, 26-30. truly an ingenious person who is able to think Retrieved from https://www.esc.edu/ Harper, S. R. (2012). Black male student success outside of the box, and by doing so, is able media/ocgr/publications-presentations/ in higher education: A report from the to provide the residents of his facility with all-about-mentoring/AAM-50- National Black Male College Achievement educational services that may have changed the Spring-2017.pdf Study. Retrieved from https://works. course of their lives. bepress.com/sharper/43/ DeVeaux, M. (2013, Spring). The trauma of I would also like to recognize Obafemi Wright, the incarceration experience. Harvard Holman, B., & Zeidenberg, J. (2006, supervisor of volunteer services at Queensboro Civil Rights-Civil Liberties Law Review. November 28). The dangers of detention: Correctional Facility, Lincoln Correctional Retrieved from http://harvardcrcl. The impact of incarcerating youth in Facility and Edgecombe Correctional Facility. org/wp-content/uploads/2013/04/ detention and other secure facilities. Mr. Wright made it possible for us to deliver DeVeaux_257-277.pdf Retrieved from http://www.justicepolicy. high-quality educational services to this org/uploads/justicepolicy/documents/ Empire State College of State University of overlooked population. Like Superintendent dangers_of_detention.pdf New York. (1976). Draft master plan. Brereton, Mr. Wright is a forward-thinking Albany, NY: Author. Pettus-Davis, C., & Epperson, M. W. (2015, correctional professional who has come to February). From mass incarceration to understand the importance of a solid education Fullard, D. A. (2015, Summer). The Black smart decarceration (Grand Challenges for citizens who come into contact with the Male Initiative (BMI): Focusing on for Social Work Initiative Working Paper criminal justice system. retention of African-American male No. 4). Retrieved from http://aaswsw. students through to completion of a org/wp-content/uploads/2015/03/ college degree. All About Mentoring, From-Mass-Incarceration-to- 47, 14-19. Retrieved from https:// Decarceration-3.24.15.pdf bmiescstudentorganization.files. wordpress.com/2015/08/the-black-male- State University of New York. (1971, initiative-focusing-on-retention-of- February). A prospectus for a new university african-american-male-students-through- college: Objectives, process, structure and to-completion-of-a-college-degree.pdf establishment. Albany, NY: Author.
Greene, J. A., & Schiraldi, V. (2016, October). Better by half: The New York City story of winning large-scale decarceration while
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IMTL Project Summaries
Institute on Mentoring, Teaching and Learning Fellows, 2017-2018
program of the Center for Mentoring, Nadine Fernandez and and other union leaders. The project changed Learning and Academic Innovation Anamaria Ross midyear, as a new idea – the Threshold (CMLAI), the Institute on Mentoring, “Gamifying Educational Planning” Learning Project (with a unique iPLA Teaching and Learning (IMTL) provides time [individualized prior learning assessment] “Gamification” is using game-based elements andA support to those who mentor, teach or are “model”) – was developed. I got the idea from in nongame settings. We explored developing involved in research relevant to teaching and novelist Peter Handke’s work, Across (Farrar, gamification elements for use in Educational learning, for pursuing projects that further Strauss & Giroux, 2000). I believe this iPLA Planning, the course required of all ESC their development and enhance their mentoring model has potential around the college. undergraduates. We identified tasks that and teaching practice, and for getting input Students distinctly document their “experience” could be “gamified” to increase student from colleagues. In addition, college librarians, in a topic; then their “learning” through that engagement/motivation, facilitating educational technologists and instructional “experience”; then, referencing the online completion, retention and success. The designers support the participants during the Global Learning Qualifications Framework technology skills and time resources to create summer residency and throughout the year. The (GLQF), they identify college-level learning. original computer games were not available to 2017-2018 cohort was asked to provide project The GLQF then influences their thinking of us. However, interactive games like card sorting summaries to share with the college community; their own “learning” and further reflections and online tools like the story-making software edited versions of their responses are included here. of their “experiences.” So the growth in past Twine can be used creatively, with narrative In addition to the participants and summaries and present are further developed through the elements (mapping/visualizing Ed Planning as listed here, the following were also IMTL fellows practice of reflection and passing across these a transformative quest), insights from software in 2017-2018: Ajay Das, Patricia Isaac, JoAnn thresholds of knowledge. development (fuzzy goals and feedback loops) Kingsley, Marie Pennucci, Patricia Pillsworth, and “level up” metrics that quantify student Nan Travers, Amanda Treadwell, Bernard Smith Renata Kochut progress/outcomes. and Leslie Ellis. More information about these “Teaching Economics to Adult Students” projects and the IMTL program can be found on Himanee Gupta-Carlson the CMLAI website www.esc.edu/cmlai/ (click “Doing Hip-Hop Through The goal of my project was to investigate and on CMLAI’s SharePoint site, go to Programs Food and Farming” understand how teaching economics to adult and Services, and then Institute on Mentoring, students can be more engaging, interesting and Teaching and Learning). This project is ongoing. Over the past year, I less stressful. I have analyzed the current state interviewed several farmers, expanded a food of literature and used my teaching experience pantry community garden, wrote numerous to formulate the most important elements of Gennaro Bonfiglio short articles about the Saratoga food and engaging and motivating assignments. I have “Counterterrorism in a farming scene, and began sharing the evolving also listed examples of such assignments that Changing World” work across the college community. I also can be used in the classroom. My work was delved deeply into the meaning of two phrases, My project commenced with the intention to presented during the 13th Annual Economics one from hip-hop and one from farming. From utilize Moodle and other resources available Teaching Conference in Indianapolis, Indiana. hip-hop, “Build, destroy, build”; from farming, at SUNY Empire State College to offer “Where there’s livestock, there’s death stock.” the study, Counterterrorism in a Changing Maureen Kravec “Why do adult students World, collegewide. With the help of college Thomas Kerr change their areas of study/ librarians, technical staff and faculty, I learned “Leveraging Knowledge concentrations?” much about these tools and have been able to in Labor Leader Learning offer the study to anyone in the ESC system. Requests for iPLA” When students return to college as adults, I am hoping that in the future, my work they often do so with specific interests and location, Staten Island, will be able to transmit Originally, the “leverage” proposed in this goals, yet their goals sometimes change as live group meetings statewide. As of now, project envisioned tooling Bloom’s taxonomy they encounter both barriers and possibilities. we only have the ability to receive live feeds (followed by Kolb’s learning theory) upon a Changing academic focus can be discouraging from other locations. So, there is more to fulcrum of several years of work I have been or energizing. I believe it would be helpful for be accomplished. doing with labor leaders in the building trades
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us to know more about why students change The term culminated with a “MATH SLAM” how educational technology can address their academic direction so that we may help project on the Lifestyles campus as our specific experiences of a nontraditional them to see this as a positive, not a negative students and their “buddies” proudly made learner, demonstrate the impact of a strategic experience. I had collected some anecdotes, their budget presentations to both family support plan, and find ways to scale this but would like to have a broader perspective. and friends. This study in applied learning model to benefit the faculty collegewide. We A good suggestion was for me to narrow my integrated meaningful community service implemented the plan and we observed an sample to a particular group of students, such with instruction and reflection to enrich the immediate appreciation for the voluntary as veterans, prospective teachers or some other learning experience and strengthen our sessions and the emergence of a distance group. I hope to plan a sound research proposal local communities. learning community. The students expressed for the IRB (Institutional Review Board), and gratitude for the meetings, found them integral I hope to pursue the project in the future. Jennifer Nettleton, Jacqueline to their learning and their pacing, and felt Michaels, Lynn McNall and better connected to Diane and to the other Seana Logsdon and Brett Sherman Kim Stote Introductory Accounting 1 students. “Collegewide First-Year “School of Nursing and Allied Learning Community” Health (SONAH) Online Gina C. Torino Resource Repository” “Microaggressions in The goal of this project was to design a Clinical Supervision” collegewide, first-year learning community We developed a SONAH adjunct and faculty targeted at students who have little to no prior repository, which is housed in Moodlerooms During the summer of 2017, I attended the higher education experience. We developed and contains five modules with materials IMTL residency. During that time, I wrote a cohort model based on research-supported related to SUNY Empire State College and a draft of a solicited book chapter titled, retention programs and strategies designed SONAH. These modules contain a wide “Addressing Microaggressions in Clinical to increase persistence beyond the first term. array of pertinent information such as the Supervision.” In addition, I worked on my Program components include scaffolded and ESC mission, core values, best practices in co-edited book (published 2019 by John Wiley coordinated courses and learning activities, online teaching and mentoring, resources & Sons) titled, Microaggression Theory: Influence providing an opportunity for faculty to (library, student services, textbooks), and links and Implications. I appreciated IMTL’s support collaborate between divisions. The model to the faculty handbook and college catalog. and I look forward to participating again in offers structured support, including embedded In addition, there is information related to the future. digital literacy and “college know-how” skills, SONAH such as policies and procedures, and intentional creation of social networks. We course design and layout, technology tips, and Mary V. Zanfini presented the proposal to the Provost’s Council grading procedures (rubrics, incompletes, etc.). “Internships and Certificate for and at the Fall Academic Conference, and Lifestyles for the Disabled” hope to pilot it in the near future. Diane Perilli and Carolina Kim “Supporting the Nontraditional I intended to develop several internships for Michael Nastacio Student’s Independent the students in the Metropolitan area. One “Teaching Everyday Mathematics Learning with Remote internship is to assist special educators who are to Developmentally Synchronous Sessions” tasked in delivering hippotherapy to disabled Disabled Adults” children. Hippotherapy is used to help these We sought to find ways that educational children develop fine and gross motor skills In an effort to continue the current partnership technology (Carolina’s area of expertise), and also social skills while they are seated between Empire State College and the local with strategic support, could address the on the back of a horse. Our students are to Staten Island community organization, issues of learning, engagement and retention assist in all aspects of this therapy, especially Lifestyles for the Disabled, I wished to explore for Introductory Accounting 1 students in the social side of it. The second internship the possibility of developing a mathematics Diane’s collegewide independent study. The is to assist me in my classroom while I am study for our ESC students working with this two key aspects of our collaboration were teaching literature to intellectually disabled group of adults. My desire was to help the creating opportunities to enhance the students’ adults from Lifestyles for the Disabled. Lifestyles students acquire everyday math skills experience and embedding a strategic support This is a class that includes numerous ESC and obtain knowledge needed to assist them plan that would cater to the flexible nature students and participants from Lifestyles. with their financial challenges. This study of independent studies. More specifically, They will also serve as tutors to these was launched during the fall 2017 term. Our Diane’s goals were to deliver instruction participants. The certificate of completion ESC students devised and learned how to and clarify the foundational course material program will acknowledge students who have teach budgeting, saving and borrowing money in real time, provide an opportunity for completed four courses at ESC. The Lifestyles – money management. Each Empire student students to connect with her and each other, students will be awarded a special certificate was paired with a member from Lifestyles, and reduce the redundancy of instruction. acknowledging their time spent with us. thus creating a mutual cooperative connection. In parallel, Carolina’s goals were to display
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Two Poems
Mindy Kronenberg, Hauppauge
Scarfing Poetry North Shore Reverie
(inspired by Mark Strand) I picture Walt and Neil, the wizened long-bearded poet under the wide-brimmed hat, I am sipping poetry, a polite gesture of the lips the astronomer adorned and throat, feeling it glide down my gullet in a vest of suns and stars, and vanish like fine wine or perfumed tea. walking the shore at dusk, But then I grow peckish, crave words relishing the percussion of that are sticky and sweet, petit fours shards and pebbles underfoot, crunch like brightly colored candy in my teeth. consonants of the sea’s unfolding song embedded between ribbons The mouth wants what it wants: of seaweed snapping on the surf ’s tongue. my tongue seeking verse with a craved dissonance Glaciers, says the astronomer, his voice of sour and salt, a brave confession whose a reverent music summoning cliffs voice persists frothed from ice, climbing and receding in the briny air. Which brings on the hunger for savory His old companion whispers Algonquins, songs of the ancient world, long juicy tales sinking footprints in the glittering sand, with blood, gristle, and fat, my jaws tearing their tents and fires shimmering on the at the pages. landscape. Can this longing ever be sated? “The atoms in your body I wash it all down with a sibilant spill are traceable to the stars,” of saucy and spicy slang, a smooth burn of says the astronomer. Beat, “For every atom belonging to me Relish the echo of all I’ve imbibed, as good belongs to you,” nibbled, and devoured, the flavors says the poet. raging on my tongue, tingling in my bloodstream. With the swell and sway of the Sound against the tusks of cliffs, our Island reaches its long grasp through the effervescence of Time.
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Sabbatical Report: The Importance of Place
Lorraine Lander, Canandaigua
ll humans occupy environments My original sabbatical goals were twofold. or settings referred to as “place.” First, I wished to gain a better understanding Relationships with place start early and write about place relationships through Ain life with home, a fundamental space we reading broadly in the scholarly literature. all inhabit. Later, as we age, new spaces enter Second, given the importance of places in our lives, such as neighborhood, community, our lives, I wanted to know more about school, work and even nature. Aspects of the incorporating place in education, often called physical spaces that we inhabit can exert a “place-based education,” since there would great influence on our lives as we learn the appear to be great value in connecting our various features and opportunities available, work with students to places important to as well as how safe and/or comfortable a them. Thus, an applied goal for my sabbatical place can be, among other place attributes. was to create a guide to place-based education In fact, place can come to have important that would facilitate that work here at SUNY influences on health and happiness (see Eyles Empire State College. & Williams, 2008, for a review). Place Relationships Background Over time, some of us can form important Lorraine Lander attachments to the places we inhabit. However, There is a broad literature about our profound changes in these spaces can also lead relationships to place that spans empirical (how strongly bonded we are to a setting). to discomfort and grief, as the predictability through primarily phenomenological Research also looks at how these attitudes we had come to expect disappears and our approaches. I examined literature from and beliefs can lead to experiencing a sense ability to function at a competent level can be both, although my primary interest was of place (a comprehensive concept that is undermined. We can see these reactions, for empirical studies with a psychology or both cognitive and emotional in nature). example, in a changed relationship to home human development focus. Prominent place Data collection often measures how these after a natural disaster, or even in nature as one settings of interest to researchers include concepts vary depending on location, culture, result of climate change. home, neighborhoods, communities and transience, etc. However, over the last 10 to 15 nature. Within this scholarly work, numerous Based on a desire to know more about our years, significant concerns have been raised by fields of study have examined place. For connections with place, I completed a six- prominent scholars (Lewicka, 2011) about a example, it is a primary concept in the field month sabbatical in the fall 2017 focused on lack of advancement in scholarly understanding of geography, recreation, tourism, community sense of place and place relationships. My of place relationships, potentially due to a lack sociology, community planning and design, and original goal was to better understand how of theory to deepen that understanding. While environmental psychology, but of interest to our connections with place influence our I began my sabbatical with the goal of writing philosophy, anthropology and more. Each of understandings of the sustainable potentials we an article for a professional journal that would these disciplines, however, tends to restrict its hold for a place, as well as the efforts we invest make some advancement in the field and focus on place relationships to a certain setting in the long-term health and viability of spaces connect to sustainability, after reading about of interest. For example, community planners such as nature. During my sabbatical, I read this lack of theory about place, I was interested target neighborhoods, while environmental about the fundamental importance of place. in the possibility of making a more substantial psychologists often explore nature, as do those Recent neurological evidence supports that our contribution to place theory. in the field of recreation. brains have primary locations for information Using an interdisciplinary approach and about place (Lengen & Kistemann, 2012), just As I delved into the scholarly literature on my background in human development, as we have for social knowledge. However, in place, I found that much of the empirical I continued exploring place theory and comparison to what we know in various fields research focuses on development of concepts research while looking for options for theory about social and economic relationships, we such as place meaning (our individual building. As I read the research, I saw two know far less about our connections to place understanding of a setting), place identity major problems that needed to be addressed despite the fundamental roles the various (the role a place plays in our personal in any new theory. The first could be seen in settings we occupy can play in our lives. understandings of self ) and place attachment articles where research findings showed that
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people can feel more attachment (the place as homogenous entities, but bring with concepts such as place identity, place attachment concept) or identify where they them various personalities, abilities, beliefs attachment and sense of place. We know, for live as part of who they are (the place identity and a range of differences, which work in example, that social relationships form, wax concept), while others living in the same area transactional fashion with the characteristics and wane, reach intimacy and sometimes hold far less attachment and do not identify of the place setting. These attributes then dissolve over time. Changes in one or both with that location. There appeared to be little interact to create the opportunities that a parties in a social relationship undoubtedly theory to explain these differences. One reason setting can offer. In fact, getting to know and influence the quality and longevity of the for such results, I believe, could be different becoming comfortable in a place is often about connection. As well, changes to place settings developmental stages. Yet, I was surprised to identifying the opportunities that it affords. It can change the form and quality of place find that little had been written about such is this capacity of a place to support the needs relationships, and may be particularly upsetting development. In addition, the field lacked of the inhabitant that may determine whether for those individuals who have progressed to theory that could be easily applied to all types place relationships reach maximum cognitive place attachment and place identity. In fact, as of place settings from home to community, and affective complexity. you will see later when I describe the theory, city, nation and even nature, in particular this type of change or mismatch of need to The places most commonly examined in because of how the many fields that looked at opportunities can lead to cognitive dissonance the research literature I encountered are place focused on just one setting. To unite the (Festinger, 1957), where knowledge, attitudes neighborhoods, communities and nature. findings from the various academic fields that and beliefs no longer align with setting Surprisingly, there was little scholarship about examine place, a comprehensive theory would characteristics. home. Two other important place settings be necessary. seemed missing, including school, as a primary Given my previous work and interests, I place setting for children into early adulthood; was intrigued by the idea of working on a and work, as a primary place setting for adults. “It is unfortunately not developmental model of place relationships, so While I am sure that the education field has uncommon for students to I considered other developmental theories and addressed aspects of students’ interactions with their approaches. For example, several theories school, and the business field has considered spend time in schools where describe the cognitive and affective changes workers’ relationships with the workplace, for they are not matched to that accompany growth and experience, and the most part, these settings have not been examine how they increase in complexity extensively studied in place research using opportunities that fit with development. For example, in Bloom’s existing theories and concepts. their needs. … ” taxonomy of the cognitive domain (Bloom, It seems important for a theory of place Engelhart, Furst, Hill, & Krathwohl, 1956), relationship development to explain how learners progress from knowledge through optimal and less optimal settings influence the Applying Social Relationship comprehension and then on to higher order quality of relationships. For example, matches Models to Place Relationships thinking processes such as analysis, synthesis of opportunities in a workplace setting that and evaluation. Place scholarship lacks such So, how do our relationships with place are aligned to characteristics of an employee a model for how our relationships with place develop? According to Knapp’s (1978) model should optimize both job satisfaction and job settings might also become more complex of romantic relationships, the five stages performance. In terms of our own institution, over time. of relationship building include initiation, a flexible school setting like ESC allows for a experimentation, intensification, integration In addition to reviewing various developmental much wider opportunity for a match between and bonding. Each stage is dominated by theories, I also examined theories about student need and characteristics, while the different cognitive and affective activities. how social relationships are formed, and increased number of options available makes My model of place relationships focuses on found many similarities to how social and for a greater chance of feeling competent similar stages in relation to important places place relationships develop. In the end, I and other positive outcomes, as well as we inhabit. selected Knapp’s (1978) stage model for the for improving retention of students. The development of romantic relationships as a alternative can be an issue. It is unfortunately Stage One – Initiating template for creating a model of how place not uncommon for students to spend time relationships form, although this required some in schools where they are not matched In Knapp’s (1978) theory, the first stage modification of the details of Knapp’s work to to opportunities that fit their needs, and represents first contact and first impressions. fit the differences between a relationship with employees can spend time in jobs that also do It focuses on attractiveness and is often very a person and a place. not provide a good match. quick. It is the feeling that “I want to know more,” which can be applied to people or Several related concepts about settings and In working on this theory about place places that are attractive. However, for settings those who inhabit them are foundational relationships, I also wanted the model to where the participant may not be there of free to understanding place relationships. For accommodate changes in place settings, and will and total freedom of choice, whether to example, individuals do not enter place settings address how these changes can influence
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stay is not an option, and reactions can range Stage Three – Intensifying during stage three that place meaning and from “Maybe this won’t be too bad” or “I’m place identification are primarily formed, In Knapp’s relationships model (1978), couples going to wait to judge,” to “This is going as sufficient knowledge is accumulated and at this stage would be saying, “We are a to be awful.” predictability is perceived to internalize the couple.” A comparable statement by someone place setting with fundamental understandings The main cognitive response at this stage interacting with place might be, “I am fitting of self. would be curiosity, with the main affective in.” The focus is not so much on exploration as response described as attraction. Social and it is on interaction, as more knowledge and any Not all place setting inhabitants move on to cultural beliefs about what is valued may also necessary skills are acquired. Understanding Stage Four, which is dependent on resolution play an important role in both curiosity and of the setting becomes deeper and more of cognitive dissonance over unmet needs attraction, as well as any prior experiences complex. Affordances for needs are much more and conflicting knowledge, skills, as well as with similar environments that would provide predictable, and feelings of competence and negative past experiences. In order to make this for comparisons. confidence increase. transition, the individual must come to value the place relationship in order to voluntarily In terms of affective changes, more complex Stage Two – Experimenting wish to invest further time and energy in emotional reactions are also developing. interactions that will deepen the complexity of In Knapp’s relationships theory (1978), According to Krathwohl, Bloom and Masia’s both the cognitive and affective responses. individuals in this stage of getting to know (1964) stages of emotional development, the a romantic partner might be thinking, “I am individual progresses in affective complexity Stage Four – Integrating enjoying learning more.” The same could through sorting, valuing and organizing also apply to getting to know a place. At feelings and experiences to eventually reach In Knapp’s model of relationships (1978), the beginning of Stage Two, broad features the formation of attitudes and beliefs. It is the couple in this stage would be saying, are investigated. The individual is a novice, this sorting and valuing that goes on in Stage “We are one.” When applying this stage to and this stage is primarily about learning Three. Routines and rituals may appear to place relationships, the dominant emotion basic knowledge and skills. Affordances are further the initial perceptions of stability. might yield a statement like, “I belong here,” important in directing knowledge seeking and “I fit here,” and “This place is a part of me.” Some promises of the setting, however, may actions, as opportunities are explored and the A prominent feature of this stage is the not be realized, and tensions can build in individual seeks common ground to maximize experience of various features of what is often relation to unmet needs and expectations his/her need fulfillment. referred to as intimacy. leading to cognitive dissonance. As mentioned What Knapp referred to as “uncertainty earlier, dissonance takes place when a person According to Prager (1997), the essence of reduction” is another important element of must make a choice over attitudes and intimacy is closeness, as manifested by trust, Stage Two interactions, as experimenting behaviors that contradict each other (Festinger, positive involvement and understanding. takes place and information is gathered. The 1957). Such dissonance is often reduced by Trust and positive involvement can be seen in main cognitive activity would be learning. The changing the relative importance of conflicting place relationships. Understanding, the last of affective responses that dominate this stage are understandings, or developing new beliefs and Prager’s intimacy attributes, is about knowing primarily about such uncertainty reduction and attitudes in order to reduce the uncomfortable the other in great detail and similar processes excitement when matches to individual needs tensions being experienced (Losch & occur when it comes to knowing a place. In and interests are found. Cacioppo, 1990). This may be especially true another perspective on intimacy, McAdams for individuals who have not had complete (1980) proposed that the goal of intimacy If interacting with a place setting is not choice about the place association and are is to experience a warm, close and effective voluntary, some changes in need emphasis spending time in a setting where needs are interaction with another. Similar exchanges may occur. For example, most individuals may not being met. For example, an individual can occur during place interactions and are have a strong need to feel competence as it with a strong need for activity might modulate likely behind motivation to spend time in a is one of the primary human needs (Deci & this to spend time in a space with sedentary place setting. Ryan, 1985), but place attributes may make expectations to gain approval of others (not successful interactions at this early stage The cognitive basis of intimacy feelings an uncommon experience for children in difficult. In the absence of choice about being for place in Stage Four would involve the schools). Another example might be a worker there, the individual may come to focus on individual having highly complex knowledge who forgoes feelings of competence in order other needs or leave the place setting. When and skills to support an intimate cognitive to earn higher wages at a job and maintain participation is not voluntary in some cases, understanding of place experiences. Positive family responsibilities even though they are such as when a child is not functioning well in capability assessments about place interactions not good at the work or find it too simple. To school, motivation to explore and interact may form the foundation for affective responses ease the discomfort of cognitive dissonance, decline or disappear, and learning may be slow and lead to the formation of place attachment this worker may modulate those feelings and or nonexistent. with associated feelings of trust and comfort. convince himself/herself of the unimportance Affective intimacy in relation to place can of challenge or not doing work well. It is
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be seen in terms of using the place settings process. The same may be true for elderly subset of various approaches to active learning, as a safe haven and/or a secure base, a persons, where it has become a burden to an important focus of recent efforts by the prominent feature of child-caregiver maintain their relationship to a home. State University of New York (SUNY) and attachment (Bowlby, 1969). other institutions to better prepare students According to Knapp (1978), the dissolution for professional careers and to make active One place concept that has been studied phases are not a return to previous stages, use of their learning. PBE is also closely extensively is sense of place. In this proposed but have their own predominant behaviors, related to other concepts such as problem- model, sense of place has both cognitive and and cognitive and affective processes. In focused learning, inquiry-focused learning, affective components, and it may be useful other words, in a couple’s relationship (or project-based learning, civic engagement/ to consider sense of place as another way of a place relationship), they cannot unlearn service learning, nature/environment education, looking at intimacy feelings related to place. what they know, even when changes in a cultural journalism, and local entrepreneurship. person or a place setting may make some old Stage Five – Bonding and Beyond knowledge irrelevant, and new knowledge and While PBE is typically carried out with the opportunities for interaction are introduced. “place” of interest being the local community, Knapp (1978) also proposed a fifth stage of On the other hand, profound change in the I believe, for the purpose of supporting PBE relationship building that included a step he other person or place may make knowledge with our students at Empire State College, described as “bonding,” which refers to special and relationship skills for interaction with that place should be expanded to other settings rituals that affirm the relationship between a them less effective. Thus, both reprioritizing that may be of interest to them for their couple. He used the term to refer to official unmet needs may lead to dissolution processes, applied learning. Thus, the guide I put together linkages like marriage, rather than a feeling but change in place attributes may do so, as should also be useful for mentors and students we might call “bonding.” It is unclear if such well, as these make place interactions become interested in nature as place, work as place, bonding rituals exist in all place relationships, less predictable and no longer secure. and schools as place, among other settings although they may operate in the background typically occupied. in some, for example, when signing a deed to a I am excited about the potential to make an property, a lease on an apartment or a contract important contribution to the field of place I believe one of the central strengths of for a job. When they do exist, according to relationships. I have submitted the draft article PBE is that including setting in projects Knapp, the bond can have significant effects I wrote during my sabbatical for consideration and capstones forces students to make their on a relationship in terms of interactions and in a professional journal that focuses on learning more active and applied. It also affective responses with both positive and place. The theory I have proposed in this encourages interdisciplinary thinking, which negative potential impacts. article will also be an important foundation is often necessary in the real world for for other scholarly work. For example, I have professional work whether an individual is Beyond the stage of bonding, Knapp begun to focus on an article about how this working alone or as part of a team. (1978) also described stages for relationship theory would apply to nature education, given dissolution, which may also apply to place The guide contains information on the value that nature is one important place that we settings, although I did not explore these of PBE, as well as suggestions for how to all inhabit. I am particularly interested in extensively in the model I worked on during plan a place-based project or capstone. For understanding how children form relationships my sabbatical. However, in relation to stages example, students can start with typical to nature. of relationship separation, Knapp proposed projects connected to place from their field of that people pull away from close, intimate Place-Based Education study or those projects that might be part of a relationships through a separation process. This future career. Thus, a student in Community begins with differentiation, where an individual The last portion of my sabbatical focused and Human Services might focus on home begins to devote time and energy to aspects on connecting sense of place to place-based when exploring family issues. A student in of the relationship that are not working. education (PBE). I have written a guide for Educational Studies might focus on school. A This could be a re-emergence of previous this work with several handouts that can be business student might focus on the workplace. cognitive dissonance over unmet needs or used by mentors and students for project Once a student chooses a place setting, he/ could result from changes in place attributes. and capstone development. This work was she could consider this space either broadly or Further stages that Knapp described include presented to the college through a Center focus on an important problem or issue of that reduction in both affection and time spent for Mentoring, Learning and Academic place setting. I can even envision a research with the other, until the relationship might Innovation (CMLAI) webinar and is stored on methodology or other academic/field-based be terminated. These stages may be relevant its website for use at the college. skill (like GIS [Geographic Information to place relationships where characteristics of System] in the environmental sciences) Place-based education is an approach to the setting have changed significantly, thus becoming paired with a place setting to better community-based education that is frequently disrupting sense of place. For example, when a support active learning in that study. In fact, associated with education about sustainability neighborhood is no longer safe, an individual it was one of the goals of my guide to create (an ongoing interest of mine). Reading and may begin a place relationship withdrawal something that will be comprehensive across investigation has shown me that PBE is a the curriculum.
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Handouts accompany the PBE guide I References Lengen, C., & Kistemann, T. (2012, wrote and provide questions for mentors September). Sense of place and place Bloom, B. S., Engelhart, M. D., Furst, E. J., and students to consider in planning and identity: Review of neuroscientific Hill, W. H., & Krathwohl, D. R. (1956). carrying out this work, how to structure active evidence. Health & Place, 18(5), Taxonomy of educational objectives: The projects, and how to assess their progress. 1162-1171. classification of educational goals. Handbook These will work in the humanities, business, I: Cognitive domain. New York, NY: Lewicka, M. (2011, September). Place social sciences, human services, and sciences. David McKay Company. attachment: How far have we come in the Many colleges that practice PBE do so with last 40 years? Journal of Environmental large projects that include multiple students Bowlby, J. (2008). Attachment. New York, NY: Psychology, 31(3), 207-230. and faculty. This type of work is a challenge Basic Books. at ESC due to our distributed environment, Losch, M. E., & Cacioppo, J. T. (1990). Deci, E. L., & Ryan, R. M. (1985). Intrinsic although I believe there is still much that could Cognitive dissonance may enhance motivation and self-determination in human be done to incorporate place into projects and sympathetic tonus, but attitudes are behavior. New York, NY: Plenum Press. capstones. For example, my guide includes changed to reduce negative affect rather suggestions for how to find partners in local Eyles, J., & Williams, A. (Eds.). (2008). than arousal. Journal of Experimental Social place settings. Sense of place, health and quality of life. Psychology, 26(4), 289-304. Hampshire, England: Ashgate Places where we spend considerable time like McAdams, D. P. (1980). A thematic coding Publishing Ltd. home, neighborhood, school and work do not system for the intimacy motive. Journal of simply provide a backdrop to our solitary or Festinger, L. (1957). A theory of cognitive Research in Personality, 14(4), 413-432. social lives. Instead, we build relationships with dissonance. Evanston, IL: Row, Prager, K. J. (1997). The psychology of intimacy. them and they become part of our identity, a Peterson & Co. New York, NY: Guilford Press. refuge from stress, a target of creative energy, Knapp, M. L. (1978). Social intercourse: and a support for a whole host of interactions. From greeting to goodbye. Boston, MA: Yet, we need a better understanding of how Allyn & Bacon, Inc. relationships with place develop so that we can foster higher quality connections with place. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. More research needs to be conducted for us to (1964). Taxonomy of educational objectives: better understand how place relationships can The classification of educational goals. promote stewardship of those settings. As well, Handbook II: The affective domain. New incorporating place into our active learning York, NY: David McKay Company, Inc. work with students may benefit students’ learning, their future careers, and the places they include in their place-based projects.
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Exploring How Higher Education Can Meet the Needs of Third-Age Students
Joanne Levine, Saratoga Springs; Michele A. Cooper, Syracuse
Introduction To address these trends, this pilot qualitative research study sought to identify the needs he landscape of aging is shifting. of students who began or resumed their People are living longer, retiring later education in their third-age of life (defined and redefining their retirement years as age 61 and older for the purposes of this as the third age of life. They are also pursuing T study). Six themes emerged from this study higher education in increasing numbers that can inform institutions of higher learning (Creighton & Hudson, 2002; Erikson & on how to better meet the needs of this Noonan, 2010). It has been observed that “after student population: (1) they arrive at college so many years of invisibility adult students with built-in motivations and clearly defined have finally begun to come into their own” goals; (2) they value receiving credit for prior (Coulter & Mandell, 2012, p. 40), yet they learning acquired outside of formal education; “often struggle as they try to progress through (3) they prefer relationship-based learning systems of higher education that have been environments; (4) they experience challenges shaped to accommodate traditionally aged with online learning; (5) they need support students” (Hagedorn, 2005, p. 22). With the services geared toward their age group; and 65 and older population expected to double (6) they value a bias-free environment that Joanne Levine between 2010 and 2050 (American Council respects third-age students. on Education [ACE], 2008, p. 2; U.S. Census Bureau, 2017), this upward trend in college This paper explores these themes with research enrollment is likely to continue. support and quotes from study participants. Conclusions from this study point to the These trends are significant because, while need for institutions of higher learning to enrollment of third-age students is increasing acknowledge and respond to the demographic (Creighton & Hudson, 2002), enrollment shifts in their student populations, to develop for traditional-age students at U.S. colleges a broader understanding of how to meet the continues to decline across all sectors (National needs of third-age students, and to view this Student Clearinghouse Research Center, 2017; age group as a beneficial influence in diverse Cruce & Hillman, 2012).1 learning environments and as a viable sector These trends warrant attention to the needs for outreach for future enrollments. of third-age students and identify third- This research project was conducted with the age individuals as a viable source of future support of SUNY Empire State College’s enrollments. On a broader perspective, Center for Mentoring, Learning and Academic education is one of the predictors of successful Innovation (CMLAI) and its Institute on aging and active life engagement (ACE, Michele A. Cooper Mentoring, Teaching and Learning (IMTL), 2008). Benefits for third-age students include which provides time and support for pursuing improvement or maintenance of cognitive projects that contribute to participants’ at age 61and older during a 10-year period function, physical and emotional health, social development as well as their mentoring and (2006-2016) was selected, purposely sampled functioning, personal growth and financial teaching practices. for diversity in gender, age, race, location and independence (Salomėja, 2015). Therefore, degrees earned. The researchers co-developed rather than a burden on society, an educated Methods a qualitative interview script of 10 questions third-age population “can play a key role in to gather information about the participants addressing many of the concerns that stem From a database of 417 third-age alumni who and guide exploration of research objectives. from their growing numbers” (ACE, 2008, graduated from a nontraditional, publicly- In-depth interviews were conducted to p. 2). funded college, SUNY Empire State College, elicit both anecdotal narratives and facts a subsample of 10 individuals who graduated
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through questions focused on participants’ motivations, experiences, needs and challenges. Transcripts of those interviews were analyzed by both researchers for interrelated reliability to verify each other’s observations, thereby expanding the ability to condense information shared by subjects into categories and themes and draw conclusions and insights. This qualitative study used a constant comparative method “... to establish analytic distinctions – and thus make comparisons at each level of analytic work” (Charmaz, 2006, p. 54). The researchers used a constructivist grounded theory approach (Charmaz, 2006), and data were generated and analyzed through a systematic process of coding and categorization (B hm, 2004) to develop core concepts grounded in the lived experiences of these third-age students.
Study Participants
Ten participants (N=10) – five men and five women – were selected from the larger sample (N=417). In the subsample, the average age at graduation was 68 for an associate degree, 67 for a bachelor’s degree, and 65 for a master’s degree. They earned two associate degrees, eight bachelor’s degrees, and three master’s degrees (some earned multiple degrees). Seven study participants were white and three were African- American. All participants had prior college experience. Only two of the participants said they were retired at the time of their interview. Four male participants, but no female participants, were veterans (Graphic 1 and Table 1). Graphic 1: Demographics of Study Participants
Table 1. Individual Interviewees – Composite Profile (N=10)
Name* Birth Date Year of Graduation(s) Age at Graduation Ethnicity/Race Degree and Area of Study Work Status Veteran Female Participants – n = 5 F-1 3/29/43 2010 67 White A.A./Interdisciplinary Self-employed, No
2012 69 F-2 1/28/46 2015 69 White A.S./Interdisciplinary Labor law No
F-3 8/24/45 2008 63 White B.S./BME Retired No F-4 9/22/47 2012 65 White B.S./CHS Substance abuse counselor No F-5 8/2/36 2015 79 African-American B.A./Human Services Retired No Male Participants – n = 5 M-1 3/4/45 2008 63 White B.A./History Self-employed No M-2 5/24/46 2016 70 African-American B.S./BME Self-employed Yes M-3 10/23/42 2013 71 White B.S./Cultural Studies Retired Yes
M.A./LBST M-4 8/28/45 2008 63 White M.A./LBST Self-employed Yes M-5 12/10/50 2011 61 African-American MAT/BAE Math teacher and tutor Yes
Key: BME=Business, Management and Economics; CHS=Community and Human Services; LBST=Liberal Studies; MAT/BAE=Master of Arts in Teaching in Adolescent Education: Transitional B Certification.
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In comparison, the full database of 417 third- driving force behind our behaviors through Motivation #2: Giving back to the community age alumni who graduated between 2006 and which ‘goal-directed activity is initiated and The need to “facilitate a connection to other 2016 from Empire State College represented sustained’” (Mulenga & Liang as cited in people or their communities” (ACE, 2008, 1.3 percent of all graduates during that time Narushima, Liu, & Diestelkamp, p. 571). p. 7) is a “strong incentive” to attend college period. Of those, 67 percent were women, Diverse motivations for this age group are later in life (p. 8). This critical developmental and 33 percent were men. The average age at understandable, considering the “diversity task for middle-aged adults is generativity – graduation was 69 (the oldest was 96), and among older adults,” added Narushima, Liu a way to support the next generation. For the 71 (17 percent) earned multiple degrees. The and Diestelkamp (p. 572). In the current study, oldest adults, Erikson, Erickson and Kivnick most popular degree was a Bachelor of Science, participants’ narratives reflected that diversity (1986) posited that their critical developmental followed by Bachelor of Arts and Associate of motivations. task is to achieve ego integrity – viewing of Science. Motivation #1: Advancing in a career or one’s life with satisfaction to avoid despair. Results changing career direction Furthermore, socioemotional selectivity theory (SST) suggests that generativity includes goals People ages 65 to 74 represented 26.8 percent Analysis of the interview narratives of the 10 such as being or becoming a keeper of the of the workforce in 2012, and the Bureau of study participants revealed six themes that meaning, and taking responsibility for future Labor Statistics projects that 31.9 percent of highlight the needs of third-age students. generations, which are primary developmental people in this age group will be still working tasks for adults later in their lives (Lang & (1) Motivations: They pursue higher by 2022 (Drake, 2014). Creighton & Hudson Carstensen, 2002; Villar & Celdrán, 2012), education with defined and multiple (2002) stated that “adults age 65 or older and creating a sense of legacy (Helterbran, motivations, and most arrive at college participate in work-related education at the 2017). Additionally, Jung (1933) presented the with built-in relevance. In other words, same rate as mid-aged adults … ” (p. viii). concept of individualization as older adults they know what they want to learn. ACE (2008) noted that older adult students turning inward during their second half of “are at a crossroads with work, learning, and (2) Validation of prior learning: They value life to focus on self-exploration and inner retirement. Many find themselves leaving their recognition of their prior learning and discovery, which leads to becoming open to lifelong careers that paid the bills only to want receiving credit for knowledge gained new ideas, experiences, and a renewed sense of a second, more meaningful career that benefits outside of formal education. meaning and purpose. their communities or society as a whole” (p. 9). (3) Relationship-based learning: They prefer Participants in the current study voiced Participants, the majority of whom reported a relationship-based learning environment “giving back” as their motivation for pursuing being actively employed, felt having a degree that includes active mentoring. higher education. would help them advance in their career, (4) Online learning: They experience increase earning power or switch career paths. I realized that [in] the community in which challenges with online learning. I lived [students] are math-challenged. I I needed to make money. I needed to make decided I was going to teach math at the (5) Support services: They benefit from more money. I needed to improve myself ... high school level and to give [those] students support services geared specifically to [and] get my act together. a feel for how math translates to real life ... their age group. I always knew that I was going to get my there’s a disconnect, and I wanted to bridge (6) Age bias: They seek a learning master’s degree at something ... beneficial that disconnect. I looked around to see where environment that is free of age bias and and useful. ... My undergraduate degree is my strengths were. ... But I knew in order respects lifelong learners. in electrical engineering ... [however] I have to teach full time, I would have to get my an uncle who was an educator ... and that master’s in teaching ... and that’s my way of This paper explores each of these themes with stayed in my mind. giving back to the community. support from research and quotes from the study participants. I wanted to do my own thing. I was in I wanted to help ... people who don’t know the insurance field for 33 years. When I anything about finance, the people who Theme 1: Defined and Multiple Motivations was doing the financial portion of it ... are overlooked. ... I wanted to ... present ACE (2008) affirmed that “the impetus to I became more interested in financing workshops [at] nonprofit organizations [such learn for older adults is not singular, linear, or and ... investing. as churches] so I can tell them about how even sequential” (p. 10). The study participants insurance products work, how financing I had my associate degree earlier on. ... In affirmed that they arrived at college with products work. order to get an upgrade [in my job] before defined and coexisting motivations, including: retirement ... I started going back to school. I’m working for a non-profit. ... My job (1) to advance or change careers; (2) to is considered peer recovery specialist. I’m give back; (3) the time was right; and (4) a a recovering addict of 33 years and I also love of learning. Motivation is an essential have my degree. ... So, it’s given me the consideration because it is “the psychological opportunity to give back a little bit.
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When I walked across [the stage at I was a flight instructor first and then an Even if you’re retired, there’s always more graduation], after getting myself together, FAA [Federal Aviation Administration] to learn ... new doors to open. ... Looking and I looked ... there were my two grandkids. inspector. Then I retired. And I flew little for new areas of interest, looking for new They said, “Grandma you did it.” I said, corporate jets for a while. But, I was bored roads to walk down, is what keeps us “ Yes.” But I tell them you can do it. hanging around after I stopped doing that. young in mind, and vital, and involved. And so, I thought, geez, I like to learn. I Motivation #3: The time was right It was really just for myself ... just think I’ll go to school. ... I was a combat for self-fulfillment. Later life is often associated with loss; veteran ... and it essentially made going however, it can also create circumstances to school free. So, it was a benefit that I It’s a personal satisfaction to be able to say (e.g., retirement, lessening of family and couldn’t resist. I did it. parenting responsibilities) that are favorable After my children were teenagers and had Theme 2: Validation of Prior Learning for pursuing higher education. However, “loss their own lives ... my employer paid for me of employment, family disruptions, or financial Third-age students arrive at college with a to go back to college. reversals” may also prompt the decision to seek lifetime of experiences and prior knowledge a degree (Harlan, 2015, p. 153). Furthermore, I was an AmeriCorps worker. A lot of acquired outside of formal education, and older adults often have a sense of urgency to people don’t know [that] you get a stipend they value receiving college credit for that pursue higher education while they “have the ... a $5,000 educational grant for each learning. Ross-Gordon (2011) stated: “Adult opportunity to learn what [they] wanted to year. I didn’t read where they said it wasn’t students who earned credit for prior learning learn” (Narushima et al., 2013, p. 577). Harlan transferable. I said, “Oh my goodness. I can’t were more likely to earn a bachelor’s degree (2015) concurred, stating that “the transition give it [to] them. I’ve got to use it.” So that’s ...” (Prior Learning Assessment section, para. has more to do with recognizing opportunities what I decided. What the heck. Go back. 2). Furthermore, ACE (2008) noted that prior that need [to be] secured before time precludes Try it. learning assessment “compress[es] time to their purpose” (p. 153). For some, the time is degree, [and] lowers educational costs,” and Motivation #4: Love of learning right because of the availability of employer or that “the growing trend of ‘encore careers’ may veteran benefits tuition assistance – a strong McWilliams (2013) noted that older adults propel a greater demand from older adults motivator to pursue higher education, since embrace “learning for its own sake” (pp. 27-28) for assessment of their skills and knowledge” some are part-time or intermittent students, and frame “themselves as lifelong learners who (p. 19). In the current study, participants which limits their access to financial aid have always found pleasure in education” (p. 6), appreciated receiving credit for prior learning. (ACE, 2008). in contrast to many younger college students’ I did an essay on music in the black church. motivation of securing a career. According to Study participants affirmed this motivation Then I did another one on being involved in Scala, for older adults, “the most often cited for pursuing higher education. the community. I was one of the founders of motivation for participation in educational United Tenants. It started in an apartment I dropped out of high school ... in my senior programs is cognitive interest and desire to just like this one, when we were going year, got married, had [children]. [When] I learn ... the desire to “learn something new ... against a slum landlord. But, I was able to retired, I remember having a conversation as well as ... seeking intellectual stimulation get credit for that. It made a big difference. with one of my older daughters, you know, “I ... and “learning for the sake of learning” When you’re involved in things, you’re always think about going back and finishing (Scala, 1996, p. 748. Narushima et al. (2013) enjoying it and you’re helping other people. my degree.” She said, “So when are you going also concluded that “Intrinsically motivated But you never think it’s going to help you up to do that?” I felt this pressure, like I’d better older people often cite the joy of learning, a the road. But it did. That also attracts older go apply because she’s going to check up on desire for intellectual challenges, or a sense students because so many people have been me. Because I was retired, the motivation of achievement as reasons for their continued involved on their jobs and stuff like that. was to finish something that I had started learning” (p. 572). This age group does not They can use it as a credit. ... It makes a and had hung over me through my life. want to “sit and do nothing.” They see taking big difference. courses or getting a degree “as one avenue for I graduated [from another college] ... then I staying active and engaged” (ACE, 2008, p. 8). Being recognized for having ... life never went for my master’s, [I went through] experience that younger people don’t have a divorce. I took care of my parents for quite Study participants affirmed that a love of ... there’s real value to that, just as there is a few years ... I found myself kind of lost in learning was a key motivation for pursuing great value in ... young people who are just space. But the VA [Veterans Affairs] offered higher education. full of openness. I think [the] recognition of me a program and wanted to know if I I have always been interested in learning the value of life experience was really helpful wanted to go back to school. ... So, I had to new things. to me. study. I had to move myself along. I love to read. And I really love to research.
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[Prior learning credits] were related to my [My mentor is] almost like a friend to me. One thing that I didn’t like was ... taking political activity and also to the studies I When you’re an older student, a more mature online courses because I had never done it had done – it was really what had brought student, you’re expected to know a lot. [I before. And, if you’ve never done it before, it’s me into going back to college. It made perfect was] very needy in knowing what I was a big shock. You’ve got to be well-organized sense to me. supposed to do and not knowing academic ... [and] very good with a computer ... “vocabulary.” However, [my mentor] [however], you don’t have to be in one set Theme 3: Relationship-Based Learning translated what they’re saying ... [and no one location. You could do it anywhere. You could Older adults participate in higher education made me] feel stupid. He draws information do it at 3:00 in the morning ... 1:00 in the because of opportunities for social contact out of me not just in my studies, but initially. afternoon. ... In traditional classrooms ... and to associate with and learn alongside What do you want to do? How do you want you’ve got to be there. younger people (Lin, 2011). Erickson and to do it? Who are you? What are you? He [Online learning is] just so cold. I think if I Noonan (2010) agreed, noting that, although sizes up his students and he knows their had taken an online course that summer ... “late-career adults typically prefer traditional, weaknesses and their strengths, and where I would’ve found it very boring, very dull, face-to-face instruction, some are embracing they really need help and where they really and I probably wouldn’t have been able to ... online instruction” (p. 388). Bernardo et al. don’t, and he asks the right questions of us. do it. (2016) discussed the benefits of relationship- The mentoring program ... really impressed based learning for college students of all To be able to do things online ... made life a me because you had people that were ages, stating that “The relationships forged lot easier for me. dedicated in helping the student ... decide between teachers and students contribute which pathway might be best for them. I just recently ran into a lady at the library to academic results and the completion of Whenever I had any questions or any ... she was on the computer next to me ... she degree studies” (Discussion section, para. problems, I could always talk to my mentor was taking a course ... and she had no idea 3), along with “positive interaction between ... and they would help me achieve the goal I what she was doing. I said, you know, I wish students and between students and teachers” was trying to achieve. I could help you, but that’s a whole ‘nother (Results section, para. 5). Fletcher (2007) world, you know? highlighted the specific benefit of students’ Theme 4: Challenges of Online Learning relationships with mentors who enable Primarily, the courses were online, even Although related to the theme of relationship- personal and professional growth through though some of the instructors ... were here based learning, the challenges of online their role in “assisting mentees to understand locally. Which was nice because if I was in learning warrant a separate discussion because who they are and who they have been as they the middle of something, I could pick up the of the study participants’ narratives and the construct new selves that are both possible and phone or ... arrange an office visit to talk focus on this topic in the literature. attainable” (p. 83), and discussed mentoring face-to-face. as a “transformational relationship” and ACE (2007) noted that, “While distance Theme 5: The Need for Support Services “collaborative inquiry” that benefits both the education is often the proposed alternative mentor and the mentee (pp. 76-77). for individuals limited by transportation or Lin (2011) noted that difficulties reported by geography, it may not prove to be a viable third-age students can include: demographic The participants affirmed their preference for solution for all older adults. This is because, barriers (physical changes related to aging in-person class environments, and the value of in part, it does not sufficiently provide the such as lower energy levels; problems with the mentor/mentee relationships in particular. sense of community that drives so many older memory; finding time for school (if still For me, I love to have [learning] in a class adults to pursue higher education” (p. 19). working); attitude barriers (age bias by younger situation because communication is more Furthermore, third-age students prefer not college instructors); and structure barriers, i.e., than words or paper ... [it’s] the expressions, to enroll in online courses because of weak some courses that were too structured and the body language. And for me, I get more computer skills (ACE, 2008). Nevertheless, did not allow for individual learning needs. out of that. And plus, if I have a question or noted Erickson & Noonan (2010), “adults ACE (2007) noted that the “lack of support something that you just said, I can raise my over age 50 are increasingly pursuing online services” to address such barriers (p. 20) “often hand and get immediate feedback ... because instructional modalities of higher education keep[s] older adults – particularly minorities other people may have the same thought ... coursework” (p. 388); and ACE (2008) and individuals with low incomes – out of so I prefer ... face-to-face learning as opposed reported that, while the majority of older the classroom” (p. 19), and suggested vigorous to online. students prefer on-campus learning, 39 percent support programs for “older adults who of third-age students take courses online. have little or no post-secondary experience I’d rather read and learn and have and limited skills” with particular focus on conversations. That’s why I liked my The study participants had mixed responses “preparation support” and technology anxiety residencies ... because you actually saw the about their experiences with online learning, (p. 20). students. You have a conversation back which reflects the findings in the literature. and forth. And you exchange ideas. You The study participants affirmed their need for actually learn. support services.
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There is a need for an orientation ... and or written communications with third-age There’s an atmosphere sometimes of workshops ... geared specifically for older students. Instead, bias-free terms include: negativity [where I live] ... they would say people who may not be familiar with “third-age” (which “implies there’s a fourth ... “What are you going to school for? You’re computers [and] may not know what to or fifth age”), “adult learner” (which refers to too old to get a job.” I’d just say “Because expect ... things have changed. an age group in a positive way), and “lifelong I want the piece of paper.” ... That’s why learner” (which implies a continuum of when I walked across that stage ... it was For students who have been away from learning) (ACE, 2008, pp. 3, 12, 13). like, what is that sound? I turned. I got a college for many years, there is a need for a standing ovation ... the negativity pushed grammar review for older students as well Countering stereotypes about third-age me more to prove I’m going to do it whether as remedial instruction in academic writing students begins with recognizing their diversity. you believe in me or not ... a couple of people styles such as APA. “There are, in fact, few statements which here are now thinking about take a couple we can make with validity and truth about It would be great if they could maybe for one of courses. teaching and learning ... [that] apply to … all week ... bring students in ... and have an older people,” (Percy, 2013, p. 30). Cruikshank introduction so they know exactly what ... Recommendations (2009) concurred, citing Spector-Mercel, they should be ready for [or] offer a couple of stating: “When ‘the old’ are constructed as a To meet the needs of this growing student workshops a week. group, they are seen as uniform, with their population, the following recommendations A Vietnam veteran said he could have numerous differences blurred so that they are offered for consideration by institutions of benefited from more support because he had a become an ‘aging melting-pot,’ and other higher learning. Recommendations are based hard time functioning in school: identities are ‘pushed aside by the potent age on the six areas of need identified by the third- stereotypes’” (p. 156). Furthermore, “Biased age participants in the current study. PTSD [post-traumatic stress disorder] does attitudes reinforce discriminatory practices, a lot of strange things. When I got out, I still Recommendation #1: Motivations such as firing older workers and maintaining didn’t have a good grip on how to use the an education system focused on the young” It is recommended that colleges recognize that [online] library. I never had a computer. (Cruikshank, 2009, p. 139). Cruikshank third-age students have multiple, coexisting He also expressed a need for exit counseling: (2009) also suggested that intergenerational reasons for pursuing a degree, rather than classrooms can engage the life experiences of viewing them only as generic “lifelong learners” They don’t have advisors for when older students to enhance the meaning of what who are attending college for something to you’re done. is being taught. do. Additionally, the majority of participants Theme 6: Age Bias in this study reported being actively employed Although the literature supports the presence and believed that having a degree would help Stereotypes about older individuals are of age bias, participants in the current study them to advance in their careers or change ingrained in America’s sociocultural biases and indicated that mentors and instructors at career direction, mirroring the national evident on many fronts. “Ageism surrounds ESC did not see their age in a negative light. employment statistics for older workers (Kiger, us, but it passes largely unnoticed and Rather, they felt their lifetime of experiences 2018). Therefore, it is also recommended that unchallenged. Moreover, just like racism and was respected by the faculty with whom colleges and universities acknowledge the sexism, it is so engrained within the structure they studied. career crossroads faced by this age group, and of social life that it is unlikely to be challenged When you’re an older student, a more interact with third-age students to identify effectively by rational argument or appeals mature student, you’re expected to know a lot. their motivations in order to best meet their to the more philanthropic side of human [I was] very needy in knowing what I was instructional needs and help them meet their nature” (Scrutton as cited in Macnicol, 2006, supposed to do and not knowing academic goals. Additionally, colleges can help them p. 10). Kite, Stockdale, Whitley and Johnson vocabulary. However, no one made me identify career opportunities as they re-enter (2005) suggested that age bias exists as general feel stupid. the workforce or change careers, facilitate job- attitudes toward older adults; however, when funded tuition programs, or help them identify information about a specific person was We are mature students. ... There’s a different areas of community service where they can available it lessened that bias. Still, ageism can mindset ... and different experiences ... apply their education. surface in language that focuses on a student’s between a 20-something person and a person age, for example, “seniors” or the “elderly.” in their third-age. The mentoring program Recommendation #2: Even “retirees” conveys bias, since it ignores did gear itself ... for me being an older Credit for Prior Learning the reality that most older Americans are still student, which I haven’t seen in other places. Third-agers arrive in higher education with working. Likewise, “nontraditional student” Age didn’t matter. a lifetime of knowledge and experience. It has a negative connotation. Although “older is recommended, therefore, that institutions adults” is used often in academic discourse, it One study participant, who graduated at the of higher learning acknowledge and award has a divisive connotation that is not suitable age of 79, said: credit for learning acquired outside of formal for enrollment outreach materials or verbal education. This practice can provide the
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affirmation of life experience that third-age assistance they will need. Programs such as as in enrollment outreach programs (ACE, individuals seek. It can also make seeking group computer lab sessions and/or academic 2008, p. 3). Additionally, the use of images of a degree more attractive, which has the coaching would also help, while providing students who represent diversity in terms of potential to increase enrollments in an era of another opportunity for relationship-based age is also recommended for online, print and declining numbers for traditional-age students. learning. In response to Erickson and Noonan’s advertising outreach materials to reflect the Combined with acceptance of relevant transfer (2010) observation that instructors should growing presence of older individuals in credits, it can also accelerate completion of a anticipate “higher levels of ‘invisible’ [as higher education. degree program and reduce student loan debt termed by Blair & Hoy] labor” when helping for third-age students. “late-career adults” (p. 395), it is further Limitations of the Study recommended that Mentors and instructors Recommendation #3: There are several limitations to the “check in” regularly with third age students Relationship-Based Learning generalizability of this study. The subsample taking online courses to address any learning of 10 alumni represented only 2.4 percent of It is recommended that institutions of higher needs that may arise. all the alumni for the large database of 417 learning promote an educational model of Recommendation #5: Support Services Empire State College students. Also, only relationship-based learning that includes a alumni living in the state where the researchers strong mentoring program and opportunities Institutions of higher learning can also meet resided were included in this study, and for interaction with mentors, instructors the needs of third-age students by providing study participants were chosen from ESC, a and peers, including offering in-person support services geared specifically to this nonresidential, open-access, nontraditional group classes. It is further recommended age group. Some may have been away from public college that focuses on adult learning. that collaborative learning environments be school for many years and may need help in The college also engages vigorous mentoring encouraged between instructors, mentors a variety of support mediums with skills such and prior learning assessment programs, and students rather than traditional “top- as academic writing and research, grammar, and offers flexible modes of study, including down” lecture formats to enhance learning computers, online learning formats, etc. on-campus, cross-enrollment, and an extensive and provide the social aspect of learning that Additionally, students can be referred to self- online learning program that may not be third-age students seek (Mezirow, 2000). Chen directed tutorials to improve skills in research, available at other colleges. Furthermore, the (2014) noted that “adult learners are self- citations, writing skills, etc. Enhanced guidance categories developed in a study can never directed, and their learning is optimized when during the enrollment, registration and entirely capture “the essence of a concept their experience is recognized and utilized in financial aid processes is also recommended in its entirety” (Willig, 2013, p. 78), and the learning process. Adult students are not to “demystify the college experience” for since construction of the categories was ‘blank slates’ [as termed by Nelken], and their third-age students (Olivas as cited in ACE, done by the researchers, these results may life experience becomes the medium through 2008, p. 15), and post-education career reflect (unintentional) bias. In addition, the which content is learned and in which to counseling can ease the transition to work socioeconomic and sociocultural aspects of the redefine new goals to accomplish” (p. 407). or volunteer opportunities. subsample were not explored. In addition, institutional support for mentors Recommendation #6: Age Bias is recommended, including small student Because of limitations of the generalizability loads and relevant training specific to older It is recommended that institutions of higher of this qualitative pilot study, there is a need students regarding the interpersonal aspects learning develop or update policies and for expanded research. This could include of mentoring (e.g., conflict resolution, practices to eliminate stereotypes about older conducting a poll of all third-age graduates developing effective listening skills) and individuals, acknowledge their strengths and in the ESC alumni database used for this relationship-based learning. value to the community and academia, and study; comparison of third-age enrollment at nurture an academic environment that is other colleges and universities; and examining Recommendation #4: Online Learning free from age bias, yet provides challenging influences of gender, socioeconomic and It is recommended that institutions of studies that adhere to standards of excellence. sociocultural dynamics that could affect themes higher learning recognize that not all third- Additionally, availability of intergenerational and conclusions. age students may be computer savvy or classes can benefit all age groups (ACE, comfortable with online learning. Even though 2008). Training for staff and faculty can Conclusion most third-age students prefer not to enroll in also address intentional or unintentional In conclusion, higher education must strive online courses because of weak computer skills attitudinal factors stemming from ageism. It is to continue meeting the needs of third-age or the lack of face-to-face connection (ACE, essential to rethink language used to describe students whose pursuit of higher education 2008), 39 percent of them do take courses this age group by avoiding terms such as is a catalyst to: advance in current careers online. Therefore, at registrations, orientations “seniors,” “older adults,” “elderly” or “retirees.” or change vocational direction; give back and at the beginning of coursework, it would Instead, bias-free terms such “third-age,” to their families, friends and communities; be beneficial to discuss their level of comfort “lifelong learners,” or “adult learners” are more and experience personal growth. Of greatest with technology to identify how much appropriate within academic settings, as well importance is that pursuing higher education
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in the third age of life challenges those who Charmaz, K. (2006). Constructing grounded Hagedorn, L. S. (2005, January-February). practice ageism, which Robert Butler defined theory: A practical guide through qualitative Square pegs: Adult students and their as “a process of systematic stereotyping and analysis. London, United Kingdom: “fit” in postsecondary institutions. discrimination against people because they Sage Publications. Change, 37(1), 22-29. are old, just as racism and sexism accomplish Chen, J. (2014). Teaching nontraditional Harlan, E. (2015). Later life learning this for skin color and gender ” (as cited in adult students: Adult learning theories transitions. Global Education Journal, Macnicol, 2006, p. 7). For these third-age in practice. Teaching in Higher Education, 2015(2), 153-160. students, and many like them, later life is not 19(4), 406-418. a period of loss and disengagement, but a time Helterbran, V. R. (2017). Lessons in lifelong for growth and reinvention. Coulter, X., & Mandell, A. (2012). Adult learning: Earning a bachelor’s degree in higher education: Are we moving in retirement. Adult Learning, 28(1), 12-19. Note the wrong direction? The Journal of Jung, C. G. (1933). Modern man in search 1 Continuing Higher Education, 60(1), For example, students age 60 and older of a soul. New York, NY: Harcourt, 40-42. represented 29 percent of alumni as of Brace & World. 2018 at the college where the study was Creighton, S., & Hudson, L. (2002, February). Kiger, P. (2018, January 23). Older workers conducted (State University of New York Participation trends and patterns in adult account for all job growth since 2000. Empire State College, 2018, p. 3). education: 1991 to 1999 (Report No. AARP. Retrieved from https://www.aarp. NCES 2002-119). Retrieved from https:// org/work/working-at-50-plus/info-2018/ References nces.ed.gov/pubs2002/2002119.pdf older-workers-job-growth-fd.html AARP. (2004, May). Baby boomers envision Cruce, T. M., & Hillman, N. W. (2012, Kite, M. E., Stockdale, G. D., Whitley Jr., B. retirement II: Survey of baby boomers’ September). Preparing for the silver E., & Johnson, B. T. (2005). Attitudes expectations for retirement. Retrieved from tsunami: The demand for higher toward younger and older adults: An https://assets.aarp.org/rgcenter/econ/ education among older adults. Research updated meta-analytic review. Journal of boomers_envision.pdf in Higher Education, 53(6), 593-613. Social Issues, 61(2), 241-266. American Council on Education (ACE). Cruikshank, M. (2009). Learning to be old: Lang, F. R., & Carstensen, L. L. (2002, (2007, October). Framing new terrain: Gender, culture, and aging. Lanham, MD: March). Time counts: Future Older adults & higher education. Retrieved Rowman & Littlefield. time perspective, goals, and social from http://fliphtml5.com/ Drake, B. (2014). Number of older Americans relationships. Psychology and Aging, liuu/nlfz/basic in the workforce is on the rise. 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MERLOT historical and contemporary analysis. social and academic variables related Journal of Online Learning and Teaching, Cambridge, England: Cambridge to university drop-out and persistence. 6(2), 388-397. Retrieved from http://jolt. University Press. Frontiers in Psychology. Retrieved from merlot.org/vol6no2/erickson_0610.pdf https://www.ncbi.nlm.nih.gov/pmc/ McWilliams, S. (2013). Choosing learning Erickson, E. H., Erickson, J. M., & Kivnick, articles/PMC5067534/ in later life: Constructions of age and H. Q. (1986). Vital involvement in old age. identity among lifelong learners (Doctoral B hm, A. (2004). Theoretical coding: Text New York, NY: W.W. Norton & Co.. dissertation). Available from ProQuest analysis in grounded theory. In. U. Flick, Fletcher, S. (2007). Mentoring adult learners: Dissertations and Theses Global database. E. von Kardoff, & I. Steinke (Eds.), A Realizing possible selves. 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(Eds.), Learning as transformation: Critical Ross-Gordon, J. M. (2011, Winter). Research State University of New York Empire perspectives on a theory in progess (pp. on adult learners: Supporting the needs State College. (2018). Forty-sixth 3-33). San Francisco, CA: Jossey-Bass. of a student population that is no longer commencement program. Retrieved from traditional. Peer Review. Retrieved from https://www.esc.edu/commencement/ Narushima, M., Liu, J., & Diestelkamp, https://www.aacu.org/publications- commencement-program/ N. (2013). Motivations and perceived research/periodicals/research-adult- benefits of older learners in public U.S. Census Bureau. (2017, April 10). Facts for learners-supporting-needs-student- continuing education program: Influence features: Older Americans month: May 2017. population-no of gender, income, and health. Educational Retrieved from https://www.census.gov/ Gerontology, 39(8), 569-584. Salomėja, S. (2015). Learning in later life: content/dam/Census/newsroom/facts-for- The perspective of successful ageing. features/2017/cb17-ff08.pdf National Student Clearinghouse Research Applied Research in Health and Social Center. (2017). Current term enrollment Villar, F., & Celdrán, M. (2012). Generativity Sciences: Interface and Interaction, 12(1), estimates, fall 2017. Retrieved from in older age: A challenge for universities 11-23. Retrieved from https://content. https://nscresearchcenter.org/wp-content/ of the third age (U3A). Educational sciendo.com/view/journals/arhss/12/1/ uploads/CurrentTermEnrollment- Gerontology, 38(10), 666-677. article-p11.xml Fall2017a.pdf Willig, C. (2013). Introducing qualitative Scala, M. A. (1996, December). Going Percy, K. (2013, June). Learning in later life: research in psychology (3rd ed.). New York, back to school: Participation motives Universities, teaching, intergenerational NY: Open University Press, McGraw- and experiences of older adults in an learning and community cohesion. The Hill Education. undergraduate classroom. Educational Andragogic Perspectives, 2013(2), 29-36. Gerontology, 22(8), 747-773.
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A Fulbrighter at SUNY Empire State College: A Letter from Timişoara
Loredana-Florentina Bercuci, Fulbright Student Researcher, West University of Timişoara, Romania
hen I first received news in spoken here even today, in spite of massive 2016 that I would be spending emigration of various communities during a year as a Fulbright Foreign the Ceauşescu regime (Nicolae Ceaușescu, StudentW Program grantee at SUNY Empire president/secretary of the Romanian State College, I was elated and stunned in Communist Party) and after the 1989 equal measure. Even though I was writing a Romanian Revolution (in which Ceaușescu Ph.D. in American studies, and had therefore was overthrown). It was no doubt this history encountered New York many times in fictional of my hometown that brought back Professor form, I had never visited the city in person. Grunfeld, and which, in turn, brought me to The trouble was that the fictional accounts Empire State College in 2016. of this ultimate megacity ranged from New York turned out to be infinitely more romantic to genuinely terrifying, from elegies diverse than Timişoara, or any other city I to a vibrant center of contemporary art and had visited before. From the very first day, culture to accounts of violent discrimination, living in Jackson Heights, Queens, walking to homelessness, and vivid descriptions of post- the next block felt like I was walking in the traumatic disorientation. To calm my nerves, space of a different community altogether. I resolved to believe Thomas Wolfe, who said In my year there, I came into contact with that “One belongs to New York instantly, one many cultures, through their foods, music, belongs to it as much in five minutes as in art, or simply by talking to as many people as five years.” In retrospect, this may not be true I could. It remains, to this day, the best part for everybody, but I certainly could not have of my New York experience. The same sense felt more welcomed than I did at Empire of harmonious diversity persisted at Empire State College. Loredana-Florentina Bercuci State College, where, attending a number of I first came to know about Empire State fascinating classes, I not only became more accommodate my research and personal needs College when I was still an undergraduate familiar with the topics discussed but benefited once I arrived in New York. After I arrived, student attending a lecture by ESC mentor greatly from the discussions I had with my all members of the faculty I came into contact Tom Grunfeld, fascinated by its topic – a fellow students, whose backgrounds and with kindly offered feedback and advice photographic journey through (at-that- experiences enriched our conversations with regard to my research, always sensitive time?) inaccessible North Korea. Professor perhaps even more than the great books to my personal approach. While my project Grunfeld was himself a senior Fulbrighter we talked about. benefitted a lot from the access to resources, at the university where I was studying, the Empire State College, creating favorable such as online journals or libraries, it was West University of Timişoara, in Romania. and supportive conditions for its students, this approach to teaching that encouraged Like most university cities around the world, encourages this kind of atmosphere. Here, I me the most to finish my dissertation, which Timişoara is rather diverse compared to other was pleasantly surprised to find that Professor I defended in March 2018. The reason why cities in Romania. This is not only due to Grunfeld was not an exception when it comes the atmosphere at Empire State College the ever-increasing number of students from to focusing on student needs. In class, as well was invaluable to my research is that it abroad who choose to study here, but also as during private discussion sessions with unexpectedly offered a new perspective on to the city’s intricate history. Throughout its faculty members, I felt as though there was the topic of my dissertation: trauma. I learned history, Timişoara was part of the Hungarian, no problem that could not be solved. Even through my learning experience there, as well Ottoman, Habsburg, as well as Austrian before arriving in the U.S., Alan Mandell, as talks with faculty members, the importance Empire, and has known periods of migration ESC mentor and Fulbright contact, made of empowering and teaching students by and colonization. Its history is reflected in sure that I would have the best conditions to allowing them to work with their own the city’s architecture and the many languages
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resources and experience, i.e., the importance serious abuse and bearable insult is highly of listening and offering resources rather than debatable, the overgeneralization and prescribing in the teaching process. trivialization of the word trauma has done a “ … the overgeneralization great disservice to those who have not only Incidentally, this was a lesson I was learning and trivialization of the suffered through horrific situations, but need in parallel from my doctoral research on to have their stories heard in order to receive word trauma has done a trauma. My interest in this topic was initially well-deserved capital, whether financial or sparked by two courses I took at the Albert- great disservice to those otherwise. At the same time, suffering that Ludwigs University of Freiburg, Germany, in to me was more deserving of attention was who have not only suffered 2012: The Americanization of the Holocaust, blatantly ignored on political grounds. The and The Theory of Adaptation. I was thus through horrific situations, trauma tag was only liberally imparted to introduced to trauma theory and transmedia certain types of people. but need to have their stories narratology. I had not been particularly interested in film, comics, video games and Who gets assigned this so-called trauma tag heard in order to receive new media as academic topics before then, is of utmost importance because testimony well-deserved capital, although I enjoyed them in my spare time of trauma can make or break the life of perhaps more that I should have. While individuals or groups. As is well known, it is whether financial these courses were indeed fascinating in often used in court to convict perpetrators or or otherwise.” themselves and might have convinced me to elicit reparations. For instance, testimonies to undertake this sort of research regardless of the victims of governments that have of other circumstances, they also coincided committed deliberate discriminatory acts formulaic works, defined by modernist and with the research I was doing for my M.A. against minorities or dissidents, ranging from especially postmodernist techniques that allow thesis. I was then reading about the return to unfair taxes to slavery, incarceration and for experimental depictions of trauma and realism in contemporary American fiction. murder, are used to elicit public apologies from are decisively Euro-American. Many urged What interested me was their disenchantment said governments. Sometimes governments the diversification of what is understood as with postmodernist writing, over which respond to charges of injustice by suggesting trauma, and I myself aimed to do just that I had spent my college years laboring. It the events in question are not important or by extending the analysis of trauma stories to seemed to me then that fiction was turning by denying them altogether. For example, those stories that are told in different media, more and more toward both the referential despite frequent requests that it acknowledge with use of more accessible channels than the and the autobiographical, even if some of and apologize for the Armenian genocide of traditional ones. the playfulness of the postmodern had not 1915, the Turkish government denies that completely been discarded yet. As a result, I the episode ever occurred. At other times, Around the time I was thinking up the was only moderately surprised when a quick governments admit to having wronged citizens, structure of my dissertation project, the Bill inquiry into contemporary autobiography and but argue that it is too late to do anything Cosby scandal broke out. It seemed to me then memoir sales revealed a massive preference for about it, as the argument against reparations that trauma testimony had broken out of the these modes of writing. for slavery in the U.S. goes. Less frequently, pages of books and courtrooms and into the governments establish commissions dedicated court of public opinion, and it mattered very Upon reading a couple of these memoirs, I to detailing and explaining earlier injustices. little whether Cosby would be convicted in could not help but feel that they were eerily Finally, with increasing frequency in recent court or damned by public opinion. His fall similar structurally to the sort of testimony decades, governments sometimes apologize for from grace would happen either way, bringing I had encountered in my Holocaust course, historical injustices. Such apologies perform along with it discussions about what this but often not quite as serious in their motives important public functions by legitimating means for the representation of masculinity. or intentions. In fact, they ranged from victims and offering reparations, and thus While public damnation is not by any means heartbreaking memoirs of loss to sensationalist providing much needed psychological and new, the way it happened in the case of Cosby accounts of all sorts of embarrassing personal financial relief to groups still suffering today bears the mark of a new era. His accusers stories that would have been more at home because of previous injustices. were no longer constrained by the limitations in tabloids. Regardless of this fact, they all of traditional media and their trauma stories proclaimed themselves as stories of trauma. In spite of this large number of contexts in could proliferate freely, so that anyone could It seemed that everybody had some trauma which the word trauma is invoked, many have direct access to them. to unearth. To truly confess, I will have to say have noted that the definitions of trauma that that I found this rather irritating. Overnight, are immensely popular in the humanities, Considering all this from afar, it seemed that everything had become traumatizing: An especially those of trauma theorist Cathy Americans attributed the word trauma so instance of serious abuse was equated to some Caruth (1995; 1996), are prescriptive and liberally that the word had lost all meaning slanted remark by this or that ignoramus. exclusionary. According to Alan Gibbs and power. When I was in New York, I got to While the line between what constitutes (2014) and others, these definitions produced experience the power of this word firsthand
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as the presidential election of 2016 took place. harassment. To my surprise, such accusations women achieve is legitimately empowered in a It was then that I saw a disoriented New turned into a cultural phenomenon known as network where resonance with similar stories is York, swelling up in waves of protests over a the #MeToo movement. Debates around what the main mechanism of legitimation. result that came as a shock to its denizens. constitutes sexual harassment no doubt created Ultimately, what my research, my lovely This shock was reflected in almost all of my the necessary climate for accusations of gross experience at Empire State College in New academic experiences, too, as academics across sexual misconduct against Harvey Weinstein to York, and being part of the international the U.S. and across the world pondered the rise finally come to light. An avalanche of similar Fulbright family have taught me is the of populist nationalism, and wondered if they revelations followed the Weinstein debacle: the importance of the particular and of securing themselves were in part to blame for it. Donald careers of liberal gurus such as Kevin Spacey, access to knowledge, discourse and resources Trump’s victory was unexpected, so much so Louis C.K., Al Franken and Leon Wieseltier to everyone, be they exchange students from that even the most pessimistic of those who were ended in light of similar accusations. around the world, adult learners, or people were rooting against him were still bumbling The women writing testimonies under this who have suffered trauma. While the current around in a state of disarray and shock many hashtag invoked the trauma that they had international political climate is more inclined weeks after the results were announced. I suffered as a result of sexual harassment or toward divisiveness than inclusiveness, I will myself am part of this category: watching the abuse. Trauma remained a means of making definitely hold on to these values and share results roll in, I was offended that so many claims to sympathy, and, in this care, belief. them with my students. As I see one of them people would elect someone as incompetent, The discussion revolves around how women’s off to her own Fulbright year in the U.S., I can not to mention chauvinistic, to be the stories of harassment tend not to be believed, only hope that her experience will be as good president of country that basically dictates how to be considered unimportant, and how the as mine was at Empire State College. the rest of the world lives. Upon expressing my burden of proof that the harassment happened anger, I and many of my peers were accused of is unfairly placed on the victim rather than References living in a bubble of college campus identity on the perpetrator. Basically, the discussions politics fraught with an excess of emotion, point to the failure of due process with regard Caruth, C. (Ed.). (1995). Trauma: Explorations irrational moralistic indictments and not much to accusations of sexual misconduct. The result in memory. Baltimore, MD: The Johns connection to economic issues of the “real” of this is that accountability is placed into the Hopkins University Press. world. The trauma tag was back and stronger hands of the public who has the power to ruin Caruth, C. (1996). Unclaimed experience: than ever; it was now being applied to me, these men through public shaming. A process Trauma, narrative, and history. and yet my narrative was not legitimized, but of this magnitude would obviously not have Baltimore, MD: The Johns Hopkins delegitimized by it. been possible before the proliferation of the University Press. internet. In spite of the individualistic nature Amidst the political hysteria surrounding the of the claims of trauma, the self that these Gibbs, A. (2014). Contemporary American election, Cosby’s name cropped up again as trauma narratives. Edinburgh, Scotland: liberal pundits were accusing Trump of sexual Edinburgh University Press.
SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 52 • SPRING 2019 Playing With Fire Alan Stankiewicz, Syracuse
I have spent most of my creative adult life working with clay. Early on, as a member of a pottery cooperative in Connecticut, I developed and mastered skills in understanding gas and reduction fire. Along the way, I also had opportunities to access the Japanese pottery technique of raku, and salt firing as a way of informing my work. Moving to Syracuse, New York, 12 years ago, and working out of Clayscapes Pottery, Inc., have afforded me the chance to join the Independent Potters Association (IPA). It is through Clayscapes and the IPA that I have been able to address a lifelong dream: doing wood firing, as well as using my clay work to support community service fundraisers such as “The Bowls Project” and “Cups for a Cause,” both of which make contributions to local charities. Although I’ve had the opportunity to use various firing techniques in finishing my clay works, I find wood firing to be special because it not only provides that unpredictable layer of wood ash along with unique flashing indicative of wood fire clay pots, but it also allows me to engage and create my work through the “Innsmouth Blue Vase” use of the community.
“Stoking the Kiln” Wood firing minimally requires 72 hours of constant stoking of wood into the kiln in order to reach temperature; we create appropriate atmospheric conditions by using both softwood and hardwood in making ash, which in high enough temperatures makes its own glaze. Along with listening to the kiln through the heating and cooling process, it is primarily these two activities that allow us to judge internal conditions in best determining when to reduce the kiln. “Reduction” is when you close off the kiln, starving it of oxygen and forcing the fire to search for energy in order to sustain itself. This process can be very dramatic late at night when the fire seeks “Kiln Site in November” any holes in the kiln to feed its thirst for oxygen. Often extending several inches beyond the walls of the kiln, the kiln’s fire (energy) illuminates the night sky with its flame. It is also in the reduction phase when the fire pulls iron out of the clay body and glazes, resulting in the desired colorization of both clay and glaze. Reducing the kiln at appropriate times during the long firing processes achieves well-saturated clay pieces often associated with wood fire aesthetics, as well as enables the circulation of air and ash, contributing to the success of overall wood firing. All of this cannot be done by one person alone; a successful wood fire requires a team effort – a community of sorts – with seasoned shift captains teaching and mentoring new participants throughout the lengthy process: stacking the kiln in order to enhance the potential desired results; firing “Wood Inventory for the Weekend Firing” the kiln; and waiting during the weeklong cool-down period before the kiln can be unloaded, thus revealing the results of our efforts. All of these activities allow us, through shared informal critique on the grounds of the kiln site, to gather further information we may choose to apply to future work and to future group firings. It is with this shared documentation that I grow as an artist, inventing new directions for my work, anticipating the next time I get to play with fire.
Photos courtesy of Alan Stankiewicz
“Bisque and Glazed Ware Before Loading the Glaze Firing” “Untitled”
“Untitled”
“Clay Bucket” “Finished Pieces Laid Out for Informal Group Critique” “Wood Firing the Kiln, the Late Shift”
“Three Small Bowls”
Additional examples of Stankiewicz’s work are viewable at https://www.ipacny.org/ (see Members, Alan Stankiewicz). 59
Excerpts From “How SUNY ESC Works: Student Perspectives”
Dee Britton, Syracuse
Introduction information of “what is working” for their mentees. The following edited excerpts are from a report, “How SUNY ESC Works: However, I was not aware of Student Perspectives.” This pilot study used a mixed method research a collegewide examination design and focused upon undergraduate students who were enrolled in the of “what works” for our 2016-2017 academic year, and alumni who graduated with an associate students and I found the or bachelor’s degree between 2006 and May 2017. Students in The Harry absence of their voice Van Arsdale Jr. Center for Labor Studies, International Education, the troubling. Through this School of Nursing and Allied Health, and the School for Graduate Studies research, which was selected were not included in this pilot project because those programs, policies as the 2016-2017 Susan H. and/or procedures have significant differences from the rest of the Turben Chair in Mentoring undergraduate student experience at SUNY Empire State College. project, students and alumni In total, 206 students and alumni participated in this project. The were asked: why they chose full report, available on the Center for Mentoring, Learning and ESC; their experience and Academic Innovation website at www.esc.edu/cmlai/, includes opinions of the modes suggestions for further research. Dee Britton of study; their opinion and How SUNY ESC Works: Student Perspectives thoughts about educational planning; how they defined success at ESC; the essential elements that supported that success; and changes that they UNY Empire State College (ESC) was established on April would recommend. This report does not attempt to analyze or explain 1, 1971 to serve “individuals of all ages, throughout society, student/alumni responses. Its sole purpose is to report how ESC works according to their own life-styles and educational needs” from the student perspective. (Boyer as cited in Bonnabeau, 1996, p. 18). Over the past 47 years, S What Supports Success? there have been significant changes in college policies, procedures and practices (e.g., implementation of set terms, adoption of “letter” grades, ESC students identified three key elements of success at this college: elimination of narrative evaluations). The past five years have been a relationships; educational programs and flexibility in modes of learning; time of “re-imaging, re-structuring, re-emerging” (Hancock, 2014). and educational planning and prior learning assessments. When asked In November 2013, President Merodie Hancock charged an “Areas what the primary factor of success was, students and alumni responded: of Study Futures Team” (composed of 19 faculty, three professional employees, two members of the Office of Academic Affairs, a dean, Primary factor/ Percentage of students/ and an associate dean) to “lead a collegewide conversation” on the element of success alumni selecting this as re-visioning of the college’s undergraduate degree programs (SUNY their first response Empire State College, 2014, p. 12). The charge specifically stated that the team was “organized to give voice to innovative ideas from a Relationships 56% diverse range of constituencies” (p. 12). The focus of including diverse Educational programs 12% constituencies has been a founding concept. When SUNY Chancellor Individualization of education 12% Ernest L. Boyer charged then Acting Director James W. Hall “to bring this unusual institution to life,” Hall convened a diverse group because Relationships he “believed that ‘the depth and complexity’ of the College mission Studies of “traditional college students” have found that relationships called for ‘different major viewpoints’ to be brought together” (Hall as are fundamental to successful college experiences. Chambliss and Takacs cited in Bonnabeau, 1996, p. 22). (2014) noted that “Satisfactory personal relationships are a prerequisite One constituency has frequently been overlooked in these organizational for learning” (p. 4). A Gallup (2014) poll of 30,000 U.S. graduates discussions: ESC students. The focus of this research project was to found that: specifically identify the practices, policies and procedures that students … Where graduates went to college – public or private, small or find valuable in their ESC experience. We know through the SUNY large, very selective or not selective – hardly matters at all to their student satisfaction surveys that many of our students are satisfied with current well-being and their work lives in comparison to their ESC (SUNY Empire State College, n.d.-a). Mentors have anecdotal
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experiences in college. For example, if graduates had a professor Mentorship … gives a student an opportunity to refocus at certain who cared about them as a person, made them excited about points. Kept me on a clear track. That wasn’t something that I had in learning, and encouraged them to pursue their dreams, their odds previous experiences in higher education. It kept me focused. of being engaged at work more than doubled, as did their odds of My mentor was vital to my success there. She understood what my goals thriving in their well-being. ... Feeling supported and having deep were and guided my educational path with my work and the interests learning experiences means everything when it comes to long-term that I had for my long term educational goals. She was key to my getting outcomes for college graduates. (p. 4) it finished. In my study, our ESC students overwhelming declared that relationships I continue to have friendships with several of my instructors, who were are/were the primary factor in their success at the college. Fifty-six real mentors for me even as I pursued my graduate studies elsewhere. percent of responding students and alumni stated that relationships with and encouragement from ESC mentors, faculty, tutors, staff I still reach out to “X,” “Y,” and “Z” from time to time to thank them for (professional, administrative and support) and librarians were the their continued and wonderful support. They made me believe in myself essential elements of their success. and believe that I could accomplish anything I set my mind to. They were RIGHT! It feels like a family to me. I know it is a school but it feels like family. I’ve learned more in this non-school environment than I ever did in a LOVE MY MENTOR. She guided me towards taking greater traditional institution. ownership of my studies and degree plan. She saw that my challenges in completing my studies were more about my fears than my capacity. Everyone does their job. It is bureaucracy at its finest. Mentors are by far the best thing that I love about this college. It makes I’d been out of college for more than 20 years. The … writing [coach] it a very personal and unbelievably helpful way to steer the student into really helped me get started. I was intimidated about the writing and the right classes to take. I could not even imagine how I would have the writing coach got me back up to speed. gotten this far without [my mentor]. She is always suggesting classes This is a group of people who are really dedicated to helping you succeed. that I love and are a good fit for my degree. She is very knowledgeable You don’t find that very many places. and it shows.
You aren’t just another number. They know you. They know your goals. I loved having my mentor to guide [me] in the right direction. My prior college experience left me with classes I didn’t need or a schedule that was My tutor. She went so far above and beyond. We had evening unreasonable. My mentor was able to show me my road map to complete appointments, weekend appointments. She even volunteered to drive my degree. 45 miles to my unit to meet me. [Unit refers to the SUNY Empire geographical location to which the student was assigned.] I love being a student at ESC and the Mentors clearly feel the same about teaching for ESC too. Morale is always high with Several respondents also stated that fellow students were important to ESC instructors. their college experience. Seventeen percent of respondents stated that they did not have There were some classmates who were really great. ... [They would good relationships with their mentor. Some stated that it was due to offer,] do you want to Skype a conversation? Do you want to video chat lack of communication. Others claimed that their mentor’s lack of to figure this out? understanding of the student’s field created significant barriers and When you talk with other students, they all have great stories. They challenges. There were also suggestions that it should be more clearly make you believe that you can do it. I spoke with a student who had defined how mentors are assigned and how students can request struggled and she is now about to start a doctoral program. mentor changes. Mentors and faculty I needed a mentor change because I felt that I wasn’t getting the help I needed. Forty-four percent of the students and alumni specifically identified mentors and faculty as the most important elements of success at ESC. [My mentor] had limited knowledge of my career path, training I had When asked about their specific relationships with mentors and faculty, received, or experience that I had, resulting in poor ability to relate to students and alumni responded: me or guide me in writing my iPLAs [individualized prior learning assessments]. In regards to my [degree program] rationale, he gave very Very good Neutral Not a good little feedback. When it was given, it was improper information, and he relationship relationship relationship had a lack of responsiveness or when questions were asked. This caused Mentors 64% 19% 17% me to have multiple rationales written and rewritten after he approved Instructors 47% 41% 12% their submission to COAR [Center Office of Academic Review].
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Educational Programs Many students have taken more than one mode of study, and they commented on the importance of having a variety of modalities from There was a tie for the second most frequently cited element of student which they could select: success (12 percent each). Students and alumni stated that ESC’s educational program (i.e., the quality of courses/studies combined with Overall, I was pleased because the classes were challenging and the availability of multiple modes of study) tied with the individualized demanding. For me, I’m a lifelong learner and I want to be challenged. approach to education (i.e., individualized degree programs, educational I did everything. Started out with group studies but wanted to start planning, and prior learning assessment). When asked if the difficulty going faster. … So, I decided to do a mix. Honestly, I did appreciate and amount of work was appropriate for the courses (on a scale from online because it made my life easier but I miss the comeraderie [sic] 1-10 with 10 being most appropriate), the weighted average was 8.13. and the presence of the professor at the front of the room. I didn’t feel Some specific comments: that I had as much interaction with my classmates there. I didn’t build Yes, thorough. Very high standard and greatly challenging but I am the connections. grateful by the end of each course completion that I am fully versed on I did my gen eds [SUNY general education requirements] all in group the subject. studies. Then when I started in the meat and potatoes, there wasn’t I found all my courses challenging and invigorating. I actually don’t anyone to do those. I did most know if the course difficulties or work loads are standard for the level or of those classes through CDL [the Center academic credit, as I have nothing to compare them to. I always feel that for Distance Learning]. I did some independent studies. There were a I am encouraged to work as much and as deeply as I am able and that I few independent studies that I did about topics that I wanted to explore. am respected by the professors for that work and my general interest in I probably did 6-10 independent studies and the rest were CDL or learning. That feels appropriate to me. group studies. The rigor of the studies is what I expected, but of course, one can read I liked independent study because they focused on a particular topic and more and go deeper into the topics if one has the time and inclination. work closely with that topic. I liked group studies because you could There are ample resources to take the studies to the next level through the engage with other students and learn from them and the professor. SUNY library resources and various additional online links to scholarly Distance learning was helpful because of my busy schedule and the and other educational articles and videos commute to get to the location was sometimes difficult. You can check in on a class whenever it is convenient to you … each lends to a holistic Yes, I find the coursework more challenging than the other two colleges I quality learning experience which could not be achieved by one of these previously attended and I love that! On the flip side I’m sometimes very methods alone for my courses. stressed about meeting due dates. Primarily, I enjoyed the different modes of study, because I really got Modes of study to experience all of them, and work with the mode I felt was most SUNY Empire State College (n.d.-b) proudly declares that it “brings effective for me. the classroom to you. Study part-time or full-time, onsite or online. You I have most enjoyed CDL for the widest range of [the] student can even combine onsite and online learning and experience the best population and the temporal flexibility. The technical problems with of both worlds” (Learn Where You Live section, para. 1). Students and the moodles [sic] [the college’s current learning management system] are alumni support this claim. very frustrating however and the lack of clarity or reasonably thought- Mode of study Percentage of students/ out limitations in the course assignments/materials/expectations is often alumni taking at least one truly problematic. Face to face study groups are most enjoyable for the course/study in this mode opportunity to make in-person contact with other thinking adults but difficult to manage in working/parenting schedule and severely limited Center for Distance Learning 76% in choice of courses. I personally love individual study because I like Independent Studies 51% working alone and at my own pace and in close relationship with Face-to-Face Study Groups 29% a mentor, but I definitely miss the interaction and support of peers. Online Study Groups 29% I hope to try out all the modes of study available at Empire before my degree is complete! Blended Studies 25% Residencies 14% I really enjoyed being able to mix all modes of study. This helped keep Cross registration at another college 8% things interesting, accomodate [sic] my adult life/work schedule, and as a student of the arts cross registration and individualized studies Percentages total more than 100% because many students stated that they helped me access really quality studio arts classes. participated in more than one study modality. I enjoyed both modes. The individualized studies allowed me to do my work at the professional pace I was comfortable with. The cross- registration classes allows me insite [sic] into the state of education today.
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Students and alumni were asked to identify I did like online because you could do it on I thought [online] was harder. I liked the their favorite mode of study and to discuss your own time but it was more work. I convenience but I found it harder because their experience and strengths/weaknesses would focus more on the online courses than you had a virtual connection with people. It of the various modalities. Their favorite the other ones. It was very structured. was good because I could take more risks but modalities are identified below by percentage it was harder because you had to write and I feel very isolated as an online student but it and include student comments and discussions respond to other students’ posts. I guess you does give me flexibility. about that modality. do that verbally in a classroom but that is a I liked having the ability to be flexible with different type of pressure. Online structured learning/Center for Distance coursework and the online environment Learning (50 percent) and online study groups Those were the most work of any of the made it easier to participate in group study. (3 percent): courses. There is so much to read and reply to I’ve just started my first online course and x number of other students in the discussion All online. It was very different from being completed three independent studies in the and write a paper. For that, the challenge in a classroom where you have students and spring semester. I don’t have a clear idea of is finding people to have discussions with. a professor around you. You were on your a preference at this point. But, I do like the It was easy to have people say “I agree.” own but never alone. I need to stress that. more rigid structure of the online course. It was harder to find those people who All of the professors would keep in contact is [sic] engaged and thinking beyond the with you. It was very hard for anyone who In the online courses I took, I was braver basics, I found it interesting to get in those is doing online studies, this is not a pass. to voice my opinion and not as insecure as discussions. One drawback: it is people This is really hard work. It is harder than when I was face to face. writing online, not human contact. in class. Everything is written, everything It is important to note that some students is reviewed. And then given back and there I hate discussion boards. Most people have identified very strong opinions about was back and forth. Sometimes you can time to finish. How many times do you online structured course discussions. Some work with other people but even that was get it that you can’t reply. You need to have students stated that these provided valuable on the phone. Is this something I would posts due earlier and then have the replies contributions to their knowledge and a recommend? Definitely, but they would due later. sense of community in the virtual classroom. have to know that this is giving up a block Others found discussions difficult, annoying I actually prefer classroom study, but my of time ... and you have to be devoted to this. and unnecessary. schedule would not allow for that. However If you aren’t, it isn’t going to work for you. the CDL courses with the discussion boards There is no hiding from the professor or not Strength [of course discussions]: I got to read were great. showing up. other people’s papers. On discussions, you would put something up and you would get Online discussion for participation points in Online 100%. It was something that I was to see their ideas. They are short essays and group classrooms adds a significant amount skeptical about. Started traditional brick/ I get to read what someone else is doing. of work to an already heavy workload mortar but that didn’t work out. Then Sometimes I would say, wow, that person is with essays and other related homework tried blended but didn’t like that. Went really on point and I didn’t think about that. assignments. In my opinion, these types 100% online and liked that because of the Weakness [of course discussions]: Part of my of requirements are wholly unnecessary. flexibility. Went from being skeptical to responsibility was to respond to other people During my independent studies, I discussed really being impressed. but people never posted. I emailed the teacher readings and assignments with the instructor When I was in traditional school, I sat in and they didn’t give us dates, just weeks. I outright and reflected my knowledge directly the back and was quiet. Online I could ask was the only person who was posting. 16 with a brief verbal conversation rather questions and I didn’t feel judged. I really people in the class and I was the only person than having to jump through prescribed developed good relationships with instructors who was posting. When everyone is on top of hoops to “prove” I’d done the readings to my online. There is a screen between you and the game and doing the work on time, it is fellow classmates. Online discussions also the people. Takes away from the fear of really good. make you reliant on the work of others to being judged. proceed, given a specified number of expected The CDL courses I really enjoyed because I responses that you cannot post without the It was good to be online because my liked the discussion posts. There was nowhere participation of others. It was often difficult children were at home and it attracted to hide. In CDL you couldn’t do that, you and inconvenient, as many other students people from everywhere. [I am] teaching were forced to be engaged. I liked ANGEL waited until the last minute before posting. online now for [another institution]. I am [the college’s former learning management I was fully prepared to comment throughout teaching people from all around the world. system] a lot. I would be on there every day the modules and had to police the classroom I love the different people and so many because I wanted to see if someone wrote back forums in order to submit my work before different ideas in one place ... we can see to comment on what I said. how things are affected from different regions and perspectives.
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the deadline – often [at] midnight with posts doing the right thing or the wrong thing. I learned more with the face to face classes only starting to come in that very evening – There wasn’t enough structure. The other where the teacher taught the class to the or be penalized. types of classes were laid out and much students. I also like the interaction with the more structured. other students and the group work we did The mandatory DB [discussion boards] together. Overall, the learning experience were annoying and generally a waste of Independent study. I prefer this. It is on was much more rewarding. time. However, a huge portion of your grade my pace. If I am stuck I don’t have to move depended on your participation in the DB. forward. I’m also the kind of student who The interaction offers so many opportunities I’d rather be graded on my work, not on my doesn’t hide at the back of the class. I want to hear varying perspectives from the responses to other people’s work. to be challenged. I want [to] challenge the variety of people in discussions that what professor. I’ve also hijacked classes. That is lost in an on line experience, is body Independent studies (23 percent): is why I like the independent, one-on- language, presentation. I have not tried All I’ve done is independent studies. It was one studies. an online course. very interesting. At first, I thought that it I loved being able to work independently Residencies (4 percent) and blended studies was best to learn from a teacher. But I’ve and not having to deal with discussion (3 percent): discovered that I did a lot better when I boards and interacting with my peers. relied on myself to learn about the material. The residencies were good. I think that I worked at my own pace with materials We were in communication every week or there was too much time in between the that were selected for me based upon the two. We then started conversing about subject residencies. There were only a couple of course and things I had already studied. material because we were interested. them that I took that the instructors used It felt more personalized. Moodle. Some of them you were really on I tend to go overboard. They are good for I am an independent person and have little your own and Moodle could have really someone like me because I wasn’t bound to extra time to spare as a single mother of two helped in between. anything. At first I found that extremely college aged children with a full time job that stressful and had a few restless nights about My favorite modes were residencies. I could takes up most of my day. This is the best way it. When someone says here’s a subject, write listen to things and we could discuss and for me to work, meet with my professor and a paper and send it to me. I think that is share ideas. For me, that was the best because learn the skills required for each class; it is more like master’s level [work] if you ask English is my second language. I need some truly wonderful. me. When it was opened like that, it was interaction with people. daunting. Once I got used to it, I started Face-to-face group studies (17 percent): Blended and hybrid: you then have the thinking about it like I was working. I was Group studies are my favorite and preferred. obligation of both [online and face-to-face]. told to make a report and then report back to Enjoy interaction with professor and class. It puts a whole different spin on it when [my] administrator. That helped me. Different perspectives and talk about current you get to know others. I don’t really have a My favorite is independent study. It is very events and what we are learning. This campus that I feel affiliated with. flexible and could [be done] at my own pace. makes it easier to learn. The hours of the The residency is my favorite. I enjoy the Although sometimes I didn’t get a lot of classes was [sic] difficult. Most are from 6-8. one-on-one interactions. In the independent feedback and needed more interaction with I would prefer for the classes to be earlier. study I never once asked a question of my the professor. Class sizes were small. Great advantage. instructor. The Center for Distance Learning The independent study is exactly what it I prefer to have face to face study groups was the worst. I know that they have set is ... independent. Some time I felt that it because the social interaction with the fellow it up the way they do to make sure that was too loosely structured without having a students and instructors provides a better you know the material. It was the hardest, specific course schedule. It was easy for me to college experience. it didn’t fit with the flexibility of Empire get distracted. However, they did build on because this has to be done by this date. In the I particularly enjoyed the residencies and face each other and the learning piece was great residency, even though it is only 3 times, you to face study groups, because not only was I because I was free to do what I wanted. get to know the instructor. There is nothing learning from the instructors, I was learning like that interaction. Independent study was the most difficult from my fellow students as well. ESC has a because you set it up to do whatever it is you very diverse student body, and listening to … Residencies allow for in-person want to do. For me, there would be a general concepts and ideas from a variety of people interaction without the commitment of idea of something that I thought would be from all different walks of life with various having to show up every day like for a interesting but I didn’t really know how to perspectives, really opened my eyes and my regular class. go about figuring out the important areas to mind to different things, and contributed to learn. Because it was such an open forum, the a full breadth of understanding. teachers were more hands-off... [there was] less guidance. I always wondered if I was
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Differing interpretations of “online learning” Some of the online classes had specific due References and “distance learning” dates and assignments. I knew what was Bonnabeau, R. F. (1996). The promise continues: expected and could be prepared and get In addition to identifying Empire State Empire State College – The first twenty- ahead. I really liked that. Other classes College student experiences and perspectives, five years. Virginia Beach, VA: The only had stuff that was due for the next one significant finding from this research was Donning Company. assignment. Some classes had discussions that student and alumni confusion regarding the were required … others had only readings Chambliss, D. F., & Takacs, C. G. (2014). How meaning of “distance learning.” Given that and assignments. It was really confusing. college works. Cambridge, MA: Harvard more than 32 percent of ESC undergraduate University Press. students were enrolled as students in the Upon further discussion and questioning, it Center for Distance Learning in 2015- became clear to me that this student had taken Gallup. (2014). Great jobs, great lives: Gallup- 2016 (the next highest enrollment was the both CDL courses and online study groups. Purdue index inaugural national report. Metropolitan Center with 13.2 percent) as To her, however, they were all “online” courses. Retrieved from https://products.gallup. well our institutional history and culture, many Understandably, students do not differentiate com/168857/gallup-purdue-index- ESC faculty, mentors, administrators and staff between structured online courses and group inaugural-national-resport.aspx assume that “distance learning” experiences are studies. They sometimes look very much alike. Hancock, M. (2014, June 19). ESC 2.0. Center for Distance Learning courses. The There may, however, be important differences Address at Town Hall Meeting, SUNY student and alumni surveys and interviews between online structured courses (formerly Empire State College, Saratoga Springs, identified some confusion about the meaning known as CDL) and online study groups NY. Retrieved from https://www8.esc. of “distance learning.” regarding ADA (Americans with Disabilities edu/escnet/president/speeches-reports/ Act) accessibility, course expectations, and One obvious confusion is the college’s town-hall-meetings/ consistency of design and structure. differentiation between Center for Distance SUNY Empire State College. (n.d.-a). SUNY Learning courses and online study groups. The confusion about the term “distance Student Opinion Survey (SOS). Retrieved When Center for Distance Learning-affiliated learning” also was not limited to those from https://www8.esc.edu/escnet/ students were asked if their online courses who were taking online courses or studies. decision-support/student-opinion-survey/ were CDL courses or online study groups, all A student, living in the middle of the confidently stated that they were taking CDL Adirondacks, told me that: SUNY Empire State College. (n.d.-b). courses. Several asked what an online study New York state locations and I’ve been all distance learning. Is that what group was because they had never heard about contact information. Retrieved from it is called? I do my work, meet with a these. Several regionally-based students had https://www.esc.edu/locations/ mentor by phone and submit papers on line. less certainty about the CDL/online study SUNY Empire State College. (2014, group identification. Upon further discussion and questioning, March). AOS Futures Team report. I realized that the student has taken only I don’t know. It was, you know, on Moodle. Retrieved from https://www8.esc.edu/ independent studies. However, since she media/c-pie/strategic-planning/bsc-test- I took, you know, group studies, online. rarely goes to the unit and lives approximately site/2014-AOS-Futures-Team-Report. … Were they online through the Center 40 minutes away from her unit, all of her pdf#search=areas%20of%20study%20 Distance Learning or online study groups? college work is “at a distance.” It may be futures%20team%20report%202014 I don’t know. I think that they were CDL. important to note that there may be a What’s the difference? difference in student and mentor/staff interpretation of “distance learning.” In fact, one student complained about differing expectations of “online courses.”
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I Dream in Rhyme
Heidi Nightengale, Auburn
n January 2018, I received news that I had have high levels of arts engagement or arts won a New York State Council on the learning show more positive outcomes in a Arts Grant. The project I proposed would variety of areas than their low-arts-engaged allowI me to combine my two greatest academic peers; (2) At-risk teenagers or young adults passions: working with youth at risk, and with a history of intensive arts experiences poetry. I had been writing poetry since I was a show achievement levels closer to, and in some young person myself (7 years old – and I can cases that exceed, the levels shown by the still recite that first poem!). The opportunity general population studied; (3) Most of the to work with young people on the practice of positive relationships between arts involvement poetry alone was thrilling, but to combine this and academic outcomes apply only to at-risk work with youth categorized as “at risk” fired populations (with low-socioeconomic status up my human services practitioner neurons; my [SES]). But positive relationships between brain was alight with self-generated dopamine. arts and civic engagement are noted in high- As I imagined the implementation of my SES groups, as well (Catterall, Dumais, & project, I wanted my future young poets to Hampden-Thompson, 2012). experience the same – a lightness of mind and Thus, I came upon the impetus to write the spirit. Many at-risk youth experience heaviness grant for what I called, “Nine Lines Public in all aspects of their lives. This opportunity to Poetry Project.” The expression “nine lines” change their brain charges for a small period came from the limit of lines one can produce of time – and in doing so, create a desire to on signage on public busses in the area of return to those “feel good moments” through
New York state I live, work, teach and write Photo credit: Carrie DeBois positive involvement in the arts – motivated in: Auburn. One of the goals of the grant my planning and implementation. Heidi Nightengale was to display the poems of the participants As a mentor in human services, I felt as if I on the local busses of the Cayuga County and plastered all over Cayuga County. And had struck gold as I began to examine the line during April, which is National Poetry finally, 47 of the 48 youth (one young high benefits of learning about and writing poetry Month. Twelve individual poetry workshops school student had a conflict with his ROTC for all youth, but especially for at-risk youth. later in five elementary, middle and high commitments) read their poems at a public Many will argue that all youth are at risk. schools, along with youth at the Booker T. poetry reading with nearly 100 people in I agree. And the research indicates that all Washington Community Center in Auburn, a attendance. I was happy that the event was adolescents experience the potential for risk total of 48 youth talked about, read and then of interest to the local media, which showed on a continuum from low to imminent – but wrote their own poems. These finished poems up to photograph and write a long feature on experience risk, nonetheless (McWhirter were produced into illustrated broadsides the work of these young, talented and proud et al., 2017). people (see Rocheleau, 2018). But I have wondered, pondered and then During this experience, I found that in studied for quite a while about the protective each workshop there was at least one young factors of the arts for adolescents. As a poet person who really connected to poetry. In one and human services professional, this was an workshop with second- through fifth-graders, intuitive venture, and one I hoped would vet a second-grader came to me privately and out my “gut” feelings and my many anecdotal whispered in my ear – the young boy smacked experiences from over 30 years of working of anecdotal evidence of a low-socioeconomic with youth. background, was multiracial and a child in the
I hit pay dirt with my research. For instance, Wakehem Photo credit: Brandon district’s elementary school with the highest rate of free lunch recipients – “I dream in a longitudinal study completed in 2012 Heidi Nightengale listens as her poetry participants indicated that: (1) Socially and economically work through their ideas in February 2018 at Seward rhyme, and I want to grow up to be a poet.” I disadvantaged children and teenagers who Elementary School in Auburn, New York. told him that he had just said aloud a potential
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line for his poem, which he ultimately titled, my hands as editor and publisher brought a “I Dream in Rhyme.” Hearing my reaction, blush of poetic sunshine to my soul and my his smile was bigger than his face, and yes, he work at SUNY Empire State College. included that line in his poem written about I continue to write – both poetry and children’s the “dailiness” of walking home from school. picture books. I completed my latest chapbook, Over the years, as my own writing practice has Tillable Soil; and my newest children’s picture sharpened (I hope!), I’ve begun to think about book, Robert’s Red Sweater, was published in that first poem I wrote. Those lines have stayed late 2018. I have enjoyed a bevy of readings with me for 50 years: “I see a daisy popping and invitations to read. As I introduce myself up to get some sunshine. I see a daisy popping and where my poetry comes from to my up because it’s spring time.” My 7-year-old audiences, I always remember to ask each self scratched the words out on the back of an individual in the audience to understand the old and opened envelope (a strategy still often changing power of the arts, of poetry, in the used), and I showed the poem to my parents. lives of young people – wherever each youth Their praise for my art, for my poem, was a may fall on that risk continuum. I ask them Young readers making selections from Heidi crystalizing moment in my development. That to reach out to youth to expose them to the Nightengale’s neighborhood-based Little Free Library. very day, pleased with myself, pleased with the same impetus that brought them out of their praise from adults, I decided, like my young comfortable homes to a poetry reading. neighbors gathered around the library talking, second-grade participant, that “I dreamed of Realizing that books themselves open up sharing stories and helping to select books for being a poet.” everyone, at risk or not, to opportunities for each other and their children. While I do not write in rhyme except internal learning on one’s own, I pondered the status One day, I was outside weeding in my front rhyme as a technique, I do dream in rhyme. of my neighborhood. I live in a transitional gardens when I noticed a girl who appeared I also have dreamed of giving other poets part of the City of Auburn, a street where to be in middle school looking through the exposure, and that dream has been actualized Section 8 housing apartments are nestled books. I stopped my work at hand, and asked with the development of my publishing among those owned by the elderly. Many of her what she liked to read. She said she was venture, Clare Songbirds Publishing House, my neighbors have no cars. I think many do interested in fantasy series. After one phone LLC, a print forum for art-quality chapbooks not have a library card to our local free public call, I received two complete sets of fantasy and full-length manuscripts of poetry (https:// library, and just maybe, have never been in a series for her. This little “job” of maintaining www.claresongbirdspub.com/). The venture library since their school days. I investigated a neighborhood-based “Little Free Library” started over a verbal “dream session” with a the organization, “Little Free Library” is also part of my human services work – friend and former student, Laura Williams (https://littlefreelibrary.org/), and after much providing an accessible way for all to read, to French, in June 2017. By August, we had excitement about this international movement reflect on their reading, and to return for more launched the publishing house together, to bring little neighborhood libraries to remote books! It seems that this is what we do as complete with a garden party affair to rival locations or places where barriers to library faculty mentors, too. We provide the fodder for any royal garden party. Seventy people were in experiences exist, I was gifted with my own thought. We provide the tools for continued attendance, including colleagues from SUNY Little Free Library over the holidays. It is now learning. I have taken my lessons as a faculty Empire State College’s Central New York and posted in my front yard. The library receives mentor into my neighborhood, and I continue Rochester locations. A dream not deferred. daily visits from young and old alike. Some to learn from my neighbors who teach me take books, some leave books. Often I see Clare Songbirds has already created some about compassion, enthusiasm and taking 30 books now in print. We made the long chances. That is what it is all about. I highly list among several hundred entries for the encourage all of us at Empire State College to U.K.’s Saboteur Award for “Most Innovative consider becoming a curator and custodian of a Publisher” in April 2018, and one of our poets Little Free Library. won the 2017 Independent Book Award for Without the ability to combine my human the best full-length poetry manuscript. Most services practice with my 30 years of poetry special to me in the accomplishment of the writing and publication (and now editing and publishing house, though, is the publication publishing), and the unique ability to teach of two manuscripts by our colleagues, Mindy both in an interdisciplinary modality due to my Kronenberg (OPEN) and Elaine Handley practitioner credentials here at Empire State (Securing the Perimeter). The trust and College, I myself might be “at risk” – at risk for affirmation that such already admired and stunted growth, at risk for dreaming without accomplished poets would put their work in Heidi Nightengale’s Little Free Library, officially rhyme … or reason. registered as the 69,339th library across the globe.
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References
Catterall, J. S., Dumais, S., & Hampden- Thompson, G. (2012, March). The arts and achievement in at-risk youth: Findings from four longitudinal studies (Research Report #55). National Endowment for the Arts. Retrieved from https://files.eric. ed.gov/fulltext/ED530822.pdf
McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, A. C. (2017). At risk youth: A comprehensive response for counselors, teachers, psychologists, and human service professionals. Boston, MA: Cengage Learning.
Rocheleau, K. (2018, April). “A singular moment of pride”: Auburn students unleash their words at poetry reading. Retrieved from https://auburnpub.com/ news/local/a-singular-moment-of-pride- auburn-students-unleash-their-words/ article_6cafcef5-c229-5efa-ad4e- 58baa3608faf.html
“It may be … that the knowledge, skills, and critical thinking inherent in being a good restaurant server or carpenter or preschool teacher or, yes, hairdresser can be leveraged in helping the student see the connections between these strengths and those needed to be successful academically. One of my first students at UWW [University without Walls/University of Massachusetts] was a bartender who explored in her portfolio the ways in which the skills she acquired through that work had proved helpful in her human service career. She understood that the characteristics of the helping relationship transcend context.”
– Karen A. Stevens, “The Influence of ‘Have Not-Ness’ on One Academic Trajectory” In A. C. Benoit, J. S. Olson, & C. Johnson (Eds.) Leaps of Faith: Stories from Working-Class Scholars Charlotte, NC: Information Age Publishing, Inc., 2019, p. 189
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Embedding Case Studies in Coursework: A Strategy for Building Critical Thinking and Analytical Skills
Heather M. Reynolds, Saratoga Springs
“This [case study analysis] was a great process It is Maria’s first day of school and her because it allowed us to work together to come up students walk into the classroom yelling, with strategies for teaching. I appreciate these case laughing, pushing each other, and Maria studies because this is definitely information I can can’t get anyone’s attention. By the end of use in the classroom and I like sharing ideas.” class, all she had accomplished was to get students in their seats, take attendance, and – SUNY Empire State College hand out textbooks. Students lined up at the teacher education student door before the bell despite her asking them Introduction to stay in their seats, and when the bell rang, they rushed into the hallway. The discussion would focus on what Maria have frequently used case studies in a could have done differently, as well as what wide range of courses I have taught she can do proactively to ensure that things over the past 25 years in both education are not as chaotic tomorrow. I found that even andI psychology. My decision wasn’t initially a brief paragraph that presented a dilemma research-based, but was grounded in my or complex classroom situation could lead Heather M. Reynolds observation that the use of even brief real- to an interesting and informative discussion life examples or scenarios in my classes could where there was high student participation more serious. When he was hired, he was told bring about interesting and informative and a lot of shared problem-solving. And, as that the school had a zero tolerance approach discussions where real-world, collaborative the facilitator, I could make sure that students to violence, and that students were expelled problem-solving happened. Research does focus on/are made aware of best practices and immediately for fighting. This was the only support that when case studies and associated research-based strategies through the questions information he was provided related to discussion questions are well-structured and that I ask. student discipline/fighting, besides a faculty follow best practices, a variety of positive My dissertation study (Meyer, Astor, & handbook that had very little information on impacts are noted across a wide range of Behre, 2002) focused on teachers’ reasoning safety procedures. fields (law, business, education, social work, about intervening in a hypothetical physical etc.). According to Shulman (2000), the value During the second week of school, Mike fight between students in different school of using case studies “lies in their capacity was on lunch duty and was patrolling the locations (e.g., the classroom vs. the hallway to create bridges across the great chasm hallways around the cafeteria. He heard vs. the parking lot). I found that many that divides policy from practice” (p. 2), by a scream and turned a corner to find two teachers had not been informed of, or had integrating theoretical knowledge into an female students involved in a physical fight. not discussed, the safety policies of their authentic, real-world scenario/situation (e.g., He looked around and couldn’t see any other schools and many were caught off guard if Zhao, 1996). Research shows that the use of teachers or staff to help him. He verbally they had to deal with a physical altercation high-quality case studies promotes problem- commanded the girls to stop fighting, but between students. Presenting a scenario before solving and critical thinking skills (e.g., Popil, they wouldn’t stop. A girl who was standing teachers encounter violence/fights/bullying in 2011), analytical skills (e.g., Wasserman, 1994), next to the fighting students, told him to schools is a great way to have them proactively and the ability to deal with ambiguity through “mind your own damn business.” He stepped problem-solve what to ask and what to do. The the consideration of multiple perspectives and in to physically break up the fight and one of following is an example I’ve used with teacher possible solutions (e.g., Floyd & Bodur, 2006). the girls screamed, “Get your hands off me!” education students: She turned and swung at Mike, hitting him Although there are some guidelines about Mike Washington is a new history teacher in the face, and knocking him back. This what needs to be included in a high-quality at Woodlawn High School. He experienced a girl then went back to attacking the other case study (this will be discussed in detail few minor discipline problems in his classes girl again. in the next section), I have used cases that for the first few days, and was pleasantly have included very simple examples such surprised that he hadn’t dealt with anything as the following:
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Mike winced in pain for what seemed like Facilitating Case long-term solutions. What is the best way to several minutes before the assistant principal Study Discussions resolve this situation and what are some long- came running with several hall monitors, term strategies for addressing this issue? Then, The key to a meaningful and enlightening and pulled the girls apart. Rather than being in order to pull the discussion back to best case study discussion is the questions used thanked for his efforts to keep the girls from practices (and evidence-based research), I ask to focus the discussion. Students can read a hurting each other, the assistant principal students to think about the theory and research case study and share their own thoughts and yelled at him while he was escorting the girls they’ve been reading and how these relate to ideas, but structured discussion questions to his office. “What were you thinking? You the case. I always create or use cases that are (posed to individuals or groups) help to focus never lay a hand on a student.” Mike was directly tied to the readings in the course. And the discussion in order to promote the best exasperated. He had what would surely be finally, I ask students to think about what outcomes. To begin a fruitful discussion, a black eye tomorrow and he had gotten in could have been done proactively to avoid the students and the instructor need to feel trouble with his administration for trying to primary issue/problem that is presented in the comfortable sharing their ideas. Therefore, the keep students safe. case study. instructor/teacher must create a respectful and When used with teacher education students, safe environment where students can struggle The following are some responses from this case tends to generate a conversation with ambiguity, assumptions and complex SUNY Empire State College teacher about personal experiences with regard to issues (Wasserman, 1994). Part of establishing education students when asked about the school violence and safety, the advantages and this safe environment is letting students know utility of using cases in their coursework disadvantages of different strategies, and often that there will be multiple perspectives and (Reynolds & Wagle, 2018). results in them seeking out information from alternatives considered, and that there may be •“ Cases were helpful in thinking about their administration if they were new to the multiple solutions to the scenario presented. and/or problem-solving in my own school and didn’t know the existing policies. Focused, probing questions are critical for a [classroom] experience.” And, as the facilitator, I am able to focus the high-quality case study discussion. Questions conversation/discussion on problem analysis should focus on encouraging students to •“ [The discussion] was very helpful because and possible solutions. share their own responses and ideas in a there are situations similar to the case study collaborative environment, challenging and sometimes it is hard to think of an Writing Case Studies assumptions, stereotypes or inaccuracies, and effective way to succeed. By listening to the linking responses/practices to the professional different strategies and techniques of how There are specific recommendations for the literature (e.g, Heitzman, 2008; McFarlane, to approach a situation like this was key components of high-quality case studies. 2015; Richman, 2015). very helpful.” Case studies should address a “real-life,” •“ This scenario was a very useful vehicle to relevant issue or situation that promotes critical Writing High-Quality allow our group to explore different aspects and analytical thought (e.g., Davis, Peters, Discussion Questions & Cellucci, 2014; McFarlane, 2015; Yadav of this issue.” et al., 2007). Cases should be complex and When I write cases, my discussion questions •“ This case study was helpful for my engaging, without being too long or detailed generally adhere to the following format [classroom] experience as I have had (e.g., Davis, Peters, & Cellucci, 2014). Cases (based on the work of Heitzmann, 2008; collaborative learning activities in my lessons should be structured to foster collaborative Wasserman, 1994; and others). I tend to that I would like to have been more effective. problem-solving, including brainstorming and begin the discussion by asking my students It helps to see the details and get you to think discussion (e.g., McFarlane, 2015). Cases need to identify the key issue(s)/problem(s) in the about the situations in different contexts. to be open-ended enough to promote several case. As a follow up, I ask students to define The discussion with my classmates is useful to different interpretations of the case by the the problem/issue from the perspective of the allow feedback from others who provide their students (e.g., Heitzmann, 2008; Wasserman, different key characters in the case study. If you personal experiences in similar roles.” 1994). More specifically, there should be no go back to my school violence example earlier, clear answer so that students need to struggle I would ask students to identify the perspective Case Studies as a Way to with some ambiguity (e.g., Zhao, 1996). of Mike the teacher, the perspective of the Discuss Controversial Issues Finally, it is important to create empathy for students, and the perspective of the assistant The current political climate has brought the different characters presented in the case principal. This allows the discussion to begin new challenges for teachers at the K-12 study, regardless of their perspective, to assure with the identification and consideration of level and in higher education (e.g., Pappano, that there is no “easy” or “right” answer (e.g., multiple perspectives. I then ask students 2017; Rogers et al., 2017). This is particularly McFarlane, 2015). to consider the assumptions, stereotypes or true for teachers of government, civics and generalizations that exist in the case (e.g., does social studies, although politics appear to one person in the case hold assumptions that be infiltrating many different courses and are not evidence-based?). I then encourage subject areas. Nearly 30 percent of high school students to think about both immediate and
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teachers have reported an increase in students Applications to Online conversation on key points of analysis (e.g., “making derogatory remarks about other Teaching and Learning Osmanoglu, Koc, & Isiksal, 2013). In online groups during class discussions,” and over half environments, video can provide a more Given that we are a college where many of the high school teachers surveyed reported interactive and engaging method for students courses are fully online, are best practices for that students were experiencing higher levels to gain key information and analytic skills case studies different in an online learning of “stress and anxiety” after the 2016 election when compared to a written case. One study environment? Research that has looked at (Rogers et al., 2017, pp. V-VI). An article in (Gavgani, Hazrati, & Ghojazadeh, 2015) the effectiveness of using either written or The New York Times highlighted the challenges found that although there was no significant multimedia case studies in online courses has higher education faculty have faced in the past difference in critical or clinical reasoning skills revealed a variety of positive and encouraging year with increased levels of disagreement, when the student outcomes for written and outcomes. Richman (2015) found that hostility and conflict in courses, particularly video case studies were compared, students using high-quality cases in online courses during class discussions (Pappano, 2017). preferred video case studies over written case 1) increased student depth of knowledge, 2) studies in terms of both time management and Several studies have noted that most faculty promoted a higher level of understanding, and level of interaction. Although again, it is really (both K-12 and higher education) have 3) increased student engagement. In an online important to note that regardless of the format, very little training or formal preparation for environment, there is added flexibility of how the quality and the nature of the discussion are dealing with controversy in the classroom, to utilize case studies. Cases can be the basis critical to the effectiveness of a video, online and the associated responses of students (e.g., for online discussion forums where students and/or written case study analysis. Given the Fournier-Sylvester, 2013; Hughes, Huston, respond to a set of questions in a whole group level of comfort that our current K-12 students & Stein, 2010). Case studies were identified discussion. Cases can also be utilized as a show with technology, one would think that as a positive tool for preparing faculty for prompt for a written analysis where students the preference for video (over written cases) “difficult” classroom moments, defined as would work individually. Or, cases can be would continue to grow. “when the emotions of students and/or faculty assigned to small groups of students who escalate to a level that threatens teaching and would work collaboratively through the online Conclusions learning (Hughes et al., 2010, p. 7). These environment to analyze the case and share moments are usually prompted by a statement their outcomes with the larger group. The use of case studies in classrooms as a or comment related to a sensitive issue. A case teaching practice has the potential to increase In some areas of study (e.g., nursing, medical I am familiar with from my own contact with our students’ critical thinking and problem- fields), virtual interactive case studies are a schools is a student chanting, “Build a wall” solving skills and their ability to grapple with highly effective way to prepare students for during a conversation in a social studies class ambiguous or confusing situations. In addition, careers such as nursing or other professions about immigration. A teacher’s reaction to high-quality case studies can help our students with a need for strong clinical decision-making these comments, particularly if the comment to identify and challenge their assumptions skills. A study by Burke (2017) found that is ignored, sends a very powerful message to and stereotypes about certain groups and the addition of virtual patient cases to the all students (e.g., Fournier-Sylvester, 2013; think through complex, controversial issues. curriculum in a nursing program improved Hughes et al., 2010). Are teachers prepared to Research demonstrates that cases in a variety students’ decision-making and diagnostic respond to this? How would you respond if of formats (e.g., written, video, multimedia) reasoning skills. this happened in your classroom? can have positive outcomes on student critical thinking and problem-solving skills. This Teacher education programs, generally, do article has included the key “best practices” for not prepare teachers to deal with these kinds writing and using case studies in your courses of specific situations. Now, more than ever, “Now, more than ever, that are critical to meaningful short- and preparation, reflection and thoughtfulness preparation, reflection and long-term positive student outcomes. If we surrounding controversial issues is critical. can prepare our students for situations and Hughes, Huston and Stein (2010) found that thoughtfulness surrounding problems they encounter in the real world teachers who participated in a professional controversial issues is critical.” through hypothetical, realistic case studies, we development opportunity involving well- are helping our students to make that crucial structured “difficult moments” case studies and link between theory and practice, and better resulting discussions had a significant, positive Video case studies have been used both in preparing them for life outside the higher impact on teachers’ confidence, classroom face-to-face and online learning environments. education classroom. policies, teaching approaches and inclusiveness. For teacher education (and other fields), video And clearly, more strategies for how to discuss cases can provide a valuable opportunity to controversial issues in classrooms would help analyze common situations, interactions or higher education faculty. practices in a collaborative peer environment where the instructor can help to focus the
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References Hughes, B., Huston, T., & Stein, J. (2010). practices in teacher preparation and Using case studies to help faculty navigate graduate-level teacher education programs Burke, S. M. (2017). Cultivating critical difficult classroom moments. College (pp. 1-20). Hershey, PA: IGI Global. thinking using virtual interactive case Teaching, 59(1), 7-12. studies. Journal of Pediatric Nursing, Richman, L. (2015, October). Using 33(2017), 94-96. Retrieved from https:// McFarlane, D. A. (2015, Winter). Guidelines online case studies to enhance teacher www.pediatricnursing.org/article/S0882- for using case studies in the teaching- preparation. Journal of Technology and 5963(16)30435-3/fulltext learning process. College Quarterly, 18(1), Teacher Education, 23(4), 535-559. 1-6. Retrieved from https://files.eric. Davis, C., Peters, C., & Cellucci, L. (2014, Rogers, J., Franke, M., Yun, J.-E. E., Ishimoto, ed.gov/fulltext/EJ1070008.pdf May). TOTAL CASE: Suggestions for M., Diera, C., Geller, R. C., … Brenes, improving case writing. Journal of Case Meyer, H. A., Astor, R. A., & Behre, W. J. T. (2017). Teaching and Learning in Studies, 32(1), 1-9. Retrieved from http:// (2002). Teachers’ reasoning about school the age of Trump: Increasing stress and www.sfcrjcs.org/index.php/sfcrjcs/article/ violence: The role of gender and location. hostility in America’s high schools. Retrieved view/227/109 Contemporary Educational Psychology, from https://files.eric.ed.gov/fulltext/ 27(4), 499-528. ED580203.pdf Floyd, D. M., & Bodur, Y. (2006). Using case study analysis and case writing to Osmanoglu, A., Koc, Y., & Isiksal, M. Shulman, J. H. (2000, November 6). Case structure clinical experiences in a teacher (2013, Spring). Investigation of using methods as a bridge between standards and education program. The Educational online video case discussions in teacher classroom practice. Retrieved from https:// Forum, 70(1), 48-60. education: Sources of evidence of files.eric.ed.gov/fulltext/ED452188.pdf mathematics learning. Educational Sciences: Fournier-Sylvester, N. (2013, Summer). Wasserman, S. (1994, April). Using cases to Theory and Practice, 13(2), 1295-1303. Daring to debate: Strategies for teaching study teaching. Phi Delta Kappan, 75(8), Retrieved from https://files.eric.ed.gov/ controversial issues in the classroom. 602-611. fulltext/EJ1017301.pdf College Quarterly, 16(3), 1-9. Retrieved Yadav, A., Lundeberg, M., DeSchryver, M., from https://files.eric.ed.gov/fulltext/ Pappano, L. (2017, October 31). In a volatile Dirkin, K., Schiller, N. A., Maier, K., EJ1018000.pdf climate on campus, professors teach on & Herreid, C. F. (2007, September). tenterhooks. Retrieved from https://nyti. Gavgani, V. Z., Hazrati, H., & Ghojazadeh, Teaching science with case studies: ms/2z0ec36 M. (2015). The efficacy of digital case A national survey of faculty perceptions scenario versus paper case scenario on Popil, I. (2011). Promotion of critical thinking of the benefits and challenges of using clinical reasoning in problem-based by using case studies as teaching method. cases. Journal of College Science Teaching, learning: A systematic review and meta- Nurse Education Today, 31(2), 204-207. 37(1), 34-38. analysis. Research & Development in Reynolds, H. M., & Wagle, A. T. (2018). Zhao, J. J. (1996, December). Using case Medical Education, 4(1), 17-22. Utilizing program specific data to develop studies for international business Heitzmann, R. (2008, Summer). Case case studies for use with preservice communication training. Business study instruction in teacher education: teachers. In D. Polly, M. Putnam, T. M. Communication Quarterly, 59(4), 11-24. Opportunity to develop students’ critical Petty, & A. J. Good (Eds.), Innovative thinking, school smarts, and decision making. Education, 128(4), 523-542.
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Notes From Ukraine, 2017
Victoria Vernon, Manhattan
s Ukraine safe for travelers? What has calls with WhatsApp, and used Uber to get changed since my last trip home 12 around – the universal language of apps is years ago? How are my friends and spoken all over the world. family surviving the prolonged economic I On the outskirts of the city, a newly built giant transition, bloody revolutions and the violent Feldman Ecopark invites visitors for a full day confrontations with Russia? Also, is the old of entertainment including beautiful picnic borscht and vareniki diner still downtown spots in the woods, a large state-of-the-art near the tanks and cannons displayed by the zoo with 2,000 exotic animals, an education Museum of History? These questions were and therapy center for children, stables with on my mind on the way to Kharkov, my horses, a fishing pond, and exhibits of art and hometown, a place where I spent the first two antique cars. The park is open all year round, it joyful decades of my life. Kharkov is famous does not charge admission, and free busses run for several things other than my birth: It daily from downtown. The park is built and houses the largest city square and the largest maintained as a charity project of a foundation indoor-outdoor market in Europe. The latter set up by a generous local millionaire. Yes, is the size of an enormous and crowded capitalism has its good sides, too. Walmart, with essentially similar stuff for sale. In the more distant past, the city was a proud All street signs are no longer in Russian, but in industrial production hub of the USSR; its Ukrainian and English. Since 2014, Ukraine Victoria Vernon with her economics professor, Tamara Merkulova, chair of the Department of Economic scientists contributed to the design of the first has embarked on a campaign to replace street Cybernetics at Kharkov State University. Soviet atomic bomb. More recently, Ukraine names of Soviet revolutionaries with Ukrainian had been on the news a lot, portrayed at times public figures. Even the former neutral- as a torn up battlefield, so I was prepared to sounding “Revolution Street” received a new destroyed. Such was the fate of a large and face the worst. name, “Kulikov’s Descent,” after someone prominent figure of Lenin pointing forward obscure. Not only streets, but districts, villages in the central square of Kharkov, a monument Upon my arrival, Kharkov looks amazingly and towns have been renamed all over the that for many years was an iconic symbol of neat and more beautiful than ever. Renovated country. The economist in me should point the city placed in every picture and shown to public places – squares, streets and parks – are out that changing names and addresses is an every visitor. It was taken down without a vote, shiny clean. A new pedestrian bridge, several expensive undertaking, as it requires massive thus depriving the next generation of students new monuments, a long list of art exhibits reprinting of addresses and updating of all from a nearby university of a convenient and entertainment events in the local paper – documents. I read somewhere that historians meeting spot “under Lenin.” Not everyone is everything points out that normal life has had been scrambling to find namesakes of enthusiastic about demolishing monuments; resumed. Burgeoning small businesses are Felix Dzerzhinsky and other Soviet heroes, after all, they are part of history. Post-Soviet busy with customers – shops, cafes, Ukrainian digging into legacies of their brothers, children countries could approach the issue creatively food chain diners, schools offering English and unrelated people with similar last names in and set up cemeteries of old communist statues lessons, medical offices advertising any kind hopes of finding a virtuous person and rename and signs, or outdoor museums of Soviet art. of diagnostics your ailing soul desires, hair places using the same last names. I wondered salons, kiosks, watch repairs, tour agencies and A short distance from the now empty for a second if General Robert E. Lee had a drug stores selling herbal and conventional monument space on the central square, brother, also an army general, but on the good medicine. Several new orthodox cathedrals Kharkov State University conjured up side of history. Let me guess, the namesake have been built over the last few years; their three new bust sculptures to Nobel Prize strategy probably won’t work. golden domes adorn the city landscape. Fast winners whose names are closely or remotely subway lines have expanded to connect more Monuments to Vladimir Lenin and other associated with the university: Ilya Mechnikov distant residential suburbs to the business Soviet heroes have been torn down all over the (medicine), Simon Kuznets (economics), center, bringing the city closer together and country, often informally by small groups of and Lev Landau (physics). The economist in giving its central area a small-town feel. I nationalists. Thousands of mosaics, sculptures this group was a pre-revolution student of a rented a place downtown via Airbnb, made and Soviet-themed paintings have been high school where some university professors
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taught; that’s his affiliation with my alma his face; he left no notable legacy of reforms or participants in the U.S. elections. They are mater. Technically, I can also join this group. positive changes. His then rival, rejected by the just not at all sure they deserve that much All I need to do is to win a Nobel Prize. Orange Revolution, won the election five years attention, modest as they are by nature. later, and eventually made history as one of the Ukraine’s currency, hryvna, has lost a lot To the south of the Kharkov region – almost most corrupt Ukrainian leaders who embezzled of value in dollar terms compared to a few in a different world – is a blue-collar area of millions, including almost certainly millions years ago. The average monthly salary of a Donbass, where a slow civil war has been an from foreign aid. Ukrainian worker is under $200 at the current endless drain on resources for the years since exchange rate, down from over $400 only The most recent crisis of Maidan (2014) was the Maidan revolution. The civil war started a few years ago. No wonder Ukrainians are fueled by the corruption of President Viktor out as an internal conflict between radicalized reserved rather than excited about the newly Yanukovych and by a genuine disagreement Ukrainian “nationalists” and pro-Russia allowed no-visa travel to EU countries; most among the country’s population as to who “separatists.” The nationalists were groups of people won’t be able to afford it. A more Ukraine’s best friend should be, Russia or young men from western and central Ukraine expensive dollar means small manufacturing the West. Russia offered to lend a small who came to attack the pro-Russian locals, firms and produce farms may not be able to amount of a few billion dollars plus provide and to crush their windows with baseball bats afford foreign components, and the public may cheap gas, while the EU offered a choice to to teach them a lesson. The locals continued not be able to afford imported goods such as unfriend Russia and get a larger loan of a few anti-nationalist rallies; more fights broke out, electronics. The devaluation benefits oligarchs, hundred billion dollars in exchange, a dream so the Ukrainian government sent tanks and exporters of metallurgy and low-processed of EU membership, but no gas. Both offers heavy weapons to the area, and even killed food, which use local resources and are not were pretty good, making for a hard choice. protesters. Russia reacted; it entered the dependent on foreign inputs. Their dollar Ideally, you want to take both and keep the conflict to support the predominantly Russian earnings from exports can buy a lot of local money, but the EU and Russia demanded a population in the area. Who is fighting now? currency units, meaning they can afford to commitment, saying one can’t marry both. On the pro-Russian side, there is a mixed acquire disproportionately more assets, such as Thus, the country split into pro-West and group of true believers who want Donbass to land and factories, and get even richer because pro-Russia camps. A national referendum split from Ukraine, plus hired paid soldiers payments to workers are low. Coincidentally, could have been helpful and wise at that point. sent by Russia. On the Ukrainian side, there the new democratically elected president of Instead, the debate degenerated into name- is a mix of Ukrainian volunteers: extremists, Ukraine, Petro Poroshenko, is a billionaire who calling and street fights. The choice about a released prisoners, and contracted soldiers. At owns a chocolate and candy manufacturing historic development path came down to a one point, Ukraine attempted a mobilization empire, and exports a lot of his ROSHEN contest of which side had louder propaganda of men up to age 55 on top of already existing brand candies. (He named the brand after and greener wallets. The two-month standoff two-year conscription, but mobilization was himself: PoROSHENko.) in Kiev was financed by moneyed interests: abandoned as unpopular and hard to enforce. I unemployed people were paid to participate; heard stories that fighters from opposing sides Cosmopolitan and having an educated food deliveries were organized; and weapons now call each other to let “the enemy” know population, Kharkov tends to stays away from were brought into the maidan (Ukrainian for where to shoot so no one gets hurt; after all, the heat of revolutions, avoids violence and is “square”), covered up in ambulance vehicles they are paid workers, and everyone wants to skeptical of extreme swings and radical views. to avoid police checks. Various interest groups stay alive no matter what governments order Revolutions occur in Ukraine about every paid media for “information inflows,” or an them to do. decade. They start out as protest movements assortment of fabricated fake news against and mass demonstrations, spread to several The streets of Kharkov seemed quieter in specific political candidates in order to cities, and end with a change of government. 2017 than I remember them in the 1990s. influence the new election. The first revolution of 1991 was a movement I wondered why. Students of several large in support of independence from the Soviet Information is becoming a weapon of mass universities were away for the summer, perhaps. Union and Russian hegemony. In Ukraine, distraction all over the world. In contrast to People no longer like other humans; they are the word “independence” still implies the rules of the game in the U.S., meddling home with their smartphones and computers, independence from Russia. in elections using the media as a weapon is perhaps. Or the general demographic trends not seen as anything unusual or criminal in are catching up with my hometown: the latest The second revolt, the “Orange Revolution” of Ukraine and Russia; it is largely part of a population count for Ukraine is 42.7 million, 2004, was a massive peaceful protest against rough, competitive democratic process where down from 52.2 million in 1993. Migration corrupt regimes of the first two presidents and individual voters must choose what they and low birth rates are to blame. Another against vote manipulation during the third believe and what they don’t. The Russians – at explanation is a marked decline in the number presidential election. Mass protests overturned least the ones I talked to – are flattered to hear of visitors from Russia. Thanks to new travel the election results and bestowed victory on their country mentioned in the U.S. news daily restriction imposed by Ukraine, Russian the marginally more popular candidate. The in this context; they are thrilled to be noticed passport holders are asked to present an new president later became known as a guy and surprised to be regarded as important invitation from a Ukrainian citizen or business, who survived a poisoning attack that disfigured
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a rather ridiculous rule that is selectively most of the population is bilingual, and the What I find remarkable is the fact that all enforced for men ages 18 to 55. A similarly preference for using Russian has not changed through the conflict with Ukraine and the annoying visa and invitation travel restriction despite universal conversion of grade schools West, Russia has been selling gas to Europe by Russia for U.S. citizens was the reason and universities to Ukrainian, and introduction and to Ukraine using pipelines that go why I chose not to visit my second historical of language testing as a prerequisite for state through Ukraine. Obviously, big money motherland (Russia) on this trip. jobs. In schools, particularly in universities with interests that control hydrocarbon trade foreign students, teachers find informal ways to on all sides want nothing to do with politics. In another spectacular attempt to shoot itself offer their classes in Russian. They care about profits. in the foot, Ukraine eliminated all direct trains and flights to Russia. Note that the Despite its effort to condemn oppression The profit motive underlies growth in two countries used to be one: 20 percent of of compatriots, Russia never welcomed international business in at least three other the Ukrainian population is Russian; family migrants or refugees from Ukraine. In its industries. Vacations on the Black Sea are members live on both sides of the border. Back own effort to restrict the inflow of popular among foreign tourists for being in the time of the USSR and for years since its undocumented guest workers from Tajikistan affordable. A less well-known tourist attraction breakup, economic ties between Ukraine and and Moldova, Russia recently introduced of Ukraine – believe it or not – is Chernobyl, Russia were strong and production factories residence-based work permits that restrict the home of the worst in history nuclear in Ukraine required Russian components. The job searching to a geographical area, making disaster of 1986. Back then, an entire city in Walmart-size outdoor market in Kharkov it harder for potential immigrants and refugees “The Zone” was abandoned within hours – attracted commerce from many neighboring to settle down. personal possessions left behind, and left countries, especially Russia. As Ukraine untouched for decades. Thirty-plus years later, The West sees Russia as an aggressor for severed ties with its main trading partner, its guided tours take visitors along a radiation- its annexation of Crimea and military own economy became less industrial and more safe path through the apocalyptic reminder operations in eastern Ukraine. The U.S. has agrarian, more primitive and less diversified. of Soviet life, a still life of streets with phone not recognized the results of the Crimean While production ties may take years to booths, monuments to communist leaders, referendum; the official U.S. maps still mark rebuild, some immediate changes can be made slogans on buildings, workers’ apartments, Crimea as Ukrainian territory under temporary to boost the economy. Tourism to and from and bumper cars frozen in mid-motion, all Russian occupation. Crimea residents, in turn, Russia should be encouraged by all means as taken over by time and nature. In addition, are overall content with their choice of an an easy way to earn revenue for a country with Ukraine is becoming an attractive destination occupier – their earnings and pensions have an average annual per capita income of $8,200, for medical tourists from the U.S. and Western increased, and infrastructure is improving. The which is half that of Russia’s or Mexico’s. Europe seeking dental procedures, in vitro West imposed a series of sanctions against Russia imposed no similar travel barriers fertilization treatments, and laser eye and Russian officials and restricted trade with for Ukrainian citizens. You can still go visit cosmetic surgery. On a less proud note, I Russia. The officials probably deserve the Crimea, as long as you are willing to wait in a noticed yet another way Ukrainian private travel bans and asset freezes. However, the long passport check line at the new Tijuana- sector encourages international business: There low-income population is starting to feel a like border crossing. are large subway ads in my hometown inviting shortage of essential medicines because active females under age 35 to join matching sites to The new normal in my motherland includes a ingredients are no longer imported. find mail-order husbands abroad. large dose of anti-Russian propaganda. Russia Russia is still under sanctions, first for the is touted as an occupier, supporter of bandits- Among other things I learned from this trip Crimea annexation, and most recently separatists in Donbass, and an authoritarian was a bunch of serendipitous discoveries. As for supporting the regime in Syria. In the state with no freedom of speech. To disavow one example, I met 19-year-old girls who were meantime, Ukraine is being showered with further its eastern Big Brother, Ukraine Mormon missionaries from Utah spending IMF (International Monetary Fund) and blocked access to two popular Russian-run their gap year in Ukraine. They are sent to EU (European Union) financial aid. Some of social media sites – an interesting move for a random countries by a lottery, covering their the conditions of the loans require stronger country concerned with preserving freedom own expenses, with a promise not to call anti-corruption institutions. Ukraine is yet to of speech. their parents more than once a month. On build a better legal system, improve protection weekends, their large group gathers in one To be fair, propaganda is heavy on both sides of property rights, strengthen contract place to play American football. On other days, of the border. In Russia, media tells horror enforcement and create independent courts. they learn Russian and offer English lessons to stories about Ukrainian bandits-nationalists Stronger rule of law will ensure that this Ukrainian youth. They also teach Ukrainians to in Donbass, and about discrimination against massive foreign aid is used to finance public sing American folk songs including “Country Russians who are being oppressed and not services, and none of it is pocketed by local Roads.” Now in the U.S., every time I hear this allowed to speak their native language. oligarchs and foreign consultants like song, Ukraine comes to mind. “Country roads, Language discrimination is an exaggeration: I Paul Manafort. take me home, to the place I belong!” saw and heard no evidence of it. Kharkov has always been a Russian-speaking city, although
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Going to College is Not Like Going to The Home Depot
Janet Kaplan-Bucciarelli, The Threshold Strategist1
any in higher education and that is increasingly divided into the college industry have lamented the haves and have-nots (Carnevale, Jayasundera, prevalence of low college & Gulish, 2016). completion rates. When students don’t M The Interview, Part I – graduate, it’s bad for the college and the economy. And it’s not good for social cohesion Childhood, School and Work when millions of people are left behind while At the time of my study, Reese was a 36-year- those with degrees see their prospects improve. old, white, gender-nonconforming woman But what effect might non-completion have with no children. She and the other nine on the students, themselves? What does participants in my study were enrolled in pre- college mean to them, and so what would be college “transition” classes associated with a lost if they drop or stop out? Few researchers community college in the Northeast region have explored the situation from the learners’ 2 of the U.S. in the fall of 2016. As I did with perspective. As a former adult education all of the participants, at the start of the first instructor, I wanted to know more about the interview, I asked Reese to create a timeline millions of low-income, first-generation adults of her life, and include events or memories who aspire to college. I wondered how a more (from her school years and beyond) that holistic understanding of this population might Janet Kaplan-Bucciarelli influenced who she was as she prepared to help college practitioners better prepare for, enter a college classroom. teach and support academically underprepared the work or didn’t want to, but I got to this students on the threshold of higher education. Reese started her timeline at sixth grade when place where I didn’t care about it. Like, the she and her classmates were “involuntarily system wasn’t caring about me and I didn’t care This curiosity led me to my dissertation transferred to junior high” because of an about it.” Reese started staying at Denny’s (a research, titled, “Can You Just Move the elementary school renovation project. She was restaurant that was open all night) and often Curtain?”: Stories of Women from the Educational “unprepared” for the change and it “totally slept at the apartment of one of the waitresses Underclass at the College Door (Kaplan- disrupted [her] school flow.” At the same time, who opened her place to troubled, drug-free Bucciarelli, 2018). In this article, I focus on her home life was “pretty tough.” She, her teens. At some point, Reese just stopped going one of the participants in my study, “Reese” (a mom and two siblings lived in low-income to school altogether. pseudonym). Her stories, and my efforts to see housing, and they did not get along. When and feel the world from her perspective, helped At around age 20, without preparing in any her brother starting to drink alcohol and use me understand more about the strengths and way, she took and passed the GED test. drugs, everything “got exponentially worse.” vulnerabilities of adult learners. The study Finding work never seemed to present much He was violent and sometimes kicked holes in gave me hope that by adjusting institutional of a problem. Reese had several retail jobs the door to her room. Sometimes Reese went and instructional practices, higher education in a mall, was a manager at McDonald’s, to her aunt’s apartment to do homework, but insiders can help adults learn more effectively assembled complex devices at a manufacturing when she was 14, her aunt died, and from then in college, begin to heal from difficult lives, plant, and then, for 10 years, managed the on, when school got out, Reese would drop complete certificates or degrees, and transform set up and remodeling of retail stores for a her things off at home, and go right out again. their lives. So now I am on to my next large chain. At each job, Reese was “scooped “Anywhere but home,” she said. question: Do we as practitioners, and do our up,” promoted and given more responsibility institutions, have the will, hope and patience At school, Reese was bullied for being “smart,” because, as she put it, “I’m a pretty great catch! to turn toward our students when so many of and over time, she skipped more and more Whatever I have tried to do, I’ve been good them are turning away? Our ability to respond classes. In the middle of 10th grade, she was at it. Construction? Got you! I just learn it. will impact far more than degree completion told by a school administrator that she was I’m pretty smart. I’ll figure this shit out.” The rates. We each have the potential to advance so far behind that she might as well drop trouble was that most of the jobs never social and educational justice in this country out. As she recounted her story, Reese quietly paid much, and often she had two or three wiped away tears and explained: “I’m a really at a time. smart person, and it wasn’t that I couldn’t do
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With a college degree, Reese knew she would I asked Reese, for example, if she could tell to buy. Then, when the time came, she went have more options for more interesting, safer me about her interests or about interesting to the convention, bought her supplies, and, and better-paid work. Plus, she respected conversations she’d had in the past. She told over time, figured out the best way to design college graduates more than people without me about how she learned from other people, and build her vivarium – and keep her frogs degrees. Reese said graduates were “really well- like her girlfriend, Maggie (a pseudonym), who (named Houdini and Snoop Frog) from spoken … able to get their ideas out to other worked with developmentally disabled kids escaping. About her out-of-school learning, people,” but people who hadn’t been to college and adults. Reese said that Maggie was “super, Reese said, “I was realizing that if I’m were “just kind of doing whatever with their super fascinated by autism and all things that interested in something and I want to know time.” She lived in an area where there were go along with that,” and that they talked about about it, I can learn it and be successful at it. many colleges and college-educated people, “different ways of being in the world. ... Like a People see this [vivarium] and say, ‘Oh my and as a result, Reese was often assumed to neurotypical person.” When I admitted that I God! It’s beautiful! ... How’d you learn how to be a student or graduate. This frustrated her had never heard the term “neurotypical,” Reese do that?’ And I’m like, ‘I don’t know, I just did because while she did not want to lie to people, explained, it. I just learned. I just researched it.’” she also did not enjoy revealing her lack of A neurotypical person – like, somebody Reese made her learning sound fun, natural educational attainment. Seeking better job … who doesn’t have an autism diagnosis. and easy, and, like many of the other prospects, as well as more respect for herself I mean, um, so you and I could interpret participants I interviewed, she smiled and and from others, at age 36, Reese registered for body language and things in an emotional spoke in a confident tone as she described the free transition to college and careers class way that perhaps someone on the autism her experiential learning. After her joyful at the community college. spectrum can’t. And so, they have to … explanations about “neurotypical” people and The Interview, Part II – Interests they have to actually use their intellect “vivariums,” however, I noticed a palpable and Experiential Knowledge and intelligence to try to discern what change in the feeling of our conversation when people are thinking and feeling. ... I moved us on to explore her experiences in the Too often in the U.S., a lack of educational So, conversations like that, are really transition class and her thoughts about going attainment is associated with a lack of learning interesting to me. on to college. and knowledge. As Rose (2012) put it, “the Reese’s intellectual curiosity was not limited cognitive content of occupations is given The Interview, Part III – Thoughts to people, development or communication, short shrift” (p. 137). By requiring a college About Self and About College however. She pointed to the terrarium across credential, employers regularly communicate her living room from where we sat, and In the second half of the interview that their belief that experiential learning and added, “I’ve always loved animals … and I day, I asked Reese about her overall feeling knowledge is not enough. And students often love plants.” Then, she explained how she had about the transition course, she said she had carry this same assumption when they enter seen on Craigslist that someone was trying to discovered that she was not “as far off from college. They tend to undervalue what they find a home for some tree frogs. Reese said being able to be a successful college student” have learned outside of school. Because of the photos “really sparked” her interest, and as she had thought. Other participants echoed this, some scholars who work with returning so she “just sort of set about looking up, like, this perspective. About the math component adults claim that “the most significant role what to do.” She “went on tons of websites … of the class, however, she (and several other of the instructor is to convey her or his belief kept watching videos on, like, people building participants) said there were concepts she that the student’s learning from experience different vivariums. … ” When I admitted that did not understand, and she did not have has value” (Stevens, Gerber, & Hendra, I had never heard the word “vivarium,” Reese enough time to learn the material before the 2010, p. 382). This sort of recognition of an explained the concept like a seasoned educator: teacher moved on. While her math skills academic newcomer’s knowledge, intelligence had improved somewhat, the experience had and learning capacity – by an academic So, I knew what an aquarium was because been quite demoralizing for her. But there insider – has the “potential to validate learning I was keeping fish at that time. So, that’s were two other experiences, in particular, that and, at times, transform the student’s view an aquarium. (She pointed to one across made Reese truly question her competence as of herself as a learner” (p. 382). In the short the room.) And a terrarium is where you a student. The first was an essay her teacher time I had with my study participants, I have dirt and plants. And then I learned had assigned; the second was the course wanted to acknowledge them (and help them when you put a live animal in it, it is registration process itself. acknowledge themselves) as learners and now called a vivarium. And I thought, thinkers. One way I did this was by inviting “That’s so freaking cool!” I’m like, “I want About the essay, Reese explained that the topic them to talk about their interests and a vivarium!” her teacher assigned did not make sense to her. the learning they had done outside of She said, Through her research, Reese found out about academic settings. “a huge convention for people who like frogs We were supposed to write about and reptiles,” and she made decisions about an obstacle that we’ve overcome. And six months in advance about what she needed the way I was thinking about obstacles,
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I just was like, you know what? To me the next, and handed paperwork she did not “not-knowing” with being “not-competent”? ... running into an obstacle suggests that understand. “But it’s like I’m expected to know How can one be a successful student if one I was on a path and I’m walking, and this and I don’t know it … ” she told me. does not first see oneself as a learner? then a boulder fell into my path, right? Just at the moment Reese realized she In the interchange below, I communicated to But that’s not how I’ve been living my truly needed help from someone else – an Reese my own “not-knowing” and my desire life! Like, I walk through huge fields, advisor, perhaps – she was told she would to understand her reaction to the registration right? Because I’m not on a specific path. not be assigned one until the middle of her experience, particularly in light of the other Boulders are everywhere. I just freakin’ first semester. Reflecting critically on her stories she had told about her experiential walk around them, so they’re not really situation, Reese said, “I think people need learning. What Reese communicated to me led “obstacles.” They’re just, sort of, things to have somebody that they can go to and to a sort of perspective transformation (another that are there. So, I don’t understand. figure this out, like, right away. Like, from the Mezirow [2000] term) on my part. I wonder I don’t even know how to pick out moment they walk in because I’m … I’m still if the issues she illuminates here will surprise an obstacle because I haven’t had a so intimidated.” As I listened to Reese, I had other higher education practitioners as much goal, right? the sense that she had just provided me with a as they surprised me. Eventually, Reese asked her girlfriend for help great gift in the form of a disorienting dilemma, Janet: The reason why – one thing I find on the paper, and that made a big difference. something Mezirow defined as a challenge interesting about that is because – I keep But Reese was extremely frustrated and or problem a person cannot understand or picturing you, like, in The Home Depot, seemed disappointed with herself when she solve with her established frame of reference let’s say. finished telling me this story. She said, “So, I (Mezirow, 2000). Reese had seemed to me wrote my obstacle paper … but I couldn’t come like a great candidate for college; she had Reese: (Laughs.) up with it on my own. … ” For much of her the ability to think analytically, critically and Janet: And finding your way around. life, Reese had not had people on whom she creatively, and she enjoyed expressing her “I need nails that look like this,” and then could depend, and she prided herself on her opinions and listening to those of others. there’s something about it being school, it ability to do things on her own. She did not She was curious and she knew how to learn. being an academic place that feels like it’s like other people’s judgments about her and Despite all of this, however, she stalled at the harder to navigate. other people’s deadlines for her. Perhaps most college door. importantly, however, her life had taught her Reese: Totally. that other people were unreliable. To depend Janet: Like it’s a completely on someone else was to be weak and to put different situation. herself at risk. Although her teacher likely “Not-knowing makes me saw the assignment as simply an academic feel not-competent.” Reese: It’s not nails and screws. It’s not challenge, from Reese’s perspective, it was concrete things that fit into one another. a threat to her strength and autonomy. … It’s, like, it’s so malleable. It’s almost As Reese put it, “Not-knowing makes all intellectual and it’s almost all fluid and me feel not-competent.” The Interview, Part IV – whatever, that I can’t make sense out of Educating the Researcher it. Or I have a hard time making sense Reese described another experience of “not- out of it. [At Home Depot,] I don’t have knowing” in school, and that one, coming at After she finished telling her registration to ask the associates for things I need. the very end of the transition course, left her story, I was quiet for a few moments. Reese I can just go and find them myself, right? with the feeling that college probably was not had described taking on and succeeding with But [college] is not Home Depot … you the right place for her – at least not yet. She numerous challenges: surviving an unstable have to talk to this person and explain explained that their transition teachers had and unsafe home environment, securing what it is you need and try to make supported her and her classmates when they and learning new jobs, navigating new them understand! first put in their college applications, “But as relationships, and undertaking various home soon as the college got hold of it, like, things renovation and other construction projects. Janet: And you don’t know what you just started happening.” She described going In the transition class, however, she had not need, yet. to register for her first semester of classes and perceived math, writing and registration as Reese: And maybe I don’t know. I can’t “not-knowing” where any of the offices were or challenges; rather, they were threats to her self- see all my options! Well, how am I how she was supposed to choose classes. She concept. And living the life she had lived, supposed to pick that one if I don’t know said, “I walk into these offices. Like, there’s one can understand why Reese would want, all my options? “Well, which class do you Admissions, Financial Aid, Student Records, and need, to avoid threats. But how can one want to take?” “Well, I don’t know!” all these things. And I’m just like, ‘Whooooo be a student – in a college setting – if one does what?’” She was sent from one office to personalizes “not-knowing” and associates Janet: You don’t even know what’s in the store!
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Reese: I have no idea ’cause I can’t see it! schools; exposure to violence or sexual assault; the adult learners in my study who were “on You know? And also, that person will say, a lack of adult guidance and support; the illness the threshold of starting a new life through “Well, I can’t help you with that. You’re or death of a close family member; and a lack education” (p. 10). going to have to talk to this person about of economic security. Several spoke of learning The first principle is that thresholders arrive at that.” And I’m like, “What? What?” disabilities (diagnosed or suspected). With this the college door as resilient, multidimensional Or, “Well, that would be in this other history, coupled with academic failure or non- individuals with significant strengths and window. You need to go to ...” and I’m completion (in high school or after), many of vulnerabilities, both of which must be like, “But, can you just move the curtain? the participants indicated that they were now acknowledged and addressed. Too often, adults So, I can see?” involved in a kind of healing process. If they like Reese are understood in a very narrow had not stood up for themselves earlier in their After spending years doing work that was low- way: as academically unprepared, and lacking lives, they would now. If they had not spoken paid, unappreciated and beneath their abilities, in confidence and college knowledge. We out when something felt wrong before, they the participants in my study yearned for mischaracterize aspiring students when we would now. more respect, more stability and more control fail to acknowledge strengths, such as their over their lives. Many wanted work that was So, it did not work for Reese to walk into intellectual and other interests, their capacity meaningful to them and that would help other school and feel lost and incompetent when to learn, their experiential knowledge and people. They wanted to express themselves what she wanted most was more self- their resilience. We misunderstand them if we and to be counted as full-fledged adults. confidence and increased control over what ignore their history of trauma and adversity, They all had been told, and they believed, had primarily been an unpredictable daily life. the effects of which are known to influence that college was a solid strategy to help them The last thing she and any of the participants one’s ability to take risks, respond to setbacks, move toward their goals. But like Reese, most in this study wanted was to fail again and to seek support and learn (Perry, 2006). of the participants did not know what college feel humiliated. In the end, for Reese, the risk The second principle of a thresholder-responsive would really be like nor what it would require proved too great. Although she may still do approach is that thresholders (the great of them. Herman and Mandell (2004) wrote it one day, she did not enroll in college after majority of whom are first-generation college that, “Adult students want their learning to completing the transition classes, and the students) face a great cross-cultural divide make them more powerful in the world” (p. registration process was one determining factor. when they attempt to enter the college 1). And Luttrell (1997) observed that “Adult It both enrages and inspires me that these environment. The world of higher education education is about establishing a credible, learners arrive at college with such hope, yet has a very unique worldview, language and worthy self and public identity as much as it is so rarely succeed. There is great pressure to set of expectations. If newcomers are to about gaining a diploma” (p. 126). It seems to go to college and get a degree, but so many integrate into this foreign culture, thresholders’ me that these adult educators understand the barriers for lower-income adults: cost, time, interactions with the college need to be both “expressive aspirations” (Deterding, 2015, p. work and family responsibilities, lack of child affirming and orienting – not only in the 292) of the participants in my study: that adult care, psychological wounding and more. There classroom or the counseling center, but in the learners’ desire for further education is about has been quite a lot of scholarly work done offices of the registrar, as well. much more than economics. Going to college in the U.K. regarding educational injustice is symbolic of being a “worthy striver” (p. 296). The third principle of a thresholder-responsive and the constrained decision-making of But in the daily life of the college, how many approach is that learning (specifically, marginalized adults at the college door, but instructors and others truly understand the learning to be a student) is not a solitary task I found much less here in the U.S. To me, it role we are called to play in terms of orienting undertaken by each individual – on her own. is morally unacceptable that a society that so these newcomers to our learning culture and It takes more than just desire and motivation prizes higher education allows it to remain so our expectations? Do we adequately realize for adults like those in my study to enroll in, unattainable for millions of citizens. I offer how much is foreign to individuals like Reese, transition to and persist in college. Becoming the following principles and recommendations and how painful it can be to feel so capable a college student is a relational endeavor that to those higher education practitioners in some realms, yet so incapable in the realm requires the active participation of academic tasked with making college learning not only that has the power to determine one’s future? insiders. Gale and Parker (2014) held that accessible, but inviting, comprehensible and Do we fully comprehend how threatening not- institutions must go beyond helping students effective for adult learners who so want to knowing might be under these circumstances? learn and adapt to existing academic structures enroll and succeed. and mindsets. Colleges and practitioners Not all of the participants in my study were must actively listen to, learn from and allow as articulate or reflective as was Reese, but Principles and Recommendations themselves to be changed by the knowledge, like her, almost all had a history of trauma or These recommendations are founded on experiences and needs of their students. adverse life events. Most of the participants’ the three core principles of what I call a stories about their early lives included several With the recognition that every institution “thresholder-responsive approach to college of the following factors: a struggling single is different, I provide here a sample of transition.” Thresholder is a term I adopted mother; frequent moves and changes in recommendations for institutional, program from Goto and Martin (2009) to describe
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and pedagogical change, all of which have stressed because she had not written the essay Recommendation #3 – Foster authentic their roots in one or more of the principles just that was due that day for class. She explained connections between thresholders and described. It is my hope that these ideas might that whenever she had to decide between academic insiders supplement those that others have already taking care of her basic needs or getting One major finding of my study was that designed and developed for their particular her schoolwork done, there was no question the participants were making decisions students and circumstances. The goal is to about her priorities. She said, “I’m sort of about college without having a thorough create a campus culture that is more safe, hypervigilant with making sure my needs are understanding about what college entails. just, inclusive and inspiring – one where both met and that I have a roof over my head and The majority of the women only had very thresholders and insiders recognize themselves whatever. That just comes from my history ... general ideas about college, namely that it as adult learners in a process of change. I just know that should something go down would require a lot of time and a lot of work. in life, I’m going to prioritize that and not Recommendation #1 – Become a Reese’s perspective, illustrated in our Home necessarily school.” trauma-informed institution Depot interchange, communicated that she Amarillo College (AC) in Texas implemented really was not clear about what college was While the topic of trauma/adversity (TA) and a campuswide initiative to support students for. She and some of the other participants its effect on adult learners is not a commonly like Reese who face significant barriers to also had idealized images of college students, addressed issue in the literature on thresholder their educational participation. The college believing, for instance, that good students transition, adult educators commonly report conducted a survey and asked students what always did their homework on time or that real hearing stories of TA from their students was preventing them from succeeding in students were more “motivated,” “committed” (Horsman, 1998). And researchers have found school (Lumina Foundation, 2018). AC’s and “dedicated” than the participants perceived that community college students experience president said he expected “academic answers” themselves to be. As first-generation students, more adverse life events than students at four- (p. 12), but what he heard from students had thresholders would benefit from opportunities year universities (Anders, Frazier, & Shallcross, nothing to do with academics and everything to learn about college through authentic 2012). While there is nothing any institution to do with child care, health care, utility relationships with peer mentors – people or individual can do to directly heal much of payments and the like. In response, AC like them who are just further along in the what Reese and other participants experienced launched its “No Excuses Poverty Initiative,” academic process. in terms of TA, institutions can take steps making connections with local social services to ensure that their people and practices do agencies, and setting up a one-stop advocacy not throw salt into the students’ existing and resource center on campus. There is a wounds. In a trauma-informed organization, food pantry, a mentoring program, a legal “This kind of initiative everyone, from the admissions receptionist clinic and a counseling service all in one to the president, participates in trainings to communicates to students, as office. Struggling students can get gas cards develop an understanding of how students’ or bus passes if they are short on money and well as everyone who works TA experiences impact their lives and their cannot get to school temporarily. They can ability to seek information, take risks, respond at the institution, that the get a bag of groceries if they do not have to problems, advocate for themselves and enough money to shop one week. Scholarships college wants each student to learn. When an approach like this is in place, (especially for adults with children or other “every interaction is consistent” with the succeed, and that it will do caretaking responsibilities) are available, as goal of promoting growth (Elliott, Bjelajac, is assistance with the cost of textbooks and whatever it can to make Fallot, Markoff, & Reed, 2005, p. 462), and tuition. This kind of initiative communicates any services or interactions are more likely to that possible.” to students, as well as everyone who works be healing than harming (S. Brown, personal at the institution, that the college wants each communication, January 19, 2018). student to succeed, and that it will do whatever I imagine pairs talking with each other Recommendation #2 – Minimize unnecessary it can to make that possible. AC claims its about their various writing assignments, for stress to make college more doable initiative has contributed to a dramatic increase example. How encouraging would it be for in persistence and completion rates. Each While the women in my study saw promise the thresholder to hear that her peer mentor college would need to conduct its own study to in college and associated having a credential struggled to come up with a thesis statement, determine the needs of its particular students, with a more stable, less stressful life, they also too? Or that the peer mentor (from a similar but AC provides a promising model of how anticipated that becoming a student would socioeconomic or other) background was not to reduce stress and present the college as a increase their stress levels. When Reese and I only surviving college, but loving a class? The supportive partner for students struggling to met for our second interview, for example, she mentor could show the thresholder how she balance life and school. Such an approach had had a car accident, was spending hours registered, what classes she chose and why, might really help someone like Reese. dealing with her insurance company, and was thereby modeling skills and understandings the in search of a new car. She was even more thresholder needed to develop.
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Another idea for a way to show thresholders Teachers benefit, as well, by developing an through their eyes. Truly, how else will we that college people are more like them than appreciation of what and how students learn in learn that going to college, for them, is not at they might imagine is to invite faculty and staff work and other settings. all like going to The Home Depot? to interact with thresholders in intentional and Incoming students could be taken through authentic ways. The University of California Notes the kind of process I used in the interviews has a systemwide FirstGen Faculty campaign, 1 in order to identify past learning experiences Janet Kaplan-Bucciarelli is an for example, to encourage first-generation and interests. They could then, with the independent adult and higher education students who are now faculty members to help of a teacher and a list of skills and consultant with The Threshold Strategist, identify themselves to new students during the knowledge/awareness, check off the many located in Amherst, Massachusetts. She first week of the school year. Professors wear assets they would bring with them to the earned her Ph.D. in educational studies, FirstGen T-shirts or buttons and offer guest college door. Reese did not see the ways in adult learning development, from Lesley lectures or use other means to “foster a sense which researching and building a vivarium University in 2018. of belonging and ownership” among the first- prepared her to be a college student, but a generation student population (Flaherty, 2017, 2 This study included only women; in teacher could help her make those connections. para. 6). Relationship-building efforts like fact, the majority of adult students in In addition to building the student’s self- these can forge connections that make college community colleges are women. However, knowledge and confidence, this activity would less foreign or intimidating. They communicate many of my findings confirm what also help the teacher know what her students care to thresholders, and send the message that previous researchers found in studies of were interested in and capable of. And even people like them not only have a place in the marginalized adult learners in general. if a student decided not to go on for further college setting, but succeed there. education at that time, at least she would leave References Recommendation #4 – Make learning the institution with a better understanding of autobiographies and associated skill and her knowledge, attitudes and strengths, and the Anders, S. L., Frazier, P. A., & Shallcross, knowledge inventories a standard part sense that her interactions with the college had S. L. (2012). Prevalence and effects of life of the educational approach been enlightening and growth-inducing rather event exposure among undergraduate and than deficit-focused. community college students. Journal of Whether it is for initial placement into a pre- Counseling Psychology, 59(3), 449-457. college transition class or to individualize a Millions of adults, like Reese and the other teaching and learning approach, we need better participants in my study, dream of furthering Asimov, N. (2018, January 11). Jerry Brown ways of learning about students, their history, their education, and many of them have already proposes new online-only public college thoughts, inner conflicts, prior knowledge taken the bold step of approaching the college to help working adults succeed. Retrieved and future goals. Part of what happened door. Far too often, however, the barriers prove from https://www.sfgate.com/news/ in the interviews I conducted was that the too numerous, and these college aspirants article/Jerry-Brown-proposes-new-online- participants took stock of themselves. They become “economically and educationally only-public-12488442.php looked back on their lives, projected forward stranded” (Brown as cited in Asimov, 2018, Brown, J. O. (2002). Know thyself: The and considered the role family, education, work para. 8), and confined to an “educational impact of portfolio development on adult and learning had played in their lives. Most of underclass” (Rose, 1989, p. xi). What is the learning. Adult Education Quarterly, 52(3), the participants appreciated the opportunity role of higher education practitioners here? I 228-245. to reconsider some of their beliefs and have realize many of today’s learners do not have their learning and experiential knowledge the academic skills and life experiences many Carnevale, A. P., Jayasundera, T., & Gulish, A. acknowledged by an academic insider (me). of us expect. But as someone who came from (2016). America’s divided recovery: Many educators have written about the ways the world of adult basic education and who College haves and have-nots. Retrieved in which students benefit from creating has taught leadership development in ESOL from https://cew.georgetown.edu/ educational biographies (Stevens, Gerber, & (English for Speakers of Other Languages) wp-content/uploads/Americas-Divided- Hendra, 2010). Students experience an increase and adult literacy contexts, I also have seen Recovery-web.pdf in self-knowledge and self-confidence, and the power and potential of “post-traditional” Deterding, N. M. (2015). Instrumental and often come to “a new sense of … personal students (Soares, 2013) like Reese. Although expressive education: College planning in empowerment to achieve future goals” (Brown, one hears mostly about structural solutions the face of poverty. Sociology of Education, 2002, p. 235). Michelson and Mandell (2004) to problems in higher education (e.g., online 88(4), 284-301. wrote that their use of learning biography (as classes, accelerated courses or prior learning part of a broader prior learning assessment assessment for adult learners), such practices Elliott, D. E., Bjelajac, P., Fallot, R. D., portfolio) encouraged learners “to find a will only succeed if they are informed by an Markoff, L. S., & Reed, B. G. (2005). voice and become active participants in their approach that begins with something as Trauma‐informed or trauma‐denied: learning and in their schooling” (p. 25). simple – and complex – as listening to academic newcomers, and seeing college
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Principles and implementation of trauma‐ Adult Literacy National Conference, Michelson, E., & Mandell, A. (2004). Portfolio informed services for women. Journal of Adelaide, Australia. Retrieved from http:// development and the assessment of prior Community Psychology, 33(4), 461-477. literacyresourcesri.org/jenny.tesol.html learning: Perspectives, models and practices. Sterling, VA: Stylus. Flaherty, C. (2017, June 2). First-gen Kaplan-Bucciarelli, J. (2018, February 25). faculty [Web log post]. Retrieved from “Can you just move the curtain?”: Stories Perry, B. D. (2006, Summer). Fear and https://www.insidehighered.com/ of women from the educational underclass learning: Trauma-related factors in the news/2017/06/02/university-california- at the college door (Doctoral dissertation). adult education process. New Directions plan-links-first-generation-students- Lesley University, Cambridge, MA. for Adult and Continuing Education, similar-professors Retrieved from https://digitalcommons. 2006(110), 21-27. lesley.edu/education_dissertations/132/ Gale, T., & Parker, S. (2014). Navigating Rose, M. (1989). Lives on the boundary: change: A typology of student transition Lumina Foundation (2018, Fall). Amarillo A moving account of the struggles and in higher education. Studies in Higher College accepts “no excuses” in pursuing achievements of America’s educationally Education, 39(5), 734-753. its anti-poverty mission. Lumina underprepared. New York, NY: Free Press. Foundation: Focus. Retrieved from http:// Goto, S. T., & Martin, C. (2009). Psychology Rose, M. (2012). Back to school: Why everyone focus.luminafoundation.org/amarillo- of success: Overcoming barriers to deserves a second chance at education. New college-accepts-no-excuses-in-pursuing- pursuing further education. The Journal York, NY: The New Press. its-anti-poverty-mission/ of Continuing Higher Education, Soares, L. (2013, January). Post-traditional 57(1), 10-21. Luttrell, W. (1997). Schoolsmart and motherwise: learners and the transformation of Working-class women’s identity and Herman, L., & Mandell, A. (2004). From postsecondary education: A manifesto for schooling. New York, NY: Routledge. teaching to mentoring: Principle and practice, college leaders. Retrieved from http://www. dialogue and life in adult education. New Mezirow, J. (Ed.). (2000). Learning as acenet.edu/news-room/Documents/Post- York, NY: RoutledgeFalmer. transformation: Critical perspectives on Traditional-Learners.pdf a theory in progress. San Francisco, CA: Horsman, J. (1998). “But I’m not a therapist.” Stevens, K., Gerber, D., & Hendra, R. (2010). Jossey-Bass. The challenge of creating effective literacy Transformational learning through prior learning for survivors of trauma. Paper learning assessment. Adult Education presented at the Australian Council for Quarterly, 60(4), 377-404.
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The Perils of Separating Immigrant Families: A Perspective
Lear Matthews, Manhattan
What follows is an edited version of a July 3, 2018 Children’s Aid Society, Japanese-American blog post published on the website, Guyanese internment; as well as in chattel slavery Online. The original text can be found at beginning in the 1700s. https://guyaneseonline.net/2018/07/03/the-perils- Separating children from their parents of-separating-immigrant-families-a-perspective- puts them at risk for myriad problems. by-lear-matthews/. These children often experience emotional “Immigration has become a simmering social trauma, potential safety risks and the overall issue churned by politics, economics and sentiments compromising of their well-being. These cause related to ethnocentric ideals.” anxiety, depression and acting-out behaviors, including the potential of becoming gang – Matthews (2013) members to acquire a sense of belonging. Introduction When parents are detained, criminalized or held in custody, they are generally afraid to Restrictive immigration policies have retrieve their unaccompanied minor children undoubtedly escalated under the current due to fear of deportation, and the children United States government administration. often end up in the child welfare system. The Implications for the wider immigrant intersection of immigration law and child community, including the negative impact on welfare compounds the problem for systems, cross-cultural understanding and collaboration, families and for staff of relevant institutions. Lear Matthews must be taken into account as we deliberate the The U.S. Department of Health and Human repercussions of changing policies in a caustic Services (HHS), and organizations such as judges’ lack of awareness of why parents may sociopolitical environment. The potential The Children’s Village, have been assigned to not be available to attend permanency hearings clinical and social perils of the egregious policy manage the case coordination, mental health when they are detained; immigration judges of separating families at border crossings needs and placement (with distant relatives who are not able to keep parents and children are of concern to many. This article gives a or designated foster care homes) of youthful together. One government official purportedly perspective on the problem and suggests some migrant detainees. stated, “We don’t need judges, we need more possible solutions. Nevertheless, excessive delays at designated arrests”; personnel including Immigration and The Problem “ports” of entry have only exacerbated Customs Enforcement (ICE) officials are the separation of families. While family constantly expressing (explicitly or tacitly) he forced separation of parents from reunification and family permanency are their own compassion for or their biases their children, a recent policy carried central to the child welfare system, the elevated against immigrants. about by the Trump administration, discrepancy between law/policy and practice – Humanitarianism is a doctrine based on the has evoked national and international outrage. the likes of which we’ve never seen before – T duty to promote human welfare. It is consistent It is important to note that seeking asylum or can be detrimental to the emotional state of with the Code of Ethics of the National refugee status is permitted by U.S. immigration migrating families. Language barriers and Association of Social Workers (2017) and the law. However, this unconscionable, callous cultural differences can also have negative mission of the social work profession: values policy, labeled “zero tolerance,” is reminiscent repercussions. Perhaps a little known fact is that focus on efforts “to enhance human of an even bleaker time in U.S. history when, that, much like the workings of private prison well-being and help meet the basic human as a country, we separated children from their corporations, privately contracted detention needs of all people” (Preamble section, para. parents, particularly among the poor and centers profit immensely from the “business” 1). It is a universal doctrine that we hold people of color. This phenomenon has been of immigration. to be true personally, professionally and as prevalent over the last 200 years as evidenced Barriers can further increase because of the nations. Consequently, we should strive to help in the American Indian boarding schools, the following: personnel’s lack of knowledge on people who are oppressed or persecuted due Orphan Train Movement, the founding of the how to navigate the system; family court to religious differences, political philosophy,
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sexual orientation, race, ethnicity, or survivors The goal of the act of separating families (5) The welfare of separated parents and of violence and the aftermath of wars and appears to be to punish and deter. Countries children should be addressed by human natural disasters. are expected to protect their borders. However, services and legal support organizations. politicians, past and present, have been The United States and hundreds of other (6) While it would be a challenge, a accused of using the issue of immigration countries ratified the 1951 Convention formula must be developed to balance as a “football” to gain political latitude. The Relating to the Status of Refugees that humanitarian and security concerns in current administration, in its zeal to control the builds on Article 14 of the 1948 Universal devising effective immigration policy. country’s southern border, exhibits xenophobic Declaration of Human Rights, which tendencies, and is often unpredictable if not recognizes the right of persons to seek asylum References contradictory in its actions regarding matters from persecution in other countries (UNHCR, relating to immigration policy and practice. Matthews, L. (Ed.). (2013). English-speaking 2010). According to the Department of Caribbean immigrants: Transnational Homeland Security’s U.S. Citizenship and Conclusion: Possible Solutions identities. Lanham, MD: University Press Immigration Services (USCIS) (2015) website, of America. “Refugee status or asylum may be granted to Separating parents from their children has had people who have been persecuted or fear they dire interpersonal and social ramifications as National Association of Social Workers. will be persecuted on account of race, religion, demonstrated in previous chapters in American (2017). Code of ethics. Retrieved from nationality, and/or membership in a particular history. Whether this approach is used as a (https://www.socialworkers.org/ social group or political opinion” (Refugees and deterrent and punishment or is a genuine About/Ethics/Code-of-Ethics/ Asylum section, para. 1). effort to monitor the borders of the United Code-of-Ethics-English States, a heightened sense of awareness and USCIS (2015) stated that an individual Trump, D. [realDonaldTrump]. (2018, June policy re-examination is required. “may apply for asylum in the United States 19). Democrats are the problem. They regardless of your country of origin or your I would propose the following possible solutions: don’t care about crime and want illegal current immigration status” (Asylum section, immigrants, no matter how bad they may (1) Nativist rhetoric must be debunked. para. 2). The asylum-seeker may include her or be, to pour into and infest our Country, his spouse and children who are in the United (2) Advocating for reforming ICE (not like MS-13. They can’t win on their States on the application at the time filed, or at abolishing it) to reflect less political terrible policies, so they view them as any time until a final decision is made on the motivation and more accountability, potential voters! [Tweet]. Retrieved from case. To include a child on one’s application, particularly regarding the welfare of those https://twitter.com/realDonaldTrump/ the child must be under 21 and unmarried. who do not pose a security threat to the status/1009071403918864385 Current U.S. immigration policy (not law) nation, would be effective. UNHCR. (2010, December). Convention and informed by the belief that America is overrun (3) There is an urgent need for politicians protocol relating to the status of refugees. by illegal aliens and criminals is not based to focus less on not appearing “weak” Retrieved from https://www.unhcr. on fact, but on nativist rhetoric presumably on immigration, but rather to be org/3b66c2aa10 designed to ramp up a particular political guided by a moral compass and social base. The recent deletion of “a nation of U.S. Citizenship and Immigration Services justice principles. immigrants” from the mission statement of the (USCIS). (2015). Refugees and asylum. USCIS (Gonzales, 2018), and the use of terms (4) Policy decisions must be informed Retrieved from https://www.uscis.gov/ such as “infest” (Trump, 2018) to describe the by understanding the causes and humanitarian/refugees-asylum presence of newly arrived immigrants cause consequences of the push/pull factors further division, stress and resentment. of immigration.
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A Poem
Thomas Kerr, Manhattan
Lifted
She walks with me loving kindness lifts between us Here she is today hair askew time delayed through open doors she walked with me through open doors. clutching reaching something holding to a core of kindness ------she walks with me staggerdly stumbling between the floors through our lives together holding freely She walks with me through open doors up to ten back down and had we not met the cycle would not loosely touching sometimes clinging to five – that’s where we met have been broken, I would not have sometimes needing sympathy, symphonies actualized the following: where the elevator stopped we have walked through those doors and I got in over the years, maybe thirty, the light, the floods, the droughts, the nights I tried to follow and she walks with me to let things go, or take hold and we have fought, she has lost and through open doors call it heartfelt, it wasn’t whatever she has won and I sit embarrassed, sit in sorrow and in joy her loving kindness the meditation and the movement nears perfection were intended to ease the motion and still she walks with me through settle down the ocean swirling like open doors the Theravada story, the original Gautama a tide pool storming in my head when open the light storms with breathlessness who taught Mahayana happiness I return to thinking of such moments captures our desire like first meeting walked in lifetimes, among humanity when my system failed relief, until the like City Hall, our first road trip, first blizzard footprints in the malaise of suffering lift went high as ten and took us down to floors for we have been lifted, and she walks with me people ask today: where did you meet? a mindfulmatic, heartfelt sympathetic feeling through open doors in tandem we reply she still walks with me through open doors. an elevator shaft, a core of kindness believed to be the fourth, Gautama Buddha still we ride that line that passes between prophesied the birth of a successor ------the floors. 85
Effectively Facilitating Cross-Cultural Learning: Lessons From the Buffalo Project
Rhianna C. Rogers, Buffalo; Students Dominique M. Murawski and Halee C. Potter
Reflections on the Buffalo Project: of this work have informed some significant A Forward by Rhianna Rogers programmatic changes at SUNY Empire at the Buffalo location, as well as created collegewide programming (e.g., the 4th Annual hen this work began in 2010, Diversity and Inclusion Forum, and the 3rd I had no idea what a profound Annual Deliberative Conversation Series); impact this project would have on and community events (e.g., Diversity Food othersW and on me. As I enter into the eighth Festivals), which have helped enhance the ESC year of working with students and colleagues student experience as well as increase student on the Buffalo Project (2010-2018), I would engagement and retention efforts in WNY.
like to reflect a bit on the impact it has had Based on the success of the Buffalo Project C. Rogers Photo Credit: Rhianna on my teaching, my students, my colleagues, 1.0, this year, my co-PIs, research assistants (l-r) Rhianna C. Rogers, Halee C. Potter and Western New York (WNY) and the greater and I are currently expanding this project into Dominique M. Murawski SUNY Empire State College community. It the Buffalo Project 2.0 (2018-present), which is fascinating to think that this project, which will be a joint ethnographic study of three across the country have significantly altered originally grew out of a course assignment SUNY campus cultures in the WNY area (i.e., the needs of the 21st-century student. I developed with students in U.S. History SUNY Empire State College, Buffalo State Acquiring the skills necessary to work within through Ethnology, could sustain for so long College, and the University at Buffalo). Since and across multicultural groups is no longer and create so many engaged community the last article that Aimee Woznick (former an option, but a necessity. The growing activism projects for myself and for others. It co-PI at SUNY Empire) and I published about need for students to develop cross-cultural amazes me that this project has grown into the the Buffalo Project in All About Mentoring competencies has resulted in colleges and basis of undergraduate and graduate theses; (Rogers & Woznick, 2015), work on this universities pushing for more resources around has inspired research projects across the state; project has continued in new and exciting these types of initiatives. For example, New has become the focus of numerous community ways. The following article was co-written by York state Governor Andrew M. Cuomo and presentations and academic panels; has my current co-PI (Dominique M. Murawski), (then) SUNY Chancellor Nancy Zimpher impacted institutional programming across the an invested student research assistant (Halee issued a 2015 SUNY Diversity Policy that college; and has garnered so many publications C. Potter) and me about the importance of required each SUNY campus to: (1) hire a for colleagues, students and me. I can humbly this work and how it can (and should) be chief diversity officer and (2) develop diversity, say that I have been excited and honored to replicated elsewhere. Our hope is that this equity and inclusion plans on each campus be a part of this work and watch it grow into model of collaborative research can be adopted (State University of New York, 2016).2 Shortly what it has become today. and shared with others so that students and after this recommendation, in Western New community stakeholders in other institutions/ York, Buffalo Mayor Byron Brown launched For those who are unfamiliar with this project, organizations can benefit from an innovative a similar initiative to facilitate the successful I have been the principal investigator (PI) framework like this one, and be engaged in integration of the city’s growing immigrant, of an ethnographic study of WNY culture activism through the academic process. refugee and minority populations. Yet despite at SUNY Empire State College for the past these initiatives, cultural barriers continue eight years. Coined the “Buffalo Project,” Introduction to exist for New York’s diverse students this study is a community-based, diversity in the college setting (e.g., based on race, project focused on student perceptions Demographic changes in U.S. culture have socioeconomic status, technological skills, of cultural inclusiveness in WNY higher significantly reconfigured higher education literacy, age, gender and so on.). Arguably, education. As a longitudinal study of student in ways that were barely imaginable just 15 these initiatives are a great starting point, perceptions, the Buffalo Project has provided to 20 years ago. Immigration, the rise of but the real work must be done at the local students with a framework to discuss their multiracial birth rates, power struggles between campus, community and grassroots levels. perceptions of culture and cross-cultural socioeconomic classes, drastic differences in 1 It was under this premise that Rhianna C. competencies and their relationship to U.S. mainstream and marginalized cultural Rogers created the “Buffalo Project” (Rogers academic success and persistence. The results values, and varied access to quality education
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& Woznick, 2014).3 Combining student community. Each term, course evaluations surveys (2010-2014) with current literature, indicated that students found these projects recent WNY cultural initiatives and diverse to be exciting, eye-opening and fun. By “ … the Buffalo Project has community stakeholders, the Buffalo Project acknowledging Buffalo’s past and connecting it created unique programming offers an excellent model for developing cross- to people’s experiences, the Buffalo Project has cultural competencies among diverse student created unique programming and assignments and assignments that populations. It is the authors’ hope that this that incorporate student voices, empower incorporate student voices, paper highlights the importance of culture students to engage in culture in new ways, and studies in higher education, as well as offers grow their cross-cultural competencies within empower students to engage adoptable strategies to build healthier cross- the community in which they reside. in culture in new ways, and cultural learning environments. Strategies for Implementation grow their cross-cultural Background As this paper highlighted, the Buffalo Project’s competencies within the Before providing suggestions for broader use of student data/voice enhanced the community in which implementation of this project elsewhere, it is engagement of diverse learners and increased important to contextualize the culture of the cultural competences at SUNY Empire. We they reside.” Buffalo region. Historically speaking, Greater believe that the adoption of lessons from this Buffalo has long been plagued with cross- project can increase student engagement and which to take their work. The more cultural insensitivities, economic hardships learning in other environments. Below, we organic and open the format, the more and racial tensions (Goldman, 1983; Fry have provided a few steps that can be used and inclusionary it can be, and the more & Taylor, 2012; Price, 1991; Housel, 2009; replicated elsewhere: cultural intelligence can be developed. Kucsera & Orfield, 2014.) Anecdotally, when 1. Contextualize the region with diverse Rogers first came to SUNY Empire in 2010, 4. Obtain feedback. Creating healthy data and be an active listener. It is many of her students told her that college cross-cultural competencies also requires important to collect research from a was the first time that they had engaged with a willingness to make changes when variety of perspectives (e.g., newspapers, people from different races (Rogers, 2013). As needed. Feedback, whether formal or focus groups, surveys, blogs, social media more students expressed their experiences in informal, allows stakeholders to ask and academic research) and pay attention class, it became apparent that many Buffalo questions and engage in conversation, as to what people say, no matter if you agree students were uninformed about other cultures well as suggest new ways to engage others or disagree with their perspective. This and understood each other through their in this process. approach will allow you to have a more limited exposure in media, textbooks, personal holistic view of the culture(s) in the area 5. Finish projects and allow new ones to experiences and commentaries conveyed to and be able to articulate them to others in form. One of the most important points them by someone else (e.g., family, friends, the community. when doing research on sensitive matters neighbors, mass communications of all kinds). is to make sure you follow through Sometimes these exposures reflected truths and 2. Reach out and develop student with solutions and share your results. other times stereotypes, which, in the earlier and community buy-in. Make sure Giving voice, sharing data, publishing years of this project, made engagement in stakeholders fully understand your findings, presenting at conferences, cross-cultural collaborative work more difficult. intentions and the importance of your sharing authorship with stakeholders, and However, giving voice to these perceived research to the college and community. encouraging people to create their own difficulties, constructing a safe environment This requires you to be authentic, associated projects are just a few ways you built on trust, mutual reciprocity, and respect intentional, honest and forthcoming with can illustrate that what they say matters. among students and their diverse perspectives, your research data. Share your data and be Be open to the changes that may arise ultimately led to the creation of culturally willing to allow students and community when stakeholders get onboard; it may inclusive activities and assignments focused members to make suggestions and change the trajectory of the project in on the development of students’ cross-cultural modifications in order to foster increased new and exciting ways that you may have competencies (Rogers, n.d.). For example, buy-in. never imagined (Rogers, n.d.)! Rogers used informal discussions with 3. Encourage participation and students and the Buffalo Project data to create Final Thoughts and involvement. Let stakeholders know that “Practical Projects” in her courses. In these Future Research their voices are important and that they assignments, students were asked to conduct can be a part of the project. Allow them their own ethnographic study of Buffalonian As a society, we need to acknowledge that to present their research, publish papers culture within a cultural area or group of diverse students do not always experience on their own topics related to the greater their choosing so that they could learn how cultural equity in learning environments. project, and think of new directions in to appreciate different perspectives in the Whether it be the results of limited access,
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Eurocentrism, racism, lack of skills, historical reflects the strength of New York’s diverse New York State Governor’s Press Office. trauma or something else, if a student is communities” (New York State Governor’s (2017, March 26). Governor Cuomo uncomfortable with another student or Press Office, 2017, para. 2). announces new actions to increase faculty member, they will be less likely to ask diversity in state government. Retrieved In March 2016, SUNY published the questions, seek help and fully participate in from https://www.governor.ny.gov/news/ Campus Guide for Strategic Diversity the academic enterprise. By increasing the governor-cuomo-announces-new-actions- & Inclusion Plan Development, which cultural competencies on campus through the increase-diversity-state-government pushed for each campus to create “a co-creation of programming and assignments diversity council with broad and deep Price, A. D. (1991). Urban renewal: The case of with stakeholders, we believe the adoption of representation” because “a campus-based Buffalo, NY. The Review of Black Political the Buffalo Project principles can positively diversity council can help to shape Economy, 19(3-4), 125-159. impact the retention and graduation rates of conversations and relationships to support diverse populations. As we have seen in the Rogers, R. C. (n.d.). Dr. Rhianna C. Rogers’ f diversity planning and advance strategic Buffalo Project, having a campus that offers aculty website: The Buffalo Project. goals” (State University of New York, safe spaces and cross-cultural events supports Retrieved from http://rrogers.sunyempire 2016, pp. 7-8). an atmosphere of inclusivity. It is when we faculty.net/the-buffalo-project-an- take time to understand our own worldviews, 3 It is important to note that SUNY ethnographic-study-of-western-new-york/ ask questions about others, and listen to our Empire State College’s Niagara Frontier Rogers, R. C. (2013, October). The importance students and community stakeholders that Center was renamed SUNY Empire at of cultural awareness in WNY realty: Case we will be able to fully address the issues Buffalo in 2016. Since data was collected Studies from the Buffalo Project. Lecture that are impacting them. As an institution of prior to this change, we have decided to at WNY Realtors Association Meeting, higher education, it is our responsibility to refer to its former name in this study. Buffalo, NY. prepare our students to be successful graduates and culturally competent members of the References Rogers, R. C., & Woznick, A. M. (2014). 21st-century globalized workforce. We believe Report for “Fostering an ‘open’ culture at Fry, R., & Taylor, P. (2012, August 1). the Buffalo Project format is one platform for Empire State College: An ethnographic The rise of residential segregation by creating such an inclusive environment. study of Niagara Frontier Center income. Retrieved from http://www. participant observations” (AY 2013-2014). pewsocialtrends.org/2012/08/01/the-rise- Notes Cheektowaga, NY: SUNY Empire of-residential-segregation-by-income/ 1 State College. Cross-cultural competencies can be Goldman, M. (1983). High hopes: The rise and defined as “set[s] of behaviors, attitudes, State University of New York. (2016, March). decline of Buffalo, New York. Albany, New and policies that help organizations Campus guide for strategic diversity & York: SUNY Press. and staff work effectively with people inclusion plan development. Retrieved from of different cultures” (University of Housel, J. A. (2009). Geographies of whiteness: http://www.downstate.edu/diversity/ California, Davis, n.d., para 2). The active construction of racialized pdf/SUNY-Campus-Guide-Strategic-
2 privilege in Buffalo, New York. Social & Diversity-Inclusion-Plan.pdf As Cuomo stated, “New York has a long Cultural Geography, 10(2), 131-151. and proud history of embracing diversity University of California, Davis. (n.d.). and taking decisive action to dismantle Kucsera, J., & Orfield, G. (2014, March). Cross-cultural competence certificate barriers to social and economic mobility New York state’s extreme school segregation: series. Retrieved from https://hr.ucdavis. and promise equal opportunity for all Inequality, inaction and a damaged future. edu/departments/learning-dev/certificate/ New Yorkers. By taking these actions Retrieved from https://cloudfront. cross-cultural … we will address underrepresentation escholarship.org/dist/prd/content/ of minorities in the State government qt5cx4b8pf/qt5cx4b8pf.pdf workforce and ensure that our leadership
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Report on “Life’s Decisions” Forum
Rosalind October, Brooklyn; David Gechlik, Manhattan
Introduction director of cultural sensitivity and Jewish programming). The idea for this forum actually he forum, “Becoming an Educated came during Rosalind’s Case Management Consumer on Life’s Decisions,” group of which Ms. Bernard was a part. In one was held in November 2017 at the of the sessions where issues of confidentiality college’s Manhattan location. Its focus was on T and working with family members were preparing for long-term health and quality of addressed, Ms. Bernard mentioned that she life situations. The room was filled with over deals with these issues every day at her job. 50 students, as well as presenters and faculty. She was given an opportunity to share more Students came from mentor David Gechlik’s information about her work, and in doing so, study group, Coping and Positive Thinking; mentioned a form and process called “the five and from mentor Rosalind October’s group on wishes.” Rosalind became very interested in Case Management. There were other students her explanations and asked whether she would in attendance who saw the flyer and came to consider making a presentation. Ms. Bernard the forum. The evening began with an offering immediately gave a positive response and of refreshments before attendees settled in. indicated that she would like her supervisor Following this, the meeting was called to order to present with her. A phone conference took and everyone was officially welcomed and place with Ms. Bernard and Ms. Weiss, along informed about the evening’s agenda. with David and Rosalind, and plans were There were two sets of presenters: two finalized for the forum. David Gechlik and Rosalind October representatives from the Caribbean American Social Workers Association (CASWA); and Making End-of-Life Decisions another two from Metropolitan Jewish Health before someone reaches that stage of illness in This forum on “Life’s Decisions” was fully System (MJHS) Hospice and Palliative Care, life. She also took her peers through the paces embraced by all in attendance. Although the featured presenters for the evening. We of completing and signing a wallet-sized health the topic seemed to be a sensitive one, thought it fitting to invite representatives care proxy. the attendees were engaged during the of CASWA, given that SUNY Empire presentation, and were actively involved during The forum allowed for open discussion, and State College was celebrating the Year of the discussion that followed. On one hand, although most enjoyed the process, prior the Caribbean Cultural Initiative. The two Ms. Weiss clarified the difference between to the forum, many had voiced skepticism CASWA representatives were President hospice and palliative care, and focused on about addressing the topic. By the end of the Shaun Henry and Vice President Genevieve how to deal with patients and family members evening, however, voices were heard testifying Alleyne. Mr. Henry spoke about the mission of who mostly face making end-of-life decisions. to their understanding about the importance CASWA and the work the association is doing She described various scenarios, and what of having the relevant forms completed. Some in the Caribbean community in New York can be said to and done for families during even took extra wallet-sized health care proxy City. Ms. Alleyne spoke about the importance such crises. She also shared the importance of cards to share with their loved ones, and have of individuals knowing the value of helping laws that affect the work done in hospice and them complete and sign. by understanding that an individual does not palliative care. necessarily need a degree in social work to be Forum Feedback from Students helpful, but should have the desire to make a On the other hand, Ms. Bernard talked about difference in another’s life. She used herself the importance of completing end-of-life Although the feedback covered both as an example, in that she has two master’s documents, and explained that this frees family information about CASWA and MJHS, most degrees, neither one in social work, but is still members from making important decisions on of the feedback surrounded MJHS. Here is making a difference in assisting others. one’s behalf if or when someone becomes too some feedback received about the forum: ill to make certain decisions for oneself. She The main focus of the evening was the Again, this presentation was definitely described the different forms used in hospice presentation by Rosie Bernard, an ESC necessary to educate and possibly prepare for and palliative care, while cautioning that these student, and her supervisor, Toby Weiss. these circumstances, if necessary. forms should be completed and signed long They both work at MJHS (Ms. Weiss is the
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I have always felt that it is important to • They allow students to congregate in a words, it is valuable that we bring in our have health coverage, a 401(k) and life forum that is different from the more personal/clinical/professional experiences as insurance, but this class taught me that I conventional group setting. academicians. None of us can stand outside of have to think more in regard to choosing our experiences. • They allow students studying human a family member that I feel is responsible services the opportunity to communicate Since many of our students have dealt with enough to speak for me in the event that I with each other outside of the structured the illnesses of friends and family, this forum am not able to make any decisions. study group. helped students to apply their life experiences This was a great class … to actually have to their college learning. Students came away Concerns About Connecting the handouts of the actual documents. The from the forum with a strong belief that they the Personal, the Professional instructor presented the material that can be need to be informed when it comes to issues of and the Academic hard to discuss in a very practical way. mortality. This competency helps them become better human service professionals. I have never been exposed to the information In developing this forum, our major concern provided as I have never really had to deal was about the sensitivity of the topic, given Mentors Collaborating: How Did with this. … I am glad I learned about the that it addresses mortality. This is an issue We Think About This Together? proxy document as I never knew about that. from which many shy away and find it difficult to embrace, let alone discuss. Actually, before Over the years, we have regularly discussed This meeting allowed us to become familiar engaging in the forum, we had a number of various strategies for teaching; collaborating with various end-of-life decisions. … The meetings with the presenters to discuss some on an event such as this one seemed fitting. presenters made us very comfortable with “what if ” situations. The lead presenter assured The reality is that our students deal with this difficult subject. us that the topic would be broached in a very many issues as adults, and giving them the This information should be out there in our subtle way, beginning with the importance of opportunities to learn about addressing communities, in ads, and TV commercials. becoming familiar with a body of information. real-life situations as part of their academic Coincidentally, many in attendance had dealt studies is also part of our responsibility as While doing the exercises today, I realized with this issue personally, and/or on behalf of adult educators. We talked together about that I am pushing my mom to make loved ones, so it was not completely unfamiliar. the importance of preparing students in decisions. … I am happy I attended today’s advance for this upcoming forum, and using class because I realize how difficult this One student who attended the forum talked our scheduled group time for the forum itself. process is. about the importance of knowing this information. She mentioned how lack of Importantly, the issue of making life decisions Throughout the discussion, students shared knowledge led to some hardship for her family regularly came up during discussions in both personal experiences and realizations about when her brother unexpectedly died in an auto of our groups. This also helped the students the importance of gaining this knowledge and accident. She passionately shared her story, to prepare for the forum and helped us think signing these forms. The evening ended with which seemed to have resonated with other about how to try to make the forum an students giving thanks to the presenters for the students. Another student talked about having effective one. valuable information shared. to make decisions on behalf of her ailing We strongly believe that we need to do more Offering Opportunities grandmother, and how relevant it was not of these collaborations because they show to Students only to learn about the process of making students the common thread within the final decisions, but also to recognize the helping professions, despite the differences in We think it is important that we offer our criticality of knowing what documents to the titles of individual studies. In addition, the students opportunities to take up difficult and sign. These real-life experiences of their peers forums themselves indicate the respect that important questions for a few reasons: seemed to make an impact in the room, as faculty have for each other, and the importance students heard from each other. Such student of the common goals of student learning and • They bring together students from comments eased many of the concerns we success. As mentors, we must come together different locations of ESC. might have originally had. and collaborate to enhance students’ learning. • They bring together students who are The connection of personal, professional, and We must continue to work together to working in human services fields with academic experiences and perspectives is an maintain a positive learning environment, even different backgrounds and give them a integral part of being a professional helper. when discussing difficult topics. forum to share their expertise. This accents the “human side” of being an • They normalize students’ experiences while academician in the helping profession and enhancing knowledge of the particular enables students to see how important it is subject matter. to work from a holistic standpoint. In other
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To Our Colleagues
April Simmons, Manhattan
April Simmons offered these words on the occasion behind when you transition to new things. It is of the retirements of two of our colleagues, Jim the reflection of those you’ve touched and your Wunsch and Bob Carey. They offer us insight into impact on their world. the meaning of both gratitude and thanks. Empire State College is not just a special and unique experience for the students who walk through the door. It is a gateway of learning “Choose a job you love, and you will never have to for us all in the many departments and work a day in your life.” locations in which we coexist. It is an everyday – Confucius navigation of components and the constant watering of soil that continues to make the college blossom. When we wake up each day his quote captures so perfectly the and make the decision to report to work, it is legacy that both retirees, Jim Wunsch no longer personal. It is an entangled decision and Bob Carey, have left behind in that will involve and leave behind a piece of their remarkable longevity of service to the T our doing in someone else’s life. That is what mission of SUNY Empire State College. makes it special. There is a tremendous lesson learned when witnessing two individuals still standing, still In a sense, we have all retired at some point in smiling and still remaining authentic to their our lives. This can simply mean that we have dedication and love for their work after many decided to transition to something that has April Simmons years of service. In short, they loved what they finished serving us or something that has not did. In retrospect, they are leaving behind served us at all. We have all journeyed through parts of themselves within us all as we an experience in which we have left something behind something to get them here and they continue to build our legacy remembering behind or picked up something along the way. are looking for something special. They are what they have done. Yet, somehow we made it here. We have made grateful to be a part of the college and grateful it to this institution to offer something new, for their learning. They are grateful for their separately but yet together. That is what makes passing grades and for their experience. They it unique. are grateful for the knowledge and information provided to them when they needed it most. I There was a deep sense of gratitude that “If your legacy could speak reflect upon this all and then I make a decision beautified the air during the celebration to treat it just as special and with just as much right now, what exactly for both retirees. It is this gratitude that gratitude as they do. I make a decision to water individuals stood and expressed; these were would it say?” their experience every day and continue to sow heartfelt sentiments of exactly how they my own. I ask: What are you grateful for? were touched by these colleagues. When our students stand before us, they will also Our students may never see us again, but we There is much to be sought when one decides experience gratitude and thanks for all that must understand that the gratitude that fills to dedicate him/herself to a larger purpose they are given when they retire from the their hearts will come from something we and transition to a new path of living, learning doors of ESC. What would you like them did or did not do. It is the same as when one and experiencing. It is the learning of all to be grateful for? If your legacy could speak transitions from this earth. We remain filled things being worthwhile, but not having to right now, what exactly would it say? These with the legacy and memory of whatever it is last forever. It is the memory of good doing are two questions that pilot my life and my that was left behind. Our work and the energy and hard work that continues to show its face. journey with Empire State College. I see and that we give in all that we do remain long It is the type of legacy you would like to leave reflect upon the experiences of each and every lasting and ever filling to those who experience student realizing that each student has also it. Let us remain impactful, significant and retired from something. Students have left purpose-filled as an ESC community.
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First Noodle Under the Sun
Deborah J. Smith, Saratoga Springs
The Shanghai skyline: Walking the river promenade in the city was lovely, as was dinner at the art deco Fairmont Peace Hotel (Charlie Chaplin slept there). But the real thrill was the top-story outdoor bar. When the sun disappears, The Bund waterfront lights up like New Year’s and it is truly a sight to behold. The sweep of neon lights glittering from the skyscrapers, illuminated boats sailing the river (and the night we arrived, free beer at the bar) make this a good reason to return to China and spend every night atop a Shanghai hotel.
Deborah Smith (right) with her medical student museum guide at the Shanxi University of Traditional Chinese Medicine.
Mentor Deborah Smith was awarded a China places you’d miss or never think of seeing. In Studies Institute Zhi-Xing China Academic either scenario, you can stumble on the “wow” Impact Fellowship, and traveled to China in June moments that will stay in your mind forever. 2018. Her reflection on the experience follows. What were these “wow” moments in China? More information about these opportunities can be The Bund waterfront, Shanghai. As I look over the three-week trip, several found at http://www.aascu.org/programs/CSI/. come to mind: They dance: One Wednesday night in Xi’an, a The Shanghai Metro: Fast, inexpensive and group of us roamed the pagoda areas just after was lost in Xi’an, having missed a turn designed to make transportation clear to dinner. Soon we came upon a group dance in following the road toward the Big everyone, the subway system in Shanghai, like the local square. Wild Goose Pagoda. When I asked its counterpart in Beijing, covers the city easily directionsI at the Xi’an Conservatory of Music, and quickly. Large arrows on the floor and Dozens of adults, in their 20s to their 90s, an animated conference in Chinese ensued color-coded signs designate routes; the map moved in double-line formation to the beat between the three security guards and two is alongside the track near the boarding area. of cymbals. They carried glittering parasols students present. Finally, a Baidu phone map Next stops for both directions in Chinese and and striking multicolor fans. Around and materialized: The guards pointed me in the English are indicated. On the subway car, stops around they went, changing the steps from correct direction and I arrived at my hotel are announced in both languages, as well. If time to time, twirling and pumping parasols, on time. you go the wrong way (possible, but difficult), fluttering and swirling fans until they could there’s no climbing up, down and around to almost fly. It was fabulous; as wonderful as the Don’t you just love China? the other side of the tracks. Just get off, walk water fountain show in the square that same In my travels around the world, I’ve gone alone 8 feet back across the platform and take the night. Later, we dropped into the First Noodle or with one friend, the latter usually when next subway. Under the Sun restaurant for drinks before we have conference presentations. Traveling going home. I love that name. It sounds like an Zoom, you’re there. solo is the easiest way to connect with local island vacation with a very skinny person … I people at the ground’s-eye view. Traveling in fantasize it’s me. a group, though, gives you instant connections with group members and often takes you to
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Always, there were the children and the OK, I’m not the First Noodle Under the Sun, elders. From the Great Wall to the Terracotta even if I don’t look 63. But … can it get any Warriors sculptures, the promenade to the better than this? Unfailingly, Chinese elders Temple Gardens, China’s children are the are proud to tell you they are 70, or 80 or cutest ever. Babies with big chocolate drop eyes 90. Advanced age for them is not a mark of win your heart without contest. But so do kids decline, but a badge of honor. I survived this with pinwheels in their hair and cool T-shirts, long in life. whether bouncing along on the sidewalk, May we all live to say the same and mean it. bursting the bubbles dad blows into the air or heading off to school in their uniforms. Finally, my deepest thanks to all of those who made this trip possible: my support on the Chinese elders are a breed apart. The retired ground at home and in China; to AASCU woman who hosted us for tea in the hutong (a (the American Association of State Colleges narrow street or alley) is living on her own in and Universities), and to SUNY Empire her family’s house. Between her government State College and its International Education pension, health insurance and her glass program; the government of the People’s painting, she is living a good life, doing what Republic; all the people of China and our she enjoys. fabulous guides Hera, Wendy and Kelly. China In China, I routinely found myself sitting next would not be the same place without the help to older folks who’d ask my age. If I caught the of Li Caixia, our escort with the patience of a question before a younger relative whispered, saint. It’s not easy being a leader for ordinary “Westerners don’t answer this … ” I’d truthfully tour groups. But it’s even harder to guide a say I’m 63. These same women would then bunch of academics, who are used to going insist I looked younger than 63. Sitting with their own way without question or comment, someone in her 80s to my right and a 70-year- like the First Bunch of Noodles ever created Dancing at the All Day Mall, Xi'an. old woman to my left, I thought of Gloria in China. Steinem’s book Doing Sixty and Seventy. So from the bottom of my heart, thank you Li. The people: This is the understatement of the That’s happening now, right here in the You are the best. century: China is big. China has lots of people. Forbidden City. Throughout the millions and billions of them, several faces stand out. Here’s my list: The student at Xi’an Jiaotong University who painstakingly showed us through the university’s history museum was one. Kurt DeBord (a professor from Lincoln University of Missouri) and I decided on the spot to make a gift bag for him, something he never expected. The look on his face was so moving. We knew if we had done nothing else in China, we at least made one person’s day. Later that same afternoon, the faculty guide at Shanxi University of Chinese Medicine’s Museum of Traditional Chinese Medicine left us to attend a meeting. Suddenly, pushed into the translator role and doing an exquisite job, was the young medical student in traditional costume. She was excited to see visitors; when she learned I was a nurse, her face took on angelic proportions. Most people only look at a nurse this way if they are very ill or in pain. It made a nice change and an equally China Studies Institute Fellows 2018. (Deborah Smith, back row, far right; ESC’s Sandy Winn, back row, middle; fun photograph. guide Li Caixia, front row, left.)
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The Impact of Media: A New Model for Understanding Parasocial Experiences
Gayle Stever, Rochester
Social and Behavioral Sciences mentor Gayle with people in other disciplines sounded like Stever was the recipient of the Susan H. Turben a really great thing. And it did turn out to Award for Excellence in Scholarship in 2017, and be that way. The first year I was at the then- delivered the following edited lecture at the Fall Genesee Valley Center, I gave a talk to the Academic Conference the same year. faculty on my work in fan studies. When the talk had finished, mentor Ed Warzala came up to me and said, “I know the perfect book am going to talk to you today about some for you. The methods for analysis in that book theories that have been a lifetime in are perfect for what you are doing.” I got the development. Before I get into the current book he recommended (George & Bennett, workI I am doing, I will preface it by saying 2005), and a year later was presenting at the that back in the late ‘80s and early ‘90s, when Eastern Communication Association as part of I had just begun my work in fan studies and the “Top Three Papers” panel, a paper (Stever, the psychology of media, I was told numerous 2011) based on an analysis I had done using times that what I was doing was trivial and that very book. I was forever getting great insignificant, and that I was naive to think help on my work from other mentors outside media fandom was anything that could be my discipline like Wayne Willis (history) and Gayle Stever presents her Turben lecture at the 2017 studied in any scientific way. The moral of that Adele Anderson (anthropology). Fall Academic Conference. story is that if you know in your heart that Being the 2017-2018 Turben Scholar award something is important and matters, don’t let My goal for some years has been to integrate recipient was very exciting for me. I remember anyone convince you otherwise! the work being done in cultural studies and being at my very first All College Conference communication with the work being done in In 2011, I got a phone call from a moderator in the spring of 2010, and thinking that I the social sciences in the areas of fan culture, from the American Psychological Association would love more than anything to receive that parasocial relationships and celebrity, and who asked me, rather than be on a panel for particular award. For me, scholarship represents more recently, social media. My most recent the national conference, would I talk for a the culmination of everything we do as faculty. paper, written with a colleague from Chapman full hour? I was flabbergasted as I had moved It is our way to model to students what it University, Riva Tukachinsky (Tukachinsky away from trying to present at psychology means to be a scholar and a lifelong learner. & Stever, 2018), was a chance to realize my conferences (I had instead gravitated to the My research in media psychology and how dream of collaborating with a prominent International Communication Association), media affects development has been the result communication scholar. Our paper focused on as the psychology people thus far hadn’t really of more than 30 years of pursuit of questions parasocial relationships from a developmental wanted to hear about what I was doing. She that had their foundations in my childhood. perspective. A parasocial relationship (PSR) asked me if we could take the word “parasocial” Because I am a highly intuitive type person is the imaginary social relationship that one (I’ll get to what that means in a moment) (just like the fans in my research turned out has with media figures that one has not met. out of the title ... she was afraid people would mostly to be), I was motivated as a child by all All of us interact with media on some level. confuse it with “paranormal.” I laughed and those characters I saw in media who fueled my The theory that Riva and I developed starts said maybe having parasocial in the title was ability to fantasize and dream of possibilities. with the premise that just as in everyday social a problem back when I had given a talk at That notion of fantasizing connections with relationships, PSRs begin with an initiation APA in 1994. Dead silence from her ... and imaginary others and finding inspiration in phase. We based this model on one by Knapp then she said, “You were doing this way back those imaginary interactions was the reason (1978) where he postulated five stages of the then? Wow, you were on the cutting edge of that, when given the opportunity to write a development of a relationship, starting with something!” So ... vindication is sweet! research thesis in my master’s program, I chose initiation, moving to experimentation, then When I came to SUNY Empire State College to study fans, and the impact that media has intensification, integration and finally bonding. in 2009, one of the reasons I chose to make the on their development. Riva and I felt that the relationships that move was that working in an interdisciplinary people develop with media personalities, not environment where I would have daily contact carried out face-to-face but rather through
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imaginal processes, developed in the same For example, if I see The Lord of the Rings: & Stever, 2018) and is subsequently being way. Many of the seeming inconsistencies that Fellowship of the Ring and feel an attraction published in the ICA Journal, Communication appeared in the research on PSR could be and affinity for the Aragorn character, Theory (Tukachinsky & Stever, in press). explained by the idea that if you collect data and for the actor who portrays him, Viggo The key defining aspect of the term on people who are not at the same stage of Mortensen, then based on that attraction, I “parasocial” is that it refers to something that relationship development, the outcomes will might find and watch other movies with this is not reciprocated, i.e., “I know you very well not be the same. actor. This is the experimentation phase. If I and you don’t know me at all.” Unfortunately, find that I like these other movies, I might Here is an example: While it was theorized this term has been subject to some reach a point where I consider myself a “fan” that people who form PSRs are motivated misunderstanding that has made some scholars and systematically start looking for all of this by loneliness, most studies that tried to reluctant to embrace it. But there is nothing artist’s work. The intensification phase might operationalize loneliness were not finding inherently pathological in a PSR. We all do involve collecting all of Mortensen’s work, a correlation with PSRs at all. People who this “imaginary social relationship” engagement and also might involve going on the internet were not lonely were just as likely to report any time we watch a movie, read a book or to find more information about him. By the parasocial interactions and PSRs as those engage in weekly television. The Star Trek end of the intensification period, being a fan who were. Riva and I speculated that perhaps fandom, something I have studied extensively, might become integrated into my identity. My it was at a certain stage of the development is based on people who saw a television friends all come to know that I am a big Viggo of the PSR where we would find more people program and saw embedded within it some Mortensen fan, and if they see something who exhibited loneliness. The studies we ideals with which they identified. Many fans he’s going to be doing, they make sure they surveyed appeared to bear that out although, wanted to extend this television world into let me know. They send me links to things of course, more research will be needed to be the real world and became heavily engaged they happen to see. At this point, I have even completely certain. in convention life where they could go and identified fellow fans with whom to enjoy playact a favorite race or character (Klingons Another example was the research I did for conversations about my favorite celebrity. and Vulcans abound at such conventions). my own master’s thesis in which I found that They could also meet and even get to know committed fans of all of the celebrities whose beloved actors who play those favorite fans I surveyed were more likely, by a factor of characters. There are many of the actors who two to three times, to be introverted intuitive “[Myth:] Intense fandom have a large subset of fans with whom they are personality types (see Myers & Myers, 2010 well acquainted, and at this juncture, the PSR for more information on Jungian personality is pathological; Answer: transitions to a regular social relationship. types). This research was done on fans who It can be, but most of the had been behaviorally identified as being Singer Josh Groban also has a number of highly committed to their favorite celebrity. time it is not.” fans with whom he has become “friendly McCarley and Escoto (2003) tried to replicate acquaintances” (Stever, 2016). These are all my study (Stever, 1995), but they surveyed normal, healthy, (mostly) high-functioning college students, having them identify a adults who consider him to be someone they This movement through the first four stages favorite celebrity. There was no connection know, and this consideration is in no way a of Knapp’s (1978) model is similar to what in their study between having a PSR and delusion. I write in the above referenced paper happens when you meet someone, get to know personality type. The difference in those two about a fan in England who is well known to them, become friends and ultimately become studies is obvious. Many of the people in the Groban; he recognizes her and reaches out best friends or even a romantic couple. At the other study were clearly not very far along to her whenever he is over there. I’ve seen a integration stage, that person becomes a part of in their PSR, while in my study, all of the YouTube clip of a concert in Scotland where your identity, as your best friend or significant participants were very committed to their he is telling a funny story and suddenly stops other, just as the favorite celebrity becomes favorite celebrity. The two survey populations and says, “I know that laugh. Where are you?” someone your friends and family associate were not developmentally comparable at all. He then tells the audience that this woman with you based on the knowledge that you has a great laugh and he always misses it when When we meet someone new we decide, “follow” them. she’s not there at one of his concerts in the usually based on that first meeting and on As Riva and I developed our paper, we U.K. My paper is the only one on the subject things like attraction and mutual interests, that found seemingly contradictory studies that of fans as friendly acquaintances of which this is a relationship we wish to pursue further. were better explained when you factored I am aware. In the same way, in a parasocial relationship, in our model. The final paper is one that I we “meet” someone new through media and Part of my work has been about dispelling presented at the International Communication based on attraction and similarity, we are myths that people have about fans and Association Conference at the end of May interested in knowing more about that person. celebrities. These were: 2018 in Prague, Czech Republic (Tukachinsky
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1. Intense fandom is pathological; Answer: It has been recognized that the study of the Journal of Celebrity Studies. (n.d.). Aims It can be, but most of the time it is not. impact of celebrity culture on society is a very and scope. Retrieved from https://www. new area of scholarly inquiry. A new journal tandfonline.com/action/journalInformatio 2. Celebrities are impossible to meet (and if called Celebrity Studies was first published n?show=aimsScope&journalCode=rcel20 you think you’re going to meet one, you in 2010. According to the journal’s website, are deluded and just kidding yourself ); Knapp, M. L. (1978). Social intercourse: From “Celebrity Studies is a peer reviewed journal Answer: Most celebrities, except for the greeting to goodbye. Boston, MA: Allyn & that focuses on the critical exploration of really high-profile ones, are not that Bacon, Inc. celebrity, stardom and fame. It seeks to make hard to meet if you travel to events and sense of celebrity by drawing upon a range of McCarley, N. G., & Escoto, C. A. (2003, look for opportunities. In my case, I was (inter)disciplinary approaches, media forms, March). Celebrity worship and looking for opportunities to observe historical periods and national contexts” psychological type. North American Journal real-life fan celebrity interaction, and the ( Journal of Celebrity Studies, n.d., para 1). of Psychology, 5(1), 117-120. opportunities were not hard to find at all. Reading that, it is easy to see why this is a Myers, I. B., & Myers, P. B. (2010). Gifts 3. Those celebrities are all alike; Answer: good fit with the scholarly goals I’ve had in my differing: Understanding personality Celebrities are a diverse group of unique career. When I was approached by Routledge type (2nd ed.). Boston, MA: Nicholas individuals, just as any other group of and asked to write my book, I was excited to Brealey Publishing. people is diverse. (Corollary: Those fans take on the challenge. The 18 months of work are all alike – same answer.) helped me stretch from where I began as a fan Stever, G. S. (1995). Gender by type studies scholar, to someone who now is part interaction effects in mass media 4. Fans are mostly teenagers and children; of a community of researchers and scholars subcultures. Journal of Psychological Answer: Fans come in all ages; what who are writing about the impact of celebrity Type, 32, 3-22. changes is the developmental motivation society on our current world today. Looking for being a fan. Teens get crushes because Stever, G. S. (2011). 1989 vs. 2009: A at it all in a historical context, there is a good they are that point in life where they are comparative analysis of music superstars reason why, in the late 1980s and into the early exploring romantic feelings for the first Michael Jackson and Josh Groban, and 1990s, I was (as the APA moderator said) on time; Adult fans are more likely to follow their fans. Journal of Media Psychology, the cutting edge of something. Toffler (1990) a given celebrity artist because of interest 16(1), 281-303. had written a book called Powershift where in their work, and/or a desire to support he had explained that in the 1980s, we were Stever, G. (2016). Meeting Josh Groban causes they see the celebrity supporting, moving from a society based on mass media (again): Fan/celebrity contact as ordinary as in Josh Groban’s charity foundation to to one based on de-massified media. Another behavior. IASPM@Journal, 6(1), 104-120. support arts education. way to say this is that we’ve evolved from eight Retrieved from http://www.iaspmjournal. I have now written a book as part of a series by or 10 national magazines and three or four net/index.php/IASPM_Journal/article/ Routledge, called The Psychology of Everything. television channels, to literally thousands of view/764/pdf My book is The Psychology of Celebrity (Stever, media choices, in magazines, television, film Stever, G. (2019). The psychology of celebrity 2019). I spent a good part of the last year and and the internet. I wrote about this in my book (The Psychology of Everything series). a half learning about scholarly theories of and discussed how it has affected the world of New York, NY: Routledge. celebrity and relating those to the work I have entertainment, politics, the economy and really done on fans. In the new social media era, every aspect of life today (Stever, 2019). Toffler, A. (1990). Powershift: Knowledge, there is a new brand of celebrity referred to in wealth, and violence at the edge of the 21st All of my published papers are on the scholarly literature as a “microcelebrity.” century. New York, NY: Bantam. ResearchGate.net. This is a resource with This is a person who has become famous which faculty should become well acquainted. Tukachinsky, R., & Stever, G. S. (2018, May). due to his/her YouTube or other social media It is “social media” for scholars and greatly Theorizing development of parasocial exposures. These people can build a following facilitates the exchange of ideas among the experiences. Paper presented at the that is very large and global. A part of this is community of researchers. International Communication Association blogging, and some people have blogs that Conference, Prague, Czech Republic. are followed by thousands or even millions of References people. All of these new roads to celebrity have Tukachinsky, R., & Stever, G. S. (in press). changed the very nature of both the concept of George, A. L., & Bennett, A. (2005). Case Theorizing development of parasocial celebrity and the impact of media on our lives. studies and theory development in the social engagement. Communication Theory. I wrote about this and other topics related to sciences. Cambridge, MA: MIT Press. the study of celebrity in my book.
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The Case for (At Least Some) Traditional Research at SUNY Empire State College
A. Jordan Wright, New York University
Jordan Wright was a faculty mentor at SUNY It Betters Us as Scholars Empire State College from 2011-2017, serving First, this is not meant to apply to every single as the department chair for psychology, chair of the faculty member at the college. Scholarship Institutional Review Board, and faculty associate looks different in different fields, and a with the Center for Mentoring, Learning and flexible view of what constitutes scholarship Academic Innovation. He is now a faculty member seems to be a hallmark of Empire State and director of the NYU Center for Counseling College. However, we need to fight against and Community Wellbeing at NYU Steinhardt the translation of “being flexible” to being School of Culture, Education, and Human “anti-traditional research.” Flexibility for our Development. He wrote this commentary upon his students and ourselves should include options, departure from ESC. one of which should be traditional research. In my own field of psychology, my identity is s I reflect on my years at Empire very much tied to what I do as a psychologist. State College and think about which I am a clinical psychologist with an expertise endeavors I participated in that I feel in assessment; so much of my identity revolves Awill have lasting impact, one little “experiment” around the actual clinical work (therapy A. Jordan Wright keeps coming to mind. I taught Social Science and testing) I do in my own practice and Research Methods as a study group at the consultation. However, I also do a great deal Manhattan location (Hudson Street) several of research in LGBTQ psychology, which Speaking only for myself, it was from my times, and the final project for that study was has given me a scholarly community outside more traditional research, understood easily a comprehensive written research proposal/ of ESC. Another hallmark of ESC is its by my field, that I was able to deepen myself plan for a study designed by each individual inherent interdisciplinarity – sitting beside as a scholar within psychology. Attending student. Then I posed an offer to each student, colleagues from the arts, law, business, and the conferences was a start, but only when I that if 1) their research proposal was feasible humanities. I personally found it rewarding presented at conferences, got peer reviews on and well designed1 and 2) they wanted to to immerse myself in discourse with these articles, and was able to engage in discourse pursue it, I would engage with them in a colleagues who have a very different view of with other scholars from my field was I able Research Practicum independent study and the world than I do from my psychology/ to strengthen my scholarly muscles. This work with them to implement their research social science lens (though I will admit, I’m may be unique to my particular discipline study. Several students took me up on this proud to have contributed to turning at least (though I’m guessing it’s not), but it is much offer, and what emerged were multiple peer- one of my humanities colleagues into a social easier to gain entrance into and grow within reviewed, published articles in top-tier journals science believer … ). However, I also found a scholarly community when that community co-authored by an undergraduate ESC student it difficult to deepen my identity as a scholar clearly understands and values the scholarly and me. of psychology within the “walls” of ESC. I contribution you are making. For me, while worked hard on multiple program development I had lots of (what I assumed were) great I continue to work (outside the confines of initiatives, like the psychology Bachelor of ideas swirling in my head, very high quality a formal study at ESC) with several of these Science and a possible MS in mental health colleagues started taking notice of me when students, analyzing data, honing papers, counseling, but as much work as each of I started publishing and presenting my more revising based on peer reviews, etc. And I those took, they still involved a relatively traditional research. continue to watch these ambitious students small amount of my overall time and mental gain acceptance into amazing graduate energy. I taught pretty much exclusively within It Betters Our Students programs. Below are my thoughts about why psychology, but at the undergraduate level, faculty at ESC should be encouraged and This one is pretty much a given. While there was a limit to how much I could deepen supported to do what, for these purposes, can not all students are interested in the social my identity as a psychology scholar. be described as traditional research. sciences, those who are find themselves much better equipped for the “real world,” whether
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it be graduate school, a helping profession textbooks or specifically as teaching resources), some innovative ideas (I think of potentially job in which it benefits them to thoroughly but data are messy, just like the real world is Immersive Cloud Learning [which I still feel understand the research literature on what messy. We could ask and answer statistical needs a better, less misleading name] or some is effective, or an actual job that includes questions using actual data, more sophisticated of the ways we are using blended learning), some component of research, if they have statistical techniques (there were several but we are not systematic or rigorous about had hands-on experience doing real research. instances when a student asked a much more evaluating their effectiveness. Personally, while I learned about internal and sophisticated and interesting question than I In the real world, randomized, controlled external threats to validity in my graduate had thought of, and I had to go off and use studies – while seen very often as the gold research methods classes, it wasn’t until I multivariate techniques to investigate, which I standard at understanding causality – are often began to design a real research study and could then bring back to the class to discuss), unfeasible to orchestrate. At ESC, however, discuss all of its problems (with people much and a great deal of critical thinking. we have a fairly controlled environment! We more experienced than I was) that I truly On multiple occasions, as a result of spending have the opportunity to do such clear, well- understood how those threats to validity an entire term using my real data as an designed studies. For example, if I wanted to have real consequences when trying to draw example in the statistics study, a student understand if adaptive feedback throughout my conclusions or answer research questions. This asked to work with me on analyzing some Introduction to Psychology online course was is an example of how important hands-on of the data I had collected in order to write helpful, harmful, or neither, I could certainly experience is. up a publishable paper. For example, one design a study to compare two versions of the Beyond it being an excellent learning tool, student was interested in the role of spirituality course (with students randomly assigned to there is also a mercenary truth: those students in sexual minority identity development one or the other) that were identical except with real research experience, and better yet (I had collected data on these variables). for this (innovative?) component. It’s an easy actual peer-reviewed publications, are much Not only was the paper that emerged from study to design and implement, and it clearly more attractive candidates for graduate this work published in a top-tier psychology answers the research question. Rather than programs (and while I don’t have direct journal, but the student won a distinguished assuming it’s helpful to students, I can truly knowledge of this, I would suspect they are student presentation award at the American find out. I can look at subsets of students (is better candidates for relevant jobs, as well). Psychological Association conference (notably, it more helpful for those students taking their I have sat on graduate admissions committees she was the only undergraduate student to first online course versus online “old pros”? for years at excellent schools, and publications win this award; the other two awardees won For those with higher GPAs coming into and actual research experience often mean for their doctoral dissertations). I know I the class versus those with lower GPAs? For the difference between getting an interview keep repeating that this will not apply to younger versus older students?) to get a more and not. all faculty, disciplines, fields, etc., but in my nuanced understanding of the impact of the personal experience, using my actual research “innovative” component. And I don’t have to It Betters Us as Educators in class and with students made me a much rely on another researcher’s conclusions, which stronger educator. may or may not apply to our nontraditional Speaking for myself, immersing myself in a population. This example is a straightforward, research project afforded me several unique easy one. But what about our mentoring opportunities as an educator. While my own model? We claim it is amazing and helps our work may not be every student’s interest in my students develop, complete their degrees, and group and individual studies, it does provide “ … but in my personal gain supernatural powers (maybe too far?), and the ability to “beat up” ideas in a very specific, experience, using my actual we may feel this to our core, but how do we concrete and genuine way. For example, my know this? How do we convince other people group studies in Applied Statistics at the research in class and with in education that what we do is innovative Manhattan location utilized very real data that students made me a much and effective? Amassing evidence that what I collected to answer research questions. My we’re doing is good will ultimately better the students were, of course, saddled with the data stronger educator.” entire field of education, and will help ESC’s I chose to collect (in this case, data relating reputation as an innovator immeasurably. to identity development and personality variables of LGBTQ adults), which may not It Betters the Field of Education However, It’s Not Well be interesting to all, but we could spend a fair Enough Supported amount of time in class discussing why I chose We at Empire State College claim to innovate. the scales/variables that I did, what the data I We claim that our models of education are One final acknowledgment that not everyone had collected could and could not answer, what excellent. What we don’t often do is back those wants to or should do traditional research at kinds of variables they would have chosen claims up. I would argue that even student ESC. However, for those who do and should, differently, etc. Many statistics classes use retention and completion rates are inadequate there needs to be structural support at the convenient data (a great deal are derived for to support our claims. We may come up with college to facilitate it. While incomplete, my
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thoughts go to two places that could certainly similar research questions, creating new on it submitted to a journal, a “B” paper is go a long way to help support traditional partnerships that ultimately strengthen the not acceptable, so I often went through many research. First is the Center for Mentoring, work of all involved. rounds of revisions on every paper, and this Learning and Academic Innovation (CMLAI). is after designing and implementing entire The other place that could work toward We have an excellent faculty with a great deal studies). If the associate deans (or whoever better supporting traditional research at of expertise in varied fields, many of whom is helming annual planning) are much more ESC is the annual planning process (with would like to innovate in education (and are specific about their questions about research whomever you do that). My experience in well poised to do so). However, not all of us and scholarship during the process, including annual planning was generally a vague question have the kind of social science/education, asking what (in an ideal world) resources about my plan for scholarship over the next human subjects research training, and would help faculty accomplish even a single year (and even one time tying that to my experience to design and implement a high- research goal for the year, faculty would long-range scholarship plans), but questions quality study. The scholarship of teaching and be forced to think very planfully about about scholarship had very little to do with learning (SOTL) has developed sophisticated their research work, instead of it being an my overall workload (sorry, the “w” word). At and interesting methodologies over a very afterthought. And if associate deans (or best, I could work toward “front-loading” my long and storied history, and CMLAI could whoever) committed to acknowledging how teaching work to free up some time later on, provide the guidance and leadership to traditional research can better the entire or some such maneuvering. But everything ensure that all faculty who are interested in ESC community by negotiating some of the always came back to mentoring and teaching educational innovation have the resources to teaching and mentoring loads down in order (number of mentees and direct instruction evaluate their innovations properly. This may to support the work, I believe a great deal credits), with some leeway for overseeing mean providing professional development more important research could be done at the online courses. Seemingly always seen as less opportunities to improve research design, data college. And this doesn’t even touch on the important than the other criteria, scholarship analysis, or even social science writing skills. potential research grants that could come to in my annual planning meetings was most But it may also mean identifying social science the college and provide extra money. … often an afterthought. While I understand research methodologists at the college (or that starting to compare the amount of work elsewhere, ahem) who are willing (and eager) Note (time and energy) from different aspects of to partner with colleagues to co-implement 1 our jobs is difficult and controversial (some One of the teaching methods we engaged studies. One of the more fulfilling aspects of argue that independent studies take more time, in during the methods class was to my work at ESC was partnering with faculty some argue that educational planning takes workshop all components of their research colleagues who had research interests that were more time, some argue that online studies proposal/plan throughout the term, in not my own, but who could benefit from my take more time, etc.), I would argue that both written form for my own feedback strong research and methodology background. engaging in traditional research that involves and oral form for other students’ feedback. For several years, I was the chair of the students is worth considering as “time and a This pretty much ensured that, by the Institutional Review Board (IRB) at ESC, half ” (not arguing for a specific number, just end of the term, each study was well and I saw several projects pass through that a notion). Although I most often enrolled designed. However, being feasible within were similar in nature (e.g., which components students in a research practicum independent the confines of ESC and each student’s of this blended class work better online, study to do research with me, I personally ongoing study was not a requirement. and which work better in person). CMLAI spent a great deal more time and energy on That is, proposals could be aspirational could build links between faculty who have these independent studies than on any other (e.g., dependent on a large grant). (in the end, if I want a paper with my name
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Found Things “From Traditional Students to Adult Learners”
Arthur W. Chickering and Associates, Cool Passion: Challenging Higher Education (2014)
In response to AAM #51, Arthur Chickering, It also would be foolish to assume that were the starting points for the workshop. SUNY Empire State College’s founding academic all learners came with the same levels of Faculty members responded to their questions vice president, sent us the following email on 13 competence and knowledge in relation to the and suggested how each person might proceed. April: “I am enjoying reading the latest issue of All areas of learning they wanted to pursue. It A $50 fee included Saturday lunch, and they About Mentoring. Your opening comments about was likely that many already had substantial did not make a final enrollment decision until history [“Editorial: A History, and Then What?”] learning from prior work and life experiences. after the workshop. The big question was often prompt me to send you the attached pages, 200- We needed to devise a way to evaluate whether to enroll full time or half time. To 204, from my recent Cool Passion book. Perhaps and recognize that prior learning so their aid participants in making the decision, we your readers may find them interesting.” And, we Empire State studies could build on it, avoid gave them each a blank calendar of the past did, and include them here with sincere thanks redundancy, and be challenging enough to 2 weeks and asked them to fill in how they to Art Chickering for permission to reprint this sustain interest and motivation. Traditional had spent each day. Then, if they intended excerpt in AAM, and to NASPA (the National college courses forced all content and desired to enroll full time, we asked them to cross Association of Student Personnel Administrators, outcomes onto a Procrustean bed of 15- out activities to free up 40 hours, and if half Washington, D.C.), which published this book. or 16-week semesters, typically delivered time, 20 hours. We knew that time on task with 50-minute classes 3 times a week, or would be critical and we wanted these busy, occasionally 3-hour classes once a week, for ambitious adults to be realistic. Many students ESC Origins a total of 45 contact hours. It made much changed from assuming full-time to half-time more sense to have the time fit the students’ enrollment, and some half-time students said or me, the key challenge, articulated purposes, content, and learning activities, so they would come back after they were able to by Ernie [Boyer, SUNY chancellor], contracts could be half time or full time and reorganize their lives to free up the expected was to create an institution that would range from 1 to 6 months. Twenty hours per hours. We ran these workshops monthly to Fserve adults throughout the state of New York. week was expected for half-time contracts and build enrollments in our forthcoming learning That was our mission. We were authorized 40 hours for full time. centers. These were the key responses to the to grant associate in arts, associate in science, educational challenges set forth in Boyer’s We were an open-enrollment college. bachelor of arts, bachelor of science, and prospectus [referring to the Prospectus for the Interested students were asked to answer bachelor of professional studies degrees. With New University College, February 1971, which five questions on their application: What do those degree authorizations, and with potential framed the structure and mission of Empire you want your life to be like 5 years from enrollees diverse in race, ethnicity, national State College]. now? What do you want to learn? How do origin, and prior learning, it was clear that a you learn best? What resources work best Then there was the organizational challenge batch processing, one-size-fits-all approach for you? What prior learning is pertinent of serving adults throughout the state. We would not work. We needed individualized to your purposes? We knew these would be needed small, human-scale units, where degrees pursued with individual learning challenging questions for our applicants and faculty members would know each other contracts, just as Goddard [College] had did not expect sophisticated answers. But we well enough to work together and where for its undergraduate majors and in its adult wanted potential students to begin thinking administrators would have close relationships degree program. With New York’s diverse about themselves and their education in ways with them. Roger Barker and Paul Gump’s population and with the range of studies they consistent with our approach. After being (1964) research for Big School, Small School would pursue, a norm-referenced, grading- accepted for admission, 20 to 25 students were documented the educational power of small on-a-curve approach to evaluating students’ invited to an orientation workshop from 6:00 schools, in the range of 200-300 students, contracts also would not work. Goddard used to 9:00 Friday evening, 9:00 a.m. to 5:00 p.m. especially for students who were not the best narrative evaluations, and there was a small Saturday, and 9:00 a.m. to 12:00 p.m. Sunday. and the brightest. Goddard had 121 students consortium of colleges that did so as well. These workshops aimed to help students on the Greatwood main campus [Plainfield, That was the only way to capture the richness understand Empire State College’s educational Vermont] in fall 1959, when I arrived. When and complexity of the work undertaken in a approach and ascertain whether their purposes the student population reached 250, we started learning contract. would be well served if they enrolled. Their a second Northwood campus. With teaching responses to the questions on their application loads of 25 full-time-equivalent students per
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faculty member, a learning center of 250-300 of other locations in the state of New York: Review and Assessment; Al had been at students could support 10-12 faculty members Binghamton, Plattsburgh, Oneonta, and Educational Testing Service. Myrna Miller, a across disciplines in science, social sciences, Watertown. former faculty member, became the associate and humanities, with a dean and associate director. Their job was to review the degree We soon had several thousand diverse students dean. This was consistent with Barker and programs and learning contracts that came to enrolled in all these varied locations, pursuing Gump’s research. So that’s how we started, our central records office. If blatant problems creative degree programs and learning with learning centers in Albany, Rochester, recurred for particular faculty members, they contracts. Their work not only included their and Long Island. We were also asked by the called the appropriate associate dean and raised own reading and writing, but also courses New York Central Labor Council to start the issue. They could not second-guess or turn at other institutions and systematic use of a unit in the International Brotherhood of back approved contracts, but they could flag ongoing experiential contexts that were Electrical Workers building on 25th Street them and share the questions they had. This part of their families, jobs, or community in New York City, a request we could not delicate and sensitive work helped even out activities. It became readily apparent that refuse. After starting additional units at the expectations across the institution without quality assurance across all this diversity was SUNY Rockland Community College, SUNY intruding heavily on local judgments by the necessary – the diverse student population, Purchase College, and in Buffalo, we created deans and faculty members. These were the diverse educational contracts and programs, a statewide center based in Saratoga Springs. basic elements of Empire State College during and diverse locations. To oversee this, we hired That center coordinated work by smaller units the early 1970s. Al Serling to direct the Office of Program of one or two faculty members in a variety
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Found Things “Thanks for the Memory”
With Words by Unidentified SUNY Empire State College Mentors (undated)
“Thanks for the Memory” was composed by Ralph Rainger with lyrics by Leo Robin. Written in 1937, the song was included in the film, The Big Broadcast of 1938, starring Bob Hope and Shirley Ross. Many others (including Frank Sinatra, Rosemary Clooney and Ella Fitzgerald) recorded it, as well. Here, we have a new set of lyrics (done decades ago) to that famous tune, found by our colleague, Xenia Coulter, written by some unknown ESC mentors.
Thanks for the memory of student-mentor talk; discourse without chalk, portfolios and LCO’s and students in the throes. How lovely it was.
Thanks for the memory of desks seldom clean, the jammed Xerox machine, BA degrees, BS degrees, and memos from the dean. How lovely it was.
Many the hours we were spending in meetings that seemed never ending, our ideas never quite blending; few point were won but we had fun, and thanks for the memory of contracts by the score, degree programs galore.
It might have been a headache but it never was a bore. So thank you so much.
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Remembering Our Colleagues
We are so lucky to be a part of a community MARGARET EVANS well as the college’s FORUM program (the of mentors and teachers – a community of first blended residency program at ESC, which Margaret “Marnie” Evans, longtime director colleagues. So many people have offered our sought to attract employees of business and of academic review at the then Metropolitan students, and given all of us, their ideas, energy, public sector organizations). Center (Metro), died on June 10, 2018. insights, care and knowledge. Here, in this Marnie came to ESC as a tutor in European necessarily limited way, we acknowledge those TROY JONES history in 1990, soon after became Metro’s who have been so important to everything assessment person, and, over many years (she Troy Jones worked as a mentor at ESC’s we try to do at SUNY Empire State College. retired in 2014), worked with students in the Staten Island location from 2012 until his We remember and thank them. area of women’s studies. Marnie served as an death on November 1, 2018. Enthusiastically educator at Kirkland College, Kenyon College, dedicated to his students, Troy not only offered Hollins University, New York University and at studies in many areas of education, as well as JOHN BENNETT ESC, and, for decades, was regularly engaged in children’s literature and statistics; he also with local political causes and campaigns developed informal internship programs in John “Bill” Bennett, a mentor at The Harry for social justice. Very significant was her Harlem so that his students could have new Van Arsdale Jr. Center for Labor Studies work with The Church of the Holy Apostles learning experiences within the New York between 1980 and 1995, died on August 15, community in New York City, especially its City public schools. He earned his Ph.D. in 2017. John taught labor history at ESC and soup kitchen that she was so instrumental in curriculum and instruction from Virginia Tech; earlier at Indiana University, and was involved forming and sustaining. previously taught at East Carolina University in the labor movement over many decades. in Greenville, North Carolina; and before John was the labor historian for the Pioneer MARILYN GWALTNEY that, in a Florida elementary school. Troy was Valley Central Labor Council and an executive a “reading” specialist whose dedication to his board member of Western Massachusetts Jobs Marilyn E. Gwaltney, longtime mentor at students was felt by all. with Justice. Later in his life, John donated a the then Niagara Frontier Center who came large collection of labor memorabilia to UMass to ESC as a Lilly fellow in 1977, died on WILLIAM McCLARY Amherst that became The John W. Bennett December 9, 2017. Marilyn earned her Ph.D. Labor Memorabilia Collection. in philosophy from the State University of William “Bill” McClary, longtime former New York at Buffalo with a dissertation that part-time mentor at Empire State College, GEORGE BRAGLE focused on the concept of alienation in the died on May 28, 2018. Bill had been affiliated work of Kierkegaard. She was a Fulbright with the Center for Distance Learning and George Bragle, who died on June 20, 2017, Senior Scholar in India where she focused with International Education for more than was a founding mentor of both ESC’s Center on Indian culture, particularly as it affected 30 years, including time with ESC’s program for Statewide Programs and Extended women. Her longstanding and deep interest in Cyprus in the 1980s. A school principal Programs, which served as the foundation for in ethics led her to explore ethics and and, later, a General Electric marketing the college’s Center for Distance Learning. economic justice and, so presciently, the ethical professional, Bill worked with students at George came to ESC in 1973 and served implications of technology. ESC in the area of marketing. Bill was also on many college governance committees, a caring and enthusiastic spokesperson for including as chair of the senate. George was LESLIE JARVIS the core values and practices of mentoring not only a Fulbright Scholar, but earned five at a distance, and for attention to the interests masters degrees (including degrees in criminal Leslie Jarvis, retired (2013) mentor in Business, and goals of each student. justice and theology) and an Ed.D. in English Management and Economics, and husband education and curriculum from the University of our colleague Patricia Lefor, died on May ISAAC RABINO at Albany (SUNY). After his retirement from 16, 2017 at home in St. Louis, Missouri. ESC in 1997, George taught in the theology Leslie, who joined the college in 1986, was Isaac Rabino was a SUNY Distinguished department at Siena College, took classes an economist who earned an M.A. at the Service Professor and mentor in the biological in Hebrew, and went on a number of trips University of Wisconsin, and a Ph.D. in and health sciences at the then Metropolitan to Athens and Tirana to work with ESC’s econometrics from The New School for Social Center. Isaac, who earned his Ph.D. in cellular International Education students. Research. He worked with students at both and developmental biology, came to the college ESC’s Long Island and Albany locations, as in 1985 and retired in 2009. He responded
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to his students’ interests by developing and facilitating an annual symposium focusing on science policy that drew upon experts in the environmental, health and public policy spheres. In 1996, Isaac received ESC’s Foundation Award for Excellence in Scholarship, much of which focused on his studies on scientists’ attitudes on the impact of their research on public policy and on controversial societal issues of the day.
MARJORIE ROBISON
ESC alumna and mentor Marjorie “Marj” Robison died on May 2, 2017 in New Haven, Connecticut. After obtaining an undergraduate degree in religion at Barnard College, Marj completed a second bachelor’s degree in math at ESC, and in 1995, earned an M.A. in Social Policy. She soon began to work as a mentor with students in math, a commitment she continued for the Center for Distance Learning until just two weeks before her death. Marj was an important contributor to many early CDL courses and made significant efforts over many years to create innovative ways to teach online.
MEL ROSENTHAL
Mel Rosenthal, mentor in The Arts for nearly 40 years, and SUNY Distinguished Service Professor, died on October 30, 2017. Mel, whose Ph.D. was in English literature and American studies, co-founded ESC’s photography program and, with his seminal book of photographs, In the South Bronx of America (Curbstone Press, 2000), became a significant American photojournalist. His many works on lives shaped by social change in the American city; on the world of immigrants and refugees; and on life in Nicaragua, Cuba, Puerto Rico and Vietnam have been shown in galleries and major museum exhibits. Mel, who retired in 2007, was also one of the founders of the Triage Project, a collective of photographers, doctors and writers documenting homelessness and the health care crisis in New York City. We are so pleased that some of Mel’s important photographic work was featured in All About Mentoring #50.
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Core Values of Empire State College (2005)
he core values of SUNY Empire State • provide students with skills, insights • defines each member as a learner, College reflect the commitments and competencies that support encouraging and appreciating of a dynamic, participatory and successful college study. his/her distinctive contributions; experimenting institution accessible and T We value learning-mentoring processes that: • recognizes that learning occurs in dedicated to the needs of a richly diverse multiple communities, environments adult student body. These values are woven • emphasize dialogue and collaborative and relationships as well as in formal into the decisions we make about what we approaches to study; academic settings; choose to do, how we carry out our work in • support critical exploration of all parts of the institution, and how we judge knowledge and experience; • attracts, respects and is enriched by a the outcome of our individual and collective wide range of people, ideas, perspectives • provide opportunities for active, reflective efforts. More than a claim about what we have and experiences. and creative academic engagement. already attained, the core values support our We value a learning-mentoring organization continuing inquiry about what learning We value learning-mentoring modes that: and culture that: means and how it occurs. • respond to a wide array of student styles, • invites collaboration in the multiple We value learning-mentoring goals that: levels, interests and circumstances; contexts of our work; • respond to the academic, professional • foster self-direction, independence • fosters innovation and experimentation; and personal needs of each student; and reflective inquiry; • develops structures and policies that • identify and build upon students’ • provide opportunities for ongoing encourage active participation of all existing knowledge and skills; questioning and revising; constituents in decision-making processes; • sustain lifelong curiosity and • reflect innovation and research. • advocates for the interests of adult critical inquiry; We value a learning-mentoring learners in a variety of academic and community that: civic forums.
SUNY EMPIRE STATE COLLEGE • ALL ABOUT MENTORING • ISSUE 52 • SPRING 2019 SUBMISSIONS TO ALL ABOUT MENTORING
f you have a scholarly paper-in-progress or a talk that you have presented, All About Mentoring 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 mentoring community, pleaseI send them along. If you have a short story, poem, drawings or photographs, or have reports on your reassignments and sabbaticals, All About Mentoring would like to include them in an upcoming issue. Email submissions to [email protected]. Submissions to All About Mentoring can be of varied length and take many forms. (Typically, materials are no longer than 7,500 words.) It is easiest if materials are sent via email to Mandell as Microsoft Word attachments. In terms of references and style, All About Mentoring uses APA rules (please see the Publication Manual of the American Psychological Association, 6th ed. [Washington, DC: APA, 2010] or http://image.mail.bfwpub.com/lib/feed1c737d6c03/m/1/BSM_APA_update_2010.pdf ). All About Mentoring is published twice a year. Our next issue, #53, will be available in late 2019. ALL ABOUT MENTORING
Issue 52 • Spring 2019
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